Semester
(Integration of Reading)
Revised 2016
The publication has been made possible by the support of the American People through United States Agency for International Development (USAID). The contents of this publication are the sole responsibility of the authors and do not necessarily reflect the views of USAID or the United States Government. Technical Support: Education Development Centre (EDC), Teachers College Columbia University. Revised in 2016 with reading integration by the USAID-funded Pakistan Reading Project, implemented by the International Rescue Committee, Creative Associates International, World Learning Inc. and the Institute of Rural Management.
HIGHER EDUCATION COMMISSION H-9, ISLAMABAD PAKISTAN website: http://www.hec.gov.pk
Prof. Dr. Arshad Ali Pride of Perf., SI
Executive Director
FOREWORD Teacher education in Pakistan is leaping into the future. This updated Scheme of Studies with an integration of Teaching Reading in early grades is the latest milestone in a journey that began in earnest in 2006 with the development of a National Curriculum, which was later augmented by the 2008 National Professional Standards for Teachers in Pakistan that provided foundation for 2012 Curriculum of Education Scheme of Studies. With these foundations in place, the Higher Education Commission (HEC) and the USAID Pakistan Reading Project engaged faculty across the nation to review and integrate Teaching and Assessment of Reading in developed detailed syllabi and course guides for the four-year B.Ed. (Hons) Elementary and the two-year Associate Degree in Education (ADE). The syllabi and course guides have been reviewed by the National Curriculum Review Committee (NCRC) and the syllabi are approved as the updated Scheme of Studies for the ADE and B.Ed. (Hons) Elementary programs. As an educator, I am especially inspired by the creativity and engagement of this updated Scheme of Studies. It offers the potential for a seismic change in how we educate our teachers and ultimately our country's youngsters. Colleges and universities that use programs like these provide their students with the universally valuable tools of critical thinking, hands-on learning, and collaborative study. I am grateful to all who have contributed to this exciting process; in particular, the faculty and staff from universities, colleges, and provincial institutions who gave freely of their time and expertise for the purpose of preparing teachers with the knowledge, skills and dispositions required for nurturing students in elementary grades. Their contributions to improving the quality of basic education in Pakistan are incalculable. I would also like to thank the distinguished NCRC members, who helped further enrich the curricula by their recommendations. The generous support received from the United States Agency for International Development (USAID) enabled HEC to draw on technical assistance and subject-matter expertise of the scholars at International Rescue Committee, Creative Associates International, World Learning Inc. and Institute of Rural Management. Together, this partnership has produced a vitally important resource for Pakistan.
(Prof. Dr. Arshad Ali) Ph: +92-51-90400150, Fax: +92-51-90400154, E-mail: arshad.ali@hec.gov.pk
As part of nation-wide reform efforts to improve the reading skills of children, the Higher Education Commission (HEC), with technical assistance from the USAID-funded Pakistan Reading Project (PRP), engaged faculty across the nation to review the Classroom Assessment course and determine how best to integrate the assessment of reading in early grades into the course outline. The process of designing the syllabi and course guides began with an Initial Reading Instruction Curriculum Review meeting in February 2014, where PRP invited faculty from universities and government elementary colleges to complete a gap analysis of the exiting ADE/B.Ed. (Hons.) courses, suggested additions to better address foundational reading instruction (based on International Reading Association Standards for Reading Professionals), suggested where these additions could be made in the courses, mapped the first three core standards (Foundational Knowledge, Curriculum and Instruction, Assessment and Evaluation) across the five courses, and recommended possible outcomes (evidence of pre-service teacher learning). Following the February 2014 meeting, PRP conducted a Reading Syllabi Development Workshop in January 2015, attended by faculty from universities and colleges, and officials from provincial teacher education apex institutions. With guidance and inclusive professional development sessions delivered by national and international subject experts, workshop participants reviewed the HEC scheme of studies, organized course content across the semesters, developed detailed unit descriptions and prepared the enhanced course outline. Between January 2015 and July 2015, through a series of professional development workshops, course writers developed course guides to support course implementation. Course guides provide suggestions on how to teach the content of each course, suggest assessment strategies, and identify potential resource materials. Subject experts for each course provided feedback on each draft of course syllabi and course guides. The course outlines and guides were submitted to the National Curriculum and Review Committee (NCRC) for review in June 2015. NCRC members did a thorough review of material, made recommendations and approved the courses for pilot testing with 8 selected universities and elementary colleges offering ADE and B.Ed. (Hons.) programs.
