Grades 5-8 English Template

124 Pages·2016·3.09 MB·English

Ministry of Education
Training Manual for Revised Mother Tongue
Reading and Writing Curriculum
Grades 5-8 English Template
Ethiopia 2015
The READ TA Project
Initiated in October 2012, the Reading for Ethiopia’s Achievement Developed Technical Assistance
(READ TA) project is a five-year initiative to improve the reading and writing performance of 15 million
primary grade students in seven (7) Ethiopian languages (Amharic, Afaan Oromo, Sidamu Afoo, Af-So-
mali, Tigrigna, Wolayttatto, and Hadiyissa), in addition to English as a Second Language.
The READ TA project is implemented by Research Triangle Institute (RTI) and its partners: Save the
Children Inveneo, Florida State University (FSU), SIL LEAD, Whiz Kids Workshop and Africa Develop-
ment Corps.
Reading for Ethiopia’s Achievement Developed
Technical Assistance (READ TA)
Cooperative Agreement No.: AID-663-A-12-00013
Teacher Training Manual for the Revised Mother Tongue Reading
and Writing Curriculum
Grades 5-8 (English Version)
Ethiopia April 2015
DISCLAIMER
This document was produced with support from the U.S. Agency for International Develop-
ment through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-
663-A-12-00013.
This publication was produced for review by USAID and was prepared by RTI, Save the Children and
MOE. The authors’ views expressed in this publication do not necessarily reflect the views of the Unit-
ed States Agency for International Development or the United States Government.

Table of Contents
Acknowledgements I
How to use this manual 1
Using the Teacher’s Guide 2
Day One 3
Overview of training (15 minutes) 3
Training schedule day 1-4 3
Training schedule day 5-8 4
Training schedule day 9-10 5
Objectives of the Training (10 Minutes) 6
What do we know about reading performance in Ethiopia? (20 Minutes) 7
READ TA Project (10 Minutes) 9
Thinking about reading and writing in mother tongue 10
Literacy Experience (20 Minutes) 10
Gender Responsive Teaching and Learning (2 hours) 12
Inclusive Education (1:45 Hours) 14
Day Two 17
Objectives of Day 2 17
Unit/Lesson Structure (10 Minutes) 17
General Background of Teacher’s Guide (5 Minutes) 18
Teacher’s Guide and Students’ Book Alignment 21
Importance of using Teacher’s Guide 21
Pacing (10 Minutes) 23
Components of Reading and Writing: An Overview (10 Minutes) 23
I do, We do, You do (5 Minutes) 24
Introduction to Continuous Assessment, Support, and Enrichment 26
Feedback (15 Minutes) 27
Grouping (10 Minutes) 28
Word-Study in Grades 5-8 29
Blending Word Parts (syllables or multiple syllables (10 Minutes) 29
Segmenting Syllables (10 minutes) 30
Morpheme Recognition (10 Minutes) 31
Practice Teaching Word Study 32
Reading Comprehension: Introduction (15 Minutes) 33
Reading Comprehension: Identifying Texts 33
Day Three 35
Objectives for Day 3 35
Reading Comprehension: Pre-reading 35
Prior Knowledge, Prediction and Using Information from the Text 36
Comprehension: While Reading 40
Self--Checking Strategies 40
After-Reading (10 Minutes) 44
Assessment, Support and Enrichment (15 Minutes) 50
Day Four 52
Objectives for Day 4 (10 Minutes) 52
Reading Fluency 52
Evaluating Oral Reading Fluency: 54
Reading Fluency: Expression (10 Minutes) 55
Assessment Support Enrichment (5 Minutes) 58
Vocabulary 59
Assessment Techniques 66
Day Five 69
Objectives for Day 5 (10 Minutes) 69
Writing 69
Assessment, Support, Enrichment for Writing (10 Minutes) 77
Day Six 79
Oral Language: Listening Skills 79
Objectives of the day (10 Minutes) 79
Approach of teaching listening lessons 79
Reading listening passage with expression (10 Minutes) 82
Structure of Speaking Lessons 86
Assessment, Support and Enrichment (10 Minutes) 87
Day Seven 89
Grammar 89
Objectives of the day: (10 Minutes) 89
Teaching Aids 93
Day 8 98
Practice teaching 98
Objectives of the day: (5 Minutes) 98
(2 Hours) 99
Day 9 101
Practice teaching - Continued 101
Objectives of the day: (5 Minutes) 101
Day 10 104
Practice teaching – Continued 104
Objectives of the day: (5 Minutes) 104
Appendix 106
Appendix I : Facts about the Student Book and Teacher’s Guide 106
Appendix II. Introduction of Phonological Awareness 107
Appendix III : Self-checking Tool for Teachers for Gender Responsive
Classroom Management 110
Appendix IV: Types of Disabilities 111
Appendix V: (From the Revised Mother Tongue Syllabus, Grade 5-8,
Ministry of Education, June 2013 113
Appendix VI: Lesson Plans 114
Appendix VII: Daily Lesson Plan Template 115
Acknowledgements
This Grades 5-8 Mother Tongue Teacher Training Manual was developed by a working group comprised
of 22 experts working for RTI, Save the Children and Ministry of Education led by an International
Reading Consultant. The working group includes technical advisors and specialists for curriculum and
reading, capacity building, gender and inclusive education, Mother Tongue languages, and in-service
teacher training. Financial support for the development of the training manual was provided by USAID/
Ethiopia, and technical support and contributions were provided by the MOE and READ TA.
