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Izquierdo E (2006) Ingleacutes III Material Instruccional Estudios Universitarios Supervisados Escuela de Educacioacuten Universidad

Central de Venezuela

2

INDICE GENERAL PAacuteGINA

INTRODUCCIOacuteNhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 3

CONTENIDOS A DESARROLLAR helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 4

GUIOacuteN PARA REALIZAR LOS EJERCICIOS DE LECTURAhelliphelliphelliphelliphelliphelliphellip 6

LECTURAS

Lectura No 1 THE PORTFOLIO AND ITS USE DEVELOPMENTALLY APPROPRIATE ASSESSMENT OF

YOUNG CHILDREN helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 9

Lectura No 2 INCLUDING YOUNG CHILDREN WITH SPECIAL NEEDS helliphelliphelliphelliphelliphelliphelliphellip 15

LECTURA NO 3 MULTIPLE INTELLIGENCE THEORYhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 23

Lectura No 4 ISOLATION INCREASES WITH INTERNET USEhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 30

Lectura No 5 RETAINING THE NEXT GENERATION OF TEACHERS THE IMPORTANCE OF SCHOOL-

BASED SUPPORT helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 38

AUTO-EVALUACIOacuteNhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 44

LECTURA NO 6 PREDICTORS OF PERFORMANCE IN THE VIRTUAL CLASSROOM helliphellip 44

Formato para la auto-evaluacioacuten helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 51

BIBLIOGRAFIacuteA RECOMENDADA helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 52



3

INTRODUCCIOacuteN

El presente material instruccional disentildeado para la asignatura Ingleacutes III tiene como objetivos principales a) consolidar los conocimientos adquiridos en las asignaturas Ingleacutes I e Ingleacutes II en lo que se refiere a las actividades de pre-lectura lectura y post-lectura b) desarrollar en el estudiante la habilidad para extraer las ideas principales de un texto escrito en ingleacutes y c) elaborar un resumen del mismo en su lengua materna

Para cumplir con estos objetivos se han disentildeado actividades en donde se refuerzan las estrategias de lectura practicadas durante los dos niveles anteriores del idioma y se presentan las estrategias para que el estudiante esteacute en capacidad de elaborar resuacutemenes de textos en ingleacutes Junto al material instruccional se encuentra el Guioacuten para realizar las actividades de lectura el cual tiene como propoacutesito guiar paso a paso al estudiante para que realice una lectura maacutes efectiva y eficaz Este guioacuten puede ser usado tanto con las lecturas que aquiacute se presentan como con cualquier otra lectura de textos acadeacutemicos en ingleacutes

El material consta de seis (6) lecturas para desarrollar durante el semestre todas enmarcadas en el contexto del aacuterea de Educacioacuten En las lecturas No 1 y No 2 se refuerzan aspectos como palabras cognadas contexto linguumliacutestico y extra-linguumliacutestico conectadores tipo de texto patroacuten retoacuterico predominante tema argumento central del texto y propoacutesito del autor Estos aspectos tambieacuten se refuerzan en las lecturas No 3 No 4 y No 5 pero ademaacutes se incluye la identificacioacuten de las ideas principales o de mayor generalizacioacuten en el texto preguntas de comprensioacuten del texto para responder en espantildeol establecimiento del argumento central elaboracioacuten de esquemas o representaciones graacuteficas y elaboracioacuten de resuacutemenes El material tambieacuten incluye una lectura de auto-evaluacioacuten que se propone para que el estudiante evaluacutee su capacidad de comprensioacuten de la lectura en ingleacutes y refuerce su habilidad para elaborar resuacutemenes en espantildeol y un formato para que el estudiante pueda llevar un control de su desempentildeo por cada una de las cinco lecturas Este formato integra todos los paraacutemetros que deben considerarse al momento de elaborar un resumen

Finalmente como complemento a este material el estudiante podraacute utilizar el Moacutedulo de Lectura de Ingleacutes III elaborado por los profesores Nayesia Hernaacutendez y Carlos Blanco ( 1990) el cual se ha estado utilizando regularmente en los cursos de Ingleacutes III Este material tiene como propoacutesito ampliar los conocimientos del idioma ingleacutes en cuanto a coacutedigo y discurso en un plano extensivo Asimismo el estudiante podraacute consultar otros materiales que se mencionan en la bibliografiacutea recomendada



4

CONTENIDOS A DESARROLLAR

Las actividades disentildeadas para este material instruccional tienen como propoacutesito desarrollar los siguientes contenidos

1) Repaso general sobre el proceso de lectura y comprensioacuten de textos acadeacutemicos escritos en ingleacutes

a) Fase de pre-lectura

i) Tiacutetulos antetiacutetulos subtiacutetulos enumeraciones clasificaciones dibujos ilustraciones etc

ii) Formulacioacuten de preguntas sobre la informacioacuten que probablemente apareceraacute en el texto

iii) El primer y uacuteltimo paacuterrafo coacutemo ubicar ideas claves que ayuden a comprender mejor el texto

b) Fase de lectura

i) Grupos nominales con funcioacuten sujeto y grupos verbales con funcioacuten predicado Nuacutecleos

ii) Palabras cognadas palabras conocidas y palabras que maacutes se repiten

iii) Deduccioacuten de palabras desconocidas de acuerdo al contexto

iv) Uso del diccionario como herramienta de apoyo

v) Referencias y referentes

vi) Conectadores o marcadores de discurso

vii) Palabras claves que encabezan ejemplos conceptos enumeraciones comparaciones contrastes problemas sugerencias etc

viii) Estructura o patroacuten retoacuterico de los paacuterrafos

ix) Tipo de texto



5

c) Fase de post-lectura

i) Identificacioacuten del tema o toacutepico

ii) Reconocimiento de las ideas principales

iii) Argumento central del texto

iv) Propoacutesito del autor

2) El esquema o representacioacuten graacutefica del texto

3) Elaboracioacuten del resumen en espantildeol

i) Generalizacioacuten eliminacioacuten y parafraseo (Van Dijk 1989)

ii) Organizacioacuten de las ideas principales en espantildeol

iii) Desarrollo de paacuterrafos

(1) Oracioacuten con idea principal

(2) Oracioacuten (es) de apoyo

(3) Oracioacuten de cierre

iv) Distribucioacuten de las ideas seguacuten la estructura del resumen

(1) Tiacutetulo

(2) Introduccioacuten (argumento o idea central)

(3) Desarrollo (ideas de apoyo al argumento central)

(4) Cierre

(5) Referencias bibliograacuteficas

v) Mecaacutenica de redaccioacuten

(1) Organizacioacuten en paacuterrafos



6

(2) Estructura de las oraciones (SN y SV)

(3) Uso correcto de referencias

(4) Uso correcto de conectadores

(5) Uso apropiado de marcadores de discurso

(6) Uso correcto de los signos de puntuacioacuten

(7) Ortografiacutea

(8) Longitud del resumen solicitada

vi) Revisioacuten y evaluacioacuten general del resumen (Hyland 2001)

(1) Contiene la idea principal

(2) Es loacutegico y tiene sentido

(3) Estaacute bien organizado



7

GUIOacuteN PARA REALIZAR LOS EJERCICIOS DE LECTURA

I PRE-LECTURA

A continuacioacuten se le presenta un texto original escrito en ingleacutes Antes de leerlo detenidamente

1 Observe y lea los tiacutetulos antetiacutetulos subtiacutetulos enumeraciones posibles clasificaciones dibujos ilustraciones etc

2 Haacutegase preguntas sobre la informacioacuten que probablemente encontraraacute en el texto

3 Ahora realice una lectura global del mismo sin detenerse en palabras que no conozca

4 Relea el primer y uacuteltimo paacuterrafo del texto para que se haga una mejor idea sobre el tema que se maneja en el mismo

II LECTURA

1 Lea todo el texto cuidadosamente prestando atencioacuten a las palabras cognadas a las palabras conocidas y a las palabras que maacutes se repiten

2 Deduzca el significado de las palabras desconocidas de acuerdo al contexto Lea las oraciones que preceden a la palabra que desconoce asiacute como tambieacuten las oraciones subsiguientes

3 Consulte con su diccionario pero soacutelo en casos de extrema dificultad o de la continua interferencia de una palabra desconocida

4 A medida que lea observe los tipos de conectadores o marcadores de discurso que aparecen en el texto y subraacuteyelos

5 Observe con queacute frecuencia aparecen estos conectadores y queacute ideas o enunciados estaacuten uniendoLea ahora cada paacuterrafo detenidamente e identifique su tipo de patroacuten retoacuterico resaltando con un marcador fluorescente las palabras claves o ideas que asiacute lo justifican Por ejemplo si se trata de un patroacuten causa-efecto identifique con un color la expresioacuten completa donde el autor establece la (s) causa (s) y con otro color la expresioacuten o enunciado donde el autor establece el efecto o la consecuencia



8

6 Ubique de la misma manera ejemplos conceptos enumeraciones comparaciones contrastes problemas sugerencias etc

7 Una vez culminada la lectura minuciosa de cada uno de los paacuterrafos determine el tipo de texto y el patroacuten retoacuterico predominante

