Sesión 1 - Fascículo

Course
Pedagogical and disciplinary knowledge for

secondary education teaching practice
Unit 1
Pedagogical and disciplinary knowledge for the practice of the
English teacher
Session 1
Comprehension of written texts
Formación Docente
en Servicio
Pedagogical and disciplinary knowledge for teaching practice course
Secondary education level English
MINEDU - Dirección de Formación Docente en Servicio, 2022
Rosendo Leoncio Serna Román

Ministro de Educación del Perú
Walter Alberto Hernández Alcántara

Viceministro de Gestión Pedagógica
Jesús Carlos Medina Siguas

Viceministro de Gestión Institucional
Rosario Esther Tapia Flores

Secretaría general
Edgardo Romero Poma

Dirección General de Desarrollo Docente
Denis Lourdes Arce Vizcarra

Dirección de Formación Docente en Servicio
Nombre del fascículo: “ Comprehension of written texts”

Año de publicación: 2022
Ministerio de Educación del Perú

Calle del Comercio 193, San Borja
Lima, Perú. Teléfono 615-5800
www.minedu.gob.pe
Todos los derechos reservados. Prohibida la reproducción de este fascículo por cualquier medio, total o
parcialmente, sin la correspondiente cita.
Unit 1 Session 1 2
Jenny’s students are going to read a movie review of “Harry Potter and the Sorcerer’s Stone”. She has
planned activities to activate students’ prior knowledge, and improve categorization and scanning
skills. The summary is as follows.
Harry Potter and the Sorcerer’s Stone.

“Harry Potter and the Sorcerer’s Stone” is an adventure movie, filled with the dreadful “and
the sublime. The novel by 1K. Rowling was muscular and vivid, and the movie tells a tale of
supernatural adventure, where colorful and eccentric characters alternate with scary stuff like a
three-headed dog and a two-faced immortal who drinks unicorn blood.
Daniel Radcife plays Harry Potter, he is raised by his aunt and uncle, then convoked to become
a student at Hogwarts School. There, Harry makes two friends and an enemy. The friends are
Hermione Granger (Emma Watson) and Ron Weasley (Rupert Grint). The: “enemy is Draco
Malfoy (Tom Felton), who will do anything to be sure his house places first at the end of the year.
Although “Harry Potter” is a story in which everything should look a little made up, computers
are used to create a plausible look in the action scenes. Readers of the book will wonder how the
movie visualizes the crucial game of Quidditch, a chess game with life-size, deadiy pieces, the
dark shadows of Hogwarts library, hidden passages and underground prisons.
The story you probably already know. What is good to know is that the adult cast, play their roles
more or less as If they believed them. Watch Alan Rickman extending his words and Richard Harris,
the headmaster Dumbledore, whose beard is so long that birds would nestín it. They really stay in
their characters.
During “Harry Potter and the Sorcerer’s Stone,”I was pretty sure I was watching a classic that
will be around for a long tíme, and make many generations of fans. It cares to tell a story, and to
create its characters carefully. Like “The Wizard of Oz”; “Star Wars” and “E.T.”, it isn´t just a movie
but a world with its own magical rules.
Adapted from Ebert, R. (2001). Review of Harry Potter and the Sorcerer’s Stone.
Now, Jenny wants to get her students involved in a post-reading activity to develop their productive skills.
Lets think about this
1. What competence is mobilized from the situation presented?

2. What is a post-reading activity?
3. What thinking skills are mobilized in the students when the teacher proposes this
post-reading activity?
4. What kind of response does the post-reading stage demand from the student?
5. What strategies can we use to work on post-reading?
6. What other activities can I do from the post-reading?
Unit 1 Session 1 3
The situation presented above makes evident the need to mobilize reading competence: “Read
various types of texts written in English as a foreign language”. The Currículo Nacional de la
Educación Básica (Minedu, 2016) defines this competence as a dynamic interaction between
the reader, the text, and the sociocultural contexts involved in reading. It implies an active
process of constructing meaning (critical comprehension) of the different types of texts that
students read (various genres, times, spaces and authors), in different formats and through
different resources, through processes of literal and inferential comprehension, interpretation
and reflection and serve different purposes. In such processes, students put into play skills,
knowledge and attitudes that come from their reading experience and the world around them.
This competence implies the combination of the following capacities:
Obtains information from the written text.

