Reading Comprehension

Curriculum details

Strand

Reading (Strand 3)

Sub-strand

Reading Comprehension (3.2)

Content standard

3.3.2.CS.3 - Demonstrate knowledge and understanding of modern poetry, using appropriate reference tools, with a broad active reading vocabulary. (B1, CEFR) 3.3.2.LO.1 Explain the content of nonfictional texts using clues that are embedded in them highlighting the purpose and the underpinning message. 3.3.2.LO.2 Identify clues that are embedded in the classical Arabic prose in order to make inferences regarding the ideas and the meanings of the texts. 3.3.2.LO.3 Explain clues that are embedded in the classical Arabic poetry in order to make inferences regarding the ideas and the meanings of the texts. 3.3.2.LO.4 Explain clues that are embedded in the Modern Arabic poetry in order to make inferences regarding the ideas and the meanings of the texts.

Indicator

3.3.2.LI.1 - Identify the theme(s) and the general idea of the poem and explain the general meaning of the text.

Suggested placement

Semester 2, Week 5 (Week 25 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. 315

Exemplars (from the NaCCA curriculum)

Project-Based, Research-Based Learning, Question-Answer Relationship Strategy, Think-Pair Share Activities:
- Through cooperative learning, learners are prepared to work together either as partners or in small groups on clearly defined instructions and tasks.
- The teacher supports learners to recognise the following poetry characteristics and conventions: meter, form, figurative/literary devices, sound patterns.
- Engaging emotionally with the poem.
- The teacher now asks learners in their groups to carry out comprehension exercises:
- Learners then make a brief presentation on a simple analysis of the following poems:
- عبد الله بن الفودي وقصيدته رسالة النصائح.
- عيسى ألبي أبوبكر وقصيدته آفة العصر.
- حافظ إبراهيم وقصيدته اللغة العربية، وتربية النساء
GESI-sensitive class management:
- Sitting arrangement with fair visibility for all learners.
- Appropriate audio levels for various hearing challenges.
- Group learning with equal participation and mentorship.
- Appropriate choice of words conscious of the feelings of others.
- Self-Control in managing emotions and social awareness.

Assessment (3.3.2.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 Modern Arabic Poetry.
- Projector.
- Flash cards.
- Audio-visual materials.
- Projector
- Flash cards