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UNIVERSIDAD NACIONAL AUTÓNOMA DE HONDURAS
FACULTAD DE HUMANIDADES Y ARTES
CARRERA DE LENGUAS EXTRANJERAS

PORTAFOLIO

Teacher’s name : Rosa Oneyda Palacios Gamez

Student’s name : Nancy Carolina Godoy Ramos
Account number :20121016990

Student's name :Julio Odair Munguía Durón

Class name :Seminario de Lectura

Comayagüela M.D.C, Tegucigalpa, Honduras
Monday ,March 27, 2020

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the next work are summaries and  personal reflections about the  reading in which include  the next topics, creating passionate readers through independent reading, effective practices for developing reading comprehension, key issues in L2 development,new ways in teaching reading ,share reading, students metacognitive awareness of reading strategies, teaching reading in second language ,ten proven principles teaching reading,the  impact of computer use on literacy in reading,and using books to foster resilience.
Many these topics are focused in teaching to the teachers  variety of reading, strategies
to put in practices into classroom to achieve improve their  comprehension ,vocabulary , memorization, writing skills,and the most important achieve that the students have the habit of reading.

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My name is Nancy Carolina Godoy Ramos , I was born in Tegucigalpa ,Honduras ,I have  4 siblings,my mother’s name is  Dominga Ramos and my father’s name  is José Augusto Godoy Lanza ,I was born into a family very united and with many values
My first name Nancy  was  a  decision  of my father because he was a great fan of  Nancy Reagan , who was American actress ;wife of Ronald Reagan ,40 th president of the United States,and therefore first lady,my father thought that Nancy Reagan was one of the smartest women in the United States.
I started to study at school,I graduated from kindergarden named Sants Patrick then I beginning Elementary school named Centroamericana,years more late I graduated senior high school  called Central Vicente Cáceres ,in this moment  I am studing foreign Languages  in Universidad Nacional Autónoma de Honduras.
My hobbies are play with my dogs,travel, really I love know differents places but I like me  go  with my friends ,also I like surface,design clothes,watch movies  I always try to be glad and I think that being  and thought positively help me to become in a better person in this life.

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Julio Odair Munguía Durón

I was born in the city of Tegucigalpa, Honduras in the year of 1992, I attended my first education at the Juan Ramón Molina school, I attended secondary school at two institutes: the Carlos Roberto Flores Institute and the Liceo José Martí. I am currently an intern in the Foreign Languages career at the National Autonomous University of Honduras (UNAH). I'm not married yet and I have no children.

In 1993 my father migrated to the United States to seek new opportunities. My mother dedicated herself to work and be a housewife at the same time, I have two brothers and all are originally from the city of Tegucigalpa.

In my activity as a professional I strive every day to be a better person in order to carry out my university career, with the sole objective of being able to graduate and be a professional. I also dedicate myself to working part time which allows me to carry out my studies.

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CREATING PASSIONATE READERS THROUGH INDEPENDENT READING

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CREATING PASSIONATE READERS THROUGH INDEPENDENT READING

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This article explain instruction about build Strategies student independent reading time into classroom ,  how increase  students interest reading and the benefits of independent reading

Strategies to increase student engagement
Promote book tasting or speed dating,Organize a display of new book arrival and reader, Leave a note with some tantalizing highlights inside the book for the next reader.

Increase  students interest reading
Read about things that interest students will become a habit, as long as they are interested in what you are reading.
Read material that is at their  level. Soon they will be able to take on more difficult content.
Let their  imagination get involved. Good readers get engrossed in their reading

The benefits of independent reading
Independence reading also enlarge vocabulary and background knowledge. Wide reading can help Students learn the meaning  of thousands of new words each year while also building schema.

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PERSONAL REFLECTION ABOUT CREATING PASSIONATE READERS THROUGH INDEPENDENT READING 

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PERSONAL REFLECTION ABOUT CREATING PASSIONATE READERS THROUGH INDEPENDENT READING 

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The article Creating passionate reader through independent reading from Forum Magazine is very interesting because provide a lot of advice as future teachers as we will go  fuel  to our students  to read. is very difficult  inspire the students at learning to read , this is  a true challenges for all the teachers create the reading habits in every student.

