Reading Comprehension

Curriculum details

Strand

Reading (Strand 3)

Sub-strand

Reading Comprehension (3.2)

Content standard

3.3.2.CS.2 - Demonstrate knowledge and understanding of fictional texts, using appropriate reference tools, with a broad active reading vocabulary. (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 the text.

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.

Curriculum reference

NaCCA curriculum document, p. 312

Exemplars (from the NaCCA curriculum)

- Through cooperative learning, learners are prepared to work together either as partners or in small groups on clearly defined instructions and tasks.
- The teacher now asks learners to apply textually explicit meaning (meaning that was directly stated in the text), textually implicit meaning (meaning that was implied in the text), and meaning entirely from the learners' own background knowledge, to analyse the following text:
- أكثم بن الصيفي وخطبته
- خطبة حجة الوداع
- الشنفري ولاميته
علي بن أبي طالب وخطبته
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