Suggested Level: Form 2
Age Range: 12-14
Duration of Unit: 6 class sessions
Unit Topic: Teaching Reading Comprehension
UNIT GOAL
The ultimate goal of this unit is for students to develop the knowledge, skills and experience they must possess if they are to become competent and enthusiastic readers. It is hoped that students will demonstrate the ability to think critically and become aware of the different strategies that can be utilized in order to comprehend different genres of writing. In addition a major goal is that they will utilize all skills and information taught and become more cognizant with 21st century digital literacy skills.
STUDENT ENGAGEMENT
There are many possible issues that the teacher may anticipate in attempting to engage students in reading comprehension. Reading comprehension is a complex process and some students may feel overwhelmed by the new material since they generally process information at a gradual rate. Many students may experience problems with decoding the information written in the text. Vocabulary is also a barrier which can hinder students’ ability to read and comprehend text. In addition to this, students may not be knowledgeable about the various strategies that can be used to assist with reading comprehension tasks. The teacher proposes to secure student engagement by choosing comprehension strategies that will explicitly aide in helping students to decode meaning from written text. Based on the series of lessons students will be taught how to identify the author’s purpose, activate prior knowledge, engage in inferring, supply meaning to new vocabulary within the context and utilize the problem and solution text structure in comprehending text.
Age Range: 12-14
Duration of Unit: 6 class sessions
Unit Topic: Teaching Reading Comprehension
UNIT GOAL
The ultimate goal of this unit is for students to develop the knowledge, skills and experience they must possess if they are to become competent and enthusiastic readers. It is hoped that students will demonstrate the ability to think critically and become aware of the different strategies that can be utilized in order to comprehend different genres of writing. In addition a major goal is that they will utilize all skills and information taught and become more cognizant with 21st century digital literacy skills.
STUDENT ENGAGEMENT
There are many possible issues that the teacher may anticipate in attempting to engage students in reading comprehension. Reading comprehension is a complex process and some students may feel overwhelmed by the new material since they generally process information at a gradual rate. Many students may experience problems with decoding the information written in the text. Vocabulary is also a barrier which can hinder students’ ability to read and comprehend text. In addition to this, students may not be knowledgeable about the various strategies that can be used to assist with reading comprehension tasks. The teacher proposes to secure student engagement by choosing comprehension strategies that will explicitly aide in helping students to decode meaning from written text. Based on the series of lessons students will be taught how to identify the author’s purpose, activate prior knowledge, engage in inferring, supply meaning to new vocabulary within the context and utilize the problem and solution text structure in comprehending text.
PEDAGOGICAL APPROACHES
The teacher will make relevant arrangements for teaching the main concepts and skills within the unit. Imagery, modelling, gestures and realia provide an example of what is expected of them and give them the opportunity to participate in the lesson while being aided. Group/pair work, games and error correction provide a student-centred opportunity to realise errors and improve upon them. Reading passage, deductive and inductive approaches build on their previous knowledge, helping to process the new information in their individual way. In addition there are provisions for lectures and discussions more so to facilitate discussion on the importance of having a strategy to combat reading comprehension challenges as well as the explanation of what proficient readers do to understand text. There are also opportunities for Gradual Release of Responsibility (Scaffolding, guided practice, peer work, independent practice) etc.
The teacher will make relevant arrangements for teaching the main concepts and skills within the unit. Imagery, modelling, gestures and realia provide an example of what is expected of them and give them the opportunity to participate in the lesson while being aided. Group/pair work, games and error correction provide a student-centred opportunity to realise errors and improve upon them. Reading passage, deductive and inductive approaches build on their previous knowledge, helping to process the new information in their individual way. In addition there are provisions for lectures and discussions more so to facilitate discussion on the importance of having a strategy to combat reading comprehension challenges as well as the explanation of what proficient readers do to understand text. There are also opportunities for Gradual Release of Responsibility (Scaffolding, guided practice, peer work, independent practice) etc.
ASSESSMENT PLAN
Summative Assessment At the end of each of the five lessons of the unit, students’ listening, reading and writing skills are evaluated. Students are given sufficient time in which to complete the assessment. Subsequent to this, students are examined orally and are given situations and conversational prompt to test their ability to express their understanding of the strategies employed in reading comprehension. The relevant learner evaluation that will be planned for monitoring student work and getting feedback would be in the form of:
Summative Assessment At the end of each of the five lessons of the unit, students’ listening, reading and writing skills are evaluated. Students are given sufficient time in which to complete the assessment. Subsequent to this, students are examined orally and are given situations and conversational prompt to test their ability to express their understanding of the strategies employed in reading comprehension. The relevant learner evaluation that will be planned for monitoring student work and getting feedback would be in the form of: