Reading Comprehension · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.4 - Read and analyse a variety of level-appropriate texts for enjoyment.

By the end of the lesson, learners can:

Select a level-appropriate text for individual reading, using the blurb and cover information as a guide for choice.
Read a self-selected text silently and share a brief summary of it with group members in their own words.
Work collaboratively in mixed-gender groups to critically select the most interesting story among those shared by group members, giving clear reasons for their choice.
Complete a reading report worksheet on a group-selected text, identifying the title, author, main characters, setting, plot summary and a personal response.
Participate in a gallery walk to present, view and critique reading reports, showing respect for diverse tastes and viewpoints.

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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.4 - Read and analyse a variety of level-appropriate texts for enjoyment.
Suggested placement: Semester 1, Week 14 (Week 14 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. 117

Exemplars (from the NaCCA curriculum)

Individual Learning:
- Learners select and read books individually for enjoyment. Encourage book choice to reflect particular topics/issues.
- Learners use the blurb of fiction texts as a guide for selecting books for individual reading.
Group Work/Collaborative Learning:
- In mixed gender groups, learners read their texts silently and then share what they have read with the group members.
- The group, after listening to all its members, work collaboratively and critically to select the most interesting story among the lot.
- The group reads the text again and fills in a reporting worksheet on the book.
Gallery Walk:
- Groups paste their reports on the classroom walls for a gallery walk to help learners embrace diversity as well as understand their capabilities in relation to others.
- Each group gives reasons for their choice of text.
- Learners critique the stories after the gallery walk and come out with what they deem the overall most interesting text and why.
- Create the opportunity for groups to exchange books to enable learners to read extensively for pleasure.
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.4). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.