EARLY GRADE READING ACTIVITY

64
EARLY GRADE READING ACTIVITY MAZIKO A KUWERENGA READING INTERVENTION PROGRAM TRAINING MANUAL: MODULE 3 PEAs and Teachers as Reflective Practitioners MARCH 2014 Contract No.: AID-612-C-13-00002 This training manual was prepared for review by the United States Agency for International Development. It was submitted to the Contracting Officer’s Representative, Early Grade Reading Activity by RTI International. Ministry of Education, Science and Technology

Transcript of EARLY GRADE READING ACTIVITY

TRAINING MANUAL: MODULE 3 PEAs and Teachers as Reflective Practitioners
MARCH 2014
Contract No.: AID-612-C-13-00002
This training manual was prepared for review by the United States Agency for International Development. It was submitted to
the Contracting Officer’s Representative, Early Grade Reading Activity by RTI International.
Ministry of Education, Science and Technology
Early Grade Reading Activity
as
Date Submitted: March 2014
Produced and published under the USAID Malawi Early Grade Reading Activity (Contract No.:
AID-612-C-13-00002) in collaboration with the Ministry of Education, Science and Technology
(MoEST) and the Government of Malawi through the Malawi Institute of Education.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 iii
Table of Contents
2. Your expectations of this training (15 minutes) .................................................................................... 4
3. The objectives of this training (15 minutes) .......................................................................................... 4
Knowledge: ................................................................................................................................................................ 4
4. Identifying Challenges from Terms 1 & 2 and Brainstorming Solutions (2 hours) ...................... 5
5. Lessons from the Learner Assessment Test (LAT) (1 hour) ............................................................. 6
6. Lessons Learned from PEAs’ Coaching Visits (2 hours) ...................................................................... 9
7. Maziko a Kuwerenga Book 3 (1 hour) ................................................................................................... 10
Day 2 ........................................................................................................................................................................... 13
1. Welcome Back and Review of Day 1 (15 minutes) ............................................................................ 13
2. Participants Practise Letter Sounds (15 minutes) ............................................................................... 13
3. Effective Teaching Practices for Children with Special Needs (2 hours) ...................................... 13
4. Fluency (2 hours and 30 minutes) ........................................................................................................... 20
5. Modelling Fluency Practice (60 minutes) ............................................................................................... 21
6. Comprehension (2 hours) ........................................................................................................................ 21
Day 3 ........................................................................................................................................................................... 25
1. Welcome Back and Review of Day 2 (30 minutes) ............................................................................ 25
2. Comprehension Teaching Continued (1 hour) ................................................................................... 25
3. Lesson Pacing (2 hours and 45 minutes) .............................................................................................. 25
4. Letter Cards—A New Resource (1 hour 30 minutes) ...................................................................... 27
Day 4 ........................................................................................................................................................................... 29
1. Welcome Back and Review of Day 3 (15 minutes) ............................................................................ 29
2. Phonological Awareness Routines Practice (15 minutes) ................................................................. 29
3. Assessing Learners’ Reading (1 hour and 30 minutes)....................................................................... 29
4. Individual Learner Assessment ................................................................................................................ 30
5. Teacher Observation/Coaching Instrument (2 hours) ..................................................................... 31
iv Early Grade Reading Activity Maziko a Kuwerenga Module 3
6. Preparation for Practicum Teaching (45 minutes) .............................................................................. 33
Day 5 ........................................................................................................................................................................... 34
1. Welcome Back and Review of Day 4 (15 minutes) ............................................................................ 34
2. Preparation for Practicum (15 minutes) ................................................................................................ 34
3. Practicum with Standard 1 Learners (2 hours) .................................................................................... 34
4. Feedback Session (2 hours) ...................................................................................................................... 34
5. Evaluation (15 minutes) ............................................................................................................................. 34
6. Action Planning for Implementation (30 minutes) .............................................................................. 35
Annex 1: Answers ................................................................................................................................................... 36
Annex 3: Fluency Games ....................................................................................................................................... 45
Annex 4: Assessment Examples .......................................................................................................................... 47
Annex 5: Continuous Assessment Recording Template ................................................................................ 49
Annex 6: Teacher Observation Instrument ...................................................................................................... 50
Early Grade Reading Activity Maziko a Kuwerenga Module 3 v
Acknowledgements
This training manual for use in the United States Agency for International Development’s
(USAID’s) Early Grade Reading Activity (EGRA) is the product of collaboration among a
community of government officials from the Ministry of Education, Science and Technology
(MoEST), scholars, practitioners, and education development professionals. Each is dedicated
to improving early grade literacy and has been proactive in the drive to improve learning
outcomes for all children in Malawi. While they have brought their own specialized expertise
or perspective to this particular task, they represent a larger community of parents and
educators who seek a better education and future for their children. We thank them for
their passion and vision, and long-term commitment to the Primary Curriculum and
Assessment Reform (PCAR).
It is not possible to recognize each and every contribution made to this training manual.
Many committed educators and professionals have participated in the literacy activities of
EGRA. The result is a scientifically valid understanding of the specific obstacles to literacy
attainment facing learners in the primary grades. This training manual uses that evidence to
address these obstacles.
We extend a special appreciation to senior officials of MoEST, especially Dr. McPhail
Magwira, Secretary for Education, Science and Technology; directors and staff of the
Department of Inspectorate and Advisory Services; Department of Basic Education;
Department of Teacher Education and Development; Malawi Institute of Education; Centre
for Language Studies; Centre for Educational Research and Training; and teacher training
colleges. Their enthusiasm for education knows no bounds. This book is dedicated to them
and the millions of eager young learners across Malawi.
Finally, we would like to acknowledge USAID/Malawi for providing the financial and technical
means to produce this training manual. USAID/Malawi’s EGRA and its close collaboration
with MoEST have been central to this work and will ensure that this training manual will be
available to those who need it most. The opinions expressed in this manual are those of the
authors and do not necessarily reflect the views of USAID.
vi Early Grade Reading Activity Maziko a Kuwerenga Module 3
Abbreviations
LAT Learner Assessment Test
MaK Maziko a Kuwerenga
NPC National Primary Curriculum
orf oral reading fluency
PEA Primary Education Advisor
TALULAR Teaching and Learning Using Locally Available Resources
TG Teacher’s Guide
Early Grade Reading Activity Maziko a Kuwerenga Module 3 1
Introduction
The Early Grade Reading Activity (EGRA) is a three-year United States Agency for
International Development (USAID) intervention that intends to enhance the quality of
primary education in Malawi. EGRA provides technical assistance to the Ministry of
Education, Science and Technology (MoEST) in implementing teacher education support and
literacy materials development. Building on the achievements of previous activites and in
particular on the Malawi Teacher Professional Development Support Program, it also
features a strong element of community mobilisation and of inclusive education for learners
with special learning needs. EGRA targets teacher trainers, teachers, school administrators,
parents, and other key community members in 11 districts, with a special focus on improving
literacy skills at the lower primary level.
To improve early grade reading, EGRA and MoEST are implementing an early grade literacy
intervention in these 11 districts that is geared toward the development of basic literacy
skills and knowledge. Focusing on schools and the wider community within which the
schools operate, the program provides training to teachers, head teachers, and primary
education advisors (PEAs) on how to effectively teach reading in the early grades. For
parents, caregivers, and other key community members, EGRA provides training and
ongoing support so that young learners’ reading can be encouraged and improved both
within school and at home. The program, known as Maziko a Kuwerenga (Foundations of
Reading), complements the MoEST Primary Curriculum and Assessment Reform (PCAR)
Chichewa course (revised in 2012) in the teaching of foundational skills that are essential in
learning to read. These include letter knowledge, phonological awareness, syllable reading,
word reading, oral reading fluency, and comprehension.
The Maziko a Kuwerenga Training Module 3 has been designed in response to feedback
received from practising teachers and PEAs and to results from the first Learner Assessment
Test (LAT) carried out in January 2014. The LAT was a baseline test of reading and
comprehension carried out with a sample of Standards 1-3 learners in the 11 intervention
districts. It has provided useful information for PEAs and teachers as to where we need to
focus attention in the third term of the school year. The module provides opportunity to
review challenging aspects from Modules 1 and 2, and it also introduces guidelines on how
teachers can conduct individualized reading assessment. This Training Module 3 re-focuses
attention on aspects from Module 2, i.e., continuous assessment, coaching support, and the
teaching of fluency and comprehension so that the benefits of this training will be carried
forward into the classroom.
