Buku ini merupakan buku sumber yang memberikan konsep, ide dan contoh praktis dalam pembelajaran literasi di kelas awal dan kegiatan literasi terutama di kelas awal. Isi Buku Sumber untuk Dosen LPTK: Pembelajaran Literasi di Kelas Awal di LPTK sebagai berikut: • Apa dan Mengapa Literasi di Kelas Awal • Menciptakan Lingkungan Kelas yang Literat • Media Literasi di Kelas Awal • Penilaian • Pemodelan Membaca dan Menulis • Membaca dan Menulis Terbimbing • Membaca dan Menulis Bersama • Membaca dan Menulis Interaktif • Membaca dan Menulis Mandiri • Membaca dan Menulis Permulaan • Membaca Pemahaman • Menulis Kreatif | | | | This book is a source book that provides concepts, ideas and practical examples in learning literacy in early grades and literacy activities especially in early grades. The contents of the Resource Book for LPTK Lecturers: Literacy Learning in Early Classes in LPTK as follows: • What and Why Literacy in Early Classes • Creating a Literal Classroom Environment • Media Literacy in Early Classes • Assessment • Reading and Writing Modeling • Guided Reading and Writing • Reading and Writing Together • Interactive Reading and Writing • Independent reading and writing • Reading and Writing Beginning • Reading Comprehension • Creative Writing

Unit 1 Gambaran Umum Monitoring Program USAID PRIORITAS Unit 2 Kaji Ulang Kemajuan Sekolah (Dampak Pelatihan Modul Kedua) Unit 3 Pengelolaan Program Budaya Baca Unit 4 Mendengar Aktif Unit 5 Supervisi MBWA (Peran Kepala Sekolah/Pengawas) Unit 6 Penilaian dan Pengembangan Profesi Guru Unit 7 Peran Komite Sekolah dalam Upaya Mendukung Peningkatan Mutu Pembelajaran di Sekolah Unit 8 Sikap dan Tindakan Pemangku Kewajiban Terhadap Peningkatan Mutu Sekolah Unit 9 Rencana Tindak Lanjut | | | | | Unit 1 Overview of USAID PRIORITAS Program Monitoring Unit 2 Review School Progress (Second Module Training Impact) Unit 3 Management of the Reading Culture Program Unit 4 Active Listening Unit 5 Supervision of MBWA (Role of School Principals / Supervisors) Unit 6 Teacher Professional Assessment and Development Unit 7 The Role of School Committees in Efforts to Support Quality Improvement of Learning in Schools Unit 8: Attitudes and Actions of Stakeholders towards School Quality Improvement Unit 9 Follow-up Plan

Unit 1 Balanced Reading Program Unit 1 Program Membaca Berimbang Unit 2 Merancang Program Membaca Berimbang Unit 3 Pengelolaan Buku Bacaan Berjenjang Unit 4 Persiapan dan Praktik Mengajar Unit 5 Portofolio Unit 6 Penyusunan Rencana Tindak Lanjut – Pembelajaran | | | | Unit 2 Designing a Balanced Reading Program Unit 3 Management of Tiered Reading Books Unit 4 Teaching Preparation and Practice Unit 5 Portfolios Unit 6 Preparation of Follow Up Plans - Learning

Bahan Rujukan bagi LPTK: Praktik yang Baik dalam Manajemen Berbasis Sekolah di SMP/MTs ini memperkuat implementasi MBS yang diadaptasi dari Modul II yang disesuaikan untuk digunakan dalam pelatihan bagi dosen LPTK. | | | | Reference Material for LPTK: Good Practices in School Based Management in SMP / MTs reinforces the implementation of SBM adapted from Module II which is adapted for use in training for LPTK lecturers.

