UNIVERSIDAD MAYOR - PEDAGOGIA EN INGLES€¦ · Web viewUNIVERSIDAD MAYOR. FACULTAD DE ... ____...

UNIVERSIDAD MAYORFACULTAD DE EDUCACIÓN

PEDAGOGÍA EN INGLÉS PARA EDUCACIÓN BÁSICA Y MEDIA

A STUDY ON TEACHING AND DEVELOPING READING SKILLS FOR PUBLIC ELEMENTARY EDUCATION.

Seminario para optar al título profesional de Profesor de Inglés para Educación Básica y Media y al Grado de Licenciado en Educación

Herrera Bustos Elizabeth del CarmenManríquez Escobar Javier EnriqueOyarzún Soto Ramón Cristóbal EnriqueRíos Rosales Guillermo PatricioVéjar Boitano Juliette Silvia

Profesor Guía: SR. Ricardo Cornejo Meza.

2008

INDEX

1. INTRODUCTION

…....................................................................................................PAGE 1

2. PROBLEM.

2.1.Development of linguistic skills; A sociocultural and

psychological challenge:

.......................................................................................................PAGE 2

2.2. Study Limits in ELT

........................................................................................................PAGE 4

3. PROBLEM SUBSTANTIATION

……………………………………................................................PAGE 5

2.3. RELEVANCE OF THE PROBLEM

………………………………………............................................PAGE 6

3. THESIS OBJECTIVE

.......................................................................................................PAGE 7

4. THEORETICAL FRAMEWORK

……………………...………….....................................................PAGE 8

5.METHODOLOGY

……………………........................................................................PAGE 9

1.1. INTRODUCTION

We believe that in Chile, Schools in general present

shortcomings in the teaching of English as a second language,

specially the Public Municipal schools; there exist many reasons

that might be causing this problem.

A direct influence of the cultural and familiar

environment take place across the language learning processes in

education.

It was demonstrated that the families of low

sociocultural level use very simple phrases and concrete

vocabulary.

This restricted language seems to be reinforced by

over protecting attitudes that does not favour the dialogue with

these children.

The high level of working out or absent parents, added

to a poor use of language in children of low socio-economic range

impact in the school adaptation and is an obstacle in learning to

cognitive skills like reading or calculating .

Children who learn to speak assimilate the "sound" of

the words; but not only that, its meaning and its way of organizing

them, the grammar or natural structure of a language, which

determines also a way of thinking.

The differences in the development of the language

reflect also the development of thought, which plays an important

roll in their school education.

2. THE PROBLEM

2.1 Development of linguistic skills; A sociocultural and psychological challenge:

Numerous children, who come from socioeconomic

disadvantaged strata, do not manage to continue successfully

through school programs in the first years, although they may

have the same intellectual capacity as their pairs in Private

education, because they enter to the basic school at a level of

development of the linguistic skills that do not allow them to carry

this learning out successfully.

Many times, this problem involves a long period, with

educational consequences that surpass the reading learning

process. Juel (1998: 23) sustains that “The probability that a child

remains as a late reader at the end of the fourth grade, if he was a

delayed reader at the end of the first grade, is 88 %”.

According to these numbers, serious presence of this

problem is seen in pupils of NB5 and NB6. Numerous

investigations show that in some persons, the initial difficulties to

learn to read are ballast that remains during long years, and this

extends throughout their adult life.

It has been demonstrated also there exist a direct

relation between the school premature desertion, year- course

failure and repetition and the level of learning of reading and

calculation during the first basic years.

In accordance with information contributed by Doctor

Amanda Céspedes (1996: 56) “ 20 % of the children in school age,

presents a verbal inability that can go from light to severe, this

percentage rises up to 40 % in low sociocultural levels.”

The majority of the unskilful verbal children might

manage to read and to write in NB1; but this learning is not

instrumental, it does not serve them to acquire information from

written texts. These children are not dyslexic, they are functionally

illiterate.

As consequence of these inabilities, children presents:

1.-Indifference, rejection or franc distaste towards reading.

2.-Poor comprehension of the language, both oral and written.

3. - Poverty in his expression, both oral and written.

4. - Severe disortography.

And here we are talking of learning a first language.

2.2. Study Limits in ELT

Our Thesis investigation will be focused directly in one

of the teaching-learning processes that presents the most evident

difficulties, both for native and non-native students of English, the

Reading Skill, and we will concentrate our effort in exposing those

difficulties related to 7th and 8th Grade Elementary Education, NB5

and NB6 in Chilean Public Education.

The main focus of our investigation is going to be how

ELT strategies -designed by MINEDUC and suggested by the new

theories on reading skills acquisition- are known, used and applied

in public schools. We will focus on the knowledge and

understanding of the syllabuses and learning progress maps

(LPM). Considering these instruments we will analyze especially

how the reading skills are being taught in practice.

3. PROBLEM SUBSTANTIATION

The gap between theory and practice in teaching is a

remarkable subject that has puzzled the minds of educators and

theorists throughout history. Particularly in Chile there exists an

organism that watches out and outlines the development of

education for public schools, MINEDUC.

The MINEDUC created a set of references for all

schools in Chile, the Syllabuses that give a fair account of the

Mandatory Minimum Contents, the Main Aims both educational

and emotional for students in the Chilean system of education.

It is important to notice that compulsory education is a

12 years period in our country; so it includes the entire school

period for all Chileans. So far this period has been divided in two

large section, elementary education and high school education.

Elementary education consists in an 8 years period were ELT is

taught in the last four years, including students from 11 to 14 years

old. We will analyze the development of ELT reading skills for the

last two years of elementary education, NB5 and NB61.

1 It´s important to mention that the educational sistem in Chile is almost unique,

Costly Paid Private schools co-exists with Public state, low budget, poorly financed

schools and with hybrid co-financed schools that may vary depending on their

administration and tradition. These three different types of schools not only compete

for prestige and access to the same superior educational system, but are also

meassured with the same government standards and ultimately, students are supposed

to know at least the same Mandatory Minimum Contents. It is been proven by

experiments in other nations educational systems that this type of educational politics

not only results in a failoure of the educational illustrated-democratic premises, wich

are to educate all men as equally born with same rights and potentiallities, but this

3.1. Problem Relevance

It is not a wild chance to choose reading skills´

learning for a close analysis; it derives from the dispositions and

proposals for ELT that the MINEDUC has set. Last year the

MINEDUC in a joint effort with various universities and schools all

through the country presented a set of LPM. (Learning Progress

Map). These Maps have only considered the reading skill for ELT.

