Reading: Curriculum Guide Level 7

READING
Curriculum Guide
Level 7
ACKNOWLEDGEMENTS
The following persons reviewed the Grade 7 Reading Curriculum Guide:
Purity Li Subject Specialist

English Language and Reading (SSRP)
Barbara Morgan Subject Specialist

Evadne Williams Senior Subject Specialist

FOREWORD
It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even
more critical today when one considers the limited resources, both human and material, which are available.
The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculum
materials that have been designed to improve the quality, equity, and efficiency of secondary education. The
curriculum materials include Grades 7-9 curriculum guides and teacher’s guides for English Language, Mathematics,
Science, Social Studies, Reading, and Practical Activities Guide for Science. These materials have been tested in all
secondary-age schools nationwide, and are considered useful in providing teachers with a common curriculum
framework for planning, monitoring and evaluating the quality of teaching and learning. The curriculum materials
also provide a basis for continuous student assessment leading to the National Third Form Examination (NTFE).
The initial draft curriculum materials have been subjected to evaluation, by respective Heads of Departments,
from all ten Administrative Regions and Georgetown and they have been subsequently revised to reflect the views
expressed by teachers.
The revised curriculum materials are now published as National Curriculum documents to provide consistency and
support for teachers in the process of planning for effective delivery of the curriculum. All secondary teachers
must ensure that they make good use of these curriculum materials so that the quality of teaching and learning can
be improved in all schools.
Ed Caesar
Chief Education Officer
PREFACE
This Curriculum Guide for Grade 7 falls within the framework of making Reading accessible to all students
at Grade 7 and hence teachers of Grade 7 students should make a conscious effort to see how best they
could utilise the ideas to plan for instruction. This document can serve as a focal point for departmental
and regional subject committee meetings, where activities and strategies for both teaching and assessing
are deliberated on. Both students and teachers should deliver lessons in an environment in which there is
opportunity for active and creative participation. This guide has a direct focus on an integrated approach
to curriculum delivery, in which the teacher is not unduly restricted by the subject content. The student’s
total development as a person should be of foremost concern to the teacher. It is anticipated that school
managers, teachers, students will be very critical in their evaluation of this document as it relates to the
teaching and assessment strategies suggested, and indirectly to other issues contingent upon the goals of
education.
……………………………………………………
Mohandat Goolsaran
Head, Curriculum Development and Implementation Unit