Allow them choice that kind of book they want to read boost or foster the interest in the reading, because  read a book as a duty ,this cause  negative objetives  since this produced strees and unteresting.

Promote book tastings  and share their voices are great ideas since in the first case if a book is boring or not is interesting for the reader can leave it and search other book  until the reader find an apropiate book then maybe they  become the reading in their passion. the second case,share the differents opinions about differents kinds of books boots confidence and learn new vocabulary.

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EFFECTIVE PRACTICES FOR DEVELOPING READING COMPREHENSION

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EFFECTIVE PRACTICES FOR DEVELOPING READING COMPREHENSION

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The Strategies and techniques for reading comprehension  help  to teach to understand a text and What kind of reading strategies do we must apply when reading a text. All these strategies and techniques are used constantly for  good readers,use these strategies help to improve student’s comprehension of text.

1) Prediction/prior knowledge:At its core is making predictions and then reading see how they turned out ,but it also entails activities that come with different labels such activating prior knowledge,previewing ,and overviewing

2) Think-aloud : Say what you are thinking while you are performing a reading.

3) Text structure : it’s divided into two parts
a) story structure   to help the students organize their story understanding and recall. Story structure includes categories such  as setting ,problem,goal,action,outcome ,resolution and theme.
b) informational text structure :to help the student learn to use the structural feactures  of informational texts as aides to understanding and recall.

4) Visual representation : is a visual display which helps the readers understand ,organize and remember .examples of visual representation,flowchart,semantic map,graphic summary,and frame.

5) Sumarization:its differentiate important from unimportant ideas,and then synthesize those ideas and create a new coherent text that stands for, by substantive criteria,the original.

6) Question/Questioning :asking students questions about their reading wheather this occurs before, during or after the reading .

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PERSONAL REFLECTION ABOUT EFECTIVE PRACTICES FOR DEVELOPING READIND COMPREHENSION

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PERSONAL REFLECTION ABOUT EFECTIVE PRACTICES FOR DEVELOPING READIND COMPREHENSION

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This article has a lot of important strategies that facilitate effective understanding and allow to students develop the ability to extract information and reflect on any text ,this strategies can used for children and adults. To put in practice all these strategies is necesario that the content of the books be  accord with the age and knowledged of readers. Also strategies are organized in three phases;pre-reading,reading,and post-reading.
All this strategies  are oriented to Semantic processes for which the main objectives  are extract the meaning and ideas from the text,activate previous knowledge ,make prediction about the data that was extract from the text  and stay motivate.

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This article is about  planning in teaching reading that provide a structure for essential new way in teaching reading, which include, levels,aims,class time ,preparation time ,resources  caveats,procedures, advices ,activities ,and  examples.

The main objectives about new ways in teaching reading are,increase phonological awareness,facilitate reading comprehension using the visual elements of grafic novels ,communicate through written dialogue,learn about character traits,make connection between reading in school and reading in the outside world,expand knowledge of high frequency home vocabulary and positional vocabulary,develop phonemic awareness trought phonetic spelling,encourage reading by allowing students to create and read them ,practice reading out loud in an enjoyble manner and motivate to read in class, learn to analyze characters,describe characters and categorize words and phrases,identify main ideas from a text and productively use target vocabulary.

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PERSSONAL REFLECTION ABOUT NEW WAYS IN TEACHING READING 

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PERSSONAL REFLECTION ABOUT NEW WAYS IN TEACHING READING 

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New ways in teaching reading  is a great article which the teachers can use  creatives activites  in classroom to help students  to improve reading fluency and understanding  in kids and adults,  this activities are organized step by step first step is word-sound awareness t, word recognition and spelling ,vocabulary ,grammar,  listening and reading comprehension ,writen is the last step
Put in practice these new ways in teaching reading,give the teachers a concrete direction about what are the main aims, and also change the way teach into classroom making it  more dynamic and fun.

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This article describe the research foundation for L2 reading comprehension and note implications for reading instruction and simple array of instructional practices that can be integrated into an innovative and effective framework for teaching L2 reading.

Research foundation for L2: in some studies has shown that getting students to read extensively over a long period of time consistently improved reading comprehension abilities and that reading extensively significantly influences L2 reading development.

