National Reading Framework

Amendment 01 - Solicitation Number: 72062021R00001 - LEARN to Read Activity Attachment J.13 – DRAFT National Reading Framework

Nigerian Educational Research and Development Council

NATIONAL READING FRAMEWORK

July 2020

Table of Contents ABBREVIATIONS AND ACRONYMS ...... 4 MESSAGE FROM THE EXECUTIVE SECRETARY ...... 5 RATIONALE FOR A NATIONAL READING FRAMEWORK: EVIDENCE FROM A DECADE OF RESEARCH ON YOUNG CHILDREN’S READING SKILLS IN NIGERIA...... 8 NATIONAL EVALUATION FRAMEWORK FOR READING (NEF-R) ...... 15 FOUR PERFORMANCE LEVELS ...... 15 TABLE 1: DEFINITIONS OF THE PROFICIENCY LEVELS ...... 16 TABLE 2: MINIMAL GRADE-LEVEL EXPECTATIONS – LOWER PRIMARY ...... 17 TABLE 3: MINIMAL GRADE-LEVEL EXPECTATIONS – UPPER PRIMARY ...... 22 CRITERIA FOR GRADE-LEVEL TEXTS ...... 26 TABLE 4: CRITERIA, END-OF-GRADE-LEVEL TEXTS, P1 TO P4 ...... 28 ILLUSTRATIVE EXAMPLES OF GRADE-LEVEL TEXTS ...... 30 NATIONAL PERFORMANCE STANDARDS FOR CRITICAL READING SKILLS ...... 33 COMMITMENTS ...... 36 BIBLIOGRAPHY ...... 39 APPENDIX ...... 43 CONTRIBUTORS, NATIONAL READING FRAMEWORK ...... 43 NATIONAL EVALUATION FRAMEWORK FOR READING, ALL PERFORMANCE LEVELS ...... 46 P1 ...... 47 P2 ...... 54 P3 ...... 63 P4 ...... 70 P5 ...... 77 P6 ...... 82 SAMPLE P1 TO P4 TEXTS AND ASSOCIATED READING COMPREHENSION QUESTIONS FOR NINE LANGUAGES ...... 83 EDO ...... 84 P1 EKI VBE OLUDO ẸRE ...... 84 P2 IMADE LE EVBARE ...... 84 P3 IBORU OZO ...... 84 P4 OSATO LE ỌFINOTỌ ...... 84 EFIK ...... 85 P1 ISAN USUN IWAN ...... 85 P2 UDUA UDEP NPKO ...... 85 P3 EKPE ETIN AKPANIKO ...... 85 P4 IWAN EDEM-ESA MMA-NKO ...... 85 FULFULDE ...... 87 P1 JEEBU E YAHA JANNGIRDE ...... 87 P2 (TITLE) ...... 87 P3 (TITLE) ...... 87 P4 CANYOL BEƊI ...... 87 HAUSA ...... 88 P1 (TITLE) ...... 88 P2 (TITLE) ...... 88 P3 (TITLE) ...... 88 P4 (MARYAM’S MOTHER)...... 88

IGBO ...... 89 P1 UDO NA NKỊTA ...... 89 P2 EJIKE NA NNỤNỤ YA ...... 89 P3 EWI NA OKE ...... 89 P4 (TITLE) ...... 89 IZON ...... 90 P1 ERI ...... 90 P2 (TITLE) ...... 90 P3 (TITLE) ...... 90 P4 IKPAIKPAI ...... 90 KANURI ...... 91 P1 ADAMU ...... 91 P2 (TITLE) ...... 91 Grade 3 ...... 91 P3 (TITLE) ...... 91 P4 (TITLE) ...... 91 TIV ...... 92 P1 (TITLE) ...... 92 P2 (TITLE) ...... 92 P3 (TITLE) ...... 92 P4 (TITLE) ...... 92 YORUBA ...... 93 P1 (TITLE) ...... 93 P2 (TITLE) ...... 93 P3 (TITLE) ...... 93 P4 (TITLE) ...... 93

ABBREVIATIONS AND ACRONYMS

DFID Department for International Development EFR Evaluation Framework for Reading FMoE Federal Ministry of Education GPF Global Proficiency Framework LGA Local Government Authority LGEA Local Government Education Authority NEI Plus Northern Education Initiative Plus NERDC Nigerian Educational Research and Development Council NEF-R National Evaluation Framework for Reading NRF National Reading Framework OLC Oral Listening Comprehension ORF Oral Reading Fluency P1 Primary 1 P2 Primary 2 P3 Primary 3 P4 Primary 4 P5 Primary 5 P6 Primary 6 RANA Reading and Numeracy Activity RARA Nigeria Reading and Access Research Activity RC Reading Comprehension SDGs Sustainable Development Goals UBEC Universal Basic Education Commission UNESCO United Nationals Education, Scientific and Cultural Organization UNICEF United Nations International Children’s Emergency Fund USAID United States Agency for International Development

Message from the Executive Secretary

The National Reading Framework (NRF) for primary is another milestone in the effort of the Nigerian Educational Research and Development Council (NERDC) and her partners to institutionalize reading in Nigeria. The idea of entrenching the teaching of reading in the Nigerian schools began with the introduction of reading into the English Studies Curriculum of the 9-Year Basic Education Curriculum revised in 2012. The subsequent NERDC Five-Year Strategic work Pan (2015 – 2019) identified the development of a National Reading Framework as a priority for the institutionalization of the teaching of reading in Nigerian schools.

The heart of the reading framework is the National Evaluation Textbox 1: Goal of the National Framework for Reading (NEF-R). This framework outlines the Reading Framework critical reading skills that pupils must be able to demonstrate The National Reading at the end of each grade, from primary 1 (P1) to primary 6 (P6), Framework defines, for all those regardless of where they live or the language they speak. It working to support improved reading instruction in Nigeria, ensures that State Ministries of Education across the country common goals to work towards, hold their pupils to the same minimal reading standards. These as well as common measures standards are ambitious, but at the same time achievable, if all against which to assess stakeholders commit to making improved reading outcomes a progress. priority.

The NEF-R is evidence-based. It draws from the extensive national and international research base on the skills pupils need to develop to become autonomous readers, and the pace at which these skills develop, over time. The NEF-R aligns with the Global Proficiency Framework (GPF) for Reading, P1 to P9, developed by the international community to measure progress on Sustainable Development Goal 4: “Inclusive and equitable quality education and lifelong learning opportunities for all” (United Nations, 2015, p. 104). This alignment ensures that pupils in Nigeria are held to the same standard as their counterparts from around the world.

The NEF-R constitutes a blueprint for curriculum and instructional materials developers by outlining the critical reading skills that must figure in future reading curricula, as well as in textbooks and other reading instructional materials developed by the public and private sector for use in Nigerian primary schools. It is also a blueprint for national, state and donor-based assessments as it outlines the reading skills that must be assessed in future assessments.

In addition to the NEF-R, the National Reading Framework describes the Commitments level of texts pupils must be able to moving forward read and understand at the end of each grade, from P1 to primary four Performance (P4). These precisions will bring much Standards needed consistency to future national Criteria, End and state assessments and provide of grade- level texts textbook and instructional materials developers with clear guidelines on the nature of texts sought. Evaluation Framework The NRF also calls for performance standards to be established for critical reading skills at each grade levels. These Diagram 1: Components of National Reading standards describe, in quantitative terms, how Framework could is “good enough” for essential skills like oral reading fluency and comprehension. Performance standards constitute clear, easy to understand goal for pupils to strive for, at each grade level. They also provide parents, teachers, and educational officials with a common means of determining whether pupils are meeting those goals.

Finally, the NRF outlines a series of evidence-based commitments that, if honored, will strengthen the delivery of reading programs at the classroom level, and ensure that future generations develop the level of reading skills required to participate as equals in the global economy. These commitments are anchored in the lessons learned from over a decade of rigorous evaluations of young children’s reading skills in Nigeria and backed by lessons learned from the global research community.

The National Reading Framework is the fruit of a national collaboration, led by the NERDC, between the Federal Ministry of Education and its associated agencies and the State Governments representing all ten language groups in Nigeria. It was developed with the support and collaboration of international development partners and organisations, notably the United States Agency for International Development (USAID), the United Nations International Children’s Emergency Fund (UNICEF) and the Department for International Development (DFID). The active participation of this broad range stakeholders in the development of the NRF underscores the critical importance of improved reading outcomes to raising educational standards in our country, and by extension, to our national development. I would like to

recognize the dedication and the expertise these individuals brought to the initiative, and to express our profound gratitude to them for the assiduity with which they devoted themselves to the challenge of charting a pathway for the future.

(Signature of the Executive Secretary)

Rationale for a National Reading framework: Evidence from a decade of research on young children’s reading skills in Nigeria.

Nigeria has been working to improve reading skills in early primary for almost a decade. During that time, Federal and State governments have worked with development partners to pilot reading initiatives in Primary 1 (P1) to Primary 3 (P3) in Northern Nigeria. All these programs have focused on improving pupils’ reading skills by: • Having pupils learn in a language they understand and use outside the classroom and at home; • Training teachers in effective, evidence-based reading instructional practices; • Distributing reading instructional materials, in local language, keyed to these instructional practices; • Increasing the amount and variety of reading materials in classrooms, and ensuring that pupils can take these materials home, each evening, to practice reading; • Ensuring these new reading materials are at appropriate levels of difficulty, that the themes addressed are engaging and reflective of pupils’ everyday experiences; • Training headteachers in research-based instructional leadership practices associated with increases in pupils’ reading performances; • Increasing parental and family involvement in children’s reading development.

A recent review of ten different evaluation studies carried out between 2010 and 20191 revealed that:

• Pupils in reading intervention programs have better Hausa and English reading skills than pupils in other schools. They are better able to identify letters, syllables, and words, and to understand what they have read. The differences are statistically significant in all cases. These pupils also have better reading comprehension skills, although the improvements in reading comprehension are less pronounced than those for the lower-level skills listed above.

• Providing sustained support over time results in higher reading scores. The longer pupils are in a reading intervention program, the better their reading skills. A recent NEI Plus study found that the rate with which P2 and P3 pupils were able to correctly read syllables, measured by calculated the number of correct syllables read in one minute,

1 See Evans, N. (2020). What we know about young children’s reading skills: A desk review of 2010-2019 Early Grade Reading Assessments. Report produced for NERDC, with funding from USAID, Nigeria.

doubled in Sokoto State and tripled in Bauchi State in the two year period between 2016 and 2018.

• The more time teachers devote to reading instruction, and the more time they give pupils to read independently during the school day, during or outside of reading classes, the better pupils read. Pupils in classes where teachers devote more time to reading instruction have higher ORF scores, as do pupils whose teachers give them time to read independently during the school day.

• When states introduce targeted reading interventions, the amount of time pupils spend reading or learning to read goes up. These pupils spend more learning to read than pupils in non-reading intervention schools. The differences in all cases are statistically significant.

• When states introduce targeted reading interventions, pupils’ access to reading materials increases dramatically. In studies carried out between 2011 and 2016, for example, 5% to 28% of teachers in non-reading intervention schools reported having an adequate number of reading textbooks. A 2015 study found that in schools with reading interventions, the percentage was generally over 90%.

• Pupils who have reading materials at home, who read more at home, or have someone at home who reads to them, have higher reading scores. Whether or not pupils read at home, or had someone who read to them, turned out to be single greatest determinant of pupils’ reading performance. These pupils had significantly higher reading scores that pupils who did not have reading materials at home, did not read at home or who did not have someone at home who read to them.

• Pupils in classes where teachers have had either preservice or in-service training in reading instruction score higher on reading assessments. There is a positive correlation between specialized training in reading instruction and pupils’ reading scores. Teachers in reading intervention schools are far more likely to trained in evidence-based reading practices and to use these practices in the classroom.

• Pupils in classes where teachers make greater use of evidence-based reading instructional strategies have higher reading scores. The more teachers use evidence- based reading instructional strategies presented in preservice or in-service programs, the better pupils read.

• Pupils whose parents are involved in supporting reading development by reading to pupils or helping them with their homework read better than pupils whose parents

are not involved. Parental involvement in young children’s reading development is an important determinant of how well children learn to read.

The national findings summarized above confirm those found in the global literature on effective reading instruction, namely that:

• How well pupils learn to read is determined Textbox 2: Correlation between independent reading and reading scores by the amount of time they spend reading or

learning to read. Pupils in classrooms where Pupils who read the most score in the top teachers allocate more reading instructional quartile in international reading time to reading-related activities score higher achievement tests like PIRLS: those who score on the 90th percentile spend five on reading assessments (Allington, 2002). times as many minutes reading as pupils Instructional time as one of five policy-related who score on the 50th percentile, and initiatives identified as correlating with more than 200 times as many minutes per improved learning outcomes (Dobbie & Fryer, day reading as pupils at the 10th percentile 2013). (Anderson Fielding & Wilson, 1988). Better readers spend more time reading

independently and make more significant Time-related factors include the extent to gains in reading achievement than less which pupils engage in independent reading. able readers (Watkins & Edwards 1992). Pupils who do more independent reading outside of the classroom have better reading skills (Greaney 1980; Anderson, Fielding & Wilson 1988; PIRLS 2006; PISA 2009). Moreover, the more independent reading they do, the higher they score on reading achievement tests. This correlation holds for both high-resource as well as low- resource countries, where access to reading materials is limited (Chansa- Kabali, Serpell, & Lyytinen 2014; Dowd, Wiener, & Mabeti 2010; Friedlander 2013, 2015; Wagner 2018, all cited in Friedlander, Arshan et al., 2018).

Our own national research confirms one of the most important discoveries in the global research literature, namely that the amount of time spent reading outside of school is, in fact, the best predictor of pupils’ reading comprehension, vocabulary, oral reading fluency, grammar and spelling skills (Anderson, Wilson & Fielding 1988; Greaney 1980; Guthrie & Greaney 1991; Taylor, Frye & Maruyama 1990; Cipielewski & Stanovich, 1992; Stanovich 1992; Cox & Guthrie, 2001). The correlation holds when researchers control for a variety of health, wealth, and school factors. For this reason, increasing the amount of reading pupils do outside of class has been identified as a means of reducing social and educational inequities.

Textbox 3: Link between independent reading and the development of foundational reading skills

When children read for pleasure, when they get “hooked on books”, they acquire, involuntarily and without conscious effort, nearly all of the so-called “language skills” many people are so concerned about: they will become adequate readers, acquire a large vocabulary, develop the ability to understand and use complex grammatical constructions, develop a good writing style, and become good (but not necessarily perfect) spellers. Although free voluntary reading alone will not ensure attainment of the highest levels of literacy, it will at least ensure an acceptable level. Without it, I suspect that children simply do not have a chance. S. Krashen 2004, p. 85

• How well pupils learn to read is determined by their degree of access to high quality reading materials. When pupils have access to an adequate quantity of texts, and to texts that are at their reading level, reading outcomes improve (Allington 2002). Reading improves when pupils receive reading materials at their reading level, and teachers use them effectively as part of an evidence-based reading instructional program (EDC 2016).

• How well pupils learn to read is determined by the degree to which their teachers have been trained in effective reading instructional practices. Pupils’ reading scores improve when they have access to reading materials, when teachers are aware of the skills their pupils need to develop and how these skills develop over time, and finally when teachers teach these skills explicitly and systematically (Tilson, Kamlongera et al., 2013; EDC 2016; RTI 2015).

Research from high-resource countries (see, for example, Allington 2002) suggests that high-quality teacher preservice and in-service education is the best research-based strategy for improving reading outcomes. Studies conducted in low-resource countries such as the Democratic Republic of Congo, Yemen, the Philippines, Jordan, and Liberia confirm this (EDC 2014; Clark-Chiarelli & Louge 2016; RTI 2014; DeStefano et al. 2013).

• How well pupils learn to read is determined by the extent to which their parents are involved in their reading development. Research from high resource countries shows that parental involvement in children’s reading development correlates with improved reading skills (OECD 2010). Children who have parents who read to them, whose parents regularly ask them to read aloud, or who monitor children’s learning perform better on reading assessments (Flouri & Buchanan 2004 – cited in Clark & Rumbold 2006). Parental involvement in reading has a more substantial impact on reading skills than family socio-economic or education levels (Ibid.).

There is emerging evidence that the same situation is true for low-resource countries. The 2016 Landscape report (Kim et al. 2016), for example, cited studies conducted in Zambia (Chansa- Kabali et al. 2014), India (Kalia and Reese 2009), Malawi (Dowd, Wiener, & Mabeti 2010) and Iraq (Brombacher, Collins, et al. 2012) that found positive correlations between parental involvement and improved pupil reading skills. Frielanders’ 2013 four-country study (Philippines, Uganda, Mali, and Ethiopia) found similar results: home literacy environment factors accounted for between 1.2 and 14.9% of the variance in models predicting pupils’ literacy skills.

• How well pupils learn to read is determined by the language in which they learn to read. Pupils learn better when they learn in a language they know and understand (Alidou et al. 2006; PASEC 2015; Thomas & Collier 2002; Marsh et al. 2002).

Two factors in the international research literature Textbox 4: Correlation between instructional found to correlate with improved reading scores leadership practices and pupils’ learning that have not been extensively studied in Nigeria outcomes

are the degree to which teachers regularly assess Six instructional leadership practices that pupils’ progress and use that information to adjust correlate with higher pupil learning outcomes include: future instruction, and instructional leadership at • establishing a clear, school-wide focus on the school level and beyond. In the case of the improving learning outcomes (Leithwood et al. latter fact, recent meta-studies ((Seashore Louis et 2014; Robinson et al. 2008); • setting and communicating expectations al. 2010; Leithwood et al. 2014) have suggested around learning (Ibid); that the second most significant impact on pupils’ • ensuring that teachers use evidence-based learning outcomes, after teacher instructional instructional practices and available instructional resources effectively; practices, is headteacher instructional leadership. • monitoring pupils’ learning outcomes (Ibid); Pupils in schools where headteachers adopt the • ensuring teachers have access to and evidence-based instructional leadership practices participate in professional development, and • establishing strong school-community-home outlined in Textbox 3 have higher learning partnerships (Ibid.). outcomes.