August, 2003
INTRODUCTION
The Grade 7 Secondary School Reading Curriculum Guide is cross-curricular in nature and is written by Reading
specialists attached to the Secondary School Reform Project (SSRP).
The main purpose of the guide is to point the way forward for teachers to take a more informed approach to the
way Reading is taught and learned in the first year of secondary schooling. Even though the importance of reading
cannot be over emphasised here and now, it must be stressed that students need to be equipped and made
confident to read and study on their own and arrive at informed positions. The section that deals with improving
vocabulary stretches from pages 1 – 17, and the second section that is based on mastering comprehension skills is
found on pages 18 –32.
Teachers should plan to cover those parts of the curriculum that are most beneficial to their students as this
curriculum is not prescriptive. It can be supplemented with ideas from other sources. The activities chosen are
broad-based and should provide adequate opportunities for improvement in reading skills. The passages suggested
are not confined to prescribed texts across the curriculum only, for they include what is found in newspaper
columns, notices, greeting and seasonal cards, and such other texts, and can be obtained both daily and seasonally.
Students are called upon to recognise the texts by both form and function. The noteworthy aspect here is that
students are exposed to language in good use, and to the reality that each kind of text can be mastered through
combinations of reading, writing, listening, and speaking skills.
Writing Team
CURRICULUM GUIDE - LEVEL 7 READING
VOCABULARY - An Across The Curriculum Reading Approach
TOPIC OBJECTIVE CONTENT ACTIVITIES/MATERIALS/ EVALUATION INTEGRATION
SKILL KNOWLEDGE UNDERSTANDING ATTITUDE STRATEGIES
UNIT Mastering Unknown Some readers Find it Multi-sensory MATERIALS: Are the students SCIENCE/SOCIAL
STUDIES:
ONE word words can be need to trace rewarding techniques require Materials of student’s own able to copy-
Record words
Multi- recognition treated the new word that any new that each word in a choice; Teacher's choice of read stories and
and later
sensory through in sand or on word can be whole readable texts; Basal readers; other texts of
recognise each
techniques multi- paper, write it, learnt paragraph or Sentences for tracing and self-interest
of them in
sensory and then call through extended passage saying; Materials for then later read
recently updated
techniques the whole multi- (selected for its building a dictionary of them to
personal
word. sensory topical interest) newly learnt words. themselves and
dictionary.
techniques. must be treated specific
individually for ACTIVITIES: audiences? OTHER
reading success. Treating the passage word- CURRICULUM
by-word: ARERAS
Looking at the word - Tracing unknown Stretch ones-
on a card, feeling individual words on cards Can students self to read
and handling it, then from specific texts of identify all the slightly higher
writing and saying it interest; words in their material in any
can aid the reader. - Pronouncing each whole newly copied area across the
word without breaking it up; sentence, curriculum.
Multi-sensory - Turning the card down paragraph, or
techniques can also then writing the whole word other passage?
be used with new without looking back at the
and strange single tracing;
words. - Progressing in the above
manner throughout a whole
Building up a story, or account;
personal wordbook - Reading the passage in
of new words is parts or the whole of it at
good for vocabulary one sitting;
building for some - Writing up a personal
readers. wordbook of challenging
words from such exercises
1
UNIT Master- There are Automatic Finding a Words that are recognised MATERIALS: Folder of cards or foolscap; Can Visual Art:
TWO ing divers word- real on sight and associated Charts:- weather, nutrition, colour, students: Write own
Automa- automatic skills that recognition purpose with known topics and woodwork, science. Cards with word name and
tic sight word help skills to interests across the choices; Sentences to be completed; Flash 1. Choose specific
vocabu- recogni- build up release improve curriculum. E.g. Height, cards; Pictures, objects with word cards the correct words as a
lary tion skills a large attention sight weight, time, hour, and instructions (to be read by teacher and word card border
sight for vocabu- matter, and age. peers and individuals); Short pieces of for a given design.
vocabu- compre- lary reading material; Exercises containing picture or
lary. hension Persons’ names: Anne, sentences or paragraphs with or without object, then Design a
calcula- Ian; given word choices. read it? book cover or
tions, a school sign
fluency, Finding Signs and notices in the ACTIVITIES: 2. Read a of interest
and the surest environment: cul-de-sac, Making patterns with whole names, and passage using
enjoyment, tools to restaurant, actuary, those of other objects; from a self- recently met
among improve mortuary, public Reading off names; Displaying efforts; chosen words.
other reading convenience, traffic, Making classroom and school signs; storybook
benefits. to travel-direction, safety Writing up wordbook, recipes, shop lists, or class
interact belt, and information. and notices for mechanic classes; reader and
with the Solving sight vocabulary games in pair get the
rest of Sight-vocabulary games: work; Identifying words through sight expected
the matched to sound and meaning; applause;
world. a) Hear a word Immediately recalling words flashed
pronounced, and its before individuals or groups; 3. Complete
meaning given, then pick Writing up word-cards; Matching pictures sentences
out the word from among or objects and words for rhyming or by filling in
similar-looking others. meaning; blanks.
Reading whole words; Listening to whole
b) Letter scramble or words read;
word search games based Reading short units of texts; Listening to
on known vocabularies. teacher and peers read; Reading
individually;
Reading longer passages and filling in
words from among a given sets; Listening
to others read
2
Aural Recog- Unknown A word is Finding 1. A public form can be MATERIALS: Games: letter scramble, Can students ANY CHOSEN
CURRICULUM
and nising words shape, reading filled with or without given word search; Personal data forms and complete the AREAS
visual words can be re- sound, a word choices, if someone others; Separate lists of new and whole following? Bingo: Circle
presenta- through cognised and reward- reads it and another words from different word groups, roots, 1. Personal or otherwise
tions aural through meaning ing self- supplies the required and texts across the curriculum; Exercises data forms. identify a
and hearing specific. lifting information. with phonetically irregular words 2. Missing regular or
visual and exercise. 2. Recognising word underlined; Exercises with simple words in irregular
presen- seeing forms, sounds, and their instructions on cards and audiotapes and simple and word when it
tations them. meaning, and constantly recorder; Specifically chosen passages meaningful is heard.
applying them in given with new words by teacher and student; sentences,
contexts in basal readers Students' free range of self-chosen texts; paragraphs, Read or listen
and subject-based texts. Audiotapes and recorder; Cards to record and poems. and do
3. Cards containing window words for speaking, reading and 3. Word something to
phonetically irregular story writing and telling; Audio-cassettes search puzzles show word
words are useful, e.g. does, and recorder; Cards to record a modest on shopping, recognition.
any, once. collection of technical terms; party, and
4. Instructions to be obeyed Computer programmes that teach other Write a
on sentence cards and the technical terms in suitable contexts and vocabularies number of
same recorded on level. simple
audiotape. E.g. Write the ACTIVITIES: Filling in personal data Can students instructions
word ‘does.’ form and other form by supplying correct read a passage on cards and
5. Passages with new information; Meeting whole words that from a self- read them.
words to be study read, are aurally and visually clear; chosen
which are chosen by Instantly producing the correct sounds of storybook, Produce a list
teacher/students. phonically irregular words in given class reader, of new words
6. Instructions to play contexts; Instantly producing the correct or other text? taken from
shopping and party games response to simple instructions either given
to build upon words in heard or read; passages and
special vocabulary. Reading orally, silently and extensively; additional
Getting familiar with word meaning; reading. Cite
Getting familiar with word shape, their