Note implications for reading instruction: the implications from research would be suject to instructional training studies and longitudinal estudies to determine the pontential for turning implications into effective applications in the classroom.reading comprehension instruction helping students find the main idea and be able to say what a text is about.

A simple array of instrutional practices:  these instrutional practices can contribute to the development of reading abilities examples f instrutional practices ,curriculum development principles ,promoting word recognition skills,building a large recognition vocabulary,practicing comprehension skills,building awareness of discourse structure,promoting strategic reading ,practicing reading fluency and promoting motivacion for reading.

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PERSONAL REFLECTION ABOUT KEY ISSUES IN L2 READING

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PERSONAL REFLECTION ABOUT KEY ISSUES IN L2 READING

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In this article there are three important points , instructional strategies, teachers  and students  ,the instructional strategies are common to all languages but  the most important about that is  the  way conscious application. The role to play the teacher in student motivation for reading because all the students need someone to inspire and influence them. And  the students must do extensive practice and put in practice all these strategies with the objective to improve our L2 reading fluency and L2 reading comprehension
this article there are alot  of differences between L2 and L1 where can observe that reasons that most affect L2 reading developing are the lack of the knowledge of vocabularies, and  lack to capability to extract and synthesize information from differents types of reading ,but in the same time the two languages have much relation between reading comprehension L1 and L2

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Share reading is an instructional strategy  for teacher grades K-3. To implement this strategy  is necessary that the students observe an expert reading the text with fluency and expression,who must read loud and emphasizing emotional tone to get the attention of novice  readers ,also is necessary  a big book since the text must be large enought for all students to see clearly . This strategy help to beginning readers to be more confidence ,activate the imagination.

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Share reading is a great strategy  for teach to children .with all these activities  we can achieve that the children  enjoy and  like reading  ,using a variety of print material for example, big book,wall charts/stories,chants’poetry ,songs,and classroom news. the  main purpose of this kind of reading is to teach aspects such as group interaction and participation.

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STUDENT METACOGNITIVE AWARENESS OF READING STRATEGIES

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STUDENT METACOGNITIVE AWARENESS OF READING STRATEGIES

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Metacognitive knowledge refers to the general assumptions that students hold about themselves as learners, about factors influencing language learning and about the nature of language learning and teaching. Only recently has metacognitive knowledge begun to receive attention in second language research, successful learners develop insightful beliefs about language learning processes, their own abilities and the use of effective strategies that may compensate for possible weaknesses, students tend to develop a more active, and thus, autonomous attitude that allows them to take charge of their learning whatever the situation may be.

Carrell's (1989a) study focuses the metacognitive awareness of second language readers about reading strategies in both their first and second language, and investigates the relationship between their metacognitive awareness and their comprehension in both first and second language reading, Global strategies have to do with use of background knowledge, reading for the text gist and use of textual organization, whereas local strategies are those relating to sound-letter, word-meaning and sentence syntax, Carrell's study this preference varied according to whether the subjects were reading in a first or in a second language. For reading in the first language, readers tended to prefer global strategies and local reading strategies tended to be negatively correlated with reading performance.

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 PERSONAL REFLECTION ABOUT STUDENT METACOGNITIVE AWARENESS OF READING STRATEGIES

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 PERSONAL REFLECTION ABOUT STUDENT METACOGNITIVE AWARENESS OF READING STRATEGIES

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Metacognitive reading strategy awareness plays an important role in reading comprehension and educational process, Despite the importance of meta-cognitivism in teaching, it has long been ignored, the lack of skill of this reading strategy therefore many people feel disgusted by a good reading comprehension. Many students wanting to learn a second language do not have a reading comprehension due to the lack of metacognitive strategies, this skill focuses on learning and teaching when acquiring a second language. In itself, metacognitivism focuses on improving the

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Effective reading is essential for success in acquiring a second language.  After all, reading is the basis of instruction in all aspects of language learning: using textbooks for language courses, writing, revising, developing vocabulary, acquiring grammar, editing, and using computer-assisted language learning programs.  Reading instruction, therefore, is an essential component of every second-language curriculum.  Understanding some important facts about reading, literacy, and teaching methods is essential for providing effective instruction in reading. What is reading? Reading is a conscious and unconscious thinking process.  The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended, when the reader focuses primarily on what he or she already knows, this is called a concept-driven or “top-down” mode, what is literacy? Literacy is a set of attitudes and beliefs about the ways of using spoken and written language that are acquired in the course of a person’s socialization into a specific cultural context, teachers cannot assume that students who are good readers in their native language can simply apply successfully the same skills to reading in English.

