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USAID/READ CO

Community Level Reading and Writing Skills Development

Activity Manual

Ministry of Education

The READ CO Project

Launched in January 2015, the USAID-funded Reading for Ethiopia’s Achievement Developed Community Outreach (READ CO) is a four-year initiative to increase access to grade-level appropriate reading materials, provide children with opportunities to practice reading, and strengthen parental and community engagement in support of children’s learning to read. This initiative supports the national READ Program effort to address the learning needs of 15 million primary grade students in seven (7) Ethiopian Languages (Amharic, Afaan Oromoo, Sidaamu Afoo, Af-Soomaali, Tigrinya, Wolayttatto and Hadiyyissa).

READ CO is implemented by Save the Children and its regional NGO partners Amhara Development Association (ADA), Tigray Development Association (TDA), Adult and Non-formal Education Association of Ethiopia (ANFEAE), the Organization for Welfare and Development in Action (OWDA) and the Save the Children South Hub (in SNNPR).

USAID/ READ CO

Community Level Reading and Writing Skills Development

Activity Manual

Reading for Ethiopia’s Achievement DevelopedCommunity Outreach (READ CO)

Cooperative Agreement No: AID 663-A-15-00003

September 2016

DISCLAIMERThis Manual was produced with support from the U.S. Agency for International Development through USAID/Ethiopia READ CO, under Cooperative Agreement No. AID-663-A-15-00003.

This Publication was prepared by Save the Children. The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

Ministry of Education

AcknowledgementsThis manual was developed in consultation with experts nominated by the MOE, RSEBs, ZEDs and USAID/READ CO. Financial support for development of the manual was provided by USAID, and technical support and contributions were provided by the MOE and READ CO.

These experts developed the Working Manual for Master Trainers Training, Trainings of Level one and Level Two for /USAID/READ CO target schools and community. The manual is also used as a reference while implementing the school level and community level reading and writing activities. READ CO would like to thank all those who participated in this important effort. READ CO is grateful to each participant who shared their knowledge and skills’, dedicating themselves to helping schools and communities to support children’s reading, writing, speaking, and listening in their Mother Tongue languages.

The Manual Development Working Group

Abera Mekonnen, SCI Education and Youth Head

Belainesh Woubshet, USAID /READ CO, Reading Materials Specialist

Carol DeShano da Silva (Dr.), Senior Advisor, Basic Education, Save the Children USA

Elias Ermias, USAID/READ CO Inclusion Specialist

Helen Boxwill, USAID/READ CO, International Reading Consultant

Mark Hamilton (Dr.), USAID/READ CO, COP

Mulugeta Deressa, USAID/READ CO, Community Outreach Specialist

Oumer Mohammed, SCI Education Program Specialist

Suadik Hassen, USAID/READ CO, COP

Tizazu Asare, SCI Education Head

Reviewers

MOE SIP, and Mother Tongue and English Language Development Directorates, READ CO Local Languages Consultants, READ Core/Master Trainers

READ CO and Partners

USAID/READ CO Team,TDA Team,ADA Team,ANFEAE Team,OWDA Team

Designers

Asegid Senbu, Meskerem Eshetu, Netsanet K/Mariam

Table of ContentsIntroduction �� 1

1� Book Bank�� 2

2� Reading Camps �� 3

3� Community Reading Volunteers �� 6

4� Supplementary Reading Materials (SRMs) �� 8

5� Parental and Community Engagement� �� 20

Appendix I

Making Books �� 24

Appendix II

Action Plan �� 26

Appendix III

How to Care for Books �� 27

Appendix IV

Writing for Childrens �� 28

Appendix V

Book Bank Inventory Form �� 29

Appendix VI

Book Bank Book Borrowing Form �� 30

Appendix VII

Example of Session Plan Snapshot �� 31

Appendix VIII

Good Teaching Practices for Reading Camps �� 33

Appendix IX

How to Tell Stories to Children �� 35

Appendix X

How to Read for Children �� 32

Annex: X1

Overview by Skill of Sample Instructional Strategies for Use �� 35

Observation Checklist for the Reading Lesson at Reading Camps and Reading and Writing Clubs �� 37

Community Level Reading and Writing Skills Development Activity Manual 1

IntroductionThe Community Level Activity Manual is designed to help community reading volunteers, mother tongue teachers, schools directors and deputy schools directors, cluster supervisors and community members, mainly parents, care givers, PTSAs and KETBs to help students’ learn the skills of reading and writing. In addition, it helps on how to lead and support reading activities in the communities on continuous manner where all could play key roles.

The manual incorporates five main parts. They are:

1. Book bank,

2. Reading camps,

3. Community Reading Volunteers,

4. Supplementary Reading Materials (SRMs)

5. Parent and Community Engagement.

1. Book bankA book bank is a place or rooms where supplementary reading materials are kept/stored to be used by students and community members. A book bank is also a collection of SRMs used by students and community members written in languages students and community members speak and understand as well as language of instruction.

This section shows the content, location, management and contribution of the community in filling the book bank with necessary books in addition to SRMs developed by READ CO.

2. Reading CampReading Camps are enjoyable, safe places, where children come to interact with literacy in entertaining yet educational ways. During Reading Camps, children participate in five main activities as free play, song time, story time, activity time, and journaling.

The part of the manual embraces:

a. Purpose of reading camps,

b. Location of the reading camps,

c. Participants of the reading camps,

d. Facilitators of the reading camps,

e. Procedures of camp leader selections,

f. Recruitment of the camp leaders,

g. Frequency and length of reading camp sessions,

h. Essential materials needed at the reading camp,

i. Organization of the reading camp,

j. Guidelines and monitoring of the reading camp are the main ones.

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3. Community Reading VolunteersCommunity reading volunteers are individuals who have completed secondary education and able to read and write the language of the community as well as the language of instruction, and are interested in leading and supporting reading activities in their communities on an ongoing basis. Their age is 16 and above balancing of females and males proportion in their respective community. In this regard, individuals with disabilities are expected to get priority. Community reading volunteers are also those who will be serving in the book bank as well as in the reading camps. Though the overall management role is of the KETB, the volunteers are accountable and report to PTSAs.

In this chapter, Volunteers’ role, selection criteria, strategies for recruiting and volunteers’ incentives are indcluded.

4. Supplementary Reading Materials (SRMs)Supplementary Reading Materials are non-textbook instructional resources used for reading instruction and practices. Supplementary reading materials are classified as Decodable, Read Aloud and Leveled books. These books have been developed by READ CO project. (See chapter four of this manual). In this chapter, the needs of schools and communities for SRMs, SRMs’ location, their importance for the development of reading and writing, and how students, reading volunteers, teachers, parents and community members use SRMs and strategies for integrating SRMs in regular use of community level reading interventions.

5. Parental and Community EngagementThis section depicts the role of parents, caregivers or community members who are directly or indirectly involved in caring and nurturing children in the way children are expected to be. In connection to the reading skills development, these people talk, read, play with children, and provide time, space and resources to help a child learn reading; what is called “engagement”. In this respect, parents and community members need knowledge, skills, information and practice behaviors to help support the reading development of their children at homes and in the communities.

Hence, this manual is organized to guide community level activities in terms of supporting students’ learning to read and write both in schools and at home by teachers, parents, caregivers and community members. The main content areas included in this manual are focusing on enhancing reading and writing capabilities of students in one way or another since they are presented in a holistic fashion. The linkage made between the school and the community and the school and the parents has significant importance in developing reading. The SRMs books developed by READ CO are also of paramount importance for they are developed in line with the new mother tongue curriculum, MoE’s guideline for the selection and development of reading materials and fitted to the level of students and grade levels.

1. Book Bank

1.1 Definition of a Book BankA book bank is a container or a place where supplementary reading materials are kept/stored to be used by students during reading camp sessions and community members at home. A book bank is also a collection of supplementary reading materials used by students and community members written in languages that students and community members speak and understand, which is the language of instruction.


1.2. Contents of a Book Bank.Book bank should include:

6 60 or more different titles. These titles should mainly be decodable books, leveled readers and read aloud books, listening and story books but may also include primers or locally-generated materials (such as 1 page stories that are illustrated and laminated)

6 Materials for emergent, beginning, and intermediate level readers

6 Mix of fiction and non-fiction titles

6 Books that child can read on their own (with 95-100% accuracy, including sentences of between 3-8 words per page and no more than approximately 10 pages in length for grades 1 and 2. But for grades 3 and 4 between 2-3 paragraphs per page).

