[Link].

com

PRESENTATION

Considering that education is the progress of a society, we teachers have to

to take on the leadership that corresponds to us as agents of transformative change, in the
in the sense that education in this era is undergoing a set of transformations
policies, cultural and social; therefore, it is necessary to foster skills from the school
reading basics and reading comprehension are fundamental, thus promoting the reading habit
in the classroom, in the institution, in the family and in the community.
In this last administration, educational policies are being established at the national level, in which
Aim to improve the quality of educational service in the face-to-face mode.
It is clear, according to the analysis of the pedagogical instruments from previous years, the most
percentage of students have problems at the reading comprehension level; likewise,
They have not been able to produce texts that reflect their thinking and creativity in development.
of their learning.

As educators, we must ensure that our students are not passive readers.
but instead reading develops their imagination, creativity, and ability to construct
meanings, that engage in dialogue with the author, that formulate questions, hypotheses, that
make inferences and be critical.
If we want our students to become builders of meanings in a way
autonomous and mediated, we need to change the way we teach, that is, by providing them with texts
that motivate them to read and understand, for this it is necessary that the texts are illustrative and with
questions of different levels of comprehension.
With this criterion, the present instrument called Reading Plan 'The pleasure of reading' has been
developed with the aim of helping to facilitate the reading comprehension of students
This instrument contains a Reading Plan with selected texts, followed by
of questionnaires of questions at the levels of Literal, Inferential, and Critical comprehension, to be
read and answered by the students.
Finally, I greet all the fellow teachers for the effort they promote day by day in their
students to improve the quality of learning.

3
[Link]

Reader Plan 2024

INFORMATION DATA:

1.1 Educational Management Unit:

1.2 Educational Institution:
1.3 Degree
1.4 Place:
Director :
1.5
Teacher :
1.6

LEGAL BASIS

Supreme Decree No. 011-2012-Approves Regulations of the General Education Law.

R.M. 281-2016-MINEDU, which approves the National Curriculum for Basic Education and its
amendment approved by Ministerial Resolution N° 159-2017- MINEDU.

Viceministerial Resolution No. 062-2021-MINEDU "Provisions for the organization and"

implementation of the Reading Plan in Educational Institutions and educational programs of the
Basic Education

Ministerial Resolution No. 704-2022 -MINEDU- Provisions for the provision of s

GENERAL OBJECTIVE

Establish conditions in the training and implementation of the Reading Plan, which generates the
reading trajectory of first grade students in the development of competencies
communicative for the exercise of their citizenship and participation in social life

SPECIFIC OBJECTIVES.

Promote reading experiences where students read on their own or through

adult mediation, with various personal and collective reading purposes, in diverse
scenarios (conventional spaces such as the library and classroom; and non-conventional
like the patio, the garden, among others), as well as at different times.

4
[Link]

Promote access and availability to various types of texts from different genres,
authors and themes, presented in different formats and media, for students
that are part of the classroom library, as an established practice, with the purpose of
that all students can approach and use them, inside and outside of the
class schedule.

Generate various reading experiences that ensure the development of competencies.

communicative skills of reading, writing, and speaking of the students that can ensure
the deepening of reading and the connection of the readers with the
texts, considering the various purposes of reading.
Promote creativity, imagination, critical thinking, and the autonomy of the reader through
from various reading experiences.
Strengthen the development of reading behavior of students, considering their
reading practices and the various ways they approach reading, both inside and outside of
school.
Encourage the effective, relevant, and creative use of the classroom library and other physical texts.
digital resources provided by the teacher.

Encouraging the participation and commitment of parents

in the development of actions in favor of reading aimed at a community of readers.

METHODOLOGICAL STRATEGIES

The following is considered:

BEFORE READING:
Before starting to read, three must be raised
-¿Qué tengo que leer? 2.-¿Para qué voy a leer?
What is the purpose of reading?