Teaching Reading: Applying Theory and Research to Practice reading instruction needs to be based on training ESL and EFL students in new ways of talking and thinking about texts.  In teaching reading, instructors need to take into account the following conclusions and recommendations of educational researchers. When students read, they need to do: -Talk about their reading, and explain how they make sense of a text - Break the habit of reading every word by reading faster - Master the basic 2,000 words that constitute approximately 80 percent of texts in English. Extensive reading: Extensive reading is a highly individualized approach to reading improvement.  Students select their own books and read at their own pace, Day and Bamford (1998) have documented the benefits of extensive reading, which include: -Development of a positive attitude toward reading in a second language, Motivation to read more, Increased reading fluency, Gains in vocabulary and grammar knowledge, Improvement in writing in the second language.

Reading skills reading skills are the cognitive processes that a reader uses in making sense of a text. Reading skills: 1. Automatic decoding.  Being able to recognize a word at a glance. 2. Previewing and predicting.  Giving the text a quick once-over to be able to guess what is to come. 3.  Specifying purpose.  Knowing why a text is being read. 4.  Identifying genre.  Knowing the nature of the text in order to predict the form and content. 5. Questioning.  Asking questions in an inner dialog with the author. 6.  Scanning.  Looking through a text very rapidly for specific information. 7.  Recognizing topics.  Finding out what the text is about. An approach to teaching reading skills 1.  Focus on one skill at a time. 2.  Explain the purpose of working on this skill, and convince the students of its importance in reading effectively. 3.  Work on an example of using the skill with the whole class.  Explain your thinking aloud as you do the exercise. Reading Fluency Reading fluency can be defined as reading fast with good comprehension and adjusting the reading rate to suit the purpose for reading. Fluency training should include:

Practice with timed reading passages followed by comprehension questions. Lessons in such skills as scanning and skimming that help students learn how to move their eyes quickly and purposefully over a text. Opportunities for large quantities of extensive reading. Vocabulary development Reading comprehension depends on vocabulary knowledge and vice versa. They can teach students how to: Study and learn words effectively.   Choose new words they want to learn. Use a dictionary.

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PERSONAL REFLECTION ABOUT TEACHING READING  IN A SECOND LANGUAGE.

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PERSONAL REFLECTION ABOUT TEACHING READING  IN A SECOND LANGUAGE.

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One of the best ways for this teaching is the playful methodology since it allows children to adopt a second language more easily, as it is well said at this stage children are easier to stimulate since they are in full development and understand with words are easier, whether through books, stories or learning the alphabet in a more fun way, that makes teaching more fun which helps children become more interested in learning a second language.

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TEN PROVEN PRINCIPAL FOR TEACHING READING.

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TEN PROVEN PRINCIPAL FOR TEACHING READING.

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Children, when reading, construct their own meaning prior knowledge should be looked at in two ways by the teacher when developing lessons: first, as overall prior knowledge, and second, as specific prior knowledge. Overall prior knowledge is expanded continually by a variety of means that include extensive reading and writing, the more students read and write, the more their prior knowledge grows, which, in turn, strengthens their ability to construct meaning as they read. Effective reading instruction can develop engaged readers who are knowledgeable, strategic, 2 motivated, and socially interactive the context of literacy instruction and personal attributes in addition to cognitive development influence children’s reading success in profound ways, therefore, when planning instruction, teachers must make provisions in daily lessons for factors such as students’ motivation to read. Engaged reading develops in literacy classrooms where self-assessment and mutual assessment are as routine as they are in everyday life. Phonemic awareness, a precursor to competency in identifying words, is one of the best predictors of later success in reading phonemic awareness— discerning that spoken language is composed of phonemes—is an important predictor of success in learning to read, Studies of young children show that the most important precursor to success in learning to read is rapid recognition of the letters of the alphabet.