2 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Training Agenda
Day 1
Time Session
8:00–8:30 Registration, Welcome, and Introductions
8:30-9:00 The Objectives of this Maziko a Kuwerenga (MaK) Module 3 Training
9:00–10:30 Identifying Challenges from Term 2 of MaK, and Brainstorming Solutions
10:30-10:45 Break (15 minutes)
11:15-12:15 Lessons from the Learner Assessment Test Baseline
12:15- 1:45 Lunch (1 hour)
1:15–3:15 Lessons Learned from PEAs’ Coaching Visits
3:15-3:30 Break (15 minutes)
Day 2
Time Session
Participants Practise Letter Sounds
10:30-10:45 Break (15 minutes)
10:45-12:30 Fluency and Practice
3:15–4:15 Comprehension
Practice of Phonological Awareness
Early Grade Reading Activity Maziko a Kuwerenga Module 3 3
9:45–10:00 Break (15 minutes)
10:00–11:15 Lesson Pacing Introduction
11:15–12:30 Lesson Pacing Demonstration and Practice
12:30 –1:30 Lunch (1 hour)
1:30–3:00 Practice Lesson Pacing
3:00–3:15 Break (15 minutes)
3:15–4:00 Letter Cards: A New Resource
Day 4
Time Session
Practice of Phonological Awareness
9:45-10:15 Practice of Assessment Strategies (whole class and individual learners)
10:15–10:30 Break (15 minutes)
10:30–12:30 Individual Learner Assessment Tool Development and practice
12:30 –1:30 Lunch (1 hour)
1:30–3.00 Teacher Observation/Coaching Instrument
3:00–3:15 Break (15 minutes)
3:15–4:00 Preparation for Practicum Teaching
Day 5
Time Session
8:15–8:30 Preparation for Practicum
8:30–10:00 Practicum with Standard 1 Learners
10:00–10:15 Break (15 minutes)
10:15–12:15 Feedback Session
1:30–2:00 Action Planning for Implementation
4 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Day 1
1. Registration, Welcome, and Introductions (15 minutes)
Welcome to this Effective Literacy Teaching Practices Workshop. This is the third module in
the Maziko a Kuwerenga (Foundations of Reading) Reading Intervention Program. To ensure
that all participants benefit from the workshop, please turn off or silence mobile phones, be
punctual, respect all questions and opinions expressed, and participate in all activities. You
may wish to agree on other ground rules for the workshop with the participants.
Please also ensure that you have signed the workshop attendance register.
To begin, please introduce yourself to the other participants. When you introduce yourself,
you will also be asked to complete the following sentence: “My goal in teaching reading is...”
Learning should always be a joyful experience, so we will start today’s training session with a
song:
Amene angokhala sakudziwa ANA
2. Your expectations of this training (15 minutes)
Thank you for devoting time to attend this training. You must have come here with
expectations as to what you are going to gain from the training. Share these expectations
with your facilitator who will write them on a flipchart sheet. This will be posted on the
wall, and as the training progresses, we will try to ensure that most expectations are met.
3. The objectives of this training (15 minutes)
Knowledge:
Revision of the Maziko a Kuwerenga lesson routines, with specific focus on Term 3.
Learning about the results of the January LAT.
Learning how to identify and address the needs of learners with special needs.
Learning about effective use of letter cards.
Learning about the importance of independent reading and individual assessment.
Application:
Participants are able to correctly pace and implement teaching routines for the ‘Big
Five’ reading skills.
Participants can more effectively attend to the needs of learners with special needs.
Participants are able to combine Nditha Kuwerenga with PCAR Chichewa.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 5
Participants are able to use what they have learned from the results of the January
LAT to inform their planning and teaching.
Participants are able to develop and implement individual learner reading
assessments.
Activity: Reviewing the objectives and sharing of participants’ expectations.
Read through the above objectives. Ask questions for clarification, if any.
4. Identifying Challenges from Terms 1 & 2 and Brainstorming
Solutions
This session will do the following:
Provide a forum for you to brainstorm the challenges that you have faced in
implementing the EGRA intervention.
Engage teachers to develop and implement solutions to these challenges.
Provide opportunity for PEAs to give feedback on commonly observed challenges.
Activity: Group discussion of challenges and solutions
Get into groups of about ten people. In your groups, spend ten minutes brainstorming a list
of the challenges that you face in implementing the literacy intervention. Make a distinction
between the challenges directly related to the teaching of reading, which we can change (e.g.,
pacing of the lesson, learners’ losing concentration, etc.) and those which are often beyond
the teacher’s control and are much more difficult to change (e.g., large class size, irregular
attendance, etc.).Try to focus more on the challenges that we have power to
change.
Now share these in plenary. The facilitator will write the challenges down on the board or
chart paper, until all challenges are exhausted.
Discuss each challenge in turn, starting with the challenges you feel are most important:
Why does this challenge have a negative impact on teaching and learning?
What can be done to alleviate this problem?
What action points can be adopted, and who are the persons responsible for taking
action when you return to your school?
Can other members of the group provide examples of successful strategies they have
used to deal with each challenge?
Discuss which of the following six elements of the Maziko a Kuwerenga intervention
presents the greatest challenge in implementation. How can implementation of each element
be improved?
Meeting the needs of learners with special learning needs
Making sure that learners not only can read, but can understand what they are reading
Use of the Nditha Kuwerenga reader (including how to turn pages, take care of the
books, etc.)
6 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Mobilizing parental and community support for reading
Getting benefit from coaching and school-based support
One hour daily of teaching and learning of Chichewa
5. Lessons from the Learner Assessment Test (LAT) (1 hour)
How do we know that we are making progress in the EGRA program?
Effective teachers and PEAs engage in continuous assessment to get a picture of learners’
progress. We will focus more on this in session 5 on Day 4.
Another common and valid way of evaluating progress is for us as professionals (teachers,
head-teachers, PEAs) to give an informed opinion of progress.
Before we look at the LAT scores, how well in your opinion do you think we are doing with
learner reading of Chichewa in your zone/school? What do you think would be the average
of correct words read per minute for each grade?
Share your estimates with your facilitator:
Ckass Estimates of correct words read per minute.
Std 1 0-5 6-10 More than 10
Std 2 0-5 6-20 More than 20
Std 3 0-10 11-20 More than 20
In EGRA we also have the benefit of a monitoring and evaluation (M&E) component with an
M&E Specialist in the Lilongwe office and an M&E Officer (DME) in each district.
One of the tasks of M&E is to conduct periodic sample-based assessments.
The assessment tool tests:
Reading and naming letters
Reading a short passage and answering comprehension questions.
The DMEs, other MoEST staff and some PEAs have conducted a baseline study of Standards
1, 2, and 3 in a sample of EGRA intervention schools. Your school may have been one of
those sampled.
The graphs below show a summary of the findings of the baseline testing in a sample of 33
EGRA intervention schools.
Explanation of the graphs
There are three columns for each item tested. The left-most column is an average for all the
Standard 1learners tested, the middle column is the Standard 2s, and the column on the
right is the Standard 3s.
Here is a guide to help with understanding the graphs:
Early Grade Reading Activity Maziko a Kuwerenga Module 3 7
clpm correct letters per minute
initsound listening to and giving the beginning sound of
words (phonological awareness)
orf oral reading fluency (reading a short passage out
loud)
readcomp reading comprehension questions
How well do the actual findings compare with your informed opinions as to progress?
The first two graphs show how many learners in each grade got zero scores in Chichewa
and English, i.e., were not able to do anything in the LAT subtasks. So where the columns in
the first two graphs are tall, this is ‘not good news’ because it means that a large proportion
of learners were unable to answer the subtasks correctly.
Look for example at oral reading fluency in Chichewa; almost 100% of Standard 1s, 80% of
Standard 2s, and about 55% of Standard 3s were unable to read a single word. We can pay
less attention to the English scores in this training because we have not started providing
support in this subject. Just keep in mind: these are baseline scores that help us know the
reality and give us a benchmark score from which we can measure progress.
