Reading in a Foreign Language Volume 14, Number 2, October 2002 ISSN 1539-0578
Top Ten Principles for Teaching Extensive Reading1 Richard Day University of Hawai`i at Manoa and
Julian Bamford Bunkyo University Abstract
This article puts forward ten principles for an extensive reading approach to teaching reading. They deal with the nature of extensive reading and the conditions and methodology necessary for its success. In the interests of professional development, the authors encourage teachers to use the principles as a tool to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach reading. keywords: extensive reading, principles, teaching reading, professional development, teacher beliefs In an article published in 1986, 1986 , Ray Williams discussed his top ten principles for teaching foreign language reading. He used u sed his top ten to begin his reading seminars by asking participants to evaluate them and add ad d new ones. His purpose, Williams wrote, was to get teachers to examine their own beliefs. The article had its desired impact on us. Now, years later, they remain as stimulating as when we first read them. Consider, for example, his first two principles:
1. In the absence of interesting texts, very little is possible. texts--not 2. The primary activity of a reading lesson should be learners reading texts--not listening to the teacher, not reading comprehension questions, not writing answers to comprehension questions, not discussing the content of the text (1986: 42). Another that still rings clearly is Williams' fifth:
5. Teachers must learn to be quiet: all too often, teachers interfere with and so impede their learners' reading development by being too dominant and by talking too much (p. 44). Williams' top ten principles relate primarily to one approach to the teaching of reading, viz., intensive reading. We would like to extend the discussion to extensive reading. Extensive reading, apart from its impact on language and reading ability, can be a key to unlocking
the all-important taste for foreign language reading among students. After all, teaching reading to students without such a taste is, as Eskey (1995), nicely phrased it, like teaching swimming strokes to people who hate the water. In the same spirit as Williams, we offer our top ten principles for teaching extensive reading as a tool for professional development.2 These are what we believe are the basic ingredients of extensive reading. We encourage teachers to use them as a way to examine their beliefs about reading in general and extensive reading in particular, and the ways they teach foreign language reading. We posit these ten principles in the hopes that others will consider them and react to them. 1. The reading material is easy. This clearly separates extensive reading from other approaches to teaching foreign language reading. For extensive reading to be possible and for it to have the desired results, texts must be well within the learners' reading competence in the foreign language. In helping beginning readers select texts that are well within their reading comfort zone, more than one or two unknown words per page might make the text too difficult for overall understanding. Intermediate learners might use the rule of h and -- no more than five difficult words per page. Hu and Nation (2000) suggest that learners must know at least 98% of the words in a fiction text for unassisted understanding. It follows that, for extensive reading, all but advanc ed learners probably require texts written or adapted with the linguistic and knowledge constraints of language learners in mind. In discussing first language reading development, Fry observes that "Beginning readers do better with easier materials" (1991: 8). This is all the more true with extensive reading because learners read independently, without the help of a teacher. Those teaching English are fortunate that the art of writing in English for language learners is welldeveloped: a great variety of high-quality language learner literature is published for learners of all ability levels (see Hill's best picks, 1998, and survey review, 2001). The use of easy material is controversial. There is still a pervasive view that, to accustom students to real-world reading, real-world texts should be used for extensive reading. This is to confuse the means with the end, and paradoxically to rob students of exactly the material they need to progress to the goal of reading real-world texts. For students to be motivated to read more and study more, and to be able to ladder up as their foreign language and reading skills improve, they must be reading texts that reflect their language ability -- texts they find easy and enjoyable at every step of the way. 2. A variety of reading material on a wide range of topics must be available. The success of extensive reading depends largely on enticing students to read. To awaken or encourage a desire to read, the texts made available should ideally be as varied as the learners who read them and the purposes for which they want to read. Books, magazines, newspapers, fiction, non-fiction, texts that inform, texts that entertain, general, specialized, light, serious. For an inside track on finding what your students are interested in reading, follow Williams' advice: "Ask them what they like reading in their own language, peer over their shoulders in the library, ask the school librarian..." (1986: 42).
