Saint Anthony College of Technology of Mabalacat City

Work Plan on Intensive and Extensive Reading for

Elementary and Junior High School.
S.Y. 2019 – 2020

(A three years of reading program is intended to make and implement to make the struggling readers be
proficient readers.)

Submitted by:
Chrizza May A. Sabarre
Bachelor in Secondary Education Major in Social Studies

Submitted to:
Mrs. Estrella Brady

Subject: Meth 5
Developmental Reading

EXTENSIVE READING INTROCUTION/DEFINITION:

 Extensive reading is reading as much as possible, for your own pleasure, at a difficulty level at
which you can read smoothly and quickly without looking up words or translating to English as
you go. In other words, instead of spending a half hour decoding a tiny part of one book (also
known as intensive reading), you read many simpler books that are at or slightly below the level
at which you read fluently. This lets you get used to reading more complex sentences with ease,
reinforces the words you already know and helps you learn new words from context.

Extensive reading can essentially also be referred to as reading for joy. This approach advocates
reading as much material in your target language as humanly possible. This way, its advocates
claim, you will be exposed to the widest range of vocabulary and grammatical structures. All of
this is supposed to make you a better language learner and help you on the way to fluency.

Extensive is mostly done outside of the school premises, eg. At home.

3 YEARS OF EXTENSIVE READING PROGRAM FOR ELEMENTARY

Phases of the Goals/Objectives Activities/Strategies Persons Resources needed Time

Institutionalizatio involved Frame
n
Phase I: 1. To provide 1. Selection and Principal, Head Reading 1st day
Pre-Implementation Activities and classification of Grade teacher in Examination of class
examination that will undergo on English, Grade
SELECTION which includes the three year Reading 4, 5, & 6
(Conceptualization of
Oral and Reading program. Teachers.
the reading program)
Comprehension
test
2. Information 1st week
ORENTATION 2. To give Dissemination and Head Teacher of class
(Orientation and orientation on the orientation of parents in English, Letter to Parents
Introduction of the nature, scope, and and students through Students and and Contact
three year Reading rationale of the letters and personal Parents numbers
Program) reading program conversation.
to the students
and parents for
familiarity and to
stimulate students
love for reading

Phase II:
Proper Implementation:
1. To assess the 1. assessment of Homeroom Photocopies of 2nd
CONDUCT
reading level of students reading level Teacher/Advisor short stories with week of
(Actual
Implementation of the the student by giving a pre-test and Students simple question to class
Reading program) through a pre-test be answered by the
students at home.

2. To increase 2. Adoption of reading Students and

reading Intervention such as: Relatives
proficiency of
students by
suggesting
parents to present I. Vocabulary I. Simple
engaging Games Vocabulary Whole
 activities at Words read year for
home. and Grade 4
prepared by students
parents
II. One Story a
day II. One Take
home short Whole
story a day year for
read by Grade 5
student students

III. One Story a III. Take home

day stories a day
read by Whole
student. year for
Grade 6
students
3. To encourage a 3. Embracing reading Students and
sense of personal even at home with the Relatives
responsibility of guidance of parents,
owns progress. sisters, or brothers etc.

Phase III:
Post-
Implementation 1. To evaluate the 1. Evaluation of 1. Parents and Furnish Post-Test: At the
improvement of Students Reading Students Oral and Written end of
FINAL the students level Reading test the
EVALUATION reading school
(Diagnosis) proficiency year

