universidad de guayaquil facultad de filosofÍa,...

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL CENTRO

UNIVERSITARIO: EDUCATIVO

PREVIO A LA OBTENCION DEL TITULO DE

LICENCIADO EN CIENCIAS DE LA EDUCACIÓN

MENCIÓN: LENGUA INGLESA Y LINGUISTICA

TEMA

THE USE OF STORYTELLING IN DEVELOPMENT OF READING

SKILLS

PROPUESTA: CREATION OF A BOOKLET WITH STORYTELLING

ACTIVITIES TO DEVELOP READING SKILLS

AUTORES: LENNY GEOMARA GOROZABEL GONZÁLEZ Y GLADYS

KATIUSCA FIGUEROA LEÓN

CONSULTOR:

Msc. JOSE MIGUEL CAMPUZANO

GUAYAQUIL, 2017

i

ii



SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila DECANA SUBDECANO

Msc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado DIRECTOR DE CARRERA SECRETARIO GENERAL

v

Guayaquil, julio del 2017

MSc.

SILVIA MOY- SANG CASTRO, Arq.

DECANO DE LA FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

Ciudad.-

Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el tema: Diseño y ejecuto del proyecto educativo con el tema:

The use of storytelling in the development of reading skill. Creation of a booklet with storytelling activities to develop reading skills.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

Lenny Geomara Gorozabel G. Gladys Katiusca Figueroa León

C.I. 0940325384 C.I. 0930173877

vi



SISTEMA DE EDUCACIÓN SEMIPRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO

Tema:

The use of storytelling in the development of reading skill. Creation of a booklet with storytelling activities to develop reading skills

APROBADO

……………………………..

Tribunal No 1

……………………………….. …………………………………

Tribunal No 2 Tribunal No 3

Lenny Geomara Gorozabel G. Gladys Katiusca Figueroa León

C.I. 0940325384 C.I. 0930173877

vii

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

viii

DEDICATION

I dedicate this work to my daughter Doménika, rather than by me, I went

ahead for her when she already lost hopes to study, because it is the

engine that drives me to be better every day, everything you do and I will

always be by her, to give you a better future.

Also, I dedicate this to my parents, because the best inheritance for a child

is education, and in this way, I am showing the fruits of that heritage.

As a final point this work is dedicated to all those who think that the goals

are impossible to achieve, to know that it is possible with effort and desire.

Lenny Geomara Gorozabel González

This thesis work I want to dedicate with much love to my father Luis

Figueroa for his sacrifice and effort to help me economically and

emotionally in all years of my career and I want to tell you I hope I am

proud of myself for a further achievement in my life thanks to him.

I also want to dedicate it to my mother to my sister and my boyfriend for

his unconditional support for his words of encouragement for his advice,

his affection, which have given me the strength and encouragement to go

forward and finish my studies.

Gladys Katiusca Figueroa León

ix

ACKNOWLEDGMENT

I want to thank God because without him I could not have achieved this

important step of my life that is my title.

I thank my family especially my parents for the unconditional support they have given me all these years and for the effort they made each day so

that I can advance my career.

To my boyfriend Chrysthofer Villarreal to always help and support in the

course of my career

To would like to express my sincere gratitude to my advisor Msc. José Miguel Campuzano for the continuous support of our project for his

patience and immense knowledge.

Lic. Maryorie Troya, Director of the Fiscal Education Unit "Subtenant

Alberto Perdomo Franco", I am opening for the investigation of this project.

Gladys Katiusca Figueroa León

In the first instance to thank God for all he has given me throughout my life, and for giving me the opportunity to meet one more accomplishment.

I am also very grateful to my mom, the PSC. Lorena Gonzalez, who was a fundamental pillar in my career, the person who has always supported me

in any circumstances without leaving me alone.

Our tutor, who with your help and criticism, we were able to complete our thesis project.

To my friend and companion of thesis, who for me was a great help

throughout the process.

Many people who with their direct or indirect aid, whether big or small have helped us to meet a goal in life.

Lenny Geomara Gorozabel González

ix

x

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO:

El uso de la narración en el desarrollo de la habilidad lectora. Creación de un folleto de actividades narrativas para desarrollar la habilidad lectora. AUTOR/ES:

Lenny Geomara Gorozabel González Gladys Katiusca Figueroa León

TUTOR: Msc José Miguel Campuzano

REVISORES: -

INSTITUCIÓN: Universidad de Guayaquil

FACULTAD: Facultad de Filosofía, Letras y

Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGS: 103

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Habilidad lectora, narrativa, idioma Ingles.

