Proposal

Teaching strategies based on multiple intelligences guide to develop reading skills

Handbook to develop sophomore students' reading skills

Author: Milena Guerrero

17

Charades (Virtual practice)

INDEX

18

Pre-reading activities: Discussion

Introduction

While-reading activities: Puzzle reading and Identifying the thesis statement and the topic sentences of an essay

19

Justification

21

Theoretical foundation

Post-reading activities

22

Teaching Strategies based on Multiple Intelligences.

Video answer

English language reading skills

UNIT 3: Your music

23

Objectives

23

Unit objective

Glossary of figures

24

Warm-up: We will rock you

UNIT 1: Hey news!

25

Pre-reading activities: Predicting and Puzzle song

Unit objective

26

While-reading activities: Confirm prediction and T or F

27

Warm-up: Pictionary game (Face-to-face practice)

Post-reading activities: Lyrics recreation and Singing

Garticphone game (Virtual practice)

UNIT 3: Creating our story

29

10

Pre-reading activities:

29

10

Unit objective

Guessing the meaning and previewing

30

12

Warm-up: Brainstorming

While-reading activities: Skimming and Scanning

31

14

Pre-reading activities: Guessing the meaning

Post-reading activities: Summarizing

32

While-reading activities: T or F

UNIT 2: Happy and healthy in the world

15

33

Post-reading activities: Creating a story

15

Unit objective

16

Warm-up: Charades (Face-to-face practice)

Proposal

Teaching strategies based on multiple intelligences guide to develop reading skills

Justification

Introduction

This proposal focuses on providing reading teaching strategies that enhance sophomore reading skills through the adaptation of activities based on students' interests and multiple intelligences. Reading and multiple intelligences are essential elements considered for the development of this handbook because in learning a second language, reading is viewed as the basis for learning it; on the other hand, regard the theory of multiple intelligences within the teaching practice allows considering the different skills and abilities of the students to improve their knowledge. Consequently, the interests and multiple intelligences of the students were taken into account for the design of these strategies; thus, the students will feel comfortable developing reading activities in class while activating their abilities by doing something that they like and that catches their attention. The reading strategies presented in this handbook are structured into four units, each focused on the strong multiple intelligences of high school sophomores: spatial-visual, bodily-kinesthetic, and musical. The last unit was created based on the intelligence that many students have in common: linguistics. Each of these units comprises a pre, during, and post-reading stage. In addition, online and physical material is provided for students to feel comfortable developing the activities in the way they prefer.

This proposal will allow teachers to consider activities that meet the needs of students and that at the same time, fulfill the guidelines stipulated in the curriculum of the Compulsory Education Levels for the second level.  So, it means that this handbook will help both teachers and students. Teachers will have a guide in which they can find a set of thrilling activities to apply in the class to improve their students’ reading skills. On the other hand, students will have the opportunity to participate actively during the reading activities because they will feel identified or motivated to develop them in class.

Theoretical Foundations

Teaching Strategies based on Multiple Intelligences.

Teaching strategies based on multiple intelligences are strategies whose design focuses on the different intelligences of the student with the purpose of activating their abilities during their learning development. The potential of the students in an English class can be used as long as their abilities are taken into account since these will facilitate the learning process. Thus, the application of teaching strategies based on multiple intelligences can be very useful to achieve this objective since they are responsible for creating activities that meet the needs of students and, in the same way, that increase learning results.

English Language Reading Skill

Reading skill involves a complex mental process to decode what the writer wants to convey in writing through different types of reading strategies. In addition, reading is considered a means by which a learner who knows how to handle reading strategies can learn to acquire the language independently. In addition, it has many advantages; it develops people's cognitive processes by stimulating imagination, critical and analytical skills, and memory. Reading is undoubtedly a skill that allows the reader to learn many things, no matter where he is while he is reading. It also allows people to develop their creativity by having the freedom to imagine the possible scenarios presented in the texts on their own since, while they read, they can interpret the words at their own pace.