A.-THE PREDICTIONS: They are used to achieve a FIRST APPROACH, that is, a
general idea of the content of the reading. How can predictions be made? Based on the
interpretation of titles, subtitles, underlined words, or images.

B.-LOS CONOCIMIENTOS PREVIOS: La pregunta que se pueden plantear para aplicar esta
strategy is: What do I know about the topic? The answer will help recognize what the student already
He knows what he still doesn't know and what he will have to investigate to expand his knowledge.
5

[Link]
[Link]

DURING THE READING:

A.-THE MAIN IDEA: Refers to the most important thing that the author tries to express in the
Theme; it can appear anywhere in the text or be implicit in it. It can be a phrase.
simple or several coordinated sentences.

Rules for identifying the main idea:

1. Suppression rule: Eliminate information that is repeated and superficial.
2. -Rule of generalization: To integrate more particular concepts into a general concept.
3. -Selection rule: Identify the explicit idea.
4. -Rule of creation: Construct or generate the main idea from extensive information.

B.-THE UNDERLINING: Refers to highlighting the most important ideas of a text, giving them a
different format or background color; likewise, important words are highlighted or
unknown.
How to underline?: Use colors to differentiate the main ideas from the secondary ones.
Add notes and comments in the margin of the text (The summary). Use your own symbolism.
When to underline?: When the text has been understood.
How much to underline?: Only a small amount of information.
What to underline?; The most important parts of the text: definitions, the main concept, basic ideas.

C.-DEDUCING THE MEANING OF WORDS: The meaning can be known from the
content in which the word is found, that is, taking into account the other words of
the sentences, which provide clues to obtain information and thus deduce the meaning of the
desired word.
The meaning of words can also be inferred from their internal context, that is,
using the same unknown word, through the use of prefixes and
suffixes. \
AFTER THE READING:

A.-SUMMARY: It is a brief version of the content that was read, or a selection of ideas that
they easily communicate the main concepts. The same rules apply as in the
identification of the main idea.

B.-CONCEPTUAL MAP OR OTHER GRAPHIC ORGANIZER: They represent the

meaningful representations among the most relevant concepts (words) that identify the
text; they are linked by linking words (prepositions, articles,

[Link]
[Link]

etc.) that mark the path to follow (directionality) to form sentences and connect the
meanings.

C.-NOTE-TAKING: This activity is more complex than highlighting, because in addition to

enhancing the attention and selection of information that seems relevant to the reader, must be
understood and decoded (paraphrased).

DESCRIPTION OF THE READING PLAN

SCHEDULE OF ACTIVITIES

STAGE 1: DIAGNOSIS OR BASELINE

ASPECT STRENGTHS WEAKNESSES

Use of free time:
The Type and frequency of reading:
students The reading frequency of the

they have Students is LOW, there are none.

free time more defined reading preferences
that when it was the and the variation of the reading with
BEHAVIOR education relationship to previous years continues

READER OF THE in-person. the same.

STUDENTS
Access to reading: The students do not have defined
The students the reasons, causes

they can access to read, because they have the

the diverse limitations of the reader
materials of autonomous.
reading through the

[Link]
[Link]

cell phone, tablet and the

physical books delivered.

[Link]
[Link]

What do they read and with what

purpose: The
How do they read:

teachers read On tablets, cell phones and

publications in Computers, sometimes in
physical.
web portals of the
UGELy MINEDU, What do they write and for what purpose:
Some teachers write various
READING PRACTICES on social networks and
types of texts using time
AND WRITING newspapers
limited.
02 TEACHERS' DELOS weekly, because
OF THE DEGREE they indicate that it is at What reading and writing strategies
employ. Teachers have few
its scope. reading strategies. Few
teachers write texts.
How much time do they read: The
teachers

they indicate that they read per day

about 2 to 3 hours
daily.

