SHS2 English Language · Semester 1 Week 15: Reading Comprehension

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.5 - Read a variety of level-appropriate texts fluently.

By the end of the lesson, learners can:

Define reading fluency and list at least three of its key components (automatic word recognition, reading in meaningful chunks, and appropriate pausing).
Calculate their own and a partner’s reading fluency rate in words per minute (WPM) with at least 90% accuracy.
Read a level-appropriate passage aloud with improved accuracy, pace, and expression after structured fluency practice.
Compare two readings of the same text, one fluent and one non-fluent, and explain why the fluent version is easier to understand.
Set two personal fluency targets based on their calculated fluency rate and commit to practising them over the next week.

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Reading Comprehension (2.1)
Content standard: 2.2.1.CS.1 - Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts. 2.2.1.LO.1 Employ knowledge of text comprehension strategies and levels of comprehension to analyse and interpret different kinds of texts.
Indicator: 2.2.1.LI.5 - Read a variety of level-appropriate texts fluently.
Suggested placement: Semester 1, Week 15 (Week 15 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. 118

Exemplars (from the NaCCA curriculum)

Group Work/Collaborative Learning and Talk for Learning:
- Learners brainstorm the importance of reading fluently.
- In mixed ability/mixed gender groups, learners listen to the teacher read the same text (sentence or paragraph) to them in two different ways (less-fluently and fluently).
- Thinking critically, learners collaboratively discuss among them, which of the two readings is understood better and why.
- Learners listen to the teacher discuss how to read fluently (e.g., read words automatically, read in meaningful chunks, pause appropriately, etc.).
- Learners watch videos or demonstrations of some other learners engaging in reading fluently.
- In small groups, learners discuss the video/demonstration and set targets for their individual reading.
- Lead the class and model how to calculate a reader's fluency within a minute. (e.g. have a learner time a reader for a minute whilst you and the rest of the class keep record of the number of words read and those read incorrectly).
- In mixed ability/mixed gender groups, learners take turns to read for the group members to calculate their individual fluency rate.
Talk for Learning/Pair Work:
- Learners engage in a variety of fluency activities, to make reading fun as well as improve upon their fluency rate.
- In pairs and groups, learners undertake the following fluency activities:
Choral Reading: Reading aloud simultaneously in a group.
Partner Reading: Reading aloud with a more fluent partner or with a partner of equal ability who provides a model of fluent reading helps with word recognition and provides feedback.
Tape-Assisted Reading: Reading aloud simultaneously or as an echo with an audio-tape model.
Readers' Theatre: Reading from scripts that have been derived from books that are rich in dialogue [e.g., the set books for Core Literature-in-English - Drama].
Teaching and Learning Resources:
- Video on how to do story mapping
- Blank Story map organizer templates
- A variety of texts for story mapping
- Books, including set books for Core Literature and other subjects areas
- Large sheets - flip chart or old calendar backs and gallery walk activities
- A variety of texts (fiction and non-fiction) for practising how to classify and answer the various types of comprehension questions
- A variety of passages for practising how to answer the lexical comprehension questions.
- Word and sentence cards
- Reading report charts.
- A variety of storybooks
- A collection of texts including Passages across curricular and from Core LiteratureinEnglish set books
- Videos on reading fluency
- Tape recordings on fluent reading.
Assessment (2.2.1.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.