Guía didáctica para fortalecer el proceso de enseñanza y aprendizaje de la lectoescritura en tercer año de EGB

Abstract

The purpose of this methodological proposal is to contribute to strengthening the learning of reading and writing, with the guidance of the teacher as a guide and mediator in the teaching and learning process. The idea of creating a teaching guide was born during the teaching practice, which was carried out in an educational institution in the city of Quito, where it was evident that the majority of students did not have mastery of the basic skills of reading. and writing, essential both in the school and social context. Likewise, before establishing the activities, an exhaustive literature review and review of different authors was carried out, establishing definitions of both writing and reading, the relationship of literacy with the National Curriculum and the development of third-year EGB students. For the development of the guide, the skills with performance criteria, raised in the National Education Curriculum, for the area of Language and Literature, were taken into account, and thinking about the difficulties that the students presented, six activities were developed, which They are divided into three parts: reading, writing and literacy. Each activity was designed in a micro-curricular planning format, according to the following: learning objectives to be achieved, contents to be strengthened, activities presented in accordance with the methodological process, details of teaching resources and materials to be used and evaluation rubric. Each activity was named with a striking title that provokes its development. At the end, methodological suggestions are made for each application.