Varied reading material not only encourages reading, it also encourages a flexible approach to reading. Learners are led to read for different reasons (e.g., entertainment; information; passing the time) and, consequently, in different ways (e.g., skimming; scanning; more careful reading). 3. Learners choose what they want to read. The principle of freedom of choice means that learners can select texts as they do in their own language, that is, they can choose texts they expect to understand, to enjoy or to learn from. Correlative to this principle, learners are also free, indeed encouraged, to stop reading anything they find to be too difficult, or that turns out not to be of interest. What Henry noticed about her L1 non-reading undergraduates is no less true in foreign language reading: "my students needed to read for themselves, not for me" (1995: 6). For students used to working with textbooks and teacher-selected texts, the freedom to choose reading material (and freedom to stop reading) may be a crucial step in experiencing foreign language reading as something personal. Further, although there may be a class or homework assignment, extensive reading puts the student in charge in other important ways. As Henry observes, "compliance means reading books, but other than that, the purposes and pleasures to which students put their reading are entirely their own" (p. 69). This encourages students to become responsible for their own learning. Samuels, in discussing first language reading, claims that "unless we phase out the teacher and phase in the learner, many of our students will fail to become independent because throughout their education they were always placed in a dependent role -- dependent on the teacher" (1991: 17). 4. Learners read as much as possible. This is the "extensive" of extensive reading, made possible by the previous principles. The most critical element in learning to read is the amount of time spent actually reading. While most reading teachers agree with this, it may be the case that their students are not being given the opportunity or incentive to read, read, and read some more. There is no upper limit to the amount of reading that can be done, but a book a week is probably the minimum amount of reading necessary to achieve the benefits of extensive reading and to establish a reading habit. This is a realistic target for learners of all proficiency levels, as books written for beginners and low-intermediate learners are very short. 5. The purpose of reading is usually related to pleasure, information and general understanding. In an extensive reading approach, learners are encouraged to read for the same kinds of reasons and in the same ways as the general population of first-language readers. This sets extensive reading apart from usual classroom practice on the one hand, and reading for academic purposes on the other. One hundred percent comprehension, indeed, any particular objective level of comprehension, is no t a goal. In terms of reading outcomes, the focus shifts away from comprehension achieved or kn owledge gained and towards the reader's personal experience.
A reader's interaction with a text derives from the purpose for reading. In extensive reading, the learner's goal is sufficient understanding to fulfill a particular reading purpose, for example, the obtaining of information, the enjoyment of a story, or the passing of time. 6. Reading is its own reward. The learners' experience of reading the text is at the center of the extensive reading experience, just as it is in reading in everyday life. For this reason, extensive reading is not usually followed by comprehension questions. It is an experience complete in itself. At the same time, teachers may ask students to complete follow-up activities based on their reading (see Bamford and Day (in press) for a wide variety of extensive reading activities for teaching foreign language). The reasons for this are various: to find out what the student understood and experienced from the reading; to monitor students' attitudes toward reading; to keep track of what and how much students read; to make reading a shared experience; to link reading to other aspects of the curriculum. For such reasons, students may be asked to do such things as write about their favorite characters, write about the best or worst book they have read, or do a dramatic reading of an exciting part of a novel. Such activities, while respecting the integrity of students' reading experiences, extend them in interesting and useful ways. 7. Reading speed is usually faster rather than slower. When learners are reading material that is well within their linguistic ability, for personal interest, and for general rather than academic purposes, it is an incentive to reading fluency. Nuttall notes that "speed, enjoyment and comprehension are closely linked with one another" (1996: 128). She describes "The vicious circle of the weak reader: Reads slowly; Doesn't enjoy reading; Doesn't read much; Do esn't understand; Reads slowly. . ." (p. 127) and so on. Extensive reading can help readers "enter instead the cycle of growth. . . . The virtuous circle of the good reader: Reads faster; Reads more; Understands better; Enjoys reading; Reads faster. . ." (p. 127). In the service of promoting reading fluency, it is as well to discourage students from using dictionaries when they come across words they don't understand. Extensive reading is a chance to keep reading, and thus to practice such strategies as guessing at or ignoring unknown words or passages, going for the general meaning, and being comfortable with a certain level of ambiguity. 8. Reading is individual and silent. Silent, individual extensive reading contrasts with the way classroom texts are used as vehicles for teaching language or reading strategies or (in traditional approaches) translated or read aloud. It allows students to discover that reading is a personal interaction with the text, and an experience that they have responsibility for. Thus, together with freedom to choose reading material, individual silent reading can be instrumental in students discovering how foreign language reading fits into their lives. Extensive reading means learners reading at their own pace. It can be done both in the students' own time when and where the student chooses, or inside the classroom when part or all of a classroom period is set aside for silent, self-selected reading. In the latter case,