The students have NOT

participated in some
storytelling experience at school
and community.
The students know. The students have NOT participated.
some stories or others in the collection of the stories or
ORAL PRODUCTIONS oral productions and other oral or written productions of
AND WRITING OF THE written from the the community and region.
COMMUNITY community and
03

region? The students have NOT participated.

in some activity

of reading, writing, or speaking

from the school and/or community.

The IE has the

inventory of the The IE does not have others
reading materials in context-specific materials, such as
SITUATION OF THE Spanish and/or retablos, engraved mates, looms, etc.
MATERIALS OF presented in that demand other forms of reading
04 READING various supports on behalf
of the users and the

(books, magazines, community.

audiovisuals, among

others.) in REGULAR
state.

[Link]
[Link]

The IE only has The IE do not have enough resources

updated tablets, digital such as: audiobooks, e-books and
recently your supports, computers, software
SITUATION OF THE delivered by accessible, magnifier, among others.
05 RESOURCES MINEDLJ, for the
remote education.

The IE has a
SITUATION OF THE LIBRARY SPACE which is The students do NOT have in the
INTENDED FOR READING suitable for reading and home a designated space,
06 carry out the exclusively for reading.
literary gatherings.

STAGE 2: PLANNING AND IMPLEMENTATION

ACTIVITY PLANNING

ACTIVITIES M A M J J A S 0 N D RESPONSIBLE PEOPLE

Coordination meeting and Work Team for

organization the Implementation of
Reader Plan (ETIPL).
Work Team for
1 X Materials Management
Educational (ETGME).

Information gathering (Line Teacher of howl and

2 baseline and/or Diagnosis ETIPL

3 Systematization of X Teacher of howls and

diagnosis ETIPL

Development of the Reading Plan Teacher howls with

4 X support of the ETIPL

5 Review and approval X Address, ETIPL

[Link]
[Link]

of the Reading Plan

6 Awareness raising X Teaching address and

Educational Community ETIPL

Implementation Execution of Teacher of howls with

7 Reader's Plan X X X X X X X support of the ETIPL,
students and parents

Monitoring of the organization, Direction, ETIPL and

8 execution and evaluation of X X X X X Howling teacher
Plan X

Evaluation of the Reading Plan in Howler teacher, ETIPL

9 function of the baseline X

Report and accountability of Teacher howls with

10 progress accounts and X support of the
results to the Community ETIPL
Educativa

IMPLEMENTATION AND TIMETABLE

10
[Link]

A necklace for mom.

The jaguar.
Grandma Ramona.
I am looking for Chalay.
Communication Book The strainer doll.
MINEDU The poster. 11
A wonder of the world. \\
The Peruvian Paso horse.

Adaptation. My alpaca Kusi.

Looking for mom.
Book of The ants.
MINEDU Communication We take care of our health.

-Reading I learn in Miguel's kiosk [[]

house. I released a cheese rite.
García Calderón. Potatoes in Huancaína sauce.
The spectacled bear

Llapo my beloved town.

My rag doll
Book of The fox and the woodcutter.
What good people.
MINEDU Communication The lion and the mouse
Aesop's Fable The goat and the donkey.
- César Toro Montalvo The fox and the snake.
The magic tree
Aesop's Fable
The Christmas tree
-Pascasio Morales IV
Moreno

Reading Spaces:
Reading family area.
School library
classroom library

11
[Link]

C- STAGE 3: MONITORING AND EVALUATION

Having relevant data that enables improvement

continues with the implementation of it.

1.- Adaptation to the students: If they have had in

count the different levels, the interests and
motivations. Classroom teacher Monthly
2. - Adaptation of the texts and readings to the
students: Through records and forms of
self-assessment to gather the frequency with which
each student reads the texts Classroom teacher, ETIPL Bimonthly
proposed.

3. - Adaptation of the spaces: Verification of the

suitable spaces for reading,
In-person and hybrid.

ANNEXES,
Self-assessment sheet for the student.
Selected readings with reading comprehension questions for the student.

Place and date: