DOCSLIB.ORG

National Reading Framework

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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 0 1 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 2 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 ..............................................................................................................................................................
Load more

Recommended publications
  • For Multi-Ethnic Harmony in Nigeria
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1974 Curriculum (English language) for multi-ethnic harmony in Nigeria. M. Olu Odusina University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Odusina, M. Olu, "Curriculum (English language) for multi-ethnic harmony in Nigeria." (1974). Doctoral Dissertations 1896 - February 2014. 2884. https://scholarworks.umass.edu/dissertations_1/2884 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. S/AMHERST 315DbbD13Sfl3DflO CURRICULUM (ENGLISH LANGUAGE) FOR MULTI-ETHNIC HARMONY IN NIGERIA A Dissertation Presented By Margaret Olufunmilayo Odusina Submitted to the graduate School of the University of Massachusetts in partial degree fulfillment of the requirements for the DOCTOR OF EDUCATION August, 1974 Major Subject: Education ii (C) Margaret Olufunmilayo Odusina 1974 All Rights Reserved iii ENGLISH LANGUAGE CURRICULUM FOR MULTI-ETHNIC HARMONY IN NIGERIA A Dissertation By Margaret 0. Odusina Approved as to style and content by: Dr. Norma J/an Anderson, Chairman of Committee a iv DEDICATION to My Father: Isaac Adekoya Otunubi Omo Olisa Abata Emi Odo ti m’Odosan Omo• « • * Ola baba ni m’omo yan » • • ' My Mother: Julianah Adepitan Otunubi Omo Oba Ijasi 900 m Ijasi elelemele alagada-m agada Ijasi ni Oluweri ke soggdo My Children: Omobplaji Olufunmilayo T. Odu§ina Odusina Omobolanle Oluf unmike K. • • » • Olufunmilola I. Odusina Omobolape * • A.
    [Show full text]
  • Relic Noun-Class Structure in Leggbo
    6 RELIC NOUN-CLASS STRUCTURE IN LEGGBO Larry M. Hyman and Imelda Udoh 1. Introduction * In many West African Niger-Congo languages, historical noun class prefixes undergo significant levelling and/or fusion with the noun stem. Starting from a full set of singular-plural markers both on nouns and on agreeing elements, the logical endpoint of such changes can be the total loss of noun classes, as has happened some of the best-known Benue-Congo and Kwa languages, e.g., Akan, Ewe, Yoruba, Igbo. Resistance to this tendency can be found in certain subgroups in Nigeria, e.g., Upper Cross, where languages such as Mbembe (Barnwell 1969a,b), and Lokaa (lwara 1982) have been reported to have full-fledged noun class marking and concord systems. It is thus striking that closely related Leggbo has lost all noun class agreement. Still, it is possible to identify a prefix-stem structure on the basis of a number of arguments. The purpose of this paper is to document relic noun-class structures in Leggbo, an Upper Cross minority language. Leggbo is spoken by an estimated 60,000 Agbo people in two local government areas, recently named Abi and YakuIT, in Cross River State. In §2 and §3 we demonstrate that although Leggbo has lost the inherited noun class system, nouns must still be analyzed as consisting of a prefix-stem structure. Sections §4 and §5 provide further evidence from reduplication and compounding, respectively, and §6 illustrates relics of • The present study is based on a field methods course held at the University of California, Berkeley during the academic year 2001-02, with the second author serving as consultant.