configuration, sound, and usage; contexts.
Improving reading speed;
3
TOPIC OBJECTIVE CONTENT ACTIVITIES//MATERIALS/ EVALUATION INTEGRATION
Aural and Recognis- Unknown A word is Finding CONTENT (Continued): ACTIVITIES (Continued): Can students ANY AREA
ACROSS THE
visual ing words words can shape, reading Rhyme words on lists to be read Strengthening personal working do the CURRICULUM
presenta- through be re- sound, and a aloud and become familiar with vocabulary and word following?
tions aural and cognised meaning reward- before their actual use in recognition and memory ability Scramble
(Cont’d) visual through specific. ing self- contexts such as those found in by: 1. Complete known long
presenta- hearing (Cont’d) lifting limericks. Completing sentences from sentences words from
tions and seeing exercise. E.g. Pleasure, leisure; seize, given lists of homophones for from a list of across the
(Cont’d) them. (Cont’d) leave; sieve, deceive. each subject area; Looking for words with curriculum to
(Cont’d) differences in word structure; similar make many
Pronouncing words aloud; sounds from small ones
Solving exercises on internal different that readily
Extension exercises: structures of words; Looking at roots. E.g. come to mind
Create word groups as windows differences and similarities in The
or mind frames. Use them in a words; Immediately producing a homophones List well-
story. Tell the story. Write it for number of small words from – tied; tide; known long
tape recording. Read it while letters in long words; rout, root; words from
class is listening to the Using mind frames for specific baring, across the
recording. exercises; e.g. Sentence and barring. curriculum
paragraph written and recorded and tell a
Draw a toolbox or any other on personalities in areas across 2. friend how
special box. Insert technical the curriculum; Successfully you met each
terms on cards and fit these into use lists of of them. E.g.
the box. E.g. Alloy, corrosion. Filling technical word group rhyme words Environment,
Tell of each term. Draw or use cards, e.g. Protons, nucleus, offered by recreation,
pictures and label these as far as neutron; Reading exercises subject neighbour-
possible. included through game teachers hood,
instructions; across the biography.
curriculum
for limericks
and other
short poems;
4
STRATEGIES
SKILL KNOWLEDGE UNDERSTANDING ATTITUDE
UNIT Recognis- Unknown A word is Finding Extension exercises Computer games for Can students Please see page 4.
THREE ing words words can shape, reading a (Continued): reinforcement: work with
through be re- sound, and rewarding Compiling a number of sentences to
Aural aural and cognised meaning self-lifting List or circle words with a meaningful technical terms complete word
and visual through specific. exercise. specific pattern, especially on cards (words or phrases) to context kits
visual presenta- hearing (Cont’d) (Cont’d) from limericks. eg. Here, improve memory based on word
presenta tions and seeing mere; foreign, sovereign; patterns on
-tions (Cont’d) them. clean, lean; internal, Improving quickness of word pattern
(Cont’d) (Cont’d) external, festival; know, vocabulary through working cards?
known, knowing, on word group games. Example: Her
knowingly, unknown; Getting closer to limericks, – hermit. Qu –
divide, division, divisor; haiku, and other humorous quick.
equilateral, quadrilateral; forms of poetry that young
oxide, dioxide, monoxide. students are willing to work
with.
Give the other words in
this word family. The first Using word-building skills to
one is done for you. improve reading, writing, and
Word: THINK: Think - understanding;
verb Listing family words;
Thought – noun Identifying word family
Thoughtful – adjective members. E.g. Patient,
Thoughtfully– adverb. patience, patiently;
Questions: Is the word a suspicious, suspicion,
thing? suspiciously; signify,
Is the word describing a significant, significantly.
thing? Improving vocabulary
What word does it have through a conscious effort to
something to do with? recognise and use family
Is the word doing members in as many word
something? families as possible.
5
STRATEGIES
UNIT Building Words can Prefixes, Gaining Exercises based on groups of MATERIALS: Dictionaries, Can students SCIENCE:
FOUR words be built by suffixes, and confidence specific prefixes from grammar books, and books make verbs, Analyse
through linking roots can in passages across the about language and usage. nouns, words for
Word prefix – root, prefix unlock the expanding curriculum. General lists of roots, prefixes, adjectives their roots,
building root – and suffix. meaning of vocabulary and suffixes in their original and adverbs prefixes and
suffix. unfamiliar of abstract Exercises to help students contexts contributed to by all given certain suffixes.
words thought supply a required word list, subject areas for Level Seven. prefixes,
growing out and given the roots. E.g. Prefixes for direction, such suffixes,
of subject technical E.g. Roots: mit; miss, to mean as and/or roots?
needs. explana- SEND, e.g. Words: remit, Above, Over, Beyond, Outside
tion. remiss, mission. Extra-; Ultra-;
Trans-
The Exercises to help students use Diminutive that make smaller.
willingness the correct suffixes to E.g. Suffixes:
to see complete given sentences. -cle, -cule, -le
prefix, Good
root, suffix Exercises to help students -ette ;-kin; -less
as memory complete given meanings Feminine -ette
prompters using descriptive guides. E.g. -euse
to unlock Make nouns verbs, or
the adjectives using given suffixes ACTIVITIES:
meanings and a word meaning. 1. Making words using prefixes
of a good A prefix is a letter or a group denoting time and age. E.g., neo
many of letters that is placed at the – new; ante- before; post-
words beginning of a word. after; re- again.
across the A suffix is a letter or a group 2. Using word roots and their
curriculum of letters that is placed at the meanings to find words:
ending of a root word. Root – flu, flux meaning - flow
A root is a word form (It can
be a word in its own right) to
which a prefix or a suffix can
be added
6
KNOWLEDGE UNDERSTANDING
STRATEGIES
SKILL ATTITUDE
UNIT Building Words Prefixes, Gaining Please see page 6. 3. Making verbs using Please see page 6. Please see page 6.
FOUR words can be suffixes, and confidence suffixes: E.g.
through built by roots can in -ate ameliorate; - esce
Word prefix – linking unlock the expanding effervesce; en
building root – root, meaning of vocabulary 4. Making nouns: e.g.
(Cont’d) suffix. prefix and unfamiliar of abstract -ion reduction; -ism
(Cont’d) suffix. words thought communism; -ment
(Cont’d) growing out and escarpment
of subject technical 5. Making adjectives: eg.
needs. explana- -al (-cal) inimical
(Cont’d) tion. -ish childish
-ine bovine
The 6. Combining forms:
willingness -cide kill, killer:
to see Homicide, suicide, regicide
prefix, 7. Looking up words in a
root, suffix dictionary.
as memory 8. Guessing word meaning,
prompters 9. Examining word parts.
to unlock 10. Confirming word
the meaning.
meanings
of a good
many
words
across the
curriculum
7
STRATEGIES
UNIT Creating Two or New words The Exercises: MATERIALS: Can students do SOCIAL
FOUR new more with specific confidence 1. Can you recognise the Compound-word card the following? STUDIES:
compounds distinct meanings that comes two words or elements games made up from
Word through words or result from with that have been fused whole school effort; 1. Coin a word Make compound
building words that elements bringing knowing together to make these Sentences to be for enjoyment words using a
(Cont’d) come can be together about compound words? E.g. completed with especially in pack with given
together fused or separate compound Protoplasm, impulse; compound words; poetry. word forms.
with other joined by a words and words, sometimes, upstairs, Paragraphs selected for
words or hyphen, or word parts. using, and bluebird, housetop. the purpose; 2. Show one way List personally
special let remain making that a word can coined
parts of as distinct them up to 2. Make up compound ACTIVITIES: be to analysed for compound
words. words but express according to directions. its elements. words made up
read as one exact Erg. Make a compound Building compound of any form of
meaning. word with the first part words according to given compounding
and adjective and the descriptions: after a week of
other part a noun. home
Building compound assignments on
3. List compound words words to express exact the use of
that are two separate meaning. E.g. compounds.
words.
Having fun with
4. Complete and compound words
construct sentences and
paragraphs with Joining word parts to
relevance across the form new words that fit
curriculum. into specific contexts.
5. Create original and