We are all keen that learners improve their ability to read, and sometimes it is difficult to
know how well all the learners in a large class are really performing.
For this reason, on Day 4 of this training, you will learn how to develop and conduct
individual reading assessments, and how to interpret the findings of these assessments so
that the teaching targets learners’ particular reading challenges. On Day 5 during the
practicum, you will get a chance to practise the individual assessment with real learners.
Look at the second two graphs below. These show the mean performance of all the
learners tested. The word mean = the average. The same columns represent the same
Standards as in the first set of graphs. Here a ‘good news story’ would be where the scores
are high and the columns are very tall. The left axis with the numbers indicates the possible
score range. Note that the range does not go higher than 25%. This is because although a
few learners may have scored more, there were more learners who performed poorly,
which has brought down the average scores to as low as they are.
Take a look at them.
8 Early Grade Reading Activity Maziko a Kuwerenga Module 3
What do you notice about the average (mean) scores for Chichewa?
Chichewa English
Early Grade Reading Activity Maziko a Kuwerenga Module 3 9
As we can see from these tables, we still have a long way to go before we can say that every
learner can read by the end of Standard 3. It is good that we have this information because
it gives us the hard facts and provides a basis from which we will work toward improvement.
One way that we can work to try to improve these scores is to expose the learners to tests
similar to these so that they are not surprised or frightened by the test. We want to give
our learners plenty of practice at reading individually, because independent reading (not
reading after the teacher, or chorus reading) is in the end the true measure of whether a
learner can or cannot read.
We will return to this issue of developing and implementing mini-LATs in sessions 3 and 4
on Day 4.
Chichewa Letter Sounds (40 minutes)
We know that learning sounds is important for learners so that they can sound out words
correctly. We also know that we as educators have difficulty with correct pronunciation of
the letter sounds. So let’s practise the 24 sounds of the Chichewa alphabet.
There are 24 letters in the Chichewa alphabet. Here are the letters as introduced in Maziko
a Kuwerenga, according to frequency of use. This sequence is commonly known as
anikumeto:
a, n, i, k, u, m, e, t, o, d, l, z, w, s, p, y, b, h, g, r, ch, f, j, v
However, in the National Curriculum, the order begins by introducing all the vowels
followed by the consonants. So, the order is:
a, e, i, o, u, b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y, z
Note that the order in which they appear does not matter. What is important is the skill and
methodology needed in teaching learners how to read.
Remember, a letter-sound should be pronounced as only one sound. For example the sound
for b is /b/ not /ba/. It is important not to add on a vowel sound to the consonant sound
when modelling sounds.
When practising sounding out letters, first look at each letter, then repeat the letter sound
after the facilitator.
Next, as the facilitator points to a letter, in random order, give the correct sound along with
the other participants.
The facilitator will provide corrective feedback if sounds are produced incorrectly.
The facilitator may also illustrate ways to engage every learner in the classroom by calling on
different participants to respond to a question (e.g., members of a particular group, gender,
row, those wearing a particular colour, etc.).
In addition to continued practice of those introduced in Terms 1 and 2, Maziko a Kuwerenga
in Term 3 introduces the following blends:
dw, ml, ns, fw, mk, mt, mv, ps, pw, bz, gw
Let us take some time to practise pronouncing and introducing these blends to the learners.
10 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Care of Nditha Kuwerenga Books
The learner books are meant to last three years. Some teachers have already developed
good strategies for care of books. Others have not. Here is a photo of some text books in
a classroom that are not well managed.
We want to encourage learners to take books home, but learners need to be trained how
to take care of the books they take
home.
caring for the books to make them last
longer. Here are the five rules about
caring for and protecting books:
Books that are covered last
longer. Get parents to come to
school to help with covering the
Nditha Kuwerenga books.
Books handled with clean hands
last longer. Have a pail of water outside the classroom. Train learners to wash their
hands before the Chichewa lesson so that they handle books with clean hands.
Books handled with care last longer. Children need to be trained about the right
way to turn pages. PEAs should train teachers to turn the page carefully by gripping the
corner of the page between thumb and first finger and carefully holding the page while it
is turned. Leafing rapidly through many pages will quickly damage and can sometimes
even tear the book.
Using twigs as bookmarks is good idea but you need to be careful about the twigs
used. If they are dirty, or too big, they will damage the book.
Books kept in smaller piles last longer. Keep your group packs of Nditha in plastic
or cloth bags, then when you are ready to hand out the books, just call up the group
leaders to collect their bag and carefully hand them out. The same process is followed
by the group leaders for collecting and returning the books.
Books taken home need to be carefully managed. Taking books home to read is
a good thing, which needs management. Taking Nditha Kuwerenga home for children to
read with family members is a good idea. You need to manage this carefully. Before a
child can take a book, s/he needs to show you that s/he has a bag to keep it in. It does
not need to be a special school bag; one that is improvised using TALULAR strategies is
to be encouraged. Keep a written record of who has taken the book, and also make a
written note when the book is returned.
7. Maziko a Kuwerenga Book 3 (1 hour)
This is the third and final edition of the Maziko a Kuwerenga (MaK) Teacher’s Guide. By
now you are familiar with the layout, so the following activity should be quick and easy for
you to complete.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 11
Activity: Getting to know the Maziko a Kuwerenga Teacher’s Guide for term 3. :
In your groups, answer the following questions. See which group is the first to complete all
the questions. The answers are in Annex 1 on p. 36.
Question Answer
What page of Nditha is that unit?
Which blends are covered in MaK Book 3?
What skills are covered in Term 3?
On which page is the longest reading text in
Nditha in Term 3?
How many words does it contain?
Activity: A more detailed review of the lesson routines for Unit 13, lessons 1 to 5.
In your groups, refer to the Teacher’s Guide (TG) and review the lesson routines for Unit
13, lessons 1 to 5. Again, this should be done quickly as the lessons are something with
which you should now be familiar. Do not write out all the activities and words of each
routine, just summarize the routines. Lesson 1 has been done for you:
Phunziro Ntchito
Kulemba lembo
Kupeza ndi kutchula tanthauzo la mawu okhala ndi liwu limeneli
Kuwerenga mawu
Kulemba mawu
Lachiwiri
Lachitatu
Lachinayi
Lachisanu
Activity: Work on your own to really get to know the Teacher’s Guide.
On your own, take 15 minutes to scan through the Maziko a Kuwerenga TG and
corresponding units 13–17 in Nditha Kuwerenga. If you do not have the TG for Term 3,
read through the lesson, Mutu 13 – Phunziro 1, that appears in this manual as Annex 2.
12 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Note to facilitator: This is your chance to
focus on aspects of the Maziko a Kuwerenga
routines with which you have seen teachers
struggling during classroom observation.
Prepare to demonstrate key sessions.
This is your Guide, so feel free to make notes in the margins of anything that you think
needs special attention.
In your exam pad, make a note of anything that you feel is unclear or which you would like
your facilitator to demonstrate or explain.
Now share with your facilitator any questions or comments that you have about Maziko a
Kuwerenga Module 3. Listen carefully to others’ questions, too, as they may raise issues
that you had not thought of, or that are the same as yours.
At the end of this activity, you should be feeling confident about being able to teach your
learners to the end of the Maziko a Kuwerenga course.
END OF DAY ONE
Early Grade Reading Activity Maziko a Kuwerenga Module 3 13
Day 2
1. Welcome Back and Review of Day 1 (15 minutes)
Welcome back to Day 2 of this workshop.
2. Participants Practise Letter Sounds (15 minutes)
You will begin by practising in your groups for 5 minutes the phonological awareness
routines. We will practise this every day, so make sure each person gets a chance to
practise and get feedback.
3. Effective Teaching Practices for Children with Special Needs (2
hours)
Aims:
On completion of this unit, teachers will have developed the competence to:
Identify children with special needs.
Select alternative forms of teaching appropriate to children with special needs.
Plan, execute, and evaluate the teaching of children with special needs.
Activity 1: Case Study Analysis and Discussion (1 hour 20 minutes)
1. Your facilitator will divide the participants into 3 groups.
2. Each group receives a different case study to read.
3. While you are reading, consider the following questions:
In your case study:
What difficulties did the child face?