Modeling is an important form of classroom support 4 for literacy learning Teacher modeling, a form of scaffolding, is a way of showing students how to approach a task such as finding the main idea of a story, two types of explicit modeling are talk-alouds and think-alouds. In a talk-aloud activity, the teacher gives students a series of steps they must follow to complete a task and then asks questions to guide students through the task from beginning to end. Storybook reading, done in the context of sharing experiences, ideas, and opinions, is a highly demanding 5 mental activity for children using interactive strategies such as story-based discussions along with storybook reading helps children construct meaning and understand stories that are read to them, Children’s stories, both oral and written, have been the subject of important research on the development of children’s ability to construct coherent text. As children hear stories told and read, they learn the structure as well as the linguistic features of stories or narrative text. Responding to literature helps students to construct their own meaning, which may not always be the same 6 for all readers responding is a natural part of the reading process. When students read a piece of literature, they respond to it by using their prior knowledge to construct meaning, teachers expect students to give commonly accepted responses as well as more personal responses that differ from student to student for any given piece of literature. And within the bounds of commonly accepted responses, there are often a variety of interpretations.

Children who engage in daily discussions about what they read are more likely to become 7 critical readers and learners children who engage in daily discussions about what they read are more likely to become 7 critical readers and learners, using discussion to connect literature and other texts with a variety of experiences and the prior knowledge of the reader maximizes students’ learning, given that they critically discuss topics worth talking about, given the importance of discussion for effective learning, effective teaching involves providing students with ample opportunities to engage in daily discussions with one another. Expert readers have strategies that they use to construct meaning 8 before, during, and after reading as students become proficient readers, they develop a set of plans or strategies for solving problems they encounter in their reading experiences, Inferencing is the process of reaching conclusions based on information within the text and is the cornerstone of constructing meaning, inferencing includes making predictions using prior knowledge combined with information available from text, monitoring is a metacognitive or self-awareness process that expert constructors of meaning use to help themselves overcome problems as they read. Children’s reading and writing abilities develop together a similar, if not the same, level of intellectual activity underlies both reading and writing: interactions between the reader/writer and text lead to new knowledge and interpretations of text, the process of reading and writing not only unfold in similar ways, but they also tend to be used together. This is natural because in everyday life reading and writing frequently occur together, Teachers can be most effective in helping students to become better readers, writers, and thinkers when they weave integrated reading and writing activities into their literacy instruction. The most valuable form of reading assessment reflects our current understanding about the reading process and simulates authentic reading tasks now it is known that the whole act of reading is greater than the sum of its parts (i.e., isolated skills) moreover, these parts are interrelated within a literacy context and do not always develop in a hierarchical way, the role of standardized tests in the literacy program is likely to remain important. Because state and local school districts are likely to continue using norm-referenced, standardized tests to evaluate literacy programs, state tests and the National Assessment of Educational Progress (NAEP) are undergoing substantial changes.

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PERSONAL REFLECTION ABOUT TEN PROVEN PRINCIPAL FOR TEACHING READING.

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PERSONAL REFLECTION ABOUT TEN PROVEN PRINCIPAL FOR TEACHING READING.

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When children read, they create similarities with the things they see so that they become familiar and it is easier for them to acquire new knowledge and acquire a meaning proper to things. People develop new knowledge when they read, which allows them to be more committed and acquire new knowledge, and this also allows them to socialize and have new reading strategies. In the case of phonetics, it helps us to identify sounds that are similar but have different meanings, for example when children learn a second language, phonetics allows them to know how to differentiate sounds.

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THE IMPACT OF COMPUTER USE ON LITERACY READING COMPREHENSION AND VOCABULARY SKILLS 

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THE IMPACT OF COMPUTER USE ON LITERACY READING COMPREHENSION AND VOCABULARY SKILLS 

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Purpose of the Study Purpose of the Study The main focus of the study stemmed from personal observation over years as a classroom teacher in the area of computer studies, A literature review was carried out to investigate perspectives regarding the extent of computer use and the adequacy of literacy skills. There has been considerable disagreement on issues concerning the scale and pace of change that is likely to be associated with increased use of computers at home as well as in the education system. Defining Language and Computer Literacies Computer literacy is more apparent in contemporary society, the acquisition of computer skills is as important as language literacy to parents, students, scholars, educators and industry, the distinction between the two is that computer literacy involves physical use of equipment (peripherals and software applications) and language literacy is a broad term used to indicate the importance and minimum ability of individuals to read and write in a designated language used in everyday life. In current usage, the term [language literacy] implies an interaction between social demands and individual competence.

