Phonological Awareness / Oral Reading Fluency

Curriculum details

Strand

Reading (Strand 3)

Sub-strand

Phonological Awareness / Oral Reading Fluency (3.1)

Content standard

3.3.1.CS.1 - Demonstrate understanding and application of reading rules of classical literature at a reasonable speed and precision Content Standards 3.3.1.LO.1 Apply reading rules of classical poetry with precision and at a reasonable speed. 3.3.1.LO.2 Apply reading rules of classical prose with precision and at a reasonable speed 3.3.1.LO.3 Apply reading rules of modern poetry with precision and at a reasonable speed. 3.3.1.LO.4 Apply reading rules of modern prose with precision and at a reasonable speed.

Indicator

3.3.1.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 19 (Week 19 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.

Curriculum reference

NaCCA curriculum document, p. 303

Exemplars (from the NaCCA curriculum)

Active Learning, Think-Pair Share 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.
- قصيدة فتح مكة - حسان بن ثابت
- 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.
GESI-sensitive class management:
- Sitting arrangement with fair visibility for all learners.
- Appropriate audio levels for various hearing challenges.
- Group learning with equal participation and mentorship.
- Appropriate choice of words conscious of the feelings of others.
- Self-Control in managing emotions and social awareness.

Assessment (3.3.1.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 Modern Arabic Prose.
- Projector.
- Flash cards.
- Audio-visual materials.