humorous compounds
arising from texts read.
8
STRATEGIES
UNIT Mastering A word has A word The Word shape and MATERIALS: Teacher-made Can students do SOCIAL
FIVE a word a definite shape and willingness to configuration: word games; suitable the following? STUDIES:
through visual configura- associate word Read the sentence exercises constructed for Decipher a hand
Word its shape pattern. tion is a shape, below and answer the improving quick word 1. Immediately written note
analysis and symbol for a configuration, question after it. Eg recognition; recognise words caught in the
configura- specific pronunciation The fizh gasped for Texts with typographical in passages with rain.
tion meaning. and meaning breath as it landed on errors; specific
There are in context. the shore. Texts defaced by age, bad combinations Write out a
words of Letters Question: handling; sentence or
the same regularly Finding the What can the second Lists of word pairs e.g. Pen, Produce lists of paragraph that
shape but occur in joy in word word be? pin; real words and contains letter
of different certain analysis for Misspelled words non-words that combinations
configura- combina- word attack, The differences in they have come just learnt.
tion. tions and and spelling. word shape: Pronounce ACTIVITIES: into contact. E.g.
positions in word pairs: both – Playing simple word games; cird – bird Improve the
words. moth; pint – mint; Deciphering words with bosket – basket recognition of
steak – meek; though – typographical errors; real words
There are Even though Willingness to thought; dairy, diary; Reading defaced texts; Produce a list of through games
real words in contexts distinguish angel, angle. Examining word pairs and word and passages
and there some words real words describing the differences combinations containing non-
are non- look like from non- Non-words in context and similarities in shape, that includes qu. words. Record
words. others in words Read the given passage configuration, the real word
shape and and identify the non- pronunciation, and meaning equivalents in a
configura- words. Do the non- through speech and writing; notebook.
tion at first words alter meaning? Examining difficult
glance, they combinations in words, and
can be non- Word shape alone is noting them; Noting that
words. just occasionally word shape and
sufficient to identify a configuration taken in
word. context help direct word
pronunciation and
understanding
9
STRATEGIES
UNIT Recognis- The majority The phonic Willingness In the absence of a human MATERIALS: Teacher- Can students SOCIAL
SIX ing the of words in system to enjoy guide, the dictionary and made reading cards with new apply phonics STUDIES:
word English are reduces the immediate other resources can be used words, phonic exercises to aid reading
Phonics through phonetically number of recognition to identify word including games that stress new and Demonstrate
its phonic regular. words that has of sound pronunciation, with long medial, and/or final sounds challenging the application
patterns. to be learnt. patterns in and short vowel sounds, especially. . E.g. The soft passages from of phonic
new words consonant blends and ‘c’: centemetre, across the analysis to
digraphs concentrated; Phonic cards curriculum? decode new
The Certain letter and special word sheets; given words.
dictionary combinations Words must be correctly Dictionaries and other such
helps with within a word pronounced specifically information texts. Place the
new and give a clue to upon the first count when appropriate
strange the reading a passage. ACTIVITIES: diacritical
phonic pronunciation Solving phonic games. mark on a list
patterns of the word. A given passage for Sounding out new words of words from
scanning and then circling with new phonic patterns a lesson just
the words with new phonic within context. completed.
inputs. Patterns to be Listening to word pairs
examined and then pronounced to decide Read a given
pronounced. whether they are the same or passage and
different. pick out
Pronouncing words as words with
directed in the dictionary; similar initial
Writing words with diacritics sounds, then
with dictionary guidance; medial
sounds, and
Recognising that the ‘g’ at then final
the end of a word has a hard sounds.
sound; Recognising the 'rh' Describe the
words: rheumatism and the sounds
'sh' sound in ratio in identified.
mathematics.
10
STRATEGIES
UNIT Detecting Some big One way to Gaining Complete this riddle: MATERIALS: Can students LITERATURE:
SEVEN small words words contain enable correct confidence I know her. Her Riddles; games made up complete riddles Recall a set
within big whole small pronunciation in dealing name is primarily by teachers and and games by number of
Small words. words intact of some big with many HERminstein. students supplying smaller words
words with their words is to heed categories words intact with containing
within original the shape and of new Can you see be? their original intact smaller
big sounds. sound of some words. Look at BEatrice. sounds that fit words as
words of their intact ACTIVITIES: within larger responses to
smaller and - Completing riddles with ones? games.
embedded Some short words small words that fit into
words. retain their shape larger words
and sound embedded
within larger words.
- Circling small words
within bigger words.
E.g. Cat-o-nine- tail;
Catchup
11
STRATEGIES
UNIT Mastering Each area of Technical The Something to do MATERIALS: Can students SCIENCE:
EIGHT the learning terms are word willingness to Explain the usage of Cards with lists of words. prepare a
recognition more or less tools that carry come to some words within a E.g. Taper, shank, glossary of Show that the
Technical of technical has specific special terms with named subject area. enfranchise. technical terms meaning and
terms in terms in technical meaning the fact that Write them out so in a given usage, of a
subject subject terms within given there are that a very new ACTIVITIES: subject area and word are
areas areas particular to subject areas. usages in student could - Reading passages where then use them to understood in
it. technical understand. technical words are met; show the context of
terms in most Use them in a - Practicing to use distinctions in the new
subject areas paragraph. specific terms by way of meanings? subject area.
that must be extensive reading and Show and
mastered continuous meeting of compare its
them in print and oral other meaning
sessions; in one other
- Observing word usage subject area.
in various contexts.
- Comparing word usage
across subject areas
12
STRATEGIES
UNIT Recognising A choice A synonym is Willingly Pairs of words related in MATERIALS: Sentences Can students HOME
NINE new words list of a word that overcoming ideas but dissimilar in with choices of words differentiate ECONOMICS:
through antonyms, exercises the the challenge shades of meaning. that differ in shades of between pairs Writing
Synonyms, synonyms, synonyms, same ideas of look-alike meaning (The correct one of antonyms, sentences or
antonyms, antonyms, and and usage as and sound- Pairs of words related in is to be circled); Lists of synonyms, passages
and and homonyms another word alike words shades of meaning common synonyms, and/or from a
homonyms homonyms. in the but differs in reading. Questions: antonyms, and homonyms? curriculum
working from it in - From the alternatives homonyms supplied by area to
vocabulary some shade given, choose the subject teachers across demonstrate
enables of meaning. antonyms in (brackets) the areas; Sentences and recognition
quick to the underlined word. phrases to illustrate usage of contextual
compre- An antonym - When the boy grew up supplied by subject usage of
hension. is a word that he severed his teachers; synonyms,
expresses connections with his ACTIVITIES: - Looking antonyms,
dissimilar foster parents. (enjoyed, up pairs of words and and/or
ideas to retained, broke, deciding whether they are homonyms.
another word. abandoned) similar or different in a
shade of meaning;
Some words Exercises with words to - Reading passages aloud;
are of the be underlined. - Underlining antonym
same sound Witty sayings and short pairs; - Looking up
but carry a passages from literature. meanings in a dictionary;
difference in - Reading finished pieces;
meaning and - Reading pieces by
configuration distinguished authors;
- Distinguishing between
words of similar sounds.
E.g. Bore bear; rein,
reign; fair, fare; role, roll;
site, sight.
13
STRATEGIES
UNIT Using the The Diction- The A dictionary can be MATERIAL: A good Can students SCIENCE:
TEN dictionary dictionary aries are willingness checked to find word dictionary; Crossword puzzles complete teacher-
for its is a reference to use meaning, pronunciation, and other teacher-made made games and Explain how
The use of various necessity books that dictionary and syllabication of games; puzzles on a to solve a
the purposes for strengthen skills to given words. selection of letter scramble
dictionary in reading. vocabu- reading improve ACTIVITIES: Completing polysyllabic game based
lary and study vocabulary A dictionary can also be crossword puzzles and other words? on Science.
building in areas building. checked to verify a word word puzzles; Following
and across the to fit a given context. dictionary guidance in areas Can students Complete
improve- curriculu Find out things such as: such as word pronunciation. complete a quick sentences with
ment. m. abbreviations, accent E.g. Word stress in word game in a round to facts about
marks, words in families; Looking up a assess Science by
alphabetical order, dictionary for its guidance in pronunciation of adding an
definitions, and spelling. diacritic keys at the bottom of words in word appropriate
each page; Inserting or families? prefix- or -
Word Game: How many underlining syllables in words suffix, or
small words can you within context, and in word prefix and
formulate from the word lists (word frames); Finding suffix to
information? out strength of personal indicated
working vocabulary and words.
Define given terms by improving same; Looking up a
use of a dictionary or dictionary for its guidance in
encyclopedia. word usage; Looking up a
dictionary for its guidance in
Use the dictionary to phonics;
classify given words Looking up a dictionary for its
according to their long guidance in prefixes, suffixes,
or short vowel sounds. and root words; Looking up a
E.g. Loom, lot. dictionary for its guidance in
Find prefix, suffix, and antonyms, synonyms, and
root meaning, and homonyms.
suitable words per
specification.
14
STRATEGIES
UNIT Recognis- The meaning A cue is The Match words and their MATERIAL: Passages; Can students SOCIAL
ELEVEN ing words of a word any bit of willingness picture to tell a story by Stories; Poems; Reading suggest STUDIES:
