Supplementary Reading for Primary Schools

SUPPLEMENTARY READING FOR PRIMARY SCHOOLS

ENGLISH STUDIES

_____ TERM

WEEK 

PRIMARY 

THEME –  

PREVIOUS LESSON – 

TOPIC – SUPPLEMENTARY READING 

LEARNING OBJECTIVES 

By the end of the lesson, most pupils should have attained the following objectives –

1. share with other pupils the story read.

2. discuss the lesson learnt from the book.

3. relate events in the story to their personal lives.

ENTRY BEHAVIOUR

The pupils can discuss and relate a story to their personal lives.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of supplementary english books.

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON 

LESSON INTRODUCTION

Supplementary reading refers to additional reading materials provided to pupils apart from their main textbooks. These materials help to improve reading skills, vocabulary, and understanding.

IMPORTANCE OF SUPPLEMENTARY READING

• It improves reading fluency and comprehension.

• It builds vocabulary.

• It encourages independent learning.

• It develops imagination and creativity.

• It helps pupils understand different topics better.

TYPES OF SUPPLEMENTARY READING MATERIALS

• Storybooks (folk tales, adventure stories)

• Short novels

• Poems

• Magazines

• Newspapers

• Biographies

• Picture books

EXAMPLES SUITABLE FOR PRIMARY PUPILS

• Storybooks about animals and everyday life

• Simple biographies of famous people

• Moral stories and folktales

• Short plays and poems

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions.

2. The teacher organizes the pupils into groups or pairs depending on the size of the class.

Pupils’ Activities: Each pupil belongs to a group.

3. The teacher displays different types of books, such as storybooks, novels, poems, etc., for the groups or individuals to choose from based on their areas of interest and share with one another.

Pupils’ Activities: The groups/individuals choose books to read and present.

4. The teacher uses the books and the pupils’ responses to introduce the lesson and explains the importance of freedom of choice in reading.

Pupils’ Activities: The pupils pay attention to the lesson introduction, understand, and are eager to share with one another.

5. The teacher picks a book and shares the contents of the lesson with the pupils in detail.

Pupils’ Activities: The pupils listen attentively to the teacher and appreciate the importance of a reading culture.

6. The teacher summarizes the lesson on the board and gives appropriate evaluation.

Pupils’ Activities: The pupils participate actively in the summary of the lesson by responding correctly to most of the questions as instructed.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

NEXT LESSON

LESSON EVALUATION 

Teacher asks pupils,

1. share with other pupils the story read.

2. discuss the lesson learnt from the book.

3. relate events in the story to their personal lives.