    [Show full text]
  • An Atlas of Nigerian Languages
    AN ATLAS OF NIGERIAN LANGUAGES 3rd. Edition Roger Blench Kay Williamson Educational Foundation 8, Guest Road, Cambridge CB1 2AL United Kingdom Voice/Answerphone 00-44-(0)1223-560687 Mobile 00-44-(0)7967-696804 E-mail [email protected] http://rogerblench.info/RBOP.htm Skype 2.0 identity: roger blench i Introduction The present electronic is a fully revised and amended edition of ‘An Index of Nigerian Languages’ by David Crozier and Roger Blench (1992), which replaced Keir Hansford, John Bendor-Samuel and Ron Stanford (1976), a pioneering attempt to synthesize what was known at the time about the languages of Nigeria and their classification. Definition of a Language The preparation of a listing of Nigerian languages inevitably begs the question of the definition of a language. The terms 'language' and 'dialect' have rather different meanings in informal speech from the more rigorous definitions that must be attempted by linguists. Dialect, in particular, is a somewhat pejorative term suggesting it is merely a local variant of a 'central' language. In linguistic terms, however, dialect is merely a regional, social or occupational variant of another speech-form. There is no presupposition about its importance or otherwise. Because of these problems, the more neutral term 'lect' is coming into increasing use to describe any type of distinctive speech-form. However, the Index inevitably must have head entries and this involves selecting some terms from the thousands of names recorded and using them to cover a particular linguistic nucleus. In general, the choice of a particular lect name as a head-entry should ideally be made solely on linguistic grounds.
    [Show full text]
  • A Contrastive Analysis of English and Tiv Segmental Phonemes: Implications in ESL Learning
    International Journal of Innovative Literature, Language & Arts Studies 3(4):1-6, Oct. –Dec. 2015 © SEAHI PUBLICATIONS, 2015 www.seahipaj.org ISSN: 2360-896X A Contrastive Analysis of English and Tiv Segmental Phonemes: Implications in ESL Learning 1NWABUDIKE Christopher Eziafa; 2KAAN, Aondover Theophilus & 3ANASO, George Nworah (Ph.D) Department of Languages and Linguistics, Federal University Dutsin-Ma, Katsina State, Nigeria [email protected] (Correspondent Author); [email protected]; [email protected] ABSTRACT The goal of contrastive study is to examine the differences that exist between languages and the challenges they pose to second language learners. This paper focuses on a contrastive analysis of the segmental phonemes of the Tiv and English languages with emphasis on the implication of the differences in the learning of English as a second language by people whose first language is Tiv. The study reveals that while Tiv language has more consonants than the English language, both languages have the same number of vowels, but Tiv vowels /a/ and /o/ are not found in English, just as English vowels /∂/ and /æ/ are not present in Tiv. Herein lies the dilemma of the Tiv learner of English language. The work ends with some suggestions on how to eradicate or at least grossly minimize the resultant interference. Keywords: Contrastive analysis, Segmental, Tiv, ESL. INTRODUCTION Contrastive analysis, as a branch of applied linguistics, aims at systematically comparing two or more languages to determine their areas of similarities and differences with their implication on language learning and teaching. Theoretically, contrastive analysis is based on structural linguistics and behavioral psychology.
    [Show full text]
  • Historicolinguistic Study of Convergence and Divergence in the Tivoid Languages Phylum
    HISTORICOLINGUISTIC STUDY OF CONVERGENCE AND DIVERGENCE IN THE TIVOID LANGUAGES PHYLUM by ALYEBO, NELSON ORKAAN PG/Ph.D/08/49237 Department of Linguistics, Igbo and Other Nigerian Languages UNIVERSITY OF NIGERIA, NSUKKA DECEMBER, 2015 HISTORICOLINGUISTIC STUDY OF CONVERGENCE AND DIVERGENCE IN THE TIVOID LANGUAGES PHYLUM by ALYEBO, NELSON ORKAAN REG. NO: PG/Ph.D/08/49237 A Ph.D Thesis submitted to the School of Postgraduate Studies in fulfilment of the requirements for the award of Ph. D Degree in Linguistics in the Department of Linguistics, Igbo and Other Nigerian Languages, Faculty of Arts, University of Nigeria, Nsukka. DECEMBER, 2015 APPROVAL PAGE This thesis has been read and approved as meeting the requirements for the award of the Degree of Doctor of Philosophy in the Department of Linguistics, Igbo and Other Nigeria Languages, University of Nigeria, Nsukka. By ----------------------------------------- ------------------------------------ Dr. Chris Uchenna Agbedo External Examiner Supervisor --------------------------------- --------------------------- Prof. R. I. Okorji Internal Examiner Head of Department -------------------------------- Prof. Pat. Okpoko Dean, Faculty of Arts CERTIFICATION PAGE This is to certify that Alyebo, Nelson Orkaan PG/Ph.D/08/49237, a postgraduate student in the Department of Linguistics, Igbo and Other Nigerian Languages, University of Nigeria, Nsukka has satisfactorily completed the requirements for the award of the Degree of Doctor of Philosophy (Ph.D) in Linguistics. This research work is original and has not been submitted in part or full for any degree of this or any other University. ---------------------------------- ------------------------------- Dr. Chris Uchenna Agbedo Alyebo, Nelson Orkaan (Supervisor) PG/Ph.D/08/49237 DEDICATION To the loving memory of my late grandmother, Mama Ukuma Agbakor; who first showed me the way to school.
