Phonological Awareness/ Reading… · SHS1 Arabic

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.4 - Read semi-complex fully vowelized classic prose with clear voice, rhythm, intonation, and proper pronunciation at a reasonable speed

By the end of the lesson, learners can:

Identify the rules of Tajweed (التفخيم, المد الأصلي, الإقلاب والإخفاء) as they appear in a short passage of fully vowelized classic prose.
Read aloud a semi-complex fully vowelized classic prose passage with clear voice and correct pronunciation of each letter at a reasonable speed.
Apply the rules of rhythm and intonation (وَقْف and وَصْل) when pausing and continuing during oral reading.
Demonstrate reading fluency by completing a timed reading of the passage with accuracy and appropriate pacing.
Evaluate a peer’s reading using simple criteria on clarity, rhythm, and pronunciation, giving kind and helpful 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.4 - Read semi-complex fully vowelized classic prose with clear voice, rhythm, intonation, and proper pronunciation at a reasonable speed
Suggested placement: Semester 2, Week 4 (Week 24 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.96: indicator code printed 1.3.1.L1.4; 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. 96

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities, Drills And Practice:
- The teacher introduces learners to a religious lyrical specialized Arabic text form and structure and its own set of laws and instructions for reading. The teacher takes learners through recitation with correct Tajweed (pronunciation) and in a rhythmic and phonetic style. . التفخيم، المد الأصلي ، الاقلاب والإخفاء
- An Arabic song is played, and the lyrics read out to learners. Learners then read the lyrics and follow the song from media player. This is repeated until learners are able to sing the song themselves without reading from the written text.
رقت عيناي شوقا وبطيبه زرفت عشقا ُ ورفقا فأتيت إىل حبيىب فاهدأ اي قلب صلي على حممد
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 kinesthetic 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.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 speech drills.
- Audio Materials.
- Flash cards.
- Audio-visual materials.