MONTESSORI GLOBAL SCHOOL

“DESARROLLANDO CONOCIMIENTO A TRAVÉS DE LA CREATIVIDAD”

COURSE DESIGN
READING PLAN
2017
 MONTESSORI GLOBAL SCHOOL
“desarrollando conocimiento a través de la creatividad”
323001009315

1. PRELIMINARY DATA

1.1 School: MONTESSORI GLOBAL SCHOOL

1.2 Address: Street. 17 n°28-08 Pasatiempo Neighborhood

1.3 Department: Córdoba

1.4 School system: private

1.5 City: Monteria

1.6 Grades: Preparatory, first, second, third, fourth and fifth

1.7 hourly Intensity: 1 hour per week.

1.8 Subject: Reading Plan

1.9 Teachers: Victoria Lafont Álvarez, Lina Marcela Padilla Sierra,

Carolina Quiceno, Kelly Ramos, Lina Ruiz.

2. BASIC COMPETENCES

Linguistic competition

Pragmatic competence

Sociolinguistic competence
 3. OBJETIVES AND GENERAL OBJECTIVES

3.1 GENERAL OBJECTIVE

Improve the reading accuracy and fluency of literary text, the

comprehension of literary and informational text, and the ability to convey
information about what they’ve read.

3.2 ESPECIFIC OBJECTIVES

1. Implement strategies before, during, and after reading to aid in the

construction and enhancement of meaning

2. Be able to participate in discussions about what they have read.

3. Develop critical thinking skills

4. Develop reading skills (skimming, scanning, predicting, and reading

for detailed comprehension).

5. Activate and reinforce other skills through Reading (grammar,

vocabulary, pronunciation, and writing.

6. Discover not only the usefulness but also the pleasure of being able
to read in a second language

7. Develop Pre-reading strategies

 4. BASIC STRUCTURE OF LEARNING AND EVIDENCES

READING PLAN
GRADE: PREPARATORY
I TERM
BASIC LEARNING 1: Apply new vocabulary in different kinds of
activities.
1.1 Associate letters to sounds
1.2 Recognize capital and lower-case letters
1.3 Read high frequency words

READING PLAN
GRADE: PREPARATORY
II TERM
BASIC LEARNING 2: Use reading comprehension strategies in short
stories.
2.1 Read high frequency words
2.2 Retell parts of a story
2.3 Interpret words according to pictures.

READING PLAN
GRADE: PREPARATORY
III TERM
BASIC LEARNING 3: Acquire new vocabulary from the In the sky’s
book.
3.1 Recognize some words from the pictures
3.2 Apply prior knowledge to understand short stories
3.3 Interpret the main idea from a text.
READING PLAN
GRADE: PREPARATORY
IV TERM
BASIC LEARNING 4: Apply new vocabulary and reading skills to
comprehend short stories
4.1 Recognize some common words
4.2 Apply the vocabulary learnt to develop activities
4.3 Begins to apply some reading skills

READING PLAN
GRADE: FIRST
I TERM

ESTANDARES

 Relaciono ilustraciones con oraciones simples.

 Disfruto la lectura como una actividad de esparcimiento que me
ayuda a descubrir el mundo

BASIC LEARNING 1: Develop the vocabulary according to the the cake

machine’s book

1.1. Apply word analysis skills using phonics and word patterns to
recognize words
1.2. Comprehend unfamiliar words using context clues and prior
knowledge
1.3. Interpret words according to the pictures.
READING PLAN
GRADE: FIRST
II TERM

ESTÁNDARES

 Sigo la secuencia de un cuento corto apoyado en imágenes

 Sigo la secuencia de una historia sencilla

BASIC LEARNING 2: Use reading strategies in short stories.

2.1. Establish purpose for reading, make predictions, connect important

ideas, and link previous experiences and knowledge
2.2. Continuously check and clarify for understanding (e.g., reread, read
ahead, use visual and context clues, ask questions, retell, use meaningful
substitutions).
2.3. Read grade level material aloud with fluency and accuracy

READING PLAN
GRADE: FIRST
III TERM

ESTANDARES:

 Relaciono ilustraciones con oraciones simples

 Disfruto la lectura como una actividad de esparcimiento que me
ayuda a descubrir el mundo.

BASIC LEARNING 3: Discover the different literary elements in a

short story.

3.1. Identify elements of theme, setting, plot and character within

literary works
3.2. Interpret the meaning of the words using pictures
3.3. Apply the vocabulary learnt to solve activities.
READING PLAN
GRADE: FIRST
IV TERM

ESTANDARES

 Reconozco y sigo instrucciones sencillas, si están ilustradas

 Sigo la secuencia de un cuento corto apoyado en imágenes

BASIC LEARNING 4: Apply reading skills to comprehend short stories.