6 Books that proficient readers can read aloud to children (tend to have more complex sentences and may have some new vocabulary words to expand oral vocabulary)

6 Supplementary reading materials such as: alphabet charts, flash cards, games, words, large pictures etc. which are printed in large fonts to accommodate children with difficulty in seeing.

1.3. Location of Book Bank 6 Book banks should be centrally located, outside the school, in the community so that all members

can access them. The location can be in the house of the volunteer, at the kebele’s farmers training center, kebele office or any place believed to be appropriate by the community

6 The exact location of the Book Bank will depend on the needs of each community.

6 Book Bank volunteer should fix a sign post to indicate the Book Bank’s location.

6 Book banks should be accessible for girls and children with disabilities (those with visual and physical impairment.

1.4. Users of the Book Bank 6 All children in grades 1-4 and out-of-school children who are interested in reading can borrow

books from the Book Bank. All struggling learners, Girls and children with disabilities should be encouraged to borrow books.

2. Reading Camps

Reading Camps are enjoyable, safe places, where children come to interact with literacy in entertaining way but educational ways. During Reading Camps, children participate in five main activities like free play, song time, story time, activity time, and journaling.

2.1. Purposes of the Reading CampsReading Camps serve four main purposes.

1. Gives young children from grades 1-4 a fun/enjoyable out of school opportunity to engage in reading and writing.

2. Help children to produce materials to be used at home and with friends and engage in games that support their development of the five reading components and reading skills.

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3. Romote development of the five reading components and reading skills.

4. Reading Camps promote community awareness and participation in reading development.

2.2. Location of Reading CampsThe Reading Camp does not necessarily require a building or construction. It could be organized under the shade of a tree, an open space that belongs to the community with some type of shade or even the facilitator’s compound, kebele office compound, health center compound if it is safe and large enough for the children. Reading camps should be established at a place where girls and children with disabilities can easily access i.e. considering the topography, distance etc. for children with disabilities and protective environment for girls.

2.3. Users of the Reading CampsAll children in grades 1-4 and out-of-school children, with age equivalent who are interested in reading can participate in Reading Camps. Girls and children with disabilities are highly encouraged to use reading camps.

2.4. Reading Volunteers of the Reading CampsReading Camps are facilitated by reading volunteers or any community member who satisfy the following characteristics:

6 S/he has to complete training given to volunteers

6 There should be at least 2 volunteers, one male and one female, for each camp provided that condition allows.

6 Volunteers should be drawn from local Community with the age of 16 and above and should live within the communities they serve.

6 Volunteers should speak, understand, write and read fluently, expressively, & with full comprehension in the language of the community

6 Volunteers must commit to leading Reading Camps on a regular (e.g. weekly) basis.

2.5. Volunteers Recruitment Process 6 Ask youth or other prospective volunteers and community leaders in the community to attend a

meeting to introduce and discuss on the Reading camp.

6 The meeting facilitator will be from PTSA with the support of mother tongue teacher or school director. Community leaders also identify volunteers to act as camp leaders based on the criteria set above. All youth and members of the community who show interest and are literate are welcome to take part.

After the volunteers are recruited, they do the following activities:

6 Invite all grades 1-4 children to reading camps.

6 Identify and list the interested children and those lagging behind in their reading

6 The volunteers divide the identified children equally among themselves.


6 Provide the children with an information sheet about the camp sessions to take home to their parents.

6 Start the camp activity with the children

6 Making the children practice different reading activities

6 Keep records of the children’s progress in reading

6 Report to the school in two weeks’ time and get support based on the report

6 Facilitate conditions by which the able readers can support the slow readers through reading buddies.

6 Assure the SRMs used at the reading camp are submitted to the book bank after use

6 Work with the PTSA, the community leaders and the schools on awarding the best performing children, quarterly.

2.6. The Length and Frequency of Camps’ SessionsChildren in the community should meet at least two times a week during weekends, after school or during public holidays. The length of each session should be 90 minutes and should continue for 6 -9 months.

2.7. Materials Needed at the Reading Camps

6 Reading Materials from the Book Bank

6 Writing materials Ink, writing instrument, writing material (paper, cardboard) to practice reading

6 Notebook to register the students’ progress in reading and writing

2.8. Arrangements of the Reading Camps’ SessionsCamps sessions should follow a consistent format regardless of who the volunteer may be. Though the sort of materials available in the Book bank and the camp may affect the specific activities, the following could be considered as a standard session arrangement. The reading camps sessions will last for 90 minutes and the time allocation is as follows:

No� ActivityTime allotted

in minutes1 Opening song 5

2 Introductory activity 10

3 Read a story book out loud 15

4 Discuss the story 5

5 Draw/rewrite/ and/or act out the story 10

6 Play games related to the story 15

7 Independent Reading 15

8 Create materials related to the story 15

Total 90’

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3. Community Reading Volunteers

Community Reading Volunteers are individuals who have completed grades 10-12 are able to read and write, and are interested in leading and supporting reading activities in their communities on an ongoing basis. Though age limit varies with volunteers within each community, volunteers’ age could be 16 and above and should include a balance of females and males and includes individuals with disabilities and languages of the school, if they are different from one another.

3.1. Criteria for selecting community Reading VolunteerThe exact criteria for selecting a Community Reading Volunteer may vary depending on the pool of volunteers and the needs of each community. However, there are some basic guidelines for selecting volunteers.

6 Must have graduated from grades 10-12.

6 Should be able to read and write in the communities’ language and language of instruction.

6 Should be able to speak, read, write and understand both the language of the community and the language of the school

6 Should be able to demonstrate a desire and capacity for interacting with young children

6 must include both males and females as well as people with disabilities

6 must be willing to undergo training to prepare for their roles

6 must be willing to serve as Community Reading Volunteers on an ongoing basis, preferably for a minimum of one academic year

3.2. Strategies for recruiting community Reading Volunteers.The strategies for recruiting community book bank and reading camp volunteers may vary from one community to the other. Some possible recruitment strategies include2:

6 Pre-existing group� Some communities may already have a pre-existing group of volunteers. These groups may be willing to expand their volunteer programs to include reading volunteers. School directors and PTSA’s should first identify existing volunteer systems prior to beginning recruitment processes.

6 Self-selection� Communities may call a meeting and ask those interested in volunteerism. After presenting the program and outlining responsibilities, they may self-select to serve as Community Reading Volunteers.

6 Public promotion� Hold a public event and meet and select group members from among the attendees.

6 Recruitment by community leaders� Identify a small, pre-selected set of volunteers and ask them to form groups. Volunteers will visit areas of the communities to inspire people to join their groups. These groups are likely to be based in a small geographic area.

6 Nominations by community leaders. Ask community leaders to suggest candidates to serve as Community Reading volunteers.


3.3. Roles of Community Reading Volunteers Community reading volunteers play a key role in READ CO programming. They may serve as leaders and / or assistants to parents and community outreaches reading camps, book banks managers and reading bodies to young children. The responsibilities of community reading volunteers may range from coordinating and facilitating the reading camps and book banks activities as well as reading aloud to out of school children, to training parents and other community members, to completing forms and writing reports on READ CO programming.

3.4. Responsibilities of Community Reading VolunteersCommunity Reading volunteers are responsible for managing the book bank. The volunteers should be able to read and write in the local language of the community. He/ She should also be active participant in community reading activities. The Book Bank volunteers are responsible for:

6 Receiving books and other necessary materials from the respective schools

6 Maintaining the book banks (e.g. replenishing them when necessary by locally generating books, including from school, School Clusters and Woredas Education Office)

6 Encouraging book use, even if books become dirty or torn. It is more important to use books than to keep them neat and clean.

6 Teaching community members, parents, and children to take care of borrowed books is very essential. By Preparing book borrowing schedule and posting in places where the users can see easily.

6 Lending books for the reading camp volunteers for the camp’s reading activities.

6 Lending books for the children who read at home

6 Registering the list of reading camp volunteers and children who borrow books on the book borrowing form

6 Managing the system of monitoring how often books are used and ensuring they are returned

6 Report the progress of the book bank service to the respective primary school administration

6 Whenever the volunteer leaves for different reasons she/he has to report to the respective school directors and legally transfer all the property of the book bank to the successor or the school, with the presence of the respective school’s PTSA/ representatives.

6 Identifying/locating girls and children with reading difficulties in the community and mobilize parents & communities to support them and provide access to reading activities.

