ALTERNATIVE BASIC EDUCATION CENTER

Inca Garcilaso de la Vega

R.D.R. No. 01508-2007
Chiclín - Peru

CEBA READER PLAN - 2014

I. INFORMATIONAL DATA:
I.1.CEBA : INCA GARCILASO DE LA VEGA - CHICLIN
I.2.CYCLE S : ADVANCED / INTERMEDIATE
I.3.MODALITY : PEBAJA
I.4.COMMISSIONRESPONSIBLE:
a.DIRECTOR DELCEBAFLORIAN PLASENCIA, Roque Wilmar
b. COORD. READER PLAN:CAMPOS GOMEZ, Ana Belci
c. TEACHERS:
-CACHI RAFAEL, María Elena (Tutor Document CCL)
Ana Belci CAMPOS GOMEZ
Luis Alberto Zumaran Aguilar
SANCHEZ HUALTIBAMBA, José Melanio
Néstor Raúl Correa Vasquez
PRESIDENT OF COPAECEBA 'IGV'-2014

II. FOUNDATION
The present plan has been prepared considering R.D. No. 0295-2007-E, which approves the
directive "GUIDELINES FOR THE ORGANIZATION OF READER PLAN OF
ALTERNATIVE BASIC EDUCATION, through which the formulation, implementation,
execution and monitoring of the current reading plan-2014.

Address the current issues and reality of the students of our CEBA; which due to its
own characteristics in which they are inserted into the EBA modality, present a level of understanding
poor reader, they have not managed to develop interest, taste, or habits for reading. In this sense
It constitutes a great commitment and a double teaching challenge of this modality: First. Plan and apply the
pertinent strategies for the development of reading comprehension. Second. Achieve a change in habits and
attitudes of rejection and dislike that most young people and adults show towards reading. It is done
it is necessary to raise awareness in him and his environment about the habit of reading, as a fundamental tool of
autonomous learning.

The present reading plan proposes a socio-cultural orientation collected according to the proposal of
reading comprehension of Cavani (2008). Thus, the aim is to emphasize the practice of readings of
real life situations related to your family, work, and community; texts of self-improvement and self-affirmation
personal readings related to personal and institutional values; which will allow for motivation in a way
permanent reading habits and his ability to comprehend and analyze to operate optimally in
all areas of their life. Similarly, the goal is to develop critical judgment in the students so that
think for themselves and take correct personal positions in relation to the problems presented to them
their family and community life context.

This task involves applying strategies at the CEBA level, in the classroom, and in each of the sessions.
learning; in which all teachers, according to the nature of each curricular area, must incorporate the
strategies and reading practices most suitable for strengthening the habit, enjoyment, and level of comprehension
reader.

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 CENTER FOR ALTERNATIVE BASIC EDUCATION
Inca Garcilaso de la Vega
R.D.R. No. 01508-2007
Chiclín - Peru
III. OBJECTIVES
III.1. Promote positive attitudes in students regarding the enjoyment and habit of reading.
through readings and/or texts suitable for the life situations of the students.
III.2. Promote in students the development of reading comprehension skills, through
the application of appropriate strategies to EBA that seek autonomous learning in each area
curricular.
III.3. Promote in students their human development, based on the reading of self-improvement works.
and self-affirmation of the EBA student.

IV: GOALS
4.1. Improve the reading comprehension level of the students at CEBA. Cycle: Advanced
intermediate at 20%.
4.2. Strengthen positive habits and attitudes towards reading in CEBA students. Cycle:
advanced and intermediate, by 25%.

V. ACTIVITIES AND WORK STRATEGIES

5.1. Transversals to the CEBA

Teachers will develop a biweekly reading (1 hour) for each curricular area and grade.
related to the cross-cutting theme and/or institutional values considered in their respective unit of
learning. These should be aimed at promoting positive attitudes of personal improvement, starting from
reflection and critical judgment.