III POST-LECTURA

1 Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o para afianzar la comprensioacuten de las ideas principales contenidas en el texto

2 Determine y escriba en espantildeol el tema o toacutepico sobre el cuaacutel trata el texto

3 Escriba en espantildeol de forma breve clara y concisa el argumento o idea central del texto (no debe exceder de 8 liacuteneas)

4 Determine y escriba en espantildeol el propoacutesito del autor



9

iexclALTO

DETENGASE AQUIacute

ANTES DE INICIAR LA PROacuteXIMA ACTIVIDAD TRATE DE RECORDAR EL MAYOR NUacuteMERO DE IDEAS PLANTEADAS

EN EL TEXTO LEIacuteDO



10

IV ELABORACIOacuteN DE RESUMEN 1 Elabore un esquema o representacioacuten graacutefica del texto

2 Identifique las ideas de mayor generalizacioacuten por cada paacuterrafo o aquellas que engloben las proposiciones maacutes importantes del texto

3 Escriacutebalas en espantildeol una a una en forma de lista No necesariamente deben llevar el mismo orden establecido en el texto original

4 Elimine los detalles o ejemplos

5 Agrupe y ordene las oraciones basaacutendose en la estructura que debe llevar un resumen introduccioacuten desarrollo y cierre

6 Elabore un resumen en espantildeol del texto leiacutedo que contenga 300 palabras aproximadamente Apoacuteyese en el esquema el argumento central y las ideas que escribioacute La introduccioacuten debe incluir el argumento central en el desarrollo deben estar las ideas principales o secundarias que sustentan su argumento y en el cierre deben incluirse las ideas que evaluacutean o concluyen el tema

7 Usted podriacutea estructurar su resumen en cinco paacuterrafos uno para la introduccioacuten (argumento central) tres para el desarrollo (ideas que sustentan al argumento central) y uno para el cierre o conclusioacuten La cantidad de paacuterrafos va a estar determinada por el nuacutemero de ideas que usted va a desarrollar En cada paacuterrafo deberiacutea hacerse un planteamiento de una idea diferente pero relacionada con el paacuterrafo anterior

8 A medida que escriba haga uso de los marcadores de discurso y conectadores que de acuerdo con el tipo de texto le permitan darle una mejor forma sentido y organizacioacuten a su resumen Puede inclusive usar los mismos que utilizoacute el autor del texto original

9 Preste atencioacuten a las referencias El uso adecuado de las referencias y conectadores le daraacute cohesioacuten y coherencia a su resumen Recuerde usted pasoacute de lector a escritor Poacutengase ahora en el lugar del lector a quien usted estaacute dirigiendo su discurso y evaluacutee si usted estaacute haciendo un uso correcto de tales elementos linguumliacutesticos

10 Haga una lectura raacutepida del texto nuevamente compaacuterelo con lo que



11

usted escribioacute en su resumen y haga las modificaciones pertinentes

11 Coloacutequele un tiacutetulo a su resumen Podriacutea ser el mismo del texto original

12 Finalmente y al pie de su resumen escriba la fuente o referencia bibliograacutefica



12

LECTURA NO 1

THE PORTFOLIO AND ITS USE DEVELOPMENTALLY APPROPRIATE ASSESSMENT

OF YOUNG CHILDREN



13

I PRE-LECTURA


8 Observe y lea los tiacutetulos antetiacutetulos subtiacutetulos enumeraciones posibles clasificaciones dibujos e ilustraciones etc (si las tiene)




iexclALTO DETENGASE AQUIacute

ANTES DE INICIAR LA LECTURA DETALLADA LEA LAS INSTRUCCIONES QUE APARECEN AL FINAL DEL TEXTO



14

THE PORTFOLIO AND ITS USE DEVELOPMENTALLY APPROPRIATE ASSESSMENT OF YOUNG CHILDREN

By Cathy Grace

The subject of childrens achievement and performance in school and even before school has received increasing public attention during the latter 1980s and early 1990s A general consensus for assessment reform is reflected by the volume and variety of professional literature on various methods of assessment and the number of states that are seeking alternative means to evaluate students

Educators use the term authentic assessment to define the practice of realistic student involvement in evaluation of their own achievements Authentic assessments are performance-based realistic and instructionally appropriate (Pett 1990) One method of authentic assessment is to assemble and review a portfolio of the childs work

The portfolio is a record of the childs process of learning what the child has learned and how she has gone about learning how she thinks questions analyzes synthesizes produces creates and how she interacts--intellectually emotionally and socially--with others Arter and Spandel (1991) define the portfolio as a purposeful collection of student work that exhibits to the student or others her efforts or achievement in one or more areas According to Meisels and Steele (1991) portfolios enable children to participate in assessing their own work keep track of individual childrens progress and provide a basis for evaluating the quality of individual childrens overall performance Wide use of portfolios can stimulate a shift in classroom practices and education policies toward schooling that more fully meets the range of childrens developmental needs

COMPONENTS OF THE YOUNG CHILDS PORTFOLIO

The portfolio can include work samples records of various forms of systematic observation and screening tests Engel (1990) emphasizes that work samples meet the need for accountability while recognizing and supporting individual progress They keep track of a childs progressmdashin other words they follow the childs success rather than his failure Teachers and parents can follow childrens progress by reviewing childrens writings drawings logs of books read by or to them videos or photographs of large projects tape recordings of the children reading or dictating stories and so forth

During systematic observation young children should be observed when they are playing alone in small groups in large groups at various times of day and in various circumstances Systematic observation must be objective selective unobtrusive and carefully recorded (Bertrand and Cebula 1980) Ideally a portfolio includes observations in several or all of the following forms



15

Anecdotal records Anecdotal records are factual nonjudgmental notes of childrens activity (Northwest Regional Educational Laboratory 1991) They are most useful for recording spontaneous events They should be cumulative revealing insights about the childs progress when they are reviewed sequentially Checklist or inventory The checklist or inventory is one of the easiest tools for recording childrens progress It should be based on instructional objectives and the development associated with the acquisition of the skills being monitored In general observations should be based on regular activities not on specially designed or contrived activities Rating scales Rating scales are appropriately used when the behavior to be observed has several aspects or components such as a childs success at following directions in different situations Questions and requests One of the most effective and easiest means of gathering information is to ask direct open-ended questions of individual children Open-ended requests such as Id like you to tell me about this elicit samples of the childs expressive language ability Asking children about their activities also often yields insights into why they behave as they do Screening tests Screening tests are used to help identify the skills and strengths that children already possess so that teachers can plan meaningful learning experiences for their students Findings of screening tests and developmental scales should be considered with work samples and other more subjective material that the teacher assembles in portfolios The assessment information revealed by such instruments is not appropriately used for grading labeling grouping or retaining children

PORTFOLIO AUTHENTICITY

Decisions about what items to place in a portfolio should be based on the purpose of the portfolio Without a purpose a portfolio is just a folder of student work The portfolio exists to make sense of childrens work to communicate about their work and to relate the work to a larger context (Arter and Paulson 1991 Paulson and Paulson 1991) According to Murphy and Smith (1990) portfolios can be intended to motivate students to promote learning through reflection and self-assessment and to be used in evaluations of students thinking and writing processes

In early childhood education portfolios should contain a statement of purpose and a wide variety of work samples including successive drafts of work on particular projects Children should be involved in choosing items to preserve so that they can analyze their work themselves



16

USING THE PORTFOLIO IN EVALUATION

The material in a portfolio should be organized by chronological order and category Since all information in the portfolio is dated arranging the work samples interviews checklist inventories screening test results and other information should be simple Meisels and Steele (1991) suggest further organizing the material according to curriculum area or category of development (cognitive gross motor fine motor and so forth)

Once the portfolio is organized the teacher can evaluate the childs achievements Appropriate evaluation always compares the childs current work to her earlier work This evaluation should indicate the childs progress toward a standard of performance that is consistent with the teachers curriculum and appropriate developmental expectations Portfolios are not meant to be used for comparing children to each other They are used to document individual childrens progress over time The teachers conclusions about a childs achievement abilities strengths weaknesses and needs should be based on the full range of that childs development as documented by the data in the portfolio and on the teachers knowledge of curriculum and stages of development The use of portfolios to assess young children provides teachers with a built-in system for planning parent-teacher conferences With the portfolio as the basis for discussion the teacher and parent can review concrete examples of the childs work rather than trying to discuss the childs progress in the abstract

CONCLUSION

Appropriate assessment of young children should involve the children themselves parents and teachers The portfolio method promotes a shared approach to making decisions that will affect childrens attitudes toward work and school in general It frees the teacher from the constraints of standardized tests Finally using portfolios in assessment allows teachers to expand the classroom horizon and enlarge each childs canvas Thus the teacher can focus on the child and develop an intimate and enduring relationship with him

Texto original disponible en httpwwwericpscrcuiucedueecepubsdigests1992grace92html