Rationale for a National Reading Framework

How well pupils read in the early grades predicts their reading abilities at higher grade levels (Butler et al. 1985; Stainthorp & Hughes 2004; Wagner et al. 1997). It also strongly predicts pupils’ overall academic success (Francis et al. 1996; Juel 1988; Lipson & Wixson 1997; Snider & Tarver 1987; Wharton-McDonald et al. 1998).

The strong correlation between pupils’ reading skills and their academic performance is the primary reason by countries around the globe are dedicating considerable resources to improving pupils’ reading skills. Nigeria cannot afford to be left behind in this global initiative.

The evidence from our own reading evaluations, coupled with those from the international literature, suggest that if we are to improve the reading skills of young children across the country, we need a national reading initiative that builds on and leverages what we have learned from the pilot programs introduced over the past decade. This National Reading Framework provides the foundation for such an initiative. At its core is a National Evaluation Framework for Reading (N-EFR). This framework outlines the critical skills pupils must be able to demonstrate at the end of each grade-level, from P1 to P6, regardless of where they live or the language that they speak. Such a consensus will ensure that State Ministries of Education across the country hold their pupils to the same minimal reading standards. The minimal expectations outlined in Evaluation Framework align with those of the recently published Global Proficiency Framework (GPF) for Reading, developed to provide countries with a common lens for reporting on Sustainable Development Global (SDG) 4.1. The alignment of the Evaluation Framework with the GPF ensures that pupils in Nigeria are held to the same standards as pupils around the globe.

The Evaluation Framework constitutes a blueprint for future curriculum and instructional materials developers. It is also a blueprint for national, state and donor-based assessments as it outlines the reading skills that must be assessed in future assessments.

The NRF also includes detailed descriptions of the types of texts pupils are expected to read and understand at the end of each grade level, from P1 to P4, including their level of difficulty, for each of ten different languages. These descriptions should guide publishers and authors in the development of future instructional materials, thereby ensuring that pupils are presented with texts that are at appropriate levels of difficulty. They should also guide the development of future grade-specific assessments. The detailed descriptions are designed to bring much needed national consistency and comparability to the teaching and evaluation process.

The NRF also lays out a case for grade-specific performance standards for key critical reading skills like oral reading fluency for all languages of instruction, and outlines processes and principles the must guide the establishment of these standards. It references the case of the newly developed oral reading fluency standards established for Hausa, P2, and articulates a commitment to establish similar standards for other languages and grade levels, and to ensure these standards are communicated to all educational stakeholders and used to monitor progress.

Finally, if the NRF is to serve as a catalyst for improving the reading skills of young people across this country, stakeholders at all levels leverage the lessons learned from a decade of national research on young children’s reading skills and institute a targeted program of interventions to improve those skills. To that end, the NFR ends with a series of ten evidence-based commitments that national, state, and local actors, together with development partners, must adopt and champion, over the next decade, if Nigeria is to join the ranks of high-performing reading countries. These commitments form the basis of a shared, concerted effort to improve reading learning outcomes across our country. They are a call to action to all those working to improve the quality of education in our country.

That initiative must be research-based. It must draw from the national and international evidence base on specific factors that result in improved reading outcomes summarized above.

National Evaluation Framework for Reading (NEF-R)

The National Evaluation Framework for Read (NEF-R) was developed classroom teachers, curriculum and evaluation specialists, and languages specialists from ten different language groups, and representatives of development partners working to support improved reading instruction, under the leadership of the NERDC. The NERDC would like to acknowledge the immense contributions of these individuals2 to the development process. Without their time, assiduity and dedication, the Framework would not exist.

The NEF-R defines the minimum reading proficiency levels that learners are expected to attain at the end of each level of primary, from P1 to P6, for critical reading skills. These levels are research-based. They describe the minimal level of skills and competencies that pupils must be able to demonstrate in order to be successful learners at the subsequent grade level. The expectations align with those articulated in the UNESCO Global Proficiency Framework (GPF)for P1 to P6, developed to provide countries with a common measure for reporting progress on the Sustainable Development Goals. In aligning the NER-R with the GPF, Nigeria is ensuring that its learners are head to international standards.

The NER-F serves multiple purposes:

• It provides detailed minimum proficiency expectations (called Proficiency Level Descriptors, or PLDs) that states and the national level, as well as development partners, can use to develop future assessments. It provides a basis for establishing equivalent scores on different reading assessments, allowing for comparability of results over time and across jurisdictions or reading interventions.

• It provides curriculum developers with a common list of core skills that must figure in future reading curricula, for all languages and jurisdictions. Have a shared understanding of these skills is a first step in developing curricula that will ensure that pupils across the country develop the same reading skills, and to the same extent.

• It provides publishers and other instructional materials developers with clear indications of the targeted skills at each grade level. This will enable them to develop materials that better meet the needs of schools across the country.

• It provides curriculum and evaluation specialists with a reference for establishing evidence- based performance standards for critical skills at each grade level (see next section for a discussion of performance standards). Performance standards describe, in objective, easy- to-understand terms, how good is “good enough”. Once established, they become the primary measure for determining whether pupils at a given grade level have met the minimal expectations for their grade level.

Four performance levels The NEF-R describes the performance pupils at of four different levels of proficiency can demonstrate at

2 See appendix for list of contributors.

15 each grade level, for each key reading skills:

Table 1: Definitions of the proficiency levels

PROFICIENCY LEVELS DEFINITION

“Does Not Meet” Minimum Learners lack the most basic knowledge and skills. As a result, they Expectations generally cannot complete the most basic grade-level tasks.

“Partially Meets” Minimum Learners have limited knowledge and skills. As a result, they can partially Expectations complete basic grade-level tasks.

“Meets” Minimum Learners have developed adequate knowledge and skills. As a result, they Expectations can successfully complete the most basic grade-level tasks.

“Exceeds” Minimum Learners have developed superior knowledge and skills. As a result, they Expectations can complete complex grade-level tasks.

The performance described for the level “Meets Minimal Expectations” aligns with the performance specified in the UNESCO GPF. That alignment means that pupils who meet minimal expectations in the NEF-R will necessarily meet the minimal expectations set by UNESCO for SDG reporting.

The appendix contains the full NER-F, with performance level descriptors for all four levels, for each of the skills retained. It should be noted that the framework does not include descriptors for the “Does Not Meet” level. Instead, the performance of pupils at this level of performance is below that of the lowest pupil in the “Partially Meets Minimal Expectations” level.

Tables 2 and 3 on the following pages summarize the level of performance corresponding to “Meets Minimal Expectations”. Table 2 outlines minimal expectations for early primary (P1 to P3), Table Y3for upper primary (P4 to P6).

Table 2: Minimal Grade-Level Expectations – Lower Primary

PRIMARY 1 PRIMARY 2 PRIMARY 3 A. ORAL LISTENING COMPREHENSION A1 Locate & understand ideas expressed in grade-level stories read aloud or told orally by others A1.1 Locate information directly or explicitly stated in stories or texts NL: Locate most explicit information, either in text or NL and EN: Locate most basic directly stated information NL and EN: Locate explicitly stated, detailed illustrations. (e.g., the name of a character) located in one or more information about events, ideas or characters. sentences. EN: English - Locate most basic explicit information (e.g., the name of a character) when the information is prominently stated in the text and located in one or more sentences.

A1.2 Interpret information based on clues in stories or texts (NL ONLY in P1) NL: Identifying simple inferences3 from explicit information NL: Identify some simple inferences4 when the clues are NL: Make simple inferences using explicit clues in located in consecutive sentences; Sometimes able to identify explicitly stated and found in consecutive sentences. Have consecutive sentences or in different parts of the the general idea of a text. Able to reword events in a text in difficulty when clues are located throughout the text. text. his/her own words, although rewording lacks detail. EN only: Make simple inferences using explicit clues in consecutive sentences or in a short paragraph. A2 Understand the meaning of words in grade-level stories read aloud or told orally by others (NL Only in P1)

NL: When listening to longer texts, identify the meaning of NL: When listening to longer texts, identify the meaning of NL: Use contextual or morphological clues to familiar words and some unfamiliar (new) words.5 familiar words and some unfamiliar (new) words identify the meaning of familiar and unfamiliar words when listening to longer texts6.

EN: Use morphological clues to identify the meaning of familiar and unfamiliar words when listening to simple, short texts.

3 Simple inferential comprehension questions are questions that do not require the reader to draw conclusions. They may involve recognizing information that is expressed in different words from those used in the original text, identify relationships that are not explicitly stated in the text (for example, causal relationships that are not explicitly stated by a connector like “because”), or speculating on the actions of a character. When inferring, student must use information in the text. 4 Simple inferential comprehension questions are questions that do not require the reader to draw conclusions. They may involve recognizing information that is expressed in different words from those used in the original text, identifying relationships that are not explicitly stated in the text (for example, causal relationships that are not explicitly stated by a connector like “because”), or speculating on the actions of a character. When inferring, pupils must use information in the text. 5 What constitutes familiar or unfamiliar (new) words depends on the context and pupils’ prior knowledge. These words should be identified prior to reading or telling the text to pupils. 6 What constitutes familiar or unfamiliar words depends on the context and learners’ prior knowledge. They should be identified prior to reading the text aloud to learners. 17

B. PHONOLOGICAL AWARENESS B1 Identify and manipulate sounds in spoken words B1.1 Identify syllable sounds in spoken words NL and EN: Identify most initial syllable sounds and some NL and EN: Sort 2 to 4 syllable words by the number of end sounds in two or three syllable words, or identify, syllables. Identify if a spoken syllable is heard in the most of the time, if a given syllable sound is heard at the beginning, middle or end of a 3 or 4-syllable word. Makes ------beginning or end of a three-syllable word but has difficult some mistakes when asked to do the above. if syllable is in middle of word. Can generate some words that start with a given syllable sound. B1.2 Identify phoneme sounds in spoken words (English only) EN: Identify most initial phoneme sounds in short one or EN: Locate and isolate letter sounds (phonemes) at the end two syllable words and some end sounds. Can generate or in the middle of short, one to three syllable words most of some words that start with a given phoneme. the time. Count out and identify the number of phonemes in short, spoken words. Add or remove a sound at the ------beginning of a word to make a new word. Makes some mistakes when asked to do the above.

C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES C1 Identify basic features of print NL and EN: Identify most of the basic features of books, NL and EN: Identify some basic information in illustrations NL and EN: Identify some basic information in i.e., the front cover, back cover, illustrations and title that adds additional information about characters, setting, illustrations, as well as words in text, to answer page or plot, or about the topic of a text questions about when, where, why or how key events occurred. Make some mistakes.

C2 Interpret paratextual features NL: Usually able to identify the title of a book or a text NL and EN: Distinguish sentences and paragraphs in a text NL and EN: Usually Identify if a sentence is a but has difficulty explaining its purpose or explaining it most of the time; Identify if a sentence is a statement or a statement, a question or an exclamation most of the completely, without support from teacher question most of the time, based on punctuation. time, based on punctuation;

Identify most basic typographical features common to stories and informational texts (titles, subtitles, images, photos, diagrams, table of contents, et.) and give a very basic description of the roles of some of the features.

D. ALPHABETIC PRINCIPLE D1 Identify letter names and letter sounds NL and EN: Identify or locate letters (upper and lower case) and letter combinations studied in P1, as well as the sounds they make. Identify letters at a regular pace, but it is obvious that the automatism is not entirely achieved. Sometime make mistakes or hesitate when identifying ------certain letters (or letter combinations) and the sounds they make.

D2 Read, globally words that cannot be read by decoding NL: Recognize globally and quickly most of the words borrowed NL: Recognize globally and quickly most of the P2 words borrowed from English that frequently appear in P1 texts and cannot be read from English that frequently appear in P2 texts and cannot be read via decoding via decoding

EN: Recognize globally and quickly most high-frequency English EN: Recognize globally and quickly most high-frequency P2-level ------words, as well as very familiar words with irregular letter-sound English words, as well as very familiar words with irregular letter- combinations (i.e., that cannot be read via decoding skills). sound combinations (i.e., that cannot be read via decoding skills).

D3 Use letter-sound knowledge and blending skills to read words (familiar and invented), in isolation and in sentences NL - Read most 3 to 4 syllable, familiar words accurately, especially NL - Accurately decode most short (2 to 4 syllable) familiar the most frequent ones by orally blending spoken syllables words in a text, especially the most frequently encountered together, although sometimes with noticeable syllabication. Has ones. Sometimes read slowly, and syllable by syllable. difficulty reading words of more than 4 syllables. It is obvious that Sometimes make decoding errors when reading longer the automatism is not completely achieved words. Hesitate sometimes when reading and have difficulty EN - Read accurately frequent, simple words of 2 to 4 syllables with reading words of more than 4 syllables. and easy letter-sound correspondences. Sometimes make mistakes ------with longer (more than 3 syllables) or difficult words (those with irregular letter-sound matches or silent letters) EN - Accurately decode most short, familiar words in a text with regular easy letter-sound correspondences. Sometimes make mistakes with longer (more than 3 syllables) or difficult (with irregular letter-sound matches) words.

E. FLUENCY E1 Read simple, short grade-level texts accurately NL and EN: Read aloud at a pace and accuracy rate NL and EN: Read aloud at a pace and accuracy rate that Read aloud at a pace and accuracy rate that meets that meets minimal country standards for P1 meets minimal country standards for P2 minimal country standards7 for fluency for P3

7 Minimal fluency standards should be evidence-based, language-specific and reflect the minimal level required to read with comprehension in the language of instruction.

F. READING COMPREHENSION F1 Understand the meaning of words in grade-level texts NL with dialectal varieties – Identify the meaning of most familiar NL with dialectal varieties – Identify equivalent local NL with dialectal varieties – Identify equivalent local words words in simple, P1-level texts; Identify equivalent local words or words or expressions for most unfamiliar P2-level words or expressions for most unfamiliar words and expressions expressions for some unfamiliar P1-level words in textbooks or in textbooks or other reading materials used in P3-level texts other reading materials NL and EN: Use morphological and contextual clues to In EN, understand the meaning of most short, familiar words in identify the meaning of a variety of familiar words and simple, P1-level texts NL and EN: Identify the meaning of most familiar words, unfamiliar words8. Identify words in texts with related including when they have regular morphological changes meaning or describe the difference between related words; (plurals or simple affixes) or are used in unfamiliar ways Sometimes make mistakes with the above. F2 Generate words for, or sort words by, given semantic categories NL and EN: Sometimes makes mistakes when sorting words into NL and EN: Sometimes make mistakes when sorting NL and EN: Sometimes make mistakes when sorting words semantic categories (e.g., colors, clothing) or Identifying some words into semantic categories or Identifying some words into semantic categories or Identifying words belonging to a words belonging to a given, GP1-level semantic category; Given 3 belonging to a given, P2-level semantic category; Given 3 given, P3-level semantic category; Given 5 or 6 P3-level or 4 objects or illustrations of objects, sometimes makes mistakes words, sometimes make mistakes identifying the one that identifying the one that does not belong to the same semantic or 4 words, sometimes make mistakes identifying the one does not belong to the same semantic category; category that does not belong to the same semantic category

F3 Retrieve or locate explicitly stated information at the sentence or text level NL and EN - Locate most of the basic, explicit information (e.g., a NL and EN - Retrieve explicit pieces of information from a NL and EN: Retrieve prominent, explicit information character's name) in a text when the information is stated explicitly, in a single sentence. from two consecutive sentences. single sentence.

F4. Interpret information at the sentence or text level, based on clues in the text F4.1 Make simple inferences Interpret information by tracking most close noun ------or pronoun references in text.

NL and EN: Interpret information by filling in obvious missing information in one sentence or two consecutive sentences. F4.2 Establish main and secondary ideas ------NL and EN: Establish the general topic of a short text. G. ATTITUDES TOWARDS READING AND MOTIVATION TO READ

8 What constitutes familiar or unfamiliar words depends on the context and pupils’ prior knowledge. They should be identified prior to having pupils read the text. 20

G1 Engage in class and school reading activities NL and EN: Always engage in group reading NL and EN: Always engage in group reading NL and EN: Read for longer periods of time activities, although not always with enthusiasm, activities, although not always with enthusiasm, without losing interest or concentration; purpose or understanding; Is willing to read purpose or understanding; Willing to read Read increasingly longer texts without losing interest or motivation.

G2 Engage in out-of-school reading activities L and EN: Participate in at home or out of school NL and EN: Participate in at home or out of school NL and EN: Participate in at home or out of reading activities on a semi regular basis (not reading activities on a semi regular basis (not school reading activities on a semi regular daily). daily). basis (not daily).

Table 3: Minimal Grade-Level Expectations – Upper Primary

PRIMARY 4 PRIMARY 5 PRIMARY 6 A. ORAL LISTENING COMPREHENSION A1.2 Interpret information based on clues in stories or texts ( Draw basic conclusions that reflect an adequate understanding of the ideas, events, or characters in a text. ------

Make logical generalizations. A2 Understand the meaning of words in grade-level stories read aloud or told orally by others (NL Only in P1)

Identify how the meaning of words changes depending on the context and tonal variation but ------has difficulty when changes involve nuances.

