Certainly!

Here's a narrative report for a three-day INSET focused on capacity building of strategies for
teaching beginning reading:

Day 1:

The three-day INSET on capacity building of strategies for teaching beginning reading commenced with
an enthusiastic gathering of educators dedicated to enhancing their instructional practices. The first day
began with an in-depth exploration of the foundational principles of early reading instruction,
emphasizing phonemic awareness, phonics, fluency, vocabulary, and comprehension. Teachers engaged
in practical workshops, where they actively participated in modeling and practicing research-based
instructional strategies for developing phonological awareness and letter-sound correspondence. The
day concluded with reflective discussions, guiding educators to consider the diverse needs of emergent
readers and tailor their approaches accordingly.

Day 2:

The second day of the INSET delved into the pedagogical approaches and teaching methodologies
essential for nurturing early literacy skills. A series of interactive sessions focused on the importance of
scaffolding reading instruction, differentiation, and multisensory techniques to engage varying learning
styles. Educators were immersed in hands-on activities, exploring effective guided reading strategies,
shared reading experiences, and the use of high-quality children's literature to support emergent
readers. The day culminated in collaborative planning sessions, as teachers personalized their learning
and envisioned implementing newly acquired strategies in their classrooms.

Day 3:

The final day of the INSET centered on practical application and action planning to empower educators
in effectively implementing the capacity building strategies for teaching beginning reading. Morning
sessions focused on leveraging formative assessment tools and data analysis to inform instructional
decision-making. A highlight of the day was the peer observation and feedback exercise, providing
teachers with opportunities to observe and provide constructive feedback on one another's
implementation of beginning reading strategies. The day concluded with action planning workshops,
where teachers collaborated to develop individualized plans for integrating the newly acquired
strategies into their daily teaching practice.

Overall Reflection:
The three-day INSET on capacity building of strategies for teaching beginning reading served as a
transformative experience for educators, fostering professional growth and equipping them with a
diverse repertoire of evidence-based instructional strategies. Through a combination of informative
sessions, interactive workshops, and collaborative planning, educators left the INSET empowered with
practical tools and actionable strategies to create a rich and supportive learning environment for
emergent readers. The INSET provided a renewed sense of purpose and commitment to nurturing early
literacy skills, ultimately benefiting the overall literacy development of students.

This narrative report highlights the comprehensive and impactful nature of the three-day INSET,
focusing on capacity building of strategies for teaching beginning reading, and the profound impact it
had on the participating educators.