What things were done to help the child overcome these difficulties?
Can you think of any other things that could be done to help a child with similar
difficulties?
4. Discuss the answers to these questions. One person in each group should be a secretary
and take notes on the group’s ideas. The answers are at this back of this training manual in
Annex 1 on pp. 36-38. However it is important that you read, discuss and answer the
questions before reading the answers.
5. The facilitator calls on the secretary in each group to come to the front and tell the rest
of the participants his or her group’s answers to the questions.
6. The facilitator consolidates the activity by highlighting important points, and answers any
questions.
Case Study 1: A child with hearing problems
John is 12 years old and goes to Mwaye Primary School in Balaka district. He had been going
to that school for years. He was taught the regular curriculum but he did not learn much
and had to repeat many times. The fault was not his though. The school had never identified
or addressed his special needs. Last year a new teacher, Mr. Matebule, arrived at the school.
14 Early Grade Reading Activity Maziko a Kuwerenga Module 3
He had learned about disability in his pre-service course. Mr. Matebule quickly realized that
John had a problem. He asked a local NGO for help. The NGO paid for John to see a
doctor. The doctor discovered that John had difficulties in hearing high or low pitched
sounds, especially when he couldn’t see the person or thing that was making the noise. The
doctor then prescribed a hearing aid, and this helped John’s hearing a great deal. However,
John’s school was by a busy road and the classroom was very noisy. The hearing aid made
every sound louder and John found it too noisy to wear his hearing aid all the time at school.
Mr. Matebule made sure John sat at the front of the class. In order to help him understand,
Mr. Matebule used a lot of gestures when explaining things. He would often write
instructions on the board. Mr. Matebule also realized that the first years spent at the school
had been rather of a waste in John’s case. He took time to find out just what John had
learned and what he hadn’t. He focused on John’s strong points and used them to overcome
his weak points. In class Mr. Matebule asked one of the cleverest boys in class to sit next to
John and assist him. They became good friends and the other boy really enjoyed teaching
John things. Every lunch hour, Mr. Matebule spent a few minutes with John. They would go
and sit under the tree far away from the road.
Handout 1: Hearing Impairment
Hearing impairment is a broad term used to describe the complete or partial loss of hearing. The greatest
challenge persons with hearing impairment meet is difficulties with communication, because the majority of
the population focuses on oral communication methods. Even as teachers and parents, we often forget that
communication includes movement and facial expression, as well as sound. It is therefore important that we
as parents, caregivers, and teachers communicate in ways that seem natural for us, using all modes of
communication: movement, facial expression and gestures
Teaching strategies
Place the learner at a position where s/he will be able to see the teacher’s whole body for proper
body language interpretation.
Present oral work before written work to develop speech reading skills.
Involve the learner in lesson activities.
Give a learner enough time to respond.
Use other learners to get clarifications but do not over-do it.
Reward the learner for the effort.
Use total communication (oral and signs) when teaching.
In group work, encourage group members to involve the learner.
Use gestures, signs, and cues but do not exaggerate.
Arrange for remedial teaching where need arises.
Use “natural” signs (i.e., for tired, sleeping, eating, or drinking) if you are not able use formal sign
language.
Ask the child (if s/he has an oral language) to repeat what s/he has understood.
Write down key words of information given during the class and give them to the child at the end of
every day.
Work together with an audiologist (if available) to teach and encourage the child to use her/his
residual hearing to the maximum extent possible, even if the preferred means of communication is
sign language.
Reduce all unnecessary noise, as multiple sources of sound will make it more difficult for the child to
use her/his residual hearing. This is also important if the child is using a hearing aid (amplification).
If some of the classrooms in the school are more noisy than others (noise from busy roads, trains,
airports, or factories), the school should be flexible and move the class that has children with
hearing impairment (as well as classes who have children with visual impairment or other disabilities)
to a less noisy classroom.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 15
Handout 1: Hearing Impairment
Be flexible with time, as most children with hearing impairment (both deaf and hard of hearing) will
struggle to understand everything that goes on in the classroom (as a result of their hearing loss).
Focus more on content than on grammar when assessing the writing of children who primarily use
sign language for communication. Because the grammar of sign languages is very different from
written languages, these children are in fact writing in a “second” language.
Face covering—veils covering eyes, eye brows, nose, mouth, and cheeks (worn by teachers and
fellow learners)—will affect the ability of children with hearing impairment to read lips and
understand mimics.
The majority of children who are deaf (with profound hearing loss) are born to hearing parents. The
school should therefore also attempt to provide instruction for parents on implications of deafness
within the family.
Case Study 2: A child with seeing difficulties
Sara is 14 years old and she is in Standard 3 at a junior primary school. Sara is one of the
best learners in class even though she is blind. Sara lost her sight when she was 5 years old
as a result of measles. One day, Sara’s parents heard about a resource center for the blind at
Malingunde in Lilongwe. They decided to take their daughter there. At the School, Sara
learned Braille—a system where letters are represented by bumps made in paper using a
simple slate and a pin called a stylus. The blind person can read by feeling the bumps with
their fingers.
But Sara has just moved to another school that does not have a resource center for the
blind. However, one of the teachers at the new school knows Braille. He now marks Sara’s
work and her exams. Otherwise Sara is taught by a regular teacher who has no knowledge
of Braille. In class Sara sits near the front so she can clearly hear the teacher. Sara has
developed an excellent memory to compensate for her lack of sight. Another boy helps her.
The school textbooks have not been translated into Braille, so her friend reads aloud to
Sara. The teachers also adapt teaching aids to help Sara.
Outside the classroom, the other children help Sara to make sure she doesn’t fall down
when moving around the school. They have also learned that it is important for them to
touch her gently when they start to speak to her and to say their name. When they do this,
Sara knows who is talking to her, and she can look at them. When Sara finishes school she
wants to be a teacher, so she can help other blind children.
Handout 2 :Visual Impairment
Visual impairment is a broad term used to describe the complete or partial loss of vision. The greatest
challenges most children with visual impairment face are difficulties in mobility (moving around independently),
difficulties understanding and using non-verbal communication (facial expressions and body language), and
difficulties with written communication (because most of their peers read and write regular ink print).
Teaching strategies
Task analysis
Break up each activity in a sequence of small details.
Example: when teaching the perimeter of a rectangle, show and talk about the
following steps:
2. 2L+2B
3. 2(L+B)
Use of language Clear and precise instructions are vital. For example: “Go to the door,
16 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Handout 2 :Visual Impairment
Speak slowly and clearly, but not too loud.
Use short, simple, and clear sentences.
Be consistent in use of language.
Co-active teaching The teacher leads the activity by doing it together with a learner throughout. When
doing an activity teach behind the visually impaired learner.
Multi-sensory
approach
The use of other senses such as touch, taste, hear, and smell. Can give a learner an
opportunity to develop concepts.
answer
Ask question, pause, and then name the learner to answer. Avoid labeling learners
for example, “you blind.”
Modeling
Learners learn best when they are shown what to do, for example, when describing
and then measuring a desk, let the learner feel the dimensions of the desk to
estimate the length and width first.
Peer tutoring Learners with a skill or who have grasped a concept faster help those learners
experiencing difficulties in an activity.
Group work Divide learners in small groups of mixed abilities. A learner with visual impairment
should be made secretary of the group and should report the findings of their group.
Manual guidance/
hands on
The teacher holds the hands of a learner with visual impairment in demonstrating
work, such as in teaching Braille or raised diagrams, since learners with visual
impairment use their hands to observe things.
Prompting
1. Physical prompts (holding the learners hands)
2. Verbal prompting (helping a learner using words)
3. Gesture prompting (using body language)
4. Situational prompting (taking advantage of the situation such as a passing
plane)
Other strategies
Provide copies of written texts and handouts, large print or Braille.
Use other media sources for delivering information (e.g., audio)
Use physical models or concrete materials whenever possible to help the learners understand
concepts.
Frequently ask the learners questions to ensure proper understanding.
Teach new vocabulary in advance of the lesson.
Read out loud what is written on the board.
Use an auditory signal for class attention and to signal a change of activities.