    [Show full text]
  • Barbot's West African Vocabularies of C. 1680
    Barbot's West African vocabularies of c. 1680. Hair, P. E. H. (Paul Edward Hedley); Barbot, Jean, 1655-1712 [Liverpool, England]: Centre of African Studies, University of Liverpool, 1992 https://digital.library.wisc.edu/1711.dl/4QNCVILP4KTWN8I http://rightsstatements.org/vocab/InC-OW-EU/1.0/ The libraries provide public access to a wide range of material, including online exhibits, digitized collections, archival finding aids, our catalog, online articles, and a growing range of materials in many media. When possible, we provide rights information in catalog records, finding aids, and other metadata that accompanies collections or items. However, it is always the user's obligation to evaluate copyright and rights issues in light of their own use. 728 State Street | Madison, Wisconsin 53706 | library.wisc.edu | BARBOT'S - WEST AFRICAN VOCABULARIES | oF c. 1680 ’ : BARBOT'S WEST AFRICAN VOCABULARIES OF c. 1680 edited by P.E.H.Hair | prepared by the editor on behalf of the CENTRE OF AFRICAN STUDIES UNIVERSITY OF LIVERPOOL further copies from the Centre, or the editor, c/o Department of History | i 3 a { 4 i ! i : i i - | . 1 a] 1 a] ff 2] Fj - ! . “a So ~ AQVIFFO fF (Kem | 4 PL C19 W959 Ww BARBOT'S WEST AFRICAN VOCABULARIES were for long Jean Barbot's vocabularies of four West African languages of Barbot's account known only through their inclusion in the printed version in the mid 1680s, but an of Guinea. This account he first wrote, in French, death in 1712, was not enlarged version, in English, finalized at his collected during published until 1732.’ The vocabularies were actually His journal of the first Barbot's two voyages to Guinea, in 1678-9 and 1681-2.
    [Show full text]
  • An Overview of Etulo: an Idomoid Language
    International Journal of Lan guage and Linguistics 2021; 9(3): 133-139 http://www.sciencepublishinggroup.com/j/ijll doi: 10.11648/j.ijll.20210903.20 ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online) An Overview of Etulo: An Idomoid Language Chikelu Ihunanya Ezenwafor-Afuecheta 1, Inyani Adams 2 1Department of Linguistics, Nnamdi Azikiwe University, Awka, Nigeria 2Department of Linguistics, Benue State University, Makurdi, Nigeria Email address: *Corresponding author To cite this article: Chikelu Ihunanya Ezenwafor-Afuecheta, Inyani Adams. An Overview of Etulo: An Idomoid Language. International Journal of Language and Linguistics . Vol. 9, No. 3, 2021, pp. 133-139. doi: 10.11648/j.ijll.20210903.20 Received : January 12, 2021; Accepted : May 19, 2021; Published : June 7, 2021 Abstract: Etulo is an Idomoid language spoken in two Nigerian states: Taraba and Benue. This work gives an overview of the core linguistic features of Etulo as spoken in Benue state. At the phonological level, we highlight the Etulo sound system, its tonal features, syllable structure and the most common phonological processes attested. At the morphological level, we focus on its derivational morphology which involves morphological processes such as affixation, reduplication and compounding. We give a list of the identified word classes with emphasis on the noun and verbal system. Also discussed, are grammatical features which are considered areal such as its rich class of ideophones and verb serialization. Our findings show that Etulo shares some core structural features with other Idomoid languages such as Idoma. The data used for this study are obtained from Etulo language consultants who are native speakers.