That is an important reason for this investigation. We will consider

the new developments for teaching reading skills developed by

methodologists in English speaking countries, considering

specially the Searchlight Model applied in England. So we have

the considerations and the theory given and presented by the

MINEDUC in its Syllabuses and LPM.

It has been proven that reading is a highly difficult skill

to be learned or taught. Following Krashen´s (1981) theory on

second language acquisition and Second Language Learning, that

divides the process of learning any language in four mayor skills:

speaking, listening, writing and reading, modern trends of

theoretical investigations, specially in teaching English,

demonstrates that reading is the hardest and slowest skill to be

taught and learned. This is independent from the types of

intelligence a learner may have most developed, for this is mostly

related to the structure of languages. It is interesting to notice that

native speakers of English acquire reading skills in a comparative

late stage of their development compared to Spanish or Finish

speakers, mostly because English, as a written language, is

logographical and Spanish or Finish languages are mostly

phonological. The main trends in acquiring reading skills points out

that, although reading may be the best tool to learn a second

systems accentuates the cultural differences in social classes.

For further discussion on this topic see www.opech.cl

http://www.opech.cl/

language, it must be used freely and commanded by learners

´diposition and will.

It can be very hard when reading skills are becoming mandatory

and when instructors and learners have to face a non solvable

problem. How can we promote reading? Maybe it is not necessary

at all to teach reading skills.

2.3 Theoretical Framework

As presented before, we will work using the MINEDUC

Syllabus and LPM. We have translated this LPM and Syllabus into

English for a closer study. Based on its own proposals we will also

take in account the ALTE framework and the few books on

developing reading skills included in the Syllabus and LPM

bibliography.

We will also consider new developments in ELT, such

as comparative grammar and linguistics of writing. We present this

work in the belief that the natural approach to the Learning

Teaching process is the most complete and correct technique for

the study of any language, and that it is also funny and exiting

learning a second language such as English, in our case specially,

This intuition arises in any learner’s mind, and it is highly evident

when both instructors and students are asked about their

preferences and expectations. Reading might be difficult, but it

doesn’t need to be boring.

Finally, and as presented in the introduction, we have

admitted the most significant studies made in our country on

teaching reading skills, just to present a wide array of the constant

difficulties that language teachers may encounter when facing the

need to teach reading skills.

2.4. THESIS OBJECTIVE

Our investigation will be centred in the existing gap

between theory and practice, especially in the application of the

MINEDUC syllabus and the real practice of teachers working at

public schools. Many questions arise from this perspective. How

are the teachers using the English syllabus? Does this syllabus

include the new ELT investigations and developments? Is the

material provided by MINEDUC, i.e. the English texts and

teachers’ guides suitable for teaching reading skills? And if so,

how are being used by teachers? Because of the wide array of

these inquisitions we will focus mostly in the teaching of reading

skills.

If we focus on the practice of teaching reading skills

we have a far simpler and delimitated field of investigation. Our

objective is first, to give a complete and fair account, with

examples, of the activities proposed by MINEDUC for teaching

reading skills in ELT, and second, see how does this theory work

in practice.

We are also going to study the Learning Progress

Maps of MINEDUC.

2.4.1. THE GENERAL OBJECTIVE

To analyze the Chilean MINEDUC Syllabus in the NB5 and NB6

levels considering especially the reading comprehension skill in

the English language.

2.4.2. SPECIFIC OBJECTIVES

a) To study the LPM (Learning Progress Maps) of reading

comprehension in levels 3 and 4 of the MINEDUC.

b) To research about the activities planned by the teachers and

developed by the students, connected with reading skills

preferably.

c) To research about the methodologies and contents the teachers

apply in NB5 and NB6 specifically in reading comprehension skills.

2.5 Type of investigation

The present study will begin consulting individual and in group

several bibliographies, in order to gain information, clarify

concepts and know the relationship between theory and practice

regarding the application of government programs related to

English reading comprehension in inside the classroom. With

this objective, were revised Ministry programs proposed for the

development of comprehensive reading ability in English for 7 th

and 8th grades plus the Progress Maps (MINEDUC).

This constitutes the basis for the realization of the theoretical

framework, as a starting point for research work.

The universe studied is delimited to public schools from different

sectors and municipalities of Santiago city, in “La Granja”,

“Santiago Centro”, “Lo Barnechea”, “Peñalolen” and “San Miguel”.

All of them belong to the JEC program (full school day).

The sample is limited to students at social risk. The teachers

selected have at least, ten years experience working in public

schools and they are English teachers.

The design is an ethnographic research, because is the

description of a social problem that directly affect the teaching

learning process.

“Ethnographically, the term “ethnography “(from gr. Ethnos people

and grafia= description) is equivalent to the science that seeks to

study and describe the races or peoples. These people are,

therefore, the starting point of any analysis. This may have

different sides depending on aspects of linguistic, cultural, etc.

Concurrently, the analysis may turn on a region, a community or

any other human group which constitutes an entity, whose

relations are governed by custom or by certain mutual rights and

obligations.

To gather the data and analyse them, a scientific methodology

was applied. Despite, in the social sciences mathematical and

statistical methods of verification and hypotheses testing may be

less stringent. Being aware of understanding of human being and

their society cannot be reduced and done mechanically.

2.6 Methodology

With the purpose of obtaining relevant information that

can backup our investigation on the use and application of the

MINEDUC Syllabus we applied a questionnaire to active English

teachers in Chilean Public Educational System.

These teachers are actually working in municipal and

Public schools so we will keep their anonymity..

We are only asking for their career’s degree and years

in exercise.

Questions are built to be answered using alternatives,

with a hierarchy based on frequency; focusing both in the

methodological aspects and the contents being taught.

The results will be presented and tabulated according

to minimum and maximum ranges for each question, with the

objective of obtaining a general view as close to reality as

possible, related to the truth of the application and use of the

English syllabuses in NB5 and NB6 in ELT.

2.7. USED INSTRUMENT

We present the complete questionnaire applied in schools.

Questionnaire for English teachers level NB5 NB6 7° & 8°

grades.

