Extensive Reading

Extensive Reading



Extensive reading is the way of reading that we just need to know as general. We read much, but no need to comprehend it as seriously. We read to enjoy or to get general information. Thus, extensive reading is also termed as “supplementary reading”. It is different with intensive reading. Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. For example,  Intensive reading needs to read one article  times, but in extensive reading we read many article because we just need read it once.

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For extensive classroom reading techniques and tasks can be activate prior knowledge , discuss about the topic to trigger the interest and motivation , relate personal experience to the text, familiarize with the vocabulary relevant with the topic , use pictures/ illustrations to help arouse and flourish imagination, set questions relating to increase curiosity and willingness to read., scanning for particular or specific ideas/ answers to particular questions, skimming for general ideas and central ideas, gather information: who, what, when, where, which, why, how?, predict and guess: what do we think will happen next?, suppose: if we were him/her, would we …? What would we do?, guess the title, word study: synonym, antonym, prefix, suffix, categorizing, class, reading report, summary, match ideas with sentences …t/f,  and fill in the blank.

 

 For conduct extensive reading class we can use book reports and summaries. Learners can write a short book report and summaries. These can be general, such as a short summary of the book, or more specific, such as comments on one character in the book. The complexity of the report depends upon the level of the learner. 

They are handed in to the teacher and graded, and/or used as aids for spoken reports. The time spent writing a book report or summary should be no more than 15 minutes per week. Some ideas for book reports on the worksheets page.. Two example photocopiable book reports are also on the worksheets page

We can measure learners’ reading speed at the beginning of the term, and then again at the end. At the start of the term, ask each learner to read the first three pages of a suitably leveled book. Record how long it takes them to read them. Count the number of words on these three pages and how many minutes it took to read them. This gives we the number of words read per minute (Wpm). Then at the end of the term, ask them to read three different pages from the same book and record their reading speed. It should have increased if the learner has been reading regularly.

Create a large reading chart to be put on the classroom or library wall, the purpose being a way for students to record books they read over a period of time. This has each student’s name down the left side. Across the top leave spaces for students to fill in the name of books they read. Students fill in the chart as they finish books. We may wish to have different charts for the number of pages read, number of books read or the number of reading reports with an A. At the end of the term, we may wish to offer some kind of prize for certain achievements, such as most books read.

    Finally we can graded the students depend on their works. We can recognize their level in our assessing. In chart and their progress.  We can see their understanding and their ability.


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