CROSS-CUTTING THEME VALUES

Student Self-Affirmation RESPONSIBILITY: Shows perseverance and sense of
organization
Ethical-moral training RESPECT: Value and adhere to standards of coexistence
Education for Life and HONESTY: Show transparency and correctness in
Work their activities
Institutional/Community Identity IDENTITY: Shows self-acceptance, sense of
belonging and personal and institutional valuation
b. Teachers will implement a biweekly reading (1 hour) for each grade and curricular area.
related to the purpose of life situation and/or learning to achieve according to the programming
short-term curriculum.

FAMILY WORK COMMUNITY

1. Food and nutrition Management of the offer
labor demand. recreational
Family climate 2. Educación para el trabajo y el 2. Educación ciudadana
entrepreneurship and innovation
Parenthood Environmental education
responsible
4. Family budget Family business 4. Education in security
vial
5. Health and hygiene and first aid 5. Work activities 5. Transformational leadership
aid
Housing and health 6. Professional vocation 6. Technological advancement
7. Ethical training and Tax culture and rights
axiological of the consumer

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 ALTERNATIVE BASIC EDUCATION CENTER
INCA GARCILASO DE LA VEGA
R.D.R. No. 01508-2007
Chiclín - Peru
8. Personal and family identity 8. Financial education 8.Education in democracy
9. Life project 9. Education in management
risks
10. Sexual education Tourism training
11. Emotional intelligence. 11. Community identity.
12. Sexual education
preventive
13. Early pregnancy
14. Learning to learn

In the reader's plan control notebook, teachers will note the topic of the Plan.
Reader who developed in their respective area and grade (Biweekly)
Each teacher in each of the curricular areas and learning sessions will emphasize the process.
pedagogical processing and elaboration of information, through the use of strategies of
organization of information and skills for the development of reading comprehension.

c. Bi-monthly organization and execution will be carried out in coordination with the teacher of the area
Communication: Storytelling festivals (I B), of legends (II B), poetry (III B), discussion
colloquial (Jokes, anecdotes, tongue twisters, etc.) (IV B), school newspaper, etc. For that
Each teacher will coordinate this action according to the guidance.

Each student will read a self-improvement work (best seller) for each bimester;
previous coordination and monitoring by the teacher of the communication area and support from each
one of the curricular areas. (One of the works in the collection, being different from the other works)
reading among students)

Collections of works by grade that will be read during the 2014 school year

COLLECTION WORKS 1st GRADE

IB
CARLOS CUAUHTEMOC SÁNCHEZ IV B III B II B
PABLO COHELO II B IB IV B III B
DAVID FISHMAN III B II B IB IV B
ROBERT FISHER IV B III B II B IB

At the end of each work, students must:

1. Prepare a report (Containing summary, main ideas, main characters, the theme)
central, the values and the anti-values of the work and the message) and present it to your classmates.
2. Express your personal opinion or critical attitude regarding the read work, contrasting it with your
personal and family reality.
3. Socialize it and/or represent it theatrically (In the cultural hour).

The roles of the CEBA Director are communication, following up, and evaluating all staff.
Teacher for the fulfillment of the commitments made.

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 ALTERNATIVE BASIC EDUCATION CENTER
INCA GARCILASO DE LA VEGA
R.D.R. No. 01508-2007
Chiclín - Peru
Teachers will develop reading comprehension taking into account the levels of comprehension.
reader (literal, inferential, and evaluative) and using the most appropriate strategies, depending on moments. It is
a high level of motivation and commitment from the teachers is necessary to develop
abilities, as well as awakening positive habits and attitudes towards reading, on the part of the
students.

5.2.Specific, according to basic areas

The readings to be applied in each area have been selected according to the new curricular framework.
EBA based on students' life situations, transversal themes, axiological framework of the CEBA,
different types of texts and the levels of the reading comprehension: Literal, inferential, and Critical. Such
readings will be incorporated as part of the learning sessions in each of the areas.

