Project: Rational Document for Instruction material in Marathi Language Literacy Program
About the Organization
Room to Read envisions
a world in which all children can pursue a quality education, reach
their full potential and contribute to their community and the world. To
achieve this goal, we focus on two areas where we believe we can have
the greatest impact: literacy and gender equality in education. We work
in collaboration with communities and local governments across Asia and
Africa to develop literacy skills and a habit of reading among primary
school children, and support girls to complete secondary school with the
life skills they’ll need to succeed in school and beyond. Over 20
million children have benefitted from Room to Read’s programs over the
past 20 years.
India
is Room to Read’s fourth country of operation and has impacted millions
of children with its key programs. Since our inception in 2003 in
India, we have been touching the lives of several young minds across
states like: Andhra Pradesh, Gujarat, Chhattisgarh, Delhi, Rajasthan,
Uttarakhand, Maharashtra, Madhya Pradesh, Uttar Pradesh, Telangana and
Karnataka. We aim to capacitate internal and external stakeholders in
the education sector to understand early literacy as an important aspect
of foundational learning through scientifically developed curriculum
and close and continuous engagement at all levels.
Background of the Literacy Program
Room
to Read’s literacy program is based on scientific and yet contextually
relevant principles of literacy that are time tested. This set of
comprehensive principles of early literacy ensures that the magic and
science of reading are well established in the lives of the benefitting
children. Yet at the school/teacher level, the program design detailed
out a simple, structured lesson plan, enabling the teacher to engage
with the children around activities.
Through
extensive field experience and scientific research, Room to Read has
designed an innovative Comprehensive Literacy Approach that looks at
‘learning to read’ as a comprehensive experience immersed in which the
child learns all the skills that are required to become independent and
fluent readers. Hence, it aimed aims to combine the ‘Science’ of
learning to read with the ‘Magic’ of loving to read in an enabling
reading environment.
Comprehensive
Literacy experience in Room to Read involves explicitly designed
reading and writing instruction in Hindi in grades 1 and 2 and school
library interventions for students in grades 1 to 5, in the same
schools. This comprehensive approach to reading develops both reading
skills and a habit of reading among the children, supported by provision
of material, training of teachers, regular monitoring and feedback
along with community engagement.
Its expected outcome for the program is – “Children reading with fluency and comprehension by end of grade 2 and developing a habit of reading by grade 5.”
The Three Pillars of our Literacy Program
Room
to Read’s Comprehensive Literacy Approach is aimed at helping children
become independent readers for life, to have an enhanced world view and
be capable of making informed choices. This is done on a strong
foundation of three pillars of literacy, orality, orthographic expertise
and exposure to a variety of texts. These skills are neither incremental, nor causal in nature. These skills are spirally intertwined and if early readers experience them simultaneously, it helps them to become motivated independent readers.
Developing Literacy Material for Children and Teacher in the Program
To
help support the early literacy program in schools Room to Read
explicitly designs reading and writing instruction for grades 1
children. This instruction design involves a structured lesson plan for
the teachers to guide them to help students learn various language
skills. Along with this lesson plan, teachers are provided with various
resources like ‘letter-cards’, student practice books and a story book.
Apart from these children material we also have effective Teacher
training modules for teacher capacity building purpose.
The
current scope of work is to develop a rational document for contextual
instructional material of Grade 1 and Grade 2 children in Maharashtra
state.
This
content will be developed in Marathi language. The Scope of work
covered following things to do in this particular assignment:
Developing a Rational Document for Instructional Material
Rational
document explaining the structure of the script in Marathi language. It
will also explain the letter to sound correspondence. Relation between
number of sounds and letters.
An analysis of various parts of Language like words, morphemes, syllables, phonemes, and its representation through letters.
Document will also deal the grammatical aspects of the language, syntax, coherence, and cohesion.
To
fulfil this objective, we need person/farm who knows well about such
type of work and able to develop related effective comprehensive content
in Marathi language. The Entire content will be developed with the
thought line of the IDTS Team. The Educational Content developer are
required to discuss it with the IDTS and create an initial draft of
Rational document and after necessary suggestions by IDTS will ensure
the submission and create/ revise further contents.
For detailed information, please check the complete version of the Advert attached below.