Dear teachers:

The following survey will allow us to compile the mayor possible

information about your experience and praxis on reading skills

strategies applied to ESL students in our country.

Your answers will be a significant contribution for the pedagogic

improvement work in the above mentioned subsector of learning.

Remain confident of that this information will be kept in anonymity

and confidential.

When answering you have to consider neither right nor wrong

answers, but only opinions / actions that respond to your educational

contribution.

Thank you very much for your collaboration

Personal information:

Professional degree:

………………………………………………………

Grade you teach: …………………………………………………..

Years of service:

…………………………………………………………

Questionnaire for teachers

Instructions: for the following questions arrange the alternatives, from

1 to 5 considering 5 the major frequency and 1 as the one with least

frequency, if there are others you may add them.

1.-What types of activities do students prefer doing in English

class?

………. Handout completion

………. Listening comprehension activities

………. Reading comprehension activities

………. Speaking

……… Others? Which ones?

…………………………………………………………………………

…………………

2.-Which of the following activities would you add to work in

English classes?

to improve them?

………. Implementation of a bilingual bulletin weekly.

………. Creation of a classroom library with a variety of English

texts.

………. Personal reading of short texts in English to share in classes.

………. Project development related to the topics studied in classes.


--------------------------------------------------------------------------------------

-----------------

3.-What type of materials do students use to work in English

class?

………. Notebook, pencils and English text book

………. flashcards

………. use of Spanish – English dictionary

………. English readings (books from the classroom library)


…………………………………………………………………………

…………………

4. -In order of importance, which of the following materials, do you

consider the students should preferably use in reading

comprehension activities?

………. Notebook, pencils and English textbook.

………. Magazines, and newspapers, cuts

………. Spanish dictionary

………. Classroom library with English reading books

……… Others? Which?

5.-What cognitive skills do you consider are being developed by the

students in classes?

………. knowledge

………. Comprehension

………. Application

………. Analysis


…………………………………………………………………………

………………….

6. - Choose the topics you prefer to work with your students in

NB5and NB6 levels?

____ Songs ____ Biographies

____ Letters ____ E-mails

____ Stories ____ Picture stories

____ Questionnaires ____ Comics

____ Others ........................ .......................... ....................... ...........

.................

7. - What Syntactic contents do you teach in NB5 level?

____ Simple and compound sentences in affirm., interrog. and

negative forms .

____ Present Simple, present continuous.

____ Future: will and going to

____ Regular and irregular comparative and superlative adjectives

____ Past simple, ¨Past continuous,

____

Others.................................................................................................

................................................. ..............................................................

........

8. - What syntactic contents do you teach in NB6 level?

____ Word order in aff. Int. and negative forms of simple and

complete sentences

____ Present, past, future, past continuous and present perfect

tenses.

____ Connectives and, or, but & because.

____ Frequency adverbs: usually, often, seldom etc.

____ Others ------------------- ---------------- ---------------------

9. - Which Sequence do you follow in teaching Grammar ?

______ a) Presentation, practice, production

______ b) Practice, reading, translation

______ c) Translation, practice, rules

______ d) Others -------------- ----------------------- ------------------

10. - Which of the following techniques do you consider important

in teaching Reading?

____ Using authentic texts

____ Select and adapt stimulant texts connected with the students’

experiences.

____ Select brief and simple texts.

____ Use texts provided by students.

_____ Others -------------------------------- ------------------------

11. - To link the topic of the text with the students’ experience and

knowledge,

What activities would you choose in the pre-reading stage?

____ sharing in English or Spanish if necessary

____ sharing concrete material given by the students

____ Answering True or False / Yes or No questions.

____ Others ----------------------- -------------------------

----------------------

12. - To predict the content of the text , you prefer :

_____ using the title, illustrations or other visual tracks

_____ doing a brainstorm of ideas in Spanish.

_____ Solving exercises of True or False or Multiple choices

______ Others ---------------------------- --------------------------------

13. - What activities do the students usually do to

understand keywords?

_____ Identify them by means of illustrations, mimic or translation.

_____ matching an illustration with the word or written phrase.

_____ Using the dictionary or glossary given by the teacher.

_____ Identifying words by means of tracks given by the teacher.

_____ Others

14. - To Identify the central idea, in the stage of Reading , which

generic activities would you apply ?

______ Identify Characters

______ solving exercise of True or False, or Multiple choices.

______ following tracks given by the text.

______ Selecting or providing the title that better represents the

content of the text.

______ Underlying or copying the sentence that better reflects the

central idea.

______ completing sentences

______ Others ------------------------------- -----------------------------

15.- To locate specific information the students could...:

________ Correct errors of information

________ Solve exercises of True or False, or Multiple choice

________ Match information

________ Circle or underline information

________ Others --------------------------- -------------------------

16.- To consolidate morphosyntactics and lexical aspects you

would ask the students to:

_____ Classify lexicon by means of maps of words

_____ Label illustrations.

_____ Complete sentences with 2 or 3 words.

_____ Match sentences.

_____ Others ------------------------ -----------------------

------------------------

17.- To show reflexive or metacognitive learning you could ask

the students ( in the mother tongue ) :

_____ Establish relations between the content of the text and their

reality.

_____ Express opinions, agreements and disagreements.

______ Others ------------------------------

----------------------------------

2.8 Data Analysis of questionnaire applied to the teachers.

Objective Question n° 1 The highest preference 1. - To identify the type of activities the students prefer doing in English class

What types of activities do students prefer doing in English class?Handout completion 1Listening comprehension 2Reading comprehension 1Speaking Others 4 (games)

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________

Objective Question n° 2 The highest preference

2. - To identify the type ofActivities, the teachers add to their work to improve the student’s knowledge.

Which of the following activities would you add to work in English classes to improve them?

Implementation of a bilingual bulletin weekly.

Creation of a classroom library with a variety of English texts.

1

Personal reading of short texts in English to share in class.

3

Project development related to the topic studied in classes. 3Others 2 (Songs)

Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


3. - To identify type of materials the students use to work in English class.

What type of materials do students use to work in English class?

Notebook, pencils and English text book

6

flashcards 2

use of Spanish – English dictionary

English readings (books from the classroom library)

Others1

Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


4. - To identify which materials the teachers consider the students should preferably use in reading comprehension activities.

In order of importance, which of the following materials, do you consider the students should preferably use in reading comprehension activities?

Notebook, pencils and English textbook.

