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Prof. Gabriela Czékus Frase sustantiva- Compuestos
1. Explore los elementos paratextuales que acompañan al texto, para obtener información
Velcro is every six year old’s best friend. Learning to tie shoes, which used to be a rite of passage for the
average first grader, can now easily be put off until a child reaches the double digit ages.
But grit your teeth, procrastinating parents, because eventually your child will have to learn how to tie shoes.
This is rarely an easy feat to accomplish, but if your child has motor planning and/or fine motor difficulties,
the shoe-tying challenge can feel insurmountable.
Broken down step-by-step, shoe tying begins to look like the perfect storm of fine motor challenges. Shoe
tying has it all – the need to perform several very difficult fine motor maneuvers that include bilateral
coordination, finger isolation, combining force with movement with material that is not static, and motor
planning a long sequence of steps.
UNLaR Inglés Lic. y Prof. en Ciencias de la Educación
Prof. Gabriela Czékus Frase sustantiva- Compuestos
Tema
Habilidades a poner
en práctica
Estrategias
2. Lea el texto en forma global, para luego, elegir la opción que mejor responda a la
pregunta “a”. Recuerde marca todas las palabras que usted ya conoce.
Niños que no pueden coordinar los movimientos para atarse los cordones de las
zapatillas.
Niños que ayudan a otros a aprender a atarse los cordones de las zapatillas
La alternativa de usar velcro en vez de cordones en niños con dificultades
motrices
Las tres anteriores
3. Lea el texto en forma detallada, para decidir si los siguientes enunciados son verdaderos
o falsos. En caso de ser falsos, corríjalos en español.
But grit your teeth, procrastinating parents, because eventually your child will have to learn how to tie shoes.
This is rarely an easy feat to accomplish, but if your child has motor planning and/or fine motor difficulties,
the shoe-tying challenge can feel insurmountable.
Broken down step-by-step, shoe tying begins to look like the perfect storm of fine motor challenges. Shoe
tying has it all – the need to perform several very difficult fine motor maneuvers that include bilateral
coordination, finger isolation, combining force with movement with material that is not static, and motor
planning a long sequence of steps.
UNLaR Inglés Lic. y Prof. en Ciencias de la Educación
Prof. Gabriela Czékus Frase sustantiva- Compuestos
But there are some tricks to try to make shoe tying a bit easier. A few suggestions:
1) The ‘bunny ear’ technique is often considered easier for young children to learn than the traditional loop
technique. The bunny ear technique consists of essentially the same step performed twice – cross the strings
over each other for the first knot, then cross the strings over each other again with loops at the end. There are
some nice videos demonstrating the bunny ear technique on YouTube – some have rhythms to sing when
teaching the technique, which could be very helpful for children struggling with motor planning. An example
of one video is: http://www.youtube.com/watch?v=SGvKMdKPORI
2) When it comes to shoe tying, bigger is often better. Try to use the biggest shoe laces you can find.
3) Teach shoe tying with the shoe off – this way the child does not have to worry about positioning the foot
while learning to tie. Best to place the shoe on a child sized table – just make sure the shoe is oriented in the
same manner as it would be on the foot.
4) There is a nice technique called backward chaining that is often helpful when it comes to shoe tying.
This involves teaching the last step first – for shoe tying you would first teach how to pull a bow tight. Once
the child masters this step you work your way backwards through the steps of shoe tying, until all the steps
have been introduced. Backward chaining can be more rewarding for children, as they always end with the
finished project.
5) Use two laces of different colors in order to help visualize where each lace is during the learning
process.
6) Practice with pipe cleaners or other materials that is sturdier than standard shoelaces.
UNLaR Inglés Lic. y Prof. en Ciencias de la Educación
Prof. Gabriela Czékus Frase sustantiva- Compuestos
7) Prepare your child mentally for the task: explain to them that this is a challenging activity and that they
will not learn how to tie shoe laces during the first few tries. Practice 1-3 times several times a week in order
to lower frustration and improve success.
Hope this helps! Best of luck to all families facing the shoe tying challenge!
Enunciados V F
Inner courtyard
m1 s
day lighting
m1 s
En español, las frases anteriores se expresan según la secuencia s + m1, es decir, los
modificadores se mencionan, en general, a continuación del núcleo.
UNLaR Inglés Lic. y Prof. en Ciencias de la Educación
Prof. Gabriela Czékus Frase sustantiva- Compuestos
a. ………………………………………………………………
b. ………………………………………………………………
c. ………………………………………………………………
d. ………………………………………………………………
e. ………………………………………………………………
Un compuesto puede definirse como una unidad léxica compuesta por dos o más
elementos, cada uno de los cuales puede funcionar como un lexema independiente de
otro/s en otros contextos (Ó Séaghdha, 2008).
7. Observe la siguiente frase extraída del texto. Preste atención a la unidad léxica resaltada:
UNLaR Inglés Lic. y Prof. en Ciencias de la Educación
Prof. Gabriela Czékus Frase sustantiva- Compuestos
a long sequence of steps
Actividades de Comprensión
A modo de cierre, vuelva a leer el texto completo y responda las siguientes preguntas:
a. ¿A qué edad suelen aprender los niños a atarse los cordones?
b. ¿Qué desafío implica aprender a hacerlo?
c. ¿En qué consiste la técnica descripta? Explique detalladamente.
d. ¿Hay otras maneras de enseñar? ¿Cuáles son las propuestas del autor?
e. Es conveniente usar cordones de distintos colores, ¿por qué?
f. ¿Qué se aconseja para no frustrar al niño/a?
http://handskillsforchildren.com/blog/?Itemid=38