EXTENSIVE READING ACTIVITIES GRADE 4

ACTIVITIES TIMED DESCRIPTION

FRAME
Unscramble the Month of June Parents and teacher will prepare simple words that are familiar with the student
Words and will scramble it and the student will arrange it into the correct words.
Word Search Month of July Parents and teacher will prepare a group of jumbled letters and the students
will encircle or write the words that they’ll find.
Build Words Month of August Parents and teacher will prepare letters written on a paper or on any writable
materials and students will build or form words using these letters.
Matching Game Month of Parents and teacher will prepare words and meanings. Students will match or
September connect the words to the correct meaning of the words.
Fill it In Month of Parents and teacher will prepare simple and incomplete sentences that are
October familiar to the student. The student will try to fill in the missing word using the
given choices of words at the beginning of the test.
Memory Game Month of This memory game will focus on the familiar words to the student, e.g. Names
1 November of Animals, things they use and foods. Teacher will prepare a list of words and
parents will read it aloud and show the word to the student. Student will repeat
the words.
Memory Game Month of This memory game will focus on the simple verbs that are constantly being
2 December done by the student, parents, teacher and the people around them. Teacher will
prepare a list of words and parents will read it aloud and show the word to the
student. Student will repeat the words.
Memory Game Month of This memory game will focus on the nouns and verbs. The words are a little
3 January difficult than the words that are used at the Memory Game 1 & 2. Teacher will
prepare a list of words. Student will read the words.
Memory game Month of This memory game will focus on the simple and short sentences, nouns and
4 February verbs are combined. Teacher will prepare a list of sentences and student will
read the words.
Q&A Month of March Teacher and parents will prepare simple questions, eg. About names, things,
places and situation. Student is required to respond with the correct answer.
Post-test Month of April Teacher will compile all of the activities that are done in the past months and
make a test/examination covering all of those activities.

EXTENSIVE READING ACTIVITIES GRADE 5

ACTIVITIES TIMED DESCRIPTION

FRAME
Sentence story Month of June Teacher will prepare a story that is composed of 2-3 sentences. Parents will
guide the student through reading the story and writing a reflection regarding
to it. Each day, the story will change.
Informational Month of July Teacher will prepare a story that contains important information. Parents will
Story guide the student through reading the story and writing a reflection regarding
to it. Each day, the story will change.
Folk Tale Month of August Teacher will prepare a folk tale and Parents will guide the student through
reading the story and writing a reflection regarding to it. Each day, the student
will read different folk tale and write reflection for each story.
Fairy Tale Month of Teacher will prepare a Fairy Tale and Parents will guide the student through
September reading the story and writing a reflection regarding to it. Each day, the student
will read different Fairy tale and write reflection for each story.
A Parable Month of Teacher will prepare a parable and Parents will guide the student through
October reading the story and writing a reflection regarding to it. Each day, the student
will read different parable and write reflection for each story.
Picture Story Month of Teacher will prepare a picture story book and Parents will guide the student
book November by letting the student read the book and student will be writing a reflection of
how did he/she understand the picture book and what the story all about. Each
day, the student will read different picture book and write reflection for each
story.
Personal Story Month of Teacher will provide a story that is personally written by her/him for the
December student to read. Parents will guide the student through reading the story and
writing a reflection of how did he/she understood the story. Each day, the
student will read different personal story and write reflection for each story.
A Legend Month of Teacher will prepare a simple local legend and Parents will guide the student
January through reading the story and writing a reflection regarding to it. Each day,
the student will read different legend and write reflection for each story.
A Myth Month of Teacher will prepare a simple local myth and Parents will guide the student
February through reading the story and writing a reflection regarding to it. Each day,
the student will read different myth and write reflection for each story.
History Month of March Teacher will prepare short information about our history and Parents will
guide the student through reading the story and writing a reflection regarding
to it. Each day, the student will read different legend and write reflection for
each story.
Post-test Month of April Teacher will compile all of the activities that are done in the past months and
 make a test/examination covering all of those activities.