3.5. Incentives for community Reading VolunteersDifferent incentives are used for volunteers in the book bank and reading camp:

Some are the following:

6 The primary incentive for youth to serve as a volunteers is that they will receive training in leadership, community organization, and Non-formal and in some cases , formal education in coordination and working with Woredas Education offices. Serving as a community reading volunteers will build their capacity and skills in these areas that they can transfer to other volunteers or pair work in the future. Also communities may consider establishing a certificate

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of recognition for volunteers for their service and /or hold community events to publically celebrate Volunteers’ contributions. If communities have funds available they may consider offering volunteers non- financial incentives such as lunch or in kind gifts as appropriate to the respective communities transportation. Local school directors and PTAS as should consider how best to incentivize Community Reading Volunteers prior to recruitment and communicate these incentives to potential volunteers and should enter into formal written agreement before they are trained and start their voluntary work.

4. Supplementary Reading Materials (SRMs)

This main part provides information to help parents and community members or trained volunteers to use Supplementary Reading Materials (SRMs) to improve student learning in the school, at home and in community. It provides information about 1) the definition of SRMs and their roles in reading skill development; 2) the types of SRMs developed by READ CO for Ethiopia and others projects and programs; and 3) details of effective strategies to use with SRMs to promote reading in the community. They must also be simple, readable, attractive in content, picture supported, colorful and handy.

4.1. What are supplementary reading materials?The Ethiopian Ministry of Education Guideline for selection and development of Supplementary Reading Materials defines SRMs as non-textbook instructional resources used for reading instruction and practice. READ CO has developed three types of supplementary reading materials: decodable books, leveled books, and read aloud books. The content of decodable and leveled books are narrative (stories) or informational (facts and details). The SRMs developed and reviewed and purchased from local market by READ CO are designed for use with children in Grades 1, 2, 3, and 4. They are available in 7 languages and are culturally- relevant, with text and illustrations that reflect the background knowledge of students in the 5 regions where READ CO works.

4.2. What are the SRMs that READ CO has developed?A� Decodable SRMs align directly with the curriculum and contain only letters/fidels/sounds and

sight words that students have learned. Decodable text mainly include words with regular letter-sound relationships (i.e. one letter/fidel makes one sound).

B� Leveled SRMs provide text at varying levels of difficulty to help students of all reading learn and practice reading. The number of words, sentence structure, content, illustrations, size and type of font, and other factors help to determine the grade level appropriateness of a book. The Ministry of Education has created a leveling system that includes two levels (level a and level b) per grade for grades 1, 2, 3, and 4 (See Annex).

C� Read Aloud Books: READ CO also developed books that can be used specifically for reading aloud to children at school, at home, and in the community. In addition to the Read Aloud Books, both decodable and leveled books can be read aloud to student; however, the aim of Read Aloud is to expose children to books they might not be able to read independently. Priority should be placed on using Read Aloud books for Read Aloud activities


4.3. How many SRMs do communities need? Children need access to multiple genres (e.g. fiction, non-fiction) of developmentally appropriate reading materials. Under the READ CO project, each school reading corner will contain at least 100 titles and community book banks will contain at least 100 titles in both the local mother tongue and in the language of instruction.

4.4. Location of the Supplementary Reading MaterialsSupplementary reading materials are located in Reading Corners and Book Banks. Whereby reading corners are located in the school whereas book banks are located in the community.

4.5. Importance of SRMs for the Development of Reading and WritingIncreasing student access to supplementary reading materials helps children learn to read and write in several ways. First, the presence of SRMS in schools and communities helps foster a print rich environment, which in turn helps children to develop concepts of print. Seeing, touching, and exploring texts helps children understand the structure (e.g. what is a cover or a title page) of books and their purpose (e.g. to communicate).

Second, access to SRMS facilitates Read Alouds, when an adult or more advanced student reads a book aloud to a child or group of children. Read Alouds help develop oral language (e.g. the sounds of language, vocabulary, different forms of expression), which plays a critical role in learning to read. Read Alouds also fosters reading fluency in children. As a child listens to an individual reading with appropriate expression, speed, and accuracy, she or he begins to understand how to reproduce fluent reading. Finally, access to SRMS can foster a love of reading in children. Children can use SRMs to practice and play with literacy and choose books that interest them. This is likely to increase a child’s motivation to read.

Community members and reading volunteers can use supplementary reading materials available in the community’s book banks and reading camps to supplement the reading sessions and to differentiate learning to read for children with different reading abilities.

Strategies for Integrating SRMS in Non-Formal approach

Effective reading session must be reader-centered and interactive. In other words, readers must be given meaningful activities in order to become actively engaged in the reading process.

This can be accomplished through strategy based instruction, a systematic approach to building understanding by using strategies before, during, and after reading to better comprehend the content of SRMs. This section describes several strategies that teachers and community volunteers can use with SRMs to help children learn to read. The Annex has a comprehensive list of the strategies, the reading skills they promote, the type of SRMs that a teacher or volunteer can use with the strategy, and the appropriate grade level for that strategy

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Questioning Before, During, and After Reading

Asking questions about an SRM before, during and after reading helps children activate background knowledge and promotes reading comprehension. Questioning can be done with idndividuals, in small groups, or in pairs. More advanced community members and students can also learn to ask themselves questions while reading independently.

Types of Questions Purpose Sample Question

Questioning

Before ReadingTo activate background knowledge

“The title of this book is My Favorite Animal.

Who can tell me about his/her favorite animal?”

To make predictions about the reading

“What are the pictures on the cover of this book? (A bicycle and a car.) After looking at the picture, what do you think this book might be about?”

To introduce new vocabulary

“This book is called The Curious Cat. Does anyone know what the word curious means? Can you tell me another word that means curious?

Q u e s t i o n i n g During Reading

To make predictions What do you think will happen next? Why?

To make connections What would you do if you were this character?

To make inferencesWhat emotion is the character feeling? How do you know?

To monitor comprehension What does that word mean?Questioning

After ReadingTo make inferences What is the main message of the book?

To make predictionsIf this story had a sequel, what do you think it would be about?

To summarize Can you tell me the story in your own words?

To determine importanceWhat were the most important events in this story? Why?

Reading AloudReading Aloud as a strategy serves many instructional purposes. This strategy allows students to enjoy reading in a “risk-free learning environment that removes the pressure of achievement and the fear of failure, allowing the freedom to wonder, question, and enjoy material beyond their reading abilities” (Wadsworth, 2008). Reading aloud motivates, builds background, develops listening comprehension, models fluent reading, communicates the structure of language, introduces new vocabulary while reinforcing words known, and connects pictures and words.

Procedures:

6 Choose a book that is appropriate for the readers’ listening levels which are usually above their independent reading levels.

6 Introduce the book to the students by asking them to predict what the book is about based on the cover and title.


6 Read the SRM aloud with accuracy, intonation, and an appropriate reading rate.

6 Occasionally, stop and ask questions either about what was read or about what may happen next.

6 After reading, ask students to retell the story to a partner or the class or ask them to describe a character, create a new ending, or ask, (example) “What would you say if you could talk to the fox at the end of the story?”

Paired ReadingWhen students are provided the opportunity to practice reading orally to someone on a regular basis, they become better readers. While reading to a partner, parent, or other persons, they gain experience in reading to and listening to other readers. With such exposure and experience, their oral reading fluency, oral language skills, vocabulary, and comprehension improve.

Procedures:

6 Pair or place students in small groups.

6 Ask them to take turns reading parts of an SRM to each other until the end.

6 Model this procedure with a pair or small group of students before they begin.

6 Encourage students to help each other if decoding is a challenge. Review decoding strategies.

6 Model how, and ask students, to complement specific characteristics of their peers’ reading performance. For example, a student might say, “You really use a lot of expression when you read.” or “You read most of the words correctly.” or “I noticed that you paused at the end of each sentence.”

6 Encourage students to ask each other questions. For example, “What was your favorite part? How could you change the ending?”

6 Assess students’ oral reading abilities by listening as they read to a partner.

Tracking/Print ConceptsPrint Concepts refer to the basic features of print: reading from left to right, top to bottom, spacing of words, recognizing punctuation, and capitalization, the cover, title page, words, sentences, and other features. Building print concepts skills help the reader become successful at understanding the features and content of an SRM. Tracking is a kinesthetic way to reinforce print concepts. Tracking also promotes fluency which aids comprehension.

Procedures:

6 Using a SRM, model how to use the tracking strategy.

6 Ask students to hold their pointing finger in the air. Tell them that they will use this finger to point to certain parts of the SRM.

6 Ask them to point to the cover, point to the title, point to the first and last pages, and point to other information that is typically found in an SRM.

