Strategy to support teachers to guide children to read SRMs in and outside classrooms

The program provides technical support to the Ministry of Education (MoE) and Regional State Education Bureaus (RSEBs) to develop and distribute supplementary reading materials (SRMs) for Grades 1-4. The MoE guidelines for the development and selection of SRMs define SRMs as non-textbook instructional resources used for reading instruction and practices in primary grades. SRMs are designed to enrich and support the curriculum, allowing students to move beyond the confines of textbooks and develop essential skills such as critical thinking and critical analysis. The guidelines outline three types of SRMs: decodable texts, leveled readers, and read-aloud books. Decodable texts are simple books that children can read and decode letters, sounds, and words easily. Leveled readers start with easy texts and gradually become more complex, matching children's reading skill levels. Read-aloud books are read aloud by teachers, family members, or community members to children, promoting a love for reading and improving listening and reading skills. The USAID/READ CO program has developed and procured a total of 1,058 titles of SRMs, comprising the three MoE-approved types. These materials are designed to support classroom learning and promote reading habits among children inside and outside classrooms. To support teachers in using SRMs effectively, the program has developed strategies to guide teachers in incorporating SRMs into their teaching practices. These strategies include using SRMs during tutorial classes, working with parents to link SRMs with children's reading, and providing SRMs to engage advanced learners. The program also aims to establish a SRMs Day, where children lead the reading and teachers guide the activity. Additionally, teachers are encouraged to use SRMs as an alternative reading source to engage children with interest and to extend reading by instructing children to complete SRMs at home. The implementation of these strategies is expected to have several benefits, including developing reading habits among children inside and outside classrooms, connecting parents, children, and teachers in building reading habits, and promoting a sense of responsibility and need for reading among children.