PRIMARY READING PLAN

I. INFORMATIONAL DATA:

1. DRE : PIURA
I.E. : No. 15453-Saint Francis of Assisi
3. Level : Primary
4. Director : Dary Panduro Pérez
5. Academic Year : 2021

II. TEAM RESPONSIBLE FOR THE READING PLAN

Primary Coordinator:

III. FOUNDATION:
It is a hard fact to dispute that reading skills are important for the
achievement of a comprehensive education of the person. Many of the learnings that
the activities that children carry out during their school years and that will later help them to thrive
in society as adults are achieved through reading. Thus, the Plan of
the promotion of reading is one of the fundamental lines of the philosophy of
our center.
The value of reading is irreplaceable, as reading stimulates the imagination and helps with
development of abstract thinking.

In our country, a reading culture has not developed from the family, the school, and
the community. In addition, national and international tests have demonstrated the
low levels of comprehension among our students. This situation has led to the
Ministry of Education of Peru in its normative and guiding role to implement a
set of strategies aimed at mobilizing society in order to reverse
such a situation to achieve, fulfill and implement the functioning of the PLAN
A READER in our educational institutions is important to provide recreational reading situations and
pleasurable. Allowing students to voluntarily approach books.
This will effectively lead towards reading, turning it into readers.
habitual. It means having incorporated reading into daily life.
will facilitate the acquisition of communicative abilities for understanding
various types of texts, which will allow students to learn autonomously
throughout his life

In this process, the role of the mediator is very important. This task falls both on the
teaching team like in families.

IV. ISSUES OF I.E.

 A good percentage of primary level students are in the process of
reading comprehension.

V. GENERAL OBJECTIVE
Develop reading skills and habits through resources that enhance
creativity, autonomy, and personal satisfaction from reading.

VI. SPECIFIC OBJECTIVES.

Develop strategies in students to read with fluency, intonation and

adequate understanding in accordance with the intent of the text.

Use the procedures to obtain the solution to simple problems.

relevant information and develop the necessary steps to find the
appropriate solution.
Use reading comprehension strategies to obtain information.
Discover the possibilities that reading offers as a source of knowledge and pleasure.
Improve the level of understanding of the students.
Enriching your vocabulary, promoting expression, oral comprehension and the
written expression.

VII. LEGAL BASIS

. Political Constitution of Peru.
. General Law of Education No. 28044
. Law No. 24029, Law of the Teaching Staff.

. R.M. No. 386-2006-ED Standards for the Application and Organization of the Reading Plan
the regular Basic Education II.EE.
. R.M. No. 0014-2007-ED Complementary regulations for proper organization,
application and consolidation of the Reading Plan in Educational Institutions
Regular Basic Education.
. R.M. No. 401-2008-ED, which establishes the Book Bank system of the
Regular Basic Education.
. National Book and Reading Plan of Peru (2006-2021) July 2006 - Version
preliminary.

VIII. TYPES OF TEXTS TO WORK ON READING

. Newspapers and magazines.
. Brochures and popular science books.
. Advertisements and propaganda.

. Circulars, notice board.

. Lists, labels, schedules, official forms,…
. Posters.
 . Encyclopedias, dictionaries, atlases, menus,...
. Stories created by the children themselves:
- Imaginaries
- Of complementary activities
. Letters, postcards, email.
. Interviews.
. Cooking recipes.
. Regulations, rules of games or sports.

IX. OBJECTIVES OF THE READING PLAN:

IN THE THIRD CYCLE.
Enjoy the pleasure of reading.
Read various types of written texts appropriately (fluency, comprehension and
intonation).
Develop strategies to improve reading skills.
Use the library and learn how to make the most of it.
Dramatize stories, poems, dialogues, conversations to enhance expression
oral, intonation, and communication.
IN THE FOURTH CYCLE.
Read different types of texts fluently, paying attention to rhythm and intonation.
the joint.
Conduct a comprehensive reading, being able to deduce the message of the text.
Develop the taste for reading, encouraging the use of the center's libraries and
of class, as well as the lending of books.
Improve reading speed.
Be aware of the basic rules of spelling and their correct use.

IN THE FIFTH CYCLE

Develop strategies in the student to read with fluency, intonation and
adequate understanding of the intention of the text.
Understand different types of texts adapted to their age.
Use reading as a means to expand vocabulary and use spelling.
correctly.
Appreciate the value of literary texts and use reading as a source of
enjoyment and information, while also personal enrichment.
Use the libraries of the center and the classroom for information retrieval and
learning.

X. STRATEGIES
FIRST AND SECOND GRADE
 With the aim of serving as a guide, we offer some examples of activities that
they can be done in First and Second Grade of Primary education:

Game of 'Say it with mime': a child imitates an action (for example: washing dishes, taking
water, bathing, etc.) and the others must put into words what they are doing.
companion.
Reading in cooperative pairs: in pairs, they share a book and as they read,
the one who follows the reading is attentive to the partner, so that if he makes a mistake
upon reading, the partner alerts them with a gentle touch on the shoulder and pointing to where it was.
error.
Contest of poems, songs, and riddles.

