YAZAN_PORTFOLIO_GRAMMAR II by MISHELYAZAN

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) Teacher’s name: Edgar Guadia Encalada Trujillo

AMBATO-ECUADOR 2019

aaa aa

Contenido Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Misión ......................................................................................................................................... 4 Visión .......................................................................................................................................... 4 Sílabo .......................................................................................................................................... 5 Programa Analítico ..................................................................................................................... 5 Perfil de Egreso ........................................................................................................................... 6 1.

Trabajo Colaborativo........................................................................................................... 7

Trabajo Práctico ................................................................................................................ 21

Trabajo Autónomo ............................................................................................................ 32

Componente Teórico ........................................................................................................ 38

Proyecto Integrador de Saberes (PIS) ............................................................................... 44

Prácticas Preprofesionales ................................................................................................ 45

Reflexión ........................................................................................................................... 46

Aaaaa

MISHEL YAZÁN

Universidad Técnica de Ambato Misión Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.

Visión La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.

Aaaaa

MISHEL YAZÁN

Facultad de Ciencias Humanas y de la Educación Misión “Formar profesionales íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.”.

Visión “La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.”

Sílabo https://humanaseducaciononline.uta.edu.ec/pluginfile.php/205566/mod_resource/content/ 1/Silabo%20GRAMMAR%20II.pdf

Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/205567/mod_resource/conte nt/1/PlanAlitico%20GRAMMAR%20II.pdf

Perfil de Egreso EXIT PROFILE Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y desarrollado las siguientes competencias, capacidades, habilidades, destrezas y desempeños como resultados de su formación profesional:

1. Usa el idioma inglés a un nivel B2 del Common European Framework. 2. Maneja competentemente los métodos y estrategias metodológicas para la enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test (TKT) 3. Diseña programas o cursos específicos y sus respectivos materiales didácticos. 4. Elabora materiales didácticos mediante la utilización de NTIC´s. 5. Transforma el contexto educativo a través de la práctica de valores. 6. Genera escenarios de aprendizaje significativos dando lugar a la investigación participativa, el aprendizaje basado en problemas y el trabajo en equipo. 7. Maneja leyes y reglamentos de Educación Ecuatoriana. 8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio desempeño docente. 9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así, Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza del inglés y Test of English as a Foreign Language (TOEFL) para la competencia comunicativa.

1. Trabajo Colaborativo

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) FIRST PARTIAL Seventh Semester

TOPIC: ELEMENT 1-ELEMENT 2

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

8 ELEMENT 1 FLUENCY VS ACCURACY AND COMMUNICATIVE COMPETENCE WORKSHOP Name: Aracely Mishel Yazán Guamá

Date:April 8,2019

READ THE CONCEPTS AND CHOOSE THE BEST OPTION A,B,C or D TO ANSWER THE QUESTIONS: Fluency The sum of reading rate and accuracy. Fluency is prosodic reading and is directly proportional to comprehension Prosody The appropriate inflection or expression with which a student reads. Prosody is directly proportional to comprehension. Connected Text Text read by an emerging reader as they learn to put words together in a more fluid fashion (as opposed to reading words as if they were simply a list). Formal Assessments of Reading Fluency It is appropriate to begin halfway into the first grade. Fluency Level 1 Reads primarily word-by-word. Occasional two-word or three-word phrases may occur, but these are infrequent and/or they do not preserve meaningful syntax. Fluency Level 2 Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage. Fluency Level 3 Reads primarily in three- or four-word phrase groups. Some smaller groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present. Fluency Level 4 Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author's syntax is consistent. Some or most of the story is read with expressive interpretation. What are the key indicators of reading fluency? (Monitored Oral Reading with the teacher and repeated reading activities will build all three components of fluency: accuracy, rate and prosody) • Accuracy • Rate • Prosody Accuracy: Fluent readers pronounce words correctly when reading orally Rate (Appropriate Reading Rate) • Fluent readers read a text at an appropriate rate of speed, neither too fast nor too slow

