Reading Comprehension · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.3 - Read a variety of texts for enjoyment.

By the end of the lesson, learners can:

Identify and discuss at least three common misconceptions people hold about reading.
Listen to a story read aloud, discuss the message of the text, and predict how the story will end at its climax.
Read a short text of their choice in a mixed-ability group and retell it through dramatisation, drawing, or mind mapping.
Share one moral value drawn from a text they read for enjoyment with the whole class.
Demonstrate personal interest in independent reading by selecting a text to read on their own after the lesson.

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Reading Comprehension (2.1)
Content standard: 1.2.1.CS.1 - Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level texts. 1.2.1.LO.1 Employ knowledge of reading and text comprehension strategies to retrieve and interpret different kinds of texts. 1.2.1.LO.2 Employ knowledge of text comprehension strategies to read for enjoyment and information.
Indicator: 1.2.1.LI.3 - Read a variety of texts for enjoyment.
Suggested placement: Semester 1, Week 10 (Week 10 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. 40

Exemplars (from the NaCCA curriculum)

Group Work/Collaborative Learning:
- In mixed ability/gender reading groups, learners listen to a scenario on the importance of reading understanding and discuss the message of the text.
- Learners also identify and discuss common reading misconceptions (wrong impressions which people hold about reading).
Building on What Others Say:
- In mixed ability/gender groups, learners listen to the teacher read an interesting story aloud up to where it is becoming most interesting (i.e. climax). Teacher stops there and in smaller groups, learners discuss what is read and predict how the story will end.
- Learners work in groups collaboratively to read the rest of the story.
- Under the leadership of the group leader, learners do interactive activities (dramatise, draw, mind map, etc.) to retell the story.
- Learners read texts from familiar backgrounds for enjoyment and share the moral values that could be drawn from the story with the class.
Continue to read with learners this way till they begin to show interest in independent reading.
Teaching and Learning Resources:
- A collection of texts from social media:
- Passages across the various subject areas (on themes that learners can find interesting).
- Books or articles from social media, newspapers, magazines, etc., speeches from personalities, etc.
- A variety of texts for practising prediction, using KWL, DRA, DRTA/Chunking strategies
- Biographies and short stories on interesting topics
- Prediction sheets (Anchor Charts)
- Videos on reading
- Skits/short plays
Assessment (1.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.
Skills of conceptual