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 Teaching Literacy course and determine how best to integrate it 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 course design and development: Ms. Nida Mirza, University of Sindh; Dr. Syed Shafqat Ali Shah, University of Gujrat; Dr. Imtiaz Ahmed, University of Karachi and Dr. Ali Murtaza, University of Azad Jammu and Kashmir. 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 University; Dr. Shahida Sajjad, Federal Urdu University; Dr. Nelofer Halai, Agha Khan University; Dr. Naeem Butt, Kohat University; Dr. Iftikhar Ahmad Baig, University of Lahore; Dr. Muhammad Zafar Iqbal, University of Management Technology; Dr. Hafiz Muhammad Inam Ullah, University of Peshawar; Dr. Shafqat Hussain, Govt. College University, Faisalabad and Dr. Hina Kazmi.
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Dealing with Reading Difficulties
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TEACHING LITERACY
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UNDERSTANDING LITERACY
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1.1 Handout Round the Clock Learning Buddies
Reflection activity (10 minutes + out-of-class time) Have each Student Teacher write an 'Autobiography of a Reader'. This should be a 350–500-word essay about their lives as readers. Alternatively, the time in class can be spent discussing the questions in small groups/pairs and taking notes for the future essay. They may choose to include one or more of the following details: their first memory of reading their experiences reading in one language versus another books they remember reading as a child or young reader people who influenced their growth as a reader their experience with different types of texts (e.g. novels, textbooks).
Note: This can also become a practical task – interview a child at school on the same questions, reflect how the answers might inform the instruction.
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BECOMING READERS AND WRITERS (CLASSES 1-3)
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Compo Concerned nent of Reading Reading Difficulty Student cannot decode words using letter sound patterns.
Phonics
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Student does not have a foundational understanding of the letters of the alphabet.
Targeted Skills To enable the student to: understand sound- letter relationships to decode words; use visual memory for high frequency words; demonstrate phonological awareness; demonstrate graph phonic awareness.
Assessment Technique Create a student profile that includes: oral language phonological awareness graph phonic awareness sound- letter knowledge high frequency word recognition decoding skills prefix and suffix recognition.
Instructional Strategies Teach students the common sounds for vowel patterns. Use decodable text that allows students to practice their decoding skills. Provide instruction of and practice with high frequency words. Provide text that requires decoding and identification of high frequency words. Play “word detective” games. Teach students self-talk strategies when encountering new words. Do I know any other words that look like this? Do I know any other words that sound like this? Provide direct instruction of suffixes prefixes and root words.
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REFERENCES
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