RESUMEN:

Las historias crean magia y una sensación de asombro en el mundo. Las historias nos enseñan sobre la vida, sobre nosotros mismos y sobre los demás. La narración de cuentos es una forma única para que los estudiantes desarrollen un entendimiento, respeto y aprecio por otras culturas, y pueden promover una actitud positiva hacia personas de diferentes tierras, razas y religiones, incluso promueve el desarrollo de la lengua inglesa y domina el arte de leer. Los estudiantes necesitan aprender a escuchar, hablar, leer y escribir en un nuevo idioma, incluso la exposición al inglés fuera de la escuela. Debido a que el lenguaje es un proceso interactivo, los niños que aprenden un idioma necesitan una amplia oportunidad para interactuar en un contexto significativo e interesante y jugar con el lenguaje mientras desarrollan el vocabulario y las estructuras. Además, la colaboración de sus compañeros y maestros en la creación de contextos significativos y la negociación de significados en esos contextos así, el uso de un folleto con la narración de historias puede ayudar a los estudiantes a mejorar las habilidades de lectura.

No. DE REGISTRO No. DE CLASIFICACIÓN:

DIRECCIÓN URL

ADJUNTO PDF: X SI NO

CONTACTO CON AUTOR/ES Lenny Gorozabel - Gladys Figueroa

Teléfono: 0988451764 - 0985691620

E-mail: [email protected]

[email protected]

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y

Lingüística Teléfono:(04)2294888 Ext. 123

E-mail:[email protected]

mailto:[email protected]



x

x

REPOSITORY NATIONAL SCIENCE AND TECHNOLOGY REGISTRATION FORM OF THESIS

TITLE AND SUBTITLE: The use of storytelling in the development of reading skill. Creation of a booklet with storytelling activities to develop reading skills.

AUTHORS:

Lenny Geomara Gorozabel González Gladys Katiusca Figueroa León

TUTOR: Msc José Miguel Campuzano

REVISORES:

INSTITUTIÓN: University of

Guayaquil

FACULTY: Facultad de Filosofía, Letras y

Ciencias de la Educación

CAREER: Lenguas y Lingüística

DATE OF PUBLISHING: NUMBER OF PÁGES: 103

OBTAINED TITLE: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística

THEMATIC AREAS: Lengua Inglesa

KEY WORDS: reading skill, storytelling, English language

ABSTRACT:

Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves and about others. Storytelling is a unique way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions, even promotes the development the English language and master the art of reading, These students need to learn to listen, to speak, to read, and to write in a new language, even the exposure to English outside school. Because language is an interactive process, children learning a language need ample opportunity to interact in a meaningful, interesting context and play with the language while developing vocabulary and structures. Also, the collaboration of their peers and teachers in creating meaningful contexts and negotiating meanings in those contexts so, the use of a booklet with storytelling can help students to enhance reading skills.

NUMBER OF REGISTER: NUMBER OF CLASSIFICATION:

URL ADDRESS (tesis en la web):

PDF ATTACHED: X YES NO

CONTACT WITH AUTHORS Lenny Gorozabel – Gladys Figueroa

TELEPHONE: 0988451764 - 0985691620

E-mail: [email protected]

[email protected]

CONTACT IN THE INSTITUTION: Name: Secretaría de la Escuela de Lenguas y

Lingüística Telephone: (04)2294888 Ext. 123 E-mail:[email protected]




xi

RESUMEN

Las historias crean magia y una sensación de asombro en el mundo. Las

historias nos enseñan sobre la vida, sobre nosotros mismos y sobre los

demás. La narración de cuentos es una forma única para que los

estudiantes desarrollen un entendimiento, respeto y aprecio por otras

culturas, y pueden promover una actitud positiva hacia personas de

diferentes tierras, razas y religiones, incluso promueve el desarrollo de la

lengua inglesa y domina el arte de leer. Los estudiantes necesitan

aprender a escuchar, hablar, leer y escribir en un nuevo idioma, incluso la

exposición al inglés fuera de la escuela. Debido a que el lenguaje es un

proceso interactivo, los niños que aprenden un idioma necesitan una

amplia oportunidad para interactuar en un contexto significativo e

interesante y jugar con el lenguaje mientras desarrollan el vocabulario y

las estructuras. Además, la colaboración de sus compañeros y maestros

en la creación de contextos significativos y la negociación de significados

en esos contextos así, el uso de un folleto con la narración de historias

puede ayudar a los estudiantes a mejorar las habilidades de lectura.