4.1. Read short text and relate the literary elements to real-life situations
and communicate those ideas to others
4.2. Use reading skills to acquire knowledge
4.3. Use the vocabulary about the reading to complete activities

READING PLAN
GRADE: SECOND
I TERM

ESTÁNDARES
 Identifico palabras relacionadas entre sí sobre temas que me son
familiares.
 Sigo la secuencia de una historia sencilla.

BASIC LEARNING 1: Development through the reading new

vocabulary.
 1.1 Apply word analysis skills (e.g., phonic, word patterns) to
recognize new words.
1.2 Comprehend unfamiliar words using context clues
1.3 Apply Knowledge about lions and prior knowledge

READING PLAN
GRADE: SECOND
II TERM

ESTÁNDARES
 Disfruto la lectura como una actividad de esparcimiento que me
ayuda a descubrir el mundo.
 Puedo predecir una historia a partir del título, las ilustraciones y las
palabras clave.

BASIC LEARNING 2: Implement reading Strategies through the

reading of a specific book

2.1 Establish purpose for reading, make predictions, connect important

ideas, and link previous experiences and knowledge.

2.2 Continuously check and clarify for understanding (e.g., reread, read
ahead, use visual and context clues, ask questions, retell).

2.3 Read grade level material aloud with fluency and accuracy.
READING PLAN
GRADE: SECOND
III TERM

ESTÁNDARES
 Relaciono ilustraciones con oraciones simples.
 Utilizo diagramas para organizar la información de cuentos cortos
leídos en clase.

BASIC LEARNING 3: Comprehend texts with information about how to

make products.

3.1 Summarize content of reading material using text organization

(e.g. story, sequence)
3.2 Use information presented in texts to complete different activities
3.3 Use pictures to make meaning

READING PLAN
GRADE: SECOND
IV TERM

ESTÁNDARES
 Sigo la secuencia de una historia sencilla
 Disfruto la lectura como una actividad de esparcimiento que me
ayuda a descubrir el mundo

BASIC LEARNING 4: Use different reading skills to comprehend to get

information from texts.

4.1 Recognize some common words

4.2 Retell an age – appropriate story.
4.3 Apply information get it in texts to solve different kind of activities.
READING PLAN
GRADE: THIRD
I TERM

ESTÁNDARES
 Relaciono ilustraciones con oraciones simples
 Disfruto la lectura como una actividad de esparcimiento que me
ayuda a descubrir el mundo
BASIC LEARNING 1: Discover different kinds of animals in art
through reading.
1.1 Determine the meaning of an unknown word using word, sentence,
and cross-sentence clues.
1.2 Use pictures to know the meaning of a word
1.3 Recognize some familiar words.

READING PLAN
GRADE: THIRD
II TERM
ESTÁNDARES
 Identifico palabras relacionadas entre sí sobre temas que me son
familiares.
 Disfruto la lectura como una actividad de esparcimiento que me
ayuda a descubrir el mundo.

BASIC LEARNING 2: Develop reading strategies to get information

about recycle.

2.1 Activate prior knowledge to establish purpose for reading a given

passage
2.2 Identify the different ways to recycle
2.3 Use knowledge about the reading to complete activities
READING PLAN
GRADE: THIRD
III TERM
ESTANDARES
 Disfruto la lectura como una actividad de esparcimiento que me
ayuda a descubrir el mundo
 Puedo predecir una historia a partir del título, las ilustraciones y las
palabras clave.

BASIC LEARNING 3: Interpret meaningful information from the book

How we stay healthy

3.1 Determine the answer to a literal or simple inference question

regarding the meaning of a passage
3.2 Distinguish the main ideas and supporting details in informational
text
3.3 Identify the main idea of a selection when it is not explicitly stated
(e.g., by choosing the best alternative title from among several
suggested for a given passage).

READING PLAN
GRADE: THIRD
IV TERM
ESTÁNDARES:
 Sigo la secuencia de un cuento corto apoyado en imágenes
 Puedo predecir una historia a partir del título, las ilustraciones y las
palabras clave
BASIC LEARNING 4: Develop reading and language skills and increase
new vocabulary.

4.1 Determine what characters are like by what they say or do by how
the author or illustrator portrays them
4.2 Apply reading strategies to understand stories.
4.3 Use the vocabulary learnt in the reading to complete grammar
activities.

READING PLAN
GRADE: FOURTH
I TERM

ESTANDARES
 Participo en juegos de búsqueda de palabras desconocidas.
 Asocio un dibujo con su descripción escrita.

BASIC LEARNING 1: Acquire new vocabulary and grammar structures

1.1 Apply prior knowledge in what is being read
1.2 Start to read fluently
1.3 Determine the meaning of an unknown word using images

READING PLAN
GRADE: FOURTH
II TERM

ESTANDARES
 Identifico las acciones en una secuencia corta de eventos.