5.2.1. Cycle:Advanced

a. Area: Mathematics

Insert into the diversified curriculum design learning related to the history of mathematics,
playful mathematics and mathematics for life.
Insert reading comprehension activities in the entire learning process, starting from readings.
coherent with the learning objectives to be achieved, capable of generating a liking for mental activity and challenge,
the development of curiosity, the pleasure of discovery, mathematical communication, etc.
Start from readings that generate problematic situations for the construction of learning.
Have a mathematical panel that allows informing students on topics related to
Mathematics.
- Propose problematic transfer situations that allow for the practice of strategies.
reading comprehension.
Among the types of reading, it is proposed:
a. History of mathematics
b. News related to mathematics
c. Recreational math problems
d. Recreational logical situations
Arts and mathematics
f. Game presentation
g. Mathematical applications to everyday life.
h. Paradoxes and mathematical enigmas
Readings to select from: 1st 2nd 3rd GRADE
GRADE GRADE
The Man Who Calculated IB IV B III B II B
b. ISAAC ASIMOV. On numbers and their history II B IB IV B III B
C. YAKOV I. PERELMAN.
Recreational mathematics III B II B IB IV B
Math for fun
3.6. FLORES MARTINEZ, PABLO.
IV B III B II B IB
Mathematical paradoxes

b. Science, environment, and health

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 CENTER FOR ALTERNATIVE BASIC EDUCATION
INCA GARCILASO DE LA VEGA
R.D.R. N° 01508-2007
Chiclín - Peru

No. LIFE SITUATION TITLE OF THE READING GRADE /BIM

01 Personal and family identity Search for identity Schedule
Family life in the countryside according to
02 Life project The story of Inés Melchora situations of
The story of Gianmarco life
03 Citizen education Family problems scheduled
Adolescent corruption according to the

04 Family budget The retirement economy degree and

The cost of production bimonthly.
05 Work activities Production activities
Camisea Project
06 Housing and health Cholera
The bubonic plague
07 Education in democracy The state of democracy in the world
The perversion of democracy
I, II, III and IV
BIM
08 Early pregnancy The secret marriage
Prevention of sexual abuse
09 Emotional intelligence How to use emotional intelligence in the classroom?
The human mind
10 Family climate Domestic work has no gender
Peruvian family customs
11 Sports expressions y How to improve libido naturally?
recreational Sports in Peru 1st, 2nd, 3rd and 4th
12 Government economic growth
Management of supply and demand
labor The Peruvian labor market degree
13 Sex education Let's value sexuality
AIDS in Peru
14 Ethical and axiological formation Low self-esteem
How to know your skills?
15 Environmental education Between the frog and the insecticide
Global warming
16 Education for work and the The negotiation
entrepreneurship and innovation The benefits of Guinea pig
17 Preventive sexual education Adolescent sexuality
Reproductive sexual education
18 Health hygieney first What to do in case of a dog bite?
aid Public hygiene
19 communal identity Folk music
Creole music
20 Tax culture and law of The taxes of the SUNAT
consumer Customs and taxes
21 Employment culture Youth unemployment
The private company
22 Tourism training The national parks
A great reserve in danger
23 Education in management of A worker suffered a serious accident
risks The difficult task of an addict
24 Road safety education Traffic rules
Increase in accidents in freedom

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 ALTERNATIVE BASIC EDUCATION CENTER
Inca Garcilaso de la Vega
R.D.R. No. 01508-2007
Chiclín - Peru
25 Professional vocation Chess

26 Food and nutrition Benefits of yogurt

Malnutrition in the region
27 Learning to learn The importance of knowledge
Who can, wants to, and knows how to study?
28 Scientific advances and The internet
technological The home becomes smart
29 Financial education The fish meal factory
The financial crisis
30 Family business How to create a mini business?
The negotiation
31 Fatherhood and motherhood The story of an exemplary father
responsible Let's value family planning
32 Social inclusion Retirement pension 65
IB Scholarship

33 Transformational leadership Leadership profile

Where does a leader's success begin?