9 • The two components are the ability to quickly decode words and the second is to speedily read phrases and sentences Prosody (Appropriate Expression) It means to read with appropriate "expression," and includes emphasis of certain words, variation in pitch, and pausing. Intonation Reading with expression also involves change your pitch, which means whether or not you say a word at a low tone or a high tone What is the role of fluency in all stages of reading development? The goal is automaticity-swift and accurate reading Automaticity theory States that reading requires the reader to perform two main tasks: to decode words and understand the meaning of the text. If readers are not fluent, then they get bogged down on the decoding task and are then unable to focus on getting the meaning of the text. What factors can disrupt fluency? • Weak word analysis skills, which leads to stopping frequently to decode unrecognized or unfamiliar words • Lack of familiarity with content vocabulary • Lack of background knowledge of the topics covered in the text • Lack of familiarity with more complicated sentences What instructional strategies will improve all components of fluency: accuracy, rate, and prosody? • Fluency can be improved when the teacher works one-to-one with a student or with a small group of students • There are three components of effective fluency lessons: o Teacher models by reading a text aloud, modeling appropriate accuracy, rate, and expression o Student practices reading text aloud after listening to the teacher read aloud o Teacher feedback • Repeated reading of the same text improves reading fluency o Student Alone o Timed o Tape-Assisted Reading o Paired Reading with a partner What are specific strategies for building accuracy? • Poor accuracy requires additional instruction in word identification skills - teachers should focus on building automatic word recognition • For poor accuracy in primary grades, explicit instruction in phonemic awareness, phonics, and sight words is needed • In older grade levels, explicit instruction in structural analysis, syllabic analysis, and orthographic knowledge

10 

Communicative Competence

The knowledge and implicit awareness that speakers of a language possess and utilize to communicate effectively. Speaker's skilled navigation of both linguistic and pragmatic elements of language. Communication Processes: Formulation, Transmission, Reception, Comprehension QUESTIONS 

are acquiring basic phonics skills and highfrequency sight words.

Pregunta 1 To read accurately, at an appropriate rate, and with appropriate expression means: a) b) c) d)



Fluency Automaticity Intonation Analysis

Pregunta 2 To read with appropriate "expression" which includes emphasizing certain words, using variation in pitch (intonation), and pausing after punctuation is: a) b) c) d)



a) TRUE b) FALSE



Fluency instruction should be introduced in all of the following ways except:

rate prosody fluency comprehension

a) at all stages of reading development b) at all levels when there is simultaneous fluency instruction with phrases, sentences, and paragraphs c) with all children through both monitored oral reading with their teachers and repeated reading activities d) only when there is a student who is struggling with reading

Pregunta 3 All of the following are components of "monitored oral reading with the teacher" that will help improve a student's fluency except: a) b) c) d)



teacher modeling student practice teacher feedback frequent interruptions



Pregunta 4 An instructional strategy that will improve all components of fluency is repeated readings.

a) FALSE-there is no guarantee that the reader is reading fluently while reading silently. The child might be repeatedly practicing innaccurate, slow, nonexpressive reading. b) TRUE-Any opportunity given to read will increase fluency.

Pregunta 5 All of the following are key indicators of reading fluency except: a) b) c) d)



decoding prosody rate accuracy

Pregunta 6: Frequent use of decodable text is important to build fluency in young readers who

Pregunta 8 True or False: Independent silent reading is an important strategy for increasing fluency.

a) FALSE b) TRUE 

Pregunta 7



Pregunta 9 All of the following are specific strategies for building ACCURACY except: a) providing systematic, explicit instruction in structural analysis, syllabic analysis, and orthographic knowledge for older readers

11 b) providing systematic, explicit instruction in phonemic awareness, phonics, and sight words for younger readers c) silent reading d) additional instruction in word identification skills for all readers 

d) accuracy 

Effective fluency instruction involves frequent oral reading experiences and appropriate guidance from the teacher. a) TRUE b) FALSE

Pregunta 10 The following show how to make independent silent reading more effective in supporting fluency development.



a) Providing books at appropriate levels b) Holding students accountable for comprehension c) Both of the above choices d) None of the above



Pregunta 15

Pregunta 16 A fluency standard in Kindergarten is: a) read aloud with fluency in a manner that sounds like natural speech b) read aloud fluently and accurately and with appropriate intonation and expression c) read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression d) there is no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and high-frequency words

Pregunta 11 A theory to decode words and understand the meaning of the text is called... a) b) c) d)



Rate prosody automaticity fluency



When fluent readers quickly decode words and read phrases and sentences in a speedy manner, typically within 1 minute to assess their words per minute (WPM) is...