EXTENSIVE READING ACTIVITIES GRADE 6

(Activities of Grade 5 & 6 are the same but the difficulty is not. The stories are more difficult and longer and may
contain new words. There is also a set of time and numbers of story that is needed to read each day.)
ACTIVITIES TIMED DESCRIPTION
FRAME
Sentence story Month of June Teacher will prepare a story that is composed of 10 -20 sentences. Parents
will guide the student through reading the story and writing a reflection
regarding to it. Each day, the story will change.
Informational Month of July Teacher will prepare a story that contains important information. Parents will
Story guide the student through reading the story and writing a reflection regarding
to it. Each day, the story will change.
Folk Tale Month of August Teacher will prepare a folk tale and Parents will guide the student through
reading the story and writing a reflection regarding to it. Each day, the student
will read different folk tale and write reflection for each story.
Fairy Tale Month of Teacher will prepare a Fairy Tale and Parents will guide the student through
September reading the story and writing a reflection regarding to it. Each day, the student
will read different Fairy tale and write reflection for each story.
A Parable Month of Teacher will prepare a parable and Parents will guide the student through
October reading the story and writing a reflection regarding to it. Each day, the student
will read different parable and write reflection for each story.
Picture Story Month of Teacher will prepare a picture story book and Parents will guide the student
book November by letting the student read the book and student will be writing a reflection of
how did he/she understand the picture book and what the story all about. Each
day, the student will read different picture book and write reflection for each
story.
Personal Story Month of Teacher will provide a story that is personally written by her/him for the
December student to read. Parents will guide the student through reading the story and
writing a reflection of how did he/she understood the story. Each day, the
student will read different personal story and write reflection for each story.
A Legend Month of Teacher will prepare a local and international legend and Parents will guide
January the student through reading the story and writing a reflection regarding to it.
Each day, the student will read different legend and write reflection for each
story.
A Myth Month of Teacher will prepare an international and local myth and Parents will guide
February the student through reading the story and writing a reflection regarding to it.
Each day, the student will read different myth and write reflection for each
story.
History Month of March Teacher will give students a book about the local history and world history
and Parents will guide the student through reading the story and writing a
reflection regarding to it. Each day, the student will read different legend and
write reflection for each story.
Post-test Month of April Teacher will compile all of the activities that are done in the past months and
make a test/examination covering all of those activities.
 3 YEARS OF EXTENSIVE READING PROGRAM FOR JUNIOR HIGH

Phases of the Goals/Objectives Activities/Strategie Persons Resources needed Time

Institutionalization s involved Frame
Phase I: 1. To provide 1. Selection and Principal, Head Reading 1st day
Pre-Implementation Activities and classification of teacher in Examination of
examination Grade that will English, Grade class
SELECTION which includes undergo on the three 4, 5, & 6
(Conceptualization of Oral and Reading year Reading Teachers.
the reading program)
Comprehension program.
test

ORENTATION 2. To give 2. Information Head Teacher 1st

(Orientation and orientation on the Dissemination and in English, Letter to Parents and week
Introduction of the nature, scope, and orientation of Students and Contact numbers of
three year Reading rationale of the parents and students Parents class
Program) reading program through letters and
to the students personal
and parents for conversation.
familiarity and to
stimulate students
love for reading

Phase II:
Proper Implementation:
1. To assess the 1. assessment of Homeroom Photocopies of short 2nd
CONDUCT
reading level of students reading Teacher/Adviso stories with simple week
(Actual
Implementation of the the student level by giving a r and Students question to be of
Reading program) through a pre-test pre-test answered by the class
students at home.

2. To increase 2. Adoption of Students and

reading reading Intervention Relatives
proficiency of such as:
students by
suggesting I. Creating and I. Students will Year
parents to present reading chain create and read of
engaging stories. chain stories. Grade
activities at 7
home.

II. Keep Vocabulary Year

Journals, Skim and II. Students are to of
Scan. keep lectures of Grade
vocabulary. 8

III. Read books, Year

reports, and books III. Students are of
reviews and Work required to write Grade
on your creative simple books, 9 & 10
Writing. (Mostly reports, books
Fictional because reviews and will
students are more work to improve
interested in them) their creative
 writing.

3. To encourage a 3. Embracing Students and

sense of personal reading even at Relatives
responsibility of home with the
owns progress. guidance of parents,
sisters, or brothers
etc.

Phase III:
Post-
Implementation 1. To evaluate the 1. Evaluation of 1. Parents and Furnish Post-Test: At the
improvement of Students Reading Students Oral and Written end of
FINAL the students level Reading test the
EVALUATION reading school
(Diagnosis) proficiency year

NOTE: As mentioned above, Extensive reading is purely for pleasure and fun that can help a
student improve their reading skill on their own. There is no set of time, no set of number to
read, no limitation, no list of “What to do or Read” and no expected outcome. The student can
choose whenever and whatever to read. The activities that were shown above (For elementary)
are for example/ guideline only but it is not a MUST since extensive reading doesn’t required a
set or list of activities, thus there I didn’t prepared a list of Activities for Junior high students.