c.Integral communication

READINGS AUTHOR BIMGRADOS: 1st to 4th

Let's fight against child labor IB a,b,c,d
b. "They imitate hive strategies to improve OTHERS A
Internet (mol.2) to be implemented
c. "Knowing that it is possible". (mol.2)
d. “The situation of our forests” (mol.2) II B e,f,g,
e. "Dad, what is racism?" (mol. 2) OTHERS A
The educational poster (mol.2) to be implemented
f. 'Organizers of narrative texts' (mol.5) MINEDU III B h,i, j
OTHERS A
g. "Organizers of informative texts" (mol.5) (2010).
to be implemented
h. 'Organizers of argumentative texts' MODULES
(mol.5) DE
IV B, k, l, m, n
The Dream of the Pongo UNDERSTAND
OTHERS A
j. "Literature and life" (mol.6) SION
IMPLEMENT
The culture of excuse LECTORA:
Climate change and health (mol.6) 1,2,3,4,5,6 and
m. "How is it analyzed in argumentative text?" 7.
n. How to create summaries?
Adolescent pregnancy
How to start a juice bar business
p. Gastón Acurio
q. Nymphomania
Friendship

d. Social sciences

No. LIFE SITUATION TITLE OFTHE READING

01 Personal identity y The frog that wanted to be a real frog
familiar A brief family history
02 Life project The racehorse.
The little worm

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CENTER FOR ALTERNATIVE BASIC EDUCATION
Inca Garcilaso de la Vega
R.D.R. N° 01508-2007
Chiclín - Peru
03 Citizen education The weight of resentment
The bad neighbors
04 Family budget Grandpa's coins
The accounts of life.
05 Work activities We need to work
Meeting in the carpentry
06 Housing and health The Black Plague
Mom Piglet did nothing!
07 Education in democracy A tale about democracy
The story of a democratic family
08 Early pregnancy Don't meddle in my life
An angel named mom
09 Emotional intelligence The collector of insults.
Verbal wounds.
10 Family climate How much do you earn per day?
The apple tree
11 Sexual education Our sexuality is a source of overall well-being
Overcoming ideas and beliefs about sexuality
12 Sports expressions and The perfection of God
recreational The little huarache.
13 Management of the supply and
The accounting of life
labor demand. To rise by results.
14 Training ethics y The power of the smile as a social norm.
axiological The Circle of Hate
15 Environmental education How to get more water for agriculture.
Peruvian
The greenhouse effect
16 Education for Work Myth of the Phoenix.
and entrepreneurship and Carrot, egg or coffee.
innovation
17 Training sexual Letter from a baby. (A letter for reflection)
preventive Self-esteem and vision of the future in prevention
risks.
18 Health hygiene and first aid What to do in case of accidents?
aid Eating on the street can be dangerous
19 communal identity Love for the homeland.
To the rhythm of the scissors
20 Culture tax y The king's taxes
consumer rights Tax evasion.
21 Employment culture Emerging entrepreneur
The power of a vision.
22 Tourism training The sun festival
Flavors that create Peruvianness
23 Education in management The danger of consuming drugs
risks Natural disasters in Peru and how to prevent them
24 Safety education They think they own the tracks
vial Road accidents, their causes and possible
solution measures.
25 Professional vocation Soon life passes by
We are all eagles
26 Food and nutrition The burger that didn't want to be junk food
The eggplant

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 ALTERNATIVE BASIC EDUCATION CENTER
Inca Garcilaso de la Vega
R.D.R. No. 01508-2007
Chiclín - Peru
27 Learning to learn So much to learn
I learned and decided
28 Scientific advancementsy The printing press

technological Love exe

29 Financial education The economy of the smile
The goldsmiths: an embryonic bank as a place of
deposit.
30 Family business Business initiative
The four legs of the table
31 Fatherhood and motherhoodManufacturing a Father
You are going to be a mother
responsible
32 Leadership The renewal of the eagle.
transformational
Push the little cow.

e. Education for work

READINGS AUTHOR 1st A

4th
a. Who is an entrepreneur or a IB a,b, OTHERS
entrepreneur? DIGEBA (2008).
b. The marketing of the French fry. BOOKLETS OF II B c,d OTHERS
c. The little milkmaid. EDUCATION
III B e,f OTHERS
d. Learn to negotiate. FOR THE
e. The true wealth. WORK: IV B g OTHERS
f. The accounting of life. 1st, 2nd, 3rd, 4th, and 5th.

