SHS2 Arabic · Semester 1 Week 17: Phonological Awareness / Oral Reading Fluency

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Read texts of semi-vowelized nature consisting of complex combination of metric lines, verses, patterns, and rhythm, slowly, and at gradually increasing speed

By the end of the lesson, learners can:

Identify the metrical rhythm and rhyme pattern of a classical Arabic poetic line (bayt) when it is read aloud by the teacher.
Read a selected line from the assigned classical poem with correct pronunciation of semi-vowelized words, observing natural pauses at the caesura (pause in the middle of the line).
Read two or three consecutive lines of the poem in unison with a group, maintaining consistent rhythm and speed.
Increase reading speed across three successive rounds of the group relay exercise while keeping pronunciation accuracy.
Respond to a peer’s reading by continuing with the next line of the poem without prompting, demonstrating awareness of the poem’s sequence.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Phonological Awareness / Oral Reading Fluency (3.1)
Content standard: 2.3.1.CS.1 - Demonstrate understanding and application of reading rules of classical literature at a reasonable speed and precision. Content Standards 2.3.1.LO.1 Apply reading rules of classical poetry with precision and at a reasonable speed. 2.3.1.LO.2 Apply reading rules of classical prose with precision and at a reasonable speed. 2.3.1.LO.3 Apply reading rules of modern poetry with precision and at a reasonable speed. 2.3.1.LO.4 Apply reading rules of modern prose with precision and at a reasonable speed.
Indicator: 2.3.1.LI.1 - Read texts of semi-vowelized nature consisting of complex combination of metric lines, verses, patterns, and rhythm, slowly, and at gradually increasing speed
Suggested placement: Semester 1, Week 17 (Week 17 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.188: indicator code printed 2.3.1.L1.1; 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. 188

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Enquiry Project-Activities, Group Discussions, Think-Pair Square Activities Group Activities:
- The teacher prepares learners in groups. Each group picks a text from the following classical poets:
- زهير بن أبي سلمى وأبياته الحكمية
- تماضر الخنساء وقصيدتها: صخر الندى وذكر الدائم.
- الشنفري ولاميته
- The group reads a line of a poem and calls any group of its choice to read the following line. The invited group can pick any of its members to read. The group then also pick any group to read the following line, like that until the entire poem is read
- A member from any group has only one reading slot until every member in the group has taken his/her turn. After each round this exercise is repeated with gradual increase of reading speed.
Coping with stress and anxiety: Learners are engaged in recitation of lines of poetry which fully engages their minds and imaginations. Poetry recitation possesses meditative qualities in which the brain is fully focused, thereby reduces stress and enhance relaxation.
Collaborative learning:
- Forming mixed-ability groups of learners gives high cognitive abilities a platform to tell their observations, while it gives low cognitive abilities a way of collaborating with and learning from their peers.
- Allocating different listening times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities.

Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Reading materials for speech
- Projector.
drills.
- Audio-visual materials.
- Flash cards.
- Textbooks and Reading materials for speech drills
- Flash cards
- Projector
- Audio-visual materials