    [Show full text]
  • Computer Assisted Language Learning (Call)
    Studii şi cercetări filologice. Seria Limbi Străine Aplicate COMPUTER ASSISTED LANGUAGE LEARNING (CALL): ITS PROSPECTS AND CONSEQUENCES FOR NIGERIAN LANGUAGES / L'APPRENTISSAGE DE LA LANGUE À L'AIDE DES TICE: PERSPECTIVES ET CONSÉQUENCES POUR LES LANGUES NIGÉRIENNES / ÎNVĂŢAREA LIMBII CU TIC: PERSPECTIVE ŞI CONSECINŢE PENTRU LIMBILE NIGERIENE1 Abstract: The shift in language learning today is from “classical teaching environment” to “self-learning environment”. In Nigeria today, although CALL efforts are made by schools and individuals, these effort are geared towards the English language learning other than Nigerian languages. This paper seeks to explore the development of CALL for Nigerian Languages and the challenges of running CALL in Nigeria. The results indicate that CALL for Nigerian languages is needed and should be promoted. CALL in Nigerian can only be successful if the shortcomings of CALL are recognized and the mitigating circumstances tackled. Adequate arrangements must be made to manage CALL and Teacher-Assisted language learning (TALL) in consideration of the socio- economic impact of CALL on the teachers Nigerian languages. The attitude of Nigerians towards Nigerian languages should be positive. The government, corporate bodies and individuals must intervene in CALL programs in schools so as to control the resulting high tuition fee. Key words: Nigeria, Languages, Learning, Computer Assisted Language Learning (CALL), Self-learning, Teacher Assisted Language Learning (TALL), environment. 1.0 Introduction Computer Assisted Language Learning (Henceforth CALL) is a form of learning based on artificial intelligence. By Artificial Intelligence, it is implied that the work cognitively tied to the human intellect has been transferred to machines that have no cognition, but have the patience and consistency for teaching.
    [Show full text]
  • Tiv Origins of Nationhood and Migration Into the Benue Valley, C. 1500-1900
    Tiv Origins of Nationhood and Migration into the Benue Valley, c. 1500-1900. Terhemba Wuam, PhD, Department of History and International Studies, Ibrahim Badamasi Babangida University, Lapai, Niger State, Nigeria. Abstract This paper is an exploration of the subject of Tiv origins, development of nationhood and the process of their migration into the Benue valley and Nigeria from c.1500-1900. The paper considers the debate on the classification of the Tiv as belonging to the Bantu group and concludes that the Tiv belong to the Bantu language family. It however, notes that on the question of a pure tribe origin, the Tiv nation was more likely formed by incorporation of several groups into what became the Tiv nation. The paper concludes with a portrayal of the migration process from the Bantu homeland in the vicinity of Cameroon by the Tiv from c.1500 into the Benue valley and the process of their settlement in present-day Nigeria. Key Terms: Tiv Origins, Benue Valley, and Bantu Language. Introduction The Tiv nation had always considered itself as descending from one ancestor, the putative father Tiv, who himself descended from Takuruku Anyamazenga. In his analysis of Tiv origins and in his critical evaluation of the concept of a nation, Iyo had attempted to show that there might not be anything like a pure ethnic group at all (Iyo 1994). Iyo’s view is that it is ambiguous to ascribe a unique national identity or stamp to a group of people beyond the fact of the geographical area that they occupy (Iyo 1994:55).
