Extensive Reading

Extensive and Semi-Extensive Reading Reflections from the Field
By Rachel Duzzy
What is reading but silent conversation? (Walter savage Landor)
Nofei-Arbel School in Kibbutz Ginossar is an experimental school for language arts, consisting of eight classes
ranging from the 1st to the 8th Grade and one, where the pupils come from different backgrounds (Kibbutz,
Moshav, town), are taught in heterogeneous classes and start learning English in the 3rd Grade. For the past 14
years, Ive been teaching English there (5th 8th Grades) and for all this time have been running an extensive
reading program. which starts in the 6th Grade. In this article, I intend to share with the readers the outlines
of this program, to support it with examples from the field and to back it up with literature on the topic. The article
is based on a talk I gave at the ETAI Spring Conference Togetherspring conference in Haifa on April 8th,
2003.
Rationale
One of the standards for the Domain of Appreciation states: Pupils appreciate literature that is written in English
and through it develop sensitivity to a variety of cultures (English Curriculum).
Krashen (1993:84) wrote: When children read for pleasure, when they get hooked on books, they acquire,
involuntarily and without conscious effort, nearly all of the so-called language skills They become adequate
readers, acquire a large vocabulary, develop the ability to understand and use complex grammatical constructions,
develop a good writing style and become good spellers .
Extensive Reading has a role in developing fluent second language readers because it develops sight vocabulary,
enhances automaticity, develops general vocabulary knowledge and different knowledge types. (Elisheva
Barkon. Act 2 Oranim, April 2003. Based on: Day and Bamford, 1998).
Goals for the Extensive Reading Program
When sitting down to write the outline of the ER program for my classes, I decided on a few goals. Keeping these
goals in mind and referring back to them, helps me to check whether or not they have been achieved (backwash),
to reflect on the program and to draw conclusions.
Here are the goals:Students will
Be provided with experience in the target language as used in books.
Be motivated to read more in the target language by inducing them to read in the target language as a
pleasurable entertaining activity.
Expand vocabulary, improve grammar, spelling, reading strategies, reading speed and writing skills.
Be introduced to authentic literature in the target language and encouraged to read and appreciate it.
Be challenged to think critically.
Improve their self esteem and gain confidence in the target language.
See the connection between language, literature and culture (Domain of Appreciation).
Getting Started
In order to motivate the students to read in the target language, they participate in some book activities,
which take about 3 4 lessons and which are aimed at introducing them slowly and gradually to the
reading program.
Here is a brief description of these activities:
1.
Background surveys on reading
These surveys, are generally administered at a very early stage of the school year but they can be
administered at the end of the year as well. They help me collect valuable data about my students
reading habits, attitudes to reading, difficulties, likes and dislikes. Younger and weaker students fill in
questionnaires written in Hebrew, or read out loud in English.
2. Getting to know the English section of the school library
The class is taken to the school library in order to show them where the English books are stored. They
then learn about the grading system (stickers of different colors), and how to sign for a book. This entire
lesson is spent in the library examining books, reading and sharing.
3. Round Robin (stations)

Students form into 5 or 6 groups and work in rotation on different activities. Each activity is located on a
separate desk (station), where the activity sheets and a variety of books are to be found. They get 6-7
minutes to complete each task and on my signal they must move on to the next station until all the
activities are done and the round completed. Some of the activities are: a book quiz using cartoons only,
matching Hebrew and English titles, matching blurbs to titles, rating captions from books, and more. At
the end of the round the groups share their findings. The Round Robin activity is highly successful at all
levels.
4. Getting started
Now its time to start the real thing. The students are told which day of the week and at which hour
theyll be having their reading lesson. Its probably better to start every English lesson with 10-15
minutes reading rather than a longer period once a week during the reading lesson. I tried it and it didnt
work for me. The students also get a folder, a title page on which is written Quiet Reading or a similar
title, a reading log and a typed list of about 30 short enjoyable reading tasks which they can choose from.
The folder will serve as the students reading portfolio.
Semi-Extensive Reading
Judging from my experience, semi-extensive reading is a good way to start. In semi-extensive reading lessons, the
entire class reads the same book with assistance from the teacher. SE reading gives the students the chance to
expand their general understanding of the book as well as of literature and gives weak or reluctant readers a fresh
new start before they move on to reading independently.
It is crucial to pick a book which appeals to the majority of the students and one which caters to the average
reading level of the class, in other words, not too easy and not too difficult (Remember the surveys? This is the
time to read them again). Which books to choose is entirely up to the teacher. I myself tend to go for the classics.
Nevertheless, it is important to allow avid, independent readers to read books of their own choice and not to insist
on a book that the teacher has chosen for the class.
Semi-Extensive reading is different to Extensive reading in more than one way. One main difference is the
preparation on the teachers side. The teacher might want to gloss over some new/key words, revise what was read
last time, elicit predictions, ask questions, and so on. Also, in SE reading the students are requested to do some
follow up activities which are usually short and fun-like.
Reading Tasks
Generally speaking, in reading lessons, students should only read because: 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 ( Day and Bamfor., 2002. based on: Williams, R. (1986). In:
Day and Bamford, 2002).