3

Magazines, and newspapers, cuts 4

Spanish dictionary

Classroom library with English reading books

1

Others1

Comments:___________________________________________________________________________________________________________________________________________________________

Comments:________________________________________________________________________________________________________________________________________________________________________________________________


6. – To identify the topics that teachers prefer to work with the students in NB5 and NB6.

Choose the topics you prefer to work with your students in NB5 and NB6 levels?

Songs4

Letters

Stories1

Questionnaires2

BiographiesE-mailsPictures storiesComicsOthers

11

Comments:__________________________________________________________________________________________________________________________________________________________


5. – To demonstrate teachers’ consideration about the students’ cognitive skills development in class.

What cognitive skills do you consider are being developed by the students in classes?

Knowledge3

Comprehension 3

Application 1

Analysis Others? Which ones? 2

7. – To identify the syntactic elements the teachers work in NB5 level

What syntactic contents do you teach in NB5 level?

Simple and compound sentences in affirm. Interrog.

2

and negative forms. Present simple, present continuous 1

Future: will and going to. 1

Regular and irregular comparative and superlative adjectives.

3

Past simple, Past ContinuousOthers.

Comments:___________________________________________________________________________________________________________________________________________________________



8. - To identify what syntactic contents do the teachers introduce in NB6 level.

What syntactic contents do you teach in NB6 level?

Word order in affirm., interrog., and negative forms of simple and complete sentences.

4

Present, past, future, past continuous and present perfect tenses.

1

Connectives and, or, but & because.

Frequency adverbs; usually, others, seldom, etc.

2

Others. 1Comments:________________________________________________________________________________________________________________________________________________________________________________________________

9. – To identify the sequence followed in teaching grammar. Which sequence do you

follow in teaching Grammar?

a)Presentation, practice, production

6

b) Practice, reading, translation 1

c) Translation, practice, rules 1

d) Others.1

Comments:___________________________________________________________________________________________________________________________________________________________



10. - To identify important techniques in teaching Reading Which of the following

techniques do you consider important in teaching Reading?

Using authentic textsSelect and adapt stimulant texts connected with the students’ experiences

4

Select brief and simple texts.4

Use texts provided by students.Others 1

Comments:___________________________________________________________________________________________________________________________________________________________

Comments:___________________________________________________________________________________________________________________________________________________________

Objective Question n°11 The highest preference

11. – To identify activities used to link text topic with students’ experiences and knowledge in pre-reading stage

To link the topic of the text with the students’ experience and knowledge, what activities would you choose in the pre-reading stage?

Sharing in English or Spanish if necessary

4

Sharing concrete material given by the students.

2

Answering True or False / Yes or No questions.

2

Others.1

12. – To identify the preferences in text content predictions To predict the content of the

texts, you prefer:

Using the title, illustrations or other visual tracks.

3

Doing a brainstorm of ideas in 3

Spanish.

Solving exercises of True or False or Multiple choices.

2

Others.1

Comments :_______________________________________________________________________Objective Question n°12 The highest

preference _________________________________________________________________________________


13.-To select activities used by students to understand keywords.

What activities do the students usually do to understand keywords?

Identify them by means of illustrations, mimic or translation.

8

Matching an illustration with the word or written phrase.

Using the dictionary or glossary given by the teacher.

Identifying words by means of tracks given by the teacher.

1

Others.Comments :___________________________________________________________________________________________________________________________________________________________

Comments :___________________________________________________________________________________________________________________________________________________________


14. - To select the generic activities used to identify the central idea in the stage of Reading.

To identify the central idea, in the stage of Reading, which generic activities would you apply?

Identify Characters2

Following exercises of True or False, or Multiple choices.

Following tracks given by the text..

Selecting or providing the title 2

that better represents the content of the text.Underlying or copying the sentence that better reflect the central idea.- Completing sentence- Others.

5

Comments :_____________________________________________________________________Objective Question n° 15 The highest

preference 15. - To identify how students could locate specific information. To locate specific

information, the students could:

Correct errors of information1

Solve exercises of True or False, or Multiple choice.

3

Match information.1

Circle or underline information.

3

Others. 1_______________________________________________________________________________


16. - To identify consolidation of morphosyntactics and lexical aspects

To consolidate morphosyntactics and lexical aspects you would ask the students to:

Classify lexicon by means of maps of words

3

Label illustrations 2

Complete sentences with 2 or 3 words.

2

Match sentences1

Others. 1

Comments :___________________________________________________________________________________________________________________________________________________________

Comments :__________________________________________________________________________________________________________________________________________________________


17. - To identify the reflexive or metacognitive learning in the students

To show reflexive or metacognitive learning you could ask the students (in the mother tongue):

Establish relations between the content of the text and their reality.

4

Express opinions, agreements and disagreements.

4

Others.1

2.9. DATA ANALYSIS

The analysis of data is presented as commentaries to

each individual question according to the results we have

gathered from our investigation.

1. Comments: it is very clear that students prefer

listening comprehension and games instead of reading

comprehension activities.

2. Comments: according to the questionnaire’s results

students and teachers do not really tend to work in developing

reading skills but give relevance to the personal reading of short

texts and songs

3. Comments: the materials preferred by students

are the classical non technical resources.

4. Comments: there is a clear tendency to use

materials that are not especially relevant in reading

comprehension activities.

5. Comments: these results are showing a tendency

to give more importance to comprehension cognitive skill.

6. Comments: the highest preference infers a

teachers’ tendency to prefer songs instead of those traditional

reading comprehension activities proposed by the syllabus.

7. Comments: it is clear that the teachers give

priority to teach simple and compound sentences forms more

than adjectives and English tenses

8. Comments: according to the results specified in this

table the teachers give more importance to word order in

sentences than to teach the English tenses.

9. Comments: it is clear that the majority of teachers

give the highest preference to the form PPP, presentation,

practice and production following the traditional class order

10. Comments: these results are giving a mayor

importance to the fact the teachers select and adapt texts for

their students.

11. Comments: it is clearly observed here that the

teachers apply the learning strategies suggested by the

syllabus.

12. Comments: the results observed here, make clear

that the teachers express the highest preference to visual

resources

13. Comments: These results demonstrate that the

students mainly use didactic means or simply translate the

texts

14. Comments: These results make clear that the

teacher mainly apply some of the generic activities suggested in

the syllabus.

