Topic: Screening Slot

Session: D1/S1
Aim: Explore the implementation of the screening process
Objectives: At the end of the session, course participants are able to:
1. Identify the 12 contructs for the English Language basic literacy
2. Identify the instruments and documents used in the screening process
Duration: 1 hour
Resources: A4 paper, Jumbled constructs (Tasksheet D1/S1/T1) (in envelopes), glue
Session Outline: Activity 1: The Screening Instruments
Activity 2: Rearrange the constructs
Activity 3: The Screening Process
_________________________________________________________________________________

Procedure: Activity 1 – The Screening Instruments (10 minutes)

1. Facililtator begins with introducing the slot.

2. Facilitator explains the content of the slot based on Slide 2.
3. Facilitator explains the screening instruments based on Slide 3 – 7.

Procedure: Activity 2 – Rearrange the Constructs (30 minutes)

1. Course participants work in groups of 3.

2. Each group is provided with a piece of paper, glue and an envelope (jumbled constructs).
3. Each group is given 10 minutes to arrange the constructs on the piece of paper given
and discuss the reason for their order.
4. Each group presents their product in a gallery walk.
5. Proceed with One Stay, Two Stray activity. The one at the station will explain the reason
they have arranged the constructs the way they did. The other two members will gather
information on how the other groups have arranged the constructs.
6. In their respective groups, course participants discuss the similarities and differences in
the way the constructs have been arranged by the other groups.
7. Facilitator manages the discussion and show the constructs on Slide 9.

Procedure: Activity 3 – The Screening Process (20 minutes)

1. Facilitator continues to explain the screening process from Slide 10 – Slide 20.
Materials

Tasksheet D1/S1/T1

CONSTRUCT CONSTRUCT STATEMENT

1 Able to identify and distinguish letters of the alphabet
2 Able to associate sounds with the letters of the alphabet
3 Able to blend phonemes into recognisable words

4 Able to segment words into phonemes

5 Able to understand and use the language at word level

Able to participate in daily conversations using appropriate
6
phrases
Able to understand and use the language at phrase level in
7
linear texts
Able to understand and use the language at phrase level in
8
non- linear texts
9 Able to read and understand sentences
Able to understand and use the language at sentence
10
level in non-linear texts
Able to understand and use the language at paragraph
11 level in linear texts

Able to construct sentences with guidance

12