However, Day and Bamford also state in their new book: Extensive Reading activities for Teaching Language (in
press)there, that: At the same time, teachers may ask students to complete follow up activities based on their
reading The reasons for this are various: to find out what the student understood and experienced from the
reading; to keep track of what and how much students read; to make reading a shared experience; to link reading
to the aspects of the curriculum.
I tend to agree with Bamford and Day on the importance and the nature of the reading tasks but at the same time I
am aware of the fact that many teachers are against demanding book tasks (see the ETNI poll results on reading
tasks on the ETNI site). Students should not be forced to do a reading task each time they read it should be
optional. But I do demand about 10 short tasks during the school year (for the reasons mentioned above). It is a
minimal demand and there are many students who would like to hand in many more tasks. Taking into
consideration that the reading lesson lasts 40-45 minutes, it is very difficult for most students to read throughout
it. The tasks act as a nice variation, as most are of an artistic, fun-like nature and are not evaluated with grades but
are corrected, typed and filed in the reading portfolio.
Reading Club
Three to four times a year, we hold a Reading Club activity, where the students display their reading tasks and
reading projects. This gives them a chance to share books, to talk about a book, to recommend a book and to
reflect. The Reading Club activity helps them choose their future books as well. Guests, usually school staff, are
invited to these events and they express their admiration of the students work. Seeing the students beaming faces
says it all. Students look forward to these Reading Club meetings and even the weakest and the most reluctant
display their work. It is important to mention that the work displayed is work which went through some of the
process writing stages, namely: drafting, correcting, and finally displaying.
In conclusion
This article does not attempt to cover all the issues concerning Extensive Reading and does not relate to S.E.N
students, reading assessment, budgets and more. It is not a guide, either, and the program described here might not
work for every teacher. I do, however, hope that it leaves the readers with food for thought.
References
Day R, & Bamford J. (2002). Ten Top Ten Principles for Teaching Extensive Reading) in: Reading in a Foreign
Language, Vol.14, No.2
Krashen, S .K. (1993). The Power of Reading. Englewood, Col. Libraries, Inc
Marom Anat. (1996). A Niche of Independent Reading: Managing a Library of English Readers. In: ETJ No. 49
Ministry of Education (English Inspectorate). (2001).Principles Pinciples and Standardsstandards for
Learninglearning English as a Foreign Languageforeign language in Israeli Schoolsschools: A
Curriculumcurriculum for all Grades.grades. Jerusalem: Ministry of Education
Appendix A: Tips
I - 1 (I minus one): Students should be encouraged to pick books within their competence in order to develop
automaticity and sight vocabulary (Elisheva Barkon, Act 2, Oranim, April 14, 2003. Based on: Day & Bamford
1998. Extensive Reading in Second Language Classroom. Cambridge University Press).
In order to help students pick books which are suitable for their level, the teacher can do the following: Type a
caption from the book and delete some words. If the student can figure out the content, then the book is suitable
and vice versa (Elisheva Barkon. Act 2 Oranim. April 14, 2003). Another good tip is the five finger rule.
Students open the book to any random page and count the words they dont understand. If they dont understand 5
words, then the book is not suitable for their level (Anat Marom, 1996).
The students should be encouraged to read a new book once every two weeks. However, the teacher needs to
take into consideration the length of the book.
It is advisable that the teacher knows the content of most of the books in his library. This is important because
pupils tend to consult with the teacher about books.
Appendix B: Extensive Reading Program Step by Step
Setting goals
Reading surveys.
Enjoyable reading activities (Book quizzes, Round Robin, etc).
Semi-Extensive Reading (entire class reads the same book).
Short reading tasks, reading projects, performance tasks, etc.
Assessing reading:
1.
To check whether or not my goals have been achieved (back wash).
2.
How? Portfolios, reading logs, Book worm awards, Peer assessment, checklists and rubrics, etc.
Reading Club Activities.
ETAI FORUM . 2003

Extensive Reading

Uploaded by

Copyright:

Available Formats

Extensive Reading

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Extensive Reading

Uploaded by

Copyright:

Available Formats

Extensive and Semi-Extensive Reading Reflections from the Field

Be provided with experience in the target language as used in books.

Be challenged to think critically.

3. Round Robin (stations)

Day and Bamford, 2002).

Appendix B: Extensive Reading Program Step by Step

ETAI FORUM . 2003

You might also like