through can be informa- to search using a self-made album. sheets; Intrinsically words Circle the
Picture picture cues guessed tion that deep into Use picture cues to find interesting texts to enable matched to correct words
cues and and word from its helps to the context words. contextual assessment, pictures for to complete
word contexts. context. give of a word to chosen by teacher; Teacher rhyming or given
contexts meaning to find word Look at the word by and student made sentences; meaning? puzzles, and
a word meaning studying its context to Sentences taken from texts sentences.
A word in uncertain to and guess the meaning of new across the curriculum;
context very the reader. function words. Pictures of interest; Picture Show
often is E.g. ‘divert’ in the given labels; Dictionary; Sentences mastery in
actually Generally, sentence, then tell the with semantic cues reading a
defined for context meaning. ACTIVITIES: Solving passage
the reader clues aid The farmers dug ditches to games; Matching or filling in where
directly or weak word divert the water flow from words in contexts; Using context
indirectly. recognition the village to the streams of picture and sentence cues for determines
skills. the dry rice fields. word meaning and function; word
Some words He … the topic discussion Guessing the meaning of a pronunciation
cannot be which he liked. (hogged, word. Studying words in
pronounced hugged) contexts; Consulting the
with dictionary; Fitting words into
accuracy at Try to read a passage aloud specific contexts; Reading
all until their before discussing its aloud; Double-checking with
meanings content. context before pronouncing
have been E.g. There were neat and word; Guessing the
recognized silent arrangements of pronunciation of words;
in context. column upon column of Guessing word meaning then
eager columns. Rows in the confirming word
beer tents were quickly pronunciation; Context clues
suppressed by militia. The can be syntactic (word
loud arguments were about function); Context clues can
short measures. be semantic. (Word meaning)
15
STRATEGIES
UNIT Mastering Reading The Being Reading projects, MATERIALS: Materials from across Can students ALLIED ARTS
TWELVE
study and application of willing to and assignments for the curriculum agreed upon by read a sign in
skills learning appropriate meet the mastery of study teachers of subject areas; An agreed a place such Read a story
Study for children of
Skills across the reading styles reading skills. upon resource list; Computers and as a shop
curriculum underlies and study reference books window from your own age
always has progress in all demands Types of reading a passing bus group to
space for areas of the of each that help study are: ACTIVITIES: Scanning; Skimming; or car? enjoy.
improve- curriculum. subject Some skills that Study Reading; Word-by-word
men. area. help study are: Reading; Reading for Pleasure; Read an
Word-by-word Improving reading rate and purpose; Can students announcement
reading, skimming, Reading to an audience; Interpreting read a poem of a meeting
scanning, light pictures, maps, tables, charts, and with to members of
reading, study diagrams; Note making; Accessing appropriate meeting
reading, appropriate information from libraries and meaning and
reading pace, computer; Re-organising ideas; interpretation?
questioning, and Looking up a range of different kinds
discussing. of resources available in community
library; Getting to know the kinds of
available books per subject area in
school and public libraries
UNIT Recognis- Some Updating The habit Exercises on MATERIAL: Specific passages Can students ALLIED ARTS:
THIR- ing words are knowledge of of being phonetically containing phonetically irregular pronounce Design a
TEEN phonetic- phonetically non- inquisitive irregular words in words across the curriculum. Lists of irregular costume with
ally irregular. phonetically about context. passages with agreed-upon words irregular
Phone- irregular based words irregular Eg. Any, does, phonetically irregular word in context correctly? words as its
tically words that aids faster words as once, notice. theme.
irregular cannot be reading. the ACTIVITIES: Story reading and
words sounded normal telling; Writing notices and warnings
out or support to where once and notice are used often.
decoded reading.
without
aid.
16
STRATEGIES
UNIT Mastering Unusual Some words Willingness Exercises where MATERIALS: Word cards, Can students SOCIAL
FOUR- slightly words in a are not part to use glossaries play an glossaries agreed upon by debate topics of STUDIES:
TEEN unusual topic area of ordinary unusual integral part. schoolteachers; Dictionary; interest to lower Debates, panel
words form part of vocabulary of vocabulary in Eg. Development, specific texts secondary discussions,
Unusual necessary to vocabulary domestic and a subject area growth, examine, recommended by whole students? formal talks.
words a topic and in the tool personal talk, correctly at establish, relations. school.
used in a not kit used but are the Can students
topic area commonly across the needed for appropriate Debates ACTIVITIES: Reading talk about
in students’ curriculum. debate and times. extensively in subject specific terms
usual exchange of Exchange of ideas. areas. necessary to
vocabulary ideas. Reading specific texts building
recommended by whole vocabulary for
school. public speaking
Speaking in public forums in general?
Speaking formally.
UNIT Mastering Some It takes some The A common word is MATERIALS: Words in Can students SOCIAL
FIFTEEN the use of common common willingness to one that is well areas across the use certain STUDIES:
some words are words to explore the known but it may curriculum. Eg. Energy - common words Use the special
Use of common used in make a special senses have many special Science; balance - in specific word ‘balance’
some words specialised difference in in which ways to be used for Nutrition. situations with a in many
common senses. a certain common the exchange of degree of situations with a
words circumstance. words are ideas comfort? degree of
used ACTIVITIES: Continuous comfort.
Exercises to show reading of passages where
that the sense of a common words are used in
common word can special senses.
change from E.g. Speeches, proposals.
subject to subject
17
CURRICULUM GUIDE - GRADE 7 READING
COMPREHENSION An Across The Curriculum Reading Approach.
TOPIC OBJECTIVES CONTENT ACTIVITIES/MATERIALS/ EVALUATION INTEGRATION
UNIT Recognis- The opening The Read the opening paragraphs of
Becoming MATERIALS: Suitable Can students SCIENCE:
ONE ing the paragraphs organisation suggested texts, and opening
aware that and simple passages and examine a Examine a
technique of most of a whole sentences of paragraphs, and
informa- single paragraphs paragraph or paragraph or
Main used by the articles and text or decide which category each
tion in a selected by subject passage to passage to
idea and writer in stories are paragraph is falls in.
paragraph teachers; Single sentences find out: find out the
support- different composed in directed by Example: Summary of the
or article is on specific topic areas; a) Which technique
ing text types a number of the main points; Question to hold
heralded Selected stories. sentence is used by the
details ways. technique and the reader’s attention; Students’ own wrote out of order; writer.
used in its Starting with an anecdote,
organised efforts. b) Which Explain it to
Likewise, opening Read the following paragraph
in different Teacher-made and sentence does someone.
the opening paragraph or ways. and in each of them underline student-made not belong;
sentences in sentence. the sentence that does not questionnaires. c) What is the
paragraphs belong. Students’ efforts. implied topic;
are of State whether the sentences and/or
different follow each other naturally and ACTIVITIES: Finding d) Which is
types. logically. out whether all sentences the topic
Pick out the topic sentence of a relate to the topic of the sentence?
paragraph or state the topic of a passage or paragraph. e) What is the
Find passage. Finding out whether all structure of
Understand All satisfaction What words are used to sentences follow each the passage?
-ing There is sentences in in introduce, e.g. An example or other logically and
relations structure and a text are identifying illustration? naturally.
between coherence in related to a relations - How is each detail related to Answering questions on
parts of a a passage or topic and between the topic? how ideas are introduced.
text when a paragraph. should parts of a - How is each supporting detail Preparing for a folder
looking at follow each text. related to the topic? presentation: selecting
main ideas other - What is the structure of a supporting pictures;
and naturally and named paragraph? Tapping additional
supporting logically. - 1st. Sentence = sources of information.
details. - Rest of the para. =
18
TOPICE OBJECTIVE CONTENT ACTIVITIES/MATERIALS/ EVALUATION INTEGRATION
SKILL KNOWLEDGE UNDERDSTANDING ATTITUDE STRATEGIES
UNIT Recognis- Details or Expansions of Being able Indicators are words or MATERIALS: Can students SCIENCE:
ONE ing expansions topic sentences to manage phrases that signal the work Suitable, and simple match listed Examine a
(Cont’d) indicators of topics are are recognised comprehen- or function of a sentence. passages/paragraphs paragraphs passage for
in a piece introduced by indicators sion easier selected by subject against listed indicators,
Main of writing by specific that announce through the Read a passage then answer teachers; Passages from ideas? which label
idea and while announcer their functions. ready the questions. Example:. class basal readers; Other and announce
support- looking at words or recognition Below you will find the texts, and extracts from a functions of
ing main phrases. of topic of each paragraph of a variety of commonly used sentences.
details ideas and indicators, text. Write these answers. Level 7 books.
(contd.) supporting which label - What expansions appear in
details. and the rest of the paragraph? ACTIVITIES: Match a
announce - How are the expansions Recognising the given
functions of related to the topic indicators that announce paragraph to
sentences sentence? the function of a given topic.
- Match the paragraphs and expressions that expand
Find the topic ideas or headlines. the topic sentence;
satisfaction
in Reading a selection whose Relating supporting
Recognis- Writing is identifying paragraphs contain a clearly details to topic sentence;
ing made up of supporting stated topic sentence and Matching paragraphs to After reading
supporting details that details at easily discernable headlines. a paragraph
details in support main different supporting details. or passage
text types. ideas. points of a Questions: Listening to reading for independent-
