Zambia's Primary Reading Program (PRP) - Global Partnership for ...

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i) In the tests, every grade should start with the first test item. Theyshould then be allowed to progress as far through the test as theycan go. For the free writing test from Grades 3-5 it is the sametask, but learners are only given five minutes to write as muchas they can. It is expected that more able learners will be able towrite more in the time available).j) When asking learners to write about themselves you should saythe following in order to give them some guidance: “Write twosentences about yourself. Tell us about your family, or where youlive or what things you like doing at home or at school.” (Thisshould be done in the local Zambian language for the ZL test, andin English for the English test).k) When asking learners to write about a picture, discuss the picturefirst. When learners have said enough to give them somethingto write about tell them to start writing and time them for fiveminutes only. (This should be done in the local Zambian languagefor the ZL test, and in English for the English test).l) Collect the answer sheets making sure that the child’s number(not name) and whether they are male or female is recorded on thetop of each paper. Store them safely in an envelope for markinglater.The reading testa) Having completed the writing test with a group of eight childrenfrom a particular grade, send all but one out of the class to wait(make sure that they do not go away). If possible a teacher shouldbe on hand to keep an eye on the children and deliver each childto you one by one as you are ready for them.b) Ask the first child to sit comfortably and explain that you want tosee how much they can read in the ZL (and in English), and thatthey should just carry on reading the test until they get stuck. Onlygive one page of the test at a time, and only give a second page ifthe child has coped well with the first page. Explain that the testgets very difficult very quickly and you don’t expect them to readit all (emphasise this in particular to the lower grades).c) Start with the Zambian Language test, and then give the Englishtest, (NOTE Grade 1 children are not tested in English).14. ANNEXES 91
d) For the ZL test Allocate the marks as follows:• single words: allocate one mark per word read correctly (1/2a mark can be awarded for a good attempt)• sentences: allocate two marks per sentence read entirelycorrectly. If only a few words are read correctly from thesentence allocate ½ a mark, if at least half the sentencewas correct allocate one mark and if there was only a slightmistake allocate one ½ marks.• Paragraphs: allocate eight marks for a paragraph readcorrectly. When allocating marks for paragraphs, use the samemodel as under b and c above, deducting one mark for everyword read incorrectly and ½ a mark for slight mistakes.• Comprehension questions based on the last two longparagraphs in the test, should be read by the tester. Childrenshould gain two marks for each full and correct answer, theycan score one mark for a less full answer. We suggest that youread through these first yourself so that you know what typeof answers to expect.• Mark sheet: a mark sheet is provided to help you mark thescores of children as they read, this also indicates the totalmarks allocated to each item on the test.• Note: there is a time limit of five minutes for this test.Grade 1 children may finish as much as they can read in lessthan a minute, but children from higher grades who can readfurther through the test should not be allowed to read beyondfive minutes. This is because a non-fluent reader may be ableto read the words if given a very long time to do so, but wewant to test fluency. A fluent Grade 5 pupil could be able toread the entire test in under five minutes. If they can not, stopthem after five minutes and just record the score they havegained up to that point.e) Mark the English test according to the same criteria, a-e above.f) Only go as far through the test as the individual child can manage.Don’t try to struggle on in the test just because a child is a Grade5 pupil. As soon as they are unable to cope with the text, forexample when they fail to read three questions in a row, youshould stop the test, and add up the child’s total score.ZAMBIA’S PRIMARY READING PROGRAM (PRP):92 IMPROVING ACCESS AND QUALITY EDUCATION IN BASIC SCHOOLS
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Zambia’s Primary Reading Program
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African ExperiencesCountry Case Stu
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Table of contentsList of acronyms..
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15. Bibliography ..................
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ForewordThe study conducted by the
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AcknowledgementThe author wishes to
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Methodologies that contribute to ac
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Teams. Zones and schools have the o
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1. IntroductionEducation systems ne
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2. HistoryThere are 4000 primary sc
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3. Context of departureDescription
Page 25 and 26:
Develop a system for provision of s
Page 27 and 28:
4. Research findingsA number of res
Page 29 and 30:
5. Towards a language policyThe res
Page 31 and 32:
6. The language policyThe recommend
Page 33 and 34:
In order to achieve this, there wil
Page 35 and 36: in the use of these materials, whic
Page 37 and 38: and mathematical skills and in prob
Page 39 and 40: The existing UNICEF supplementary r
Page 41 and 42: as for teachers. It is essential fo
Page 43 and 44: Classifi cation of the coursesThe m
Page 45 and 46: The Basic School Curriculum Framewo
Page 47 and 48: live. For example, the word “mten
Page 49 and 50: eading more books and writing about
Page 51 and 52: 2000: New Breakthrough to Literacy
Page 53 and 54: Therefore, head teachers explained
Page 55 and 56: • Pupils in Grade 2 were asked to
Page 57 and 58: Results obtained and classified acc
Page 59 and 60: 10. Presentation of the results1999
Page 61 and 62: the Ministry of Education under the
Page 63 and 64: 11. Results of the programThe score
Page 65 and 66: Capacity buildingTraining for Zone
Page 67 and 68: • Team work among teachers and mi
Page 69 and 70: oll out nationwide and to be sustai
Page 71 and 72: Annex 1: Indicators of access and q
Page 73 and 74: Annex 2: Report on reading, dictati
Page 75 and 76: Grade Bands: These are the expected
Page 77 and 78: Table 12. Grade 6 PRP and Non PRP s
Page 79 and 80: ConclusionThe performance shown in
Page 81 and 82: h) There is a need to increase secu
Page 83 and 84: Annex 4: Follow-up to the baseline
Page 85: The writing testRemark there is no
Page 89 and 90: c) For the writing about the pictur
Page 91 and 92: Annex 5: Monitoring book for thetea
Page 93 and 94: ____________ Teacher_______________
Page 95: African Experiences - Country Case
Page 98 and 99: Four ad hoc groups have been set up
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