15. Comments: according to the results specified in

this table the students apply true or false and multiple choice

exercises to locate specific information, which is proposed in the

syllabus.

16. Comments: there is a clear tendency to use

words maps to classify lexicon.

17. Comments: it is noticed that the teachers give the

highest preference to contextualize the texts’ contents, and

express opinions which is suggested by the syllabus.

3.0 Conclusions of data analyzed

The results obtained from the questionnaire applied to the

teachers have provided important and relevant information about

the teaching learning process inside the classroom, so we can get

important data to detect what kind of relationship there is in

teaching reading skills between theory and practice.

The questions from 1 to 6 refer to the practice developed by

students in the classroom. At this point there is a clear tendency to

develop the listening and speaking instead of reading skills, but

they give certain relevance to reading comprehension because

they utilize text book and personal short reading texts, which is

presenting an interest to teach reading comprehension. At the

same time these proves demonstrate that there isn’t enough use

of new technical resources like: computers, videos, electronic

board, language laboratory, etc…

On the other side, the teachers employ the textbook provided by

the Educational Ministry, but it is not the resource preferably used

by teachers and students in the practice.

Having in mind that, the more developed cognitive skills are those

of the first level expressed in the Bloom’s Taxonomy

“comprehension and knowledge” this result can be interpreted as

there is a difficulty to reach the others levels, application and

analysis, for example. The topics preferred by the teachers are

songs and stories which can be explained like a clear difficulty to

understand more elaborated themes, or needless to say those that

need certain grade of comprehension followed by subsequent

analysis.

It is observed, that the teachers give priority to teach simple and

compound sentences instead of doing it with the English Tenses.

If we consider the fact of all languages are basically formed by

structural grammar in this case “verbal tenses” we may deduce

that a student who doesn’t manage this important knowledge must

use a dictionary more than necessary , so he/she may lose

motivation and may finally give up.

In order to obtain relevant information this study considers to

know, if the teachers manage enough concepts to develop the

reading skills, expressed in the syllabus, and what grade of

application they exercise in the practice.

It is clear that the majority of the teachers interviewed apply the

P.P.P. class order in their class planning; this may be interpreted

like there is current knowledge being applied by the teachers. The

fact they find out and select the text according their students’

needs is an indicator of a professional work from teachers, or

maybe they are aware of the students’ great difficulty to read

comprehensibly the texts proposed in the students’ book.

Deduced from questions 11 to 17 we may say that the teachers

manage the concepts to develop reading comprehension and they

apply some of the generic activities proposed by the syllabus.

Finally we may say that in relationship between theory and practice there is a certain grade of discordance which is not supporting the English learning inside the classroom.

SYLLABUS NB5 - 7th GRADE ELEMENTARY SCHOOL.

Education Department

Republic of Chile.

Main Aims:

Comprehensively reading from a variety adapted and/or authentic

texts of a bigger complexity and extension, identifying general

information and some details in Spanish, if it is necessary.

Guidely production of simple oral dialogues and written short texts,

using simple structures and vocabulary according to the level.

Mandatory Minimum Contents

Morph-syntactic and structural elements such as: simple and

compounds affirmative, negative and interrogative sentences,

simple verbal times and connections sentences elements.

Lexicon related with the world that surround us:

- City, community

- Natural environment

- People, places and different customs and traditions.

Texts for the reading comprehension, adapted and authentic of a

major extension, such as: dialogues, messages, comical strips,

anecdotes, descriptions, short stories, songs, poems.

Texts for oral and written production, like: dialogues, instructions,

forms.

Techniques for the development of reading comprehension, such

as: predictions of the topic, word discrimination and localization of

general and specific information.

Techniques for the development of oral production such as:

sound discrimination, use of pattern sentences to request

clarification or help and to participate in short and simple

dialogues.

Techniques for the written production, such as: filling the

information, and exercises solving, showing reading

comprehension.

Contents of the Program

The syllabus contents of English 7th Elementary (NB5) are

constituted by techniques, type-texts and syntactic elements. The

lexical content is inferred from the topics and includes pattern

formulas to request clarification of information.

For the development of the reading comprehension ability, the

techniques of predictions, discrimination and localization of

general and specific information have been selected. To initiate

the process of oral expression, the abilities of comprehension of

exercises resolutions have been selected and the use of modelling

expressions to request clarification or help and participation in

guided dialogues.

The texts types selected for the reading comprehension are:

1. Announcements 7- Forms 13.Short

2. Song 8- Stories

3. Dialogues 9.- Articles

4.- Letters 10.- Instructions

5-Questionnaires 11. - Biographies

6. - Leaflets 12.- Interviews.

The lexical content is inferred from the topics of the units. The

syllabus of NB5, supposes the recognition of the lexicon related to

the topics of NB3 and NB4. This thematic lexicon provides the

students’ one linguistic base known for them that will facilitate the

comprehension of more extensive and complex texts that they will

face in this level. For this reason, the teacher has the

responsibility in selecting the reading material; it is neither possible

nor advisable to deliver a list of terms. The lexical content must be

handled according to the reading comprehension, and must not be

presented in list of words or in isolated form.

The lexical content also includes different ways to request

clarification or help. In contrast to the lexicon that is inferred from

the topics of the units, these formulas are part of the functional

language of the English class. The incorporation of the strategies

will be insured by means of the exposition and a number of

opportunities for their use throughout the whole year. These

formulas are the following:

How do you spell?

What’s the English for…?

Can you repeat that, please?

Can I use the dictionary?

Can you speak-up, please?.

Therefore, not all the texts that are used in this level will be

authentic, in the appendix 3. List of major frequency words in authentic oral and written texts, contains a list of words that we

can see with major frequency in authentic oral texts ad written in

English, which in this level has increased to 200. This list is

included with the purpose that the teachers assure the presence of

these frequency words when adapting the selected texts.

The syntactic content includes some structures presented in

previous years and expands by means of the inclusion of more

complex structures, which will be and object of special attention.

In contrast to previous years, it is expected that the students in the

post-reading activities, should realize that grammatical structures

have a facilitator role in the comprehension of the texts they read.

The syntactic content, the same as the lexical content, must be

presented each one in a cyclical and repeated form in order to

make sure of the comprehension, because of this; they must

appear in a recurrent form in the different texts and activities

selected for each unit. Nevertheless of the before mentioned, the

study of the grammatical structures is not the organizer element of

the Syllabus and its presence and exercises are in function of the

reading comprehension.

