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, Ray Williams discussed his top ten principles for teaching
foreign language reading. He used his top ten to begin his reading seminars by asking
participants to evaluate them and add 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.

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 hand -- 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 advanced 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 well-
developed: 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 not a goal. In terms of reading outcomes, the
focus shifts away from comprehension achieved or knowledge 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; Doesn'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. Serious-
minded 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 be 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 need 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 or 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 should 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