The Working Group developed this training manual for Master Trainers and Trainers of Teachers to train
primary school teachers of Grades5-8 to use the new Teachers Guides and Student Books for Mother
Tongue language instruction. READTA thanks all those who participated in this very important work. All
of the participants gave their knowledge and skills, dedicating themselves to help the teachers who will
guide their children to improve reading, writing, speaking, and listening in their mother tongue.
I
The Grade 5-8 Teacher Training Manual Development Working Group
consists of the following individuals:
Abera Lakew, MoE, Mother Tongue and English Language Education Development Directorate
Abshir Mohamud, READ TA, Somali Region Capacity Building and Policy Specialist
Ahmed Reja, Save the Children, Teacher Training Program Advisor, READ TA
Amare Bizuneh, READ TA, Amhara Region Capacity Building and Policy Specialist
Asemelash Amare, READ TA, Tigray Region Capacity Building and Policy Specialist
Aster Minwyelet (PhD), READ TA, Senior Technical Professional/Reading and Curriculum Advisor/
Azmera Kassahun, READ TA, Gender and Inclusive Education Advisor
Beliyu Amha, READ TA, SNNPR Region Reading and Curriculum Specialist for Wolayttatto
Biniyam Gessese, MoE, Teachers and Educational Leaders Development Directorate In-Service
Training Senior Expert
Deneke Lefebo, READ TA, SNNPR Region Reading and Curriculum Specialist for Hadiyyisa
Desta Daniel, READ TA, SNNPR Region Reading and Curriculum Specialist for Sidaamu Afoo
Getachew Assefa, READ TA, Oromia Region Capacity Building Specialist,
Labena Tona, READ TA, SNNPR Region Capacity Building and Policy Specialist
Lissan Gebrewold, READ TA, Technical Program Specialist,
Mekonnen Mohammed, READ TA, Tigray Region Reading and Curriculum Specialist
Merga Debelo, READ TA, Oromia Region Reading and Curriculum Specialist
Meseret Bekele, MoE, Special Support and Inclusive Education Directorate, Special Needs & Inclusive
Education Expert
Meskerem Moges, READ TA, Designer
Mohammed Ahmed, READ TA, Somali Region Reading and Curriculum Specialist,
Tigist Girma, READ TA, Capacity Building and Policy Advisor
Tilahun Beyene, MoE, Curriculum Development and Implementation Directorate, MT expert
Tinsae Birhane, READ TA, Amhara Region Reading and Curriculum Specialist
Helen Boxwill, READ TA, International Reading Expert
II
Grade 5-8 Teacher Training Manual
How to use this manual
This manual was developed to prepare Master Trainers, and Trainers of Teachers to train school teach-
ers in how to implement the new Teacher’s Guide and Student Books for the revised mother tongue
reading and writing curriculum for grades 5-8. Before training, trainers should read the entire manual
and become familiar with all its parts. Make sure you understand all the activities and the terminology. If
there are any questions concerning any part of the manual or the Teacher’s Guide be sure to ask one of
the workshop facilitators during breaks in the training.