C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES C2 Interpret paratextual features Identify most basic typographical features common to Identify most basic typographical features common to Identify most basic typographical features common to P6- P4-level tests types (stories, poems, informational texts, P5-level tests types (poems, informational texts, new level tests types (poems, informational texts, news articles, cartoons, etc.), and give a very basic description of the articles, poster, stories, letters, etc..) and give a very basic stories, letters, pamphlets, directions or instructional roles of some of the features; Identify some of the description of the roles of some of the features; Identify materials, etc..) and give a very basic description of the features when they are missing. some of the features when they are missing. roles of some of the features; Identify if some of the features (titles, subtitles, etc.) are missing

Identify if a sentence is declarative, interrogative, Identify if a sentence is declarative, interrogative, Identify if a sentence is declarative, interrogative, imperative or exclamatory; If they are a full sentence, a imperative or exclamatory; If they are a full sentence, a imperative or exclamatory; If they are a full sentence, a fragment or a run-on. Sometimes makes mistakes when fragment or a run-on. Sometimes makes mistakes when fragment or a run-on. Sometimes makes mistakes when doing so. doing so. doing so.

Identify capitalization and formatting patterns in titles; Make basic predictions but logical about the content and Identify capitalization and formatting patterns in titles; Makes mistakes sometimes themes of stories, drawing on a variety of features (e.g. Makes mistakes sometimes title, cover, illustrations, blurb etc.)

PRIMARY 4 PRIMARY 5 PRIMARY 6 Interpret some information presented visually, orally, or Make basic predictions about the content of texts by Make basic predictions about the content of texts by looking quantitatively (e.g., in charts, graphs, diagrams, looking at text features. Predictions are generally at text features. Predictions are generally justifiable but not timelines, etc.). justifiable but not always detailed always detailed

Interpret some information presented visually, orally, or Identify some information that is present in visuals (tables, quantitatively (e.g. indexes, maps, charts, lists, graphics, etc.) that are not present in the text and vice versa photographs, menus, glossaries, tables of contents.).

F. READING COMPREHENSION F1 Understand the meaning of words in grade-level texts NL with dialectal varieties – Recognize and explain the NL with dialectal varieties – Recognize and explain the NL with dialectal varieties – Recognize and explain meaning of some of the most common P 4-level idioms, meaning of some of the most common P5-level idioms, the meaning of some of the most common P6-level adages, and proverbs of the region; Identify the local adages, and proverbs of the region; Identify the local idioms, adages, and proverbs of the region; Identify equivalent of some P 4-level words found in texts equivalent of some P5-level words found in texts the local equivalent of some P6-level words found in texts Usually, but not consistently, identify words in texts that Usually, but not consistently, identify words in texts that come from other languages or cultures. Can sometimes come from other languages or cultures. Can sometimes Usually, but not consistently, identify words in texts identify if the words have maintained the meaning they had identify if the words have maintained the meaning they had that come from other languages or cultures. Can in the original language. in the original language. sometimes identify if the words have maintained

the meaning they had in the original language. Use morphological and contextual clues to identify the Identify the meaning of unfamiliar words, expressions and meaning of a familiar words and unfamiliar words when the figurative expressions when the clues are explicit and some clues are explicit, and to distinguish the meaning of some basic figurative language; distinguish the meaning of some Identify the meaning of unfamiliar words and closely related words with different shades of meaning. closely related words with different shades of meaning. phrases, including basic figurative expressions and closely related words, using clues (contextual, morphological, syntactic) that have been explicitly taught and are easy to identify and use. F3 Retrieve or locate explicitly stated information at the sentence or text level Retrieve explicit information in a paragraph when the Retrieve explicit information in text or basic paratextual Retrieve explicit prominent or less prominent information is prominent and easy to locate; has difficulty if features when the information is prominent and easy to information in a text or in basic paratextual the information is less prominent or involves details. locate; has difficulty if the information is less prominent or features, when there is limited competing involves details. information. F4. Interpret information at the sentence or text level, based on clues in the text F4.1 Make simple inferences Make simple inferences about behaviors, feelings, or events Relate two or more prominent pieces of Establish causal relationships when the supporting by relating one or more prominent, explicitly stated pieces information is explicitly stated in the text (but not information in the text or paratextual features to: of information in the text, regardless of where the 23

PRIMARY 4 PRIMARY 5 PRIMARY 6 information is in the text; has difficulty if the information is necessarily in consecutive sentences) stated and there is no o Provide simple explanations of most less prominent (involves details) or there is some competing competing information. behaviors, feelings, or causes of events information. o Recognize the general purpose of a text Identify points of view or positions when the supporting o Identify some evidence in a text that supports information is explicitly stated in the text (but not an idea or a position necessarily in consecutive sentences) stated and there is no o Draw basic conclusions competing information.

F4.2 Establish main and secondary ideas Establish the general, main idea of a text most of the time, if Establish the main idea of a text most of the time, as well Establish the main idea of a text and most it is prominently stated. as some prominent key secondary ideas. prominent key secondary ideas in a text and generally sequence prominent ideas and identify one or two idea or event that relates to or supports a main idea.

F4.3 Identify familiar grade-level text types Recognize most of the text types encountered in Recognize most of the text types encountered in P5 grade 4 when the clues are obvious or prominent. when the clues are obvious or prominent. ------

F5 Reflect on information F5.1 Establish connections between main idea of a text and one’s personal experience and/or general knowledge Establish basic connections between the ideas in the text aEstablish basic connections between the ideas in the text Establish basic connections between the ideas in their personal experiences or general knowledge. and their personal experiences or general knowledge. the text and their personal experiences or general knowledge. F5.2 Differentiate fact from opinion Differentiate facts from opinions when clues are ------prominent or require simple inferences.

1. ATTITUDES TOWARDS READING AND MOTIVATION TO READ G1 Engage in class and school reading activities Read for longer periods of time without losing Read for longer periods of time without losing Read for longer periods of time without interest or concentration; Read increasingly longer interest or concentration; Read increasingly longer losing interest or concentration; Read texts without losing interest or motivation. texts without losing interest or motivation. increasingly longer texts without losing interest or motivation.

PRIMARY 4 PRIMARY 5 PRIMARY 6 Identify some things they like to read but cannot Identify some things they like to read but cannot provide a detailed or complete explanation of why provide a detailed or complete explanation of why Identify some things they like to read but they like these types of texts. they like these types of texts. cannot provide a detailed or complete explanation of why they like these types of texts.

G2 Engage in out-of-school reading activities Participate in at home or out of school reading Participate in at home or out of school reading Read for pleasure and for information at activities on a semi regular basis (not daily). activities on a semi regular basis (not daily). home or outside of school on a semi regular basis (not daily).

Criteria for grade-level texts

The Evaluation Framework specifies that pupils must be able to demonstrate the minimal skills outlined when reading grade-level texts. If the evaluation framework is to be used to compare pupils’ reading skills across schools or across the country, there is a need to have a common definition of what constitutes a grade-level text. This is important because the extent to which pupils can demonstrate the minimal skills outlined in the preceding Evaluation Framework depends, in large part, to the level of difficulty of the reading passages presented. The more difficult a text, the harder it will be for pupils to meet the minimal skills outlined for their grade level. Having a common definition of what constitutes a grade-level text avoids this situation and guarantees that pupils at a given grade level, regardless of the region in which they live or the language that they speak, are presented with texts comparable levels of difficulty, and that reading results are thus comparable.

To establish a common definition of end-of-grade level texts, curriculum and language specialists, as well as practicing teachers, from all ten language groups (see list of contributors, in annex), examined five factors that make texts more difficult for young learners to read (Murphy 2013):

1. The general knowledge that they bring to the reading task, and the task itself. If learners are familiar with the topic of a text, or if the text addresses common, everyday experiences familiar to young learners, the text will be easier to read (Johnston 1984).

2. Learners’ level of interest in the ideas contained in the text, and their motivation to read. If the text contains ideas of interest to learners in a region and a given age level, the text will be easier for them to read and understand. As well, the more learners are motivated to read, and to read well, and the more confidence they have in their reading abilities, the better they will read (Applegate 2010, Moe 2009).

3. Learners’ level of familiarity with the type of text presented. How familiar pupils are with the structure of a text presented (narrative versus expository or informational, for example), can determine how well they are able to understand the ideas presented (Martens, Arya et al. 2007). Generally, narrative texts are easier for learners to understand than informational or expository texts (Kucer 2011). That is because the extent to which a learner understands an informational text depends upon the prior knowledge they have of the topic. As well, the structure of informational texts varies more than the structure of narrative texts. Both add to the conceptual load of an informational text.

4. The surfaces features of the text. These include the vocabulary used, the extent to which words are repeated throughout the text, the length of the text, he length of words (measured as the average number of syllables per word), sentence length, the

nature of the sentences used, and degree to which sentence structure matches oral speech (Hiebert and Pearson 2010). Surface features are generally easy to control when creating a text for instructional and assessment purposes.

5. The deeper features of the text. These include the number and nature of the ideas presented in the text, their organization within the text. Deeper features overlap with the first three factors outlined above. The more learners are familiar with the ideas presented, the more they will be interested in reading the story or will have the prior knowledge required to understand the ideas presented.

They then analysed texts commonly used at each grade level with respect to the five factors and use the results of that analysis to describe the level of a text an average pupil at each grade level should be able to read and understand by the end of the academic year.

The results are summarized in the table on the following page. Some surface features (total number of words, length of text or length of words) vary by language. That is because some languages (English and Tiv, for example) use a lot of small words. Other languages (Izon, Kanuri, Igo, for example) are more agglutinating in nature. As a result, the words used are much longer, as are the length of the sentences. Texts with shorter words and sentences can be read more quickly than texts with longer words and sentences. Other, deeper features ae common across grade levels.

Holding pupils across the country to the same standards Texts used to measure reading skills in future school or state-wide assessments, particularly critical reading skills like fluency (defined as the number of words correctly read in one minute) or reading comprehension, must align with these criteria. Such an alignment will ensure comparability of results across geographic regions, as well as across donor-funded interventions.

Table 4: Criteria, end-of-grade-level texts, P1 to P4 CRITERIA P1 P2 P3 P4

SURFACE FEATURES

LENGTH

Total no. words • 25 to 27 words (English, Edo, Tiv & • 40 to 42 words (English, Edo, • 63 to 65 words (English, Tiv) • 78 to 80words (English, Tiv) Yoruba); Tiv & Yoruba); • 48 to 50 words (all other • 20 to 22 words (Izon, Kanuri, Igbo, • 33 to 35 words (Izon, Kanuri, languages) • 68 to 70 words (all other Efik, Hausa and Fufulde) Igbo, Efik, Hausa and languages) Fufulde)

Number of paragraphs No paragraphs per se. • Single paragraph. Sentences • Up to two paragraphs. Five sentences, one sentence per line. can wrap around next line Sentences can wrap around next line

Total no. sentences 5 sentences 5 sentences 7 sentences 8 to 9 sentences

CONCEPTS OF PRINT

Font size and type 24 pt. font; Same font as in textbook 18 pt. font; Same font as in 14 pt. font; Same font as in textbook 14 pt. font Same font as in textbook textbook

Spacing Triple spacing between words; Double spacing between words; Single spacing between words; 1.5 Single spacing between words; 1.5 double spacing between lines 1.5 spaces between lines spaces between lines single spacing between lines

WORDS/VOCABULARY

Type and length of Short, familiar words only (words Familiar words introduced in P1 Relatively familiar words introduced Mostly familiar words introduced in words encountered frequently in textbook, and P2. Not necessarily short. in P1 to P3 but not necessarily high P1 to P3, not a lot of high frequency readers) frequency words words

Dialectal variety Only words all pupils know, regardless of geographic region where they live.

9 % of unique words 80% unique words. No word repeated 85% unique words. No word 90% unique words. No word repeated 95% unique words. No word repeated more than 3 times. repeated more than 3 times. more than twice. more than twice.

9 Unique words are the number of distinct words used in a text. For example, the text: The dog is big. The dog is brown, contains 8 words, but only five distinct words: the, dog, is, big and brown. The percentage of unique words is 5/8 x 100% or 63%.

Complexity of All regular decoding or in the All regular decoding. in the case of phonemes, tones (note: case of English, high frequency English, high frequency words read All regular decoding or in the case of see specificities by words read globally and some globally and some words with All regular decoding. in the case of English, high frequency words read language group, part B words with irregular letter- irregular letter-sound combinations; English, high frequency words read globally; No letters or accents that are of this document) sound combinations; No letters No letters or accents that are rare or globally and some words with irregular rare or difficult to pronounce; few or accents that are rare or difficult to pronounce; few silent letter-sound combinations silent letters difficult to pronounce; few silent letters letters

NATURE OF SENTENCES

Type and length Short, declarative (S-V-C); No Short, declarative (S-V-C) No Longer, declarative; 1 compound. No Longer; 1 or 2 compound; Possible repeated sentence frames. repeated sentence frames. repeated sentence frames. imperative or question. No repeated sentence frames.

NATURE OF PONCTUATION

Period at end of sentence Comma, period Comma, period, question mark, exclamation mark

DEEPER FEATURES

NATURE OF TEXT, IDEAS (NOTE : Text cannot be a text pupils have already read or remind them of a story they know.)

Type of text Narrative Narrative Narrative Narrative

Number of characters 1 1 1 or 2 1 or 2

Number of ideas One main, central idea One main, central idea One main, central idea; a few supporting ideas

Structure of text Clear beginning, middle (problem) and end (solution to problem); no unnecessary information or details that would confuse pupil

Themes Everyday events from pupils’ lives (familiar theme) Everyday events from pupils’ lives or from lives of fictional characters pupils can relate to (e.g., animals.)

Interest in, Enjoyable, happy narrative. First sentence is shortest and easiest. commitment to reading

Illustrative examples of grade-level texts

The English texts below meet the criteria outlined in the previous table for English language texts. The examples illustrate how text difficulty increases as pupils move up the grade levels.

Diagram 2 Sample, end=of-grade-level texts, English

Primary 1 Yisa has two big hens.

They are black.

The hens like to eat corn.

Yisa sells. them in the market.

Yisa gives the money to his father.

Primary 2 One day, Ngozi saw a beautiful bird on a tree. It had bright blue feathers. The little bird looked at Ngozi and started to sing. Ngozi danced as the bird sang. It was a happy day for her.

Primary 3

It was Shebu’s birthday yesterday. He gave his friends birthday cake, biscuits and sweets. They played hide and seek on the school field. They were excited as they danced and clapped. His friends gave him a football as his birthday gift. The school prefect said that Shehu’s birthday was the best birthday ever.

Primary 4

Terse’s father is a good hunter. Terse follows his father to the forest each time he goes hunting. They are always on the lookout for antelopes. But antelopes are very difficult to track in the thick forest.

One day, Terse’s father spied an antelope and quickly killed it. They dragged it home and shared the meat with every family in the village. It was a joyous day for everyone.

National performance standards for critical reading skills

The Evaluation Framework specifies that pupils who meet minimal expectations:

Read aloud at a pace and accuracy rate that meets minimal country standards for oral reading fluency for that grade level

The implementation of the Evaluation framework requires that minimal performance standards be defined for oral reading fluency (ORF), defined as the number of correct words a pupil reads in one minute. Textbox 4: Difference between content and performance standards ORF is a critical reading skill in early primary, because of the strong correlation, across languages, between oral Content standards describe the knowledge, skills and attitudes pupils reading fluency and reading comprehension. The are expected to be able to demonstrate. correlation exists because pupils who read words Curriculum documents generally contain accurately and quickly can devote more of their attention content standards. For example, a P3 and working memory to understanding the ideas pupils should be able to identify the presented in a text (Jenkins et al. 2003; Kim & Wagner main theme or topic of a simple P3 text.

2015). Simply put, the more fluently young pupils read, Performance standards, like those the better they can understand the ideas expressed. The contained in the National Evaluation existence of this correlation is why ORF is an essential Framework, describe, with respect to skill for young readers (del Valle Catalan 2016; Fuchs, key knowledge, skills and attitudes, how Fuchs, et al. 2001; Hudson, Pullen, et al., 2009; Jenkins, good is good enough. For example, a pupil should be able to read a minimum Fuchs, et al. 2003; Kim, 2015; Kim, Park, & Wagner, R. K. of 35 correct words per minute when 2014; Kim, Petscher, et al. 2010; Piper & Korda 2011, all reading a simple, P3 level text, or she cited in Kim et al. 2016.) should be able to retrieve 80% of the most explicit or prominent information If pupils’ reading skills are to improve, efforts must be in that text. expended to establish clear grade-specific performance There should be a strict alignment standards for key reading skills like ORF that can be easily between a country’s performance quantified. Performance standards provide an objective, standards and the content standards in measurable goals for pupils at each grade level to strive its curriculum. for. They also provide parents, teachers and educators with a common, quantitative definition of “how good is good enough”, and an objective, scientific means of measuring the extent to which pupils are achieving that goal.

If Nigeria is to improve current reading levels across the country, it needs to establish clear, objective performance standards for critical reading skills, like ORF and Reading Comprehension, for every language of instruction. These standards:

• Must be grade specific. They must describe the level of performance pupils must demonstrate at the end of each grade level to be deemed to have met minimal expectations for their grade level;

• Must be language specific. The performance standards must recognize and accommodate the morphological and structural differences between languages in Nigeria, while at the same time hold pupils to the same level of performance, regardless of where they live or the language they speak;

• Must be evidence-based and established using international accepted best practices for standards-setting. This will ensure that decisions communicated to pupils, parents, teachers, state and national officials are objective and defensible;

• Must align with the minimal competencies in the National Evaluation Framework, as well as the Global Proficiency Framework for reading. Doing so will guarantee that pupils across the country are held to equivalent standards of performance. It will also guarantee that those expectations align with those of the international community.

• In the case of oral reading fluency and reading comprehension, the performance standards must be established using texts that match the criteria outlined in the previous section for end-of-grade-level texts. Measures of pupils’ progress on these two skills must also be based on similar texts.

