Description |
Scope of Work (SOW) Designing and Typing Work About the Organization Room to Read envisions a world in which all children can pursue a quality education, reach their full potential and contribute to their community and the world. To achieve this goal, we focus on two areas where we believe we can have the greatest impact: literacy and gender equality in education. We work in collaboration with communities and local governments across Asia and Africa to develop literacy skills and a habit of reading among primary school children, and support girls to complete secondary school with the life skills they’ll need to succeed in school and beyond. Over 10 million children have benefitted from Room to Read’s programs over the past ten years. India is Room to Read’s fourth country of operation and has impacted millions of children with its key programs. Since our inception in 2003 in India, we have been touching the lives of several young minds across states like: Andhra Pradesh, Gujarat, Chhattisgarh, Delhi, Rajasthan, Uttarakhand, Maharashtra, Madhya Pradesh, Uttar Pradesh, Telangana and Karnataka. We aim to capacitate internal and external stakeholders in the education sector to understand early literacy as an important aspect of foundational learning through scientifically developed curriculum and close and continuous engagement at all levels. Background of the Literacy Program Room to Read’s literacy program is based on scientific and yet contextually relevant principles of literacy that are time tested. This set of comprehensive principles of early literacy ensures that the magic and science of reading are well established in the lives of the benefitting children. Yet at the school/teacher level, the program design detailed out a simple, structured lesson plan, enabling the teacher to engage with the children around activities. Through extensive field experience and scientific research, Room to Read has designed an innovative Comprehensive Literacy Approach that looks at ‘learning to read’ as a comprehensive experience immersed in which the child learns all the skills that are required to become independent and fluent readers. Hence, it aimed aims to combine the ‘Science’ of learning to read with the ‘Magic’ of loving to read in an enabling reading environment. Comprehensive Literacy experience in Room to Read involves explicitly designed reading and writing instruction in Hindi in grades 1 and 2 and school library interventions for students in grades 1 to 5, in the same schools. This comprehensive approach to reading develops both reading skills and a habit of reading among the children, supported by provision of material, training of teachers, regular monitoring and feedback along with community engagement. Its expected outcome for the program is – “Children reading with fluency and comprehension by end of grade 2 and developing a habit of reading by grade 5.” The Three Pillars of our Literacy Program Room to Read’s Comprehensive Literacy Approach is aimed at helping children become independent readers for life, to have an enhanced world view and be capable of making informed choices. This is done on a strong foundation of three pillars of literacy, orality, orthographic expertise and exposure to a variety of texts. These skills are neither incremental, nor causal in nature. These skills are spirally intertwined and if early readers experience them simultaneously, it helps them to become motivated independent readers. Developing Reading Material for Children in the Program To help support the early literacy program in schools Room to Read explicitly designs reading and writing instruction for grades 1 and 2. This instruction design involves a structured lesson plan for the teachers to guide them to help students learn various language skills. Along with this lesson plan, teachers are provided with various resources like ‘letter-cards’, student practice books and a story book. The current scope of work is intended at the designing/ typing and Page setup assignments of instruction material and Library material as well. To fulfil this objective, we need one or two persons/ firms who well known about such type of work. Descriptions for different designing aspects will be provided by the IDTS, the designer are required to discuss it with the IDTS and create an initial draft of work and after necessary proof reading ensure the submission to IDTS. Briefs about the designing task: The objective of this reading/ writing pages designing of instruction and library material is to provide quality material for children. The teacher will use these materials with children during the instruction class and library period also. Thus, dynamic, colorful, illustrations/ pictures which support children’s prediction for stories. Role of the Agency The designer will do typing as well designing the suggested workbooks, worksheets and other booklets (Student books/ workbooks), Instruction Routine (teacher guide), library material, posters, handouts, field team monitoring dairies as per specifications provide by IDTS. Will revise and make corrections as per the discussion with the IDTS team. Role of Room to Read Room to Read will orient the designer regarding work assigned with him/her. It will orient the designer on the Literacy Program and help them understand the objective and use of the mentioned stories. Provide reading material to understand the activity. Look at the drafts of work and give relevant feedback to him/her on the mentioned criteria Give final approval to the page design. Expected Qualifications and Skill set (suggested): Designer– Formal education in Design / fine arts from a recognized university. Experience of creative Designing and typing of educ |