Language Literacy and the Impact of Computer Literacy Many groups in our society, such as parents and employers, have expressed their concerns about the importance of introducing computer literacy within the education system, argued that by ‘technologizing,’ schools are emphasising computer-pupil interactions that are often characterising as progressive, exploratory and child-centred. However, this may paradoxically distance and isolate the child from adequately developing language literacy in order to fully function in a social setting. Research Methodology the research and data gathering for this study was based on ethnographic research. The word ethnography literally means ‘writing about people.’ In a broad sense, ‘ethnography encompasses any study of a group of people for the purpose of describing their socio-cultural activities and patterns.’ The first technique of data collection involved participant observation and note taking. This was done in the English classes away from computer equipment. During the fieldwork, the students felt comfortable participating in the study with an investigator that they knew rather than a total stranger. The second ethnographic technique was to interview the students (participants), Throughout the study, a triangulation technique was also used to improve the validity of the data collected. A parents’ survey was also conducted to validate further the data provided by the students.

Results of the Study The students’ interviews revealed that 92% of students had access at home to a personal computer, no comparison was made between students who had home access to computers and those who did not, all students had access to school computers and to their friends’ computers when they were not at school, their use of computers has not been counter-productive in areas where basic learning skills should be developing, the parents were asked whether their children’s use of computers was hindering or enhancing their reading comprehension and vocabulary skills. Some teachers are also finding their students are reading less than they used to. The students are more interested in playing games. One particular teacher commented when I take them to the library for a research project, the students’ preference is to use the computers rather than reading books.

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PERSONAL REFLECTION ABOUT THE IMPACT OF COMPUTER USE ON LITERACY READING COMPREHENSION AND VOCABULARY SKILLS.

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PERSONAL REFLECTION ABOUT THE IMPACT OF COMPUTER USE ON LITERACY READING COMPREHENSION AND VOCABULARY SKILLS.

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Computers have come to facilitate learning in most students, before students did their research through books and looked for unknown words in dictionaries, with new technologies teaching was facilitated since now students learn using web tools that allow them to investigate in a faster way, for example they acquire knowledge of a second language through videos, virtual encyclopedias and courses that allow them to stimulate their vocabulary. At the same time, the computer allows the student to prepare for a future where technology will be more advanced and which will be of utmost importance in order to carry out any type of activity.

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In reality, children are much more invincible and able to recover from challenges when caring adults intentionally reduce the risk factors in their environment and provide protective factors to stop problems before they start. Defining resilience Children who most often are able to cope and bounce back after loss and separation seem to have a resilient core and high amounts of self-efficacy or enoughness, using children’s literature, caregivers can help children bounce back by intentionally placing resilience-building experiences and skills in the curriculum that serve as protective factors. Let us explore protective factors that can be fostered through the use of children’s books. Protective factors and children’s literature Children’s literature has long been used to teach concepts. Stories are beneficial because they assist us in bringing attention to the challenges that young children face while providing ways to cope or even overcome them, helping children to become more resilient may be the most important thing that caregivers can do in providing a buffer against emotional hardships. Guide for selecting books to foster resilience Acquiring books to foster resilience is easy, and many that you already have on your bookshelf can be used.
For optimum experience, choose books that have the following attributes: Problem-solving messages Look for books with problems to solve or overcome rather than those that are more for entertainment purposes. Appeal books must appeal to children as a first criterion, or any concepts that you hope to foster may be lost. Which books do children ask for again and again? These may have storylines that can be enhanced to foster resilience. Developmental value chooses books that are age and stage appropriate for children. Children in my care often brought books to the program from home that were for older siblings. Children’s books and resilience activities Although we can’t prevent adversity or unpleasant experiences from happening to children, we can minimize the distress they feel by teaching them a vocabulary of emotions with the use of children’s books, Some books may allude to more than one protective factor, but for simplicity only one factor appears for each book, they are examples of how books can anchor discussions about resilience. Examples of activities that use open-ended, interactive discussions accompany each book. Helping Have the children think of times when they have been stuck or placed in a situation where they could not do something without the help of others.