Objectives

General Objective

Strengthen students' reading skills by using strategies based on multiple intelligences that allow them to understand short simple texts on familiar subjects.

Specific Objectives

• Recognize the structure of short texts such as essays, biographies, and legends using didactic material in order to activate students’ intelligences.
• Demonstrate understanding of a text on a familiar content area subject by developing interactive tasks.

Glossary of figures

In addition to the strong multiple intelligences of high school sophomores, other multiple intelligences are implicit in the activities of each unit that can help improve students' reading skills. Next, the glossary of graphics will allow identifying which intelligence will be developed in each activity.

Linguistic

Bodily/ kinesthetic

Mathematical

Spatial/ Visual

Musical

Intrapersonal

Naturalist

Interpersonal

In order to - So that

Unit 1:

are conjunctions

Hey news!

that we use to talk about

Unit Objective

To enhance the English as a foreign language reading skill by reading straightforward newspaper articles.

strategies

Spatial-Visual reading strategies

Class profile

BGU sophomore students - Level B1.1 CEFR

Contents

Warm-upPre-reading activities: Guessing the meaning and previewingDuring-reading activities: Skimming and Scanning Post-reading activities: Summarizing

Spatial / Visual reading activities

Instructions: - Divide into at least two teams. - Select the first student to draw. - The first student will choose a flashcard. - Each student will have 30 seconds to draw. - The first student must draw to represent the word on the flashcard on the board. - The teammates must then work together to guess what their classmate is drawing. - Finally, the team that guesses the highest number of words wins the game.

Objective: Identify and understand significant points in short newspaper articles on familiar topics. Time: 1 hour Materials: - Flashcards - Markers - Board - Worksheet - Pen or pencil - Newspaper clippings - Pencil and colors Resources: - Computer/ Cellphone - Internet access Warm-up: The teacher will hold a warm-up activity to motivate students in the class and activate their prior knowledge about the topic. In addition, the following activities are designed to activate students' visual skills. Face-to-face practice: - Students will play the Pictionary game. The teacher will download the flashcards that students will use in the game. - Teacher shares the flashcards and the instructions for the game with the students.

Pictionary game

Link and QR code to download the Pictionary flashcards: https://n9.cl/dqxtf

Spatial / Visual reading activities

GarticPhone game

Virtual Practice: - Create a room in GarticPhone and share the access link with the students. - Have students write short sentences expressing recent events in the country. Example: End of use of face masks. - Then, students will receive the sentences from their classmates, which they will have to draw. - Next, students will receive their classmates' drawings and have to guess the sentence. The game will continue with the same sequence until the end. - Finally, the last sentence must be similar to the first proposed sentence. Gartic Phone game link: https://garticphone.com/es

Spatial / Visual reading activities

1. PRE-READING ACTIVITIES

a.- Guessing the meaning: Students will identify through pictures the newspaper sections. Process: The teacher will introduce vocabulary about sections of a newspaper by sharing with the students an activity in which they will see a set of newspaper pictures. - Teacher will ask the students to look closely at the pictures and identify keywords or headlines within each image. - Once they have seen the images, students will try to match the headlines with the section they belong to. Face-to-face practice: The teacher will provide the students with printed worksheets. Virtual practice: The teacher will share the link to the wordwall activity with the students. b.- Previewing: After doing the first activity, students will identify the type of section to which the article of the while-reading stage belongs by looking at its title and images.

VOCABULARY - Sections of a newspaper - International - Social - Local News - Business - Arts - Sports - Classifieds - Health

Spatial / Visual reading activities

Guessing the meaning - Worksheet

Guessing the meaning - Online activity Link and QR code of the wordwall activity. https://n9.cl/bh9wn

Link and QR code of the wordwall activity. https://n9.cl/ym7dl

Spatial / Visual reading activities

2. WHILE-READING ACTIVITIES

a.- Skimming: Students will identify key information by reading the lead paragraph of a newspaper article. b.- Scanning: Students will locate specific information within the text to answer questions. The teacher will use skimming and scanning strategies to take advantage of students' visual skills. Process: - The teacher will provide the students with the worksheets in print or online. - Individually, the students will read the article twice; the first time to get familiar with the text and the second time to find the article's main idea. - The teacher can mention to his students that the main idea of a text is usually found in the main paragraph of the text. - Finally, students will work together to complete the worksheets and compare answers. Face-to-face practice: Students will complete the worksheets with a pencil or pen, and once they have finished, they will return the sheets to the teacher. Virtual practice: Students will access the worksheet link, complete the activity and send the answers to the teacher's email.

