Propuesta Didáctica.

Problema. Los estudiantes traducen los textos tratando de entender palabra por palabra.
Hay estudiantes de L2 que tienen mas habilidades en el idioma ya que estudian por cuenta
propia en casa con repaso de los contenidos o usando otras herramientas como duolingo.}

Propuesta. Basada en los momentos de la lectura de Solé se buscan estrategias de

comprensión lectora para el ámbito de la enseñanza de inglés como lengua extranjera

Son las siguientes:

Pre Reading. (LEER Y RESUMIR)

Possible Sentences

Possible sentences is a pre-reading vocabulary strategy that activates students' prior

knowledge about content area vocabulary and concepts. Before reading, students are
provided a short list of vocabulary words from their reading. Students create, based on their
prediction of what the reading will be about, a meaningful sentence for each vocabulary
word or concept. After reading, students check to see if their "possible sentences" were
accurate or need revising.

Why use possible sentences?

It activates students' prior knowledge about content area vocabulary and concepts, and can
improve their reading comprehension.

It sparks students' curiosity about their reading.

It teaches students to guess how words may be used in the text and create meaningful
sentences.

How to use possible sentences

Choose and display the vocabulary words.

Ask students to define the words and pair related words together.

Ask students to write sentences using their word pairs. Remind students that their
sentences should be ones they expect to see in the text as they read.

Have students read the text and compare their possible sentences with the actual sentences
within the text.

If your students' possible sentences are inaccurate, ask them to rewrite their sentences to
be accurate.
Stahl, S.A. & Kapinus, B.A. (1991). Possible sentences: Predicting word meaning to
teach content area vocabulary. The Reading Teacher, 45, 36-45.

Moore, D.W., & Moore, S.A (1986). "Possible sentences." In Reading in the content
areas: Improving classroom instruction

DURING READING

Partner Reading

Partner Reading is a cooperative learning strategy in which two students work together to
read an assigned text. This strategy is often used as part of the Peer-Assisted Learning
Strategies (PALS). PALS is a classwide peer tutoring program in which teachers carefully
partner a student with a classmate. The Partner Reading strategy allows students to take
turns reading and provide each other with feedback as a way to monitor comprehension.

Why use partner reading?

It allows students to take turns reading and provide each other with feedback as a way to
monitor comprehension.

It provides a model of fluent reading and helps students learn decoding skills by offering
positive feedback.

It provides direct opportunities for a teacher to circulate in the class, observe students, and
offer individual remediation.

How to use partner reading

Choose the assigned reading and introduce the text to the students.

Create pairs within the classroom by identifying which children require help on specific skills
and who the most appropriate children are to help other children learn those skills.

Model the procedure to ensure that students understand how to use the strategy.

Have each member of the teacher-assigned pair take turns being "Coach" and "Player."
These pairs are changed regularly, and over a period of time as students work. Thus, all
students have the opportunity to be "coaches" and "players."

Note: It is important for teachers to monitor and support students as they work together.
Ask the stronger reader to begin this activity as the "Player" and read orally for 5 minutes.
Have the "Coach" follow along and correct any mistakes when necessary.

Have the pair switch roles and ask the weaker reader to become the "Player." The "Player"
rereads the same passage for the next 5 minutes and the "Coach" provides corrective
feedback. One point is earned for each correct sentence read (optional).

Differentiated instruction

For Second Language Learners, students of varying reading skill, and for younger learners

Teachers may wish to include the following additional activities for varying skill levels:

Story retelling: students work together to retell the story by cooperatively providing input
and correcting mistakes

Summarization: students support each other in developing a summary of the passage in 10

words or less

Writing: students write down the summary they developed and/or responses to the
following:

the who or what of the paragraph;

the most important thing about who or what; and

the main idea

Teachers can use this activity to pair an ELL with a non-ELL student to support language
development (see the following resource for more information: Reading Comprehension
Strategies for English Language Learners.

Teachers may wish to use cross age/grade partners for this activity.

AFTER READING

Mapas conceptuales u organizadores gráficos.