6 Have them turn to a page in their books.

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6 Ask them to point to the first word in the first sentence, then to point to the next word. Have them point to each word until they get to the end of the sentence.

6 Ask them to point to a punctuation mark.

6 As students become more advanced readers, instead of pointing to each word, they can track the words by dragging their finger smoothly under each word in a sentence until they reach the punctuation mark at the end of the sentence. This should help to promote reading fluency.

6 Repeat this often to reinforce print concepts until they are learned.

Decoding StrategiesWhen students are using decodable SRMs, instruction for using specific strategies will increase their ability to decode words. Several decoding strategies have proven to be effective. These strategies help students learn phonemic awareness and phonics and help to improve oral language ability. These strategies should be repeatedly taught and used so that students eventually learn to use them on their own as they read independently.

Procedures:

6 Chunking – students find small words within words, or find small parts of words, that are easy to read. They then add the other parts. For example, a student may have trouble reading the word grin� If he/she knows the word in, he/she can sound out the g and the r and add it to in to more easily decode the word�

6 Context Clues – if a student finds unknown words in a sentence, he/she can skip the word and read the rest of the sentence. Sometimes the other, more familiar, words provide clues that can help the student decode the unfamiliar word.

6 Stretching – when a student sounds out a word, he/she will not only isolate the sounds, but stretch them out, or blend them together, so the sounds join each other. For example the word grin could be sounded out g-r-i-n or stretched out to gggrrriiinnn.

6 Look – students look for clues in the illustrations to help read words.

6 Re-reading – students read the word or sentence again to see if it makes better sense.

6 Beginning and End – students say the first and last sound of an unfamiliar word before pronouncing the middle part of the word.

Picture WalkPicture Walks teach readers to use illustrations as clues to understand the meaning of a story and make connections through prior knowledge. Picture walks help to motivate readers and prepare them to read the content of the SRMs more successfully as they will have knowledge of the SRM’s content before reading.

Procedures:

6 Ask students to look closely at the cover, read the title, then discuss what the story could be about (prediction) with a partner or as a whole class.


6 Tell students to look at the illustrations in the book starting on the first page through the end of the book.

6 As students look at the illustrations, or after they finish, ask them to describe what they see. Discuss possible settings, characters, and events.

6 Ask students if their predictions about what will happen in the story changed after looking at the illustrations.

6 After finishing the picture walk, ask students specifically what they think the story is about.

6 Remind students to speak in sentences and provide information regarding setting, characters, and events as they make their final predictions.

Turn and TalkTurn and Talk is used to promote oral language and thinking skills. It involves structured conversation among students and teaches them the routines and procedures of having a conversation.

Procedures:

6 Ask students a question, or provide a prompt, so that students can discuss a concept related to the SRM. Example: Do you think that Tesfaye and Tigist should have helped….

6 Tell students to turn to a partner.

6 Ask students to discuss the question or prompt with their partner. Students should take turns encouraging each other to share ideas, explain ideas, ask clarifying questions, and be good listeners.

6 Allow students enough time for discussion.

6 Then ask partners to share their thoughts and ideas with the whole class.

6 This strategy may need to be modeled the first few times it is introduced to the class.

Background KnowledgeThis strategy will activate the knowledge that students have about the content of an SRM based on its title and an illustration and also reveal what they do no know. Teachers or volunteers can then help students build knowledge about what they don’t know.

Procedures:

6 Introduce the SRM by asking students what they know about the title of an SRM and/or an illustration on the cover or inside of the book. Say, “Today we are going to read a book titled .”

6 Please look at the title and picture on the cover of the book, and tell me (or a partner) what you know about .”

6 If working in pairs, ask several to share what they discussed.

6 As students respond, assess what they know or don’t know, about the concept.

6 If their knowledge is limited, show and describe illustrations from the SRMs that depict the concept, or have other materials ready to do so.

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Quick WriteQuick Writes help students gain new information by thinking about what they know in relation to what they are going to learn. Quick Writes promote fluency in writing, vocabulary, and comprehension. If this process is used consistently, students will be more motivated to learn about a concept or topic and their writing will become more detailed and fluent.

Procedures:

6 Orally give students a concept or topic to write about from an SRM.

6 Ask students to write everything they can think of about the topic in three to five minutes.

6 Tell students not to worry about language or spelling, just get their thoughts on paper.

6 Ask students to share what they wrote with the class, a partner, or a small group.

6 Ask students to read or listen to information in the SRM about the concept or topic. Then read the SRM to students.

6 After reading or listening, ask students to write everything they now can think of about the concept or topic in three to five minutes.

6 Ask students to compare what they wrote before reading or listening to the SRM with what they wrote after reading or listening to the SRM.

6 Ask students to share what they wrote after learning about the concept or topic.

6 Example: Tell students to write for three minutes. They will be expected to record everything they know about pollution. Then you will read a book to them about pollution. After reading the SRM on pollution, tell students they will have three more minutes to write everything they now know about pollution. Students then share what they know about pollution.

Letter WritingLetter writing is a good way for students to express their thoughts to others in a personal way. The letter has four different parts: date, greeting, body, and closing. After writing a draft of a friendly letter, students can share their writing during a peer editing process and then make revisions. Write a letter to a character or about a concept in an SRM.

Procedures:

6 Introduce the purpose of letter writing and the parts of a letter.

6 Show students a completed letter and discuss each part.

6 Read a narrative or informational SRM to the class.

6 Ask students to work with a partner to write a letter to one of the characters in the book or to someone about a concept (e.g. farming, climate change) found in the SRM.

6 Ask students to share their writing with a small group or with the class.

6 Check student work to be sure they included all components of a letter.

6 If possible, display the writing in the classroom.


Scrambled SentencesUse: Before, During, After Reading

Scrambled sentences teach students word order and punctuation. This activity requires literal and inferential thinking, prediction, verification, knowledge of grammatical conventions (punctuation, capitalization, word order) and sequential comprehension.

Procedures:

6 Find an important sentence from the beginning, middle, and end of the SRM, write the words from that chosen sentence on the chalkboard in scrambled order.

6 Students unscramble the words into the correct order and write the correct sentence on the chalkboard.

6 If students are successful, add more scrambled sentences from the SRM on the chalkboard. Ask students to unscramble them. Depending on the abilities of the students, have them continue to unscramble the sentences at the chalkboard or record the unscrambled sentences in their exercise books.

6 Review the completed sentences and ask students to predict what the SRM is about.

6 Read the SRM. While reading the SRM, students verify if their predictions are correct.

6 After reading, students can use the scrambled sentences to retell parts of the story in order. They can record the sentences in order in their exercise books or they can share the sentences in order with a partner.

6 This activity can also be done after reading an SRM by omitting the prediction part of the instructions above.

Predict, Respond, Confirm, WriteThe process of Predict, Respond, Confirm, Write occurs continuously as students read text and monitor their understanding. The process helps to activate background knowledge and promote comprehension.

Procedures:

Step 1: Read the SRM title and show the cover art to the students.

Step 2: Ask students to predict what the SRM is about based on the title or cover art.

Step 3: Read the SRM aloud.

Step 4: While reading, stop occasionally to ask the students if the text confirms or denies their prediction.

Step 5: After reading, ask students (individually or in pairs) to write a sentence that explains if their predictions were correct and explains why or why not.

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RetellingRetelling is usually used with narrative SRMs but can be adapted for use with informational texts. Through retelling, students tell the story again in their own words and in the correct order.

Procedures:

6 After reading an SRM ask students to think about what they read. Remind them to think about the beginning, middle, and end of the story and/or the main characters, the setting, the events, the problem, and the solution.

6 Model how to retell as story by reading an SRM orally and having students help you record what happened first, next, next, next… last. Write responses in a sequential list connecting each one so that they can see and determine if the sequence is correct, according to what they heard. Retellings should be told in the order in which the parts occur in the story.

6 Model again in the same way with another story.

6 Ask several students to come to the front of the classroom and retell the story. Record their responses in order as previously done.

6 Instruct select students to retell the text as if they are telling it to a friend who had never heard or read the SRM. Permit students to retell the text in the order and at the pace he/ she chooses.

6 If necessary, prompt students to remember text parts. Perhaps by asking them what happened at the beginning, middle, and end of the story what was the problem, what was the solution, or what happened after…. Ask open-ended questions of the student or the class such as: Can you tell me anything else? Is there anything else you would like to add?

6 If you feel the students are ready, tell them to read an SRM to a partner who will retell the story. Students who are reading should be reading a story that is at or below their independent level so they do not struggle when reading the story. This will allow for the listener to better comprehend the story and create a more successful situation for retelling.