text are a) What is the paragraph understanding passage; ly, give its
related or about? Retelling story or expansions,
organized. b) How many points are information gathered, detail by
used to develop the topic? detail by detail; detail.
c) What does each point
say? Asking self-coined
questions and responding
to peer questions based
on particular passages
19
UNIT Finding All text Most Finding The main idea is what a MATERIALS: Teacher-made Can SOCIAL
ONE main ideas types are paragraphs satisfaction piece of writing is all about?
question boxes to elicit students STUDIES:
in text written have the getting to general statements; Teacher- write a Choose an
types. around a main idea the root or Different points of a text are and-class-prepared pictures paragraph appropriate
Main main idea. expressed main idea related or organised. with legends; Extracts from a about a statement that is
idea and in a topic of a matter. variety of commonly used person they the main idea of
support- sentence Read a given passage books at level 7; Class-based like? a passage that
ing others have without a stated topic readers; Other relevant does not carry a
details it not sentence, and then answer a materials and commonly used Can topic sentence.
(contd.) actually question about the main books; Questions to elicit students
stated. idea. Example: The main topic sentence and pinpoint include a
idea of this passage is that indicators picture that
Distinguish The main accompanied by three to five STRATEGIES: Reading gives a
-ing main informa- Details are See reason alternative choices. orally and silently; Study general
ideas from tion in text the finer to ask reading; Listening impression,
supporting types, points or questions to Read given statements and purposefully to others as they and a series
details. which is stages of verify answer specific questions. read to get to the main idea; of others to
sometimes writing. details main Example: Look at the Discussing the text and support or
not matters of following statements and recording notes; Questioning expand of
actually interest. classify them according to and answering sessions; the specific
stated, is their degree of generality. Putting together notes; impression?
supported Most General 1. writing legends for pictures;
by details. 2. Reading a passage and
3. finding the main idea through
Most specific 4. choices given; Distinguishing
Example: Look at the between generalisations and
following statements. specific statements to help
Decide first which are find the main idea of a
generalisations and second passage more quickly.
which ones are specific Sorting out general from
statements. Then match the specific statements. Matching
generalisations and the general with their specific
examples. statements.
20
TOPIC OBJECTIVES CONTENT ACTIVITIES/MATERIALS/ MATERIALS EVALUATION
SKILL KNOWLEDGE UNDERDSTANDING
ATTITUDE STRATEGIES
UNIT Selective Chronolo- Referring Becoming Chronological sequence is MATERIALS: Passages Can students SOCIAL
TWO extraction gical back to the aware that ordered in the sequence of that demonstrate order, study a given STUDIES:
of sequence is text to any time. indicators of time, and recipe whose Read a text
Chrono- relevant identifiable check in chronological order indicators; Frames or instructions are then provide
logical points in a text. what order point or Read the given passage comic strips suitable to not in the right points asked
sequence. from the events took detail in a then complete the Level 7; Recipes marked order, even for.
text place is one document can sentences with one of the for Level 7. though the list
way of be identified given words: before, after, STRATEGIES: Referring of ingredients
drawing and when, since, while, during, to texts to check in what is untampered,
attention to extracted. as soon as, etc. order events took place; and then
the Example: Michael left Choosing the correct Re-order the
chronologic school … getting his A prepositional words and instructions?
al levels. phrases to denote time and
organisation … his year in Canada, order; Reading over the
of a Michael thought that text with better
Finding Its time passage. getting a job was no understanding of
out adverbs, Becoming problem. chronological order.
relations terms of Reordering aware that no
between reference, different part of a text Study a set of frames Rebuilding a set of frames
parts of a and parts of a stands alone; (strips of comic) then put whose different parts are
text. chronolo- passage is each part is in them in the right order. given out of order. Reading
gical another way relation to it to the class. Pointing out
presentation of paying others. to the class the time
of events attention to adverbs, the references and
that make text order of events which make
coherence chronolo- the frames coherent
in a text. gical
organisation Rebuilding a set of frames
. whose speech balloons
have been cut out and both
text and picture are
presented out of order.
21
UNIT Understand A text is Reordering Becoming Order is the preference in MATERIALS: Novels and Can students SCIENCE:
TWO -ing made different aware that which an author relates his pairs of very short stories reorder Reorder
relations coherent by parts of a no part of a tale. unknown to students; Stories paragraphs on disorderly
between its time passage is text stands written by students the opening statements in
Chrono- parts of a adverbs, another way alone; each An exercise: Here are two themselves; Other authentic page of a novel a passage on
logical text terms of of paying part is in very short stories, but the material (especially class or short story an
sequence (Cont’d.) reference, attention to relation to sentences of each story are efforts, and carefully chosen by a named experiment.
(cont’d.) and chronolo- others. out of order and the two passages); Sentence cards to and known
chronological stories are mixed. Can you efficiently explore many author?
gical organisation separate the sentences of possible sequences; Comics, Put together
presentation of a story one from the dictionaries, recipes, cartoons two separate
of events. passage. sentences of story two, and Can students stories that
then reorder the sentences STRATEGIES: Reordering reorder were mixed
so as to have two more than one paragraph. paragraphs on for purpose
meaningful stories? Pointing out reasons for the the opening of an exercise
Set out your answer like groupings; Writing out the page of a novel of separating.
this: opening sentences; Reading or short story
The sentences in Story 1 them to the class. in which each
Becoming are.….. paragraph has
There is A suitable aware that Story 1 is ….. Reordering sentences in had its various
sequence in sequence is an stories; Writing the stories out. sentences
a well- a preferred understand- The sentences in Story 2 Reading them to the class; jumbled?
written text order in a able order are.….. Pointing out the points that are
written of Story 2 is…… related; Examining story order
work. E.g. presentation by study reading; Discussing
Stories, makes other possible sequences in
recipes, reading stories.
frames, easier.
descriptions
22
UNIT Extracting A Some texts The A description is an account MATERIALS: Simple Can students SCIENCE:
THREE selective descriptive are awareness for a hearer or reader to form descriptive passages or read each of Read a
and text can be organised so that an idea of an object, or series of paragraphs two portraits paragraph then
relevant presented that the information sensation, or incident, or the supplied by subject and tell how tell of the way
Descrip- points in many reader can is presented like. teachers; Vivid portraits each description the description
tion from a ways. visualise the in an for comparison exercises is presented, is organised.
descriptive scene organised Study read a passage or a set for Level 7. and then
text. character, or way of single paragraphs, and compare the
object especially then decide which type(s) of STRATEGIES: portraits for
foremost. for organisation they each Getting the picture that is their descriptive
description represent. Can you think of painted by the text; presentation?
other ways the details could Deciding upon the main
be organised? idea and recognising the
details; Fitting the
In a The way in The Read the two given portraits paragraphs under a
descriptive which awareness and compare them. Tell suitable heading as
text (like descriptive that parts of about the way their directed by a table of
other texts are a description is presented. teacher’s choice.
language presented descriptive Eample: The description can
types) the can be text are go from top to bottom, from Reading several portraits
parts or categorized related in general appearances to then comparing them;
points are some way. details, from the most Writing the points of
in some striking features to the less comparison down;
order or striking ones, and so on. Discussing the points of
relation to comparison in class
one groups.
another.
23
UNIT Understanding The relations To fill in a To be able Analogy is an account on MATERIALS: Simple Can students SCIENCE:
FOUR relations between parts comparison to derive parallel cases. analogy and contrast classify two Read a
between parts of a text on table is a satisfaction Contrast is an account that passages and paragraphs careers in their passage then
of a text analogy and good way to in places things against each supplied by teachers; neighbour- fill in a
Analogy contrast can clarify the understand- other. Pairs of sceneries where hood? teacher-
and be pointed analogy or ing nature has changed one made table
contrast out. contrast comparison An exercise: Read a into the other over time of
developed in and analogy passage, e.g. Classification STRATEGIES: Study comparison.
a passage. made in a of two species of mammals, reading a text on analogy
text or an account of two and contrast; Completing
pictures (scenes) with one a teacher-made table;
scene converted by nature Example: Draw a
into the other. diagram to represent the
Fill in a comparison table different types of
constructed the teacher. vehicles.
UNIT Finding out Texts are Drawing a The To classify is to group MATERIALS: Simple Can students SCIENCE:
FIVE relations converted tree diagram realisation objects or information passages and paragraphs read a given Read a
between parts into graphics is one way that under a heading. containing classification passage and passage and
of a text based for visual to help graphics supplied by class complete the complete the
Classifi- on illustration students see such as Read a passage and teachers STATEGIES: given tree given tree
cation. classification at once the diagrams complete the given tree Reading a given diagram? diagram for
main points help in the diagram with the words classification text; which words