Infers and interprets information from written text.
Reflects and evaluates the form, content and context of the text.
For the development of capacities, there are aspects that must be considered before, during and
after reading. On this occasion, we will see how to work on post-reading.
Post-reading stage
It involves all the exercises, activities or tasks which are done after reading the text. Post-reading
activities help students understand texts further, through critically analyzing what they have
read and these are carried out after you have successfully implemented pre-reading activities
and while-reading activities. They are activities that take place beyond reading comprehension.
The after-reading stage helps students or readers to:
✓ Integrate
✓ Synthesize or summarize their learning
✓ Check for understanding
✓ Organize their thoughts and to respond to the text from a more personal point of view
To gain understanding of the text, post-reading strategies should usually require the students
to return to the text several times and to reread it to check on particular information that will be
useful for completing an assignment. In addition, these strategies should encourage students to
reflect upon what they have read and to respond to the text creatively and from a more personal
point of view.
Unit 1 Session 1 4
Transformation of the new knowledge into an application experience
It is crucial to underline that the post-reading stage is not about studying the language of the
text or comprehending it. At this point, students are expected to apply what they got from the
text (Wahjudi, 2022). Thus, a post-reading activity is an opportunity for transforming the new
knowledge about a certain topic into an application experience.
Let’s look at an example.
The teacher Martin asks the students

to do further research on the topics
they were reading about “Benefits
of Recycling and Steps to Recycling
Materials”. So the teacher asks the
students to do online research on the
topic and report findings back to class.
Then, the teacher divides the students
in groups to make a plan to recycle
some materials at school.
As we can see, Martin proposes an inquiry activity based on a topic that his students have already
been reading. With this, he encourages them to apply that knowledge in a plan that allows them
to recycle materials in their school, which addresses a situation in their real context.
Post-reading teaching strategies
Post-reading activities (Beyond reading) are student-centered. They are designed to extend the
students’ appreciation of literature. They give students the opportunity to review and react to a
reading passage from a very personal point of view. Post-reading activities should help students
to find or discover the exact position for the recently acquired knowledge and learn from it.
These activities should support students to make connections with what they know and what
they have extracted from texts. They also have to provide a framework for summarizing key ideas
within a text. Besides, they should support students to make inferences and generalizations.
Finally, they ought to help students to justify or reconsider their own ideas.
In that sense, post-reading strategies include:
✓ Story retelling all or part of a story

✓ Discussing favorite parts or elements of a story: answering questions
✓ Compare to another book
✓ Writing a new ending
Unit 1 Session 1 5
✓ Drawing a picture about the story

✓ Playing a game related to the story
✓ Creating a radio play or other kind of performance
✓ Activities that include the use of pictures to discuss how they relate to the topic
✓ Asking students to prepare questions to be part of a competence after finishing reading
✓ Making an outline of the text
✓ Make collages in groups
✓ Brainstorming about the text
Let’s look at the example of Raquel, an English teacher who uses a strategy for post-reading.
She wants to promote reading for

pleasure among her students. For it,
Raquel has organized a list of short
stories from which students can choose.
As a post reading activity, Raquel asks
the students to write a new ending for
the story they read. Then, she asks them
to share both endings with the class and
asks the students to vote on the ending
they feel is more interesting. This allows
the students to respond to the text
creatively and from a more personal
point of view.
As we see in the example, Raquel has used the “Writing a new ending” strategy to develop post-
reading. However, in order for students to continue training their reading skills, we can propose
other activities such as extensive reading.
The extensive reading involves learners reading texts for enjoyment and to develop general
reading skills. It is meaning oriented. The main purpose is to encourage reading fluency, to
encourage students to read more and develop the reading habit. In order to do this, students
should have the chance to choose from a large selection of books such as novels, journals,
newspapers and magazines, based on their interests. This exposure will help students to improve
their understanding of the language, culture and vocabulary.
Unit 1 Session 1 6
IMPORTANT
Something important to consider when choosing the reading

material is that the language level should not pose additional
difficulty (dictionary use should be avoided). It should not be too
easy either so as to demotivate the student.
For extensive reading, it is crucial:
✓ Involve students in the choice of material