Link and QR code of the worksheet activity. https://es.liveworksheets.com/3-ko861212zq

Spatial / Visual reading activities

Posible answer: The text tells how a 7-year-old girl managed to be one of the youngest climbers to reach the top of Kilimanjaro.

Montannah Kenney

clouds

Mount Kilimanjaro

Africa

19000

March 2018

Spatial / Visual reading activities

3. POST-READING ACTIVITIES

a.- Summarizing: Students will graphically represent a summary of the article they read. This strategy will allow students to represent through drawings what they visualized while reading the article. Process: - In groups of 3 or 4, students will create a comic in which they graphically represent the article's main ideas. - Students will discuss in their working group the key parts of the article to be reflected in the comic. - After having the ideas for their comic, each student will be in charge of graphically representing one of the images. - At the end, the students will gather all the drawings, structure the comic and present their work to the class. Face-to-face practice: Students can create the comic using magazine or newspaper clippings. They can even draw using pencils and colors. Virtual Practice: Students can create the comic using the Pixton website.

Materials:

Pixton website: https://edu-es.pixton.com

In order to - So that

Warm-upPre-reading activities: DiscussionDuring-reading activities: Reading puzzle and identifying the thesis statement and the topic sentence of an essay Post-reading activities: Face-to-face practice; Areas of interest and summarizing Virtual practice; Video answer

Unit 2:

are conjunctions

Happy and healthy in the world

Unit Objective

To enhance the English as a foreign language reading skill by reading about healthy habits and environment.

strategies

Bodily-Kinesthetic reading strategies

Class profile

BGU sophomore students - Level B1.1 CEFR

Contents

Bodily/ kinesthetic reading strategies

Face-to-face practice: Instructions: - Download the flashcards that students will use in the game. - Share with the students a set of words and phrases with their meaning. - Make sure that the students remember the words. - After that, divide the class into at least two teams. - Select the first student to represent the flashcard word by gestures. - The first student will choose a flashcard. - Each student will have 30 seconds to make the gestures. - The teammates must then work together to guess what their classmate is representing. - The team that guesses the highest number of words wins the game.

Objective: Place the thesis statement in an essay. Time: 1 hour Materials: - Flashcards - Markers - Board - Worksheet - Pen or pencil Resources: - Computer/ Cellphone - Internet access Warm-up: The teacher will hold a warm-up activity in order to motivate students in the class and activate their prior knowledge about the topic. In addition, the following activities are designed to activate students' bodily-kinesthetic skills. Charades Students will play the Charades game. The teacher explains to students that some of them will mimic some healthy activities for their classmates to guess the name of each activity. Students must raise their hands to participate in this stage and think about healthy activities.

Bodily/ kinesthetic reading strategies

Virtual practice: Instructions: - Enter the Charades flashcards link and familiarize yourself with the vocabulary. - Send a message with the word (by private message on zoom or teams) to students who want to participate or have been chosen randomly. - Make each participant who received the floor participate. - Have the students participate in order when guessing the words. - Write down each student's points to assign a game-winner.

