Aquesta és una presentació d'una pràctica d'una l'asignatura que vaig cursar en anglès, Psychology Instruction de la Universitat d'Alacant.

1. Third Practice Assignment
TEACHING READING COMPREHENSION
INTRUCTIONAL PSYCHOLOGY

2. In this assignment we are going to learn a didactic
sequence to teach the reading comprehension of a text.
For a starting, we are going to distinguish among five types
of texts.
1. Alphabetically-ordered texts
2. Informative texts
3. Literary texts
4. Factual texts (text books)
5. Prescriptive or procedural texts.
In this assignment we are going to learn a didactic
sequence to teach the reading comprehension of a text.
For a starting, we are going to distinguish among five types
of texts.
1. Alphabetically-ordered texts
2. Informative texts
3. Literary texts
4. Factual texts (text books)
5. Prescriptive or procedural texts.

3. 1. Alphabetically-ordered texts
They are: dictionaries, notices, brouchures, guide
books, agendas, leaflets, menus,…
Objective: communicate, remember events, locate
information, search vocabulary, classify data,
Examples of activities:
• Identify names, vocabulay
• Notices in classroom
• Boards
• Posters
• Personal agenda

4. 2. Informative Texts
• They are from: newspapers, magazines, books,
publicity, interviews…
• Objective: uderstanding or communicating
events, ideas or opinions on a topic.
Main activities:
• Reading articles, advertisements, letters,
etc.
• Match pictures and commentaries
• Classify headlines in differet newspaper
sections.
• Relate headlines and written news stories.

5. 3. Literary texts
They are fiction texts such as: tales, narrative,
poems, proverbs, songs, comics, etc.
Objective: communicate fantasies, entertain,
educate emotions, transmit moral or social
values.
Main activities:
• Read tales, proverbs, poems, guessing
games, …
• Match comic vignettes and sentences.
• Role-play representations
• Order the events of a tale (reconstruct the
story).

6. 4. Factual texts (texts books)
They are from: text books, reference books,
encyclopaedias
•Objective: present abjectively the information of
a topic.
• They use prose writing and present inforation
well structured: title, subtitles, graphics and
charts, …
Main activities:
• Reading of texts and definitios.
• Identify main ideas in the text.
• Reconstruct the text (punt in order
paragrahs)
•Make a summary of the text or a conceptual
map (or mind map)
• Gap-filling exercises
Los sentidos
Los seres humanos tenemos cinco sentidos que
nos sirven para conocer y relacionarnos con
nuestro entorno; son el gusto, la vista, el olfato,
el oído y el tacto.
Los órganos de los sentidos captan impresiones
las cuales son transmitidas al cerebro y éste las
convierte en sensaciones.
Con la vista notamos lo que pasa a nuestro
alrededor; con el gusto reconocemos los
sabores; con el olfato olemos lo que está en el
entorno; con el oído sentimos todos los sonidos
y con el tacto reconocemos las cosas cuando
las tocamos.

7. 5. Presciptive texts
• They are: instructions to perform task, cooking
recipes, rules and regulations, etc.
• Objective: regulate accurately a process for
accomplish a goal..
•They are procedural texts.
Main activities:

8. Instructions to develop this practice assignment
1.Write a brief introduction to the theme of teaching
reading comprehension. Consult the presentations of:
• Topic 6 slide 9 (Conclusions: the comprehension of a
text invoves…) and slide 17 (implications for instruction
of reading comprehension).
• Third assignment: How to teach the reading
comprehension of a text. (especially the types of texts).
2. Select a text (and justify the type of text).
3. Plan activities for working the text (attached document)
4. Write a conclusion of the practice and give your opinion.

9. Third Practice Assignment
DIDACTIC SEQUENCE TO TEACH THE
READING COMPREHENSION OF A TEXT
1. Chose one text for fith or sixth primary graders
2. What type of text it is?

10. Active knowledge processes in reading that can be
taught.
1.Integrating: Using one’s prior knowledge to make a
meaning out of the text.
2.Organizing: Identifying principal ideas and the
relationships between them.
3.Elaborating: Making necessary inferences while
reading.
4.Monitoring: Evaluating one’s comprehension and
adjusting one’s reading strategy.

11. INTEGRATING THE TEXT
Activating prior knowledge
Before reading
The teacher presents the reading –text, book, .- to
his/her students and justifies why they are going to read
it:
For learning more about a theme, topic, issue,..
For understanding an event, a story, a part of the
lesson..
For having fun and enjoying a narration
….

12. INTEGRATING THE TEXT
Activating prior knowledge
Before reading
The teacher asks some questions in order to activate
students’ prior knowledge and make some
anticipations on the content of reading:
What do you think this book/text,.. will be about?
Why do you think so?
What characters do you think might be in this story?

13. INTEGRATING THE TEXT
Activating prior knowledge
Before reading
Resource: KWL estrategy
About this topic of the reading:
What do you Know?
What do you want to know?
What have you learned/learnt?
American English
learn, learned, learned
British English
learn, learnt, learnt

14. ORGANIZING: Identifying principal
ideas and the relationships between them
While or after reading
The teacher should make a decision about reading the
whole text or in paragraphs.
Possible activities:
Find the main idea of the text.
Comprehend vocabulary.
Summarize the main ideas in each paragraph.
Organize the text in parts.
…

15. MAKING INFERENCES
Relating ideas
While or after reading
Help the students to:
-Anticipate what is going to happen next in the reading.
-Ask and answer questions while they are reading to
understand what is implicit in the reading,…

16. MONITORING. Evaluate comprehension
and adjusting the reading strategy
Before, while or after reading
When or after reading, the teacher will ask his/her
students:
When reading aloud, students can summarize a the
text/paragraphs and confirm the main idea of the text.
Other activities:
Write a summary, vocabulary (synonims,..), gramar,
write a summary (gap filling), etc.