✓ Make extensive reading part of the lesson for guidance in the process
✓ Make sure that the text language level does not pose additional difficulty
Let’s look at the case of Teresa, an English teacher who follows these steps in order to promote
extensive reading in her class.
• Tells the students that they are going to read for pleasure, that the only objective is to understand
the story or text they are going to choose.
• Tells the students that it is their progress what is going to be evaluated through periodical reports
that can be oral or written.
• Provides greater choice of texts that targets students’ interests and reading levels. She makes sure
that students understand 80-90 percent of the book without using dictionaries or translating into
Spanish.
• Sets aside 10-15 minutes of quality reading time in her lesson timetable for sustained silent reading.
• Promotes reading out of class, so she allows students to borrow books to take them home.
• Encourages self-assessment through reading diary to keep record of the books they have read. This
record gives them great motivation from a sense of accomplishment.
As we can see, the steps that Teresa follows make it easier for students to get involved in their
reading process and enjoy it.
Unit 1 Session 1 7
Now, it is your turn!

Let’s go back to the initial situation.
Jenny’s students are going to read a movie review of “Harry Potter and the Sorcerer’s Stone”. She has
planned activities to activate students’ prior knowledge, and improve categorization and scanning
skills. The summary is as follows.
Harry Potter and the Sorcerer’s Stone
“Harry Potter and the Sorcerer’s Stone” is an adventure movie, filled with the dreadful “and
the sublime. The novel by 1K. Rowling was muscular and vivid, and the movie tells a tale of
supernatural adventure, where colorful and eccentric characters alternate with scary stuff like a
three-headed dog and a two-faced immortal who drinks unicorn blood.
Daniel Radcife plays Harry Potter, he is raised by his aunt and uncle, then convoked to become
a student at Hogwarts School. There, Harry makes two friends and an enemy. The friends are
Hermione Granger (Emma Watson) and Ron Weasley (Rupert Grint). The: “enemy is Draco
Malfoy (Tom Felton), who will do anything to be sure his house places first at the end of the year.
Although “Harry Potter” is a story in which everything should look a little made up, computers
are used to create a plausible look in the action scenes. Readers of the book will wonder how the
movie visualizes the crucial game of Quidditch, a chess game with life-size, deadiy pieces, the
dark shadows of Hogwarts library, hidden passages and underground prisons.
The story you probably already know. What is good to know is that the adult cast, play their roles
more or less as If they believed them. Watch Alan Rickman extending his words and Richard
Harris, the headmaster Dumbledore, whose beard is so long that birds would nestín it. They
really stay in their characters.
During “Harry Potter and the Sorcerer’s Stone,”I was pretty sure I was watching a classic that
will be around for a long tíme, and make many generations of fans. It cares to tell a story, and to
create its characters carefully. Like “The Wizard of Oz”; “Star Wars” and “E.T.”, it isn´t just a movie
but a world with its own magical rules.
Adapted from Ebert, R. (2001). Review of Harry Potter and the Sorcerer’s Stone.
Now, Jenny wants to get her students involved in a Post-reading activity to develop their productive
skills. From what we have seen in this fascicle, which of the following strategies is NOT appropriate for
her purpose?
Unit 1 Session 1 8
a) The teacher tells the students to think of a movie they have recently seen. In pairs, the students
explain the reasons why they liked or didn’t like the movie. The teacher asks the students to use
some of the vocabulary of the movie review to adequately convey their opinion.
b) The teacher writes on the board the following statement from the movie review: “The adult cast
play their roles more or less as if they believe them”. Then, she asks the following question: “What
do you think the author of the movie review means?” The students discuss their answers in pairs.
c) The teacher pairs up the students and asks them to write a dialogue between the author of the
movie review and J. K. Rowling (the author of the novel on which the movie is based). They write
their dialogue and practice it for a few minutes. Finally, the students perform their dialogs in front of
the class.
Since the question for the case proposed has only one correct answer when analyzing alternatives A, B and
C, you will realize that two of them (A and C) do not comply with the recommended methodology. Alternative
A refers to intensive reading and B is a post-reading activity oriented to intensive reading. In any of these
activities, students have the chance to choose or are reading for pleasure. On the other hand, only B is oriented
to meaning, is student-centered, promotes reading for enjoyment and fluency, and allows students to choose
and read at their own pace.
Let’s see another situation.
Elena has brought the following text for a reading session.
Message Board
From: petlover
We have a beautiful gray cat looking for a good home in the New York area. We can’t keep her
because I just found out I’m allergic to cats.
From: daredevil
I’d like to try rock climbing, but I don’t want to go alone. Is anyone in San Francisco interested in
climbing with me? I prefer to go on weekdays, if possible.
From: handyman
Hi. I make wooden boxes and bowls. l’d like to sell my stuff, but I don’t know much about the
business side of things. Can you help me?
From: sushifreak
I want to learn how to make japanese food. Do you have any easy recipe ideas?
Adapted from: McCarthy, Michael & McCarten Jeanne & Sandiford, Helen (2014). Touchstone student’s
book 2 (2a ed.). New York: Cambridge University Press.
Unit 1 Session 1 9
She has planned a sequence that includes activities for the pre-reading stage, the while-reading stage. Which
strategy is best to do during the post-reading stage?
a. The teacher tells the students to read the messages again. Then they write a short response and
include a suggestion for the writer.
b. The teacher writes some comprehension questions about the text on the board. Then, the students
discuss their answers in pairs and share them with the class.
c. The teacher gives the students a multiple choice quiz. The students mark their answers and the
teacher collects the quizzes for correction.
The correct answer is option A because it implies that students respond to the text creatively and from a
personal point of view (application of knowledge). In addition, they integrate, synthesize or summarize what
they have learned, check their understanding and organize their ideas. In contrast, in alternative B we notice
that the purpose is to verify reading comprehension, and the activity proposed in alternative C is evaluation.
Therefore, they are not the correct alternatives.
Unit 1 Session 1 10
Metacognition
After you have read and reflected on the situations and information presented in this fascicle, we invite you to
self-evaluate. Complete the following chart:
How did i learn it? What is the use of what i learned?
What did i learn