6 Practice this skill on a regular basis so that students become familiar with retelling, as wells as story structure and sequence.

RereadingUse: After Reading

Rereading an SRM promotes fluency, vocabulary, and comprehension. As students reread text they find it easier and easier to recognize words. Due to less effort with word recognition, with each reading students are better able to devote their attention to comprehension.

Procedures:

6 After reading a short SRM, students read it again and then a third time until they feel confident reading it to another student, the teacher, a small group, or the whole class.

6 Ask students to notice how their reading changes from the first reading to the third.

6 Ask them how the third reading was different from the first. Did they notice they read at a faster pace? Did they understand the story better? Was expression/intonation better?

6 When answering questions related to an SRM, encourage students to look back in the SRM if they do not know an answer, as this is an important form of re-reading that promotes comprehension.


SequencingThis is a strategy that builds comprehension by requiring students to organize information and events. Sequencing works well with processes explained in informational SRMs such as recipes.

Procedures:

6 Before reading an SRM, list important events from the story in a scrambled order on thechalkboard.

6 Read the SRM to the students, ask them read it to a partner, or ask them read it independently.

6 After reading, ask several students to retell the story as previously practiced.

6 Focus student attention to the list on the chalkboard.

6 Ask students to write numbers in front of each event in the order the events took place starting with the number 1. This can also be done in small groups with the events written on strips of paper. The group members would have to read the strips of paper and physically order them from first to last based on what they think the order was in the SRM.

6 Ask several students to come to the chalkboard and number the events in the correct order. Students can check their work with the correct order on the chalkboard.

Intonation/ExpressionReading aloud with expression helps build fluency and comprehension. This strategy helps students hear and produce appropriate expression. This can be done with the whole class, in small groups, or in pairs.

Procedures:

6 Model how intonation (expression) can change as you read sentences from an SRM. Read a sentence or two using no intonation. Then read the same sentences using intonation.

6 Ask students which reading they enjoyed listening to more, intonation or no intonation.

6 Write three sentences on the chalkboard. One that ends with a period, one that ends with a question mark and one that ends with an exclamation mark. Ask students to identify the different types of punctuation.

6 After students have identified the punctuation, read the sentences aloud to the students using intonation. After each sentence, ask students to notice if your voice went up or down at the end of the sentence. They should notice that your voice went down for periods and up for question marks and exclamation marks.

6 Write three more sentences on the chalkboard. Ask several students to come to the chalkboard and read the sentences to the class, paying attention to the way their voice changes at the end of the sentence.

6 Students who are seated can give thumbs up if they think the student read the sentence correctly or thumbs down if the student didn’t read it correctly. They can also put their thumb in the middle if they do not know.

6 Read an SRM aloud to the class with intonation.

USAID/ READ CO18

Think AloudThe Think Aloud strategy helps students to monitor their thinking as they read thus improving comprehension.

Procedures:

6 Read an SRM aloud.

6 While reading, orally talk through your thinking process to demonstrate to students how you think while you are reading. For example, if reading about a happy person, you might say aloud “By looking at the picture, I can guess that the person is happy because the sun is shining and he can work on his farm today.” On the last page, it is the next day, and it begins to rain as he gets ready to go to market to sell his vegetables. “Maybe he doesn’t want to walk to the market in the rain because there will not be many people there.” At any point in a story, you can say, “I wonder what will happen next.” “I wonder why, or how…” “I think…”

6 After students have observed how you think while you read, ask them to share their thinking as they read some sentences from an SRM to a partner. Do this several times and on a regular basis.

6 After the reading, ask students to tell a partner how thinking out loud helped them to understand the SRM better.

6 Ask students to share their thoughts with the class.

6 Model Think Alouds frequently until students feel comfortable with the strategy.

Repeated ReadingRepeated Reading utilizes repeated guided oral reading practice and oral error correction to improve fluency and comprehension. Students read short passages repeatedly until a satisfactory level of fluency is reached. This is usually done in pairs (teacher-student, reading buddy – student).

Procedures:

6 Choose a story or passage from an SRM that contains about 50 to 200 words and is appropriate for the reading skill level of the student (leveled reader).

6 Ask the student to read the passage selected to you as quickly and correctly as he/she can.

6 Pay attention to: mispronunciations, omissions, substitutions.

6 As the student reads, correct errors by supplying the correct word and asking the student to repeat it by re-reading the sentence from the beginning.

6 Have the student re-read the passage several times while continuing to provide corrective

6 feedback until he/she reads accurately, effortlessly, and at an appropriate speed.

6 Comprehension questions may be asked or a retelling requested after one or more of the readings.


Sketch to StretchThis strategy requires students to demonstrate comprehension by quickly sketching (drawing) to demonstrate their understanding visually. They can share their interpretation of their sketch or a partner’s sketch (drawings) orally. They also can write a description about the sketch. By using this strategy, prior knowledge is activated and vocabulary is developed as students connect what they know through drawing by identifying main ideas and details, and thus demonstrating their understanding of the SRM read or heard.

Procedures:

6 After reading an SRM (example) about shopping in Ethiopia, students could draw a sketch that shows how they visualized the details of the shop or market. They could include details about the cost of items, the shopkeeper, the items sold, the items purchased, and other features.

6 Ask students to write captions (words, phrases, or sentences) for their or a classmate’s sketch.

6 Students can share their sketches with a partner and discuss them in detail.

6 Encourage students to look back into the SRM as they sketch to verify the sequence of events as this increases comprehension and requires higher level thinking.

List, Group, LabelList-Group-Label is a three part strategy used to teach vocabulary words in a meaningful context. Students learn to organize words into categories.

Procedures:

Step 1: Teacher writes a vocabulary word taken from a SRM that is new to students on the chalkboard. (Example: feast)

Step 2: With teacher’s support, students suggest other words that relate to key vocabulary word and the teacher writes them on the chalkboard (Example: food, eat, party)

Step 3: Students then categorize all the words into groups and label each group with the name of the category (Example: verbs (eat and feast) and nouns (food and party)

Vocabulary GenieVocabulary Genie teaches words in a game-like format.

Procedures:

6 Select vocabulary words from the SRM. Choose one vocabulary word per small group of students.

6 Write one word clues for a vocabulary words on a pieces of paper.

6 Place papers under student benches before students enter the room.

6 Each student, or group of students, looks at his/her piece of paper and read the clue.

6 The students then discuss their clues with a partner or in small groups.

USAID/ READ CO20

6 The students guess the vocabulary word described by the clues provided.

6 When finished, groups of students can share their clues and the word they think the clues describe.

4.6. Gender and inclusion considerations in SRMs useI� SRMs

Text books and SRMs shouldn’t implicitly communicate traditional gender roles and shouldn’t contain negative connotations about children/people with disabilities.

All SRMs and other teaching aids should be gender-sensitive, describing men and women, girls and boys as equal.

Where applicable, there should be SRMs for children with disabilities. E.g. SRMs and other materials in braille format.

II� Language

Language shouldn’t reinforce inequalities in gender and disability and the reading corners’, RW clubs’, book banks’ & reading camps’ activities shouldn’t reflect male dominance and relegate girls and children with disabilities to an inferior position.

The Teacher/facilitator/volunteer should enhance students’ performance by using encouraging, inclusive languages

III� Interaction with students

6 Some girls and children with disabilities may feel shy; feel unconfident, scared of standing before students etc. and the facilitator should establish rapport and address their specific needs to make them active participants.

5. Parental and Community Engagement.

5.1. What is parent and community engagement and why is it important?The engagement of parents and the community is assured if they play their part in succeeding their children in reading and writing. Roles that are expected from parents in supporting their children’s reading and writing:

5�1�1� Parental Engagement

6 When parents and caring adults talk with a child, read with a child, looking at books (even those with illustrations only), play with a child, and provide time, space, and resources (reading and writing materials) to help a child learn at home or in the community, that is what we call engagement.

6 When parents talk to, visit, and collaborate with schools, principals, teachers and reading volunteers that is another kind of engagement.

6 Parents play key role in empowering their girl children and children with disabilities. Thus, youth volunteers, PTSAs and others should work closely with parents to support girls and children with disabilities to help them in reading.


