Reading Comprehension · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.2 - Use understanding of text at literal, inferential and critical levels to evaluate a variety of level-appropriate texts.

By the end of the lesson, learners can:

Define and distinguish between literal, inferential and critical/evaluative levels of comprehension, giving at least one example of a question for each level.
Classify given comprehension questions according to the level of understanding they test, providing a clear reason for each classification.
Generate their own literal, inferential and critical comprehension questions based on a given level-appropriate text.
Evaluate a text by answering questions at all three levels, using evidence from the text for literal answers and reasoned judgment for critical answers.
Critique peers’ comprehension questions constructively, identifying the level each question tests and suggesting improvements where needed.

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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.2 - Use understanding of text at literal, inferential and critical levels to evaluate a variety of level-appropriate texts.
Suggested placement: Semester 1, Week 12 (Week 12 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. 115

Exemplars (from the NaCCA curriculum)

Group Work/Collaborative Learning:
Learners classify a set of comprehension questions according to the level of understanding the questions are tested.
- Learners listen to a variety of texts (fiction and informational) read aloud to them.
- Learners work in mixed ability/mixed gender groups to sort the comprehension questions that follow each text according to the level of understanding the questions are testing. Example: a question is testing literal understanding because its answer is stated right there in the text.
- The difficulty level of text should be differentiated to enable struggling readers to participate in the exercise as well.
- Groups share their work with the class giving reasons for the classification of the questions.
- Group leadership roles should be assigned to both male and female members of the groups to enable learners challenge traditional gender roles as well as interrogate their own stereotype about gender.
Gallery Walk:
- Learners generate comprehension questions on a variety of level appropriate texts.
- Working in mixed ability/mixed gender groups, learners read a given text and generate questions that can test understanding of the text at literal, inferential and critical or evaluative levels.
- Groups paste their questions on the classroom walls for a gallery walk activity and peer feedback.
- Learners critique one another's work giving constructive feedback to help them appreciate the different competencies of individuals.
Talk for Learning (TFL): In pairs, learners search for information on easy and interesting ways to find information for answering literal, inferential (interpretive) and critical comprehension questions (e.g., answers to Literal questions are stated right in the text with almost all the words in question appearing in the answer. (i.e., Who invented the first bicycle? The first bicycle was invented by...)
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.