17

II LECTURA





5 Observe con queacute frecuencia aparecen estos conectadores y queacute ideas o enunciados estaacuten uniendo

6 Lea ahora cada paacuterrafo detenidamente e identifique su tipo de patroacuten retoacuterico resaltando con un marcador fluorescente las palabras claves o ideas que asiacute lo justifican Por ejemplo si se trata de un patroacuten causa-efecto identifique con un color la expresioacuten completa donde el autor establece la (s) causa (s) y con otro color la expresioacuten o enunciado donde el autor establece el efecto o la consecuencia



Tipo de texto _______________________________________________________________

Patroacuten Retoacuterico predominante _________________________________________________

Pase a la paacutegina siguiente



18

III POST-LECTURA



________________________________________________________________


Argumento o idea central

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



19

LECTURA NO 2

INCLUDING YOUNG CHILDREN WITH SPECIAL

NEEDS



20

I PRE-LECTURA










21

INCLUDING YOUNG CHILDREN WITH SPECIAL NEEDS

By Ilene S Schwartz Samuel L Odom and Susan R Sandall

Jimmy is a four-year-old child with autism When his parents went to their local public school system to seek help for Jimmy they said that they hoped he could attend the child care program in their community that his sister attended Through the cooperation of the child care director and teacher Jimmy was enrolled An itinerant early childhood special education teacher from the school system visited every week to work with the classroom teacher on planning activities routines and guidelines that would meet Jimmys special needs During the first months an assistant teacher (paid for by the school system) came to the classroom for a few hours a day to assist Jimmy when he needed a little extra help and also help out with other children in the class

The first few months were not easy for Jimmy or his teachers Jimmy would have tantrums take his shoes and socks off move aimlessly from one activity to another With the support of the child care director and Jimmys parents planning and consultation between the special education itinerant teacher and the classroom teacher at the child care center and the hands-on work of the assistant teacher Jimmy learned to participate in all activities in the classroom By the end of the year he had learned to follow the routines of the classroom with only a little assistance from the teacher He independently participated in classroom activities and made progress in his educational program The parents reported that they were pleased with Jimmys progress and participation in the program

For the past five years investigators with the Early Childhood Research Institute on Inclusion (ECRII) have studies the inclusion of children with special needs like Jimmy in early childhood program The goals of the ECRII are to identify what facilitates and what presents barriers to inclusion of young children with disabilities in early childhood programs and to develop ways of supporting inclusion in classroom and community settings (Odom Peck Hanson Beckman Kaiser Lieber Brown Horn amp Schwartz 1996)

Across the five years of this project we have talked with hundreds of early childhood program providers parents and directors and spent thousands of hours in early childhood settings From this work which encompasses many research studies we have developed the following eight synthesis points to share what we have learned with the consumers of inclusion -- teachers and directors in early childhood programs parents and public school personnel

Inclusion is about belonging and participating in a diverse society

As we talked to families one point became crystal clear Inclusion is not just a school issue -- it extends to the communities in which children and their families live For Jimmys parents his participation in a child care center in his community was an important goal Other parents have emphasized the importance of participation in community activities religious activities and family activities These parents also remind us that inclusion is not only a



22

disability issue all children and families have a right to participate and be supported in schools and communities (Hanson Wolfberg Zercher Morgan Gutierrez Barnwell amp Beckman 1998)

Individuals -- teachers families administrators -- define inclusion differently

Individuals in different location sometimes have different views about what inclusion means In some locations inclusion was defined as children with special needs attending a Head Start program with both a Head Start teacher and special education teacher sharing the role of lead teacher In other programs inclusion meant having children with and without special needs enrolled in separate classes and coming together for integrated play sessions for part of the day In Jimmys program inclusion meant having children with special needs enroll in community-based child care and the itinerant teacher working collaboratively with the child care teacher to build an appropriate educational program for Jimmy Program participants define inclusion in ways that make sense to their local setting community and families

Beliefs about inclusion influence its implementation

Families teachers and directors beliefs about inclusion influence how inclusion practices are planned and carried out Beliefs about human diversity -- culture race language class ability -- also influence how inclusion is carried out (Odom Horn Marquart Hanson Wolfberg Beckman Lieber Li Schwartz Janko Sandall 1999) In jimmys program his teacher and the director of the center believed that Jimmy should be accepted into the center because he was a member of their community These beliefs fit very well with the parents

In other programs we have observed teachers beliefs about the types of classes or activities that provide for inclusive experiences for young children with disabilities have clashed What is important in planning for inclusion is to be explicit in discussing beliefs that all participants hold The purpose is not to achieve agreement but to come to a place of understanding and mutual respect that forms a necessary foundation for building inclusive program (Lieber Capell Sandall Wolfberg Horn amp Beckman 1998)

Programs not children have to be ready for inclusion

In our research we found that most successful inclusive programs view inclusion as that starting point for all children Children with disabilities are not expected to earn their way into early childhood programs by having the necessary entry skills (eg toilet training communicating in sentences) Programs may need to make special accommodations to make the inclusive experience successful Jimmy lacked many of the skills that were typical of his four-year-old classmates but the classroom teacher itinerant teacher and assistant teacher with the help of the other classmates arranged activities in ways that encouraged and even required Jimmy to participate This view of inclusion is based on the belief that inclusion can be appropriate for all children making it work successfully depends on planning training and support



23

Collaboration is the cornerstone to effective inclusive programs

One of the clearest findings from our research is that collaboration among adults (eg early childhood teachers special education teachers parents) is a make or break issue Successful programs have teachers that communicate with one another hold similar philosophies of early childhood education or have respect for different philosophies and plan together Collaboration among adults from different disciplines and often with different philosophies is one of the greatest challenges to successful inclusion (Lieber Beckman Hanson Janko Marquart Horn amp Odom 1997) In Jimmys program the early childhood teacher met weekly with the itinerant teacher to discuss Jimmys program and plan activities while the assistant teacher helped out in the classroom on a daily basis working with Jimmy and other children in the classroom

Specialized instruction is an important component of inclusion

Participating in community-based early childhood programs is necessary but not always sufficient for implementing full inclusion Full inclusion requires that specialized instruction and support be provided as necessary to meet the special needs of children with disabilities (Schwartz Billingsley amp McBride 1998) Sometimes that means providing extra help for a skill that many children may be learning (eg putting on a coat) and sometimes it means providing direct teachers of skills that typically developing children seem to learn naturally (eg making transitions in the classroom)

Specialized instruction can be delivered through a variety of effective strategies many of which can be embedded in ongoing classroom activities For Jimmy the itinerant teacher planned activities with the early childhood teacher that would occur every day For example to address Jimmys goal of putting on his coat he was given assistance (by an adult or peer) before going outside to play or leaving to go home The teacher gave Jimmy the least assistance necessary for him to be successful on the task which led to his independently getting dressed during these transition times

To address another one of the objectives on Jimmys individualized education program the educational team (the classroom teacher the special education itinerant the assistant teacher and Jimmys parents) decided to introduce a picture schedule to help Jimmy be more independent during transitions The team met together to plan the strategy the itinerant teacher made the necessary materials the classroom teacher implemented it on a daily basis and the itinerant teacher monitored the intervention weekly by observing it in the classroom and talking to the child care staff By the end of the school year Jimmy was using his picture schedule independently and his parents were using a similar program at home

Adequate support is necessary to make inclusive environments work Support includes training personnel materials planning time and ongoing consultation It can be delivered in different ways and each person involved in inclusion



24

may have unique needs In Jimmys program the child care director provided administrative support in terms of encouragement and approval to Jimmys teacher during the early stressful periods after he was enrolled The itinerant teacher provided support for the classroom teacher through regular weekly meetings offering advice and demonstrating ways to work with Jimmy in the classroom The assistant teacher helped directly in the classroom during the busiest times of the days either directly with Jimmy or by taking on activities that would free the classroom teacher to work with him

Inclusion can benefit children with and without disabilities

In inclusive programs children with special needs learn skills that help them become successful and independent Parents of typically developing children often report beneficial changes in their childrens confidence self-esteem and understanding of diversity High quality early childhood practices form the necessary foundation for high quality inclusive programs thus all children benefit In his early childhood program Jimmy learned to follow the routines of the classroom and became more independent (of teacher assistance) across the year Peers learned ways to help Jimmy to become successful in the classroom activities

Child care directors and staff have critical impact on the successful participation of children with special needs in early childhood programs Directors support the inclusions process by arranging for training when necessary providing staff time to meet with other professionals and encouraging staff who are making a strong effort in supporting children with special needs in their classroom Child care teachers support inclusion by recognizing the adaptations that may need to be made in some activities for children with special needs collaborating with special support personnel in planning activities for children with special needs and communicating with parents Through join efforts of early childhood and specialized support professions inclusive early child care classes can be places where children with special needs and typically developing children grow develop and flourish

Synthesis Points

1 Inclusion is about belonging and participating in a diverse society 2 Individuals -- teachers families administrators -- define inclusion differently 3 Beliefs about inclusion influence its implementation 4 Programs not children have to be ready for inclusion 5 Collaboration is the cornerstone to effective inclusive programs 6 Specialized instruction is an important component of inclusion 7 Adequate support is necessary to make inclusive environments work 8 Inclusion can benefit children with and without disabilities

Texto adaptado del original Disponible en httpwwwnewhorizonsorgspneedsinclusioninformationschwartz3htm