Generic Activities

The generic activities constitute an integral part of the process and

they are necessary steps in the abilities development. They

constitute the central organizer of a number of activities that will be

selected by the teacher by the attainment of the expected learning.

To get an effective learning in the process, the activities must be

exercised and systematically applied in the work of a variety and

multiple texts comprehension. It is not necessary to include all the

generic activities in the work of each text, but the teacher will

assure the reiterated presence in each unit and during the year.

The selected generic activities for NB5 are including that before

presented in NB4 more one for the listening comprehension, two

for the development of reading comprehension and that related to

the development of written and oral expressions.

Generic Activities by AbilityReading Comprehension1. - To link the text topic with their knowledge and experiences.

2. - To predict the contents of the text.

3. - To understand key words.

4. - To recognize the type of text.

5. - Validate the prediction.

6. - Identify the central idea.

7. - Locate specific information.

8. - Make sequences, classify and order the contents of the text.

9. - Consolidate morph syntactic and lexicon aspects.

10. - Reflex about the thematic contents of the texts.

Generic Activities and Examples by Ability

Reading ComprehensionPre-reading Stage

Generic Activities:1. - To link the text topic with their experiences and knowledge.

Examples: - Sharing in Spanish.

- Sharing concrete material brought by the students.

- Answering guided questions.

- Doing imaginary games.

2. - To predict the content of the text:

Examples: - Using the title, illustrations or other visual tracks.

- Doing a brainstorm of ideas in Spanish.

- Answering a question of general character.

- Solving exercises of T/F or of multiple choices.

- Formulating a question in Spanish to the text.

3. - To understand key words:

Examples: - Identifying them by means of illustrations, real objects, mimicry

or translation.

- Matching an illustration with the word or written phase.

- Identifying words of the text by means of given trails given by

the teacher.

- Using the dictionary or glossary given by the teacher.

Reading StageGeneric Activity4. - To recognize the type of text.

Example: - Observing the layout, typography or visual resources.

5. - To validate the prediction

Example:- Confirming or modifying the previous stage predictions.

6. - To identify the central idea:

Example: - Solving exercises of T/F or of multiple choices.

- Selecting or providing the title that better represents the

content of the text.

- Underlining or copying the sentence that better reflects the

central idea.

- Answering with 2 or 3 words in English.

- Completing sentences.

- Explaining in Spanish what the text talks about.

7. - To locate specific information:

Example: - Correcting information’s errors.

- Solving exercises of T/F or of multiple choices

- Enclosing in a circle or underlining information.

- Identifying the line where the information appears.

- Answering with 2 or 3 words in English.

- Matching information.

- Completing sentences or brief texts.

- Making an object following instructions.

-Identifying the precedent

8. - Do sequences, to classify and to arrange the contents of a

text.

Example: - Numbering illustrations or assertions.

- Classifying the information under quotes, graphs, diagrams or

word’s map.

- Re-constituting a text in disorder.

- Labelling illustrations.

Stage of Post- ReadingGeneric Activities

9. - Consolidate morph syntactic and lexical content

Examples:- Classifying fundamental lexica in tables or word’s map, using

pencil and paper or software support.

- Solving crosswords and /or letter soups.

- Ordering words to form sentences using pencil and paper or

software support.

- Labelling illustrations.

- Fill in sentences with 2 or 3 words.

- Identifying grammatical structures in the text.

- Replacing parts of the sentence.

- Circling or underlying information.

- Connecting sentences.

10. - To think about the thematic contents of the text in the mother

tongue.

Example: - Establishing connections between the text’s contents and the

real life.

- Expressing opinions, agrees and disagrees

- Pointing at the new information given by the text.

- Commenting cultural aspects presents into the texts.

METHODOLOGICAL GUIDANCE FOR THE ABILITY DEVELOPMENT

Reading ComprehensionThe methodological guidance for the development of the reading

comprehension crosses the three units; therefore they must be

considered in the development’s work of this ability in each one of

them.

The same as 5th and 6th Elementary Year, this program propose

common methodological guidance for the development of the

comprehension of reading ability.

The development of the reading ability must be done alternating

the work of written and oral texts, during the development of every

thematic unit.

In this level the reading comprehension is in a development

process and the student is not a reader yet. Therefore, it is

necessary that teachers give intention and regulate the process by

means of the selection and adaptation of stimulant texts and by

means of the design of activities that point at the achievement of

learning expected from comprehension. Additionally, it is

necessary that the teacher incorporates brief and simple texts that

the student could face in autonomous and successfully form.

There is also necessary the incorporation of texts contributed by

the same students, who are specially selected to be used in

projects. The text variety and the sources procedures diversity

help to turn readers students more competent.

Stages in the development of this skill

The development of the reading comprehension needs of pre-

reading, reading and post-reading activities.

The pre-reading stages carry-out a framework that motivate

fundamental function and prepare the student to face successfully

the reading. The intention of this stage is that the students:

- Be interested in the topic of the text that they are going to read.

- Relate the text to their experiences and knowledge.

- Understand new words that interfere with the comprehension

(fundamental lexicon).

- Anticipate and formulate hypothesis on the possible text’s

content.

This is presented by means of the generic activities of pre-reading.

The post-reading activities are realized into a brief period of not

more than 15 minutes of the class hour and followed immediately

by activities of reading.

In the stage of reading, the students face the text. The reading of

the text will have to be carried out in a silence environment.

The first proposed activity must point at the global comprehension,

this must be simple and of easy achievement so that it could be

reached in a brief time, ideally by the whole course. This will

motivate the students to continue the reading having realized that

it is possible to understand a text in a foreign language.

In this stage the teacher recommends to facilitate the global

comprehension by means of:

- The full reading of the text, if it is short, and the division of the

text in significant segments, if it is long.

- The design of activities that allows the use of contextual or visual

tracks and to check the formulated hypothesis in the previous

stage.

The identification of specific information will be facilitated by

means of successive approaches to the text. Whenever the

students read the text they will do it with a specific purpose and

will have a different activity to solve which must be announced

earlier.

In the post-reading stage, the teacher will design activities that,

from the read text

- Consolidate lexical or syntactic content

- Develop the abilities of oral and written expression; and

- Promote the reflection about the topic of the text.

