Comprehension · B1 English Language

Lesson notes

Learning Objectives

Indicator: B1.2.7.2.5 - Use a variety of comprehension-strategies e. g prediction before reading a text, cover page, etc.

By the end of the lesson, learners can:

Make predictions about a text before reading, using the title and cover picture.
State what they already know (K) and what they want to know (W) about a topic before reading.
Use the Herring Bone strategy to identify who, what, when, where, how and why in a text during reading.
Answer simple questions and retell the main idea of a text after reading, using information gathered before and during reading.
Connect the content of a text to their own everyday experiences.

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Comprehension (2.7)
Content standard: B1.2.7.2 - Use knowledge skills and techniques of reading to understand
Indicator: B1.2.7.2.5 - Use a variety of comprehension-strategies e. g prediction before reading a text, cover page, etc
Suggested placement: Term 2, Week 10 (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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.26
Curriculum reference: English Language Curriculum (Basic 1-3), 2019, p. 26
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Begin the comprehension lesson with before reading activities that develop and activate the background knowledge of learners.
e.g. K of KWL(What learners know about the topic of information text, prediction using pictures, title, treatment of vocabulary, etc.).
- Continue with while reading activities to enhance their understanding of the text.
e.g. a) Herring Bone strategy who? what? when? when? how? why?
b) W of KWL(What the learners want to know).
- End the lesson with after reading activities that help learners to organize their ideas, remember the story, use the information acquired from the text and relate it to their daily lives,
e.g. answering questions, retelling the story in their own words, learners linking story to their everyday life experiences etc.

Herring Bone diagram again, inside the comprehension-strategies exemplar. Visible labels, values, and notation... — The Herring Bone diagram again, inside the comprehension-strategies exemplar. Visible labels, values, and notation include: who?; when?; what?; how?; why?

 The Herring Bone strategy in a) is drawn as a fishbone diagram; its six labels arrive in the text layer as a bare row of words. The figure shows the diagram.