teachers may witness, as Henry describes it, "the most beautiful silence on earth, that of students engrossed in their reading" (1995: xv). 9. Teachers orient and guide their students. As an approach to teaching reading, extensive reading is very different from usual classroom practice. Students accustomed to wading through difficult foreign language texts might drown when suddenly plunged into a sea of simple and stimulating material. Seriousminded students, for example, in thrall of the macho maxim of foreign language reading instruction, No reading pain, no reading gain, might not understand how reading easy and interesting material can help them become better readers. Students thus need careful introduction to extensive reading. Teachers can explain that reading extensively leads not only to gains in reading proficiency but also to overall gains in language learning. The methodology of extensive reading can be introduced, beginning with choice: students choosing what to read is an essential part of the approach. Teachers can reassure students that a general, less than 100%, understanding of what they read is appropriate for most reading purposes. It can b e emphasized that there will be no test after reading. Instead, teachers are interested in the student's own personal experience of what was read -- for example, was it enjoyable or interesting, and why? The final component of orientation is practical. Students are introduced to the library of reading materials and how it is divided into difficulty levels. It should be remembered that students unaccustomed to browsing foreign language reading material may need assistance in selecting appropriate texts of interest to them. Orientation is the first step. Guidance throughout the extensive reading experience is also needed, in light of the independence and choice extensive reading allows learners. Teachers can keep track of what and how much each student reads, and their students' reactions to what was read. Based on this information, teachers can encourage students to read as widely as possible and, as their language ability, reading ability and confidence increase, to read at progressively higher levels of difficulty. Guidance implies a sharing of the reading experience, which leads us to the final principle of extensive reading. 10. The teacher is a role model of a reader. Nuttall famously said, "reading is caught, not taught" (1996: 229). Maley explains the implications of this for teachers when he says, "We ne ed to realize how much influence we have on our students. Students do not just (or even) learn the subject matter we teach them; they learn their teachers. Teacher attitude, more than technical expertise, is what they will recall when they leave us" (1999:7). In short, effective extensive reading teachers are themselves readers, teaching by example the attitudes and behaviors of a reader. In Henry's words, teachers are "selling reading" (1995: 52 ), and the primary way to do that is to be a reader. Further, in Henry's opinion, teachers of extensive reading "have to commit to reading what their students do" (1995: 52). She explains, "By reading what my students read, I become a part of the community that forms within the class" (p. 53 ). When students and teachers share reading, the foreign language reading classroom can be a place where teachers
discuss books with students, answer their questions and make tailor-made recommendations to individual students. It can be a place where students and teachers experience together the value and pleasure to be found in the written word. Conclusion
Our top ten principles for teaching extensive reading complement the ten principles for teaching foreign language reading offered by Williams. We hope that our ten principles will give teachers food for thought and reflection as they consider their beliefs about how best to help their students become proficient foreign-language readers. Notes
1. The authors wish to thank the anonymous reviewers of this article for their suggestions. 2. These ten principles originally appeared in Day and Bamford (1998, pp. 7-8) and also in Bamford and Day (in press). They have been revised and expanded for this article. References
Bamford, J. and Day, R. R. (Eds.) (in press). Extensive reading activities for teaching language. Cambridge: Cambridge University Press. Day, R. R. and Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. Eskey, D. E. (1995). Colloquium on research in reading in a second language. Paper presented at TESOL 1995 Conference, Long Beach, California. Fry, E. (1991). Ten best ideas for reading teachers. In E. Fry (Ed.), Ten best ideas for reading teachers (pp. 6-16). Menlo Park, Calif.: Addison-Wesley. Henry, J. (1995). If not now: Developmental readers in the college classroom. Portsmouth, NH: Boynton/Cook, Heinemann. Hill, D. R. (1998). A bibliography of language learner literature in English. In R. R. Day & J. Bamford, Extensive reading in the second language classroom (pp. 169-218). Hill, D. R. (2001). Graded readers. ELT Journal, 55(3), 300-324. Hu, M. & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403-430. Maley, A. (1999). Surviving the 20th century. English Teaching Professional, 10, 3-7
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford: Heinemann. Samuels, S. J. (1991). Ten best ideas for reading teachers. In E. Fry (Ed.), Ten best ideas for reading teachers (pp. 17-20). Menlo Park, Calif.: Addison-Wesley. Williams, R. (1986). "Top ten" principles for teaching reading. ELT Journal, 40(1), 42-45. About the Authors
Richard R. Day is a professor in the Department of Second Language Studies, University of Hawai`i. He is the co-editor, with Julian Bamford, of Extensive Reading Activities for Teaching Language (Cambridge University Press, in press), and a co-author of Impact Values (Longman Asia ELT, 2003). Julian Bamford teaches English at Bunkyo University in Japan. His articles and books on extensive reading include "Extensive reading by means of graded readers" (Reading in a Foreign Language [1984], Vol. 2, pp. 218-260), and (co-authored with Richard R. Day) Extensive Reading in the Second Language Classroom (Cambridge University Press, 1998).