g. The moral principles of

Tawantinsuyu
OTHERS TO BE IMPLEMENTED

5.2.2. Cycle: Intermediate

Reading Bibliographic review Degree/timetable

1.WhenGodsaysn' o'(MedardLaz) From the book S
' tories and
2.AspecialChristmas(anonymous) values". Ed. Lexus,
3.Comradeship edi.2010
4.Discipline(EmilioRojas)
5.TheNewYear'sFire(YanaguitaKunio)
6.All beings are equal (Lieh Tze)
TheWoodcutter(Aesop-adaptation) Myteacher'sthings Schedule, according to
2.FableT' heElephantandtheRat'(FélixMaríaSamaniego) (Internet). Cards of life situations
3.We have the stars (ConchaCastroviejo) readingcomprehension programmed according to the
4.TheGlassMountain grade and term.
5.CrocodilesandAlligators(authorunknown)

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 ALTERNATIVE BASIC EDUCATION CENTER
Inca Garcilaso de la Vega
R.D.R. No. 01508-2007
Chiclín - Peru
1.TheLiarShepherd Short texts for I, II, III, and IV BIM
work comprehension
2.Asurprisedinner(anonymous) reader in elementary school
3.PacoyAnavanalcirco(anonymous) Internet
4.China,anancientculture(anonymous)
5.Themostbeautifulflower(anonymous)
6.Withthebroom(adaptation-EIapprentice) 1st, 2nd, 3rd degree
1.Restaurant Fascicles of
2.Lets'playbal third learning
3.Peru:Megadiversecountry! IntermediateCycledegree.
EBA

VI. STRATEGIES FOR WORKING ON READING COMPREHENSION

In our CEBA, cognitive and metacognitive reading comprehension strategies will be applied at three moments:
before, during, and after reading.
a.Before the reading
- Awakening the interest of students.
- Determination of purpose.
- Activation of prior knowledge.
- Make predictions about the text.
- Encourage students' questions about the text.
b. During the reading
- Determination of the relevant parts of the text.
- Develop shared reading tasks.
- Develop independent reading tasks.
- Make predictions about the text.
- Clarify possible doubts about the text.
- Summarize the ideas of the text.
c. After reading
- Identification of main ideas.
- Preparation of summaries.
- Formulation and answering of questions.
- Formulation of conclusions and value judgments.
- Reflection on the process of understanding.

VII. SKILLS/ABILITIES TO DEVELOPREADING COMPREHENSION

7.1. Ability to choose the relevant reading mode
- Explore different texts to find what you need.
- Choose the appropriate readings according to the topic you need.
- Read slowly or quickly depending on the text and interest.
- Analyze the text class according to its characteristics.
7.2. Ability to develop perception and quick observation of cues
- Make a quick observation of the elements that make up the text.
- Analyze the title, the images, and relate them to each other.
- Look for highlighted words and read the first word or phrase to get a general idea of the
text.
7.3. Ability to activate prior knowledge
- Relate the topic with movies watched, books read, conversations heard, themes
explained in class.
- He/She asks questions about what he/she knows about the topic and dares to comment.
7.4. Ability to make reading anticipation
- Makes assumptions about what is going to happen.