of a given visualisa- given underneath, e.g. Discussing its points or are supplied
text and the tion of Mammals, descriptions of a support statements; below it.
relations information number of actions, in text Completing a tree
between contained in and pictures, descriptions of diagram started by
them. a text houses and their teacher, and filling in
photographs with one given terms or key
picture without a words that are supplied;
description. Putting together pictures
and their corresponding
descriptions.
24
TOPI OBJECTIVES CONTENT ACTIVITIES/MATERIALS/ EVALUATION INTEGRATION
STRATEGIES
C SKILL KNOWLEDGE UNDERDSTANDING ATTITUDE
UNIT Mastering There is Arguments in a Being An argument is a MATERIALS: Simple Can students SOCIAL
SIX what a organisation text can be prepared at discourse that states for passages of argumentative read a text, STUDIES:
sentence is in a text on examined for times to and against a topic. writing (with or/and without and then look Reading a
Argu- stating an argument statements on study an key sentences underlined) at the given
menta- explicitly their pros and argumenta- Sometimes one is asked supplied by subject teachers; numbered argumenta-
tive in a text cons for not all tive text for to choose to argue either Simple passages of diagram boxes tive passage,
and constructe points are points and for or against a topic. argumentative material; Tree after their studying the
logical d ‘for’ and necessarily found logical diagrams on passages; completion. underlined
organi- ‘against ‘a together. organization In the text supplied, Completed diagrams based on Write one sentences,
sation. topic. several arguments are previous work; A partially paragraph and stating
provided for or against a completed tree diagram; “for” the whether
topic, e.g. Canned food. Frames on text partially argument. each is for
Decide whether the filled; Write another the
Acknowledg arguments contained in STRATEGIES: paragraph argument, or
There are logical ing that some underlined Reading an argument, then ‘against’ the against the
relations between some texts sentences are for or completing a partially argument? argument.
Mastering parts of an on argument against food canning. completed tree diagram on its Example:
what a argumentative need close points ‘for’ or/and against.. The
sentence is text. study. Read a text, and then arguments
saying; underline the link words, Reading a given text; ‘for’ are …
implicitly e.g. General truth, Checking for and deleting The
based on example, consequently, unimportant points; Checking arguments
‘for’ and conclusion for each side all the boxes of a given ‘against’ are
‘against’ a of the argument. diagram for their importance,
topic. if not so, which ones could be
Read a text, and then fill taken out.
in partly completed Looking at the completed
frames, after numbering diagram, then writing the
the paragraphs. arguments in two paragraphs,
one ‘for’ and the other
‘against
25
CURRICULUM GUIDE -GRADE 7 READING
UNIT Finding A piece of Any bit of Getting A fact is specific MATERIALS: Material, eg. Can students SOCIAL
SEVEN out fact information information can accustomed information that cannot Family trees: poems, examine STUDIES:
and from a be critically to be refuted. authentic certificates, albums evidence by Write a true
Fact and opinion variety of examined to recognising STRATEGIES: Experiencing study reading story involving
opinion text types disassociate fact facts and Look at a given family relationships of members of a to determine family
can be true from opinion. seeing the tree and issue factual family tree; Extracting difference and members of a
or just necessity for information about each information from authentic to pinpoint given family
someone’s orderly family member. documents and persons who parts for tree.
thought or presentation Example: Roots - are knowledgeable discussion
feeling. Parents especially
- Ancestral origin: Examining evidence by study those that
- Occupation reading to determine distract
difference; Pinpointing parts reasoning or
for discussion especially upon evidence?
character that distract
reasoning or evidence;
Read selections, probe Addressing the writer’s
their information and use intention:
cues to verify whether Who wrote the text?
aspects are factual or/and Who is it written for?
of an opinion. What is the circumstance
under which it was written?
Who is it written for?
Has its aim been fulfilled?
Enquiring from additional
sources to understand
evidence; Drawing a
conclusion about an examined
matter.
26
UNIT Making Some pieces An See benefits Making an inference is MATERIALS: Tape Can students SOCIAL
EIGHT inference or of inference of coming to coming to an opinion by recordings on conclusions Read and STUDIES:
drawing knowledge can be had conclusions reasoning. drawn about events such as art discuss Read some
conclusion are by coming on specific and craft exhibitions; Selected passages, passages to
Inference inferential to a matters. Example of an exercise: readings: reading sheets, poems, and seek out
conclusion A class project to poems, newspaper clippings, such material inferences.
illustrate what many magazines on the Write out the
hands can do and working of implications.
express conclusions clocks (for
about it. instance), and
then come to
ACTIVITIES: Reading with conclusions on
good voice modulation; what
Questioning and answering individuals
sessions; Silent reading for can do with
better comprehension; clocks?
Recording inferences;
Listening to tapes on
inferential material.
27
STRATEGIES
UNIT Mastering Questions Key terms Being aware Key terms dictate the MATERIALS: Poster, Can students SCIENCE:
NINE key terms and other direct of the interpretation issues in texts. cartoons, songs, poetry. read a text An exercise on
in texts texts contain language usefulness where the recognition
key terms response to of key terms Exercises: STRATEGIES: recurring of unfamiliar
Key questions. in texts Read given single paragraphs Identifying the main ideas are words
terms then answer the given questions: ideas in a piece of present, and
a) In a given paragraph find two writing. then find all
nouns meaning more or less the Listing the point in a the words
same as a given word. chosen topic. related to the
b) In a named paragraph, find Showing recognition of idea and fill in
the equivalents of given words. points in a certain topic. a given table?
…ing: … Defining who or what is
phrase: … specified.
verb: … Demonstrating the
c) In another paragraph, find an abilities of a person or
adjective which means the thing in a given topic
opposite of a given adverb
phrase.
Find a noun which means the
opposite of a
a) noun phrase.
b) In paragraph -- , find the
words which mean the opposite
of …ing, verb:…
c) Match two lists of words
(words and their synonyms or
antonyms.
28
SKILL KNOWLEDGE UNDERSTANDING STRATEGIES
ATTITUDE
UNIT Deducing Much help Lexical The Relations between MATERIALS: Suitable Can students SCIENCE:
TEN the is provided relations help awareness lexical items in texts materials for finding read a text and Complete a
meanings by the to infer the that the occur directly or antonyms and synonyms then find out passage by
and use of context to meaning of context indirectly made available by subject which words the
Word unfamiliar find out unfamiliar provides teachers introduce, for provision of
formation words word words. clues Read a text where STRATEGIES: example, a missing
through meaning. directly or devices of equivalence Study reading a given rephrasing of words all
contextual indirectly to and hyponymy are passage. what has been derived from
clues. Many texts the meaning present. Responding to questions said before; an the same
make use of of difficult Find at least one instance based on equivalence, equivalent root.
synonyms or of synonyms. synonyms, and antonyms. expression;
and unfamiliar Find at least two markers using general
antonyms to words. of equivalence. Study read a passage. words to cover
convey their Which words introduce, Guessing the meaning of more specific
message - example, A rephrasing new or unfamiliar words ones?
more clearly of what has been said used in different parts of
before? the paragraph as a noun,
An equivalent verb, and adjective, guided
expression? by the context.
Using general words to
cover more specific Study read a paragraph
ones. where one word is used in
many positions. Guess the
meaning of underlined new
and unfamiliar root . What
is the meaning of the new
word?
… means … …
29
KNOWLEDGE UNDERSTANDING STRATEGIES
SKILL ATTITUDE
UNIT Under- In a text Locating Being aware Read a given text where a few MATERIALS: Materials Can SCIENCE:
ELEVEN standing about a words in a that there words are taken out. The with recurring ideas students Underline
relations given relationship is are words missing words are numbered. chosen by subject read a given parts of a text
between subject there one way in related Choose the best word of the teachers. Eg slavery, text where to show their
Text parts of a are usually a developing a across lettered possibilities. matter, four sided several relationships.
relations text number of strategy of subject figures; .Material with words have
through related inference. areas. Read a text. equivalence and been taken
lexical words that a) Find a number of words with homophones out (these
devices are not quite the suffix named e.g. –ible are all
(words) related but in the text. What is the suffix STRATEGIES: Study derived
of help create saying about the meaning of reading a passage with from the
synonym an the words Can you think of several words taken out. same root
and atmosphere Being aware other words formed the Supplying the missing eg. kind,
antonym, or idea. that there same way? words guided by the kindly,
word set, are devices b) Underline the suffixes in context. kindness,
and the such as given words:–beautiful,– Study reading a text unkind, etc.)
relative equivalence observation. where lettered words are and try to
situation and c) Find a number of words missing. Filling these in supply the
hyponymy. with a prefix in the text. appropriately. missing
Which one is used to make a words?.
negative?
30
UNIT Interpret- Charts The The Charts and graphs are other Read a set of poems and Stories and SOCIAL
TWELVE ing charts and willingness willingness ways of representing ideas. stories about a given topic. poems. STUDIES:
and graphs to add charts to add charts Stories and descriptions are Plot a bar graph or Other charts Complete a
graphs make and graphs and graphs told through charts and pictograph on a specified and graphs as given
Charts interesting to written to written graphs. aspect of the text. visual aid. assignment and
and reading. material. material. Chart a specified include a chart.
graphs movement.
Read a set of poems and

