MAGICAL Teacher's Guide - Book - Page 13
Other approaches:
1. Have the pupils read the entire passage and then discuss it. This approach takes much longer and
may not be appropriate in a heterogenous group where pupils read at different paces. It is advisable
to use this technique only with short texts.
2. The teacher can read out the entire text and then discuss it with the class. Pupils listen and follow
along with the text.
Stage III Post-Reading
Once the reading of the text is finished, it is essential to sum it up. This is usually done by asking a
question that reflects on the entire text. The question might include personal responses, what the
pupils have learned from the text, what they think about the text, what they think will happen next,
what they think about the topic, and so on. Verify maximum comprehension from the pupils before
tasking them to complete the comprehension activities in the book.
Magical includes a variety of question types to check reading comprehension. Have the pupils work
on these questions in their notebooks, referring to the passage for the information. This section
covers the main points in each reading passage and provides pair or group work. Questions vary
from LOTS (Lower Order Thinking Skills) to HOTS (Higher Order Thinking Skills).
In addition, there are reading passages for reinforcement and enhancement in the Workbook. All
reading passages, with their accompanying comprehension activities offer the pupils an opportunity
to work on reading passages at an accessible level. These are passages are designed to be completed
individually, without the teacher’s assistance. However, should the pupil need assistance, it should
be offered.
c. Reading for Fluency
It is essential to incorporate tasks to promote reading for fluency skills at this vital stage of learning
for young pupils.