The table below summarizes national minimal performance standards for Hausa, P2 for two critical reading skills. These standards were established in March2020,10 by Hausa teachers and curriculum and language specialists, in collaboration with national and international evaluation specialists. The processes used reflect the principles outlined above.11

Table 5: Hausa Minimal, End-of-Year Performance Standards, Oral Reading Fluency, P2

Grade Oral Reading Fluency

Primary 2 18 to 36 correct words per minute

The NERDC is committed to working with state governments and other stakeholders to establish similar performance standards for all languages. Once established, the standards will be communicated to all stakeholders: pupils, parents, teachers, local, regional and state education officials, so that there is a shared understanding, across the country, of the performance pupils need to demonstrate. Regular monitoring, at all levels of the system, of the extent to which pupils are meeting these standards will allow for learning gaps to be identified, and additional supports introduced to improve performance. Such a system will provide state

10 For an overview of the processes used, see Nigeria Policy Linking Pilot Workshop Report: Setting Global Benchmarks for Grades 2 and 3 Early Grade Reading Assessments in Hausa Language, MSI International, March 2020. Report produced for NERDC, FMoE, UBEC and USAID. 11 Although participants also set ORF standards for P3, the text used was a P2 text. As the process does not respect one of the basic principles outlined above, namely that performance benchmarks be based on grade-level texts, those standards are not reported here.

and national decision makers with regular updates on the extent to which the system that will ensure Nigerian pupils’ performance is on par with those of their counterparts around the globe.

Commitments

The ten commitments outlined below are routed in the findings of a decade of national research into factors that contributed to improved reading skills and confirmed by the global research on factors that contribute to improved reading skills. The commitments outlined a road map that national, state and local actors, with support development partners, must follow over the next decade, if Nigeria to join the ranks of high-performing countries in reading,

1. Revise early-grade curricula for all languages of instruction to ensure they include the minimal reading skills outlined in the Evaluation Framework for Reading (EFR). Teachers cannot teach foundational skills if they do not know what they are or do not consider them to be necessary. A February 2020, NERDC-led a review of early primary language curricula for all ten languages of instruction in Nigeria uncovered considerable variations across language curricula concerning reading skills taught at different grade levels. Some curricula addressed all the foundational reading skills. Others addressed very few. There is a need to develop harmonized early-grade reading curricula across the country so that all primary pupils, so that all pupils, regardless of where they live or the language that they speak, develop the reading skills outlined in the National Evaluation Framework.

2. Allocate adequate time in the weekly timetable for the teaching of reading, particularly in the early grades. Pupils who receive more reading instructional time read better than those who receive less. The annual amount of time dedicated to reading instruction needs to meet minimal international standards. Time for independent reading also needs to be built into daily and weekly schedules.

3. Ensure that all pupils in the country have access to high-quality reading materials, in adequate quantities. Without engaging books, without adequate quantities of such books, and without books that are at the right reading level, pupils cannot develop strong reading skills.

Instructional materials provided to teachers need to have activities that support the development of the grade-specific reading skills outlined in the NREF. The February 2020 NERDC-led review referenced previously included a critical examination of the nature of existing reading textbooks for each language and grade level. The results varied considerably by language. Some languages had high-quality textbooks that addressed all the grade-specific reading skills in the NREF. Others, however, did not. There is a need to revise reading textbooks for some languages, so all pupils have adequate learning resources. There is also a need to partner with local publishing houses and authors to

produce high quality supplementary reading materials in all languages, and ensure these materials are widely available in classrooms and schools across the country.

4. Put in school-based programs to increase the amount of time pupils spend reading independently. Education authorities need to ensure that pupils use reading materials every day, and that time is set aside in daily and weekly timetables for independent reading. As reading materials are not widely available in all homes, school leaders need to put in programs that allow pupils to take reading materials home each night to practice reading.

5. Train teachers in evidence-based reading instructional practices, provide them with ongoing support to implement these practices, and monitor the extent to which they do so.

Pre-service programs need to include mandatory courses in reading methodology. These courses need to introduce student teachers to the reading skills in the NREF and the types of evidence-based instructional practices that support their development.

Practicing teachers need in-service training and follow-up school-based support on how to implement evidence-based instructional practices in their classrooms.

6. Establish grade-specific performance standards for key reading skills like ORF for all languages of instruction, ensure educators at all levels of the system, parents, and pupils are aware of minimal grade-specific standards and benchmarks, that educators at all levels of the system (national, state, LGEA, school, classroom) regularly monitor and report on pupils’ progress on grade-specific standards. These standards need to align with the minimal performance descriptors outlined in NREF and the UNESCO/USAID Global Proficiency Framework.

If the standards are to be a catalyst for improving pupils’ reading performance, teachers, parents, and pupils need to know the minimum standards for each grade level. Moreover, teachers and educators need tools to measure and report on pupils’ progress with respect to the standards. They also need to be trained in how to administer these tools correctly, and how to interpret pupil results. Finally, educators need to share these results widely so that all stakeholders are aware of the progress made and the challenges remaining.

7. Put in place outreach programs, so parents support pupils’ reading development and ensure parents have the skills and resources to do so. A significant finding of this desk review is that reading at home is one of the strongest determinants of pupils’ reading

skills. School-based Management Committees, the Adult Non-formal Education Agency, the State Agency for Mass Education, civil society organizations, and headteachers must work collaboratively to communicate this message to parents. They also need to inform parents and family members of what they can do at home, daily, to support children’s reading development.

8. Introduce instructional leadership programs for headteachers and local education officers, focused on practices that, in the international literature, correlate with improved learning outcomes. Although there is insufficient national research on the role of instructional leaders in improving pupils’ learning outcomes, the research from the global literature is convincing: headteachers are the second most powerful school- based determinant of pupils’ learning outcomes, just behind classroom teachers. Concentrated efforts are needed to communicate this message to instructional leaders, and equip them with the knowledge and skills they need to implement evidence-based practices.

9. Introduce national, state, and local initiatives to report and reduce pupil absenteeism. Pupils cannot learn to read if they are not in school. If learning outcomes are to improve, senior leaders must identify the primary causes of pupil absenteeism and introduce appropriate measures to address them.

10. (Additional, to be proposed by NERDC and FMOE)

BIBLIOGRAPHY

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APPENDIX CONTRIBUTORS, NATIONAL READING FRAMEWORK

Participant Name Position Organization Curriculum experts Nkechi Adiele Curriculum Expert NERDC, Sheda Grace Ajagun Curriculum Expert NERDC, Sheda Opeyemi Aina Curriculum Expert NERDC, Sheda Victoria Babalola Curriculum Expert NERDC, Sheda Chima Egbujuo Curriculum Expert NERDC, Sheda Victor Ekwukoma Curriculum Expert NERDC, Sheda Habibu Jibrin Curriculum Expert NERDC, Sheda Famade Oladiran Curriculum Expert NERDC, Sheda Scholar Oremeyi Omokide Curriculum Expert NERDC, Sheda Aminu Saidu Curriculum Expert NERDC, Sheda Language experts Garba Gandu Language Expert NERDC, Sheda Ismail Junaidu Language Expert NERDC, Sheda Magret Lawani Language Expert NERDC, Sheda

Academic Planning Aisha Bamanga Officer UBEC Bintu Ibrahim Abba Deputy Director NPC Gidado Bello Akko Chairman NMEC Hafast Lawal Kontagora Director NTI Senior Programs Timilehin Adeleye Officer NCCE Policy advisors Salawu A Policy Advisor/Partner EPR& D/FME Mary Abah Policy Advisor/Partner TRCN, Abuja Joseph Achede Policy Advisor/Partner NIPEP/FME Folake Olatunji-David Policy Advisor/Partner NIPEP/FME Ugbe Agnes Inyikem Policy Advisor/Partner NBS, Abuja Chinyere Nwokorie Policy Advisor/Partner EPR& D/FME Representatives, Development partners Nanven Danboyi XXXX RANA Mikailu Ibrahim Technical Advisor RANA Phoebe Mshelia Specialist RANA Norma Evans Consultant NEI Plus Senior Reading Mark Hamilton Specialist NEI Plus Chizoba Imoka Consultant NEI Plus Tsiga Ismail Consultant NEI Plus Nurudeen Lawal Deputy Chief of Party NEI Plus Edo Language Kingsley Asoro Teacher Educator College of Education, Ekiadolor, Edo State Osaigbovo Evbuomwan Lecturer University of Benin, Benin City

Participant Name Position Organization Efik Language Bassey Effiom Teacher Educator College of Education , Akamkpa Edemanwan Ekeng Ita Principal Mistress 2 Army Primary School, Calabar Eyo O. Mensah Assoc. Professor, University of Calabar, Calabar, Cross River State

English Language Angela Nnadi Lecturer Alvan Ikoku College of Education, Owerri, Imo State Emmanuel Odey Teacher NERDC Model Primary School, Sheda Akindunni Rasaki Olasupo Teacher Motarlatu Primary School, Okeiwosan, Ondo State Lydia Onuoha Curriculum specialist NEI Plus

Fulfede Language Hayatu Abdulkadiri Teacher Hulaire Nomadic primary, Yola South Abubakar Umar Girei Teacher Educator Federal College of Education, Yola Jibril Ismail Teacher Hausa Language Ahmed Amfani Professor Usman Dan-Fodiyo university. Sokoto Ibrahim Mohammadu Gandu Teacher Educator Fed. College of Education, Kano Bashir Muhammad Teacher NERDC National Model School, Sheda Igbo Language Alvan Ikoku Federal College of Education Owerri, Imo Lucy M. Apakama Teacher Educator State Angela Nkechi Asadu Teacher Nomadic Primary School, Adani, Enugu State. Gabriella I. Nwaozuzu Professor University of Nigeria, Nsukka Chidi Ogbonna Teacher NERDC National Model Primary School, Sheda Handmeid Primary School Aladinma, Owerri, Imo Esther C. Osuji Teacher State

Izon Language Torudi Prince Ebimo-owei Teacher White House, Agudama-Epie, Yenagoa, Bayelsa State Rimo Igbeinkutu Teacher Ekeki, HDRL Bayelsa State Isaac Jasper Boro College of Education, Sagbama, Eneware Celestine Enieketin Teacher Educator Bayelsa State Isedani Community, Okoloba, Kolokuma/Opokuma Odonbilo Kikiriki Tamuno Headmaster/Teacher LGA, Bayelsa State God’spower Tamaraukuro Niger Delta University, Wilberforce Island, Yenagoa, Prezi Senior Research Fellow Bayelsa State

Kanuri Language Mohammed Ali Kime Teacher Yerwa Central Primary School, Borno State Falmata Tijan Teacher Kulogumma Primary School, Borno State Yagana Lawan Dalori Teacher Shehu Sanda Kyarimi II Primaey School, Borno State Abba Kura Shettima Professor University of Maiduguri Tiv Language Success Akende Akpera Teacher Township Primary School, Adikpo Joshua Dzenda Teacher UBE Iortyom, Mbawuar, Benue State Aondona Dega Teacher Gaadi Primary School, Makurdi Ayem Shoja Teacher Educator College of Education, Katsina-Ala, Benue State Titus Terver Udu Assoc. Professor Benue State University, Makurdi Yiruba Language

Participant Name Position Organization Demola Odetokun Teacher Educator, Kwara State College of Education, Ilorin Akinyemi Oluwa-funmise Olayinka Teacher St. Marks Nursery/Primary School, Ise Ekiti, Ekiti State Yemisi Adebowale Professor Adekunle Ajasin University, Akungba, Ondo State Atinuke, Owodunni Teacher NERDC National Model Primary School, Sheda, Abuja Olowuro Community Primary school, Orun Ekiti, Ekiti Balogun Comfort Temitayo Teacher State Other Muhammad Auwal Adamu Teacher Staff Demonstration Primary School, FCE, Kano Garba Kawu Daudu Language Expert Bayero University Kano Language/Test Fati Shettima Abani Development Expert University of Maiduguri Federal College of Education, Kano (Demonstration Abba Liman Teacher School) Khadija Abubakar Muhammed Teacher Gawuna Special Primary School, Kano State Sabi'u Abdulrahman Teacher Marai Primary School, Shinkafi, Katsina State Edemanwan Eyo Bassey Teacher St. Joseph's Primary School, Ikot Ene, Akpabuyo Toyin Jegede Professor University of Ibadan, Oyo State Uyu Edem Ephraim Teacher Ediba Primary School Florence Omoruyi Teacher Eresoyn Primary School, Oluku Victory Efeovbokhan Head of Department Uniben staff school

NATIONAL EVALUATION FRAMEWORK FOR READING, ALL PERFORMANCE LEVELS

P1 A. ORAL LISTENING COMPREHENSION

A1 Locate & understand ideas expressed in grade-level stories read aloud or told orally by others A1.1 Locate information directly or explicitly stated in stories or texts

Note: At P1, the information is generally an answer to a "who, what, when and where" question and the information sought is usually a name, object, place or number. English (EN) P1 texts or stories are short and simple. National language (NL) texts or stories are generally longer and less simple.

Below Partially Meets Partially Meets Meets Minimal Expectations Exceeds Minimal Expectations EN: Performance is below NL: Locate some explicit NL: Locate most explicit information, either in text or NL: Locate almost all explicit information, either in text or that of partially meets information in text or in illustrations. illustrations. minimal expectations illustrations. EN: English - Locate most basic explicit information (e.g., the EN: Identify almost all basic explicit information in a text EN: Identify some basic name of a character) when the information is prominently (e.g., the name of a character) when the information is explicit information (e.g., stated in the text and located in one or more sentences. prominently stated. the name of a character) when it is prominently stated in text.

A1.2 Interpret information based on clues in stories or texts (NL ONLY in P1) NL: Performance is below NL: Identify very basic NL: Identifying simple inferences12 from explicit information NL: Interpret basic implicit information (why a character did that of partially meets inferences when the clues are located in consecutive sentences; Sometimes able to identify something or how he or she felt). Identify the general idea minimal expectations contained within a single the general idea of a text. Able to reword events in a text in in a text when it is not explicitly communicated in the text; sentence. his/her own words, although rewording lacks detail. Reword an event in the text in own words;

A2 Understand the meaning of words in grade-level stories read aloud or told orally by others (NL Only in P1) NL: Performance is below NL: When listening to longer NL: When listening to longer texts, identify the meaning of NL: When listening to longer texts, identify the meaning of that of partially meets texts, identify the meaning of familiar words and some unfamiliar (new) words.13 familiar and unfamiliar words minimal expectations very familiar words.

12 Simple inferential comprehension questions are questions that do not require the reader to draw conclusions. They may involve recognizing information that is expressed in different words from those used in the original text, identify relationships that are not explicitly stated in the text (for example, causal relationships that are not explicitly stated by a connector like “because”), or speculating on the actions of a character. When inferring, student must use information in the text. 13 What constitutes familiar or unfamiliar (new) words depends on the context and pupils’ prior knowledge. These words should be identified prior to reading or telling the text to pupils. 47

B. PHONOLOGICAL AWARENESS

B1 Identify and manipulate sounds in spoken words

B1.1 IDENTIFY SYLLABLE SOUNDS IN SPOKEN WORDS

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations NL and EN: Performance is NL and EN: Identify some initial syllable NL and EN: Identify most initial syllable sounds NL and EN: Locate almost all initial and end below that of partially sounds in two or three syllable words; Have and some end sounds in two or three syllable syllable sounds in spoken two or three meets minimal difficulty identifying end sounds in these words, or identify, most of the time, if a given syllable words words or identify, almost all expectations words; Can occasionally identify if a given syllable sound is heard at the beginning or end of of the time, if a given syllable sound is heard syllable sound is heard at the beginning of a a three-syllable word but has difficult if syllable is at the beginning, middle or end of a three- three-syllable word, but not if it is in middle in middle of word. Can generate some words that syllable word; Can quickly generate a list of or end of word. Can occasionally identify a start with a given syllable sound. words that start with a given sound. word that start with a given syllable sound.

B1.2 IDENTIFY PHONEME SOUNDS IN SPOKEN WORDS (EN ONLY) NL and EN: Performance EN: Can occasionally initial phoneme sound in EN: Identify most initial phoneme sounds in short EN: Locate almost all initial and end is below that of partially short one or two syllable words; Can one or two syllable words and some end sounds. phoneme sounds in in short one or two meets minimal occasionally identify a word that start with a Can generate some words that start with a given syllable words spoken words. Can quickly expectations given phoneme sound. phoneme. generate a list of words that start with a given phoneme.

C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES

C1 Identify basic features of print Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below that NL and EN: Sometimes of the basic NL and EN: Identify most of the basic NL and EN: Consistently identify the of partially meets minimal expectations features of books, i.e., the front cover, features of books, i.e., the front cover, front cover, back cover, illustrations back cover, illustrations and title page. back cover, illustrations and title page and title page of a book; Describe the purpose of the title.

C2 Interpret paratextual features

NL: Performance is below that of NL: Sometimes able to identify the title NL: Usually able to identify the title of a NL: Able to identify the title of a book or partially meets minimal expectations of a text but cannot explain its purpose. book or a text but has difficulty a text and describe its purpose, without explaining its purpose or explaining it support from teacher completely, without support from teacher

D. ALPHABETIC PRINCIPLE D1 Identify letter names and letter sounds Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below that of NL and EN: Identify or locate some of the NL and EN: Identify or locate letters (upper and NL and EN: Identify or locate, quickly and partially meets minimal expectations letters (upper and lower case) and letter lower case) and letter combinations studied in P1, automatically, letters (upper and lower case) combinations and the sounds they make. as well as the sounds they make. Identify letters and letter combinations studied in P1, as well Identify letters or letter-sounds slowly, with at a regular pace, but it is obvious that the as the sounds they make. Rarely make great hesitation. Make frequent mistakes. automatism is not entirely achieved. Sometime mistakes. make mistakes or hesitate when identifying certain letters (or letter combinations) and the sounds they make.