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 ALTERNATIVE BASIC EDUCATION CENTER
Inca Garcilaso de la Vega
R.D.R. No. 01508-2007
Chiclín - Peru
- He/She asks questions about what he/she reads and about what is going to happen.
- Imagine the end of the story.
- Stay alert to what is going to happen.
7.5. Ability to anticipate and quickly capture words
- Read fluently and not syllable by syllable or word by word slowly.
- Quickly discover words that complete a writing.
7.6. Ability to make assumptions and inferences
- Provide explanations about what you have read.
- Relate sentences and parts of the text to draw your own conclusions.
- Hypotheses are formulated about something that is being read.
- Dare to suppose the intention of the author and the characters of the text.
- Interpret images and expressions that accompany the text.
- Look for clues that lead to discovering implicit information in the text.
7.7. Ability to deduce the meaning of words
- Relate the unknown words with the rest of the information in the text.
- Do not abandon the text due to ignorance of the meaning of a word.
- To discover the meaning of a word, read the complete sentence or the paragraph if it is.
necessary to make sense according to the context.
- Comment on the meaning of words with your classmates.
- Break down some words to find the meaning of the parts and then
relate them.
7.8. Ability to interpret expressions that include figurative language
- Explain the meaning of expressions that contain metaphors.
- Interpret sentences by seeking the relationship between objects/subjects and the qualities expressed, or
between cause and effect.
- Analyze expressions with figurative language without giving a literal explanation.
7.9. Ability to exercise short-term working memory
- Remember specific data within the text that allows you to understand what you are reading.
at the moment.
- Do not return to the text frequently to restart the beginning of a long sentence.
- Answer questions about relevant details from the text.
7.10. Ability to read iconic and graphic texts.
- Explain the meaning of symbols and signs.
- Interpret expressions and gestures in the images.
- Analyze images and deduce their intent.
7.11. Ability to make sense and coherence of what has been read
- Relate ideas from the entire text.
- Relate what you read to other texts.
- Relate what you have read to real situations.
7.12. Ability to identify the main idea
- Discover the essential idea in a reading.
- Can you explain the most important part of a text.
- Relate the title with the content read to express the main idea of a text.
- You can change the title of a text to another that contains the overall meaning of the text.
7.13. Ability to take a critical and reflective stance towards the text.
- Demonstrates attitudes of an active and critical reader who confronts what is expressed by the text with what
that he knows and believes.
- Recognize the author's intention of the text.
7.14. Ability to summarize
- Identify the keywords within a text and relate them to construct sentences that
summarize.
- Briefly explain the comment of a text.

VIII. EVALUATION OF THE READING PLAN

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 ALTERNATIVE BASIC EDUCATION CENTER
Inca Garcilaso de la Vega
R.D.R. No. 01508-2007
Chiclín - Peru

-Diagnostic. To determine reading preferences and assess reading habits and attitudes.
Formative. It will take place at the end of each SEMESTER to determine the achievements made, difficulties.
found and suggestions in order to regulate its execution.
Summative: Through the application of a pre and post test, the level of improvement will be determined.
reading comprehension ability of the students.

It also constitutes a criterion to consider in the comprehensive supervision plan. This is developed in
democratic, self-reflective, and by consensus.

SCHEDULE

X. SCHEDULE

ACTIVITIES RESPONSIBLE December 2013 Term: 19-12-

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D E F M A M J J A S O N D
Diagnosis of reading preferences COMMUNICATION PROFESSOR
Y COPAE X
of the students
Coordination with Teachers about
DIRECTOR Y
strategies to implement in the Plan COORDINATOR
X
Reader
DIRECTOR AND COMMISSION
Development of the Reading Plan Responsible
X
Implementation of readings and activities Area Teachers X X X
Consensus and approval of the reading plan X
DIRECTOR AND TEACHING STAFF. X
Coordination of its applicationy DIRECTOR Y PROF. X
commitment to assume Coordinator
Reading comprehension pre-test COORDINATOR X
Execution of the defined activities
TEACHING PLAN X xx x x x x x x
in the reading plan
Reading comprehension post-test COORDINATOR X
Evaluation of the execution of the Plan
ALL STAFF X X X
Reader
COMMISSION
Preparation of the final report RESPONSIBLE.
X
BUDGET: Self-financed
COPAE, each area teacher, parents, own resources of the CEBA.

Chiclín, March 6, 2013

CAMPOS GOMEZ, ANA BELCI CACHI RAFAEL, MARÍA ELENA

Responsible Coordinator COMMISSION RESPONSIBLE

______________________________
FLORIAN PLASENCIA, ROQUE
CEBA DIRECTOR

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