5�1�2� Community Engagement:

6 The communities follow up the reading and writing status of children in the community

6 The support of the community in facilitating the reading practice at school (in the reading and writing clubs and reading corners) and at home or in the community (at the book bank and reading camp)

6 Communities’ devotion in raising resources which would facilitate reading and writing of their children.

6 Communities plan to do reading promotion activities both in and outside of school.

6 Community’s provision of boxes/shelves for book banks

6 Community’s arrangement of spaces for reading camps and making seats for children

6 Community’s support in incentivizing volunteers.

6 Community’s overall creation of conducive environment for reading and writing development.

6 Community volunteers to use different occasions like community conversations, parents’ day, women’s day, disability day etc. to advocate for girls & inclusive education.

6 Community volunteers, PTSAs, teachers, etc. to mobilize the community to support families having a child with disability.

5.2. Knowledge needed for parents and community members to help their children in reading.

Parents and community members are knowledgeable on many things that can help them support reading development. Some important things for either literate and non-literate parents or community members to know are:

1. Children develop the skills necessary to learn to read and write over time.

2. Talk with and listening to children talk / red is important to reading and writing development.

3. Showing children print and writing in their environment (on signs, in newspapers, on labels for food) helps them learn to read and write.

4. Reading with children and listening to children read is important to reading & writing development.

5. Parents and community members can and should speak to children and encourage them to speak in the community language.

6. Parents should give time for girls to read as girls are highly likely to engage in household chores. They should treat their children (boys and girls) equally and support them in reading.

7. Parents and community members can and should interact with schools to help them teach children to read and write.

Child development starts before birth and continues throughout life. Reading and writing development also happens over time. Some important moments in reading and writing development are:

6 Beginning to talk

6 Learning to hold a book correctly

6 Identifying parts of a book

USAID/ READ CO22

6 Identifying letters

6 Scribbling or drawing

6 Writing one’s name.

5.3. Materials parents and community members need to support their children to develop the reading skills

Children need materials to learn to read. Creating materials that are fun and entertain children, but that also build their literacy skills, is an excellent way to support reading development. The following items represent some materials that can be created anywhere, by anyone, using local materials

Types of Materials needed Targeted Skills Production

Ink, writing instrument, writing material (paper, cardboard, wood, leaves), notebook

Letters, words, phonics (beginning sounds, end sounds, vowel sounds), rhymes, and anything the imagination can think of!

Journals filled with their pictures and drawings

Ink, writing Instrument, writing material (paper, cardboard, wood, leaves, plastic—the sturdier, the better!)

Letters, words, phonics (beginning sounds, end sounds, vowel sounds), rhymes, and anything the imagination can think of!

Flash Card

5.4 Strategies Parents and Community Members Use to Support Reading Parents and community members can use many strategies to help support their childrens’reading development at home and in the communities. Parents and community members can also use strategies in their daily lives or during specific moments that are aimed at helping support reading development. Some of these strategies are:

Strategy 1: Talk with children about everyday activities

Parents and community members can talk to a child while cleaning, fetching wood, going to the market, working in the garden or on the farm, going to town, constructing or fixing something, cooking, transporting materials, fetching water, washing clothes, or doing other daily activities.

During these activities parents and community members can talk about many different things with children, such as: size, shape, color, space and number.

Strategy 2: Tell stories to a child

Parents and community members can help support reading development by telling stories to children. These stories do not have to be written, but can be oral. These are some suggestions for telling a story.

6 Tell children that you are going to tell them a story, so you need them to be nice and quiet and to look at you (it’s ok if children talk during storytelling, but it’s good to get them focused and ready at the beginning).

6 Slow your voice down at key parts to build suspense.

6 Raise your voice at exciting parts of the story.


6 Change your voice to fit the character (for example, a lion might have a big, deep voice).

6 Make eye contact with listeners while telling the story.

6 Stop and ask questions before, during, and after the story

Strategy 3: Sing to a child.

Singing songs can help improve literacy skills. Songs have rhymes and words that are important for children to learn. Children can learn to sing songs with parents and community members to practice listening to and making sounds that will help them learn to read.

Strategy 4: Look at words, signs, or books and talk about them with a child.

Parents who cannot read can help prepare a child to learn to read by pointing at and discussing the print in their environment: words on a can of food, signs on the street, or books.

When parents or caregivers are able to read, it is important for them to read aloud with children to give them additional time to practice reading with an adult who can guide them. Read alouds mean a parent and a child look at, read, or discuss a book together. Read alouds increase a child’s enjoyment of reading. Read alouds should include conversation between the parent and child to help build the child’s understanding. It is a good idea to ask questions before, during, and after reading.

Strategy 5: Use your child’s name.

One of the first words a child learns to read and write is his or her name. Parents and community members can use a child’s name to teach sounds, letters, and words in their names.

Strategy 6: Say letters.

Children need to learn letter names to be able to read and write. Some suggestions for parents and community members to help children learn letter names are:

6 Talk about a different letter of the alphabet each day.

6 Write the letter in the sand or on paper.

6 Sing a song with the alphabet.

6 Point out letters in the child’s environment (for example, on signs, on packages of food)

6 Collect bottle caps and write letters on them. Ask the child to put the caps in order to make words.

Strategy 7: Play with sounds.

Children need to learn letter sounds to be able to read and write. So, talking about sounds in the words.

Strategy 8: Draw and write.

A child’s writing usually begins with scribbling, then moves to letter-like shapes, strings of letters or shapes, and finally letters or words. Drawing and practicing writing, even scribbling, helps children learn to write. Some suggestions for parents and community members to help children learn to write are: Showing how to hold a pencil, draw a picture, write their names, detect letters, words and sentences.

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Appendix I (USAID/IQPEP, 2012)

Making Books:There are many types of books that teachers and students can create to use in the classroom. These books can be made together as a whole class using shared writing, created in pairs, or written by individual students as part of independent writing. The act of creating the books alone is as valuable as reading them later. Below is the step for one type of book that students can create (a “mini book”). Additional types are explained in the annex.

Steps to prepare a Mini Book1. Fold the paper in half and cut it across the fold.

2. Fold each of the pieces of paper in half and cut them across the fold again so that you will have four pieces.

3. Stack the four piece of paper together. Fold them in half. You now have a mini book!

4. The best way to keep the pages together is with a stapler or by sewing them. However, if that is not possible, mark the fold or spine of the book into four equal parts and mark with a pen or pencil.

5. Make a tiny tear at each of the marks, about 1cm deep. This will create 5 parts.

6. Fold the first part of the book toward the front, and the next part toward the back. The third part should fold to the front and the next part toward the back. The fifth part would fold to the part. This holds the pages of the book together.

7. If possible, seal each part with something sticky.


If every child in your class reads five books a week, you might need as many as 200 and 300 books in your Reader’s Corner. That’s a lot of books! Fortunately every reader in your classroom is also a writer, even in the grade one class. And don’t forget, children in the early grades enjoy re-reading familiar texts!

Steps for Making Other Types of BooksExample 1: Step Book

6 3 (or more) pieces of paper

6 2 pieces of yarn or string

1. Take the three pieces of paper and hold them so that each piece of paper is about 4-5cm lower than the one before. You have made the first three of six steps.

2. Take the top piece of paper in the stack and fold it down to create another step.Continue with the other two pieces of paper. You now have six steps.

3. Punch two holes across the top of the papers.

4. On each side, thread a piece of yarn through the hole, pull it to make the ends even, and tie a double knot against the edge of the paper.

From Making Books with Children by Susan Kapuscinski Gaylord (www.makingbooks.com)

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Appendix II

Action Plan FormSchool ____________________________ Town ___________________________ Date _____________ Woreda ________________________ Kebele ___________________________________

Action Step Responsible Person Materials NeededBeginning to ending Date

How will this be

accomplished�


Appendix-III

How to Care for Books1. Keep your books inside.

2. Keep books away from animals.

3. Please do not eat or drink near books.

4. Please do not touch the book if your hands are dirty.

5. Keep your books out of the rain and sun.

6. Keep your books in your backpack when you are not reading them.

7. Please turn the pages of the book from the outside corner (not the middle or inside of the page).

8. Do not write in books.

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Appendix -IV

Writing for ChildrenThis technique allows community members to write oral folk tales or create original stories�

Step 1: Invite community members to a workshop to share and write stories.

Step 2: During the workshop, pair two community members. One will be the storyteller or author and the other will be the editor or illustrator.

Step 3: Ask the storyteller to tell his/her partner the story once from beginning to end.

Step 4: Ask the storyteller to tell his/her partner the story again while the partner writes it down.

Step 5: Ask the partner to read back the story to the storyteller and edit any mistakes.

Step 6: As a whole group, ask each pair to read he stories they recorded.

Step 7: Ask the participants to list the characteristics of a good children’s story.

Step 8: Record their answers.

