extensive reading modul

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

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.

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



SK

SJK

CONTEMPORARY LITERATURE

(ONCE A FORTNIGHT)

CONTEMPORARY LITERATURE

(ONCE A FORTNIGHT)





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


• 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.


• 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.


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.


• 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.


• 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

extensive reading modul

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