D2 Read, globally, high frequency words (in EN), words that cannot be read via decoding (in EN), or words borrowed from English that cannot be read by decoding (for NL) NL and EN: Performance is below that of NL - Recognize globally, but not necessarily NL: Recognize globally and quickly most of NL: Recognize globally and quickly words partially meets minimal expectations quickly, some words borrowed from English the words borrowed from English that borrowed from English and cannot be read via that frequently appear in P1 texts and cannot frequently appear in P1 texts and cannot be decoding that frequently appear in P1 texts. be read via decoding read via decoding Rarely make mistakes.

English - Recognize globally but not EN: Recognize globally and quickly most high- English - Recognize globally and rapidly high- necessarily quickly, some high-frequency frequency English words, as well as very frequency words as well as well as very English words. (See the list of high frequency familiar words with irregular letter-sound familiar words with irregular letter-sound words, Annex A) combinations (i.e., that cannot be read via combinations (i.e., that cannot be read via decoding skills). decoding skills). Rarely make mistakes.

D3 Use letter-sound knowledge and blending skills to read words (familiar and invented), in isolation and in sentences Note: in P1, words are short, generally 1 to 3 syllables. Sentences are short (3 to 5 words) and composed of familiar, 1 to 3 syllable words NL and EN: Performance is below that of NL - Correctly read some short 2 to 4 syllable NL - Read most 3 to 4 syllable, familiar words NL - Read familiar 3 to 4 syllable words partially meets minimal expectations words, especially simple or most frequently accurately, especially the most frequent ones quickly, without excessive syllabification. encountered words. Read slowly, with a lot of by orally blending spoken syllables together, Read with confidence, without hesitation. hesitation and exaggerated syllabification. although sometimes with noticeable Rarely makes mistakes but when they do, Make frequent mistakes. syllabication. Has difficulty reading words of they self-correct. more than 4 syllables. It is obvious that the EN - Read correctly, and often letter by letter automatism is not completely achieved EN - Correctly read high frequency words of 2 or syllable by syllable some short, familiar EN - Read accurately frequent, simple words to 4 syllables that have regular letter-sound words of 2 to 4 syllables with regular letter- of 2 to 4 syllables with and easy letter-sound correspondence. Rarely make mistakes, even sound correspondences. Make frequent correspondences. Sometimes make mistakes with English words that have silent letters or mistakes with longer words (more than 3 with longer (more than 3 syllables) or difficult some irregular letter-sound correspondences. syllables) or those with irregular letter-sound words (those with irregular letter-sound matches or silent letters) matches or silent letters) 49

E. FLUENCY

E1 Read simple, short grade-level texts accurately

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below NL and EN: Read aloud with at a pace NL and EN: Read aloud at a pace and NL and EN: Read aloud at a pace and that of partially meets minimal and an accuracy rate that does not accuracy rate that meets minimal accuracy rate that exceeds grade- expectations meet country standards for P1 country standards for P1 level country standards for P1

F. READING COMPREHENSION F1 Understand the meaning of words in grade-level texts and where appropriate and in the case of NL with dialectal varieties, identify equivalent local words or expressions/words Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below that of NL with dialectal varieties – Identify equivalent NL with dialectal varieties – Identify the NL with dialectal varieties – Identify the partially meets minimal expectations local words or expressions for very few meaning of most familiar words in simple, P1- meaning of almost all familiar words in simple, unfamiliar P1-level words in textbooks or other level texts; Identify equivalent local words or P1-level texts; Identify equivalent local words reading materials expressions for some unfamiliar P1-level words or expressions for almost all unfamiliar P1- in textbooks or other reading materials level words in textbooks or other reading In EN, understand the meaning of some short, materials familiar words in simple, P1-level texts In EN, understand the meaning of most short, familiar words in simple, P1-level texts EN - Understand the meaning of all or almost all short, familiar words in simple, P1-level texts

F2 Generate words for, or sort words by, given semantic categories NL and EN: Performance is below that of NL and EN: frequently makes mistakes when NL and EN: Sometimes makes mistakes when NL and EN: Rarely makes mistakes when partially meets minimal expectations sorting words into semantic categories (e.g., sorting words into semantic categories (e.g., sorting words into semantic categories (e.g., colors, clothing) or identifying a few words colors, clothing) or Identifying some words colors, clothing) or Identifying words belonging belonging to a given, GP1-level semantic belonging to a given, GP1-level semantic to a given, GP1-level semantic category; Given category; Given 3 or 4 objects or illustrations category; Given 3 or 4 objects or illustrations 3 or 4 objects or illustrations of objects, of objects, sometimes able to identify the one of objects, sometimes makes mistakes consistently identify the one that does not that does not belong to the same semantic identifying the one that does not belong to the belong to the same semantic category category same semantic category

F3 Retrieve or locate explicitly stated information at the sentence or text level NB: In P1, the text is short, made up of simple sentences and familiar words. Information to be located is in a single sentence, is usually an answer to a "who, what, when and where" question and the information sought is usually a name, object, place or number and there is no competing or additional information. NL and EN: Performance is below that of NL and EN - Locate some basic explicit NL and EN - Locate most of the basic, explicit NL and EN - Locate almost all basic explicit partially meets minimal expectations information (the name of a character, for information (e.g., a character's name) in a text information (e.g., a character's name) in a text example) when the wording of the question when the information is stated explicitly, in a single when the information is contained in one or more provides direct clues as to where the sentence. sentences. information can be found, and the information is in a single sentence. For example, the text says "Chizoba goes to the market. "and the question asked is "Where does Chizoba go?’ Has difficulty retrieving information when this is not the case.

G. ATTITUDES TOWARDS READING AND MOTIVATION TO READ

G1 Engage in class and school reading activities Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below NL and EN: Sometimes engage in NL and EN: Always engage in NL and EN: Always engage in that of partially meets minimal group reading activities, although group reading activities, although group reading activities with expectations when they do it is rarely with not always with enthusiasm, enthusiasm, purpose and purpose and understanding; purpose or understanding; Is understanding: Actively seeks out Rarely seek out opportunities to willing to read opportunities to read read

G2 Engage in out-of-school reading activities

NL and EN: Performance is below NL and EN: Rarely participate in at NL and EN: Participate in at home NL and EN: Participate in at home that of partially meets minimal home or out of school reading or out of school reading activities or out of school reading activities expectations activities on a semi regular basis (not daily). every day

P2 53

P2 A. ORAL LISTENING COMPREHENSION

A1 Locate & understand ideas expressed in grade-level stories read aloud or told orally by others A1.1 Retrieve or locate information directly stated in stories or texts At P2, the information is still generally an answer to a "who, what, when and where" question and the information sought is usually a name, object, place or number. English (EN) P2 texts or stories are short and simple. National language (NL) texts or stories are generally longer and less simple.

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations NL and EN: Performance is NL and EN - Identify some very basic, directly stated NL and EN: Locate most basic directly stated information NL and EN: Locate almost all or all below that of partially meets information (e.g., the name of a character) located in (e.g., the name of a character) located in one or more basic directly stated information minimal expectations a single sentence in the text. sentences. (e.g., the name of a character) located in one or more sentences.

A1.2 Interpret information based on clues in story or text (NL ONLY in P2) NL: Performance is below NL: Identify simple inferences when clues are explicitly NL: Identify some simple inferences14 when the clues are NL: Identify simple inferences by that of partially meets stated and found within a single sentence. Have explicitly stated and found in consecutive sentences. Have linking information located minimal expectations difficulty when clues are in consecutive sentences difficulty when clues are located throughout the text. throughout the text.

A2 Understand the meaning of words in grade-level stories read aloud or told orally by others (NL Only in P2) NL: Performance is below NL: When listening to longer texts, identify the NL: When listening to longer texts, identify the meaning of NL: When listening to longer texts, that of partially meets meaning of very familiar words. familiar words and some unfamiliar (new) words.15 identify the meaning of familiar and minimal expectations unfamiliar (new) words.

14 Simple inferential comprehension questions are questions that do not require the reader to draw conclusions. They may involve recognizing information that is expressed in different words from those used in the original text, identifying relationships that are not explicitly stated in the text (for example, causal relationships that are not explicitly stated by a connector like “because”), or speculating on the actions of a character. When inferring, pupils must use information in the text. 15 What constitutes familiar or unfamiliar words depends on the context and pupils’ prior knowledge. These words should be identified prior to reading (or telling) the story to pupils. 54

B. PHONOLOGICAL AWARENESS

B1 IDENTIFY AND MANIPULATE SOUNDS IN SPOKEN WORDS

B1.1 IDENTIFY SYLLABLE SOUNDS IN SPOKEN WORDS (NL and EN)

Below Partially Meets Partially Meets Expectations Meets Minimal Expectations Exceeds Minimal Expectations NL and EN: Performance is below that of NL and EN: Sort 2 to 4 syllable words NL and EN: Sort 2 to 4 syllable words by the NL and EN: Sort 2 to 4 syllable words by the partially meets minimal expectations by the number of syllables. Identify if number of syllables. Identify if a spoken number of syllables. Identify if a spoken a spoken syllable is heard in the syllable is heard in the beginning, middle or syllable is heard in the beginning, middle or beginning, middle or end of a 3 or 4- end of a 3 or 4-syllable word. Makes some end of a 3 or 4-syllable word. Rarely make syllable word. . Make frequent mistakes when asked to do the above. mistakes when asked to do the above. mistakes when asked to do the above.

B1.2 IDENTIFY PHONEMES SOUNDS IN SPOKEN WORDS (EN ONLY)

EN: Performance is below that of partially EN: Sometimes locate the initial or EN: Locate and isolate letter sounds EN: Locate and isolate letter sounds meets minimal expectations final sound (phoneme) of short, one (phonemes) at the end or in the middle of (phonemes) at the beginning, middle and ed to three syllable words; Often have short, one to three syllable words most of the of words. Substitute or replace one sound with difficulty identifying the middle time. Count out and identify the number of another sound to make a new word. Count sound(s), counting out and identify phonemes in short, spoken words. Add or out and identify the number of phonemes in the number of phonemes in short, remove a sound at the beginning of a word to short, spoken words. Rarely make mistakes spoken words or adding or removing make a new word. Makes some mistakes when asked to do the above. a sound at the beginning of a word to when asked to do the above. make a new word. Make frequent mistakes when asked to do the above.

C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES

C1 Identify basic features of print Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below that of NL and EN: Sometimes, but not NL and EN: Identify some basic NL and EN: Identify interesting or detailed partially meets minimal expectations consistently, identify very basic information in illustrations that adds information in illustrations that adds information in illustrations that adds additional information about characters, additional information about characters, additional information about characters, setting, or plot, or about the topic of a setting, or plot, or about the topic of a setting, or plot, or about the topic of a text text text.

C2 Interpret paratextual features

NL and EN: Performance is below that of NL and EN: Sometimes, but not NL and EN: Distinguish sentences and NL and EN: Always distinguish sentences partially meets minimal expectations consistently, distinguish sentences and paragraphs in a text most of the time; and paragraphs in a text or identify if paragraphs in a text or if a sentence is a Identify if a sentence is a statement or a sentence is a statement or a question statement or a question, based on question most of the time, based on based on punctuation. punctuation. punctuation. NL only: Can describe the purpose of a paragraph, in their own words.

D. ALPHABETIC PRINCIPLE

D2 Read globally high frequency, P2-level words (in EN), words that cannot be read via decoding (in EN), or words borrowed from English that cannot be read by decoding (for NL)

Below Partially Meets Partially Meets Expectations Meets Minimal Expectations Exceeds Minimal Expectations NL and EN: Performance is below that of NL - Recognize globally, but not necessarily NL: Recognize globally and quickly most of NL: Recognize globally and quickly P2-level partially meets minimal expectations quickly, some P2-level words borrowed from the P2 words borrowed from English that words borrowed from English and cannot be English that frequently appear in P1 texts and frequently appear in P2 texts and cannot be read via decoding that frequently appear in P1 cannot be read via decoding read via decoding texts. Rarely make mistakes.

EN - Recognize globally but not necessarily EN: Recognize globally and quickly most high- EN - Recognize globally and rapidly high- quickly, some high-frequency P2-level English frequency P2-level English words, as well as frequency P2-level words as well as well as words. very familiar words with irregular letter- very familiar words with irregular letter- sound combinations (i.e., that cannot be read sound combinations (i.e., that cannot be read via decoding skills). via decoding skills). Rarely make mistakes.

D3 Use letter-sound knowledge and blending skills to read words (familiar and invented), in isolation and in sentences Note: In P2, words are still familiar and relatively short, generally 2 to 4 syllables. Sentences are also simple and short (3 to 5 words).

NL and EN: Performance is below that of NL - Accurately decode the shortest and NL - Accurately decode most short (2 to NL - Accurately decode almost all words partially meets minimal expectations most familiar words. Read slowly, often 4 syllable) familiar words in a text, in a text, including new or unknown letter by letter or syllable by syllable, especially the most frequently words. Read without hesitation and with a lot of hesitation. Often make encountered ones. Sometimes read without syllabification, at a pace enough mistakes with longer or less familiar slowly, and syllable by syllable. to support comprehension and rarely words. Sometimes make decoding errors when make mistakes. reading longer words. Hesitate sometimes when reading and have EN - Accurately decode almost all words EN - Accurately decode the shortest, difficulty reading words of more than 4 in a text that have regular letter-sound most familiar words with simple or syllables. correspondences. Rarely makes mistakes. regular pronunciation. Read very slowly, Read with confidence, without often letter by letter or syllable by EN - Accurately decode most short, hesitation, at a pace enough to support syllable. Make frequent mistakes when familiar words in a text with regular easy comprehension. reading longer words or words with letter-sound correspondences. irregular letter-sound correspondences Sometimes make mistakes with longer (e.g., silent letters such as the plural "s"). (more than 3 syllables) or difficult (with Hesitate a lot when reading irregular letter-sound matches) words.

E. FLUENCY

E1 Read simple, short grade-level texts at an accuracy rate and pace adequate to support comprehension

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below that NL and EN: Read aloud with at a pace NL and EN: Read aloud at a pace and NL and EN: Read aloud at a pace and of partially meets minimal and an accuracy rate that does not meet accuracy rate that meets minimal accuracy rate that exceeds grade-level expectations country standards for P2 country standards for P2 country standards for P2

Below Partially Meets Partially Meets Minimal expectations Meets Minimal expectations Exceeds Minimal expectations NL and EN: Performance is below that NL with dialectal varieties – Identify NL with dialectal varieties – Identify NL with dialectal varieties – Identify of partially meets minimal expectations equivalent local words or expressions equivalent local words or expressions equivalent local words or expressions for very few unfamiliar P2-level words in for most unfamiliar P2-level words in for all or almost all unfamiliar P2-level textbooks or other reading materials textbooks or other reading materials words in textbooks or other reading materials NL and EN: Identify the meaning of very familiar words, but has difficulty when NL and EN: Identify the meaning of NL and EN: Identify the meaning of the words have regular morphological most familiar words, including when most familiar words, including when changes (plurals or simple affixes) or they have regular morphological they have regular morphological are used in unfamiliar ways changes (plurals or simple affixes) or changes (plurals or simple affixes) or are used in unfamiliar ways are used in unfamiliar ways

F2 Generate words for, or sort words by, given semantic categories NL and EN: Performance is below that NL and EN: frequently make mistakes NL and EN: Sometimes make mistakes NL and EN: Rarely make mistakes when of partially meets minimal expectations when sorting words into semantic when sorting words into semantic sorting words into semantic categories categories or identifying a few words categories or Identifying some words (e.g., colors, clothing) or Identifying belonging to a given, P2-level semantic belonging to a given, P2-level semantic words belonging to a given, P2-level category; Given 3 or 4 words frequently category; Given 3 or 4 words, semantic category; Given 3 or 4 words, make mistakes identifying the one that sometimes make mistakes identifying consistently identify the one that does does not belong to the same semantic the one that does not belong to the not belong to the same semantic category same semantic category category

F3 Retrieve or locate explicitly stated information at the sentence or text level NB: In P2, the text is short, made up of simple sentences and familiar words. Information to be retrieved is prominently stated in the text and found single sentence containing no competing information16. It is generally a response to a ‘who, what, when and where” question and the information sought is generally names, facts, or numbers.

16 An example of a sentence with competing information would be ‘Nurudeen likes bananas but hates oranges.’, if the question asked is: ‘What fruit does Nurudeen like?’ 59

NL and EN: performance is below that of NL and EN - Retrieve explicit pieces of NL and EN - Retrieve explicit pieces of NL and EN - Retrieve explicit pieces of partially meets minimal expectations information by direct word matching. For information from a single sentence. information across more than one example, the text says "Chizoba goes to sentence. market." and the question asked is, "Chizoba goes where?". Have difficulty locating the information when this is not the case. For example, the text says, "Ali likes to play soccer" and the question asked is "What's the boy's name?". »

G. ATTITUDES TOWARDS READING AND MOTIVATION TO READ G1 Engage in class and school reading activities Below Partially Meets Partially Meets Minimal expectations Meets Minimal expectations Exceeds Minimal expectations

NL and EN: Performance is below that of partially meets minimal expectations NL and EN: Sometimes engage in NL and EN: Always engage in NL and EN: Always engage in group reading activities, although group reading activities, although group reading activities with when they do it is rarely with not always with enthusiasm, enthusiasm, purpose and purpose and understanding; purpose or understanding; Willing understanding: Actively seek out Rarely seek out opportunities to to read opportunities to read read

G2 Engage in out-of-school reading activities

NL: Performance is below that of NL and EN: Rarely participate in at NL and EN: Participate in at home NL and EN: Participate in at home partially meets minimal home or out of school reading or out of school reading activities or out of school reading activities expectations activities on a semi regular basis (not daily). every day

P3 62

P3 NB: The P3 competences for NL align with those of the global framework. There are some differences in English. These are indicated in italics. Competencies that are not explicitly labelled "English" apply to both the NL and English.