Coping and patience develop coping skills when children are separated from someone, they love by showing them that even though they are separated, they can still be connected by an invisible string, children can also learn ways to develop or practice patience as they wait for a loved one to return. Problem solving rather than reading the book once and putting it away, use it more than once to as you lead a discussion about all kinds of adversity and how people can join together to work through a difficult time, children overcome fear by thinking of five activities to do without electricity, or by thinking: “How did people long ago get by without electricity”?. Responsibilities and jobs Talk about the responsibilities that we have to and for one another. Are there pets in the classroom? Can children with younger siblings help their parents with tasks as simple as getting the baby’s clean diaper? Feeling needed within a larger group is a big protective factor in children, and our classrooms are a perfect place to foster responsibility. Choices and decision making Don’t Let the Pigeon Drive the Bus by Mo Willems (2003) is a lively story about a bus driver who steps away from his bus and tells the audience (us) not to let the lurking pigeon drive, Open-ended questions to ask include the following: “Why can’t we let the pigeon drive the bus?” “What would happen if we let a bird drive a bus?” “What happens when we don’t follow directions?” accept all answers and discuss good choices and decisions. Structure and rules Discuss the importance of having rules and why we need them. Have the children copy the actions of the dinosaurs and the reactions of their parents, talk about a better way to prepare for bed or any other activity that children may not want to do, rather than “stomping and slamming his tail and pout!” Help them find humor in doing the things that are challenging for us.

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PERSONAL REFLECTION ABOUT USING BOOKS TO FOSTER RESILIENCE

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PERSONAL REFLECTION ABOUT USING BOOKS TO FOSTER RESILIENCE

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Resilience is the capacity that all human beings have to face the problems that are presented to us, children as we well know are very sensitive to this type of problem one of the best ways to prepare children for this type of situation is Through fun activities in which they put more interest in participating and learning, stories with educational messages is a way in which they learn to face any problem, for example stories that leave messages such as making new friends or teaching them to share with others.

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All these articles are spectacular and very useful, as future teachers will help us develop our classes in a more effective and fun way. These articles are approach in teaching and learning to reading,about strategies and advices to engage students in reading and the way we acquire knowledge with the main objective  that the students acquire the habit of reading.

Put in practice these  strategies have many benefits because the  students develop the reading  ,  skills, reading skills include vocabulary acquisition, pre-reading strategies, textual comprehension, organizational skills and response techniques.

Also develop the  reading knowledge gives students something to think about, and  shows that knowledge does much more than just help students hone their thinking skills.

Another important point of these articles is about how computers have come to harm reading since we prefer to spend and waste time on social networks that take time to read a book.

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Creating Passionate Readers Through Independent Reading
http://literacyworldwide.org/statements

Effective Practices for Developing Reading Comprehension.
https://www.researchgate.net/publication/254282574_Effective_Practices_for_Developing_Reading_Comprehension

key issues in L2 Reading Development
http://nus.edu.sg/celc/symposium/

New way in teaching reading
https://sites.tesol.org/ItemDetail?iProductCode=745&Category=NEWWAYS&WebsiteKey=62ea1393-07ea-402b-b723-0e66240ee86b

Shared reading
https://www.readingrockets.org/search?cx=004997827699593338140:nptllrzhp78&cof=FORID:11&ie=UTF-8&as_q=An+Instructional+Strategy+for+Teachers+Grades+K–3&sa.x=19&sa.y=11

L2 students' metacognitive awareness of reading strategies and its relationship to reading comprehension
https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/176

Teaching reading in a second language
http://longmanhomeusa.com/blog/teachingreading-in-a-second-language/

Ten proven principles for teaching reading
http://www.nea.org/assets/docs/HE/mf_10proven.pdf

The Impact of Computer Use on Literacy in Reading Comprehension and Vocabulary Skills.
https://dl.acm.org/doi/10.5555/820060.820078

Using books to foster resilience in
young children
http://www.childcarequarterly.com/mag_index.html