25

II LECTURA









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26

III POST-LECTURA



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27

LECTURA NO 3

MULTIPLE INTELLIGENCE THEORY



28

I PRE-LECTURA










29

MULTIPLE INTELLIGENCES THEORY By Julie Wise

Its not how smart you are that matters what really counts is how you are smart ~ Howard Gardner

Have you ever sat in a class where you thought to yourself how much more you would get out of it if the teacher would incorporate something visual along with hisher lecture Is the instructor aware that you may learn more effectively by looking at visuals rather than simply listening to himher lecture for an hour Or maybe it would help if you could physically create something in order to understand the subject that was being discussed What is your primary intelligence Lets find out (click here) How can the knowledge of your personal learning style help you to become more knowledgeable Can you utilize this knowledge both in and out of the classroom Whatever your personal learning style is chances are that it is part of Howard Gardners Multiple Intelligences Theory

Howard Gardner PhD is the founding father of the Multiple Intelligences Theory Formerly a Senior Co-Director of Harvard Universitys Project Zero Howard Gardners proposed his theory of multiple intelligences in his 1983 book Frames of Mind Project Zero established at Harvard Universitys Graduate School of Education in 1967 continues to help create communities of reflective self-directed learners to encourage the pursuit of deep understanding within and across disciplines and to promote critical and creative thinking (9)

Gardners pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon each individual The seven primary intelligences identified by Gardner include linguistic intelligence logical-mathematical intelligence spatial intelligence bodily-kinesthetic intelligence musical intelligence interpersonal intelligence and intrapersonal intelligence The eighth Naturalistic intelligence was not part of Gardners original framework but was added in 1996 to include those who excel in the realm of natural science The general characteristics associated with each of these intelligences are described below



30

Linguistic intelligence - refers to an individuals capacity to use language effectively as a means of expression and communication through the written or spoken word (Examples poets writers orators and comedians Some famous examples include Shakespeare Virginia Woolf Abraham Lincoln and Walt Whitman)

Logical-Mathematical intelligence - refers to an individuals ability to recognize relationships and patterns between concepts and things to think logically to calculate numbers and to solve problems scientifically and systematically (Examples mathematicians economists lawyers and scientists Some famous examples include Albert Einstein Erwin Schrodinger and John Dewey)

Visual -Spatial intelligence - refers to the capability to think in images and orient oneself spatially In addition spatially intelligent people are able to graphically represent their visual and spatial ideas (Examples artists decorators architects pilots sailors surveyors inventors and guides Some famous examples include Picasso Frank Lloyd Wright and Leonardo DaVinci)

Musical intelligence - refers to the capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression Musically intelligent people are perceptive to elements of rhythm melody and pitch (Examples singers musicians and composers Some famous examples include Mozart Julie Andrews Andrea Boccelli and Leonard Bernstein)

Bodily-Kinesthetic intelligence - refers to the capacity of using ones own body skillfully as a means of expression or to work with ones body to create or manipulate objects (Examples dancers actors athletes sculptors surgeons mechanics and craftspeople Some famous examples include Michael Jordan Julia Roberts and Mikhail Baryshnikov)

Interpersonal (Social) intelligence - refers to the capacity to appropriately and effectively communicate with and respond to other people The ability to work cooperatively with others and understand their feelings (Examples sales people politicians religious leaders talk show hosts etc Some famous examples include Bill Clinton Ghandi Oprah Winfrey)

Intrapersonal intelligence - refers to the capacity to accurately know ones self including knowledge of ones own strengths motivations goals and feelings To be capable of self-reflection and to be introverted and contemplative are also traits held by persons with Intrapersonal intelligence (Examples entrepreneurs therapists philosophers etc Some famous examples include Freud Bill Gates and Plato)

Naturalistic intelligence - refers to the ability to identify and classify the components that make up our environment This intelligence would have been especially apt during the evolution of the human race in individuals who served as hunters gatherers and farmers (Examples botanists farmers etc Some famous examples include Charles Darwin EO Wilson)

How is intelligence defined According to Howard Gardner intelligence refers to the human ability to solve



31

problems or to make something that is valued in one or more cultures As long as we can find a culture that values an ability to solve a problem or create a product in a particular way then I would strongly consider whether that ability should be considered an intelligence (10) There has been discussion about adding a ninth intelligence that would highlight Spiritual or Existential intelligence (2) but Gardner has not solidified this as part of the list because of the lack of sufficient neurological evidence (10) One of the components of Gardners definition of intelligence is that there be a particular representation for that ability in the brain Gardners theory of multiple intelligence radically altered the global communitys view of human intelligence The standard view of intelligence has been that intelligence is something you are born with you only have a finite amount of it and there are tests that tell you how smart you are The theory of multiple intelligences challenges that view It asks instead Given what we know about the brain evolution and the differences in cultures what are the sets of human abilities we all share (10) An interesting sidebar is that not everyone is strong in the same areas Just as we look different on the outside internally we learn differently

Prior to his proposal schools were predominantly emphasizing two of the eight intelligences cited by Gardner - the Linguistic and Logical-Mathematical If we consider the traditional teaching styles practiced in the classroom and the tests that are given to measure the knowledge gained by an individual student it is clear that those students who are naturally strong in the Linguistic and Logical-Mathematical intelligences will perform well on standardized tests It is reasonable to assume also that those students who do well on such tests will perform well overall in school because the tools used (logically constructed text books) and the mode by which they are taught to students (mainly lecture) are geared toward the two previously mentioned intelligences (2) To assume that all children - individuals - are the same would be to deny a huge segment of the population a proper education Its great for those who are part of the Linguistic andor Logical intelligences but detrimental to those who are not The fervor with which educators embraced his premise that we have multiple intelligences surprised even Gardner himself It obviously spoke to some sense that people had that kids werent all the same and that the tests we had only skimmed the surface about the differences among kids Gardner said (10) In terms of IQ and measuring IQ with standardized tests those tests were designed to weed out individuals who would perform poorly in school Tests it should be added that only measure Linguistic Logical-Mathematical and occasionally spatial abilities do not allow for the quantification of a persons creativity for example or any other strength of their character What about the SATs then Do they not mimic that same closed-mindedness that Gardner cites as the flaw in IQ tests Do the SATs really predict ones success in college Is a high IQ result a good predictor of success in life Does it correlate with ones level of happiness of economic success of success in relationships No not necessarily Gardners theory and its implications within the realm of education certainly help to explain why some people are better at certain things than others An interesting offspring of Gardners theory is the exploration of the role that an individuals environment has in hisher success and or survival in that environment If for example an individual grew up in the wilderness without significant bodily-kinesthetic intelligence that facet of intelligence would either have to be developed or that individual may not survive Is IQ inherent or acquired and developed Gardners theory allows room for development of the various intelligences through biological and social means He stresses the need for a combination of the eight intelligences so that each individual may learn about and



32

understand the world around them Gardner says What I argue against is the notion that theres only one way to learn how to read only one way to learn how to compute only one way to learn about biology I think that such contentions are nonsense (10)

When asked in an interview how he started thinking about multiple intelligences Gardner replied that the most important influence was actually learning about brain damage and what could happen to people when they had strokes When a person has a stroke a certain part of the brain gets injured and that injury can tell you what that part of the brain does Individuals who lose their musical abilities can still talk People who lose their linguistic ability still might be able to sing That understanding not only brought me into the whole world of brain study but it was really the seed that led ultimately to the theory of multiple intelligences As long as you can lose one ability while others are spared you cannot just have a single intelligence You have to have several intelligences (10)

Intelligence remains a primary attribute of the human race and Gardners views shed light not only on social constructions but

also on theories of biological survival within the human race We will undoubtedly use these insights along with

advancements in the studies of neuroscience to better understand the world around us and our role in that world

WWW SOURCES

1) Multiple Intelligences Self Test

2) Exploring The Theory of Multiple Intelligences Accelerated Learning Network

3) Exploring Multiple Ingelligences

4) Developing Higher Order Thinking Skills and Multiple Intelligences

5) Resources in Teaching Introduction to Multiple Intelligence Theory

6)AENC

7)The Building Tool Room

8) Multiple Intelligences and Learning Styles

9)Harvard Project Zero

10) Teaching for Multiple Intelligences

11) The Rogers Indicator of Multiple Intelligences

Texto original disponible en httpserendipbrynmawredubiologyb103f01web2wisehtml



33

II LECTURA









Tipo de texto _______________________________________________________________





34

III POST-LECTURA



_________________________________________________________________________________

3 Extraiga las ideas principales o de mayor generalizacioacuten en cada paacuterrafo

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35

4 Escriba en espantildeol el argumento o idea central del texto Apoacuteyese en las ideas principales y redacte dos oraciones complejas o tres oraciones sencillas

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36

LECTURA NO 4

ISOLATION INCREASES WITH

INTERNET USE



37

Instrucciones A continuacioacuten se le presenta un texto original escrito en ingles Leacutealo cuidadosamente siguiendo los pasos de pre-lectura lectura y post-lectura sugeridos en las guiacuteas de ejercicios No 1 y No 2 Una vez culminada la fase de post-lectura realice las actividades que se le solicitan