PALABRAS CLAVES: Habilidad lectora, narrativa, idioma Ingles.

xii

ABSTRACT

Stories create magic and a sense of wonder at the world. Stories teach us

about life, about ourselves and about others. Storytelling is a unique way

for students to develop an understanding, respect and appreciation for

other cultures, and can promote a positive attitude to people from different

lands, races and religions, even promotes the development the English

language and master the art of reading, these students need to learn to

listen, to speak, to read, and to write in a new language, even the

exposure to English outside school. Because language is an interactive

process, children learning a language need ample opportunity to interact

in a meaningful, interesting context and play with the language while

developing vocabulary and structures. Also, the collaboration of their

peers and teachers in creating meaningful contexts and negotiating

meanings in those contexts so, the use of a booklet with storytelling can

help students to enhance reading skills.

KEY WORDS: reading skill, storytelling, English language.

xiii

GENERAL INDEX

PÁGINAS PRELIMINARES

Front page

Registration signature authorities……....………..……….……...........…….. ii

Tutor certificate ………………………………..….……………....………....… iii

Authoring …………………………………….……..………………….……….. iv

Approval ……………………………………….…..………………….…...….... v

Qualification …………………………………….…..…………………….……. vi

Dedication …………………………………………...………….……….….….. vii

Acknowledgment ……………………………..………………..………........... viii

Repositorio nacional de ciencia tecnología………………………………… ix

National repository science and technology………………………………… x

Abstract ……………………………………………..……...…...……………… xi

General Index……………………………………...…….........…….........…… xii

Table of content …………………………………...………………….….…..... xvi

Index of Graphics ………………………...…………………………..….….… xvii

Introduction ……………………………..……..…………………….………… 1

CHAPTER I

1.1 BACKGROUND OF THE INVESTIGATION..…..……..……...………… 2

1.2.1 CONFLICT SITUATION…………………..……...……….…….………. 3

1.2.2 SCIENTIFIC FACT.........................................................................… 4

1.3 CAUSES …………………………………….……….....……......…....….. 4

1.4 FORMULATION OF THE PROBLEM…………….….....……...……...… 4

1.5 OBJECTIVES OF THE INVESTIGATION………….…....…........…...… 5

1.5.1 GENERAL

1.5.2 SPECIFIC

1.6 QUESTION OF THE INVESTIGATION………….….……....…............. 5

1.7 JUSTIFICATION AND IMPORTANCE ……………..…….......…...….. 6

CHAPTER II

THEORETICAL FRAMEWORK

2.1 BACKGROUND OF THE RESEARCH….………....…......…..…........... 8

2.2 THEORETICAL FRAMEWORK............................................................ 9

2.2.1 READING SKILLS………….……………………………….......……..... 9

2.2.1.1 STRATEGIES OF READING SKILLS ........................................... 10

xiv

2.2.1.1.1 SKIMMING…………………………………….…….......…… 10

2.2.1.1.2 SCANNING…………………………………….……............. 10

2.2.1.2 METHODS OF READING.............................................................. 11

2.2.1.2.1 EXTENSIVE READING………….…………….....…........... 11

2.2.1.2.2 INTENSIVE READING…..…………………….……............ 12

2.2.1.3 PROCESS OF READING……………………………………............ 13

2.2.1.3.1 BEFORE READING…………………………………............ 13

2.2.1.3.2 AFTER READING……………..………….…………............ 14

2.2.1.3.3 POST READING………………………….…….…................ 14

2.2.2 STORYTELLING………………..……………………….....………....... 15

2.2.2.1 DEFINITION………………………..………………................. 15

2.2.2.1 TYPES OF STORYTELLING………………………………..…....... 15

2.2.2.2 PRINCIPLES OF A STORYTELLING……………….….…............... 15

2.2.2.2.1 A FACE TO FACE STORYTELLER IS FULLER PRESENT 16

2.2.2.2.2 FACE TO FACE STORYTELLING IS MULTI-TRACK…….. 16

2.2.2.2.3 VISUAL ACCOMPANIMENT IS NEVER ESSENTIAL…….. 16

2.2.2.2.4 A FACE TO FACE STORYTELLER HAS A UNIQUE RELATIONSHIP WHICH EACH LISTENER………….................................

16

2.2.2.2.5 FACE TO FACE STORYTELLING IS RECIPROCAL, SHARE EVENT………,,……………..…………………………………………

17

2.3 PHILOSOPHICAL FOUNDATION………………………………………...

17

2.4 SOCIOLOGICAL FOUNDATION…………….…………………………… 18

2.5 PEDAGOGICAL FOUNDATION………………………………………….. 19

2.6 PSYCHOLOGICAL FOUNDATION………………………………………. 20

2.7 LEGAL FOUNDATION…………………………………………………….. 21

xv

CHAPTER III

METHODOLOGY

3.1 DESIGN OF THE INVESTIGATION……………………………….......… 23

3.2 TYPES OF INVESTIGATION…………………………….....……….…… 23

3.2.1 EXPLORATORY INVESTIGATION………………………………. 23

