extensive reading modul
TRANSCRIPT
EXTENSIVE READING PROGRAMME FOR NATIONAL SCHOOLS AND NATIONAL TYPE SCHOOLS
– YEAR 3 AND 4 (2007)
EXTENSIVE READING PROGRAMMEObjectives, Theoretical Principles and Guidelines
AIMS
The programme is aimed at helping
pupils improve their English through
reading simple fiction and non-fiction
books.
It is a support programme for the
Teaching and Learning of
Mathematics and Science in English.
An extension of the Structured Reading
Programme implemented in Year 1 and 2
in selected schools.
To maintain the interest in reading among
pupils in these schools by providing
suitable books.
WHA….AT IS EXTENSIVE READING?
TASK
An extensive reading programme.
A programme for pupils of Year 3 and 4.
Pupils read about 45 – 50 books a year.
Books comprise fiction (40%) and non-fiction/ factual
texts (60%).
A class-based programme.
Pupils select what they want to read.
Keep a record of the books read.
Reading is done outside the classroom.
Pupils talk about the books read to their friends.
OBJECTIVES
OBJECTIVES
Increase vocabulary
Increase knowledge & enhance thinking skills
Increase awareness of how grammar is used in writing
Non-Fiction
Familiarize pupils with different texts
Fiction
motivate pupils to read
Intensive vs Extensive Reading
Intensive reading:
• the careful reading of shorter, more difficult texts
• the aim is to have a detailed understanding of the text• the sub-skills of reading can also be taught
e.g. reading for details, making inferences.
Extensive reading:
• associated with reading large amounts of material
• the aim is to get an overall understanding of the
material.
• readers are more concerned with the meaning of the
text than the meaning of individual words or sentences.
(Harold Palmer)
Thoughts about extensive reading:
Pleasure reading ………..(Beatrice Mikulecky)
Getting students to read extensively is the easiest and most effective way of improving their reading skills. It is much easier to teach people to read better if they are learning in a favourable climate, where reading is valued not only as an educational tool, but as a source of enjoyment. ………..(Christine, Nuttal)
Reading is essentially an individual activity and therefore learners of different proficiency levels could be learning at their own level without being locked into an inflexible class programme. …………(Paul Nation)
It allows learners to follow their interests in choosing what to read and thus increase their motivation for learning.
It provides the opportunity for learning to occur outside the classroom. …………(Paul Nation)
Learners need to be familiar with at least 95% of the running words in a text if they want to comprehend and thus perhaps learn from the text. …………(Laufer)
Extensive reading programmes can provide very effective platforms for promoting reading improvement and development from elementary levels upwards. ….(Tsang)
Definition of ‘extensive reading’
a. Reading large quantities of material or long texts;
b. For global or general understanding of the text;
c. To obtain pleasure from the text;
d. Reading is individualized;
e. Students choose the books they want to read; and
f. The books are NOT taught in class.
(adapted from Bamford & Brumfit)
Characteristics of Extensive Reading
(Day & Brumford 1998, pgs. 7 – 8)
1. Pupils read as much as possible.
2. Pupils read a variety of materials on a wide range of topics.
3. Pupils select what they want to read.
4. Pupils read for pleasure, information and general understanding.
5. Pupils find out that reading has its own reward.
Characteristics of Extensive Reading
(Day & Brumford 1998, pgs. 7 – 8)
6. Reading materials are well within the linguistic competence of the pupils.
7. Reading is individual and silent.
8. Reading speed is usually faster rather than slower.
9. Teachers orient pupils to the goals of the programme, explain the methodology, keep track of what each pupil reads, and guide pupils.
10.The teacher is a role model of a reader for pupils.
helps in language acquisition
enhances language
competence (grammar)
helps increase ideas and knowledge
increases vocabulary
improves writing skills
Provides motivation to
read
builds confidence with
longer texts
reinforces language skills
dealing with repeated elements in
texts (concept, knowledge &
sentence structure
develops prediction
skills
TASK
TEACHER’S ROLE
• Explain to pupils the goals of the programme.
• Ensure proper administration of books.
• Keep track of pupils’ reading record.
• Check records at intervals.
• Provide opportunities for pupils to talk about
their books:
- to their friend (pair work)
- to the group
- to the class
TEACHER’S ROLE
• Carry out other activities involving the story line
example:
- role-play
- mime
- puppet show
• Get pupils to complete the book review form.
TASK
PUPIL’S ROLE
Select a book.
Read the book (1 book per week)
Select a reading record.
Complete the reading record.
Talk about the book to his/her friend.
Tell the friend why he/she should read the book.
Keep a vocabulary book.
Write down the new words learnt.
Write a review or complete a review form.
Key Features in a Reading Record
Objective : Pupils to keep track of books they read.