Consistently keep items in predictable/predetermined places (e.g., chairs, desks).
Give the learner appropriate warning of any changes to the classroom set up and provide support for
familiarizing with the new set up.
Reduce auditory noise in the classroom.
Provide copies of notes for the learners.
Use a white chalk on a black board or black marker on a white board.
Use an auditory cue to get the attention of the class.
Encourage the learner to be an advocate for his/her own needs.
Encourage the use of a magnifier.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 17
Handout 2 :Visual Impairment
Reduce visual destractors, eg, bright sunlight or dark shadows on the chalkboard.
Use preferential seating near the front of the class and near assistive technology.
Case Study 3: A child with learning difficulties
Leo is 10 years old and is now in Standard 3 at Rukuru Primary School. Leo has difficulties in
learning. His intelligence is average but he just doesn’t learn things the same way as others.
He didn’t start to talk until he was five. Nevertheless, Leo is a cheerful boy and gets on well
with other children and can run and play like them. At school, Leo was always at the bottom
of the class, and he had to repeat Standard 1 twice. When he was in Standard 2, he had a
new teacher, Mrs. Taulo. She realized that Leo had special problems and that he was never
going to learn like the other children. She then tried using different ways to teach Leo. First
of all, she tried appealing to all his senses. She brought in pictures of the things she was
teaching about and sometimes the real thing, which she let him touch. All the children liked
her visual aids. Leo was very bad at maths, so she gave him small stones, which he could use
to count with. Leo began to understand about maths, but it also meant that he was much
slower doing his sums than the other children. Mrs. Taulo thought about this and decided
that she needed to reduce the work that Leo had to do. For example in maths he only had
to do three sums while the other children had to do six. Leo found writing difficult, so Mrs.
Taulo let him answer the questions orally. Leo often wrote his letters the wrong way round
and he really couldn’t spell, so Mrs. Taulo gave him extra time to copy things from the board
or he didn’t have to copy everything.
Leo sat at the front of the class next to one of the clever learners who could help him. Mrs.
Taulo would also check that he understood all the instructions. She was also very careful to
praise Leo a lot and encourage him. Leo really improved in Standard 2, but towards the end
of the year Mrs. Taulo realized that he would not be able to reach the required standard to
go into Standard 3. She went to talk to the head teacher where she explained about Leo’s
difficulties. The head teacher listened and proposed that they needed to talk to Leo’s
parents as well. Mrs. Taulo told Leo’s parents that Leo would find it very difficult to progress
from Standard 2 to Standard 3 and then to Standard 4 because every year the work got
harder. Leo’s parents still wanted him to go to school. There were still many things he could
learn, they thought. The head teacher listened carefully and then he suggested that each year
Leo should move up a class like the other children even though he didn’t meet the standard.
Special allowances would be made for Leo. The head teacher was afraid that if Leo stayed in
Standard 2 for another year he might get bored and demotivated. Now Leo is doing better.
He is also happier because he can continue to study with his friends.
18 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Handout 3: Developmental Impairment (Learning Difficulties)
Developmental impairment describes a congenital (present at birth) or an early-acquired cognitive impairment. Developmental
impairment is a collective term for a number of different conditions or diagnoses with the common characteristic that the ability
to learn and to cope within the learning environment is impaired.
Teaching strategies
Task analysis
Break a task down into small steps or learning objectives. The child should start with an activity
that s/he can do already before moving on to something that is more difficult. Go back one step
if the child encounters problems.
Chaining Flow of action broken into steps, e.g., putting on a shirt.
Prompting As described above
Using visual, audio, and touch stimuli.
Use real objects that the child can feel and handle, rather than just working abstractly
with pen and paper. This is important for all children, especially for children with
disabilities.
Peer tutoring
Ask other children (who are doing well academically) to help and assist their classmates with
developmental impairment as part of their own social, emotional, and academic development,
which is also mutually enriching.
Repetition/drill Give extra practice by repeating the task a few times. This will ensure that the child masters the
skill. It will help increase her/his self-confidence; however, repetitions should not be exaggerated.
Remedial teaching One-to-one approach in remedial lessons will assist a learner with difficulties.
Other strategies
Use simple words and sentences when giving instructions. Check that the child has understood.
Try to link the tasks to the child’s experience and everyday life (this is important for all children).
Repeat a few main tasks with certain intervals so that they become “habits” to prevent skills from being forgotten.
Be generous with praise (honest praise) and encouragement when the child is successful and masters new skills, as well
as when s/he is trying (and working) very hard.
Motivate the other children in the class to include the child with developmental impairment in out-of-class play and
sport activities, which is also mutually enriching.
Ignore undesirable behavior if the child is doing it to get your attention. Give praise and attention when the child’s
behavior is good.
The three main principles for teaching children with developmental impairment:
1. Divide skill development into small steps and allow for slow progression.
2. Make frequent repetitions.
3. Give a lot of praise and motivation.
Activity 2: Helping children with different types of special learning needs. (40 minutes)
In your groups brainstorm the following, then select one person to present your group’s
ideas in plenary:
5 ideas on how to help children with visual problems
5 ideas to help children with hearing problems
5 ideas to help children with learning problems
The facilitator then adds information from the handout below.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 19
Handout 4: Helping Children with Barriers to Learning
All learners with special needs are unique. Their needs may be recognized through teacher and parent
observation and/or observation by a certified professional. The teacher’s attitudes and beliefs are critical to
successful inclusion of special needs learners. Equally important are the teacher’s competencies to adapt
his/her teaching to children with special needs or children who experience learning difficulties and to help
them develop both their academic and non-academic potential. Teachers should try to apply strategies that will
help meet the needs of children with special needs and reduce learning difficulties as well as behavioral, social,
or emotional problems. Besides a positive attitude of the teachers toward a child with special needs, successful
teaching practices also depend on the following factors:
Applying appropriate teaching methodology
Using appropriate teaching material
Acquiring specific knowledge, skills, and experience in dealing with diversity in class
Adapting the curriculum
Drawing up an individual learning plan for each child with special needs
Barriers to learning and participation
Children with disabilities face both environmental and individual barriers. These two forms of barriers are
closely interrelated. Combined, they create a set of barriers that need to be reduced, and if possible removed,
by schools, homes, and communities in order for the children concerned to be able to develop to their fullest
potential.
Environmental (and attitudinal) barriers
Limited or no access to early intervention programmes. The disabling effect of impairment
will be multiplied unless these children have access to quality early intervention programs (support
systems).
Teachers, head teachers, and PEAs. If educators discriminate against children who are perceived
to be different from the majority of their peers, those children will not thrive.
Legal and regulatory systems. Official systems can be are discriminatory, segregating, and
exclusive.
Curricula. Curricula must not be rigid; they must respond to diversity of abilities, needs, and
circumstances amongst learners.
Teaching approaches and teaching/learning material. Approaches and materials must be
learning-friendly and responsive to the diversity of needs and abilities among learners.
Assessment and evaluation system. Whether these exclusively or primarily assess the academic
level of children according to general standards, rather than individual progress, ideally the academic,
social, emotional, and physical development should be assessed and evaluated.
School and classroom environments. Environments should be inclusive, learning-friendly, and
even physically accessible.
Poor instruction, then, can be a big obstacle to successful inclusive education and thus endanger the child’s
right to proper education. Research and experience have shown that to improve results for learners with
disabilities, schools must:
Have high expectations for learners with disabilities
Meet the learner’s needs to enable the learner to access, participate, and progress in the general
education curriculum to the maximum extent possible
Ensure that parents have meaningful opportunities to participate in the development, review, and
revision of the individualized education program
Ensure that families have meaningful opportunities to participate in the education of their children at
school and at home
Ensure that special education is a service, rather than a place where learners are sent
Provide appropriate special education services and supplementary supports and services in the
general education classroom, whenever appropriate
Provide effective systems of school-wide, classroom, small group, and individualized behavior supports
20 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Handout 4: Helping Children with Barriers to Learning
Ensure that all those who work with learners with disabilities have the skills and knowledge necessary
to help such learners meet academic and functional goals
Prepare learners for their transition to adult living, working, and learning to lead productive
independent adult lives to the maximum extent possible
Provide high quality research-based instruction and supports
Focus resources on teaching and learning
4. Fluency (2 hours and 30 minutes)
What is fluency?
