Estrategias para promover la lectura en los estudiantes del III ciclo de primaria con el apoyo de los padres de familia
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Date
2023
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Universidad Nacional de Trujillo
Abstract
El Trabajo de Suficiencia Profesional tiene como título: “Estrategias para promover la lectura en los estudiantes del III ciclo de primaria con el apoyo de los padres de familia”, que se concretiza en la planificación y ejecución de una variedad de Sesiones de Aprendizaje. En relación al desarrollo de estrategias para promover la lectura radicó en involucrar en el proceso educativo a los padres de familia, esta iniciativa se dio en el entendido que, “todo aprendizaje es más significativo cuando tocas el corazón de un niño” y como tal, sabemos que la primera conexión emocional que tienen los niños es con sus padres. En tal sentido la estrategia denominada. “La hora de la lectura en el aula”: consistió en que todos los días contamos con una ayudante estrella (niño del aula según orden de lista), quien está encargado de varias actividades durante el día y principalmente de dirigir la lectura en voz alta para sus compañeros, para ello hay una preparación previa pues el niño debe llevarse el libro a leer un día anterior. Del mismo modo, la estrategia. “El rincón de lectura”: es uno de los sectores quizá más importantes del aula, pues ahí contamos con libros de acuerdo al nivel de lectura de cada niño-Atención diferenciada, cada niño tiene la oportunidad de leer un libro diferente cada día. Por otro lado, la estrategia. “La hora cuando la maestra nos lee”: consistió en que la maestra realiza sesiones de lectura en “Voz Alta” con mucha frecuencia para que luego sean los propios niños quienes luego dirijan la lectura en voz alta, este momento es uno de los más motivadores para los niños pues aprenden a conocer sin presión. También la estrategia. “Lectura en voz alta”: se aplicó y consistió en lo siguiente, cuando la ayudante estrella dirige la lectura en voz alta se ve en la necesidad de prepararse y de hacer una lectura fluida para que sus compañeros puedan entenderlo ya que depende de con qué fluidez lea para que sus compañeros respondan a sus preguntas, esta estrategia se lleva a cabo todos los días, y todos los niños dirigen la lectura en algún momento lo que les permite leer con bastante fluidez. La estrategia. “Lectura de una cantidad de palabras por minutos”: dieron buenos resultados, esta estrategia se trabajó con unas fichas especiales que presenta 14 niveles, es decir en cada nivel el niño debe leer 60 palabras en dos minutos, el detalle de estas palabras es que por nivel también va subiendo la intensidad los primeros niveles presentan palabras de dos silabas, de tres sílabas, luego palabras trabadas y por último palabras largas. La estrategia. “La lectura con los padres en el aula”: consistió en que, para dinamizar aún más viii las sesiones de clase, se solicitó la participación de los padres quienes realizaron la lectura para los niños, de acuerdo a la fecha que les correspondía. Por ello, posterior a la implementación de las estrategias antes mencionadas, despertó en los niños el gusto por la lectura y las ganas de leer un libro por placer, esto se evidencio al observar que los estudiantes del tercer ciclo comenzaron a tomar un texto sin que alguien se lo pida. Así mismo, los testimonios de los padres de familia confirmaron el éxito de las estrategias implementadas, afirmando, que sus hijos hacían preguntas cada vez más referentes a textos, pese a que algunos no mantenían una comunicación muy activa con sus familiares. Finalmente. El uso pedagógico de los materiales educativos cumplió un rol muy importante dentro de las actividades para la comprensión.