Charades Flashcards

QR and link of the Charades flashcards https://n9.cl/4q94v

Bodily/ kinesthetic reading strategies

1. PRE-READING ACTIVITIES

QR and link of the Discussion questions flashcard: https://es.liveworksheets.com/3-re863776oi

a.- Discussion: The teacher will give the students a flashcard with questions about healthy habits that help the planet; the students will answer the questions and discuss the answers in groups of 3. This activity will help the students activate their previous knowledge about the topic they will deal with during the reading. Instructions: Face-to-face practice: - Divide the students into groups of 3. - Download the flashcard of questions and provide a copy of it to each group. - Ask them to take note of their classmates' answers. - Assign a timer of 3 minutes for this activity. - Finally, students who want to participate could share their classmates' answers with the rest of the class. Virtual practice: - Create rooms (in zoom or teams) so students can enter and be ready for discussion. - Send each group created the question template. - Ask them to take note of their classmates' answers. - Assign a timer of 3 minutes for this activity. - Have them return to the main room and share their classmates' answers with the rest of the class.

Bodily/ kinesthetic reading strategies

Virtual practice: - Create rooms (in zoom or teams) so students can enter and be ready for discussion. - Send each group created the link to access the online activity. - Ask them to put the essay parts in the correct order. - Explain to the students how to identify a thesis statement and a topic sentence in an essay and ask them to identify the general idea of ​​the text and the topic sentences. - Once they have completed the activity, send the answers to the - teacher's email.18

2. WHILE-READING ACTIVITIES

a.- Reading puzzle: The teacher will give the students several pieces of an essay, and the students will have to read each piece and place each in its respective place so that the whole text makes sense. This activity will help students activate their kinesthetic skills. b.- Identifying the thesis statement and the topic sentence of an essay: This strategy will help students identify the general idea of ​​an essay. Additionally, students will read the essay to identify its parts. Process: The teacher will share the worksheet with the students so that they can do the activity in teams of 3 students. Face-to-face practice: - Download the worksheet and provide a copy to each working group. - Ask the students to cut out the pieces and, on a blank paper, paste the parts in the correct order. - Once the essay is in order, ask students to underline the thesis statement and the essay's topic sentences. - Finally, ask the students to give you the worksheet when they have completed it.

QR and link of the worksheet: https://es.liveworksheets.com/3-ua865365qi

Bodily/ kinesthetic reading strategies

Bodily/ kinesthetic reading strategies

3.1 POST-READING ACTIVITIES

Face-to-face practice: a.- Areas of interest: Students will discuss the topics that most caught their attention from the reading with their classmates. This activity will help them identify the most essential points of reading, taking into account what they have learned about an essay's thesis statement and topic sentences. b.- Summarizing: Students will prepare a poster presenting the summary of an essay. For this, the students will choose another essay or use the same one they read in class. Then, they will identify the important ideas and organize this information appropriately. This activity will help students identify relevant information in a text.

Bodily/ kinesthetic reading strategies

Process:

3.2 POST-READING ACTIVITIES

1. Create an avatar and select a background.

Virtual practice: a.- Video answer: Students will use the Voki application to record the answers orally to the following questions concerning the essay they read in the while-reading stage. This activity will allow students to represent what they learned from the previous activities actively. Instructions: - The teacher will give the students the questions they will answer. - Students will prepare the script of the video. - Students will record the video on the Voki app and share the link with their teacher.

2. Record your voice.

3. save your avatar by pressing the save button.

QR and link of the Voki website: https://www.voki.com/site/create

4. Finally, share the link to your Voki video with your teacher.

In order to - So that

Unit 3:

are conjunctions

Your music

that we use to talk about

Unit Objective

To enhance the English as a foreign language reading skill by reading about celebrities.

strategies

Musical reading strategies

Class profile

BGU sophomore students - Level B1.1 CEFR

Contents

Warm-upPre-reading activities: Predicting and Puzzle songDuring-reading activities: Confirm prediction and True or False Post-reading activities: Lyrics recreation and Singing

Musical reading strategies

Objective: Describe relevant events of famous people. Time: 1 hour Materials: - Flashcards - Markers - Board - Worksheet - Pen or pencil Resources: - Computer/ Cellphone - Internet access Warm-up: The teacher will hold a warm-up activity in order to motivate students in the class and activate their prior knowledge about the topic. In addition, the following activities are designed to activate students' musical skills. WE WILL ROCK YOU: The teacher will have the students listen to three different tunes. Tell the students that they will have to clap once when they hear the first melody. When they hear the second one, they will have to clap their legs twice, and when they finally hear the last tune, they will say Rock you. The teacher can alternate the order of the melodies until the students feel the rhythm of each one. Finally, present the pieces in order until the students say WE WILL, WE WILL ROCK YOU.