3.2.2 DESCRIPTIVE INVESTIGATION………………………………… 24

3.3 POPULATION AND SAMPLE………………………….....…....…........... 24

3.4 TABLE OF OPERACIONALIZATION OF VARIABLES ….................... 25

3.5 METHODS OF THE INVESTIGATION …………………………............ 26

3.6 TECHNIQUES AND INSTRUMENTS ………………….....…................ 27

SURVEY ……………………………….......………....………................... 27

THE INTERVIEW ………………........…………………….….................. 28

3.7 ANALYSIS AND DATA INTERPRETATION

3.7.1 SURVEY………………………………………………..…................ 29

3.7.2 CHI SQUARE……………………………………….……...….......... 40

3.7.3 THE INTERVIEW…………………………………….…................... 41

CONCLUSION AND RECOMMENDATION ……….………….....….........… 42

CHAPTER IV

PROPOSAL

4.1 TITLE………………………………………………………................…….. 43

4.2JUSTIFICATION………………………………………………….........…… 43

4.3 OBJECTIVES……………………………………………………........….... 43

4.3.1GENERAL

4.3.2SPECIFIC

4.4 THEORETICAL FOUNDATION………………………………….........…. 44

4.4.1 PHILOSOFICAL FOUNDATION ……………....………..…...… 44

4.4.2 SOCIOLOGICAL FRAMEWORK………..…..………............... 44

4.4.3 PEDAGOGICAL FOUNDATION………………..…….............. 44

4.4.4 PSYCHOLOGICAL FOUNDATION………..………..…........... 44

4.4.5 LEGAL FOUNDATION……………………………......…........... 45

4.5 FEASIBILITY OF THE APPLICATION ……………………..........……… 45

4.5.1 FINANCIAL…………………………………………............…..... 45

4.5.2 LEGAL……………………………………………….................... 45

4.5.3 TECHNICAL…………………………………………................... 45

4.5.4 HUMAN………………………………………………….........….. 45

xvi

4.5.5 POLITICS…………………………………………………............ 46

4.6 DESCRIPTION………………………………………………….................. 46

4.6.1 INTRODUCTION…………………………………………….........… 46

4.6.2 TABLE OF CONTENT………………………………...................... 47

CONCLUSION……………………………………..……………...................... 51

REFERENCES …………………………………………...……....................... 52

BIBLIOGRAPHY ………………………………………….…........................... 53

ANEXOS………………………………………….....………............................ 56

xvii

INDEX OF TABLE

TABLE# 2 POPULATION AND SAMPLE……………………………….……. 24

TABLE# 3 OPERACIONALIZATION OF VARIABLE………………..……… 25

TABLE# 4 ………………………………………………………………………. 29

TABLE# 5 ………………………….…………………….……………………... 30

TABLE# 6 …………………………………...………….………………….….… 31

TABLE# 7 ………………………………….………………………...….……… 32

TABLE# 8 ………………………………………………….……………….…… 33

TABLE# 9 ……………………………….………….……………………..……. 34

TABLE# 10 …………………………………………..……………...……..…… 35

TABLE#11………………………….…………………….………………….…… 36

TABLE#12………………………………………………..………….…………… 37

TABLE#13 ………………………………………………………….…………… 38

TABLE#14 …………………………………………………………….………… 39

xviii

INDEX OF GRAPHICS

GRAPHIC 1 .......................................................................................... 29

GRAPHIC 2 .......................................................................................... 30

GRAPHIC 3 .......................................................................................... 31

GRAPHIC 4 .......................................................................................... 32

GRAPFIC 5 .......................................................................................... 33

GRAPHIC 6 .......................................................................................... 34

GRAPHIC 7 .......................................................................................... 35

GRAPHIC 8 .......................................................................................... 36

GRAPHIC 9 .......................................................................................... 37

GRAPHIC 10 ........................................................................................ 38

GRAPHIC 11 ........................................................................................ 39

1

1

INTRODUCTION

I was pleasantly surprised by the impact of storytelling had on my

students. As I watched the interaction between the storyteller and my

students, I was certain that I could use this method in my classroom as a

teaching tool. I also wanted to incorporate two of my favorite art forms,

which are theater and drama, into storytelling lessons with the children.

The purpose of this project is to examine the effects of storytelling on

reading skill through the integration with reading activities Will the fusion of

storytelling, and role plays motivate upper emergent readers to read more,

resulting in increased reading comprehension.

The first chapter mentions the subject and context of the research

