UNIVERSIDAD: UNIVER MILENIUM

PLANTEL IXTAPALUCA

LICENCIATURA: PEDAGOGÍA

ALUMNA: DIANA INGRID GODINEZ ROMERO

PROFESOR: MONICA RUIZ GUTIERREZ

MATERIA: ANALISIS DE TEXTOS TÉCNICOS EN EDUCACION

EN INGLES

E1LPEG501
1. Read the next text carefully:

Active reading requires students who are competent in identifying and using a range
of comprehension strategies. These strategies should be applied in a flexible way so
that students can respond to the intricacies of different text types and adjust their
strategy selection to suit the needs of the text. These strategies empower students to
use thinking processes that can aid the understanding they build from reading the text.
They can be used before, during and after reading. Comprehension strategies that can
be used for beginning and developing readers to enhance their awareness of their
thinking processes as they read include: making connections; predicting; questioning;
visualizing; inferring; determining importance; monitoring; summarizing; and
synthesizing. These strategies can be summarized as:

·         Making Connections - teachers encourage students to connect their own

existing knowledge or schema to what the content of the text may be.

·         Predicting - students are encouraged to predict what the text may be about
from the front cover. 

·         Questioning - readers ask questions before, during and after reading. 

·         Visualizing - also can be done at different stages of the reading exercise,

student can create mental or physical images about the text. 

·         Inferring - this involves the student using a combination of the text, the reader’s
schema and the student’s ability to combine these sources to generate a viewpoint or
conclusion that is not explicitly expressed.

·         Determining Importance - readers identify the important part of texts and can

distinguish between fact and opinion

·         Monitoring - students actively monitor their own understanding of the text as

they read the text and at the completion of reading. This can involve techniques like
re-reading and word solving.

·         Summarizing - readers take notes, written or mental, about the important

aspects of the text and provide a summary of the text.

·         Synthesizing - students build on their existing knowledge by adding what has

been learnt from the text to develop deeper understandings.
2. Answer the next question:

A.      What is the main idea of the text?

Strategies for active reading.

3. Write three definitions that the text provides.

·Summarizing - readers take notes, written or mental, about the important aspects of
the text and provide a summary of the text. Informal

·Synthesizing - students build on their existing knowledge by adding what has been
learnt from the text to develop deeper understandings. Informal

· Inferring - this involves the student using a combination of the text, the reader’s
schema and the student’s ability to combine these sources to generate a viewpoint or
conclusion that is not explicitly expressed. Informal

4. What kind of “Relation of ideas”, do the text have? Write all of them.

Time- After, before

Comparision-Also

Example-that is

Addition-And

5. What are context clues? Mention and describe two of them.

CONTEXT CLUES

Context clues are hints found within a sentence, paragraph, or passage that a
reader can use to understand the meanings of new words or unknown words.

Example:

Antonym - a word with apposite meaning is used in the sentences or nearby

sentences.
“Ricardo is so arrogant. He needs to learn to be humble like his little brother Jose.”

Synonym – words with similar meaning are use in or near the sentences.

Ricardo is so arrogant, proud, self-centered, and over-bearing.