|RFx ID :
|Tender Name :
|Ready to Read Series
|Reference # :
|Open Date :
|Friday, 14 June 2019 3:30 PM (Pacific/Auckland UTC+12:00)
|Close Date :
|Friday, 12 July 2019 10:00 AM (Pacific/Auckland UTC+12:00)
|Department/Business Unit :
|Early Learning and Student Achievement
|Tender Type :
|Request for Proposals (RFP)
|Tender Coverage :
|Sole Agency [?]
|Exemption Reason :
|Required Pre-qualifications :
|Alternate Physical Delivery Address :
|Alternate Physical Fax Number :
|Agency Address :
The Ministry is seeking proposals from expert to enhance texts and teacher materials for our Ready to Read instructional series. They will incorporate well known features of the current series (e.g. the colour wheel and the levelling criteria and processes ). However, the content will incorporate a more deliberate and explicit progression of a phonemic/word level learning in relation to a scope and sequence framework and the topics, characters and content of the new texts will be engaging for ethnically diverse students in New Zealand classrooms. It is important for all of our students to see themselves, their families, whānau and communities in the texts they learn to read with. It is also critically important that early reading teaching and learning explicitly helps students to learn ‘the code’.
The intention is to build from research undertaken by Massey University and internationally that reveals that some early readers need explicit and sequenced instruction in the code of English in addition to accessing texts within rich language learning contexts.
The Ministry wants to retain the valued features of the Ready to Read series whilst enhancing it. The proposal should demonstrate how it will provide a structured framework for the development of an enhanced Ready to Read series, with accompanying teacher support materials. We are interested in proposals that explicitly attend to the language learning needs of students that typically do not make expected progress in their first year of instruction.
This tender has been awarded.