Pregunta 12 True or False: Fluency can only be assessed through oral reading.

a) b) c) d)

a) True b) False 

Pregunta 13



All of the following are characteristics that are found in both fluent and non-fluent readers except: a) some self corrections b) sounds like talking c) some miscues d) high word recognition 

intonnation accuracy rate speed Reading

Pregunta 18 A fluency standard in 1st grade is: a) no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and highfrequency words b) read aloud with fluency in a manner that sounds like natural speech c) read aloud fluently and accurately and with appropriate intonation and expression d) read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression

Pregunta 14 When a teacher notes any miscues in a student read passage, the fluent reader can pronounce words correctly aiming for 95%... a) fluency b) comepetency c) prosody

Pregunta 17



Pregunta 19

12 Systematic, explicit instruction in fluency is the key to helping students become the best readers and should be instructed with great care, offering frequent feedback after oral reading whenever possible.

a) decodable texts use many single-syllable words with regular letter-sound correspondences and only a few, irregular high-frequency words b) eventually decodable texts must give way to more texts with expanded vocabularies c) for students to transition to more difficult texts, they must acquire a complete knowledge of high-frequency words d) frequent use of decodable text is not important in building fluency in young readers

a) FALSE b) TRUE 

Pregunta 20 A fluency standard in 3rd-6th grade is to: a) no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and highfrequency words b) read aloud with fluency in a manner that sounds like natural speech c) read aloud fluently and accurately and with appropriate intonation and expression d) read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression



Pregunta 23 A fluency standard in second grade is: a) read aloud with fluency in a manner that sounds like natural speech b) read aloud fluently and accurately and with appropriate intonation and expression c) no fluency standard beyond the ability to recognize and name the letters, blend sounds, and read one-syllable and highfrequency words d) read aloud narrative and expository text fluently and with appropriate pacing, intonation, and expression



Pregunta 24 For students to transition to more difficult texts, they must...



a) expand their knowledge of contentrelated sight words b) master advanced letter-sound correspondences c) develop solid structural analysis and syllabic analysis skills d) All of the above

Pregunta 21 The best way to assess fluency is to measure the rate, accuracy, and prosody of the child's reading using a running record. Furthermore, assessment should include: a) standards-based analysis and interpretation of assessment results; going further to determine why children are below expectations b) Formal entry-level and summative purposes, as well as less formal progressmonitoring c) individuals or small groups of students to be an effective way in helping all children become fluent d) All of the above



In order to meet the needs of advanced learners, teachers should do all of the following except: a) increase the pace or complexity of instruction b) teacher reads a passage aloud, then students read it aloud with the teacher c) blend 2 interventions by challenging advanced learners to build on their current skills and become fluent with more complex texts d) build on and extend current knowledge and skills

Pregunta 22 The role of decodable text plays an important part in fluent reading for all of the following reasons except:

Pregunta 25



Pregunta 26 In order to meet the needs of English learners

13 and speakers of nonstandard English, teachers should do all of the following except: a) increase the pace or complexity of instruction b) use the intervention method of echo reading/imitative reading c) use modeling and phrase-cued reading as essential interventions d) teach English learners to learn the tonal patterns and rhythms of English as well as the meaning of English punctuation 

Pregunta 27 For students to transition from decodable texts to more difficult texts, they must not only acquire a complete knowledge of high-frequency words, but also... a) expand their knowledge of contentrelated sight words b) master advanced letter-sound correspondences



develop solid structural analysis and syllabic analysis skills d) All of the above 

Pregunta 28 Instructional strategies for struggling readers and students with learning disabilities include all of the following except: a) If a student has poor word identification skills they need to silent read. b) After assessing the student in specific skills such as phonics, syllable, sight words, and structure, identify which sight words the student cannot swiftly identify and focus on them. c) Making sure the text is at their independent reading level and have them practice oral reading with a strong reader. d) Reteaching additional word identification instruction to find out where they are lacking