 Identifico elementos culturales como nombres propios y lugares, en

textos sencillos
BASIC LEARNING 2: Comprehend informative texts about animal life
cycles.

2.1 Determine the answer to a literal or simple inference question

regarding the meaning of a passage.
2.2 Identify the main idea of a short text when it is not explicitly
stated.
2.3 Summarize a story passage or text, or identify the best summary.

READING PLAN
GRADE: FOURTH
III TERM

ESTANDARES:

 Identifico elementos culturales como nombres propios y lugares, en

textos sencillos
 Reconozco, en un texto narrativo corto, aspectos como qué, quién,
cuándo y dónde.

BASIC LEARNING 3: Explore our world through an interesting reading.

3.1 Identify author’s message.

3.2 Compare stories to personal experience, prior knowledge, or other
stories
3.3 Identify and interpret new vocabulary.
READING PLAN
GRADE: FOURTH
IV TERM

ESTANDARES

 Ubico en un texto corto los lugares y momentos en que suceden las

acciones
 Identifico elementos culturales como nombres propios y lugares, en
textos sencillos

BASIC LEARNING 4:
4.1 Distinguish the main ideas and the minor and significant details of
any text.
4.2 Make an inference, generalization, or conclusion and answer
questions.
4.3 Determine the author’s purpose.

READING PLAN
GRADE: FIFTH

TERM 1
STANDARD: Reconozco, en un texto narrativo corto, aspectos como qué,
quién, cuándo y dónde
BASIC LEARNING 1: learn how to set goals to improve reading

1.1 increase knowledge of vocabulary.

1.2 use punctuation and capitalization during readings
1.3 enlist varied forms of response (discussion, writing, drama, art,
movement, etc.) to analyze textual feature.

TERM 2
STANDARD: Leo y entiendo textos auténticos y sencillos sobre
acontecimientos concretos asociados a tradiciones culturales que conozco
(cumpleaños, navidad, etc.).
BASIC LEARNING 2 encourage the development of reading skills and
the use of reading strategies by using the target language.

2.1 get meaning from whole chunks of science text

2.2 answer questions base on biology books
2.3 you speak about Several facts and concepts that are related to a text

TERM 3
STANDARD: Ubico en un texto corto los lugares y momentos en que
suceden las acciones
BASIC LEARNING 3 to develop reading skills through different reading
strategies.

3.1 give significant illustrative information supporting concepts or ideas

3.2 summarize text base on the main idea of story book
3.3 develop reading skill by using Brainstorm/chart list of possibilities

TERM 4
STANDARD: Identifico las acciones en una secuencia corta de eventos.
BASIC LEARNING 4: learn some reading abilities to have a
comprehensive reading.

4.1 Orally read with reasonable fluency some texts

4.2 get confidence with reading extended texts.
4.3 read some texts by using skimming and scanning techniques

5. METHODOLOGY
For the development of the methodology in this subject is required to
consider the competence of the two skills: writing and reading. The
methods to be used is meaningful learning and the Montessori method, in
which silence and mobility are indispensable, taking into account the
development in each student. The teacher will prepare the environment and
uses scientific observation. The error is regarded as learning. It encourages
the child to always do a self-evaluation. It is look for the student to be
autonomous, independent and has a great capacity for initiative. In the
development of this subject It is seek that students have maximum
exposure to the target language through encounter with a variety of written
texts, allowing for incidental acquisition of reading plan. Teacher will give
meaningful exercises that allow learners to practice vocabulary and specific
language points, also will provide opportunities for peer interactions by
incorporating pair and group work into classroom activities, encourage
reflection and metacognitive awareness before, during, and after learning
and let students have opportunities for critical and creative thinking.

6. EVALUATION CRITERIA

The evaluation of the subject of reading plan will be made based on value
judgments of cognitive, socio-emotional, and communicative taking into
account two principal skills: reading and writing.
The evaluation was carried out on a permanent basis in which students
can achieve a number of basic lessons included in the curriculum
standards set by the MEN, to the extent of the achievements the following
will be considered:
- Responsibility and compliance activities
- Attitude in the development of the subject
- Participation in class
- Oral Answers
- Relationships
- Application of what have been learned.

In the course evaluation it is conceived as stipulated in Law 115 of 1994 in

its regulatory decree 1869 regards evaluation as a formal and
comprehensive ongoing process that is expressed in value judgments made
in the considerations of Decree 0230 of 2002 which identifies five value
judgments to describe the learning process and student training:
Excellent, Outstanding, fair, weak and poor.
7. RESOURCES

To develop the specified content of this course design it is necessary to use

the following resources.

PHYSICAL:

• Classroom.
• Library.
TEACHING:
• Board
• Bookmarks
• Books
• Colors
• Pencils
• markers

HUMANS

• Teachers.
• Students.
• Family.