in this session?
What was easy ans whats

How can i apply it in
whas difficult to learn?
my teachng practice?
Why?
Unit 1 Session 1 11
References
Bailey, E. (2019). Strategies to Help Students with Dyslexia Improve Reading Comprehension. https://www.
thoughtco.com/prior-knowledge-improves-reading-comprehension-3111202#:~:text=What%20is%20
Prior%20Knowledge%3F,relevant%20in%20the%20reader’s%20mind.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language
teaching and testing. Applied linguistics, 1(1), 1-47.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically
motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35.
Mikeladze, T. (n/d). Retrived August, 24, 2022, from https://www.academia.edu/14846898/Extensive_reading

https://www.researchgate.net/figure/Characteristics-of-extensive-reading_fig2_280878633
Ministerio de Educación del Perú. (2016). Currículo Nacional de la Educación Básica [Archivo PDF]. http://
www.minedu.gob.pe/curriculo/
Wahjudi. A. (n/d). Interactive Post-Reading Activities That Work. Retrieved August, 23, 2022, from https://core.
ac.uk/download/pdf/230958683.pdf
Zimmerman, S. and Hutchins, C. (2003) Seven keys to comprehension: How to help your kids read it and get
it! New York: Three Rivers Press.
Cómo citar este fascículo: Ministerio de Educación del Perú (Dirección de Formación Docente en Servicio).
2022. Comprehension of written texts [Fascículo]. Ministerio de Educación del Perú.
Unit 1 Session 1 12

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Course

Pedagogical and disciplinary knowledge for

Rosendo Leoncio Serna Román

Walter Alberto Hernández Alcántara

Jesús Carlos Medina Siguas

Rosario Esther Tapia Flores

Edgardo Romero Poma

Denis Lourdes Arce Vizcarra

Nombre del fascículo: “ Comprehension of written texts”

Ministerio de Educación del Perú

Harry Potter and the Sorcerer’s Stone.

Lets think about this

1. What competence is mobilized from the situation presented?

Obtains information from the written text.

Transformation of the new knowledge into an application experience

The teacher Martin asks the students

Post-reading teaching strategies

✓ Story retelling all or part of a story

✓ Drawing a picture about the story

She wants to promote reading for

Something important to consider when choosing the reading

For extensive reading, it is crucial:

✓ Involve students in the choice of material

Now, it is your turn!

Harry Potter and the Sorcerer’s Stone

Let’s see another situation.

Elena has brought the following text for a reading session.

How did i learn it? What is the use of what i learned?

What did i learn

What was easy ans whats

Mikeladze, T. (n/d). Retrived August, 24, 2022, from https://www.academia.edu/14846898/Extensive_reading

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