A. ORAL LISTENING COMPREHENSION A1 Locate & understand ideas expressed in grade-level stories read aloud or told orally by others17 A1.1 Locate information directly or explicitly stated in stories or texts

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is NL and EN: Locate important information about NL and EN: Locate explicitly stated, detailed NL and EN: Locate explicitly stated, detailed below that of partially meets events, ideas or characters when these are explicitly information about events, ideas or characters. information throughout the text. minimal expectations stated, but have difficulty locating more detailed

information

A1.2 Interpret information based on clues in stories or texts NL and EN: Performance is NL: Make simple inferences using explicit clues in NL: Make simple inferences using explicit clues NL only: Make simple inferences by linking below that of partially meets consecutive sentences. Have difficulty when clues in consecutive sentences or in different parts explicit and implicit information in a text. minimal expectations are in different parts of the text (i.e., not in of the text. EN only: Make simple inferences by linking consecutive sentences). EN only: Make simple inferences using explicit explicit and implicit information in a text, EN only: Make simple inferences using explicit clues clues in consecutive sentences or in a short regardless of its arrangement in the text. in one sentence or two consecutive sentences. Have paragraph. difficulty when clues are located throughout a paragraph.

A2 Understand the meaning of words in grade-level stories read aloud or told orally by others NL Performance is below that NL Identify the meaning of familiar words when NL: Use contextual or morphological clues NL: Use a variety of strategies to systematically of partially meets minimal listening to longer texts. to identify the meaning of familiar and identify the meaning of familiar and unfamiliar expectations unfamiliar words when listening to longer words when listening to longer texts. 18 EN: Identify the meaning of familiar words when texts . listening to simple, short texts. EN: Use a variety of strategies to systematically identify the meaning of familiar

17 At P3, pupils can have significantly different oral listening and reading comprehension skills. They are able to understand ideas in texts that are read aloud to them that they are unable to understand in written texts they read themselves, independently. 18 What constitutes familiar or unfamiliar words depends on the context and learners’ prior knowledge. They should be identified prior to reading the text aloud to learners. 63

EN: Use morphological clues to identify the and unfamiliar words when listening to simple, meaning of familiar and unfamiliar words short texts. when listening to simple, short texts.

C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES

C1 Identify basic features of print Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below that of NL and EN: Sometimes, but not NL and EN: Identify some basic NL and EN: Identify interesting or detailed partially meets minimal expectations consistently, identify basic information in information in illustrations, as well as information in illustrations and words in illustrations, as well as words in text, to words in text, to answer questions about texts to answer questions about when, answer questions about when, where, when, where, why or how key events where, why or how key events occurred. why or how key events occurred. occurred. Make some mistakes. Rarely some mistakes. Frequently some mistakes.

C2 Interpret paratextual features

NL and EN: Performance is below that of NL and EN: Sometimes, but not NL and EN: Usually Identify if a sentence NL and EN: Identify if sentence is a partially meets minimal expectations consistently, identify if a sentence is a is a statement, a question or an statement, a question or an exclamation, statement, a question or an exclamation, exclamation, based on punctuation; based on punctuation. Rarely make a based on punctuation; mistake when doing so Identify most basic typographical Identify a few typographical features features common to stories and Identify almost all typographical features common to stories and informational informational texts (titles, subtitles, common to stories and to informational texts (titles, subtitles, images, photos, images, photos, diagrams, table of texts (titles, subtitles, images, photos, diagrams, table of contents, etc.); Have contents, et.) and give a very basic diagrams, table of contents, etc.) and difficulty describing the role of these description of the roles of some of the give an adequate explanation of the role features. features. of each.

E. FLUENCY

E1 Read simple, T3-level texts at an accuracy rate and pace adequate to support comprehension

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal expectations Exceeds Minimal Expectations

NL and EN: Performance is below that Read aloud with at a pace and an Read aloud at a pace and accuracy Read aloud at a pace and accuracy of partially meets minimal accuracy rate that does not meet rate that meets minimal country rate that exceeds grade-level country expectations country standards for fluency for P3 standards19 for fluency for P3. standards for fluency for P3. (i.e., slowly, often word by word, but accurately).

19 Minimal fluency standards should be evidence-based, language-specific and reflect the minimal level required to read with comprehension in the language of instruction.

F. READING COMPREHENSION F1 Understand the meaning the meaning of unfamiliar words, including words that do not appear in the local dialect (in the case of National Languages), or of familiar words used in unfamiliar ways (i.e., homophones); Use grade 3-level morphological (root forms, suffixes, prefixes) and/or contextual clues to understand the meaning of unfamiliar words, of familiar words used in unfamiliar ways, or to distinguish different shades of meaning of some closely-related words (e.g., cool, cold) Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations NL and EN: Performance is below that of NL with dialectal varieties – Identify equivalent NL with dialectal varieties – Identify equivalent NL with dialectal varieties – Identify equivalent partially meets minimal expectations local words or expressions for a dew unfamiliar local words or expressions for most unfamiliar local words or expressions for almost all words and expressions used in P3-level texts words and expressions used in P3-level texts unfamiliar words and expressions used in P3- level texts NL and EN: Use morphological and contextual NL and EN: Use morphological and contextual clues to identify the meaning of a variety of clues to identify the meaning of a variety of NL and EN: Use morphological and contextual familiar words and unfamiliar words. Identify familiar words and unfamiliar words20. Identify clues to identify the meaning of a wide variety words in texts with related meaning or words in texts with related meaning or of words (familiar, unfamiliar, or closely describe the difference between related words; describe the difference between related words; related words with different shades of Often make mistakes with the above. Sometimes make mistakes with the above. meaning). Identify words in texts with related meaning or describe the difference between related words; Rarely make mistakes with the above. F2 Generate words for, or sort words by, given semantic categories NL and EN: Performance is below that of NL and EN: frequently make mistakes when NL and EN: Sometimes make mistakes when NL and EN: Rarely make mistakes when sorting partially meets minimal expectations sorting words into semantic categories or sorting words into semantic categories or words into semantic categories (e.g., colors, identifying a few words belonging to a given, Identifying words belonging to a given, P3- clothing) or Identifying words belonging to a P2-level semantic category; Given 5 or 6 level semantic category; Given 5 or 6 P3-level given, P2-level semantic category; Given 3 or 4 words, frequently make mistakes identifying words, sometimes make mistakes identifying words, consistently identify the one that does the one that does not belong to the same the one that does not belong to the same not belong to the same semantic category semantic category semantic category;

F3 Retrieve or locate explicitly stated information at the sentence or text level NB: In P3 pupils are asked to retrieve prominently stated information in a text when that information is found in two consecutive sentences containing no competing information21.. The information is generally the answer to “who, what, where, when” as well as “why and how” questions that address more abstract notions.

NL and EN: performance is below that of NL and EN: Retrieve prominent, explicit NL and EN: Retrieve prominent, explicit NL and EN: Retrieve prominent explicit partially meets minimal expectations information from a single sentence. information from two consecutive information from a paragraph (i.e., sentences. beyond two consecutive sentences).

20 What constitutes familiar or unfamiliar words depends on the context and pupils’ prior knowledge. They should be identified prior to having pupils read the text. 21 An example of a sentence with competing information would be ‘Nurudeen likes bananas but hates oranges.’, if the question asked is: ‘What fruit does Nurudeen like?’ 66

F4. Interpret information at the sentence or text level, based on clues in the text

F4.1 Make inferences Below Partially Meets Partially Meets Expectations Meets Minimal Expectations Exceeds Minimal Expectations NL and EN: Performance is below that Interpret information by tracking close Interpret information by tracking most Interpret information by tracking all of partially meets minimal expectations noun or pronoun references in a single close noun or pronoun references in noun or pronoun references sentence or in two consecutive text. throughout text. sentences; has difficulty tracking references across more than two sentences.

NL and EN: Performance is below that NL and EN: Interpret information by NL and EN: Interpret information by NL and EN: Identify most inferences by of partially meets minimal expectations filling in obvious missing information in filling in obvious missing information in filling in obvious missing information in a single sentence. one sentence or two consecutive a paragraph. sentences.

F4.2 Identify main or secondary ideas

NL and EN: Performance is below that NL and EN: Identify some ideas in the NL and EN: Establish the general topic NL and EN: Establish the topic of a short of partially meets minimal expectations text but cannot establish overall topic. of a short text. text and give supporting details to justify selection.

G. ATTITUDES TOWARDS READING AND MOTIVATION TO READ

G1 Engage in class and school reading activities Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

NL and EN: Performance is below that of partially meets minimal expectations NL and EN: Had difficulty reading NL and EN: Read for longer periods NL and EN: Read for long periods for longer periods of time or when of time without losing interest or of time and reads longer, more presented with longer texts to concentration; Read increasingly complex texts read; Looses interest relatively longer texts without losing interest quickly and tends to abandon or motivation. longer texts before getting to the end.

G2 Engage in out-of-school reading activities

P4 69

P4 NB: All competences, until otherwise indicated, apply to both NL and EN. Competences in italics are specific to Nigeria. They do not appear in the Global Proficiency Framework.

A. ORAL LISTENING COMPREHENSION

A1 Locate & interpret ideas expressed in grade-level stories read aloud or told orally by others

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

A1.2 Interpret information based on clues in stories or texts Performance is below Draw inaccurate or incomplete Draw basic conclusions that reflect an Draw conclusions that demonstrate a full that of partially meets conclusions that reflect a partial adequate understanding of the ideas, and nuanced understanding of the ideas, minimal expectations understanding of the ideas, events or events, or characters in a text. events, or characters in a text. characters in a text. Make logical generalizations. Make informed, justifiable generalizations. Make limited generalizations.

A2 Understand the meaning of words in grade-level stories read aloud or told orally by others

Performance is below Identify how the meaning of familiar Identify how the meaning of words Identify how the meaning of familiar and that of partially meets words changes depending on the changes depending on the context and unfamiliar works changes depending on the minimal expectations context and tonal variation but tonal variation but has difficulty when context and tonal variation including when cannot do so consistently. changes involve nuances. changes involve nuances.

C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES

C2 Interpret paratextual features Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

Performance is below that of partially Identify some very basic typographical Identify most basic typographical Identify most basic typographical meets minimal expectations features common to P4-level tests types features common to P4-level tests types features common to P4-level tests types (stories, poems, informational texts, (stories, poems, informational texts, (stories, poems, informational texts, cartoons, etc.), but have difficulty cartoons, etc.), and give a very basic cartoons, etc.), and give a very basic giving a very basic description of the description of the roles of some of the description of the roles of some of the roles of some of the features; features; Identify some of the features features; Identify some of the features Sometimes, but not consistently, when they are missing. when they are missing. identify missing features. Identify if a sentence is declarative, Identify if a sentence is declarative, Identify if a sentence is declarative, interrogative, imperative or interrogative, imperative or interrogative, imperative or exclamatory; If they are a full sentence, exclamatory; If they are a full sentence, exclamatory; If they are a full sentence, a fragment or a run-on. Sometimes a fragment or a run-on. Rarely makes a fragment or a run-on. Sometimes makes mistakes when doing so. mistakes when doing so. makes mistakes when doing so. . Make basic predictions but logical Make insightful or detailed, logical about the content and themes of predictions logical about the content Make some predictions about the stories, drawing on a variety of features and themes of stories, drawing on a content and themes of stories, drawing (e.g. title, cover, illustrations, blurb etc.) variety of features (e.g. title, cover, on a variety of features (e.g. title, illustrations, blurb etc.) cover, illustrations, blurb etc.), but Interpret some information presented predictions are either limited in scope visually, orally, or quantitatively (e.g., Interpret most information presented or not justifiable or logical. in charts, graphs, diagrams, timelines, visually, orally, or quantitatively (e.g., etc.). in charts, graphs, diagrams, timelines, Interpret only the most basic etc.). information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, etc.).

E. FLUENCY

E1 Read simple, p4-level texts at an accuracy rate, pace and level of prosody adequate to meet national standards22

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

Performance is below that of partially Read at a pace and with a level of Read at a pace and with a level of Read at a pace and with a level of meets minimal expectations accuracy, (including tonal variations, accuracy23 (including tonal variations, accuracy, (including tonal variations, where applicable), that does not meet where applicable) that meets where applicable), that exceeds minimum country standards for minimum country standards for minimum country standards for fluency; is not adequate to support fluency; is adequate to support basic fluency. comprehension. understanding.

22 Minimal fluency standards should be evidence-based, language-specific and reflect the minimal level required to read with comprehension in the language of instruction. 23 To simplify data collection and analysis, the degree to which pupils respect punctuation can serve as a proxy for prosody. 72

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations Performance is below that of partially NL with dialectal varieties – Recognize NL with dialectal varieties – Recognize NL with dialectal varieties – Recognize meets minimal expectations and explain the meaning of a few of the and explain the meaning of some of the and explain the meaning of all or almost most common P 4-level idioms, adages, most common P 4-level idioms, adages, all the most common P 4-level idioms, and proverbs of the region; Identify the and proverbs of the region; Identify the adages, and proverbs of the region; local equivalent of a few P 4-level words local equivalent of some P 4-level words Identify the local equivalent of most P 4- found in texts. found in texts level words found in texts

Rarely identify words in texts that come Usually, but not consistently, identify Identify all or almost all words in texts from other languages or cultures, but has words in texts that come from other that come from other languages or difficulty identifying if the words have languages or cultures. Can sometimes cultures and identify if the words have maintained the meaning they had in the identify if the words have maintained the maintained the meaning they had in the original language. meaning they had in the original original language. language. Use some morphological and contextual Use morphological and contextual clues clues to identify the meaning of a familiar Use morphological and contextual clues to consistently identify the meaning of a words and some unfamiliar words but to identify the meaning of a familiar familiar words and unfamiliar words and cannot do so consistently and has words and unfamiliar words when the distinguish the meaning of closely related difficulty distinguishing shades of clues are explicit, and to distinguish the words with different shades of meaning. meaning. meaning of some closely related words with different shades of meaning. F3 Retrieve or locate explicitly stated information at the sentence or text level 1 In P4, the expectation is that pupils will be able to locate pieces of explicit information in a single paragraph when there is no competing information

Performance is below that of partially Retrieve explicit information from one or Retrieve explicit information in a Retrieve pieces of explicit information in meets minimal expectations two consecutive sentences when the paragraph when the information is paragraph regardless of how prominent it information is prominent; has difficulty if prominent and easy to locate; has is or how easy it is to locate. the information is either not prominent difficulty if the information is less or located in different parts of the prominent or involves details. paragraph), or prominent.

F4. Interpret information at the sentence or text level, based on clues in the text F4.2 Make simple inferences about behaviors, feeling and events

Performance is below that of partially Make simple inferences about Make simple inferences about Make simple inferences about meets minimal expectations behaviors, feelings, or events when behaviors, feelings, or events by behaviors, feelings, or events by information is prominent and explicit, is relating one or more prominent, relating pieces of information in the in one or two consecutive sentences explicitly stated pieces of information in text, regardless of where the and when there is no competing the text, regardless of where the information is located, whether it is information; has difficulty of the clues information is in the text; has difficulty prominent or not, or whether there is are less prominent or spread if the information is less prominent some competing information. throughout the text. (involves details) or there is some competing information. F4.3 Establish the main and secondary ideas

Performance is below that of partially Able to identify some ideas in the text Establish the general, main idea of a text Establish the main idea of a text, meets minimal expectations but cannot consistently identify the most of the time, if it is prominently whether it is prominently stated or main idea even when it is stated stated. not, and justify answer. prominently. F4.3 Recognize familiar P4-level text types (actual, informational, fiction or story, poetry, instructions, recipe, etc.) when the content and structure clues are obvious

Performance is below that of partially Recognize only most basic text types. Recognize most of the text types Recognize all familiar grade types, meets minimal expectations encountered in whether the clues are obvious or grade 4 when the clues are obvious or prominent or not. prominent. F5 Reflect on information F5.1 Establish connections between main idea of a text and one’s personal experience and/or general knowledge Performance is below that of partially Establish very limited, low-level Establish basic connections between the Establish informed, rich connections meets minimal expectations connections between the ideas in the ideas in the text and their personal between the ideas in the text and their text and their personal experiences or experiences or general knowledge. personal experiences or general general knowledge. knowledge.

G. ATTITUDES TOWARDS READING AND MOTIVATION TO READ

G1 Engage in class and school reading activities Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

Performance is below that of partially meets minimal expectations Have difficulty reading for longer Read for longer periods of time Read for long periods of time and periods of time or when presented without losing interest or reads longer, more complex texts with longer texts to read; Looses concentration; Read increasingly interest relatively quickly and longer texts without losing interest Identify what they like to read and tends to abandon longer texts or motivation. can offer a complete and before getting to the end. satisfactory explanation of why Identify some things they like to they like these types of texts Have difficulty identifying what read but cannot provide a detailed types of texts or books they like to or complete explanation of why read. Answers are limited, at best. they like these types of texts.

G2 Engage in out-of-school reading activities

Performance is below that of Rarely participate in at home or Participate in at home or out of Participate in at home or out of partially meets minimal out of school reading activities school reading activities on a semi school reading activities every day expectations regular basis (not daily).