The Professional Sufficiency Work has the title: "Strategies to promote reading in students of the III primary cycle with the support of parents", which materializes in the planning and execution of a variety of Learning Sessions. In relation to the development of strategies to promote reading, it consisted of involving parents in the educational process, this initiative was given because as we know "all learning is more significant when you touch the heart of a child" and as such, we know that the first emotional connection children have is with their parents. In this sense, the strategy called "The hour of reading in the classroom": it consisted in that every day we have a star assistant (classroom child according to list order), who is in charge of various activities during the day and mainly directing the reading aloud for their classmates, for this there is prior preparation as the child must take the book to read the day before. Similarly, the strategy. "The reading corner": it is perhaps one of the most important sectors of the classroom, because there we have books according to the reading level of each child-Differentiated attention, each child has the opportunity to read a different book every day. On the other hand, the strategy "The time when the teacher reads to us": it consisted in the fact that the teacher conducts reading sessions in "Voice Loud" very frequently so that later it is the children themselves who then direct the reading aloud, this moment is one of the most Motivators for children because they learn to know without pressure. Also the strategy. "Reading aloud": it was applied and consisted of the following, when the star assistant directs the reading aloud, she needs to prepare herself and read fluently so that her classmates can understand it, since it depends on what fluency read so that your classmates answer your questions, this strategy is carried out every day, and all children direct the reading at some point which allows them to read with enough fluency. The strategy. "Reading a number of words per minute": they gave good results, this strategy was worked with special cards that present 14 levels, that is, in each level the child must read 60 words in two minutes, the detail of these words is that The intensity also increases per level. The first levels present words with two syllables, three syllables, then interlocking words and finally long words. The strategy. "Reading with parents in the classroom": consisted in the fact that, to further energize the class sessions, the participation of the parents was requested who performed the reading for the children, according to the date that corresponded to them. x For this reason, after the implementation of the aforementioned strategies, the taste for reading and the desire to read a book for pleasure awoke in the children, this was evidenced by observing that the students of the third cycle began to take a text without someone ask. Likewise, the testimonies of the parents confirmed the success of the implemented strategies, stating that their children increasingly asked questions regarding texts, despite the fact that some did not maintain very active communication with their families. Finally. The pedagogical use of educational materials played a very important role in the activities for understanding.
The Professional Sufficiency Work has the title: "Strategies to promote reading in students of the III primary cycle with the support of parents", which materializes in the planning and execution of a variety of Learning Sessions. In relation to the development of strategies to promote reading, it consisted of involving parents in the educational process, this initiative was given because as we know "all learning is more significant when you touch the heart of a child" and as such, we know that the first emotional connection children have is with their parents. In this sense, the strategy called "The hour of reading in the classroom": it consisted in that every day we have a star assistant (classroom child according to list order), who is in charge of various activities during the day and mainly directing the reading aloud for their classmates, for this there is prior preparation as the child must take the book to read the day before. Similarly, the strategy. "The reading corner": it is perhaps one of the most important sectors of the classroom, because there we have books according to the reading level of each child-Differentiated attention, each child has the opportunity to read a different book every day. On the other hand, the strategy "The time when the teacher reads to us": it consisted in the fact that the teacher conducts reading sessions in "Voice Loud" very frequently so that later it is the children themselves who then direct the reading aloud, this moment is one of the most Motivators for children because they learn to know without pressure. Also the strategy. "Reading aloud": it was applied and consisted of the following, when the star assistant directs the reading aloud, she needs to prepare herself and read fluently so that her classmates can understand it, since it depends on what fluency read so that your classmates answer your questions, this strategy is carried out every day, and all children direct the reading at some point which allows them to read with enough fluency. The strategy. "Reading a number of words per minute": they gave good results, this strategy was worked with special cards that present 14 levels, that is, in each level the child must read 60 words in two minutes, the detail of these words is that The intensity also increases per level. The first levels present words with two syllables, three syllables, then interlocking words and finally long words. The strategy. "Reading with parents in the classroom": consisted in the fact that, to further energize the class sessions, the participation of the parents was requested who performed the reading for the children, according to the date that corresponded to them. x For this reason, after the implementation of the aforementioned strategies, the taste for reading and the desire to read a book for pleasure awoke in the children, this was evidenced by observing that the students of the third cycle began to take a text without someone ask. Likewise, the testimonies of the parents confirmed the success of the implemented strategies, stating that their children increasingly asked questions regarding texts, despite the fact that some did not maintain very active communication with their families. Finally. The pedagogical use of educational materials played a very important role in the activities for understanding.
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Keywords
Estrategia, Educación Primaria, Enseñanza