Phonological Awareness / Oral Reading Fluency

Lesson notes

Curriculum details

Strand

Reading (Strand 3)

Sub-strand

Phonological Awareness / Oral Reading Fluency (3.1)

Content standard

2.3.1.CS.2 - Demonstrate understanding and application of reading rules of modern poetry at a reasonable speed and with clarity and precision. 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 long words slowly, and at gradually increased speed

Suggested placement

Semester 1, Week 18 (Week 18 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.190: 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. 190

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 Modern Arabic poets:
- عبد الله بن الفودي وقصيدته رسالة النصائح.
- عيسى ألبي أبوبكر وقصيدته آفة العصر.
- حافظ إبراهيم وقصيدته اللغة العربية، وتربية النساء.
- 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