Phonological Awareness/ Reading… · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1

By the end of the lesson, learners can:

Recite a given semi-complex fully vowelized verse from the Quran with accurate pronunciation of each consonant and vowel sound.
Apply the rules of elongation (madd) and stopping (waqf) when reading aloud a semi-complex Quranic verse.
Read a semi-complex fully vowelized verse at a reasonable speed (approximately 15 to 20 words per minute) without losing clarity.
Demonstrate appropriate rhythm and intonation by pausing at correct stop points within the verse.
Self-correct pronunciation errors when listening to their own reading or receiving peer feedback.

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Curriculum details

Strand: Reading (Strand 3)
Sub-strand: Phonological Awareness/ Reading Fluency (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate understanding and application of reading techniques of a moderately complex authentic text at a reasonable speed. 1.3.1.LO.1 Apply reading rules of semi-complex fully vowelized verses of poetry or the Quran at a reasonable speed. 1.3.1.LO.2 Apply reading rules of semi-complex fully vowelized prose at a reasonable speed.
Indicator: 1.3.1.LI.1 - Read semi-complex fully vowelized verses of the Quran with clear voice, rhythm, intonation, and proper pronunciation at a reasonable speed
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.93: indicator code printed 1.3.1.L1.1; the document's code vocabulary is CS, LO, LI and AS, so the row is filed under the canonical form
Curriculum reference: NaCCA curriculum document, p. 93

Exemplars (from the NaCCA curriculum)

Active/Collaborative learning think-pair share activities:
- The prepares learners - according to their sitting order - to pick a word each in the order they appear in a text and pronounce it. This exercise continues until all words are read by each learner.
- The starting point and reading order changes until weak readers learn from brilliant ones and mistakes corrected among learners themselves.
Flexible-pace learning: Using a flexible approach to time-based composition, faster language learners are given the facility to complete extension tasks, and it gives slow learners an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning: Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers. Allocating different times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities. This also gives less able students a way to add value and generates more confidence. Facilitating group work is excellent for empowering learners who are shy to participate more in class.
Learning Stations: Create learning stations/groupings based on visual, auditory, reading/writing and kinaesthetic learning. This requires that individual learners are supported with their different learning styles, where audio-visual, subtitles are incorporated in speaking exercises to cater for the various learning styles.

Assessment (1.3.1.AS.1). 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 speech drills.
- Audio Materials.
- Flash cards.
- Audio-visual materials.