STRATEGIES TO DEVELOP READING COMPREHENSION IN KINDS, TEENAGERS AND ADULTS.

STRATEGIES TO DEVELOP READING COMPREHENSION IN KINDS, TEENAGERS AND ADULTS.

Now days it is difficult in all of the three levels that I mention in this essay the comprehension of some texts. That is why in this essay I mention some Reading strategies for develop Reading comprehension in kids, teenagers and adults  as son as: languague experience approche, working in literatura response groups, patter books, shared Reading with big books, story mapping  and ilustrating stories and poems.

First I will mention the strategies to develop the Reading comprehension in kids. In this level kids are more dinamic, they learn with repetion of key words and mimic.

Patter books: this strategy is about the repetition of key words through big book with images.  In this way students relate the image to the key Word and they have some ideas about the content of the story.

Shared Reading with big books: In this strategy students learn how to read with their own big books that their create.  Tell the story similar that in their house and the books that they decide to read.

Now I will mention the strategies that are more useful for teenagers.

Lenguage experience aproach: This strategy are the background knowledge about some topics for example: holidays (Halloween, christmas, thanks givind day etc.) And writing language  through experience with written language.

Ilustrating stories and poems: In this strategy teacher will give them a text or an image and they have to create a image about the text or text about the image.

Working literature response groups: this strategy is useful to students make a groups of readers maybe with the same likes of Reading or different but all learn more about Reading and help each other.

Story mapping: Studens make a summarize about the main ideas of the story and identify the main characters of the story. They make a organizer with this information and clarify their ideas about the text.

Big books: this activity can be adaptable for secundary school and adults with topics that it catch the interents of them.

In the case of adults the strategies that I mention before are useful but teacher adapt in a complex way because the adults have the ability to think more.

In a conclution I realize about this activities are useful for develop the Reading comprehension in my case when I adapted the activity for kids I thought  that it was difficult but I realize about the way that catch the attention of the stdents. I can apply this activities in my practice.

ACADEMY SATURDAY MEXTESOL

MEXTESOL CHAPTER GUANAJUATO

ACADEMIC SATURDAY

This event took place on February 20 th 2016 in the Escuela Normal Superior Oficial of Guanajuato. That arrange the English area because in this event has some presentations about strategies, methods and more things related to the English teaching.

The first presentation was called “The influence of reflection on pre-service teachers develops”.

Speaker: Karina Caselis Ramirez.

She started the presentation with a key question “what implies reflection?” Some people of the audience gave their ideas. After that she presented some definitions about reflection as soon as:

Dewey (1993) Reflection implies activity, consistent and careful consideration of any belief and practice taking into a count the reason that sustains these beliefs

Schon (1998) Reflection can happen at two different times.

Then she explained us that she made a research about how reflect the pre-service teachers in this case when they reflect about the systematization of their practices and their like for their became an English teachers. Next she spook about the difference between teacher in training and teacher development. The first was the academic training during the degree. The second was the develop of the person, attitudes, values etc.

Then in the program appear 5 simultaneous presentations that is why 1 choose one that was called What does the non-native teacher bring to the classroom?

Speaker: Liliana Lizett Llena Resendíz.

This presentation was about myths and beliefs that the native English teachers taught better that no-native.  Then she asked us a question “If you want to learn astrology, you have to travel to Mars? “  Next she explained us that it was the same case when the people thought that was necessary to travel a foreign country because this was the way that the people acquire a second language.

She explained us that the native speakers have the pronunciation and cultural knowledge about the language but non-native speakers have strategies for teach the language and understand the process that students follow to acquire the language that is why both teaching in  a good  way but each one  had a particular abilities.

 The last presentation was called Kumaravadivelu´s Post Method.

This was about the post method condition:

The post method condition is a state of affairs that compels us to refigure the relationship between the theorizers and the practitioners of method.  The proposed strategic framework for L2 teaching consists of macro strategies and micro strategies. Macro strategies are general plans derived from theoretical, empirical, and pedagogical knowledge related to L2 learning teaching. A macro strategy is a broad guideline, based on which teachers can generate their own situation-specific, need-based micro strategies or classroom techniques. In other words, macro strategies are made operational in the classroom through micro strategies.

The strategic framework comprises the following 10 macro strategies:

(a) Maximize learning opportunities,

(b) Facilitate negotiated interaction,

(c) Minimize perceptual mismatches,

(d) Activate intuitive heuristics,

(e) Foster language awareness,

(f) Contextualize linguistic input,

(g) Integrate language skills,

(h) Promote learner autonomy,

 (i) Raise cultural consciousness, and

 (j) Ensure social relevance.

These presentations are very useful for my because I got more knowledge and different points of view about how to teach English and the elements that involve teaching.