    [Show full text]
  • Translating Medical Terms Into Tiv Language – Problems and Prospects
    18 Translating Medical Terms into Tiv Language – Problems and Prospects By AKASE TIAV THOMAS Department of Languages and Linguistics, Nasarawa State University, Keffi. Abstract The issue of translating medical concepts in Tiv language should be viewed with great concern, interest and attention. This has become necessary for most of our medical doctors and health workers who do not have the linguistic competence either in their mother tongue or in the language of the immediate community where they are working. Moreover, most of their patients are illiterates and cannot express themselves fluently in English language, which results into communication barrier. This paper therefore, intends to examine the importance of translating medical terms into Tiv language, suggest steps in translating medical terms into Tiv language and highlight the problems and prospects of the exercise in Tiv language. Medical terms are terms used for the accurate description of the human body and associated components, conditions, processes and procedures in a science based manner. Term creation is part of linguistic engineering as it involves a systematic and organized adaptation of a language by acclimatization of neologies corresponding to new ideas. Language engineering is a mechanism of language planning that recognizes problems and moves on to “engineer” solutions to such problems. Owing to the fact that a proportion of our population is illiterate, there is an urgent need to translate and create where necessary medical terms in Tiv language to enable the illiterate dwellers benefit from the improved health care system and to enable them also improve their lives and society. The Need for the Use of Tiv Language in the Medical Domain The importance of using mother tongue or language of the environment in our daily activities need not be over-emphasized.
    [Show full text]
  • Mbembe - English Dictionary
    MBEMBE - ENGLISH DICTIONARY compiled by Ebinda Oyama and Katharine Barnwell PRELIMINARY EDITION 1985/1995 (This preliminary edition is intended for testing with other Mbembe language speakers. Your comments and corrections are invited so that a printed edition can be more complete and correct.) Nigeria Bible Translation Trust, P.O. Box 790, Jos, Nigeria NOTE: This version has been reformatted into Word for Windows format by Roger Blench. I am still working on the conversion, slowly and painfully Cambridge, October 6, 2006 PREFACE The material for this dictionary has been compiled over a period of twenty years. Many Mbembe speakers have contributed and their help is gratefully acknowledged. We would like to give personal acknowledgement to each one who has helped. Amongst those who have given regular help over the years are the following: Chairman Rev. L.E. Ebak Mr. L.O. Enyam The late Elder E. Ogaghe Mrs. Hannah Oyama Mr. C.O. Agbor Mr. O. Irom Mr. E. Ogbinji Mr. M. Obem Mr. O. Etaba CONTENTS PART ONE - INTRODUCTION TO THE MBEMBE LANGUAGE 1. The Dialects Of Mbembe: A Survey 2. The Mbembe Alphabet 3. Some Facts About Nouns And Words Which Qualify Nouns 4. More About The Grammar Of Mbembe 5. Some Facts About Verbs 6. The Order Of Words In Mbembe 7. Some Common Phrases 8. Linguistic Differences Between Mbembe Dialects PART TWO - DICTIONARY Nouns beginning with a Verbs beginning with b Verbs beginning with bh Verbs beginning with by Verbs beginning with ch Verbs beginning with d Nouns beginning with e Verbs beginning with f Verbs beginning
    [Show full text]
  • Resettlement Policy Framework (RPF)
    FINA L Resettlement Policy Framework (RPF) Public Disclosure Authorized FOR The Nigeria Erosion and Watershed Management Project (NEWMAP) IN Abia, Anambra, Cross River, Edo, Ebonyi, Enugu, and Imo States Public Disclosure Authorized BY nt Policy Framework Policy nt FEDERAL MINISTRY OF ENVIRONMENT, NIGERIA Prepared By Public Disclosure Authorized January 1, EUGENE O. ITUA NEWMAP Resettleme NEWMAP Public Disclosure Authorized NEWMAP Resettlement Policy Framework Prepared by Eugene O. Itua, Multiple Development Services, [email protected],m NEWMAP Table of Contents EXECUTIVE SUMMARY................................................................ ................................ Introduction ................................................................................................................................ 10 11 Project Description..................................................................................................................... 10 11 Need for RPF.............................................................................................................................. 10 11 Project Location ......................................................................................................................... 11 12 Monitoring and evaluation ......................................................................................................... 14 15 Consultation, Review and Disclosure ........................................................................................ 14 15 SECTION 1 GENERAL INTRODUCTION...............................................................
    [Show full text]