stories about a given topic.
Plot a bargraph or
pictograph on a specified
aspect of the text.
Chart a specified
movement.
A simple text with prefixes

and suffixes suitable for
Level 7.
Listing different ways in

which time is spent.
Grouping specific activities.
Plotting a chart.
Discussing types of
activities.
Displaying completed work.
31
SKILL KNOWLEDGE UNDERSTANDING STRATEGIES
ATTITUDE
UNIT Making a To give the The summary Acceptance Summaries and MATERIALS: Passages Can students SOCIAL
THIR- summary gist of a and the report that pictorial reports demonstrate suitable for summaries and read a STUDIES:
TEEN text, or to are two graphs are not comprehension skills. reading reports. passage and Tell about the
give a strategies to ignored or give a slavery
Summary report, is to demonstrate dismissed STRATEGIES: summary of uprising in
give a text when Picking out main points. a stipulated Berbice in
summary. understanding attending to a Working on vocabulary. part of it? 1763 in about
of a text. summary or Exercise: Read a Ordering ideas. 30 words.
report. given passage then Putting together the whole
summarise its content or part as directed.
in whole or part as Reading outcomes to the
directed. Read it to the class.
class.
UNIT Study a Pictures A picture or The Study suitable MATERIALS: Large Can students SOCIAL
FOURTEEN picture conjure up frame sets its willingness to pictures, or set of pictures or a series of use a picture STUDIES:
new reader to use language pictures or frames and smaller ones. about a Compose a
The picture thoughts or operate within within a tell or write its Eg. The environment, story to tell poem or a
past a particular framework. message to you. inside a supermarket or about the song on a
experiences. mind frame. Use a term to define drug store, or pet shop, or author’s given picture
the picture. medical laboratory; mood? and read it to
Read it to a person of Outdoor environment eg. the class.
your choice. School compound, science
Find another picture exhibition, ground, horse
that reminds you of racing track.
the one studied, or one
that is a development STRATEGIES: Discussing
upon the one studied. the picture.
Compose a poem or Finding a name.
song to accompany Finding other pictures as
the picture. directed by the task.
Find news or
magazine clippings on
the picture.
32

Reading: Curriculum Guide Level 7

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Reading: Curriculum Guide Level 7

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READING

The following persons reviewed the Grade 7 Reading Curriculum Guide:

Purity Li Subject Specialist

Barbara Morgan Subject Specialist

Evadne Williams Senior Subject Specialist

Head, Curriculum Development and Implementation Unit

5. Create original and

Read a set of poems and

A simple text with prefixes

Listing different ways in

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