Reading Comprehension

Curriculum details

Strand

Reading (Strand 3)

Sub-strand

Reading Comprehension (3.2)

Content standard

3.3.2.CS.1 - Demonstrate knowledge and understanding of straightforward nonfictional texts using reading strategies of literary writings. (B1, CEFR) Content Standards 3.3.2.LO.1 Explain the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message. 3.3.2.LO.2 Identify clues that are embedded in the classical Arabic prose in order to make inferences regarding the ideas and the meanings of the texts. 3.3.2.LO.3 Explain clues that are embedded in the classical Arabic poetry in order to make inferences regarding the ideas and the meanings of the texts. 3.3.2.LO.4 Explain clues that are embedded in the Modern Arabic poetry in order to make inferences regarding the ideas and the meanings of the texts.

Indicator

3.3.2.LI.2 - Draw on prior knowledge to identify clues that are embedded in the text for possible inferences regarding the general meaning and purpose of a textbook passage, newspaper or magazine article.

Suggested placement

Semester 2, Week 2 (Week 22 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. 309

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities:
- Through cooperative learning, learners are prepared to work together either as partners or in
small groups on clearly defined instructions and tasks.
- The teacher takes learners through general strategies for reading comprehension, as follows:
- Prior Knowledge/Previewing
- Predicting
- Identifying the Main Idea and Summarisation
- Questioning
- Making Inferences
- visualising
- The teacher then explicitly instructs learners why and when they should use the comprehension strategies, what strategies to use, and how to apply them.
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 (3.3.2.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 Modern Arabic Poetry.
- Projector.
- Flash cards.
- Audio-visual materials.
- Projector
- Flash cards