Read and write

Why read?

* For information

* To connect with the world

* To exchange information and learn about the general culture and culture of the community.

* To follow instructions or build scripts.

* To solve problems.

* To learn about rules, regulations and laws of the society that surrounds the student.

In this class we read a text by marking each 20, 10, 5, words.

When every 20 words were marked read not mentioned the word and text not is realized the idea of this, inferia but not be included; and the difficulties grew when increased the number of words that are omitian. Here it shows the difficulty that usually have children when they learn to read and ignored words in the text.

Topics which may be more interesting to my students.

* Odds.

* Methods of counting: permutations and combinations

* Equations

* Elementary algebra:

-Operations with algebraic expressions.

-Cases of factoring

I hope in this course:

* An effective method to teach how to read and write.

* How to help children with reading problems at secondary levels.

Sites recommended for support in the course:

How to create an unforgettable experience ( …\..\Downloads\CCULI+MS+Leer.docx


* The symbols have no meaning, it is necessary to grasp that each symbol has its own sense.

The b, d, p, q, have different sense.


Developed a dynamic where we made a challenge to count numbers written in caps where they were ordered, usually used to tell time was 5 or 6 seconds.


Then it became so disorderly in a row and with all the messy numbers, and the result was more difficult to count, in the second round with a messy row took 15 and 17 seconds, and in the third round the time was 33 seconds.

This highlights the difficulty of working with problems of dyslexia, because with this difficulty students library a hard battle to build mental schemes.

Read with a partner.

We then develop a reading for secondary activity, where the reading level of everyone in the classroom is classified.

The book to read is: versions and diversions of a circus.

In this activity students are located in pairs, trying that in each pair a student locate out-done and one with reading problems.

Both will read for a minute and they would mark far reach, trying to give the proper intonation and respecting the punctuation of the text.

Then repeat the dynamics but in order to read the most words; then is targeting the amounts of words read in a minute and will program in bars to analyze the results between the two students. Then it repeats the dynamics, until it achieves a significant improvement of reading level.

    Image  Image

The books are dosified according to the student’s reading level. And to ensure that these are general interest, according to the tastes of young people.

















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