Pupils record:
Title of book
Author
Number of days taken to read a book
INDIVIDUAL RECORDS
Pupils indicate whether they like or dislike the book:
Like
Dislike
Not sure whether they like or dislike a book
Samples of Reading Records
Ashraf’s
RecordTitle :
Writer :
Date Borrowed :
Date Returned :
Seng’s Reading Towers
Khairul’s Ringworm Joint
Title :
Writer :
D. Borrowed:
D. Returned:
My Reading Tree
CLASS RECORDS
Objective : To share with the class, books read and views
about the book.
Group leader:
Prepares chart
Pins it on notice board
Pupils:
record their name
record title of book read
record their preference
BOOK REVIEWS OR BOOK REPORTS
These reviews or reports are to be completed by pupils individually after reading each book.
These special reports could be compiled into a booklet or a scrapbook or even a portfolio.
Samples of Book Reviews
Date Title Writer Remarks
15.6.07 The Frog Prince Bob Williams
I like the book because the story is interesting.
28.6.07 Weather Linda Bruce
I do not like the book because the words are difficult to understand.
Sample 1
Name : ______________________ Date : ___________
Title : ________________________________
Writer : ________________________________
1. What is the book about? (2 – 3 sentences)
____________________________________________________________
____________________________________________________________
2. Do you like the book?
3. What did you think of when you were reading the book?4. What did the story remind you of?
____________________________________________________________
____________________________________________________________
Book Rating:
Poor Fair Good
This book was : a. very easy for me c. too difficult for me
b. just right for me
Sample 2
Date : _________________________
Name : ________________________
Reading the book _____________________________ (title)
by __________________________________ was ___________________
because _____________________________________________________
_____________________________________________________________
What I liked most about it was ____________________________________
____________________________________________________________
What I liked least about it was ____________________________________
____________________________________________________________
I would/ would not recommend the book to a friend because _____________
_____________________________________________________________
Sample 3
WHERE DO WE FIT IN THE EXTENSIVE READING PROGRAMME
Refer to the structured time-table. The allotment for English is as follows:-
SK
SJK
7 periods a week
4 periods a week
LOGISTICS
CONTEMPORARY LITERATURE ( WEEKLY)CONTEMPORARY LITERATURE ( WEEKLY)
OTHER LESSONS FOCUSED ON THE HSP
SUITABLE TEXTS FROM THE ERP COULD BE LIFTED FROM THE BOOKS TO BE DISCUSSED/ USED IN CLASS
OTHER LESSONS FOCUSED ON THE HSP
SUITABLE TEXTS FROM THE ERP COULD BE LIFTED FROM THE BOOKS TO BE DISCUSSED/ USED IN CLASS
SK
SJK
CONTEMPORARY LITERATURE
(ONCE A FORTNIGHT)
CONTEMPORARY LITERATURE
(ONCE A FORTNIGHT)
OTHER LESSONS FOCUSED ON THE HSP
SUITABLE TEXTS FROM THE ERP COULD BE LIFTED FROM THE BOOKS TO BE DISCUSSED/ USED IN CLASS
OTHER LESSONS FOCUSED ON THE HSP
SUITABLE TEXTS FROM THE ERP COULD BE LIFTED FROM THE BOOKS TO BE DISCUSSED/ USED IN CLASS
TASK
The books are the assets of the English panel.
The English teachers are responsible for the implementation and running of the programme.
What do you need to do? Divide class into groups.
Elect a leader and assistant leader for each group.
The leader and assistant leader will be responsible for the books.
The leader and assistant leader keep a record of the books
borrowed by their group members.
After all members of the group have read their books, they
exchange the books with other groups.
Why elect leaders & assistant leaders
instills responsibility
in pupils
instills responsibility
in pupils
develops independent
learners
develops independent
learners
develops autonomous
learners
develops autonomous
learners
gives pupils ownership
gives pupils ownership
SAMPLE OF BORROWERS RECORD
Date Name Title Date Borrowed Date Returned
* This record is to be filled by the leader or assistant leader.
ADMINISTRATION
organization
establishing routines & expectations
selecting reading materials
implementing interactive activities
monitoring progress & accountability
SORTING OF BOOKS
Books provided by the Ministry of Education to selected schools consist of a set of 50 books only. They consist of:
• 30 Non-fiction books; and
• 20 Fiction books.
These books have been sorted according to 3 levels:
easy
suitable
challenging
TASK
1. LOOK AT THE BOOKS GIVEN TO YOUR GROUPS.
2. DETERMINE WHICH BOOK(S) ARE FICTION AND WHICH ARE NON-FICTION.
3. DETERMINE THE LEVELS OF THE BOOKS:
LEVEL 1 (EASY)
LEVEL 2 (SUITABLE)
LEVEL 3 (CHALLENGING)
WHAT IF MY SCHOOL IS NOT INVOLVED IN THE PROJECT AND
THE ENGLISH PANEL IS INTERESTED IN THE PROJECT?
HOW DO WE START OFF…….?
TASK
SUGGESTED PROCEDURESUGGESTED PROCEDURE
1. Speak to your principal.
Get Permission.
1. Speak to your principal.
Get Permission.
