Spanish Language Arts.5.6.A

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The student is expected to

establish purpose for reading assigned and self-selected texts;

Artes del lenguaje y lectura en español.5.6.A

Se espera que el estudiante

establezca un propósito para la lectura de textos asignados y autoseleccionados;

sla comprehension teks talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

Pídales a los estudiantes que seleccionen un texto para un propósito específico, como para hacer un reporte de lectura o por entretenimiento, y explíqueles el propósito del texto que seleccionaron.

Preguntas para hacer:

  • ¿Qué es lo que quisieras obtener al leer este texto?
  • ¿Por qué estás leyendo hoy el texto que seleccionaste?
  • ¿De qué manera este texto me beneficia como lector?


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes entiendan y puedan comunicar las razones por las cuales están leyendo un texto que seleccionaron. Este conocimiento se adquiere a través de la experiencia con textos seleccionados que cuentan una historia, ofrecen hechos, explican un concepto o describen una experiencia.

When students establish purpose for reading, they set their goal or intention for reading. They answer the question “Why am I reading this text?” For example, the purpose for reading a text might be to learn a new recipe, to be entertained, or to learn about a historical event. In assigned texts, the purpose is usually established by the teacher or any other adult: summarize a story, make a book report, or write an argumentative essay in response to a text. However, in self-selected texts students must define by themselves the specific reason(s) to read a given text.
a text that a student identifies and chooses to read for independent reading

Research

1. Donnelly, P. (2019). A new guide for guided reading: More guided, more reading. Practical Literacy, 24(1), 9–11. Retrieved from https://link.galegroup.com/apps/doc/A571514230/PROF?u=tea&sid=PROF&xid=16fddd15

Summary: The focus of this article is guided reading, and it examines the benefits of self-selected reading in the development of reading motivation and comprehension. The authors provide a list for scaffolding complex texts. They also recommend teachers follow up on the reading of complex texts through guided, sustained discussions in order to increase the academic benefit from interpreting and reinterpreting texts. For many students, scaffolding complex texts will accelerate reading skills; self-selected sustained reading will consolidate them.

2. Daniels, E., & Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. Research in Middle Level Education, 35(2), 1–13. doi: 10.1080/19404476.2011.11462085

Summary:  In this study, reading is perceived as a school-wide priority. Students are allowed to select their own text and to read on their own. The study reveals it is more effective if students have access to literature at home as well.