Step 9: On a flip chart prepared before the session, show the participants a list of characteristics of a good children’s story.

Step 10: Discuss why these characteristics are important.

Step 11: Ask each pair to meet again and review their original stories. Do they fit the characteristics?

Step 12: Ask each pair to make any necessary changes to their story, based on the characteristics.

Step 13: Distribute paper to the pairs and ask them to divide the story into 10-12 pages and draw illustrations for each page of their story.

Step 14: Collect the stories for inclusion in the Book Bank. If possible, type each story into a computer and copy or scan illustration to print a final book.


Appendix-V

Book Bank Inventory Form

s/n Book Title Description Units Number Language

1

2

3

The Name of the Volunteer__________________________Date______________________sig________

The Name of the PTA/PTSA Member ________________________Date________________ sig_______

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Appendix-VI

Book Bank Book Borrowing Form

s/n Date NameName of the Book

BorrowedDate of Return

Signature

1

2

3

Grade_______________


Appendix-VII

Example of Session Plan Snapshot

Time SessionElement Description

before startFree play/

Sign in

Children who arrive early can play with the items in the Book

Bank or participate in sign-in. During sign in, children should be encouraged to use any writing implements to sign-in, which may involve writing their names, drawing letters, drawing pictures, or scribbling.

5 minutes Song time

Song time serves the purpose of calling the children together to begin the reading camp. The volunteer(s) should sing two songs with which the children are familiar. The first song signals to students that it is time to come together. The second song is to set the tone of participation and provide a few more minutes of transition time for latecomers.

10 minutesIntroductory

Activity

The volunteer(s) should make an agenda that outlines the

Structure of the camp. The agenda should be hung where children can see it. The volunteer(s) should review the agenda briefly, before going into story time.

There are several purposes for this: to create a structure and routine where children are comfortable and know what to expect; to provide the volunteer with an outline to refer to; and to provide a piece of reading material that the children can read as their skills improve. As the agenda does not change, only one agenda needs to be made for the entire Reading Camp Sessions.

15 minutesRead a story

book out loud

During each session, a story will be read to the group as a whole.

The volunteer asks questions to the students before, during, and

after the story are read.

The following are potential questions to ask. It is critical to ask questions to the children. It keeps them engaged in the story, but more importantly it helps them build connections and their latent reading comprehension skills. Story time supports the Reading Fluency and Reading Comprehension skill goals of the Reading Camps.

Before the Story is read:

1. Looking at the title/pictures, what might the story be about?

2. Who do you think the main characters might be?

3. What do you know about these types of characters?

4. Have you ever encountered one of these animals? What happened?

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During the story reading

1. What just happened? Why did that happen?

2. What do you think might happen next?

3. How does the character feel in this situation? Why?

4. How would you feel in this situation? Has something like this ever happened to you?

After the story is read

1. What happened first in the story? Next? Last? (Sequencing)

2. What was the most exciting/interesting/surprising part of the story for you?

3. What did you learn from this story?

4. If you could ask the character one question, what would you want to know?

5 Minutes Discuss the Story Discuss with the students on the main points of the reading text

10 minutesDraw/rewrite

and/or act out the story

During Activity Time, volunteers lead the children in one or more activities that focus on one of three specific skills:

Phonemic Awareness, Letter Knowledge, and Vocabulary. The other two skills, Reading Fluency and Reading Comprehension, are captured during Story Time and Free Play.

15 minutesPlay games

related to the story

During each and every Reading Camp session, the children will

make basic reading materials and games to take home with them. The Make-and-Take activities suggested below may be replaced with other activities depending on locally available materials.

15 MinutesIndependent

Reading

Make the students read supplementary reading materials by their own/independently and check their comprehension ability by asking questions related to the story

15 minutesCreate materials

related to the story

Journaling is the last activity of the reading camp. In their own book, students either write or draw a picture about the activities they performed that day. Children may draw a picture of the story they heard, or the activity of the day, or anything else related to the Reading Camp.

These journals are kept with the Book Bank and should be reviewed by the volunteers after the end of each session. They serve as an indicator of what the child enjoyed, what they understood, etc. At the end of the 20 Reading Camp Session, the child takes the journal home.

1. Write / Draw a picture about your favorite part of thereading camp today

2. Draw a scene from the story today.


Appendix-VIII

Good Teaching Practices for Reading Camps:A. To make sure that children are learning during story time, here are some simple things volunteers

can do:

1. Ask children questions before, during, and after the story:

a. Before reading the story, ask questions about the topic of the story before reading, to prepare them for reading.

b. While reading the story aloud, pause at least twice to ask children a question about the story to check their understanding.

c. Ask children “who, what, where, when, why” questions after reading to gauge their understanding, such as:

6 Who were the main characters of the story?

6 What did they do in the story?

6 Where was the story taking place?

6 When did the story take place?

6 Why did the main character do what she/he did?

2. If children are confused by the story or were not paying attention, have another child explain or summarize the story to the whole group, or you can do this yourself.

3. Make adjustments such as altering your tone of voice, using different voices for different characters, read slower, or physically act out what is happening—remember, reading is fun!

4. Read the story a second time to help children understand.

5. Offer praise to children who are listening and encourage the others to do the same.

6. Ask the children which stories are their favorite, and use stories that are similar.

Are most children answering the pre/during/post reading questions correctly? If not…

1. Direct more basic questions, or questions that have several possible answers, toward children who seem to be struggling,

2. Re-read the section again and then repeat the question.

3. For the pre- and post-reading questions, allow children to talk with a partner first to give them time to develop an appropriate response.

4. Remember to praise them for their answers to help them build confidence.

USAID/ READ CO34

B. To make sure that children are learning during activity time, here are some simple things volunteers can do:

1. Repeat the directions, or ask another child to repeat them for the group.

2. Model the activity yourself or start with a practice round of the activity to show everyone how the activity works.

3. Break the children into groups for an activity, and work with the groups that seem to be struggling the most.

4. Break the children into groups by partnering children who are struggling with those who are doing well.

5. Sit close to the children who are struggling, as your presence may give them more confidence.

6. For each activity, start simple.Praise the children for following directions and participating, and encourage those who are not.

7. Start over if you need to, or try another activity that the children have enjoyed and have mastered.

C. To make sure that children are learning during the make and take activity, here are some simple things volunteers can do:

1. Prepare complex materials before the session if you think the children will struggle.

2. Partner older and younger children so the older children can help with difficult tasks.

3. Provide more than one option for how something can be made.

4. Bring an example that you have made before the session and create an example step by step in front of the group so they can see how it is done.

D. To make sure that children are learning during the journaling time, here are some simple things volunteers can do:

1. As you walk around and check in with children, ask if children understand the prompt.

2. Have them repeat back to you what they should be writing/drawing.

3. Offer suggestions if they seem stuck.

4. Allow children to talk with a partner before, during, or after writing in their journals to share their ideas and hear someone else’s ideas.

5. Encourage the work that they are doing. Remember, you should all enjoy this time!


Appendix IX

How to Tell Stories to ChildrenChildren enjoy activities that are full of life and that seem exciting. They like action, colors and sounds. We want our children to be interested in the stories we read and tell them so that they learn to read and think better, so when we read or tell stories to children, we try to make them exciting so that they stay interested. Below are some tips on how to keep children engaged while you are reading or telling a story.

1. Before telling the story:Children sometimes have trouble focusing, especially younger children. Before telling a story, use these tips to help your children focus:

A� Choose an age-appropriate story

Younger children need simpler, shorter stories. School-aged children can usually listen to longer stories. However, each child is different. Do not be discouraged if your child has difficulty sitting and listening to a story, especially if s/he has not listened to many stories before. Continue to tell her or him stories and try stories of different lengths.

B� Set the tone of the storytelling session:

a. Children like to have routines, and they may not be used to sitting quietly.

b. Find a quiet, comfortable place where you can tell them a story every day. If you cannot tell a story every day, tell one as often as possible.

c. If possible, try to read at the same time every day/week. This way the children will know that every Sunday after lunch or every evening before they go to sleep (for example), it is story telling time.

d. Before telling the story, tell the children that you are going to tell them a story so you need them to listen carefully. Children will often talk and move around during storytelling; it is important not to yell at them but to help them listen to the story. Asking them questions about the story before telling helps them to stay interested and prepares them for the story.

e. If you are telling the story to more than one child, make sure that you are sitting so that all of the children can see and hear. One common way of doing this is for the story teller to sit on a chair with the children on the ground in a semi-circle in front of him/her.

