EXTENSIVE READING PROGRAMME FOR

NATIONAL SCHOOLS AND NATIONAL TYPE SCHOOLS

YEAR 3 AND 4 (2007)
EXTENSIVE READING
PROGRAMME
Objectives, 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
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
TEACHERS 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

TEACHERS ROLE
Carry out other activities involving the story line
example:
- role-play
- mime
- puppet show

Get pupils to complete the book review form.

TASK
PUPILS 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
Ashrafs
Record
Title :
Writer :
Date Borrowed :
Date Returned :
Sengs Reading Towers
Khairuls 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)
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)
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
develops
independent
learners
develops
autonomous
learners
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
PROCEDURE
1. Speak to your principal.
Get Permission.
2. Speak to your library
teacher
Teachers need to have
more books to carry out
the programme
3. Choose suitable books
4. Books must comprise non-
fiction and fiction titles
5. Each set to consist of 50
titles
HOW TO CHOOSE SUITABLE BOOKS
Step 1
Think of your students
Step 2
Determine their language level
Step 3
Find out their interests
Select books which pupils will be
able to read comfortably without
using a dictionary
Step 4
Sort the books according to the
stipulated level, that is: easy,
suitable and challenging.
Step 5
Use colour tags to code the books:
easy green, suitable red,
challenging - blue
Step 6
Place the books in the classroom
where there is easy access for pupils
to borrow the books.
Step 7
Make sure pupils keep a record of
their reading.
Step 8
What kind of
books are
suitable?
easily managed
short and action packed
stories
strong storyline
straightforward
text
of high interest
value/
interesting
easy to read
appealing
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) Childrens 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
teachers 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) Childrens 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