Fluency: The Instructional Cycle
In Module 1 you were introduced to the concept of the instructional cycle; this was further
practised in Module 2. Here is a recap of the three key points about the instructional cycle
and how it helps learners achieve mastery and fluency in a given skill.
Introduction activities teach a new skill or strategy and move learners forward in
developing abilities.
need additional practice to develop automaticity. Automaticity is the automatic
processing of information, such as the immediate recognition of letter-sound
correspondences (seeing a letter and knowing what sound it makes).
Generalization activities provide opportunities for learners to apply mastered skills in
new situations. When learners generalize their understanding of a skill, they can apply it
appropriately on their own.
This cycle of introduction, practice, and generalization underpins a systematic curriculum in
which learners learn new skills, review them, and apply them. Each time we teach something,
we use this cycle to help build a strong foundation of skills and strategies that learners can
apply to all learning.
Why Is Fluency Important? (20 minutes)
Fluency is developed during the “Practice” stage. Once learners have built an initial
understanding of a skill, the next thing to do is to have them practise it. If they are able to
practise the same skills or new content (like letters or words) several times over a week,
they are more likely to remember these skills and content in later lessons.
Learners need to recognise letters and read words accurately and quickly to be able to use
more of their time and effort concentrating on the meaning of words rather than the sound
of each letter.
Fluency helps learners enjoy reading.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 21
5. Modelling Fluency Practice (60 minutes)
Practising fluency is crucially important. Learners must also receive feedback to correct
errors (helping them become more accurate). The following activities will help them become
fluent:
Reviewing letters, syllables, and words every day, and with more reviewing time allotted
for Fridays
Rapid identification of syllables (1–2 minutes)
With the class reading aloud together, slowly blend letters into a word. Still together,
blend the letters into a word several times, each time increasing the speed. End by
reading the whole word (3–4 minutes)
Rapid word identification from the board and in Nditha Kuwerenga (2–3 minutes)
Fluency games
If you need a reminder of how to do these activities, turn to the relevant pages from Module
1 training manual. For your convenience, they are copied in this manual as Annex 3 on page
45.
Through EGRA, we are aiming by the end of the first year for learners to have improved
their reading fluency. We would like learners on average to have improved their fluency and
accuracy by at least 7 words per minute. This means that if they were able to read 5 words
per minute, they should be able to read 12 words per minute by the end of the first year.
If they were able to read 10 words per minute, they should be able to read 17 words per
minute by the end of the year.
So reading fluency is a key objective for this, the third and last term of the year.
Activity: Participants demonstrate fluency games.
You learned about and practised the fluency games in the Module 1 and 2 training. As a
recap, the facilitator will ask for volunteers to model one or two of the games. By
now you should be familiar with these. Again, if you need a reminder, turn to Annex 3 of
this manual.
6. Comprehension (2 hours)
As a participatory way to start this session, your facilitator will pose the question:
What is comprehension?
Share your definitions with your facilitator then check them against the one given in Annex
1 on page 38.
Three challenges that impact negatively on learners’ comprehension of texts were noted
during classroom observation:
Learners do not get enough practice in oral reading fluency.
Teachers do not ask questions to check if the learners have understood what they have
read.
22 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Some learners read one word at a time, and wait for the teacher to tell them to
continue, rather than reading fluently and independently.
By Term 3, all learners should be exposed to the short reading texts in their Nditha
Kuwerenga books so that they are building fluency and comprehension.
Comprehension is the main goal of reading. It is only when the learners understand what
they are reading that we can say they are truly able to read. When they understand what
they are reading, they will be able to read to learn. Being able to read to learn will allow
learners to learn all other subject areas such as science, social studies, and history.
Comprehension is also important for learners to be able to ENJOY what they are reading.
As mentioned in the previous session, fluency is a key component of reading comprehension.
If learners can only read slowly, one word at a time, they will not be able to derive meaning
from the text. Ideally, by the end of Standard 1, learners should be able to read with some
fluency so that they can comprehend/understand what they are reading.
Activity: Practising routines to develop learners’ reading comprehension.
We will now practise the routines that focus on learners’ developing reading
comprehension.
Materials: The short texts in Nditha can be used to practise routines.
In your groups, focus on the reading texts from Mutu 10 onwards. Your facilitator will assign
different texts to ensure that each group focuses on a different text.
Identify the key vocabulary words that need to be taught, and practise how you will teach
them.
Prepare comprehension questions that establish if the learner has understood what she/he
has read.
Remember to think of challenging questions that need a word or words in the answer, not
just yes/no.
When you have fully prepared, your facilitator will ask you to present the routines below
based on the Nditha texts.
As you listen to others presenting, take special note of the questions. Are they:
Prediction questions (What do you think will happen when the dog runs after her?)?
Getting information from the text (What was the girl’s name?; What did the granny like
to eat?)?
Seeking learners’ opinions and ideas (How do we know that the girl was sorry about
what she did?)?
Related to learners’ own experience (Who in this class has a baby brother at home? Tell
us what your baby brother likes to eat [or whatever is in the text])?
All these question types are appropriate, and there should be a mix of questions.
Day 1
Teach vocabulary
Predicting—using the title and/or picture to guess what the story is about
Early Grade Reading Activity Maziko a Kuwerenga Module 3 23
Reading the story and checking to see whether the predictions were right
Days 2–3
Day 4
Review vocabulary
Ask questions that relate the story to learners’ own experience
Text Sequence
Many texts, especially stories, have a sequence of events. Being able to understand the
sequence of events helps learners understand a story.
Learning about sequence also helps learners understand an informational text that teaches
how to do something step by step. It is also a first step in learning to summarize a story or
text.
Using this strategy, teachers will teach learners to recognize the main events by asking what
happened first, what happened next, and what happened at the end.
Story Structure
You understand that a story is generally made up of a few main elements: main character,
setting, problem, and a solution. Knowing how to look for these elements in a story will help
learners understand a story more easily.
Structure Meaning
Who? What?
takes place
Where? When?
the story
is solved or overcome
What?
The type and range of questions you ask is powerfully linked to the way learners start to
think and comprehend. Young learners are capable of complex thinking. The teacher’s
questioning skills are the key that opens the door to the wide world, encouraging critical
thinking from an early age.
24 Early Grade Reading Activity Maziko a Kuwerenga Module 3
END OF DAY 2
Early Grade Reading Activity Maziko a Kuwerenga Module 3 25
Day 3
1. Welcome Back and Review of Day 2 (30 minutes)
Welcome back to Day 3 of this workshop.
You will begin by practising phonological awareness routines for the first 15 minutes.
Are you now confident about how to conduct these routines? If not, quickly refer to your
Teacher’s Guides or to the sample lesson on page 40 of this Training Manual.
2. Comprehension Teaching Continued (1 hour)
Groups continue and complete their demonstrations of how to teach comprehension.
When all groups have presented, the facilitator will summarize the key points, reminding you
of the need to give learners regular time to practise reading independently or in pairs.
3. Lesson Pacing (2 hours and 45 minutes)
This is an item that has already been covered in previous training sessions. However, pacing
of the lesson is important, and experience in implementing the Maziko a Kuwerenga shows
that teachers find pacing lessons to be a challenge, with poor pacing leading to the following
problems.
If a teacher teaches too slowly:
Learners may not be able to cover all of the required content and activities in the time
available.
But if a teacher teaches too quickly:
Learners will not get enough time to practise and master a skill before the teacher
moves on to another skill.
Those who are slow learners will be left behind and will not benefit from lessons.
Can you think of any other negative consequences of teaching too fast or teaching too
slowly?
Review of Tips on Good Pacing
In Module 1, we introduced the following tips for good pacing. Let’s review them now.
The Six Tips … … and why they are important
1. Be well prepared to teach the lesson. This helps the teacher keep a quick, yet easygoing
pace of instruction.
2. Good pacing takes practice. Teachers should practise reading the lesson out loud
before teaching it.
3. Follow the script as closely as you can
without adding to the script. Minimizing the amount that a teacher talks is
important for proper pacing.