In this stage the students will have to carry out activities that allow

them to consolidate the fundamental lexicon of every text that was

presented in the stage of pre-reading and the lexicon acquired

previously and that is present or related to the read text. The

consolidation of the lexicon is not done in an isolated form by

means of words list, but in contextualized activities, such as:

Family words, conceptual maps, resolution of crosswords, fill-in

sentences, etc.

In relation to the consolidation of the syntactic content, the teacher

will take care that the selected texts for every unit contain

preferably the syntactic elements indicated in the contents of the

above mentioned unit. In 5th and 6th Elementary year, the students

were exposed to texts which syntactic content was not an object of

reflection. This is the level where, for the first time, it is hoped

that the students should take conscience of the grammatical

structures as another element that will facilitate the

comprehension and that are capable of extrapolating this

knowledge to the comprehension of new texts.

To assure the consolidation it is indispensable to expose the

students during the stage of post-reading of all the texts seen in

classes to a variety of activities that aim to consolidate the

syntactic contents of every thematic unit. Nevertheless it is

necessary to have in mind that the fundamental object continues

being the development of the reading comprehension. Therefore,

the activities designed by the teacher will have to treat structures

present in the text and be related to the comprehension of the text

read in classes.

Such games as: Bingo, dominoes, memory, tic-tac-toe and the use

of cards with the sentence elements, that students could handle,

are especially effective for this purpose.

In relation to the reflection concerning the informative and/or

cultural content of the text, the activities will aim to comment in the

mother tongue on the new, relevant or interested information for

the students. Also they will tend to develop a critical position in

front of the informative content of that text and to develop an

attitude that values the national identity and, at the same time, it is

opened for the cultural national and international diversity.

The post-reading is also a good instance so that the students

reflect and share techniques that they use to learn. The rule 4 of

the appendix2. Examples of evaluations are a good instrument to

guide this reflection. The teacher will select the texts and the

exact moments to carry out these activities. The activities related

to the reflection and met cognition will be carried out in the mother

tongue.

The development of the reading comprehension is a long and

complex process, therefore it is important to extend the time of

reading beyond the classroom. The teacher will make use of the

presence of the English language in internet, movies, videos,

songs, advertisements, etc. motivating the students to enjoy them,

recording them and sharing them. These are authentic texts and

of high motivation for them and are advisable to incorporate them

into the class. The project work is a way of doing them part of the

class. In the Appendix 5. An orientation to facilitate the conduction of the process develops this topic widely.

With this same purpose it is suggested to select and to include

written authentic simple and short texts, such as, songs, riddles,

crosswords, famous characters quote, informative capsules,

rhymes, wit problems, etc. so that the students interacts freely in

accordance with their interest, rhythms and intentions. This

independent reading will increase the sense of the English reading

as a recreation form and provides security and motivation to

students on proving their autonomous readers capacity. These

texts also are suitable to finish an activity of work or to initiate the

class in a challenging and entertaining way. In the Appendix 1.

Examples of Class Planning and other texts have included

samples of this type of texts.

Examples of ActivitiesUnit 1 The City

How well do you know your community?

Estimate time: 2 class hours

Ability: reading comprehension

Fundamental lexicon: police station, church, grocery store,squares, blocks, mass, sharpSyntactic Contents: simple interrogative sentences, simple present

Text-type: questionnaire (120words)

Resources: chips

This reading comprehension lesson has been developed based on

a text that for its informative content corresponds to the topic of

the Unit 1 and is very near to the students, since induces them to

think about their own communities. The type of text (questionnaire)

and its syntactic contents corresponds to the mentioned contents

of the unit. in the same way, the extension agrees with that

indicated in expected learning and the chosen activities

correspond to the generic activities for the reading

comprehension.

Lesson 1 How well do you know your community?

TEXT1. How many schools are there in your community?a) only one

b) not more than 2

c) more than 2

2. What time do classes begin in your community?a) earlier than 8:30

b) later than 8:30

c) at 8:30 sharp

3. Where is the police station located?a) approximately 2 blocks from school

b) near the church

c) neither a or b

4. Where can you get information about health?a) at the fire station

b) at the hospital

c) at the grocery store

5. What’s the population in your community?a) less than 5,000

b) more than 5,000 but less than 200.000

c) over 200.000

6. Is there a place where you can practice a sport?a) there is one

b) there isn’t any

c) there’s more than one

A. Before you read.Look at the text and circle. This text is:

1. a report

2. a dialogue

3. a questionnaire

B. Read and answer.The questions are about:

1. your community

2. an imaginary community

3. a community in a different country

C. Reread and answer.1. How many questions are there in the text?

2. Which question asks you about health?

3. Which question asks about number of people?

Pre-reading

1. Activity: To link the theme with their experiences/ knowledge

Example: sharing in Spanish.

2. Activity: To understand key words. Example: Identify them by

means of illustrations, real objects, mimics or translation.

Teacher tells the students they are going to read a text about

the community. Teacher prompts students to talk about their

own community through guiding questions. Use English as

much as possible.

Example:

T: Is there a church / police station / stadium near? Use this

opportunity to introduce key words.

4. Which question asks about time?

5. Is there a question about places where you can practice sports?

Tick the correct alternative.

6. Question 1 asks you about:

❏ number of schools

❏ names of schools

❏ types of schools


❏ places

❏ time

❏ names


❏ nationality of people

❏ number of people

❏ names of people

D. Find a word in the text to complete these statements.

1. The question word:

___________________________

is used to ask about places.


_________________________

is used to ask about quantity.


_________________________

is used to ask about time.

E. Find a word in the text tocomplete these exercises.

1. 35 is ____________________ than 20

2. 160 is____________________than 158

3. 8:30 is___________________ than 8:00

4. 12:40 is__________________ than 12:10

F. Complete the word map withwords from the text. Add two more. You can use your dictionary.

-------- School

PLACES IN THE

COMMUNITY

-------- ----------

Reading

3. - Activity: To recognize the type of text. Example: Watching a

diagram, typography and visual resources.

Students look at the text and answer by circling the correct

alternative. See exercise A, above

4. - Activity: To identify the central idea. Example: solving

exercises of T/F or multiple choices.

Students read the text quickly (skimming) and answer the

question. See exercise B, above.

5. - Activity: To find specific information. Example: answering with

two or three English words.