Teaching Reading Skills in a Foreign Language(2nd ed.) Christine Nuttall, with chapter on testing reading by J. Charles Alderson (1996) Oxford: Heinemann English Language Teaching Pp. vi + 282 (including index) ISBN 0-435-24057-9 (paper) US $29.50
Occasionally, to get a conversation about language teaching going, someone will pose the question, "If you could only take 10 books with you to a teaching assignment, which would you take?" I have one for my list: the new edition of Teaching Reading Skills in a Foreign Language. The book is well written, provides guidance in a non-dictatorial way, suggesting and encouraging rather than leading by the nose. The approach to teaching reading is principled, well detailed and comprehensive. Readers will find a clear and common-sense explanation of what to do and why. This book is not an examination or application of the most current theories on whole language, interpretation and deconstructionism, nor does it treat teaching literature or literacy in any depth. However, it does an excellent job at what it sets out to do, which is to provide reading teachers with the guidance to help their students become proficient readers. The primary audience for the book is EFL teachers, but ESL teachers, teacher trainers and educators, and materials writers will find much they can use. Teachers, both new and experienced, will find well-thought-through guidance for implementing a learner-oriented reading program. Trainers and educators will find applications of sound educational principles. Materials writers, besides getting insights into how a good teacher thinks about a
lesson, will find useful guides for questioning and exploiting a text, which they can use in preparing materials. The book consists of three sections: introduction, reading skills and strategies, and planning and teaching. The initial section contains three chapters, the first on reading, the second devoted to text and discourse, and the final chapter given over to a discussion of reading in the foreign language classroom. The section devoted to reading skills and strategies includes chapters on efficient reading, word attack skills, reading for plain sense, and understanding discourse. The final and longest section, planning and teaching, includes a description of an extensive reading program, planning reading lessons, picking out texts, asking questions, other kinds of reading tasks, testing reading (contributed by J. Charles Alderson), and the teacher as reader. The book also contains appendixes which include texts that are used to illustrate different points, extracts for different reading courses, lesson plans, and useful addresses. Also included are a current bibliography (though [-1-] without the divisions contained in the original edition), suggestions for further reading at the end of each chapter, a key for activities in the book, and an index (an invaluable addition not included in the original edition). The reader is well supported in coming to grips with teaching reading. Each chapter includes appropriate exercises for the reader that illustrate different points Nuttall wants to make. Keys are provided for exercises which are not self-explanatory. Further help is provided within individual chapters where related ideas are cross-indexed, allowing the reader to go backwards or forwards to read more on the topic under discussion. The book shows much updating and expansion, with a judicious selection exercised over what to keep. This edition's organization fits together better than the original, as this edition seems to build toward the latter part of the book, whereas the original edition seemed to take a long time to get to the point about extensive reading. The larger size of the book makes it easier to read, but not to carry around. A great deal of the book is devoted to the many sensible suggestions offered for setting up an extended reading program. This emphasis on extended reading is supported by a growing body of research (for two