Pregunta 29 Phrase-cued reading is all of the following except: a) a lesson that uses a text that has been specifically marked by the teacher b) to help the students recognize phrases in sentences and read them appropriately c) to get students to move beyond word-by-word reading and to recognize phrases in sentences and read them appropriately d) not a good strategy for building prosody



Pregunta 30: Instructional strategies used for Repeat Reading, which will build all three components of fluency (accuracy, rate and prosody) include... a) Tape-assisted reading at the student’s independent reading level at a moderate rate, not to slow. The first time the student listens and points to each word. Then the student practices rereading it aloud at the same rate as the taped reader. Eventually, they should be able to read the text fluently without assistance. b) Paired reading with strong/weak levels together reading a text 3 times. First, the stronger student reads aloud and models fluency. Then the weaker student reads aloud, along with the stronger student. Finally, the weaker student reads aloud alone as, the stronger student helps correct errors. If students read at the same level, they'll take turns throughout the passage or read aloud at the same time. c) Introducing fluency in stages. 1. Swift identification of letters, single-syllable words with regular letter-sound correspondence and sight words. 2. Swift accurate reading of multisyllabic words. At all levels there are fluency instructions with phrase, sentence, and paragraph. d) All of the Above

ELEMENT 2

Aaaaa

MISHEL YAZÁN

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) SECOND PARTIAL Seventh Semester

TOPIC: ELEMENT 3

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

Aaaaa

MISHEL YAZÁN

Trabajo Práctico

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) FIRST PARTIAL Seventh Semester

TOPIC: SAMPLE LESSON UNIT 6

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) SECOND PARTIAL Seventh Semester

TOPIC: ELEMENT 4-ELEMENT 5

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

ELEMENT 5

RUBRIC

3. Trabajo Autónomo

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) FIRST PARTIAL Seventh Semester

TOPIC: WORKSHOP FIRST TERM

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) SECOND PARTIAL Seventh Semester

TOPIC: WORKSHOP SECOND TERM

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

4. Componente Teórico

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) FIRST PARTIAL Seventh Semester

TOPIC: QUIZ FIRST TERM

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

Aaaaa

MISHEL YAZÁN

Aaaaa

MISHEL YAZÁN

Aaaaa

MISHEL YAZÁN

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

GRAMMAR II (ENSEÑANZA DE ESTRATEGIAS) SECOND PARTIAL Seventh Semester

TOPIC: QUIZ SECOND TERM

Student’s name: MISHEL YAZÁN Professor´s name: EDGAR GUADIA ENCALADA TRUJILLO AMBATO – ECUADOR March-August 2019

Aaaaa

MISHEL YAZÁN

6. Proyecto Integrador de Saberes (PIS)

7. Prรกcticas Preprofesionales

8. Reflexión Taking Grammar II as one of the courses of this semester of the Carrera de Idiomas has been such an enriching experience. For this reason, I would like to explain how this subject has contributed to achieve some of the competencies mentioned in the exit profile and how it has reinforced the UTA’s Educational Model. The Grammar II subject has contributed to achieve the objectives and competencies established in the exit profile in many ways. This subject has given students the opportunity to use and improve my proficiency level in the English language. Mainly, in this subject I could improve my speaking skills through oral presentations. In addition, this subject has taught me how to use methodological strategies for teaching the English language. Then, it has generated meaningful learning scenarios to reinforce research. Thus, students had the opportunity to solve problems through teamwork but also individually. Last but not least, this subject has made students aware that for being a teacher knowledge is as important as values and principles to deal with real situations that we would have to face in our professional field. As a second important point, it is relevant to explain the relation regarding the Psycholinguistics subject and the UTA’s Educational Model. First, UTA’s Educational Model is based on a social constructivist focus. For this reason, this subject has given lots of opportunities to grow as social human beings. Collaborative work was one of the things students do day by day. In addition, UTA’s Educational model proposes to develop connectivity. Due to this, many activities were assigned to use technological tools such as platforms and tools to present topics like Power point. To sum up, the Grammar II subject goes together with the exit profile but also with the UTA’s educational model whose mission is to train competent and professional leaders.