P5 P5 C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES

C2 INTERPRET PARATEXTUAL FEATURES

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

Rarely identify words in texts that come Usually, but not consistently, identify Identify all or almost all words in texts from other languages or cultures, but has words in texts that come from other that come from other languages or difficulty identifying if the words have languages or cultures. Can sometimes cultures and identify if the words have maintained the meaning they had in the identify if the words have maintained the maintained the meaning they had in the original language. meaning they had in the original original language. language. Identify the meaning of unfamiliar words Consistently identify the meaning of and expressions when clues are explicit Identify the meaning of unfamiliar words, unfamiliar words, including closely related and easy to locate and interpret but expressions and figurative expressions words with different shades of meaning, struggles when clues are less explicit or when the clues are explicit and some and figurative expressions. difficult to interpret, when faced with basic figurative language; distinguish the figurative languages (metaphors, meaning of some closely related words personifications) or when having to with different shades of meaning. differentiate shades of meaning of closely related words.

F3 Retrieve or locate explicitly stated information at the sentence or text level At P5, pupils are expected to locate pieces of explicit information in text or paratextual features (e.g., illustration, titles, subheadings, changes in font, captions, labels, simple diagrams and tables), when there is no competing information Performance is below that of partially Retrieve basic explicit information from a Retrieve explicit information in text or Retrieve explicit information in a text or meets minimal expectations text when the information is easy to basic paratextual features when the in paratextual features regardless of how locate; has difficulty if the pieces of information is prominent and easy to prominent it is or how easy it is to locate. information are not prominent, involve locate; has difficulty if the information is details, or are in paratextual features. less prominent or involves details.

F4. Interpret information at the sentence or text level, based on clues in the text F4.1 Make simple inferences about causal relationships or points of view or positions by relating two or more prominent pieces of explicitly stated in information when there is minimal competing information Performance is below that of partially Establish causal relationships when Establish causal relationships when the Establish causal relationships when the meets minimal expectations supporting information is explicitly stated, supporting information is explicitly stated supporting information is explicitly – or located in consecutive sentences in the in the text (but not necessarily in implicitly – stated in the text and there is text, and there is no competing consecutive sentences) stated and there some competing information. information. is no competing information.

Identify points of view or positions when Identify points of view or positions when Identify points of view or positions when information is explicitly stated, located in the supporting information is explicitly the supporting information is explicitly – consecutive sentences in the text, and stated in the text (but not necessarily in or implicitly – stated in the text and there there is no competing information. consecutive sentences) stated and there is some competing information. is no competing information.

F4.2 Establish main and secondary ideas in a text Performance is below that of partially Establish the general, main idea of a Establish the main idea of a text most of Establish the main idea of a text, meets minimal expectations text if it is prominently stated, as well as the time, as well as some prominent whether it is prominently stated or not, few secondary ideas, if they are key secondary ideas. as well as all or almost all prominent prominently stated as well. secondary ideas.

F4.3 Recognize familiar P5-level text types (stories, expository, texts, poems, instructions, etc..) from structure and content

Performance is below that of partially Recognize only most basic text types. Recognize most of the text types Recognize all familiar P5 text types, meets minimal expectations encountered in P5 when the clues are whether the clues are obvious or obvious or prominent. prominent or not.

F5 Reflect on information Establish connections between main idea of a text and one’s personal experience and/or general knowledge

Performance is below that of partially Establish very limited, low-level Establish basic connections between the Establish informed, rich connections meets minimal expectations connections between the ideas in the ideas in the text and their personal between the ideas in the text and their text and their personal experiences or experiences or general knowledge. personal experiences or general general knowledge. knowledge.

G. ATTITUDES TOWARDS READING AND MOTIVATION TO READ

G1 Engage in class and-school reading activities Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

Performance is below that of partially Have difficulty reading for longer Read for longer periods of time Read for long periods of time and meets minimal expectations periods of time or when presented without losing interest or reads longer, more complex texts with longer texts to read; Looses concentration; Read increasingly interest relatively quickly and longer texts without losing interest Identify what they like to read and tends to abandon longer texts or motivation. can offer a complete and before getting to the end. satisfactory explanation of why Identify some things they like to they like these types of texts Have difficulty identifying what read but cannot provide a detailed types of texts or books they like to or complete explanation of why read. Answers are limited, at best. they like these types of texts.

G2 Engage in out-of-school reading activities

P6 81

P6 C. CONCEPTS OF PRINT AND PARATEXTUAL FEATURES

C2 Interpret paratextual features Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations

Performance is below that of partially meets Identify some very basic typographical Identify most basic typographical features Identify most basic typographical features minimal expectations features common to P6 level tests types common to P6-level tests types (poems, common to P6-level tests types (poems, (poems, informational texts, news articles, informational texts, news articles, stories, informational texts, news articles, stories, stories, letters, pamphlets, directions or letters, pamphlets, directions or instructional letters, pamphlets, directions or instructional instructional materials, etc..) but have materials, etc..) and give a very basic materials, etc..) and give a very basic difficulty giving a very basic description of the description of the roles of some of the description of the roles of some of the roles of some of the features; Rarely identify if features; Identify if some of the features features; Always identify missing features some of the features (titles, subtitles, etc.) are (titles, subtitles, etc.) are missing (titles, subtitles, etc.) missing Identify if a sentence is declarative, dentify if a sentence is declarative, Identify if a sentence is declarative, interrogative, imperative or exclamatory; If I interrogative, imperative or exclamatory; If they are a full sentence, a fragment or a run- interrogative, imperative or exclamatory; If they are a full sentence, a fragment or a run- on. Sometimes makes mistakes when doing they are a full sentence, a fragment or a run- on. Sometimes makes mistakes when doing so. on. Rarely makes mistakes when doing so. so. Identify capitalization and formatting patterns Identify capitalization and formatting patterns Identify capitalization and formatting patterns in titles; Makes mistakes sometimes in titles; Rarely makes mistakes in titles; Often mistakes sometimes Make basic predictions about the content of Make insightful or detailed predictions about Make some predictions about the content of texts by looking at text features. Predictions the content of texts by looking at text features texts by looking at text features but are generally justifiable but not always predictions are either limited in scope or not detailed Identify most information that is present in justifiable or logical. visuals (tables, graphics, etc.) that are not Identify some information that is present in present in the text and vice versa Identify only the most basic or easy to identify visuals (tables, graphics, etc.) that are not information that is present in visuals (tables, present in the text and vice versa graphics, etc.) that are not present in the text and vice versa

Below Partially Meets Partially Meets Minimal Expectations Meets Minimal Expectations Exceeds Minimal Expectations Performance is below NL with dialectal varieties – Recognize and explain the NL with dialectal varieties – Recognize NL with dialectal varieties – that of partially meets meaning of a few of the most common P6-level and explain the meaning of some of the Recognize and explain the meaning minimal expectations idioms, adages, and proverbs of the region; Identify most common P6-level idioms, adages, of all or almost all the most common the local equivalent of a few P6-level words found in and proverbs of the region; Identify the P6-level idioms, adages, and texts. local equivalent of some P6-level words proverbs of the region; Identify the found in texts local equivalent of most P6-level Rarely identify words in texts that come from other words found in texts languages or cultures, but has difficulty identifying if Usually, but not consistently, identify the words have maintained the meaning they had in words in texts that come from other Identify all or almost all words in the original language. languages or cultures. Can sometimes texts that come from other identify if the words have maintained the languages or cultures and identify if Identify the meaning of unfamiliar words, phrases meaning they had in the original the words have maintained the when the clues are explicit or simple; distinguish the language. meaning they had in the original meaning of some closely related words with different language. shades of meaning and figurative expressions Identify the meaning of unfamiliar words (personifications and metaphors); they struggle if the and phrases, including basic figurative Consistently identify the meaning of only way to infer meaning is through the use of expressions and closely related words, an unfamiliar words and phrases syntactic clues. using clues (contextual, morphological, including closely related words with syntactic) that have been explicitly taught different shades of meaning, and and are easy to identify and use. figurative expressions, using contextual, syntactic and morphological clues that have been explicitly taught as well as some that have not been explicitly taught.

F3 Retrieve or locate explicitly stated information AT THE SENTENCE OR TEXT LEVEL At P6, pupils are expected to locate pieces of explicit information in text or paratextual features (e.g., footnotes, graphs, source notation, format). Performance is below Retrieve explicit, information in text or basic Retrieve explicit prominent or less Retrieve explicit prominent or details that of partially meets paratextual features when the information is prominent information in a text or in in a text or in basic paratextual minimal expectations prominent and easy to locate and there is no basic paratextual features, when there is features, whether there is competing information; has difficulty if the limited competing information. competing information. information is less prominent or involves more detailed information, particularly if that information is located in paratextual features like graphs, diagrams, or tables.

F4. Interpret information at the sentence or text level, based on clues in the text F4.1 Make simple inferences about behaviors, feelings, or causes of events, the purpose of a text, the evidence that supports ideas, or conclusions of a text by relating two or more prominent pieces of information in text or paratextual features when there is minimal competing information

Performance is below Even when contextual clues are prominent, they Relate two or more prominent pieces of Relate two or more pieces of that of partially meets sometimes have difficulty: information in the text or paratextual information in the text or in minimal expectations o Providing simple explanations behaviors, feelings, features to: paratextual features (prominent or or causes of events o Provide simple explanations of most not) to: Recognizing the purpose of a text o behaviors, feelings, or causes of o Provide accurate, informed o Identifying any evidence in a text that supports an events explanations of behaviors, idea or a position o Recognize the general purpose of a feelings, or causes of events Drawing limited conclusions o text o Fully describe the purpose of a o Identify some evidence in a text that text supports an idea or a position o Identify most evidence in a text o Draw basic conclusions that supports an idea or a position o Draw informed conclusions F4.2 Establish main and secondary ideas in a text (including establishing the order in which secondary ideas events appear in a text, or establishing secondary ideas that relate to or support a main idea) Performance is below Establish the main idea of a text most of the time, as Establish the main idea of a text and Establish the main idea and all secondary that of partially meets well as some prominent key secondary ideas, but has most prominent key secondary ideas in a ideas in a text; sequence ideas or events minimal expectations difficulty sequencing ides or events or consistently text and generally sequence prominent and identify ideas or events that relate to or supports a main idea.

identifying secondary ideas that relate to or support a ideas and identify one or two idea or main idea. event that relates to or supports a main idea.

F5 Reflect on information F5.1 Establish connections between main idea of a text and one’s personal experience and/or general knowledge Performance is below Establish limited, low-level connections between Establish basic connections between Establish informed, rich that of partially meets the ideas in the text and their personal experiences the ideas in the text and their personal connections between the ideas in minimal expectations or general knowledge. experiences or general knowledge. the text and their personal experiences or general knowledge. F5.2 Differentiate fact from opinion when clues are prominent or only require simple inferences Performance is below Differentiate facts from opinions, but only when Differentiate facts from opinions when Differentiate facts from opinions that of partially meets the distinctions are prominently or explicitly stated clues are prominent or require simple when clues are not prominent or minimal expectations (“in my opinion…”); they have difficulty if the inferences. require simple or more complex difference between the facts and opinions requires inferences. drawing simple inferences.

G. ATTITUDES TOWARDS READING AND MOTIVATION TO READ

G1 Engage in class and school reading activities Below Partially Meets Partially Meets Minimal Meets Minimal Expectations Exceeds Minimal Expectations Expectations

Have difficulty reading for longer Read for longer periods of time Read for long periods of time and Performance is below that of periods of time or when without losing interest or reads longer, more complex texts partially meets minimal presented with longer texts to concentration; Read increasingly expectations read; Looses interest relatively longer texts without losing Identify what they like to read quickly and tends to abandon interest or motivation. and can offer a complete and

longer texts before getting to the satisfactory explanation of why end. Identify some things they like to they like these types of texts read but cannot provide a Have difficulty identifying what detailed or complete explanation types of texts or books they like of why they like these types of to read. Answers are limited, at texts. best.

G2 Engage in out-of-school reading activities

Performance is below that of Rarely read for pleasure or for Read for pleasure and for Read for pleasure and for partially meets minimal information at home or outside information at home or outside information at home or outside expectations of school of school on a semi regular basis of school every day (not daily).

Sample P1 to P4 texts and associated reading comprehension questions for nine languages

The sample texts included this section use the same font and word/line spacing. However, font size and spacing can make texts easier or more challenging to read.

Texts presented to young readers for the purpose of assessing oral reading fluency or reading comprehension skills should respect the font and spacing criteria outlined in the table below.

Table 1: Font and spacing parameters

Grade Font size and type Spacing between Spacing Sentence placement words between lines Same font as in Triple spacing double One sentence per line. textbook; 24 pt between words spacing Sentences cannot wrap around P1 font between next line. lines

Same font as in Double spacing .5 spaces One sentence per line. textbook; 18 pt between words between Sentences cannot wrap around P2 font lines next line.

Same font as in Single spacing 1.5 spaces Sentences organized into textbook; 14 pt between words between paragraphs. Sentences can wrap P3 font lines around next line.

Same font as in Single spacing 1.5 spaces Sentences organized into P4 textbook; 14 pt between between paragraphs. Sentences can wrap font words; lines around next line.

EDO

P1 EKI VBE OLUDO ẸRE 24 words, 4 sentences, 93% unique words, i.e., words used once in the text Eki ọmọ ne egbe sasa nọ. Ghe aro omwa ne Eki khin? Oludo ọre ọ ru ẹmwẹ ọnrẹn se. De aro iku ne ọ ru ẹmwẹ ọnrẹn se? Ọ lele ihua ọre ku iku na. Dee emwa ne iren lele ku iku na? Eki ọ mu okaro. Gha mu okaro vbe ni iku?

P2 IMADE LE EVBARE 40 words, 5 sentences, XX% unique words, i.e., words used once in the text Imade ho ne ọ le evbare. Gha ọ ho ne ọ le evbare? Ọ na gha rrie ẹki ya dẹlẹ avbe emwi eso. Where does Imade go? Ọ miẹ inya ni bun vbe evba. Where does Imade find at the market? Ọ dẹlẹ inya eva viọ gha di owa. Inu inya ọ dẹlẹ viọ gha di owa? Imade le ema ne ọ miẹmiẹ vbe ẹghẹ ota. What did IMade prepare for supper?

P3 IBORU OZO 53 words, 5 sentences, 91% unique words, i.e., words used once in the text Ozo gualọ iboru. Vbe Ozo a gualo? Ẹdẹdẹgbe ọ ya gha nọ iye ẹre ne ọ de iboru ne irẹn. Who did he constantly ask for a ball? Ẹdẹ okpa ghi rhe, Ozo se owa ọ na miẹ ẹkpo ne ọ kpọlọ. Vbe ozo a miẹ vbe owa? Ọna kie ene ẹkpo, Uwe ne ẹkpo, iboru nọkhua na gha rrọọ. Vbe ọ gha rre ene ẹkpo? Ozo na mu ene iboru vbe obọ. Vbe ozo a ru nene iboru rẹ? Ọ na gha ghọghọ.

P4 OSATO LE ỌFINOTO ̣ 84 words, 8 sentences, XX% unique words, i.e., words used once in the text Osato khian le evbare ota. Gha ọ khian le evbare? Ọ rrie ẹzẹ ya gbe ehẹn. Ọ sẹ ẹzẹ sokpan ọ ma miẹ ehẹn rhọkpa. De emwi ne ọ ma miẹ? Ọ ghi te khiẹ egbe rrie owa, ọ na la ugbo ya kin ifi. De ehe ne ifi ne ọ ya kin ye? Osato ghi sẹ ugbo ifi onrẹn mu ifinotọ nọkhua. Ofinotọ na khian emiowo oghe evbare ota. …Oghọghọ ẹre ghi nọ ne ovbialeke? Ẹko ọghe Osato ghi wa kakabọ gha rhiẹnrhiẹn ọnrẹn. Ogiogiẹ ọ gi gha giẹ. Vbọ zẹ ne Osato na gha giẹ ogiogiẹ?

EFIK

P1 ISAN USUN IWAN 2 23 words, 4 sentences, XX% unique words, i.e., words used once in the text Nsa akaka iwan. Nsa akaka mmon? Ke usun, enye okut ebua. Nso ke enye okokut ke usun? Ebua emi ebebre. Ebua ekedi nso kolo? Nsa atuak ada ebre mbre ye ebua. Nso ke Nsa akanam? Ebua etiene enye oyon ufok. Ebua eketiene Nsa oyon mmon?

P2 UDUA UDEP NPKO 27 words, 5 sentences, xx% unique words, i.e., words used once in the text Uyu ama aka udua. Anie Akaka udua? Enye edep bia ye unam. Nso ke enye eke-dep? Enye esin mme nkpo emi ke ekpat-udua. Enye ekesin mme nkpo ke mmon? Uyu emen ekpat udua obiom ke ibuot. Enye okobiom nso ke ibuot? Enye amasana oyon ufok. Uyu akasana didie esim ufok?

(Note: the grade 1 sentences are longer, on average, than the grade 2 sentences and there are only 3 more words in the grade 2 text. The Grade 2 words are longer, however. Double check that the grade 2 text matches the criteria you have for a grade 2 text.)

P3 EKPE ETIN AKPANIKO 48 words, 7 sentences, xx% unique words, i.e., words used once in the text Usen kiet Ekpe ama okut afia ekpat-ubok ke mmben usun. Nso ke Ekpe okokut ke mben usun? Enye emen ekpat-ubok emi aka ndiyom andiyene. Ke usun, enye okut nwan atuade eyet. Anie ke enye okokut ke usun? Enye okoyom ekpat-ubok esie. Nso ke nwan emi okoyom? Ekpe owut enye ekpat-ubok emi enye ekemende. Mma odo ama enem esit eto-eyi. How did the woman feel when Ekpe showed her the handbag? Enye ama ono Ekpe eno-itoro ndiwut inemesit. What reward did the woman offer Ekpe?