problem, focusing on the general and specific objectives, causes and

consequences of the research, the criteria that justifies the problem, the

methodology and the importance of the results.

Second chapter defines the theoretical framework which helps to

understand the problem, which is based on research and analysis of

bibliographic resources provided by internet and printed books which we

acquired through information from the web, books and authors with

bibliographic backups to base on the variables mentioned in this project.

Third chapter shows the methodology where the theoretical and

empirical techniques that were used in the investigation are detailed,

showing the types of research that were used, definitions of independent

and dependent variables and dimensions with indicators, population and

samples, finally details statistical results and final diagnosis.

The fourth chapter presents the proposal where the methodological

treatments using motivational techniques to encourage students to good

academic performance, shows the conclusions and recommendations of

the proposal applied.

1

2

CHAPTER I THE PROBLEM

1.1 CONTEXT OF THE RESEARCH

Subteniente Alberto Perdomo Franco High School is a public

institution that began operating in a small land made of cane, wood and

zinc, built by a popular Minga by the inhabitants of the streets 26 and P.

The school furniture and blackboards were provided by the Municipal

Department community development and provincial council of Guayas.

On May 30, 1976 Subteniente Alberto Perdomo Franco High

School was inaugurated, with the presence of Dr. Ponce Montenegro,

Provincial Director of Education and Lcdo. Arteaga Marcos Calderon,

Director of the Department of Community Development.

By Resolution No. 09D04-005-2016 the April 5, 2016 the change of

name of the School of Basic Education Completed public Alberto Perdomo

Franco to Unidad Educativa Alberto Perdomo Franco considering that the

institution offers three levels of education, initial General Education Basic

and Bachelor of Science as indicated in the General Regulations to the

LOEI in Art. 39.

The institution continues its pace of progress and concern for all

students grown to 2,400 students from Initial Education to Bachelor

Science, 75 teachers in the morning, afternoon and evening classes. Also

it has 3 clinical psychologists and 3 educational psychologists.

The institution has been legendary for delivery many educators,

where it will certainly remain the spirits of those who loved school. Here is

the pure memory of principals, teachers, students, parents and mothers

who made history.

In addition, the community has an important role in this research

project, since it provides the motivation in students, in this case guiding

1

3

them in good relationships and for spending time in community.

Simultaneously students share their knowledge with their neighbors

providing support to the individuals when there is a struggle, it means

there is an interaction through an interchange of ideas.

1.2 PROBLEM OF THE RESEARCH

1.2.1 CONFLICT SITUATION

This project is related to the problem of reading skills in 9th grade

Subteniente Alberto Perdomo Franco High School, Zone 8, District 4,

Province of Guayas, Guayaquil Canton, Febres Cordero Parish, in the

academic year 2016-2017. The goals of the institution is to guide students

towards an excellent education promoting values that help them in their

live and put them in practice.

In each research project, it has the empirical techniques that help

the researchers to find the problems inside of this it has the observation,

the survey also the interview, so those instruments give support to the

causes of the problem.

The real situation of reading skill was observed during the English

class, who have a failure in the moment where the teacher asks to the

student’s ideas about a reading, the students’ reaction was to be quiet

since they do not have the enough knowledge of the topic, it means prior

knowledge or the vocabulary for understand the information written in the

text or even the teacher’s explanation. Vocabulary represents a trouble for

students because they need almost 500 or 1000 words for comprehending

a simple reading but students do not like to read provoking a lack of

vocabulary. For this reason, there is not an interaction with the teacher.