The Higher Education Commission and the USAID-funded Pakistan Reading Project worked together to build the capacity of TTI faculty across the country to pilot reading courses. Faculty and student teachers piloted drafts of syllabi and course guides and provided their extensive feedback and suggestions for improvement of the courses. Faculty feedback, coupled with feedback from student teachers and course observers, was incorporated by course writers throughout the pilot period. NCRC conducted a final review of revised courses in November 2015, at which time the committee approved the courses. Following faculty were involved in designing this course guide: Dr. Muhammad Saeed Khan, University of Haripur; Ms. Saira Soomro, University of Sindh; Dr. Bushra Chohan & Dr. Ishrat Siddiqa Lodhi, Fatima Jinnah Women University; Ms. Nasreen Ayaz, Sardar Bahadur Khan Women University; Ms. Imtiaz Bano, Provincial Teacher Education Department-Balochistan and Mr. Zulfiqar Ali Behan, Government Elementary College of Education, Lyari-Karachi. National and international subject experts guiding course design: Dr. Fathi El-Ashry, Senior Associate in Education, Creative Associates International, USAID-funded Pakistan Reading Project Josephine Clark Kennedy, Director of Teacher Education, Training and Research, World Learning, USAID-funded Pakistan Reading Project Shahida Maheen, Reading Advisor, USAID-funded Pakistan Reading Project Date of NCRC Review: June 1-2, 2015 and November 23-24, 2015 NCRC Review: The course was revised on the basis of pilot test findings and final drafts were reviewed and approved by the National Curriculum Review Committee (NCRC) on November 23-24, 2015. NCRC Reviewers: Prof. Dr. Mumtaz Akhtar & Prof. Dr. Rizwan Akram Rana, University of the Punjab; Prof. Dr. Umer Ali Khan, Gomal University; Prof. Dr. Parveen Munshi, University of Sindh; Dr. Shagufta Akhter, Foundation University; Prof. Dr. Nabi Bux Jumani, International Islamic University; Dr. Mumtaz Hamid Ullah, Riphah University; Dr. Alia Jawad, Fatima Jinnah Women University; Dr. Rasul Baksh Raisani, Iqra
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Syllabus CLASSROOM ASSESSMENT
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READING ASSESSMENT IN EARLY GRADES
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Orientation Directional arrangement of print for word/sentence Directional arrangement of print on the page Shape of Letters in word Beginning of sentence Print, not picture, contains the story Simple punctuation marks
Language English Left to right
Urdu
Regional
Top to down on page Changed Shape First word with capital letter Yes After a? or a. begins with a capital letter no matter where it occurs in a sentence
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What is it?
Why try it?
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How does it works?
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Student_____________________________________Date_____________________
Writer's Notebook Rubric 4 Outstanding!
Quality
Entries are detailed and show that you are regularly using strategies taught in the mini- lessons.
Quantity
You write more than a page everyday.
Neatness
You always use your best handwriting.
You almost always pay attention to Spelling spelling and and punctuation. Punctuation Someone else can easily read your entries.
3 Good Work! Most entries are detailed and some show that you are trying to use strategies taught in the mini- lessons. You write at least a page on most days. Your entires are usually written in your best hand writing. You usually pay attention to spelling and punctutation. Someone else can usually read your entries.
2 Could Do Better Some entries are detailed and sometimes show that you use strategies taught in mini- lessons. You write less than a page but more than a half-page most days. Some of the entries in you notebook are written in your best handwriting. You sometimes pay attention to spelling and punctutation. It’s often difficulty for someone else to read your entries.
1 Need to Improve Your entries lack details and show little evidence of strategies taught during minilessons. You write less than a half page most days. You do not use you best hand writing in you notebook. You missed to pay attention to apelling and punctuation. Its very difficult for someone else to read your entries.
http://classroom-assessment-theory-into-practice.wikispaces.com/ Assessing+Primary+School+Writing
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References
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Assumptions and Procedures Key Elements For Effective Portfolio Assessment Types Of Portfolios Benefits Of Portfolio Assessment
Assumptions and Procedures
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Key Elements For Effective Portfolio Assessment
Types of Portfolios
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Benefits of portfolio assessment
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Bibliography
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Instructional Uses
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Assessment Uses
Certification of competence
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Tracking Growth Over Time
Accountability
Assessment Issues
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Consensual Points of View
Conclusion
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References
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REFERENCES
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