P4 IWAN EDEM-ESA MMA-NKO 76 words, 9 sentences, XX% unique words, i.e., words used once in the text Nne Nko enyene inwan edemesa. Who has a beautiful garden? Enye oto nsi-nsio ikon efere ye mfri ke inwan esie. Nso ke Mma Nko oto ke inwan edemesa? Nne-Nko esiwak inwan edemesa esie kpukpuru ini.

Enye esitet ikon ke inwan esie obok efere. What does Mna-Nko make with the vegetables in her garden? Usen kiet, Nne-Nko ikeyeneke okuk ye nkpo udia. Enye ama etet ikon ye mfri ke inwan esie aka urua. What did Mna-Nko take to the market? Enye ama anyam nkpo inwan esie ono ediwak owo. Mma Nko ama enyene okuk otodo ada edep nkpo udia onyon ufok. What did Mna buy with the money from her maket sales? Esit ama enem Mma Nko eti-eti.

FULFULDE

P1 JEEBU E YAHA JANNGIRDE 22 words, 4 sentences, 91% unique words, i.e., words used once in the text Jeebu e yaha janngirde. Moye yahata maayo? E mo janngirdu aranndeeru. Janngirdu nduye mo woni? O woodi deftere jannguki. What does Jebu have? Jeebu gizzo jannguki koo ndeye. Ko Jeebu yizii? O waawi jannguki no haani. Noye o janngirta?

P2 (TITLE) 33 words, 5 sentences, XX% unique words, i.e., words used once in the text Abduwa aawi awdi waskoore kommbi suudu. Moye aawi awdi waskoore? Asira fuu o yarnan puddi waskoore nden. (When does Abduwa water the plant? Puddi ndin fuɗi mawni kadin juuti finni. Ndiye finni? It produced ten pods. (How many pods did the plant produce? Abduwa heli baskooje ɗen hokki fokanee li’o. Ɗume Abduwa yiɗi fokanee?

P3 (TITLE) XX words, 7 sentences, 78% unique words, i.e., words used once in the text Hajjo e yaha jannga nde weeti fuu Toye Hajjo yahata nde weeti fu? O daraniizo janngirde nden no haani. O woodi soobiraawo bi’eteezo Diije, e sorra kosam. What is the name of Diije’s friend? Nyannde feere Diije yi’i Hajjo e jannga deftere. Ko Diije yi’i Hajjo e waza? Non Diije maa nani suunaana nastuki janngirde . Diije asked her mother to enroll her in school. What did Diijee ask her mother to do? She wanted to learn to read like Hajjo. What did Diijee want to learn to do?

P4 CANYOL BEƊI XX words, 7 sentences, XX% unique words, i.e., words used once in the text Peesinɗo ɗum ɓiɗɗo pamaro canyoowo. O ɗon sanya kanko e Buulo higoowo maako. What are the names of the weavers? Buulo woni nokkoowo bali canyirɗi ɗin nyannde Alad. What day of the week does Buulo fetch leaves for weaving? Bali ɗin liiree njoora nden ɗi sanyiree. Peesinɗo e Buulo ɗon canya beɗi boɗɗi e daage boɗɗe e malafaaje. What do Peesindo and Buulo weave? Peesinɗo e Buulo e kawtoo pellel gootel ɓe nyalla sanyugo. Nyannde luumo boo Buulo roondoo yaarana-ɓe. Who takes the items to the market to sell? Buulo stays the whole day selling trays, mats and hats. Peesindo and Buulo share the money they make. Why do Pessindo and Buula weave trays, mats and hats?

HAUSA

P1 (TITLE) 25 words, 5 sentences, XX % unique words, i.e., words used once in the text Sala ta je gona. Ina Sala ta je? Sala ta ga jan tumatir. Wane irin tumatir Sala ta gani? Ta zuba tumatirin a aljihunta. Ina Sala ta ciki da tumatir? Sala ta kai wa mamarta tumatir. Wa sala ta kai wa tumatir? Mamarta ta dafa jar miya. Me mamar Sala ta yi?

P2 (TITLE) XX words, 5 sentences, XX % unique words, i.e., words used once in the text Musa went to the market. Who went to the market? He wanted to sell water. What did Musa want to see at the market? Ya sayar da ruwan da wuri. Me Musa yake sayarwa a kasuwa? Musa ya sayo farin takalmi da kudinsa. Me Musa ya sayo a kasuwa? Ya sa sabon takalmi a gida. Me Musa ya sa a gida?

P3 (TITLE) 56 words, 6 sentences, XX % unique words, i.e., words used once in the text Aminu da Auwal sukan tafi gonarsu kullum. Ina Aminu da Auwal suke zuwa kullum? Wata rana sai Aminu ya ga mangwaro ja akan bishiya. Me Aminu ya gani? Ya ɗauki sanda domin ya kaɗo mangwaro, amma tsawon sandar bai isa ba. Me Aminu ya ɗauka domin kaɗo mangwaron? Ya ce wa Auwal ya ɗaga shi sama domin ya kaɗo mangwaron. Me Aminu ya ɗauka domin kaɗo mangwaron? Auwal ya ɗaga shi ya kaɗo mangwaron gudu huɗu. Suka raba magwaron daidai. Ta yaya Aminu ya samu damar kaɗo mangwaron?

P4 (MARYAM’S MOTHER) XX words, 7 sentences, XX % unique words, i.e., words used once in the text Maryam yarinya ce nai qwazo da hankali, tana karatu a makarantar firamare. What is the name of the girl in the story? Mahaifiyar Maryam ba ta da lafiya, kuma tana kwance a asibiti. Who is hospitalized? Kullum, idan Maryam ta dawo daga makaranta, sai ta tafi asibiti wajen mahaifiyarta. Tana ba ta abinci da magani, kuma tana tausaya mata. What does Mary do for her mother at the hospital? An yi mamakin yadda Maryam ta iya aikin jiyya. Bayan kwana huxu aka salami mahaifiyar Maryam How long was Maryam’s mother in the hospital? Ta sami sauqi sosai, ta kuma gode wa Maryam. Why did Maryam’s mother thank Maryam?

IGBO

P1 UDO NA NKỊTA XX words, 4 sentences, XX % unique words, i.e., words used once in the text Udo hụrụ nkịta. Onye hụrụ nkịta? It was under a tree. Where was the dog? ( Nkịta ahụ dị oji. Olee etu nkịta ahụ dị? Udo hịọrọ ya aka n’azụ. Gịnị ka Udo mere nkịta ahụ? Nkịta ahụ sooro Udo laa. Who followed Udo home?

P2 EJIKE NA NNỤNỤ YA XX words, 5 sentences, XX % unique words, i.e., words used once in the text Otu ụbọchị, Ejike gara n’ọhịa. Who went to the bush? Ọ hụrụ nnụnụ n’elu osisi. What did Ejike see in the tree? The bird had blue feathers. What colour were the bird’s feathers? Nnụnụ ahụ lere Ejike anya, bido gụwara ya egwu. Gịnị ka nnụnụ ahụ mere? Ejike nwụụrụ nnụnụ ahụ laa n’ụlọ. Olee ihe Ejike mere nnụnụ ahụ?

P3 EWI NA OKE 45 words, 7 sentences, XX % unique words, i.e., words used once in the text Ewi bi naanị ya n’ọnụ. Onye ka naanị ya bi n’ọnụ? Otu ụbọchị, mmiri na-ezo. Otu oke bịarutere n’ọnụ ya. Who approached the Rabbit’s hole? Mmiri mara ya, oyi ana-atụ ya. How was the Rat feeling when it approached Rabbit’s hole? Ewi kpọbatara oke ahụ ka ha abụọ biri. What did Rabbit invite Rat to do? Oke gara n’otu akụkụ rahụ ụra. Ọ dịghị anya, ewi na oke abụrụ ezigbo enyi. Olee ndị mechara bụrụ ezigbo enyi?

P4 (TITLE) XX words, 8 sentences, XX % unique words, i.e., words used once in the text Otu ụbọchị, Nkịta na Mbe chọrọ ịma onye na-agbakarị ibe ya n’ọsọ. What are the two animals in the story? Nkịta jiri ike gbapụ ọsọ, gafere Mbe. N’ụzọ, ọ sịrị ka ya rahụtụ ụra n’ihi na ebe Mbe nọ tere aka. Onye sịrị ka ọ rahụtụ ụra n’ụzọ? Soon, turtle came across Dog sleeping under a tree. Where was Dog sleeping? Ọ gafere Nkịta ebe ọ nọ na-arahụ ụra. What happened while Dog was napping? When dog woke up, he spied Turtle in the distance, close to the finish line. What did Dog see when he woke up? He jumped up and started running as fast as he could. But it wasn’t fast enough to catch Turtle. Who won the race? Dog learned a valuable lesson that day.

IZON

P1 ERI 19 words, 5sentences, XX % unique words, i.e., words used once in the text Ebiye buru gboromi. Ebiye te ye ki gboromi? Eri beni ọkụ kọ buru gboromi. Eri deinghi yọ kọ buru gboromi? Burubi beni buru. Burubi te buru paa? Eri beni burubi fịmị. What did Eri do with the yam? Ye bi ịmbẹlẹmị. How did the yam taste?

P2 (TITLE) 35 words, 5 sentences, XX % unique words, i.e., words used once in the text Kẹnị erein Miebi fọụ bọ mumi. Who went to the market? Eri ekpete bọlọụ ghọ ebi ofoni ẹrịmị. What did Miebi see inside the cage? ( Wo nana ịpịọnmọ dio ebi bilo kọlọama. What colour feathers did the bird have? Ofoni waị Miebi dii da duma kị tunmi. Ofonibi wai Miebi dii da teye kị mịẹmị? Miebi ofonibi akị tụa warị bọ mumi. What did Miebi do with the bird?

P3 (TITLE) NO TEXT AVAILABLE

NOTE: NONE OF THE GRADE 3 IZON TEXTS WERE TRANSLATED INTO ENGLISH, SO IT IS IMPOSSIBLE TO REVIEW AND SELECT THE BEST.

P4 IKPAIKPAI 71words, 8 sentences, XX % unique words, i.e., words used once in the text Ikpaịkpaị kẹnị baị ụraụ tei timi. Tụba kị ụraụ bọ tei timi? Ifụrụnfụnrụn-ama fịyaịama sibe bọọyemi bara ẹrẹmị. What did the grasshopper see while he was playing? ( Ikpaịkpaị gba nị ụ dịamị ọmịnị dọlo ọmọmọ zoru ee. Ọmịnị gbami ọmịnị la nị ọmọmọ zorugha fa ee, inda ọmịnị fịyaị kokọdọụ kị osuo ifie la ee. What did the ants remind Grasshopper? ( Ikpaịkpaị tọnbarabi ọrọ gbayemi egberibi yeghọsụwẹịgha ee. What happened when the rains came? ( Osuo ifie labị Ikpaịkpaị mọụn ghọ sụọmị. Ifụrụnfụrụn inda bin fịyaịama kị nanamị. Eri beimibi nimia mẹẹ wẹnị dẹị kị zoru bi yelanimi ee. Who is wiser, the ants or the grasshopper?

KANURI

P1 ADAMU 18 words, 5 sentences, 83 % unique words, i.e., words used once in the text Adamu fenzәa. Who has a cow? Fe dә kajim harrata zuwin. What does the cow eat? Fe dәn cam sәwondin. What does the cow produce for Adamu? Fe dә kangadinzә kuru. What type of horns does the cow have? Adamu cam sәrawana . What does Adamu like?

P2 (TITLE) XX words, 5 sentences, XX % unique words, i.e., words used once in the text Adamu saved his money. What is the name of the boy who saved his money? He wants to buy a book. What does Adamu want to buy? He wants a book about birds. What type of book does he want to buy? Adamu buys a book in the market. Where does Adamu buy the book? It has a red bird on the cover. What is on the cover of the book? GRADE 3 P3 (TITLE) XX words, 7 sentences, XX % unique words, i.e., words used once in the text Ngamfatu gana baballagaro karago. What animal entered the courtyard at the beginning of the story? It was frightened and hungry. How was the kitten feeling when it first entered the courtyard? A big cat lived in the courtyard. Ngamfatu kura dӘ ngamfatu dӘga duwono. What did the big cat do when it saw the kitten? The homeowner saw the little poor kitten and gave it some milk to drink. Ngamfatu kura dӘyero cam cina. What did the homeowner give to the big cat and the kitten? Suro loktӘ ganaben ngamfatu-a fatu-a sawata karӘgӘnza kӘjӘ-a nabkata. What happens to the big cat and the kitten at the end of the story?

P4 (TITLE) 45 words, 8 sentences, 89 % unique words, i.e., words used once in the text Aisha kӘra sӘragӘna. What is the name of the girl in the story? Do-yaye marantan kӘla allobelan raksӘ kalmadӘ kalkalro kӘrajin bawo. What trouble was Aisha having at school? Yim laa liitariro legono. Liitaye shiro manzar shimbe bulin ceino. What did the doctor do to help Aisha? Aishaye awo manzar bulindӘn surindӘ ajabkono. kӘrma kalma kӘla allobe samma surinro walzӘna. What could Aisha see with her new glasses? RaksӘ kalma sӘnanaso yaye kӘrajin. Aisha manzarnzӘ bulindӘ wajiyawoson sӘkin. How did Aisha feel when she got her new glasses?

TIV

P1 (TITLE) 26 words, 5 sentences, XX % unique words, i.e., words used once in the text Dese ngu a iwa. Ka an nan lu a iwa? Iwa la ngi pupuu. Ka nyi kela iwa la i lu amin ne? Iwa la i ye cinkafa. Iwa ka i ya nyi? Ka i yav sha butu. Iwa la ka i yav hana? Dese ka a za toho a iwa na. Ka han Dese ka a za a iwa na?

P2 (TITLE) XX words, X sentences, XX% unique words, i.e., words used once in the text Kile went to the river. Where did Kile go? He saw a little bird. What did Kile see at the river? The little bird had red feathers. What colour feathers did the bird have? The bird looked at Kile and started to sing. What did the bird do when it looked at Kile? Kile started to sing with the bird. What did Kile start to do as the bird was singing?

P3 (TITLE) 40 words, 6 sentences, XX% unique words, i.e., words used once in the text Iyange i gen Bunde za shi akôngo. What is the name of the boy in the story? Nahan a za nenge a iji i cuku ne lu sha iya inyon. Ka nyi yange za nenge a mi sha iya nyono? Bunde took the egg home. Where did Bunde take the egg? The small egg hatched into a baby pigeon. What the egg hatched, what type of bird came out? The baby pigeon grew stronger and stronger. When it was strong enough, the pigeon flew back to the bush. Where did the pigeon go at the end of the story?

P4 (TITLE) XX words, 8 sentences, XX% unique words, i.e., words used once in the text Mlumun and Iveren are twins. What are the names of the twins in the story? Their parents are traders who sell goods at the market. What do their parents do? Mlumum and Iveren help their parents at the market. Every afternoon, before they start their homework, the twins transport goods to the market stall. What do Mlumum and Iveren do, every day, after school? On Saturdays, they work in the market stall, selling goods. The money they earn helps pays for their school fees and their books. What do they do with the money they earn helping in the market? School is very important to Mlumum and Iveren. When they grow up, they want to be doctors. Why is school important to Mlumum and Iveren?

YORUBA

P1 (TITLE) XX words, X sentences, XX % unique words, i.e., words used once in the text Ayọ̀ went to the field. Who went to the field? Ó rí òdòdó níbẹ̀. What did Ayọ̀ see in the field? The flowers were red. What colour were the flowers? Ayo picked ten flowers. How many flowers did Ayọ̀ pick? He gave the flowers to his mother. Who did Ayọ̀ give the flowers to?

P2 (TITLE) XX words, 5 sentences, XX % unique words, i.e., words used once in the text Ṣadé lọ sí ojà láti ra iṣu. Who went to the market to buy yams? Ó rí eye kan tó rẹwà nínú àgò. What did Sadé see at the market? It had bright blue feathers. What colour were the bird’s feathers? Ẹyẹ náà wo Ṣadé, ó bẹ̀rẹ̀ sí kọrin. What did the bird do when it saw Sadé? Ṣadé ń wo ẹyẹ, ógbàgbé láti ra iṣu. What did Sadé forget to buy?

P3 (TITLE) XX words, 7 sentences, XX % unique words, i.e., words used once in the text Eku àti erin jọ ń gbé nínú igbó. Who lived in the forest? Wọ́n jà wọ́n kò sì fẹŕ àn ara wọn. Ní àárọ̀ ọjọ́ kan, tàkúté mú erin lẹś ẹ̀. What happened to Elephant’s leg? Erin bẹ̀bẹ̀ ìrànlọ́wọ́. What did Elephant do when its leg was stuck in the trop? Eku sáré tọ̀ ọ́ wá. Ó feyín já okùn láti tú Erin sílẹ̀. How did Rat get Elephant’s leg out of the trap? Láti ìgbà náà ni eku àti erin ti di ọ̀rẹ.́ What did Elephant declare at the end?

P4 (TITLE) XX words, 8 sentences, XX % unique words, i.e., words used once in the text One day, Kunle and his friend Dayọ were eating rice. What are the names of the two boys in the story? Kunle took a huge, huge spoonful of rice. As he started to swallow, he began to choke. What caused Kunle to choke? His face turned bright red. Dayo rushed to Kunle and starting pounding on his back. What did Danyo do stop Kunle from chocking? Eventually, Kunle spat out the rice that was lodged in his throat. He thanked Dayo for rescuing him and promised to take smaller spoonfuls in the future. What promise did Kunle make to Dayo? Dayo said that was a very good idea, because he might not be around to save him the next time. Why did Dayo say that Kunle’s promise to take smaller spoonfuls of rice in the future was a good idea?