This problem was detected by the class observation. For instance, when

the teacher asked about the text read, students could not answer the

question since they did not know the words to express their ideas.

1

4

Also, students are unable to summarize a story or text. This implies

a huge problem, because students need to do this activity in their daily

education with different subjects, since summarizing information is helpful

to improve critical thinking and analytical skills. This situation was revealed

with an interview with the teacher where she expresses their discomfort.

1.2.2 SCIENTIFIC FACT

Insufficiency in Reading skill among students in 9° grade of

Subteniente Alberto Perdomo Franco high school, Zone 8, District 4,

Province of Guayas, Guayaquil Canton, Febres Cordero Parish, in the

academic year 2016-2017.

1.3 CAUSES

The causes of the problem were found through an observation where

the researchers expose the reasons described below:

Insufficient ways to explore reading techniques.

Limited topics in reading passages.

Inappropriate methodology and use of teaching materials.

1.4 FORMULATION OF THE PROBLEM

How does storytelling influence in the development of reading skills

among students of 9° grade at Subteniente Alberto Perdomo Franco High

School, Zone 8, District 4, Province of Guayas, Guayaquil Canton, Febres

Cordero Parish, in the academic year 2016-2017?

1

5

1.5 OBJECTIVES

1.5.1 GENERAL OBJECTIVE

To analyze the use of storytelling in the development of reading

skills through a field, bibliographical and statistical study to create a

booklet based on storytelling.

1.5.2 SPECIFIC OBJECTIVES

To determine reading skills habits through a field study and scientific

theories.

To stablish the influence of storytelling to improve reading skills of the

students through surveys and interview performed to students and

teacher.

To design a booklet with storytelling to improve the reading skills for

students of 9th grade from data analysis, through the compilation of

theory and analysis of results performed to the implied people.

1.6 QUESTIONS OF THE INVESTIGATION

1. What is the importance of use storytelling for improve reading skills?

2. How will the use of storytelling encourage reading habits of students?

3. Which is the real situation of students of 9th grade at Subteniente

Alberto Perdomo Franco High School?

4. How will a booklet based on storytelling improve the interest in reading

among students?

5. What kind of strategies do you recommend to the teacher?

1

6

1.7 JUSTIFICATION AND IMPORTANCE

This research project is important since it search the insufficiencies

in reading skills in students and using storytelling learners can develop this

skill.

Likewise, the contribution towards science makes reference into

enhance reading skills through storytelling in order to make students direct

participants of this innovative project.

It is relevant because it tries to clarify the most common issues in

reading skills and give the strategies in order to enhance and motivate

them through storytelling, where the teacher is the guider and promotes

enough motivational resources for learning as article two paragraph N of

LOEI stipulates, learning in education refers that society is important in the

life of learner promoting learning and a cultural awareness.

It should also be mentioned the importance of this project since it

suggested strategies for student’s creativity and analytical thinking, two

very important aspects to develop in high school giving the opportunities to

express their ideas. As the National Plan for Good Living according to

objective 4.3states, it is essential to generate spaces for meeting,

exchange of knowledge, ideas, and learning in various areas, for personal

fulfillment. Similarly, it refers that for becoming an excellent professional it

needs education. This is exactly what this research seeks.

The Common European Framework provides references about the

student’s skills in a language, where it explains the level of proficiency in

reading skills that a student should master. It states that a student at level

A1 is able to understand familiar names, words, and very simple

sentences. This means they can read posters, news and catalogues

distinguish English language step by step. These common references

levels support and idea of the requirements needed nowadays and how

this project can help learners achieve this level.

1

7

Finally, the benefaction for students of 9th grade of Basic Education

“Subteniente Alberto Perdomo Franco” High School as beneficiaries. In

addition, the teachers will be direct beneficiaries, too. The indirect

beneficiaries will be the society; it means the community that is involved in

this process of learning when students talk with their families about the

new language that they are acquiring in high school and helping their

siblings with the assessment.

1

8

CHAPTER II

THE THEORETICAL FRAMEWORK

2.1 BACKGROUND

This research project is important since it emphasizes the use of

storytelling in the development of reading skills. Due to the usefulness this

resource presents, many researchers have studied it. For example, Isbell

(2004) determines the effects of storytelling and story reading on the oral

language complexity and story comprehension of young children. During

the study, two groups of children heard the same 24 stories. Group A

heard the stories told and Group B heard the stories read from a book.