2. During the storytelling session:

A� Make eye contact with the children listening to the story

a. Stop when something surprising happens in the story and make a surprised face at the children.

b. Stop when something funny happens and laugh, looking at the children.

c. Stop when something scary happens and say, “oh no!” while looking at the children.

d. Stop when something nice happens, or a problem is resolved, and smile at the children.

B� Change your voice to match the characters�

If a mouse is talking, make a high squeaky voice; if a lion is talking, make a low, deep voice, etc.

USAID/ READ CO36

Appendix X

How to Read for Children

Why should I read to my child?Research shows that when we read to children they begin to think more, become interested in and like reading, and do better in school.

What should I read to my child?Young children benefit from listening to many types of books, especially storybooks or picture books. When a child is reading individually, it is important to choose a book that is at his/her reading level or contains mostly familiar sounds or words, so that he/she does not become frustrated. However, when a literate adult reads to a child, he/she can choose a books with sounds or words that a child has not yet learned; listening to those sounds and words and discussing them with the adult reader will help children learn new skills. Some other characteristics of books to read with children include:

6 Choose a book with pictures and a large font size so that it is appealing to the child.

6 Choose a book that discusses the child’s interests or experiences (e.g. playing soccer, friends or family relationships)

6 Choose a book with repetition or rhyming

Even if you don’t have access to these types of books, the most important thing is to read to your child!

Where should I read to my child?Sit in a place with few distractions and lots of light so you can both see the words well.

When should I read to my child?It does not matter when you read, but reading at the same time everyday creates a habit of reading that the child will hopefully look forward to every day. Reading after meal time supports greater concentration. Read a few stories every day or enough chapters to fill 20-30 minutes. More time is ok, but less time will not help the child as much.

How should I read to my child?1. Get comfortable and ensure you can see the pictures and words.

2. Read slowly enough so that the child understands.

3. If you can, let the child hold the book.

4. It is a good idea to point to each word as you read it. Use your finger, a pencil or a short stick� It is also important to read in a natural way, not too slowly, so the child remains interested.

5. If the child asks what a word is, then it’s fine to stop and tell him or her. Some might even be interested in learning how to read some of them. But do not turn it into a word-reading lesson if the child is mostly interested in hearing the story.

6. Ask the child questions before, during, and after reading the story. Give the child time to answer the question and do not rush. Before the story, discuss the title and the book’s cover picture if there


is one. What does the title and picture make us think the story is about? During the story you can ask about what certain words mean, or pause to ask what the child thinks will happen next. At the end of the story, have a discussion about it. The following are some sample questions to get you thinking. You may ask some or all of these questions or make up some of your own:

6 Did you like the story?

6 Tell me why you liked the story, or why you didn’t like the story.

6 How did the story make you feel? Happy? Sad? Scared? Hungry? Why did you feel this?

6 Try to tell me what happened in the story.

6 Who were the important people or animals in the story?

6 What was the best part of the story? Why?

6 Tell me what you see in this picture.

6 What was the worst part of the story? Why?

6 Was there a lesson to learn in this story?

Remember: It is ok if the child does not answer your questions correctly. It is by getting things wrong and hearing the right answer that children learn. And for many questions, there is no right answer!

USAID/ READ CO38

Annex: XI

Overview by Skill of Sample Instructional Strategies for Use

With Supplementary Reading Materials

Skill(s) Strategy MaterialGrade

Level

Time in

MinutesFrequency

Phonics Fluency Vocabulary Comprehension

Read Aloud Read Aloud Books 1,2,3,4 15 – 30 Daily

Phonics Fluency Vocabulary

ComprehensionPaired Reading

Leveled Readers

Read Aloud Books1, 2, 3, 4 5-15 As needed

Concepts of PrintTracking Print Concepts

Decodable and

Leveled Readers1 5-10

Daily until learned

Phonemic Awareness

Phonics

Vocabulary Fluency

Decoding Strategies

Decodable and

Leveled Readers1, 2 10 Daily

Comprehension Fluency

Picture WalkLeveled Readers

Read Aloud Books1, 2, 3, 4 5 As needed

Comprehension

VocabularyTurn and Talk

Decodable and

Leveled Readers

Read Aloud Books

1, 2, 3, 4 3-5 Daily

Vocabulary

ComprehensionBackground Knowledge

Decodable and

Leveled Readers1, 2, 3, 4 3-5 As needed

Vocabulary

Comprehension

Fluency

RetellingLeveled Readers


Fluency

Vocabulary, Comprehension

Rereading Leveled Readers 1, 2, 3, 4 3-10 As needed

Fluency

Vocabulary

Comprehension

SequencingLeveled Readers


FluencyIntonation/ Expression

Leveled Readers

Read Aloud Books1, 2, 3, 4 3-5 Daily


Skill(s) Strategy MaterialGrade Level

Time in Minutes

Frequency

Comprehension

Vocabulary FluencyThink Aloud

Decodable and

Leveled Readers

Read Aloud Books

1, 2, 3, 4 10-15 As needed

Fluency

Comprehension

Vocabulary

Repeated

Reading

Decodable Readers

Leveled Readers1, 2, 3, 4 10-15 As needed

Comprehension

Writing Vocabulary

Sketch to

Stretch

Leveled Readers


Comprehension

Writing Vocabulary

Predict, Respond, Confirm, Write

Leveled Readers

Read Aloud Books3, 4 10-15 As needed

Vocabulary, Comprehension, Writing

Graphic

OrganizersLeveled Readers 3, 4 10-20 As needed

VocabularyVocabulary

Genie

Leveled Readers

Read Aloud Books2, 3, 4 10 As needed

Vocabulary Writing

Comprehension

Informational Text Impressions/ Story Impressions

Leveled Readers

Read Aloud Books3-4 10-20 As needed

Fluency

Writing

Comprehension

Scrambled

SentencesLeveled Readers 2, 3, 4 5-10 As needed

Writing, Comprehension

Quick Write

Decodable and

Leveled Readers

Read Aloud Books

2, 3, 4 3-5 As needed

Vocabulary Comprehension Writing

Fluency

Letter WritingLeveled Readers

Read Aloud Books2, 3, 4 15 As needed

Vocabulary

ComprehensionList-Group- Label

Leveled Readers

Read Aloud Books1,2,3,4 15-30 As needed

USAID/ READ CO40

Observation Checklist for the Reading Lesson at

Reading Camps and Reading and Writing ClubsName of Observer_____________________ Name of School or Camp:_______ _______________

School Teacher’s Name _________________________ School volunteer’s Name _____________

Reading Camp Volunteer’s Name _______________________________Date:________________

Number of Students: Total Male____ Total Female_____ Total Students__________

Grade 1-M________F__________T___________

Grade 2-M________F_________ T __________

Grade 3-M________F_________ T __________

Grade 4-M________F_________T____________

Objective of the Lesson / Activity: _________________________________________________________

Observation occurred during what part of the lesson?

Beginning_________________ Middle_______ _____________End________ ___________

Part 1.Reading and Writing Club or Reading Camp Climate

Focus Areas of the Observation Yes No Some what

The reading space is adjusted to meet the needs of the number and ages of the children. This includes the arrangement of furniture.

The activities are student centered.

The lesson was planned.

There is material easily available during the lesson, including SRM’s,

The lesson included small group, individual and whole class activities.

The Facilitator or Teacher was able to manage the student’s behavior.

The Facilitator / Teacher treat the children in a warm and friendly way.

The Facilitator /Teacher demonstrate the importance of reading and writing and encourage students to want to read.

Students were encouraged to take home books and to read for pleasure.

General comment by the Observers

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Part 2. Reading Activities

Reading Activities Yes No Some what

The children have some time to freely look through available books.

The children have some time to read independently.

The lesson included a Read Aloud using a SRM appropriate for the students.

The Read Aloud was read in a way to engage the students’ interest and understanding.

The children are involved in an activity or game to review, or teach a specific reading skill appropriate for the students in the group.

The lesson included a chance for students to write or draw depending on their level.

Students were involved in the lesson and able to do the tasks.

Facilitator asks before, during, and after reading questions

The lesson included chances to learn new vocabulary.

The lesson included chances to practice fluency skills.

Comments ___________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________.

After lesson discussion/feedback/

A. What were the major strengths observed during the reading practice in the reading spaces? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. What areas need improvement ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. The way forward ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

USAID/READ CO Community Level Reading and Writing …pdf.usaid.gov/pdf_docs/PA00MFW9.pdf · USAID/READ CO Community Level Reading and . Writing Skills Development Activity Manual