2. Speak to your library teacher
2. Speak to your library teacher
Teachers need to have more books to carry out the programme
3. Choose suitable books 3. Choose suitable books
4. Books must comprise non-fiction and fiction titles
4. Books must comprise non-fiction and fiction titles
5. Each set to consist of 50 titles
5. Each set to consist of 50 titles
HOW TO CHOOSE SUITABLE BOOKS
Step 1Step 1
Think of your students
Step 2Step 2
Determine their language level
Step 3Step 3
Find out their interests
Select books which pupils will be able to read comfortably without using a dictionary
Step 4Step 4
Sort the books according to the stipulated level, that is: easy, suitable and challenging.
Step 5Step 5
Use colour tags to code the books:
easy – green, suitable – red, challenging - blue
Step 6Step 6
Place the books in the classroom where there is easy access for pupils to borrow the books.
Step 7Step 7
Make sure pupils keep a record of their reading.
Step 8Step 8
What kind of books are suitable?
easily managedeasily managedshort and action packed
storiesshort and action packed
stories
strong storylinestrong storyline
straightforward text
straightforward text
of high interest value/
interesting
of high interest value/
interesting
easy to read easy to read
appealingappealing
pupils can identify & establish a bond with
characters
pupils can identify & establish a bond with
characters
Other considerations when choosing books
Characteristics Implications
Primary: Ages 8 & 9
• Child learns to read on his/her own.
Wide variation in ability & interest.
• For some children, reading level may
still be below appreciation level.
• Influenced by friends.
Discovers reading as an enjoyable activity.
Important to read aloud to children each day to develop interest in reading.
Children need opportunities to recommend & discuss books. Popular books become important.
AGES & STAGES
Characteristics Implications
• Developing standards of right & wrong. Begins to see viewpoints of others.
• Less egocentric, developing empathy for others. Questioning death.
• Time concepts & spatial relationships developing.
• Enjoys tall tales, slapstick humour in everyday situations. Appreciates imaginary adventures.
• Cognitive growth & language development; increased capacity for problem solving & word play.
Books provide opportunities to relate to several points of view.
Accepts some books with a less than happy ending. Discussion helps children explore their feelings for others.
Interested in biographies, life in the past, in other lands & the future. Prefers fast-moving, exciting stories.
Teachers need to recognise the importance of literature for laughter, releasing tension & providing enjoyment.
Likes the challenge of solving puzzles & mysteries. High interest in twists of plot, secret code, riddles & other language play.
Characteristics Implications
• Some become good in games; higher
interest in crafts and hobbies.
• See categories & classifications with
new clarity; interest in collecting is
high.Begins to prefer certain authors
and topics.
Interest in sports books; wants specific knowledge about sports.
Enjoys how-to-do-it books.
Likes to collect & exchange books. Begins to look for books of one author; series books. Enjoys books that collect facts, informational identification books.
Huck, C.S. Hepler, S. & Hickman, J. (1987) Children’s Literature in the Elementary School. New York: Harcourt Brace Jovanovich College Publishers.
Characteristics Implications
Primary: Ages 10, 11 & 12
• Rate of physical development varies
widely among boys and girls.
• Increased emphasis on peer group &
sense of belonging.
• Some expressions of prejudice.
• Family patterns changing; may
challenge parents’ authority. Highly
critical siblings.
Differentiation in reading preferences of boys & girls.
Book choices often influenced by peer group; requests for books about “kids like us”.
Books can emphasize unique contribution of all. Discussion can be used to clarify values.
Books may provide some insight into these changing relationships.
Characteristics Implications
• Begins to have models other than
parents drawn from TV, movies, sports
figures, books. Beginning interest in
future vocation.
• Sustained intense interest in specific
activities; children spend more time in
reading at this age than any other.
• Seeks to test own skills & abilities;
looks ahead to a time of complete
independence.
• Highly developed sense of justice &
concern for others.
Biographies may provide models. Career books broaden interests & provide useful information.
Enjoys books related to sports, hobbies, special content interests.
Enjoys stories of survival & “going it alone”.
Likes “sad stories” about death, illness/people with special problems.
Characteristics Implications
• Increased understanding of the
chronology of past events; developing
sense of own place in time. Begins to
see many dimensions of a problem.
• Increased cognitive skill can be used
to serve the imagination.
• Searching for values; interested in
problems of the world. Can deal with
abstract relationships; becoming more
analytical.
Literature provides opportunities to examine issues from different viewpoints. Guidance needed for becoming critical of biased presentations.
Tackles complex & puzzling plots in mysteries, science fiction, fantasy. Can appreciate more subtlety in humour.
Valuable discussions may grow out of teacher’s reading aloud prose & poetry to this age group. Questions may help students gain insight into both content & literary structure of a book.
Huck, C.S. Hepler, S. & Hickman, J. (1987) Children’s Literature in the Elementary School. New York: Harcourt Brace Jovanovich College Publishers.
Useful Reading Materials:
1. Nutall, C. Teaching reading skills in a foreign language
2. Bamford, J and Day, R.R. Extensive reading in the second language classroom.
3. Nation, P. The language learning benefits of extensive reading