ISOLATION INCREASES WITH INTERNET USE

By Scott Sleek

The Internet connects us with people we might otherwise never meetmdashand may be leaving us lonelier than ever A clergyman discovered the professional benefits of the Internet when he joined an online discussion group with colleagues in his denomination There he got advice on subjects for sermons and effective ways to deal with congregants But the clergyman also noticed that he was spending less time talking with his wife whose verbal moral support had once been just as beneficial asmdashperhaps even more thanmdashthe advice he received from his online peers Psychologist Robert Kraut PhD of Carnegie Mellon Universityrsquos HumanndashComputer Interaction Institute points to the case of the clergymanmdashwhom he talked to as part of his research on computer usemdashas an example of the paradoxical role that the Internet has come to play in our lives The technology that has allowed people to keep in closer touch with distant family members and friends to find information quickly and to develop friendships with people from around the world is also replacing vital day-to-day human interactions A computer monitor canrsquot give you a hug or laugh at your jokes And some psychologists worry that the Internetrsquos widening popularity will lead to further isolation among a population that although gravitating toward virtual communities in cyber-space seems to have lost a genuine sense of belonging and connection In fact Kraut and his colleagues in a study to be released this month in American Psychologist report that greater use of the Internet leads to shrinking social support and happiness and increases in depression and loneliness The study is the first to look specifically at the impact that Internet use has on general emotional well-being And the findings were unexpected Kraut says given that most people use the Internet for chat lines and e-mail not just to isolate themselves in mounds of electronic information We were surprised to find that what is a social technology unlike the television has kind of antisocial consequences Kraut says



38

Learning from mistakes The Internet could change the lives of Americans as much as the telephone in the early 20th century or the television in the 1950s and 60s Kraut contends Numerous research and marketing firms have pegged the number of American households using the Internet at anywhere from 60 million to 70 million People use it for everything from making plane reservations to downloading games to e-mailing relatives And some spend many hours on multi-user domains or MUDS where they assume fictional identities in role-playing games (see article below) But studies are showing the social prices of online living Psychologists have already widely publicized their findings about people who are addicted to the Internet Kraut and his co-researchers are perhaps the first to show how the Internet affects people who log on regularly but donrsquot appear to be addicted to cyberspace They studied 169 individuals from 93 diverse households in Pittsburgh during their first two years online They recorded each participantrsquos Internet use by employing custom-designed logging programs And using self-report measures they assessed each participantrsquos level of social involvement and psychological well-being before they went online and again a year or two later They found a direct correlation between participantsrsquo level of Internet use and their reports of social activity and happiness As their use of the Internet increased the participants reported a decrease in the amount of social support they felt and in the number of social activities they were involved in They also reported being more depressed and lonely Psychologist Viktor Brenner PhD of Marquette University has also found some troubling effects of Internet use In a study reported last year in Psychological Reports (Vol 80 No 3 p 879ndash882) Brenner posted an Internet usage survey as a World Wide Web page (The web page is no longer active) Most of the 563 valid responses came from males who averaged 34 years of age completed 15 years of education and used the Internet about 19 hours a week Most reported instances of Internet use interfering with other aspects of their lives including taking up time that they would have used for other activities A few reported serious consequences from their time spent online such as getting in trouble with an employer or becoming socially isolated from people other than Internet friends A poor substitute Psychologists have yet to pinpoint the reasons Internet use can hamper psychological well being but they have plenty of theories Many users caught in the allure of connecting with a global array of people with similar interests seem to



39

be substituting weak online friendships for their stronger real-life relationships says Sara Kiesler PhD one of Krautrsquos colleagues in the Carnegie Mellon study In their research Kraut Kiesler and their peers found several examples of people who developed seemingly valuable friendships online bull A woman exchanged mittens with a stranger she met on a knitting listserv bull A woman met a couple in Canada whom she later visited during her summer vacation bull A teen-ager met his prom date online But national survey data show only 22 percent of people who had been using the Internet for two or more years had ever made a new friend on the Internet the researchers note And those friendships tend to be of low quality You donrsquot have to deal with unpleasantness because if you donrsquot like somebodyrsquos behavior you can just log off says Kiesler In real life relationships arenrsquot always easy Yet dealing with some of those hard parts is good for us It helps us keep connected with people Also the kinds of people you meet online donrsquot really know you she adds If you need surgery or you have something wrong in your family theyrsquore not aroundmdashtheyrsquore not there for you Avoiding the same mistakes Like many technologies the Internet has lulled people with its novelty and convenience which will create a sense of dependency and some troubling social consequences says Allen Kanner PhD a Berkeley Calif psychologist who teaches ecopsychology and other courses at the Wright Institute and other graduate schools throughout the Bay Area Kanner said hersquos glad somebody is looking at the Internetrsquos impact noting that behaviorists produced minimal data on the social effects of the television the phone or the car until those technologies were heavily embedded into our lives The car allowed people to travel far greater distances he notes but it also created suburbs and highways all over the place So the positive advantages also caused huge social changes such as traffic jams pollution and people moving further away from each other Wersquore so excited about the advantages [of technology] that we quickly dismiss what actually is happening Kanner adds As psychologists we could ask some very good questions about whatrsquos the difference between talking on the phone and talking face to face Wersquove assumed there is none But others warn against overemphasizing the negative aspects of technology Like any technology the World Wide Web can lead to good or bad behaviors says John Grohol PsyD creator of Mental Health Net (wwwcmhccom) a



40

massive index of mental health-related web sites online mailing lists and newsgroups And he believes it provides some vital societal benefits such as the large number of online self-help groups that exist today Those are especially important in small communities that arenrsquot large enough to sustain a support group he adds If you lived out in rural Montana or Kansas yoursquod have a hard time finding a panic disorder support group he says This allows those people to get connected to share advice Another example of the Internetrsquos social utility is a public electronic network (PEN) set up in Santa Monica Calif to facilitate grassroots organizing The system set up in 1989 in public buildings allowed scores of residentsmdashincluding homeless citizensmdashto access the network Some users formed an action group to identify local issues that needed attention and to develop civic projects One of the grouprsquos biggest accomplishments was developing a service center for job-seeking homeless people Psychologist Michele Andrisin Wittig PhD of California State University Northridge and Joseph Schmitz of the University of Tulsarsquos faculty of communication surveyed participants in the network and reported their findings in the Journal of Social Issues (Vol 52 No 1 p 53ndash69) Our respondents told us that PEN helped foster links among diverse others they write They reported enhanced capability to interact with others who differ in socioeconomic status and power Thus they formed more diverse social networks that centered on common interests but transcended economic or geographical bounds The right balance Many psychologists say behavioral research should demonstrate ways to find a healthy balance between time spent online and time spent talking with family and friends in person In fact people could integrate their online and in-person lives by say calling or getting together with friends theyrsquove met online suggests John Suler PhD who studies online behavior as a psychology professor at Rider University in Lawrenceville NJ Kraut says hersquos trying to incorporate that balance in his own community Hersquos proposing that his local school and synagogue create electronic communication forums for students so they can use to discuss homework assignments make plans for social gatherings or even receive online tutoring Kraut has also limited the amount of time his teen-age son spends online But hersquos also seeing the ways the Internet can enhance family connections Every member of our family spends time online he says And when we are we canrsquot be doing things with each other But we also keep up with our son in college Even though hersquos distant when he needed to know how to cook something we could give the directions electronically

Texto tomado de American Psychology Association VOLUME 29 NUMBER 9 -September 1998 httpwwwapaorgmonitorsep98isolathtml



41

ACTIVIDADES

1 Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o post-lectura y responda en espantildeol

Tema o toacutepico ___________________________________________________________________


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42

3 Responda en espantildeol basaacutendose en el texto leiacutedo las siguientes preguntas

a) Seguacuten el autor el Internet podriacutea cambiar la vida de los Americanos tanto como lo hizo el teleacutefono iquestPor queacute

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b) De acuerdo a los estudios realizados iquestqueacute efectos ejerce el uso del Internet en la actividad social y en la felicidad Explique

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c) iquestQueacute se ha observado en cuanto a las relaciones amistosas viacutea Internet

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d) iquestCuaacuteles han sido las ventajas y desventajas que ha traiacutedo el uso de esta tecnologiacutea

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43

e) iquestDe queacute manera se puede lograr un balance entre las actividades ldquoonlinerdquo y las relaciones personales y familiares

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44

5 Elabore un esquema o representacioacuten graacutefica del texto



45

6 A partir del argumento central y apoyaacutendose en las ideas principales elabore un resumen en espantildeol del texto leiacutedo que contenga aproximadamente 300 palabras

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46

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Fuente _________________________________________________________



47

LECTURA NO 5

RETAINING THE NEXT GENERATION OF TEACHERS

THE IMPORTANCE OF SCHOOL-BASED SUPPORT



48

Instrucciones A continuacioacuten se le presenta un texto original escrito en ingles Leacutealo cuidadosamente y realice las actividades que se le solicitan posteriormente

RETAINING THE NEXT GENERATION OF TEACHERS THE IMPORTANCE OF SCHOOL-BASED SUPPORT

Clever incentives may attract new teachers but only improving the culture and working conditions of schools will keep them

