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.4 - Explain subsidiary ideas of the text and explain the implicit as well as explicit meanings of the key words.

Suggested placement

Semester 2, Week 5 (Week 25 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. 313

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 supports learners to recognize the following poetry characteristics and conventions: meter, form, figurative/literary devices, sound patterns.
- Learners then make a brief presentation on a simple analysis of the following poems:
- زهير بن أبي سلمى وأبياته الحكمية
تماضر الخنساء وقصيدتها: صخر الندى وذكر الدائم. *
- الشنفري ولاميته
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.4). 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