recent reports, see Kim & Krashen, 1997, and Nation, 1997). Nuttall suggests practical ways to accomplish the difficult or seemingly impossible, and EFL teachers will find many helpful suggestions for planning, implementing, promoting, and running an extensive reading program. In addition, a great deal of information concerning where and how to get the graded readers, which are the backbone of this type of extended reading program, is provided either in the chapters o r the appendixes. The one concern that arises is the lack of attention given to World Englishes when considering finding appropriate texts, since World Englishes texts might cut down on the problem of background knowledge in some areas of the world. Another quite different source that is overlooked is the Internet. While the emphasis on setting up an extended reading program may not appeal to all readers, the clear-headed teaching approach will prove welcome. Nuttall begins with and reiterates certain ideas, including that reading is purposeful, reading should be enjoyed, flexibility is necessary when designing and accomplishing instruction, and you should fit your lesson to the reading. The approach to classroom matters is a common-sense one, with
guidance like "predictions need not be 'successful' to be useful," or "Never say anything yourself if a student could say it for you," which provide spurs to examine one's own practices. Whether providing word attack skills, approaches to teaching longer texts, or suggestions for questioning, Nuttall seldom settles for one approach or type of exercise. This variety should work against the temptation to take parts of the book and apply them without adaptation to a particular situation, which Nuttall warns shou ld not be done. For those put off [-2-] by the emphasis on skills in the title, Nuttall does discuss strategy instruction, though she holds that strategies will be developed more instinctively through doing a lot of reading. Still, strategies are discussed and many activities implement and practice strategy use. This book's strengths lie in its close relationship to the classroom, the learners and the teachers, and its attitude that errors are opportunities for learning, obstacles are challenges. The weaknesses of the book include some rather cursory treatments of current research, especially when it runs counter to the "psycholinguistic guessing game" (Goodman, 1967) school of reading. There is sometimes too much detail provided about many different aspects of reading instruction, which makes the reading slow going. However, this detail will no doubt be helpful to practitioners adapting the instructional activities. Teaching Reading Skills in a Foreign Language is not a theory-driven work; it derives from pragmatically dealing with classroom challenges. It is a book to be read through, a book to dip into once in a while when you are getting overly focused on one or two things, or a book to explore when you find yourself in a routine. Nuttall states that we should not forget that reading for enjoyment is probably the most motivating reading tool. For her readers, her enjoyment in writing about reading and teaching make this book encouraging, attractive and enjoyable. References
Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist , May, 126-135. Kim, H. and Krashen, S. (1997). Why don't language acquirers take advantage of the power of reading? TESOL Journal, 6 (3), 26-29. Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher Online. http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/may/extensive.html
tos orales de tradición cultural andaluza y de otras: cuentos, poemas, canciones, romances... - El lenguaje oral y las necesidades de expresión y comunicación más habituales - Diferentes necesidades de comunicación y vocabulario correspondiente a las unidades - Distintas situaciones comunicativas con diferentes instrumentos e intenciones, atendiendo a las normas de comunicación ( respetar el turno de palabra, escucha...)