By Susan Moore Johnson Sarah Birkeland Susan M Kardos David Kauffman Edward Liu and Heather G Peske of The Project on the Next Generation of Teachers at the Harvard Graduate School of Education

HARVARD EDUCATION ONLINE Research Online Insights JulyAugust 2001

Throughout the United States school officials are either anticipating or already experiencing a teacher shortage The projected need to fill 22 million vacancies by 2010 will be intensely felt in high-poverty schools and in certain subjects (math science and foreign languages) and programs (bilingual and special education) Recognizing this policymakers are devising ways to make teaching more attractive and the competition for high-quality teachers is fierce Recruiters in various districts can now waive preservice training offer signing bonuses forgive student loans and even provide mortgage subsidies or health club memberships While such strategies may well increase the supply of new teachers to schools they provide no assurance of keeping them there for they are but short-term responses to long-term challenges

The challenge of attracting and retaining quality teachers is heightened by increased pressure for district and school accountability often in the form of high-stakes testing and mandated curricular standards In response to these mandates districts are introducing reforms and initiatives at a frenetic pace As a result new teachers are struggling to learn their craft in dynamic and frequently chaotic environments

At the Project on the Next Generation of Teachers our research suggests that the key to addressing shortages lies not in attractive recruitment policies but in support and training for new teachers at the school site For it is in schools and classrooms where teachers must find success and satisfaction It is there they will decide whether or not to continue to teach

As Richard Ingersoll at the University of Pennsylvania has found the ldquorevolving doorrdquo of teacher attrition and turnover is a primary contributor to school staffing shortages particularly in urban schools Poor working conditions and lack of significant on-the-job training and support are major reasons why many new teachers leave the profession



49

within five years Our interviews with 50 first- and second-year Massachusetts teachers working in a wide range of schools revealed that many who are eager to become teachers find that they need much more encouragement and direction than their schools currently provide

For instance we found that new teachers had few of the traditional supports that one might expect would be routine They reported receiving little guidance about what to teach or how to teach it Instead most described struggling on their own each day to cobble together content and materials often with no coherent long-term plan for meeting specific learning objectives Although virtually all of the new teachers we interviewed had official mentors assigned by their districts those mentors frequently taught in different schools levels or subjects and meetings with them were intermittent and brief at best Our respondents yearned for ongoing observations and feedback but classroom visits by colleagues and administrators were rare

Learning to teach well is slow difficult work Managing a classroom choosing or creating curriculum developing sound instructional strategies accurately assessing student understanding and adjusting to student needs are complex tasks and new teachers need time and support to develop the necessary knowledge and skills However few of the new teachers in our study said their schools were organized to help them cope with difficulties and become better teachers As novices they were eager to watch the experts and develop their craft under guidance but only a small number of our respondents had access to the wisdom of experienced colleagues

Neither the structures nor the cultures of their schools seemed to be geared toward their needs as novice teachers Schedules rarely provided regular time for joint planning and observation nor was such collaboration expected or encouraged Meetings were designed to dispense information to individuals rather than to share struggles and strategies which is necessary to fulfill a collective responsibility for educating the schoolrsquos students Mentoring and other induction programs were limited because they were not embedded within a professional culture that valued and supported these relationships and activities In the worst cases school leaders played no role in creating a culture that was welcoming and supportive to new teachers

The new teachers who reported feeling the most supported described their schools as having what we called ldquointegrated professional culturesrdquo There new teachers could expect frequent and meaningful interaction among faculty members across all experience levels and an appropriate novice status that accounted for their developmental needs while not underestimating their potential contributions In addition responsibility for the school and its students was shared among all colleagues within the school In contrast many new teachers found themselves subtly excluded from professional contact with veterans Others particularly those in charter schools that were staffed



50

mostly with novices found that there were no senior teachers to whom they could turn for advice or expertise

While states and districts can assume responsibility for increasing pay reducing or altering entry requirements or creating career ladders such initiatives will ultimately make little difference if a teacher is dissatisfied with teaching And it is at the school site rather than at the district where key factors influencing new teachersrsquo experiences converge it is there that induction efforts should be centered Well-matched mentors curriculum guidance collaborative lesson planning peer observation and inspired leadership all support new teachers in ways that recruitment incentives never can

The success of school-based induction programs hinges on how teachers work together and the principal can play a central role in establishing faculty norms and facilitating interaction among teachers with various levels of experience Successful induction may also be promoted by having teachers and principals play greater roles in the hiring process and in selecting their future colleagues School-based hiring can be an important tool for shaping professional culture and building school capacity

Establishing support programs at the school would benefit not only new teachers but all teachers in schools striving to improve instructional practice for students For example novices and veterans both benefit from frequent and meaningful interaction with colleagues Veteran teachers may well learn from and with their novice colleagues about standards-based instruction the latest approaches to literacy or strategies for integrating technology into the classroom Therefore the benefits of these school-based efforts are not limited to novice teacher induction for they provide renewal for experienced teachers and the foundation for school-wide improvement

Improving working conditions and restructuring schools to support individual group and organizational learning is a big task While teachers and principals must do most of the heavy lifting fostering integrated professional cultures and creating truly supportive school-based induction programs will require time and money resources often in short supply in public schools As policymakers direct new resources into recruitment they would be wise to direct a good portion of those resources toward the schools for it is at the individual school site where the potential to address the teacher shortage truly rests

Susan Moore Johnson is the Carl H Pforzheimer Jr Professor of Teaching and Learning at the Harvard Graduate School of Education and directs the Project on the Next Generation of Teachers Sarah Birkeland Susan M Kardos David Kauffman Edward Liu and Heather G Peske are advanced doctoral students at the Harvard Graduate School of Education



51

ACTIVIDADES

1 Responda en espantildeol en forma breve y precisa las siguientes preguntas sobre el texto leiacutedo

a) iquestPor queacute muchos maestros nuevos abandonan la profesioacuten dentro de los cinco primeros antildeos de trabajo

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b) iquestQueacute sugerencias o recomendaciones ofrece el Proyecto ldquoLa Proacutexima Generacioacuten de Maestrosrdquo para retener al docente en su campo laboral

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c) iquestQueacute quiere decir la autora con ldquointegrated professional culturesrdquo

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52

d) iquestDe queacute manera los programas de apoyo dentro de la escuela pueden beneficiar tanto a maestros novatos como a maestros con experiencia

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2 Escriba en espantildeol un paacuterrafo que resuma el argumento o idea central del texto Apoacuteyese en las ideas principales y redacte dos oraciones complejas o tres oraciones sencillas loacutegicas y coherente

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53




54

4 Elabore un resumen en espantildeol del texto leiacutedo que contenga 300 palabras aproximadamente

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55

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56

AUTO-EVALUACIOacuteN

TEXTO NO 6

PREDICTORS OF PERFORMANCE IN THE VIRTUAL CLASSROOM



57

Instrucciones A continuacioacuten se le presenta un texto original escrito en ingles Leacutealo cuidadosamente siguiendo los

pasos de pre-lectura lectura y post-lectura sugeridos en las guiacuteas de ejercicios No 1 y No 2 Una vez culminada la fase

de post-lectura realice las actividades que se le solicitan


By Drs Alvin Y Wang and Michael H Newlin University of Central Florida

May 2002 - Feature

Identifying and Helping At-Risk Cyber-Students

The ability of instructors to identify at-risk cyber-students quickly is critical because the usual cues associated with student anxiety inattentiveness or apathy are not present in the virtual classroom For instance cues such as frowning fidgeting and day-dreaming which are often readily apparent in the conventional classroom are not observable by Web-based instructors Due to the lack of these traditional cues cyber-instructors must develop other strategies for identifying at-risk students in the virtual classroom In addition conventional solutions such as office hours and graduate teaching assistants for assisting low-performing students are not typically available in Web-based classes Therefore cyber-instructors must be creative in devising strategies for helping their at-risk students We describe several strategies whereby cyber-instructors can take advantage of the technologically rich learning environment of the Internet in helping their students Effective use of these strategies can also help reduce attrition rates in Web-based courses

Web-Based Instruction

We have taught three different Web-based psychology classes In the past five years we have taught more than 30 online sections and in any given semester we typically teach concurrent conventional and online sections of a class Students freely choose to register for the class format they desire We use the same course syllabus textbook homework assignments and examinations to facilitate comparisons across these two learning formats The equivalence of course materials across class formats is purposeful Our approach to online instruction has always been one in which pedagogy rather than technology guides the design of our Web-based classes Therefore we have attempted to find ways to use Internet technology to re-create important pedagogical aspects of our conventional classes in the Web-based format

Many of our course materials are available on the course home page This means that prospective students can obtain information about the course content such as the syllabus grading policy and calendar as well as our approach to online instruction before deciding to register for the course Further the home page has links to Web sites that describe characteristics of successful cyber-students These links allow prospective students to evaluate their own learner characteristics and technological proficiencies regarding Web-based courses For instance the distance learning link found at wwwpetersonscom offers students a short online survey that evaluates their readiness for an