4. Think time will vary with the activity. All learners need “think time” after a teacher asks a
question. However, too much “think time” can lead
to off-task behavior.
26 Early Grade Reading Activity Maziko a Kuwerenga Module 3
The Six Tips … … and why they are important
When learners are first learning a skill, they need
more think time to respond correctly. Reduce the
think time as learners get comfortable enough to
practise independently and when reviewing activities.
5. As learners master the learning objectives,
try increasing the pace of the activities.
This will build “automaticity.” Adjust the pace to
keep learners engaged and challenged while mastering
the objectives of each activity.
6. Move forward only when the majority of
learners can demonstrate mastery.
This means that the teacher does not move at the
pace of the fastest OR the slowest learner—but
should provide additional help to those learners who
still need it.
Now that you are in Term 3, you should be giving learners more time and opportunity to
READ!! Remember, phonological awareness is important but it is a pre-reading skill, not
actual reading. So do make sure now in the third term that learners get to read every day,
both from the board and from Nditha Kuwerenga.
Activity: Allocating time slots for the different activities in a Term 3 lesson (15 minutes).
You did this activity in Module 2. Now, based on the need to ensure that learners in Term
3 have daily opportunities to read words and sentences, work in pairs to allocate a
recommended time for each of the lesson activities so that the total time adds up to 60
minutes.
Phonological awareness
Story listening and comprehension
Total time 60 minutes
Share your answers in plenary. Justify your allocation of time, based on your experience of
teaching Maziko a Kuwerenga in Terms 1 and 2. Now compare your time allocations with
those suggested in Annex 1 on pages 38-39.
Have you got any tips or suggestions for other teachers as to how best to fit these
routines into 60 minutes?
How do you ensure that your learners maintain concentration? One hour is a very long
time. How do you break it up (with songs, action rhymes, etc.) to help learners stay
focused?
Early Grade Reading Activity Maziko a Kuwerenga Module 3 27
r R
Lesson Pacing: Demonstration and Practice
The facilitator will demonstrate the teaching of an entire lesson from Term 3 (Mutu 13,
Phunziro 1). Participants should read along with the script, participate in the lesson as if they
were learners, and also take note of any errors or questions they might have.
The facilitator will model the lesson, debrief, and ask for questions, comments, and feedback.
Preparation (30 minutes)
Now you are going to practise pacing the delivery of a Term 3 lesson plan and trying to fit it
within the allocated time of 60 minutes. However, remember that a good teacher is not
necessarily one who finishes the lesson within exactly one hour. A good teacher is one who
paces the delivery of the lesson to maximize the learning of all learners in the class.
Break into groups of about five teachers.
If you have the Maziko a Kuwerenga Guide for Term 3, choose a lesson that you will teach
together. Otherwise, use the lesson plan available as Annex 2 (page 40).
Allocate responsibility for leading each routine of the lesson plan between the members of
the group. Study the parts that you have been assigned and think about how you will fit them
within the recommended time allocations discussed in the Pacing session (Annex 1, page
38).
Activity: Practice Delivering a Well-Paced Lesson (1 hour)
Work as a team to deliver the lesson plan. When it is not your turn to act as the teacher,
then act as a learner.
Try to deliver the lesson plan within the time allocations discussed in the Pacing session.
Also, try to observe the tips on lesson pacing. After you have finished, discuss those
factors that affected the pacing of the lesson and how you can overcome any
challenges that you encountered.
4. Letter Cards—A New Resource (1 hour 30 minutes)
Through EGRA, in School Year 2014–2015, Standard 1 and 2
classrooms will be supplied either with a set of letter cards or
with support to have the classroom walls painted with the
same material.
What do the letter cards look like?
There are 24 A5-size cards in each pack, each with the letter,
a picture, and a word underneath that starts with the given
letter.
Each time a new letter is introduced in the MaK or Chichewa
class, you can use the relevant letter card.
Here is a suggested method for using the letter cards:
Introduce the sound /r/ as you normally do in Maziko a Kuwereng.
28 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Then show the picture on the card, while at same time hiding the written word.
Ask the learners to raise their hands if they can tell you what is in the picture.
Take the answer from the learners.
While still hiding the written word, ask, “What is the first sound in the word rozi?”
If several learners are able to correctly tell you, then show the word rozi.
Read the word, then let individual learners read the word.
Write the word on the board, or if you have learners who can write clearly, get a
learner to come to write the word on the board.
Ask learners to think of any other words beginning with the same sound.
Get learners to make a sentence that includes that word to show you that they
understand the meaning of the word.
o Remember, in the vocabulary routine, the sentence should provide a description
that tells the meaning of the word, e.g.:
1. Roses are flowers that come in many colours. = a good definition
2. I like roses. = not a good definition
Next you should fix the letter card in its correct alphabetical order on your word wall.
If you do not have a word wall, here is an
example of one from an English-medium
classroom. It has been put on the door
to save space for other classroom
resources.
can use recycled packages or other locally
available cards or paper) other words with
that same sound. Or you can affix
learners’ drawings of other items that
begin with that same letter.
This word wall is an important source of
incidental reading and spelling practice for
your learners.
Activity: Generating creative ideas for letter cards (30 minutes)
In your groups, think of two creative ideas that you can share with other participants for use
of the letter cards.
END OF DAY 3
Early Grade Reading Activity Maziko a Kuwerenga Module 3 29
Day 4
1. Welcome Back and Review of Day 3 (15 minutes)
Welcome back to Day 4 of this workshop.
2. Phonological Awareness Routines Practice (15 minutes)
3. Assessing Learners’ Reading (1 hour and 30 minutes)
In Modules 1 and 2, we discussed the importance of continuous assessment and the fact that
the National Primary Curriculum (NPC) emphasizes the integration of teaching, learning, and
assessment.
We also indicated the strategy of evaluating whether 80% of learners have understood the
topic can be a reasonable means of deciding whether to move on or to review the teaching
of a certain item.
We know that with large classes, the practice of assessing and keeping a record of learner
progress can be quite daunting.
We also know that as experienced teachers, you can actually gain a fair idea of the ability
and progress of your learners informally through your daily teaching. We encourage you to
keep making these informal assessments.
But, what happens if you are away and another teacher has to take over your class?
What happens if a student teacher needs information about learners’ varying abilities so that
she/he can focus attention on specific reading needs?
The only way to know how well the majority of learners are doing is to assess all learners.
Maziko a Kuwerenga lesson plans provide review items each day and at the end of five
lessons. The review items are provided so the teacher can be sure to assess only what has
been taught already.
In Module 1, we presented and discussed six tools for use in the assessment of reading skills.
They were:
1. Blackboard
5. Individual reading
6. Vocabulary
For more details, see Annex 4 in this manual. You can always return to these pages to
remind you of how to implement these strategies.
However, this training is focusing more on the assessment of individual reading.
On Day 1 of this training, we shared the results of the LAT baseline. One possible reason
why learners in all Standards did not perform well is that they are not used to being asked
by their teachers to read on their own. So when faced with a strange person testing them,
however friendly that person is, they probably do not perform at their best.
30 Early Grade Reading Activity Maziko a Kuwerenga Module 3
So in Term 3, the emphasis of your assessment is to give all your learners practice at reading
to you individually. If you take 10 learners per day for just 3 minutes per learner, you will
manage listen to 100 learners in one or two weeks.
4. Individual Learner Assessment
To assess each learner individually you can develop your own mini Learner Assessment Test
(mini-LAT), based on the sounds and letters that you have covered with the learners.
Here is an example of how to do it. In the next activity, you will develop your own LAT
based on this model.
When you have completed teaching to a certain level, e.g., to the end of Mutu 14, select
10 letters in random order from Mutu 1-13 that the learners should already know.
o Example letters: s e N a L T k w d m
Then choose 10 syllables that you have already taught.
o Example syllables: no ke li ma we ku ti do nu sa
Then choose 20 words from Nditha that you have already taught. Choosing 20 words
allows for the more advanced learners to show their ability. With a weaker learner, you
would just let them try to read one row of 5 words.
o Example words: adana kalata meza kulima madzi
tseka soka mano chulu puma
To record the reading scores of each learner, write these letters, syllables, and words
on a small chalk board or on a piece of paper or card (see Annex 5).