THIRD, FOURTH,
In order to serve as a guide, we provide some examples of activities that
they can be carried out in the third and fourth courses. Cards for comprehension
book reader.
Summaries.
Invent different endings.
Invent a story based on various characters.
Creation of stories from phrases.
Search for synonyms and antonyms.
Word search.
to arrange paragraphs.
Dictionary management.
Associate words with different definitions.
Expression of feelings based on situations from the book.
To draw scenes from the book.
Formulating questions like what would happen if...?
A Salad of Fables.

XI. PURPOSES:
The Reading Plan aims to achieve two main objectives:
Develop reading habits based on the encouragement of free, recreational reading.
and pleasurable through MOTIVATIONAL TEXTS (Read to Feel).
Develop communication skills related to reading comprehension
through Directed Reading or Study using VARIOUS TYPES OF
Continuous, discontinuous, Literary, Technical and/or Functional.

XII. GOALS:
Read a storybook every two months according to the child's interests.
Conduct a reading animation workshop with parents once a year
 Achieving that 80% of students manage various graphic organizers in
your summaries
Achieve that 80% of students have habits in a period of two years.
Get the fourth-grade students to turn on the tablets to improve their
daily reading.
Make a summary of the readings at the three levels of comprehension.

XIII. SELECTION OF SUGGESTED READING TITLES

3rd and 4th

TITLE AUTHOR MONTHS

The Little Prince 3 months

The Knight Carmelo 2 months

Texts of the institution All year round

I.E 15453

Cultural brochures 1 month

XIV. FINANCING:
The selected works to be read by the students will be self-funded by the
parents
XV. EVALUATION:
It will be the responsibility of the Director of the Institution and the classroom teacher.

The teacher Date 20-04-2021

…………………………………………………… ……………………………………………………..
DIRECTOR TEACHER
 CLASS TUTORING PLAN

I. INFORMATIVE DATA

1.2. UGEL HUANCABAMBA

1.3. I.E. 15453 SAINT FRANCIS OF ASSISI

1.4. DISTRICT HUANCABAMBA

1.5. PROVINCE HUANCABAMBA

1.7. DIRECTOR Darsi Panduro Perez

1.8. PROFESSOR ARMINDA BERMEO TORRES

1.9. DEGREE 3rd and 4th grade

1.10. SECTION UNIQUE

II. PURPOSE This document is intended to regulate the

tutoring actions at the classroom level.

III. OBJECTIVES

3.1. GENERAL

Guide, advise, and lead students on the path of good, watch over everything
moment for the good behavior and utilization of the students,
cultivating and practicing human values at all times, mainly the
respect for the dignity of the human person and equality, democracy, and justice
social and at the same time ensure the good performance of their duties and obligations of the
Parents with their children and education.

3.2. SPECIFIC

a) To ensure the comprehensive education of the students.

Promote a climate of peace and harmony among educational actors:
teachers, students, and parents.
c) Promote the cultivation and practice of human values among the actors
educational.
d) Ensure the good use and behavior of the students.
Promote good school coexistence at the classroom and institutional level
educational.
THE TUTORING HOUR

It is a meeting space between the tutor teacher and their students, where
They develop matters related to the needs and interests of the group of students.
It is an exclusive moment for guidance, which takes place regularly and consistently.
and is planned based on concrete criteria and proposals and personal experience
of the tutor teacher. We propose to use 90 minutes a week to make it possible to generate
an adequate space for reflection and conversation in the classroom. It should be considered that, in the
in the tutoring framework, students are not subject to grading; however, they are evaluated
the processes developed during the tutoring hour, such as participation, motivation,
interest, expression of feelings, etc. In that sense, we must prioritize the intervention
of the students through dialogue, debates, and exchange of opinions.

V. NATIONAL, LOCAL AND INSTITUTIONAL CAMPAIGNS:

CAMPAIGN ACTIVITIES SCHEDULE RESPONSIBLE
. Develop standards for . Tutors of
coexistence in the classroom. primary
. Implementation of
spaces of
participation
student
(CENTERS OF
MUNICIPAL HEALTH
. Develop
I have Second week
activities of
RIGHT TO prevention against the
of April and
GOOD TREATMENT November
physical abuse
psychological and sexual,
bullying
. Prepare the newspaper
mural.
. Organize a parade
of awareness.
. Human trafficking
(month of October)
. Work on the topic in . Tutors of
the tutoring hour. primary
. Talks led by the
STUDENTS
. Make a Last week of
SOUNDS OF
Festicanto June
DRUGS
. Address the topic of
World Day Against
child labor
EDUCATION . Address the topic in the Third and fourth . Tutor of
INTEGRAL tutoring time week of primary
. Responsibilities, August
 decision making and
life plans
..
. Address the topic in the . Tutors of
tutoring time primary
. Debate about the
SECURITY fight against trafficking
September
VIAL of people
. Parade of
awareness
.
. Body care Tutors of
I know how to take care . Hygiene practices primary
ALL
daily personal
MY BODY DAYS
preventing the
COVID-19 pandemic