- Expresión corporal como medio de comunicación ( dramatización) - Comunicación de sentimientos, emociones y necesidades desarrollando la creatividad
LENGUAJE ESCRITO - La lengua escrita como medio de comunicación, información y disfrute - Instrumentos de la lengua escrita: imágenes, grafomotricidad: líneas verticales, horizontales y quebradas
NIVEL 4 AÑOS
LENGUAJE ORAL - El lenguaje oral y las necesidades y situaciones de expresión y comunicación más habituales a la edad - Diferentes necesidades de comunicación y vocabulario correspondiente a las unidades - Distintas situaciones comunicativas con diferentes contextos, interlocutores, contenidos, instrumentos e intenciones, atendiendo las normas de comunicación - Textos orales de tradición cultural andaluza y de otras culturas: cuentos, poemas, canciones, romances... - Vocalización y ritmo silábico - Expresión corporal como medio de comunicación (dramatización), con el fin de expresar y comunicar sentimientos, emociones, necesidades, fomentando la creatividad - Materiales útiles para fomentar la expresión oral y escrita - Lectura de los fonemas a,e,i,o,u - Lectura de imágenes - Lectura de pictogramas
LENGUAJE ESCRITO - Lengua escrita como medio de comunicación, información y disfrute - Instrumentos de la a lengua escrita: imágenes, ilustraciones, pictogramas, grafomotricidad ( todos los trazos) - Iniciación a la cuadrícula 8x8 - Grafías de los fonemas a,e,i,o,u
NIVEL: 5 AÑOS
LENGUAJE ORAL - Textos orales de tradición cultural andaluza y de otras: poemas, cuentos, retahílas, refranes, trabalenguas, romances... adecuadas a la edad del niño - Diferentes necesidades de comunicación y vocabulario correspondiente a las unidades - Discriminación y articulación fonética - Ritmo silábico - Los determinantes del género "el", "la" y los nexos "y", "de" en las composiciones orales - Materiales útiles para fomentar la expresión oral y escrita como instrumento de comunicación - Posibilidades expresivas del propio cuerpo, para expresar y comunicar sentimientos, emociones, necesidades ( Dramatización), fomentando la creatividad - Lectura de los fonemas vocales ( a,e,i,o,u) - Iniciación de los fonemas consonantes, siguiendo el ritmo clase - Lectura de pictogramas, siguiendo la direccionalidad
LENGUAJE ESCRITO - La lengua escrita como medio de comunicación, información y disfrute
- Instrumentos de la lengua escrita: imágenes y su secuencia temporal. Identificación e interpretación de imágenes - Realización de pictogramas - Grafomotricidad: escritura en la cuadrícula 8x8 de fonemas y palabras propias del vocabulario del niño/a
a Educación Prebásica del Colegio Mayor se plantea la tarea educativa enfocada a promover el desarrollo integral del niño de 3 a 5 años. Para lo cual se atienden sus características, necesidades e intereses tanto en la dimensión personal y social, con el objeto de encauzarlo en el desarrollo de habilidades, formación de actitudes y hábitos que le permitan un desarrollo pleno y armónico con el objeto de prepararlo para asumir de manera responsable y adecuada los diferentes roles que le competerán como integrante autónomo de la comunidad social y natural. En la labor educativa se aplica la modalidad del currículum integral, centrado en núcleos de aprendizaje que constituyen las áreas temáticas de desarrollo personal, de relación con las personas y de relación con el medio natural, social y cultural. En la acción educativa se distinguen el tratamiento del idioma inglés, la aplicación de la informática educativa, el desarrollo de la educación física y el perfeccionamiento de habilidades sociales como centros que posibilitan la integración y la realización del Sistema Educativo del Colegio Mayor. Nuestro futuro posible y deseable, se expresa en la siguiente Visión: " Queremos proyectarnos como una comunidad educativa bicultural y bilingüe de excelencia, que orienta su quehacer al pleno desarrollo de las potencialidades de las personas que la integran, y caracterizada por el mejoramiento y la innovación permanente de su gestión para responder a las exigencias educativas de un mundo globalizado". IDIOMAS
El desarrollo trilingüe - castellano, italiano e inglés, desde el Nivel PreBásico hasta la Educación Media, constituye una cualidad de nuestro Proyecto que enriquece y amplía el desarrollo idiomático de los alumnos. En cuanto al idioma italiano, se realizan clases complementarias de nivelación para alumnos nuevos.