The result of this study was between the two groups indicated that young

children who heard the stories told demonstrated improved story

comprehension in their retelling, while children in the story reading group

improved their language complexity.

In the same way, Al-Mansour & Al-Shorman (2011) mentions the

effect of teacher’s storytelling aloud on the reading comprehension of

Saudi elementary stage students. The sample of the study consisted of 40

students and the control group was taught by the teacher. Thus, the

results were that reading aloud by the teacher may have a significant

positive effect on learners’ reading comprehension.

Finally, Rafik & Farida (2005) studied storytelling and vocabulary

acquisition at the elementary level. Their research aims at evaluating the

importance of the introduction of storytelling for children in the teaching of

English as a foreign language at the elementary level and how this can be

a useful means as input for the acquisition of new foreign vocabulary

items. The data analysis shows that it is a more comprehensible input for

language acquisition, in that it facilitates comprehension and creates a

1

9

favorable environment for the acquisition of new components of a foreign

language.

The diverse research projects mentioned in this chapter help us to

identify the various dilemmas related to storytelling and reading skills.

Most of the authors agree that the use of storytelling improve reading skills

by reading aloud or silent reading, but this research project resides in

helping students to enhance reading skills through methodological

strategies using creative storytelling in order to catch student’s attention.

2.2 THEORETICAL FRAMEWORK

2.2.1 READING SKILLS

Reading can be defined as a process of looking at and

understanding what is written but is not as simple as that, “reading skills

lead a person to interact and gain meaning from written language” (Lestrud,

2013, p.1).

Since reading is very important in learning second language, a

great effort has been given to develop reading skill. Although many ways

have been promoted in order to improve reading skill among students,

students can't understand English texts. These problems occurred

because according to Noormah (2000) the students are lacking of

vocabulary, hardly understand the words and less interest to English

subject.

Based on those factors are home, school and social environment. If

the student is living in a family where English to them is a familiar

language, frequently spoken by the members of the family then the

student will have the advantage of being exposed to the language. Unlike

students with no English familiarity in his family where English is seen as a

bizarre language to be spoken, this kind of environment demodulates his

motivation to learn the language.

1

10

2.2.1.1 STRATEGIES OF READING SKILLS

2.2.1.1.1 SKIMMING

The British council (2016) defined that "skimming is reading a text

quickly to get a general idea of meaning. It can be contrasted with

scanning, which is reading in order to find specific information, e.g. figures

or names." (p. 1)

Skimming is a useful tool for a fast reading when the teacher asks

for searching specific information and using skimming permits to identify

the main aspects of the reading.

2.2.1.1.2 SCANNING

Scanning offers a range of opportunities to the learner to examine a

reading from the beginning to the end of the text, on text, the author Al-

Jawi (2010) gives his perspective of this technique below:

may scan-read a chapter of a book as rapidly as possible in order to

find out information about a particular date, name, figure, or

amount. Scanning comparatively is easier than skimming because

the reader knows ahead of time what he wants to find. (p. 17)

Also, the learner has the decision to put into practice the best

technique that consider the best, but both techniques foster the faster tool

for readers to find and identify main features in a text.

1

11

2.2.1.2 METHODS OF READING

2.2.1.2.1 EXTENSIVE READING

Al-Jawi (2010) said that:

The extensive reading activity has it used by English teacher not

only consists in to provide to the students plenty of printed pages to

read as a homework assignment without any help or guidance from

them. The author claimed that the reading materials consist of

'interesting short stories, novels and plays and tales, so that this

books are succeed because the writers or adaptors work within

specific lists of allowed words and grammar, that is to say that the

texts go according to proficiency level the students’ (p. 20).

According to Carrell and Carlson (1997), “extensive reading

generally involves rapid reading of large quantities of material or longer

readings (e.g., whole books) for general understanding, with the focus

generally on the meaning of what is being read than on the language” (p.

49).

Although this definition provides an overview of extensive reading

(ER), Davis (1995, p. 329) said:

That an extensive reading program is a scheme in supplementary

class library, attached to an English course, in which students are

given the time, encouragement, and materials to read pleasurably,

at their own level, as many books as they can, without the

pressures of testing or marks. Thus, students are competing only

against themselves, and it is up to the teacher provides the

motivation and monitoring to ensure that the maximum number of

books that is being read in the time available.