Note: If the activity is taking place virtually, make sure that all students can hear the melodies and have their cameras on. However, this activity can follow the same process in both face-to-face and virtual practice.

QR code and link to download the melodies: https://n9.cl/xf7lu

Musical reading strategies

Musical reading strategies

1. PRE-READING ACTIVITIES

a.- Predicting: the teacher will show the students the cover of two music videos played in class and ask them to say what each one will be about. Instructions: Project the cover of the music videos on the board or a PowerPoint slide if the activity is virtual without playing the audio yet. Ask students to predict the content of the music they are going to listen to just by reading the name of each song. Have students write their predictions in their notebooks. Note: If the activity takes place virtually, ensure that all students can see the screen and have a pen and paper to take notes. b.- Puzzle song: The teacher will provide the students with the parts of the lyrics of a song. Then the teacher will play the music and ask them to put the lyrics in the correct order as they listen to it. Face-to-face practice: Download the worksheet and provide a copy to each student so they can complete the activity. Once they have finished, they should turn in the worksheets to the teacher. Virtual practice: Students will access the worksheet link to complete the activity. When they have finished doing it, they must send the results to the teacher's email.

QR and link of the Predicting activity: https://n9.cl/f26p8

QR and link of the Puzzle song activity: https://n9.cl/u01s6

Musical reading strategies

Musical reading strategies

Musical reading strategies

Musical reading strategies

Virtual practice: - Create rooms (in zoom or teams) so that students can enter and be ready to discuss their predictions. - Send each group created the link to access the online activity. - Ask them to put the parts of the song in the correct order. - Have students compare their answers with their classmates. Then, ask them to identify the worksheet's true and false sentences. - Once they have completed the activity, send the answers to the - teacher's email.

2. WHILE-READING ACTIVITIES

a.- Confirm prediction: Students will reread the lyrics of each song and compare their predictions with the content of each piece, and answer if their prediction was correct or not. b.- True or False: Students will reread the texts and say if the statements made are true or false. Finally, explain to the students that the two songs express a person's life. The first is the biography of Jeff Bezos, and the second is the biography of Louis XVI narrated as an autobiography. Process: The teacher will share the worksheet with the students so that they can do the activity in teams of 3 students. Face-to-face practice: - Download the worksheet and provide a copy to each working group. - Ask the students to cut out the pieces and, on a blank paper, paste the parts in the correct order. - Once the lyrics of both songs are in order, ask the students to reread the verses, say if their predictions match the content of the songs, and complete the true and false statements on the worksheet. - Finally, ask students to give you the worksheet after completing it.

QR and link of the worksheet: https://es.liveworksheets.com/3-gj868144ks

Musical reading strategies

Musical reading strategies

Musical reading strategies

Musical reading strategies

Musical reading strategies

Musical reading strategies

Musical reading strategies

Musical reading strategies

3 POST-READING ACTIVITIES

a.- Creating lyrics: Students will choose one of the two songs presented in class and have to recreate the verses using the biography of their favorite famous person. Instructions: Ask students to think of a famous person they know very well. Have students recreate the lyrics to any songs they heard in class. Explain to the students that the lyrics should talk about the biography of their favorite artist. If necessary, provide information students do not know about their famous artists. b.- Singing: Students will use the vocaroo app to record the new song. Instructions: Make sure all students have finished the previous activity. Provide the link to the Vocaroo website. Ask students to record the new song on Vocaroo. Please share the link to a pallet and ask them to upload their audios there.