Modul ini berisi Bahan Referensi untuk LPTK II: Praktik yang Baik dalam Pembelajaran di Sekolah Dasar / Madrasah Ibtidaiyah (SD / MI). Meliputi Ulasan Penerapan Hasil Pelatihan I - Learning • Kelola Pembelajaran secara Efektif • Memahami Kurikulum 2013 • Melayani Perbedaan Individu dalam Pembelajaran • Pertanyaan dan Lembar Kerja Tingkat Tinggi • Penilaian Otentik • Jenis kelamin di sekolah • Literasi Lintas Kurikulum: Kelas Dini (Khusus SD / MI), Bahasa Indonesia, Matematika, Sains, Ilmu Sosial, dan Bahasa Inggris (SMP / MTs Khusus) • Persiapan dan Praktek Mengajar Persiapan Rencana Tindak Lanjut | | | | This module contains Reference Material for LPTK II: Good Practices in Learning in Elementary Schools / Madrasah Ibtidaiyah (SD / MI). Covers Kajiulang Application of Training Results I – Learning • Manage Learning Effectively • Understanding the 2013 Curriculum • Serving Individual Differences in Learning • High-level Questions and Worksheets • Authentic Assessment • Gender in school • Cross Curriculum Literacy: Early Classes (SD / MI Only), Indonesian Language, Mathematics, Science, Social Sciences, and English (Special Junior High Schools / MTs) • Teaching Preparation and Practice Preparation of Follow-up Plans

Modul IV Menggali Praktik Baik di SMP / MTs - Pembelajaran Bahasa Indonesia. Modul ini mencakup Memahami Teks Berbasis Fakta, Mengajarkan Teks Berbasis Fakta, Memahami Teks Berbasis Fiksi, Mengajarkan Teks Berbasis Fiksi, Peer Mengajar Fakta dan Pembelajaran Teks Berbasis Fiksi | Module IV Explores Good Practices in SMP / MTs - Indonesian Language Learning. This module covers Understanding Fact-Based Texts, Teaching Fact Based Text, Understanding Fiction-Based Text, Teaching Fiction-Based Text, Peer Teaching Fact and Fiction Based Text Learning

Ini adalah Modul Pengembangan Sekolah Komprehensif Tentang Peran Kepala Sekolah dan Pengawas. Ini mencakup, Pembelajaran Aktif, Program Budaya Baca, Manajemen Berbasis Sekolah, Pemantauan Sekolah, Rencana tindak lanjut. | This is a Comprehensive School Development Module About The Role of School Principals and Supervisors. It covers, Active Learning, Reading Culture Programs, School Based Management, School Monitoring, Follow up plans.

Modul pelatihan ini dikembangkan dengan dukungan penuh rakyat Amerika melalui United States Agency for International Development (USAID). Isi dari materi pembelajaran ini merupakan tanggung jawab konsorsium program USAID Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (PRIORITAS) dan tidak mencerminkan pandangan USAID atau pemerintah Amerika Serikat. This is Module III-A: Good Practice in Elementary School / Madrasah Ibtidaiyah (SD / MI) Early Class Reading Learning, a training module prepared by the USAID/PRIORITAS program. It covers • Balanced Reading Program; • Designing a Balanced Reading Program; • Management of Tiered Reading Books; • Preparation and Teaching Practice; • Portfolio; • Overview of USAID PRIORITAS Monitoring Program; • Follow up plan; • Especially for the Facilitator; • Assistance with Lesson Study.

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

Over the course of four years (ending in 2016), the Department of Education (DepEd) in the Philippines grew increasingly self-sufficient at managing all aspects of early grade reading assessments (EGRAs). As DepEd’s capacity developed over time, the role of the technical assistance provided through the Education Data for Decision Making project (EdData II) shifted, diminished, and then disappeared altogether. International development professionals sometimes cite the cliché, “If we were truly successful, we would be working ourselves out of a job.” That sentiment now informs USAID’s goal to help each country on a journey to self-reliance. The EdData II project’s work in the Philippines provides some examples of what such a journey might include.