Students read the text and solve the questions in pairs. During this

activity the teacher assures that students understand the

questions. See exercise C, above.

Post-reading

6. - Activity: Consolidate morph-syntactic and lexicon aspects.

Example: Filling in sentences with two or three words.

Students, working in pairs or small groups, go through the text to

find the required information. See exercise D and E above.

Written activity.

7. - Activity: Consolidate morph-syntactic and lexicon aspects.

Example: Classifying key words in tables or words map.

Students work in pairs or small groups to do a word map. See

exercise F, above. Written activity.

8.-Activity: Think about the thematic content. Example:

establishing relations between the contents of the text and their

reality.

The students discuss how well they know their community, if there

is a place in the community where they can meet and what they

can do there. Which places they visit more often, type of activities

available for both girls and boys, etc.

Unit 2 People and traditionsLesson 4 Moby Dick

Estímate time: 2 class hours

Ability: Reading comprehension

Fundamental lexicon: whale, whaling ship, crazy, bite off, crew, sail, row boat, shake, smash, sinkSyntactic contents: Affirmative sentences simple and compound.

Text-type: Short story (212 words)

Resources: Chips.

Pre-reading

1. Activity: Link the theme with their experiences and knowledge.

Example: Sharing in Spanish.

Teacher asks the students to comment briefly on the last shortstory they read. They also share if Moby Dick is familiar to

them or if its author, the North American Herman Melville, is

familiar to them.

2. Activity: Understand key words. Example: Using the dictionary

or glossary given by teachers.

Reading

4. Activity: recognize the type-text.

Example: Watching the diagram, Typography or visual resources.

Teacher asks the students to look at the text they are going to

read and say whether it is a report, a story or a letter. Use this

opportunity to make the students aware of the type of text by

observing the layout.

5. Activity: Validate the prediction.

Example: Confirming or modifying previous stage predictions.

Teacher asks the students to read the text once and check

what they answered in exercise A.

_____________________________________________________

Moby Dick

by Herman Melville (1819-1891)

Ishmael had no job and no money. He left home and got a job as

a sailor on a whaling ship. The captain of the ship was named

Ahab. Most of his men thought he was crazy. Ahab had only one

leg. A great white whale had bitten off the other leg. All Ahab

wanted was to kill that whale. He called the whale Moby Dick.

Ahab and his crew reached the island of Java. A few days later,

they found Moby Dick. “After him!” shouted Captain Ahab. First,

the men lowered the row boats. Second, Ahab jumped into the

first boat. He was holding his harpoon. Suddenly, Moby Dick

rose out of the water. Then, the whale took the small boat in its

mouth and shook it. After that, Ahab and his men fell into the

water. Finally, Moby Dick swam away.

Ahab and the sailors swam back to the ship. They followed Moby

Dick for a whole day. When they were close again, they lowered

their small boats once more. Moby Dick smashed the boats and

the big ship. It sank slowly. Ahab and Ishmael jumped into the

last small boat. Ahab stood at the front, harpoon ready. Ishmael

looked over his shoulder. Moby Dick was coming straight at them!

A. Answer before you read.Moby Dick is a:

❏ ship

❏ whale

❏ sailor

B. Read the last paragraph and answer.

1. How long did Ahab and his sailors follow Moby Dick?

2. Which two things did Moby Dick smash?

3. Who had a harpoon in his hand?

Students look up the key words in the dictionary and copy them

in their copybook.

3. Activity: To predict the text content.

Example: Using the title, illustrations and other visuals tracks

See exercise A, above.

C. Read the descriptions below, go back to the text and find the names of the characters described.1. it’s big and white. It lives in the water. It’s Ahab’s enemy:

2. He has one leg. He is a sailor. He hunts whales:

3. He’s poor. He works in a ship:

D. Match the pictures with the sentences. Then number them from 1 to 6 in the correct order.1. The whale took the small boat in its mouth and shook it.

2. Ahab and his crew reached the island of Java.

3. Moby Dick was coming straight at them.

4. Moby Dick rose out of the water.

5. Ahab jumped into a boat with a harpoon in his hand.

6. The ship sank slowly.

6. Activity: identify the main idea. Example: underlying or copying

the sentence that best represent the main idea.

Teacher asks the students to read the first paragraph again

and underline the sentence which best summarizes the main

idea of the story.

7. Activity: To find specific information.

Example: drawing.

Students read the second paragraph again and draw a sequence

of 4 pictures illustrating the scenes in that paragraph.


Example: answering with two or three English words.

See exercise B, above.


Example: matching information.

See exercise C, above.

10. Activity: To do sequences, to classify and to arrange the

content of a text. Example: labeling and numbering illustrations.See exercise D, above.

Post-reading

11. Activity: consolidate morph-syntactic aspects.

Example: identifying grammatical structures in the text.

Students identify adverbs (first, then, etc.) adjectives and

verbs in the text. Ask your students to develop word maps.

12. Activity: To think about the thematic contents in the mother

tongue.

Example: expressing opinions.

Discuss with your students the story. Set the time when this

classic novel was written (1851) and discuss the relationship

between man and nature portrayed in this story versus the

relationship between humankind and nature nowadays. You

may also want to bring up the contribution of environmental

movements such as Greenpeace in the preservation of wild

life. This should be done in the student’s mother tongue.

3.1. Summary and suggestions

3.2. Basic Bibliography

MINEDUC ELT programs for basic education

MPA Sector Lenguaje y comunicación subsector Idioma

Extranjero Inglés. Mapa de Progreso de Lectura.

Developing Reading Comprehension. Primary Framework for

Literacy and mathematics.

Understanding Reading Comprehension. Strategies to develop

Reading Comprehension 1, 2 & 3. Primary Guidance

Independent review of the teaching of early Reading. Final

Report. Jim Rose. 2006

ALTE Framework for English Language. (www.alte.org)

Rose, Jim (editor) (2006). Independent review of the teaching of early

Reading.

Esther Usò- Juan, Martìnez- Flor, Alicia (Editors) (2006) Current

Trends in the development and Teaching of the Four Language Skills.

Mouton de Gruyter, Berlin- New York.

Grellet, Francoise, (1995),Developing Reading Skills, Cambridge

University Press, Cambridge.

Nutall, Christine, (1996),Teaching Reading Skills in a Foreign

Language, Heinemann, London

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