OF YOU . Address the topic in the . Tutors of

DECISION tutoring time primary
First week
IT DEPENDS ON . Dramatization
of December
THE COVI NOT . Parade of
ADVANCE awareness,
VI. OBJECTIVES BY GRADE:

1. PRIMARY:
Degree Objectives Brief description of actions to
develop

3° Achieve in the students their Tutoring sessions

comprehensive education (order. Social skills
Hygiene and discipline habits.
4° Promote positive attitudes Motivation
towards self-discipline and Sessions, workshops, talks
responsibility in the classroom informative, interaction of
contributing to favor a groups and individual work.
classroom work environment
3rd Achieve in the students Leadership workshops
attitudes of change and overcoming Social skills
and ability to confront and
Tutoring sessions
strengthen their friendship.

4th Promote positive attitudes Tutoring sessions.

for the students Workshops in
enhance your skills, social and religious skills.
capabilities, attitudes that are
Extracurricular visits
show in your training
integral and its environment where it
Development of tutoring
permanent with involvement of
unwrap
PPFF.
VII.ACTIVITIES

PRIORITY TASKS
ACTIVITIES DATE
(Brief description)
Group tutoring: The development of a April - May
It consists of the meeting healthy personality that
group of students allows them to act with
fullness and effectiveness in the
and the classroom tutor, within
an atmosphere of trust and Social environment...
respect that fosters the The establishment of June - July
personal and group growth, democratic relationships and
as well as the development of harmonics in the classroom and the
attitudes and values that school
promote interest in the
The construction of your August -
another and collaborative work.
life project, of September
Group tutoring constitutes
agreement with your
a guidance space and
aspirations and
flexible accompaniment
characteristics
since it must respond and
personal...social.
adapt to the needs
of the students. They The organization and use October -
carry out through activities suitable for the time for November
interactive, those that will be improve and optimize your
organized in a school performance.
basic programming that the
The knowledge and the November -
tutor can modify
self-assessment December
when required to do so
culture, as well as the
group needs. It
reflection on themes of
develops mainly to
current events........
through the tutoring hour,
in which we work with the and
the students in the classroom.
This modality offers them the
possibility of expressing
feelings, exploring doubts,
examine values, learn to
communicate better, take
awareness of their goals
common, recognize that their
companions
share experiences
similar, support development
staff of their peers, etc.
Individual tutoring: Socio-affective orientation
This mode of tutoring individually.
it develops in cases where Trust in the tutor.
that the students Approach to aspects of
require support based on personal nature with April to
your particular needs, empathy, capacity of December
therefore it is not advisable listen, interest and others
a group approach. In that characteristics that
in this sense, the tutor is established
favor the construction
as an essential support for of emotional ties with
each boy and girl. To achieve this, it your students.
implement a space of
Coordinated work with the
dialogue in which the tutor or the
families to carry out a
tutor can know and
joint work between
guide the student in
parents
aspects of a more nature
with the tutor.
personal. It enables that the
student knows and feels that Generate a commitment
count on a person asset of families in the
willing to support him, to learning process of
your sons and daughters.
April -
boost their self-esteem and December
personal security. It Orientation for families
requires that the tutors for good coexistence
have basic knowledge familiar.
on counseling, support
emotional and guidelines for the
detection of potential
problems that can affect
to the student.
VIII. RESOURCES
Tutoring guides.
Tutoring workbooks for students.
8.1 Humans:
Students
 Parents
Classroom teacher.
8.2. Materials:
Tutoring workbooks.
Multimedia projector.
Videos.
Laptop

IX. EVALUATION:
The evaluation will be conducted for the students through the instruments of
evaluation the same ones that will be submitted to management periodically for
to check the effectiveness of this plan, such meetings will take place at the end
the trimesters. (Three meetings with tutors per year).
a) Bibliography:

Children and Adolescents Code Decree Law N° 27337 - 07-08-2000

Learning to Resolve Conflicts in Educational Institutions, MINEDU
Tutoring and Educational Guidance, comprehensive sexual education sessions,
MINEDU
Educational Tutoring and Guidance, prevention of behavioral disorders
food, MINEDU
Guidelines for Drug-Free Life Education, MINEDU
Road Safety Education Guide, MINEDU
We Want to Be Happy Children – Rights
Session guide.
,

COORDINATOR DIRECTOR