Mantener una actitud atenta y receptiva en relación a los mensajes verbales, gestuales y corporales de diferentes interlocutores. N° 1 (LO) • Expandir progresivamente su vocabulario, explorando los fonemas (sonidos) y significados de nuevas palabras que son parte de sus experiencias. N° 2 (LO)
• Expresarse en forma oral en conversaciones, narraciones, anécdotas, chistes, juegos colectivos y otros, incrementando su vocabulario y utilizando estructuras oracionales que enriquezcan sus competencias comunicativas. N° 3 (LO) • Comprender los contenidos y propósitos de los mensajes en distintas situaciones, identificando la intención comunicativa de diversos interlocutores, mediante una escucha atenta y receptiva. N° 5 (LO) • Comunicarse con distintos propósitos, en diferentes contextos y con interlocutores diversos usando argumentos en sus conversaciones, respetando turnos y escuchando atentamente. N° 7 (LO) • Expresarse en forma clara y comprensible, empleando patrones gramaticales y estructuras oracionales adecuados según su lengua materna. N° 8 (LO) • Producir oralmente sus propios cuentos, poemas, chistes, guiones, adivinanzas, dramatizaciones, en forma personal o colectiva. N° 9 (LO) • Distinguir las intenciones comunicativas de las personas, mediante una actitud atenta y receptiva para reconocer expresiones, funciones y significados del lenguaje. N° 10 (LO) • Comprender y expresar algunas palabras y frases básicas de otras lenguas contextualizadas en costumbres y prácticas que son de interés para los niños. N° 12 (LO) Tramo I (Hacia los 6 Meses) Tramo II
(Hacia los 18 Meses) Tramo III (Hacia los 3 Años) Tramo IV (Hacia los 5 Años) Tramo V (Hacia los 6 AÑOS) 0-3 AÑOS Núcleo de Aprendizaje BCEP LENGUAJE VERBAL MA PA COM UNICACIÓN ORA L Comprende el significado de algunas palabras (sustantivos y verbos) de uso habitual en su entorno. Reconoce su nombre, el de personas cercanas, animales y objetos familiares, y responde a instrucciones sencillas. Se comunica mediante la combinación de palabras y gestos. Usa la “palabra-frase” para expresar deseos y pensamientos. Utiliza un vocabulario de alrededor de 30 palabras o sonidos onomatopéyicos con significado, independiente de cómo las
pronuncie. 3-6 AÑOS logros DE APRENDIZAJES Cuadro de ArticulaciÓn BCEP / MAPAS APRENDIZAJES ESPERADOS BASES CURRICULARES DE LA EDUCACIÓN PARVULARIA
NUCLEOS DE LA LENGUA VERBAL Mantener una actitud atenta y receptiva en relación a los mensajes verbales, gestuales y corporales de diferentes interlocutores. N° 1 (LO) • Expandir progresivamente su vocabulario, explorando los fonemas (sonidos) y significados de nuevas palabras que son parte de sus experiencias. N° 2 (LO) • Expresarse en forma oral en conversaciones, narraciones, anécdotas, chistes, juegos colectivos y otros, incrementando su vocabulario y utilizando estructuras oracionales que enriquezcan sus competencias comunicativas. N° 3 (LO) • Comprender los contenidos y propósitos de los mensajes en distintas situaciones, identificando la intención comunicativa de diversos interlocutores, mediante una escucha atenta y receptiva. N° 5 (LO) • Comunicarse con distintos propósitos, en diferentes contextos y con interlocutores diversos usando argumentos en sus conversaciones, respetando turnos y escuchando atentamente. N° 7 (LO) • Expresarse en forma clara y comprensible, empleando patrones gramaticales y estructuras oracionales adecuados según su lengua materna. N° 8 (LO) • Producir oralmente sus propios cuentos, poemas, chistes, guiones, adivinanzas, dramatizaciones, en forma personal o colectiva. N° 9 (LO) • Distinguir las intenciones comunicativas de las personas, mediante una actitud atenta y receptiva para reconocer expresiones, funciones y significados del lenguaje. N° 10 (LO) • Comprender y expresar algunas palabras y frases básicas de otras lenguas contextualizadas en costumbres y prácticas que son de interés para los niños. N° 12 (LO)
Tramo IV
Comprende mensajes simples TRAMO IV HACIA LOS 5 AÑOS LOGROS DE APRENDIJAZE compuestos por varias oraciones que involucran preguntas claras y precisas, información de su interés e instrucciones con acciones sucesivas en distintas
situaciones cotidianas. Comunica información sencilla que involucra características de objetos, personas, personajes, fenómenos, situaciones y datos del contexto, utilizando oraciones completas y respetando los tiempos verbales presente y pasado. Se expresa oralmente en forma clara y comprensible sobre temas de su interés, empleando un vocabulario adecuado.
TRAMO VI HACIA LOS 6 AÑOS Comprende mensajes simples que involucran diversos tipos de preguntas y algunos conceptos abstractos en distintas situaciones cotidianas. Participa en conversaciones espontáneas o formales opinando, preguntando, describiendo, relatando y dando explicaciones en torno a temas de su interés. Usa estructuras oracionales completas y conjugaciones verbales adecuadas con los tiempos, personas e intenciones comunicativas. Se expresa oralmente en forma clara y comprensible, utilizando un vocabulario adecuado y pertinente a los contextos e interlocutores.