QR and link of the vocaroo online app: https://vocaroo.com/

Linguistic-Verbal reading strategies

Virtual practice: The teacher will ask students to think about Ecuadorian legends. The teacher will create an activity in Mentimeter and share the access code or link with the students. There, students will write the name of the legend they thought of.

Objective: Putting on a play about an Ecuadorian legend. Time: 1 hour Materials: - Flashcards - Markers - Board - Worksheet - Pen or pencil Resources: - Computer/ Cellphone - Internet access Warm-up: The teacher will hold a warm-up activity to motivate students in the class and activate their prior knowledge about the topic. In addition, the following activities are designed to activate students' linguistic skills. Brainstorming Face-to-face practice: The teacher will ask students to think about Ecuadorian legends. Then, each student will write the legend's name on the board.

QR code and link to the Mentimeter activity for the teacher: https://n9.cl/gifbod

Linguistic-Verbal reading strategies

1. PRE-READING ACTIVITIES

a.- Guessing the meaning: Students will match the words with their corresponding synonyms. This activity will help them to know the meaning of the new vocabulary. b.- Understanding key vocabulary: Students will read some sentences and write the words from the previous activity in the gaps. Instructions: Share with the students the worksheet and ask them to read the sentences a-e and match them with their corresponding synonyms 1-5. Then, they complete the gaps in the sentences in the next activity using the new vocabulary. Face-to-face practice: Download the worksheet and provide a copy to each student so they can complete the activity. Once they have finished, they should turn in the worksheets to the teacher. Virtual practice: Students will access the worksheet link to complete the activity. When they have finished doing it, they must send the results to the teacher's email.

QR and link of the first activity: https://n9.cl/z93of

QR and link of the second activity: https://n9.cl/hfxo5

In order to - So that

Unit 4:

Creating our story

that we use to talk about

Unit Objective

To enhance the English as a foreign language reading skill by reading about Ecuadorian legends.

strategies

Linguistic reading strategies

Class profile

BGU sophomore students - Level B1.1 CEFR

Contents

Warm-upPre-reading activities: Guessing the meaning and Understanding key vocabularyDuring-reading activities: True or False Post-reading activities: Creating a story

Linguistic-Verbal reading strategies

2. WHILE-READING ACTIVITIES

a.- True or False: Students will reread the texts and say if the statements shown are true or false. This activity will help them recognize the words they learned to understand the text better using their language skills. Process: The teacher will share the worksheet with the students so that they can do the activity in teams of 3 students. Face-to-face practice: - Download the worksheet and provide a copy to each working group. - Ask the students to reread the text and complete the true and false statements on the worksheet. - Finally, ask students to give you the worksheet after completing it.

QR and link of the worksheet: https://n9.cl/hfxo5

Virtual practice: - Create rooms (in zoom or teams) so that students can enter and be ready to work in the group. - Send each group created the link to access the online activity. - Then, ask them to identify the worksheet's true and false sentences. - Once they have completed the activity, send the answers to the teacher's email.

Reading material

Printables

In the following link, you can find all the material that must be printed for the face-to-face practice. https://n9.cl/nhjel

Linguistic-Verbal reading strategies

3 POST-READING ACTIVITIES

a.- Creating a story: Students will form groups of 3-4 to create a short story. They can use as an example the legends they know. Instructions: Ask the students to form groups of 3 or 4 people to do this work. When the groups are created, ask each to think of a title for their story. After that, the students will have to brainstorm ideas to complete the level. Explain to the students that the text must refer to a fictional story but that it is based on their country's traditions.

Face-to-face practice: Have students put their desks together and work as a team. Ask them beforehand to bring colors, magazines, or pictures so that the story they create is creative. Virtual practice: Please share with the students the link to the app and ask them to create a user. This step can be done in advance. Send the students to the workrooms and ask them to share the access link to the book with their co-workers so that everyone can participate.

QR and link of thebook creator app:

https://bookcreator.com/

Digital version of the guide to develop sophomore students'

reading skills

In the following link, you can find the digital version of the guide proposed to enhance the sophomores' reading skills. https://n9.cl/milenaproposal