This is a materials based training workshop. Hence, this manual must be read along with the Teacher’s
Guide and Student Books. Participants in this workshop will need to make frequent reference to the
Teacher’s Guide and practice the activities that it contains during the course of this training. At the end
of the workshop trainers will be prepared to train trainers of teachers and primary school teachers to
implement the revised grade 5-8 mother tongue reading and writing curriculum.
This manual shows trainers how to activate participants’ prior knowledge and address the purpose of
the revised material. It demonstrates how to lead participants through an overview of the structure of
the revised mother tongue curriculum Teacher’s Guide, the components of reading, and the content
of the Student Books and Teacher’s Guides for grades 5-8. The manual will lead you through how to
introduce participants to the components in the books, show them sample techniques that are used in
the books, and present ways to conduct effective lessons for all students under each component. The
manual outlines a daily training schedule for the course of the workshop and is organized according to
that schedule.
Each day begins with the day’s objectives and ends with a reflection of the day’s topics. If you see a
heavy box around text, like this:
Background Information – Read and put in your own words:
Background information . . .
This indicates background information. You are to first read this section and put the information in your
own words to present to the participants.
Should you see an outline shaded box as below, you will lead participants in a discussion of a topic.
Discussion: Lead a discussion with the whole group.
A symbol as below indicates a small group activity discussion, which will help participants to under-
stand the material and/or to practice new skills.
Activity
A symbol as below indicates that you will do a demonstration or model a particular skill or technique.
Demonstration/Model
1
Grade 5-8 Teacher Training Manual
Using the Teacher’s Guide
The Teacher’s Guide follows the student textbook step-by-step. The numbering system for units and
lessons matches the Student Book. Every unit begins with an overview section letting the teacher know
what the learning objectives are for the unit. The unit and section headings, components, skills instruc-
tion and activities in the Teacher’s Guide matches with the Student Book. The Teacher’s Guide has
instructions on how to introduce, practice and apply each skill. The Teacher’s Guide has questions and
instructions for the teacher on how to teach each skill that is not in the Student Books. The listening
comprehension story and pre-listening activities are only in the Teacher’s Guides. For all these reasons,
it is essential that the teacher use the Teacher’s Guide daily as they teach each lesson. Without daily
using the Teacher’s Guide it is possible that the students will not get clear and systematic instruction in
how to develop the reading / writing / listening / speaking skills included in the books. In order to ensure
that all the students acquire the minimum literacy skills for each grade, the students are explicitly taught
each skill and have a chance to practice and apply their learning. They then will experience success in
learning the language, which in turn will motivate them to continue their learning.
For each section, the Teacher’s Guide tells the activities that are to be done, following the I DO – WE DO
– YOU DO approach. Very clear, explicit instructions are provided to the teacher to make it easy to follow
and do the activities. After a few weeks, when the Teacher’s Guide is used for the different activities, the
instructions will be shorter, but the teacher can always look back at previous weeks to remember how
to do any activity.
Conducting Gender Sensitive and Inclusive Training
To ensure the active participation of women and men participants in your training, it is important to use
the following mechanisms.
9 You must ensure that verbal and non-verbal communication in the training hall is inclusive of both
women and men participants and does not discourage women from participation. Hence, use gen-
der inclusive language such as both “he” and “she” interchangeably or employ non-gender specific
terms, avoiding gender biased proverbs and jokes by facilitators themselves or participants. You
should also note your non-verbal communication and avoid using discouraging body language
when participants are speaking such as rolling of the eyes or not looking at the participant while
she/he is speaking,.
9 When asking for responses, tell participants you would like to hear from women and men equally.
If you know participants’ names, call upon women and men by name to respond. Find appropriate
ways to encourage women participants to speak and/or to take leadership roles, such as being the
representative who reports group work to the large group.
9 Make a special effort to greet and welcome the quiet and/or reluctant participants and trainees with
disabilities to your training/workshop and provide appropriate support. For example, by speaking
with quiet and/or reluctant participants individually during tea breaks and learning their names, they
may feel more comfortable participating in the discussions and activities that you are facilitating.
9 Make sure that the icebreaker, the jokes and the example you or your participants use do not em-
barrass women or any category of religion, ethnicity, economic status, disability etc.
Timing
We have allocated time for each activity. However, the trainer can be flexible in adjusting the time frame.
2