SHS1 Arabic · Semester 2 Week 3: Phonological Awareness/ Reading Fluency

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2

By the end of the lesson, learners can:

Read a semi-complex fully vowelized verse of poetry aloud with clear voice and proper pronunciation of each consonant and vowel sound.
Apply correct rhythm and intonation patterns when reciting semi-complex Arabic poetry at a reasonable speed.
Identify and correctly produce the rhythmic pause points within a line of Arabic poetry.
Read a given poem line accurately at a speed of 5 to 7 words per minute without distorting the vowel endings.
Self-correct pronunciation errors when reading aloud, using knowledge of Arabic phonological rules.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Phonological Awareness/ Reading Fluency (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate understanding and application of reading techniques of a moderately complex authentic text at a reasonable speed. 1.3.1.LO.1 Apply reading rules of semi-complex fully vowelized verses of poetry or the Quran at a reasonable speed. 1.3.1.LO.2 Apply reading rules of semi-complex fully vowelized prose at a reasonable speed.
Indicator: 1.3.1.LI.2 - Read semi-complex fully vowelized verses of poetry with clear voice, rhythm, intonation, and proper pronunciation at a reasonable speed
Suggested placement: Semester 2, Week 3 (Week 23 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.94: indicator code printed 1.3.1.L1.2; the document's code vocabulary is CS, LO, LI and AS, so the row is filed under the canonical form
Curriculum reference: NaCCA curriculum document, p. 94

Exemplars (from the NaCCA curriculum)

Active/Collaborative learning think-pair share activities
- The teacher prepares learners - according to their sitting order - to pick a word each in the order they appear in a text and pronounce it. This exercise continues until all words are read by each learner.
- The starting point and reading order changes until weak readers learn from brilliant ones and mistakes corrected among learners themselves.

Assessment (1.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech drills.
- Audio Materials.
- Flash cards.
- Audio-visual materials.