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online course Our home page also encourages prospective students to contact us before registration if they have any concerns or questions about the content and technological demands inherent to the online course

In our online class delivery of course materials and instructor-student interactions occur via both asynchronous and synchronous modes of communication Asynchronous modes include e-mail fax forum (discussion) postings and downloadable information from the Web site Synchronous communication occurs primarily in our 90-minute online lectures using a chat room which are scheduled on a weekly basis In this article we will describe several predictors of cyber-student performance If instructors are vigilant these predictors can serve as early warning indicators for student failure as well as success in the virtual classroom

Demographic and Educational Predictors

It may come as a surprise but basic demographic characteristics such as gender and age are not reliable predictors of cyber-student performance (Wang and Newlin 2000) While there may be a perception that male teen-agers might have a technological advantage research does not show systematic differences in performance as a function of gender and age for the college population Indeed we are not aware of any research demonstrating that there are reliable demographic predictors of performance among college students who choose to take online courses

However the educational backgrounds of cyber-students can serve as early warning indicators for failure or success in the virtual classroom For instance Osborn (2001) has shown that the number of previous distance learning courses taken by students reliably discriminates between students who drop out compared to those who remain in either Web-based or videoconferencing courses This is attributed to students prior experiences with distance learning courses which increase their familiarity with the technological demands of the virtual classroom Just as importantly these students have developed confidence in their ability to take advantage of the learning opportunities available to them in these types of learning environments Osborn also found that students who remain in distance learning courses take a greater number of college courses and have higher college GPAs compared to those students who drop out of these courses

Psychological Predictors

Recently there have been investigations as to whether learner characteristics are correlated with performance in the virtual classroom Some of the research has investigated characteristics that may be conceptualized as global traits or dimensions such as learning style sensory preference hemisphericitybrain dominance and locus of control (Ehrman 1990) Global traits refer to characteristics that are relatively enduring and stable across time and various learning environments (ie cross-situational) However as far as predicting cyber-student success research on these global characteristics has yielded very little in the way of definitive results

The safest conclusion that can be reached is that only one global trait locus of control is moderately correlated with performance in the virtual classroom Specifically students with an internal locus of control (eg The success I have is largely a matter of my own doing) are more likely to succeed in an online class than students with an external



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locus of control (eg The success I have is largely a matter of chance) This is because learners with an internal locus of control leave little to chance or fate but attempt to manage their activities in a thoughtful manner

In contrast to the research on global traits which has searched for cross-situational consistency investigations on situation-specific (ie course-specific) learner characteristics have yielded much stronger predictors of cyber-student performance Situation-specific characteristics refer to those behaviors and beliefs that are not generalized but are associated with a particular activity or environment One such concept is self-efficacy which refers to an individuals belief that they can perform a specific behavior to attain a desired goal (Bandura 1997) It is situation specific because one can have high self-efficacy about accomplishing one task but low self-efficacy about accomplishing another

When applied to Web-based learning research has shown that two types of self-efficacy reliably predict cyber-student performance (Wang and Newlin 2002) The first is self-efficacy for understanding course content and the second is self-efficacy for meeting the technological demands of an online course One of the Web-based courses we teach is called Research Methods in Psychology which includes a great deal of statistical content At the beginning of each semester we ask students to assess their self-efficacy for statistics tasks We find that students self-efficacy is highly predictive of their final grade in the class We also ask for students self-efficacy for meeting the technological demands of the online class We find that this measure was also predictive of students final grades in class Other researchers have reported similar findings For example students who have strong confidence in their computer skills and less computer anxiety were more likely to remain in a distance learning class than students with lower levels of computer confidence (Osborn 2001)

We have also collected a measure of students motivations for taking an online class (Wang and Newlin 2002) Our measure was situation- specific in that we asked students about their motivation for taking our particular online course rather than for college courses in general This measure was collected at the beginning of the online section of Research Methods in Psychology We found that students who had taken a Web course before and preferred this type of learning environment were much more likely to succeed than those who chose the Web course because it was the only section open when they registered In fact students who preferred Web-based learning environments averaged one final letter grade higher than those who enrolled solely because the course was available

In light of the above findings we believe that cyber-instructors should attempt to gather several early warning indicators of student performance (see Profiling At-Risk Cyber-Students at left) However these indicators are of value only to the extent that they assess student self-efficacy and motivation regarding a specific online course These indicators will not have much predictive value for cyber-student performance if they are of a global cross-situational nature

Helping At-Risk Students

We take a proactive approach to assist at-risk cyber-students This means that we first allow prospective students to select whether or not to enroll in our online course To facilitate this process our course home page describes the characteristics of successful cyber-students and provides links whereby prospective students can



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assess their readiness for the virtual classroom In this manner students who enroll in our online class are fully informed as to the technological demands of an online class

As the semester begins we also suggest that cyber-instructors engage in some quick and easy information gathering about their students For example our first quiz is a short survey assessing students self-efficacies and motivations for taking our online class The quiz is posted on a course Web page with students responding by e-mail At the end of the first week of the course we evaluate these survey responses in conjunction with student-tracking data

Specifically we determine which students have low hit rates to the course home page and are relatively inactive in writing or reading forum postings Then we identify which of these students reported relatively low self-efficacy for the course and took our online section solely because of availability Next we make contact with these at-risk students via telephone and e-mail to discuss with them the behaviors linked to success in the virtual classroom At this point we also ascertain the reasons for their inactivity in class (eg technical or personal) and help them resolve those issues We try to be as encouraging as possible while reminding students of the technological and content demands of our online course Students are typically appreciative of our personal contact and many are immediately able to begin exhibiting the behaviors that will help ensure their success in the online course

We have found that students who were members of a cyber-study group had higher final grades in our class than those who preferred to study alone (Wang and Newlin 2000) Therefore during the semester we facilitate the formation of cyber-learning communities First we require that all lab reports be submitted as group projects Second many of our Web pages encourage students to be good citizens of cyberspace and help each other out Third we instruct our students to use online chat rooms and forum postings to meet other people and form studylab groups

There are two reasons why we believe that these cyber-study groups are beneficial for at-risk students First the peer-to-peer interactions needed for collaboration promote a collective sense of responsibility that is not ordinarily found in the virtual classroom Second cyber-students who have low self-efficacy or an external locus of control receive feedback and encouragement from their study partners Consequently this form of peer-to-peer interaction is an additional incentive for these students to perform well in the virtual classroom

Finally we believe that a heightened social presence by the instructor is beneficial for the at-risk cyber-student Social presence refers to the degree of salience that another individual will enter into a meaningful dialogue (Short Williams and Christie 1976) Accordingly social presence is enhanced when another individual is perceived as real and genuine This is critical for the virtual classroom because learner satisfaction is higher when computer-mediated communication is associated with high levels of social presence (Gunarwardena and Zittle 1997)

So how can cyber-instructors increase their social presence By ensuring that there is immediacy and intimacy in the way they communicate with their students This is best accomplished by the synchronous communication that occurs in regularly scheduled online chats and virtual office hours and not simply by e-mail correspondence At-risk cyber-students who have an external locus of control and low self-efficacy for the class will benefit the



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most from this sort of interaction

Profiling At-Risk Cyber-Students There are several indicators that taken collectively are reliable predictors of poor performance in the virtual

classroom Accordingly we do not suggest relying on a single indicator as a means of identifying the at-risk cyber-student Instead we recommend that cyber-instructors compile several indicators to form a profile of the student who is potentially at-risk In our view any student who matches four or more of the characteristics on the following list has the potential for low performance in a virtual classroom

- Does the student have an external locus of control - Does the student have low self-efficacy regarding their computer skills - Does the student have low self-efficacy regarding the course content - Does the student lack previous experience with online courses - Did the student enroll solely because of course availability - Does the student have a low login rate for the course home page - Is the student reading and writing few messages on the class forum - Is the student quiet or nonresponsive in the online chat room

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ACTIVIDADES 1 Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o post-lectura y responda en espantildeol

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2 Basaacutendose en la informacioacuten contenida en el texto responda en espantildeol en forma breve clara y concisa las siguientes preguntas

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b) iquestQueacute caracteriacutesticas del aprendiz se correlacionan con su actuacioacuten en un saloacuten de clases virtual

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FACULTAD DE HUMANIDADES Y EDUCACIOacuteN ESCUELA DE EDUCACIOacuteN ESTUDIOS UNIVERSITARIOS SUPERVISADOS - REGION CAPITAL SEMESTRE 2006-01 ASIGNATURA INGLEacuteS PROFESORA EVELYN IZQUIERDO ELABORACIOacuteN DE RESUacuteMENES FORMATO PARA LA AUTO-EVALUACIOacuteN Texto No 1 Texto No 2 Texto No 3 Texto No 4 Texto No 5 ESTRUCTURA DEL RESUMEN SI NO SI NO SI NO SI NO SI NO Tiacutetulo Introduccioacuten (argumento central) Desarrollo (ideas que apoyan al argumento central) Cierre o conclusioacuten Referencia bibliograacutefica MECAacuteNICA DE REDACCIOacuteN SI NO SI NO SI NO SI NO SI NO Organizacioacuten en paacuterrafos Estructura de las oraciones (SN y SV) Uso correcto de referencias Uso correcto de conectadores Uso apropiado de marcadores de discurso Uso correcto de los signos de puntuacioacuten Ortografiacutea Extensioacuten del resumen solicitada EVALUACIOacuteN GENERAL SI NO SI NO SI NO SI NO SI NO Contiene la idea principal Es loacutegico y tiene sentido Estaacute bien organizado TIEMPO DE REDACCIOacuteN (incluye el esquema)



