Spanish Language Arts and Reading.K.5.A

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The student is expected to

establish purpose for reading assigned and self-selected texts with adult assistance;

Artes del lenguaje y lectura en español.K.5.A

Se espera que el estudiante

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

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.

Use una lista de control o tome notas detalladas durante una conferencia de lectura con los estudiantes. Puede tener listas algunas preguntas para evaluar si los estudiantes establecen un propósito para leer.

Ejemplos de preguntas:

  • Me di cuenta de que has estado leyendo libros sobre_______durante la hora de lectura independiente. ¿Me puedes decir por qué has escogido leer acerca de_______?
  • Esta mañana leímos un libro acerca de________. ¿Por qué crees que escogí ese libro para leer?
  • ¿Por qué podrías leer esto? (haga la pregunta después de repartir un texto, como una receta, un periódico, la rutina diaria, etc.).

​​​​​​​Ejemplo de lista de control:

  • Para aprender información nueva
  • Para encontrar la respuesta a una pregunta
  • Para saber cómo hacer algo
  • Para entretenerme
When students establish purpose, they set their goals or intentions for reading. They answer the question “Why am I reading this text?” For example, the purpose of reading a text might be to learn a new recipe, be entertained, or learn about a historical event. In assigned texts, the purpose is usually established by the teacher or other adult: retell a story, make a book report, or write an argumentative essay in response to a text). However, in self-selected texts, students must define for themselves the specific reason(s) to read a given text.
texts that a student identifies and chooses to read for independent reading

Research

What Works Clearinghouse. (2010). Improving reading comprehension in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/14#tab-summary

Summary: The goal of this practice guide is to offer educators specific evidence-based recommendations that address the challenge of teaching reading comprehension to students in kindergarten through 3rd grade. The guide provides practical, clear information on critical topics related to teaching reading comprehension and is based on the best available evidence as judged by the authors.