Tramo vi hacia los 6 años Comprende mensajes simples que involucran diversos tipos de preguntas y algunos conceptos abstractos en distintas situaciones cotidianas. Participa en conversaciones espontáneas o formales opinando, preguntando, describiendo, relatando y dando explicaciones en torno a temas de su interés. Usa estructuras oracionales completas y conjugaciones verbales adecuadas con los tiempos, personas e intenciones comunicativas. Se expresa oralmente en forma clara y comprensible, utilizando un vocabulario adecuado y pertinente a los contextos e interlocutores. tramo iv
Hacia los 5 años
Comprende mensajes simples compuestos por varias oraciones que involucran preguntas claras y precisas, información de su interés e instrucciones con acciones sucesivas en distintas situaciones cotidianas. Comunica información sencilla que involucra características de objetos, personas, personajes, fenómenos, situaciones y datos del contexto, utilizando oraciones completas y respetando los tiempos verbales presente y pasado. Se expresa oralmente en forma clara y comprensible sobre temas de su interés, empleando un vocabulario adecuado. tramo iii
Hacia los 3 años
Comprende mensajes simples y breves, en situaciones comunicativas cotidianas, respondiendo en forma oral y gestual. Comunica información
sencilla o características de personas y objetos familiares, utilizando oraciones simples de cinco o más palabras, respetando patrones gramaticales básicos, aunque no pronuncie correctamente. Formula preguntas sobre el nombre de objetos o fenómenos desconocidos que son parte de sus experiencias y utiliza nuevo vocabulario de sustantivos, verbos y adjetivos.
Objetivos Fundamentales Verticales NB1 Los alumnos y las alumnas serán capaces de: I. Comunicación oral • Escuchar comprensiva y atentamente lo que otros expresan, cuentan o leen, comprendiendo y recordando lo más significativo, y reaccionando a través de comentarios, preguntas y respuestas. • Tomar espontáneamente la palabra para expresar opiniones, dudas o comentarios con seguridad. • Expresarse oralmente en forma audible y clara en diversas situaciones comunicativas. • Relatar en forma oral, con coherencia y secuencia adecuadas, experiencias personales, noticias, cuentos, otras narraciones e informes sobre actividades realizadas. II. Lectura • Interesarse por leer para descubrir y comprender el sentido de diferentes textos escritos. • Dominar progresivamente el código del lenguaje escrito hasta leer palabras con todas las letras del alfabeto en diversas combinaciones. • Leer oraciones y textos literarios y no literarios breves y significativos, en voz alta y en silencio, comprendiendo y apreciando su significado. III. Escritura • Desarrollar progresivamente una escritura manuscrita legible, para sí mismo y
para los otros. • Producir y reproducir por escrito frases, oraciones y textos breves significativos. • Respetar los aspectos formales básicos de la escritura en su producción de textos, de modo que estos sean comprensibles. IV. Manejo de la lengua y conocimientos elementales sobre la misma • Utilizar y comprender un vocabulario cada vez más amplio. • Conocer y distinguir nociones gramaticales elementales necesarias para la comprensión y la expresión oral y escrita. 1 basico lenguaje
Objetivos Fundamentales 5°basico Los Objetivos Fundamentales apuntan al logro de las siguientes habilidades: 1. Leer y comprender el significado de palabras aisladas y frases cortas, relacionadas con el campo semántico correspondiente al nivel, uniendo el sonido con la palabra escrita. 2. Comprender auditivamente órdenes e instrucciones simples, enunciados cortos, preguntas relacionadas con el lenguaje instruccional de la sala de clases. 3. Discriminar auditivamente sonidos, palabras y oraciones relacionadas con el campo semántico correspondiente al nivel. 4. Reproducir oralmente manifestaciones musicales y poéticas de la tradición cultural y expresiones de alta frecuencia imitando sonidos propios de la lengua extranjera. 5. Descubrir la presencia del idioma extranjero a su alrededor y conocer algunos aspectos de la cultura de este idioma