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BIBLIOGRAFIacuteA RECOMENDADA

Beke R (2002) Introduccioacuten a la lectura en ingleacutes Cuadernos de Postgrado No 30 Universidad Central de Venezuela Facultad de Humanidades y Educacioacuten Comisioacuten de Estudios de Postgrado

Beke R y Cantuarias P (1996) Ingleacutes I Estudios Universitarios Supervisados Escuela de Educacioacuten Universidad Central de Venezuela

Blanco C y Hernaacutendez N (1990) Ingleacutes III Moacutedulo I y II Estudios Universitarios Supervisados Escuela de Educacioacuten Universidad Central de Venezuela

Brioli C y Garciacutea J (1993) Ingleacutes II Moacutedulo I II y III Estudios Universitarios Supervisados Escuela de Educacioacuten Universidad Central de Venezuela

Beke R y Castelli E (1996) ECOLE Entrenamiento en estrategias de comprensioacuten de la lectura Caracas Graacuteficas TAO

Coney A (2001) Gramaacutetica Inglesa Coleccioacuten Diccionarios Reglas y Ayudas Gramaticales No 8 El Nacional Madrid Espasa

Izquierdo E (2004) Asignatura Ingleacutes Reacutegimen Anual Guiacuteas No 1 2 3 4 5 6 7

Diccionarios varios

Material fotocopiado suministrado por el profesor o colocado en el grupo Yahoo creado para la asignatura



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Evelyn Izquierdo Universidad Central de Venezuela

httpevelynizquierdowordpresscom evelynizquierdogmailcom

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INDICE GENERAL PAacuteGINA

INTRODUCCIOacuteNhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 3

CONTENIDOS A DESARROLLAR helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 4

GUIOacuteN PARA REALIZAR LOS EJERCICIOS DE LECTURAhelliphelliphelliphelliphelliphelliphellip 6

LECTURAS

Lectura No 1 THE PORTFOLIO AND ITS USE DEVELOPMENTALLY APPROPRIATE ASSESSMENT OF

YOUNG CHILDREN helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 9

Lectura No 2 INCLUDING YOUNG CHILDREN WITH SPECIAL NEEDS helliphelliphelliphelliphelliphelliphelliphellip 15

LECTURA NO 3 MULTIPLE INTELLIGENCE THEORYhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 23

Lectura No 4 ISOLATION INCREASES WITH INTERNET USEhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 30

Lectura No 5 RETAINING THE NEXT GENERATION OF TEACHERS THE IMPORTANCE OF SCHOOL-

BASED SUPPORT helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 38

AUTO-EVALUACIOacuteNhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 44

LECTURA NO 6 PREDICTORS OF PERFORMANCE IN THE VIRTUAL CLASSROOM helliphellip 44

Formato para la auto-evaluacioacuten helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 51

BIBLIOGRAFIacuteA RECOMENDADA helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 52



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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



4








b) Fase de lectura









ix) Tipo de texto



5















(1) Tiacutetulo



(4) Cierre






6






(7) Ortografiacutea








7


I PRE-LECTURA






II LECTURA








8



III POST-LECTURA







9

iexclALTO

DETENGASE AQUIacute





10













11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









Tipo de texto _______________________________________________________________





34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



5















(1) Tiacutetulo



(4) Cierre






6






(7) Ortografiacutea








7


I PRE-LECTURA






II LECTURA








8



III POST-LECTURA







9

iexclALTO

DETENGASE AQUIacute





10













11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











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24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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44




45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



6






(7) Ortografiacutea








7


I PRE-LECTURA






II LECTURA








8



III POST-LECTURA







9

iexclALTO

DETENGASE AQUIacute





10













11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











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24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









Tipo de texto _______________________________________________________________





34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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44




45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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63


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



7


I PRE-LECTURA






II LECTURA








8



III POST-LECTURA







9

iexclALTO

DETENGASE AQUIacute





10













11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



________________________________________________________________



__________________________________________________________________________________

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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









Tipo de texto _______________________________________________________________





34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



8



III POST-LECTURA







9

iexclALTO

DETENGASE AQUIacute





10













11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



9

iexclALTO

DETENGASE AQUIacute





10













11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









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18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










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Synthesis Points





25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

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32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












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50









51

ACTIVIDADES



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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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62


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65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



10













11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











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24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



11






12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









Tipo de texto _______________________________________________________________





34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



12

LECTURA NO 1


OF YOUNG CHILDREN



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



13

I PRE-LECTURA










14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











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Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












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32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



14


By Cathy Grace









15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









Tipo de texto _______________________________________________________________





34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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44




45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



15







16




CONCLUSION





17

II LECTURA









Tipo de texto _______________________________________________________________





18

III POST-LECTURA



________________________________________________________________



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



16




CONCLUSION





17

II LECTURA









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18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



17

II LECTURA









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18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











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24





Synthesis Points





25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



18

III POST-LECTURA



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19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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63


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



19

LECTURA NO 2


NEEDS



20

I PRE-LECTURA










21











22











23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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61








62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



20

I PRE-LECTURA










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Synthesis Points





25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



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Synthesis Points





25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



22











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24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



23










24





Synthesis Points





25

II LECTURA









Tipo de texto _______________________________________________________________





26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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35


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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



24





Synthesis Points





25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

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6)AENC









33

II LECTURA









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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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47

LECTURA NO 5





48












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50









51

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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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62


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



25

II LECTURA









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26

III POST-LECTURA






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27

LECTURA NO 3




28

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33

II LECTURA









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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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55

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Fuente ___________________________________



56


TEXTO NO 6




57






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58











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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



26

III POST-LECTURA






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27

LECTURA NO 3




28

I PRE-LECTURA










29








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32






WWW SOURCES






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33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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55

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Fuente ___________________________________



56


TEXTO NO 6




57






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58











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62


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



27

LECTURA NO 3




28

I PRE-LECTURA










29








30












31





32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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42



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43


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44




45


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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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53




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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










61








62


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Fuente ___________________________________



67




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Diccionarios varios




69



eveweb



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36

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37



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38




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41

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47

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48












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50









51

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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



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WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

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47

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48












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51

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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Fuente ___________________________________



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68









Diccionarios varios




69



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33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

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47

LECTURA NO 5





48












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51

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



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6)AENC









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II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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47

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48












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50









51

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



32






WWW SOURCES






6)AENC









33

II LECTURA









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34

III POST-LECTURA



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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47

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48












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50









51

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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



33

II LECTURA









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36

LECTURA NO 4


INTERNET USE



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By Scott Sleek




38




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41

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47

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48












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51

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Fuente ___________________________________



56


TEXTO NO 6




57






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58











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66

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Fuente ___________________________________



67




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69



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34

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36

LECTURA NO 4


INTERNET USE



37



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38




39




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41

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48












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51

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Fuente ___________________________________



56


TEXTO NO 6




57






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58











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66

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Fuente ___________________________________



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69



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36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

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42



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47

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48












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50









51

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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











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62


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



36

LECTURA NO 4


INTERNET USE



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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Fuente _________________________________________________________



47

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48












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50









51

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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62


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



37



By Scott Sleek




38




39




40





41

ACTIVIDADES




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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

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52


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54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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62


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64




65


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



38




39




40





41

ACTIVIDADES




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42



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43


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45


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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



39




40





41

ACTIVIDADES




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42



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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



40





41

ACTIVIDADES




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42



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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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54


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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62


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64




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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



41

ACTIVIDADES




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42



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46

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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










60










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62


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66

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Fuente ___________________________________



67




68









Diccionarios varios




69



eveweb



42



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43


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44




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Fuente _________________________________________________________



47

LECTURA NO 5





48












49








50









51

ACTIVIDADES



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52


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55

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Fuente ___________________________________



56


TEXTO NO 6




57






May 2002 - Feature








58











59










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56


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Fuente ___________________________________



56


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Fuente ___________________________________



56


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Fuente ___________________________________



56


TEXTO NO 6




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Fuente ___________________________________



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Fuente ___________________________________



56


TEXTO NO 6




57






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Fuente ___________________________________



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Fuente ___________________________________



56


TEXTO NO 6




57






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Fuente ___________________________________



56


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Fuente ___________________________________



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51

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Fuente ___________________________________



56


TEXTO NO 6




57






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Fuente ___________________________________



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Fuente ___________________________________



56


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Fuente ___________________________________



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Fuente ___________________________________



56


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Fuente ___________________________________



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Fuente ___________________________________



56


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66

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Fuente ___________________________________



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Fuente ___________________________________



56


TEXTO NO 6




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Fuente ___________________________________



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Fuente ___________________________________



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Fuente ___________________________________



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Fuente ___________________________________



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Fuente ___________________________________



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