Take one learner at a time to read the letters, syllables, and words.
It will take about one week to assess a class of 100 learners if you assess 20 learners per
day; or two weeks if you assess 10 learners per day.
Use the information from this learner assessment to:
Inform your planning. For example, if you see that learners are confident with letter
naming, but not with syllable and word reading, you adapt your lesson planning to spend
more time on what your learners find difficult and less time on what they seem to have
grasped.
Know which learners need extra help, and which can be encouraged to make faster
progress.
Discuss with fellow teachers and your PEA.
Inform parents of their children’s progress and stress how important it is that they show
interest in their children’s reading.
Assessing learners reading on their own is an essential part of effective teaching of reading.
It is not easy with large classes but your PEA and head teacher are available to help you
organize this. You can discuss how to implement individual reading sessions and any
challenges you have with your PEA or head teacher during your coaching session.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 31
5. Teacher Observation/Coaching Instrument (2 hours)
Introduction (15 minutes)
This session addresses two forms of assessment that are used by PEAs as part of teacher
observation and coaching and that are implemented by teachers as part of continuous
assessment. And between the two there is a lot of overlap.
Coaching and continuous assessment are two sides to the same coin. Coaching is a key
strategy of EGRA, because we recognize that after receiving training and materials, teachers
need ongoing support so that they can effectively implement Maziko a Kuwerenga and the
Chichewa curriculum. So under EGRA, teachers are receiving at least one coaching visit per
term.
At the same time, for teachers to be implementing effectively, they must be carrying out
some form of continuous assessment. Assessment will help the teacher see with what
routines and for which learners extra help is needed. Information from continuous
assessment will be used for lesson planning, and it will provide information that the teacher
can share with the PEA during the coaching visits.
For the coaching, a teacher observation tool has been developed for the PEAs to use. It is
important that PEAs, head teachers, and teachers are familiar with this tool, so that they
have shared understandings about what we mean by effective teaching in EGRA. Sometimes
the teacher observation information will be recorded on paper, sometimes on a tablet.
Activity: Reviewing the Teacher Observation Instrument (30 minutes)
Your facilitator will hand out paper-based copies of the teacher observation instrument.
In your groups, read through the instrument and prepare any questions you wish to ask.
PEAs: Your questions should focus on clarifying all aspects of the instrument so that
you can use it with confidence during your coaching visits.
Teachers: This instrument can help as a checklist for good practice. If you know what
your PEA or head teacher is looking for when observing your classroom, this can help to
focus your efforts on implementing EGRA as well as possible. So for you, also, it is
important to get clarity as to each indicator on the instrument.
Activity: Practical activity with the Teacher Observation Instrument and/or the individual LAT (1 hour
and 30 minutes)
In this session, the activity is different for PEAs, head teachers, and teachers.
Note that at the end of the Teacher Observation Instrument there is a Feedback Report
Form (pages 55-56). It is important that PEAs and teachers are familiar with this form
because it will be used for each coaching visit.
PEAs
Coaching is quite a new concept, and some PEAs find it easier than others to know how to provide
coaching feedback to teachers. District Training Coordinators have noticed that there is need for
more support and training for PEAs in how to be an effective coach.
So this session starts with two questions:
What do you think are the skills, knowledge, and attitudes of an effective reading coach?
How is coaching different from teacher observation?
Feedback your responses in plenary (suggested answers appear in Annex 1)
32 Early Grade Reading Activity Maziko a Kuwerenga Module 3
PEAs
Now watch as your facilitator role-plays a coaching feedback session with one of the participants. This
will be based on the Lesson Pacing Practice activity you carried out yesterday.
After the feedback session, have the following discussion in plenary:
How well did the facilitator give feedback?
Was the ‘teacher’ given the chance to make comments and reflect on her teaching?
Did the ‘teacher’ leave the session with valuable ideas for improvement?
Now that you have had chance to focus on the features of effective coaching, think and then write
down three things that you plan to do to improve your coaching.
Share these with your facilitators because this will also inform them as to how best they can support
you in achieving your planned improvements.
Now familiarize yourself with the observation instrument on the tablet.
Practise in pairs so that you are able to confidently do the following:
Switch on the tablet
Use the buttons and stylus to complete the instrument
Know what to do if you want to correct something you have entered
Conduct the mini LAT with a small sample of learners
Know how to save the document
Any other functions
Prepare to practise with both the paper-based and the tablet-based version.
Teachers and Head Teachers
Familiarize yourself with the paper-based version of the instrument so that you know what your PEA
is keen to see when he/she carries out a coaching visit.
Work in pairs to focus on the mini LAT.
Note how many subtasks it contains.
Letter sound reading
Syllable reading
Word reading
You can use a similar approach to developing an assessment for individual learners in your class.
Use your Nditha Kuwerenga Learner Book or your PCAR Chichewa Learner Book.
Choose 10 or 20 letter-sounds (single letters, digraphs, or blends).
Choose 10 or 20 syllables.
Choose 5-20 words (depending on the ability of your learners).
Write them on a piece of paper, card, or chalkboard.
This is now your own LAT that you can use with a few learners each day.
Practise in pairs to implement the learner assessment that you have developed.
Take turns so that each partner role-plays as the teacher and as the learner.
When all pairs have finished role playing, come together in plenary to discuss how and when you will
use this strategy to assess your learners in Term 3.
Bring this tool with you tomorrow to the practicum session where you will have the chance to use it
to assess one or two individual learners.
Aim to assess each learner at least once per term. Because of large class sizes, it could take several
days to assess all learners individually.
Early Grade Reading Activity Maziko a Kuwerenga Module 3 33
Teachers and Head Teachers
During individual assessment, give the other learners something meaningful to read or write.
Individual assessment may also be conducted during breaks or immediately after the school day ends.
Can you think of any additional suggestions to improve individual assessment in your school?
6. Preparation for Practicum Teaching (45 minutes)
The practicum provides the opportunity for teachers to implement what has been learned
during these four days. As many teachers as possible should take the opportunity to
practise teaching a Term 3 lesson with real learners.
On Day 5 you will practise:
Implementing a lesson from early Term 3
Assessing learners who have completed Term 1 or Term 2 of Nditha Kuwerenga
END OF DAY 4
34 Early Grade Reading Activity Maziko a Kuwerenga Module 3
Day 5
1. Welcome Back and Review of Day 4 (15 minutes)
Welcome back to Day 5 of this workshop. You will begin by practising the phonological
awareness routine that will be used in the practicum.
2. Preparation for Practicum (15 minutes)
Facilitators will allow teachers a little time to prepare themselves for teaching the learners in
the practicum session. If you have any questions for clarification, now is the time to ask
them, before you proceed to the teaching site.
3. Practicum with Standard 1 Learners (2 hours)
Make the most of this session, because it is a golden opportunity to practise and receive
constructive feedback from fellow teachers, as well as from your facilitator. If you can, why
not volunteer to be the one to teach the learners? However, if you prefer to watch and
learn, make sure that you take notes so that you can actively participate in the feedback
session after the practicum and demonstration.
As you watch, use the Teacher Observation Instrument that appears as Annex 6 of this
training manual. Make notes on it, and come to the feedback session prepared to share your
observations.
4. Feedback Session (2 hours)
Your facilitator will lead this session to get maximum benefit from the practicum. S/he may
decide that there is need for a whole or partial lesson demonstration to clear up any
misunderstandings. Participants should be encouraged to share their observations and ask
any questions for clarification about the methodology of the lesson routine or of the
individual learner assessment.
The specific learning objectives of this training were:
Knowledge:
Revision of the Maziko a Kuwerenga lesson routines with specific focus on Term 3 and
effective pacing
Learning about the results of the January LAT
Learning how to identify and address the needs of learners with special needs
Learning about effective use of letter cards
Learning about the importance of independent reading and individual assessment
Application:
Participants are able to correctly pace and implement teaching routines for the Big Five
reading skills
Participants can more effectively attend to the needs of learners with special needs
Early Grade Reading Activity Maziko a Kuwerenga Module 3 35
Participants are able to combine Nditha Kuwerenga with PCAR Chichewa
Participants are able to use what they have learned from the results of the January LAT
t