According to these definitions Extensive reading is used to find a

quick and complete information, in order to obtain a general understanding

1

12

of the text, this kind of reading, vocabulary is according to the level of the

student because with this method the aim is that the student is able to

understand a reading with extensive reading it seeks to develop in

students the motivation for reading with short and interesting texts

therefore is performed by satisfaction and self-interest.

2.2.1.2.2 INTENSIVE READING

Intensive reading is a method when the learner is focused on the

language rather than the text, so the student has to find specific

information in a text.

This author referred that:

the intensive reading activity is when an EFL teacher supplies to the

students a short passage to practice reading in the class or at home

with the primary purpose is to teach new vocabulary and concepts

to develop comprehension skills of the students, besides, in this

activity the teacher provides to the students a variety of exercises

for learning syntactical devices and lexical features. In conclusion,

in the intensive reading classes, students are taught to develop

such skill for recognition as guessing meaning from context, using a

dictionary and rapid phrase identification. (Al-Jawi, 2010, p. 20)

This author explains that intensive reading is a tool for

developing comprehension reading activities during the English class, but

intensive reading is applied during the English classes, so this method has

a great advantage to build vocabulary necessary for students for

developing their reading activities since that, it is easier for students to

acquire more vocabulary quickly.

In addition, intensive reading provides the necessary implements

for enhancing reading skills thanks to the activities of recognition,

guessing meaning and promotes few opportunities for the student to learn

1

13

to read smoothly in order to develop eye movements that are so

necessary to improve reading skill.

2.2.1.3 PROCESS OF READING

The process of reading is developed into three stages: pre-

reading, while-reading and post-reading, which explain how

students’ progress as readers.

The before- reading an assignment, basic frameworks

which are included in the text should be pointed out such as

cause-effect or problem-solution. It can be beneficial to call

attention to specific plans of paragraph or text organization

such as signal words, main idea sentences, highlighted

phrases, headings and subtitles. (Study Guides and

strategies, 2012, p. 1)

This author refers that before – reading is primordial in the process

of reading because the teacher spends some time introducing a topic

encouraging skimming, predicting, so that students can bring the best of

their knowledge and skills to a text when they have been given a chance

to participate or sharing their ideas.

Likewise, the process of reading includes while – reading, where

students begin to read the text, in this stage the guidance is important to

ensure that students assume an active participation” the teacher job is to

help students to understand the specific content and to perceive the

rhetorical structure of the text” (Deyuan & Yufen, 2006, p. 125).

Those authors claim that teacher has a serious role in this stage since

that, the teacher leads students through the assigned reading and

indicates what information is important，how a paragraph or section is

1

14

organized, and what is to be learned in this case helping student identify

the correct information.

Finally, the last process is after-reading, where the aim is to check the

student’s comprehension and retention of the information of a text. As

Rochester institute (2017) express below:

after-reading stage is to integrate or synthesize the read material

into one's knowledge base of the topic. Students need to make the

material their own. This can be achieved through a variety of

means employing writing, class discussion, visual representations,

and physical demonstration. (p.1)

This author explains that the process of after reading is the perfect

moment to put in evidence the knowledge about the text through

questions, sum up or mind maps, however a good process after reading is

to integrated the new information from the text with what the students

already know.

In addition, the process of reading provides a certain amount of

activities that they can be applied so; if students apply the correct process,

they can provide the skills and strategies needed to become an efficient，

effective，and independent reader.

1

15

2.2.2 STORYTELLING

A statement by the National Storytelling Network (2012) defines

Storytelling “as an ancient art form and a valuable form of human

expression. Because story is essential to so many art forms, however, the

word “storytelling” is often used in many ways” (p.2).

These usually include legend stories about dragons, kings and

heroes that make people imagine an unreal world.

2.2.2.1 TYPES OF STORYTELLING

According to Miller (2011), storytelling is classified as follows:

Folktales tend to be timeless and placeless, with characters that

are well-known in a culture. One type of Folktale is a Fairytale. The

fairytales have a magical element.

Legends are historical stories, which took place in a certain place,

often in the distant past, with some divine element.

Epics are long stories that tell of the adventures of heroes/heroines

as they travel from one end of the land to the other. Epics tend to be

encyclopedic, serving as compendiums of many aspects of a culture, and

often end with the hero/heroine founding a new institution (even a nation).

Myths are stories about divine characters. Myths often concern the

creation of the physical world, and occur before human history.

2.2.2.2 PRINCIPLES OF A STORY TELLING

Miller (2011) describes the principles of a storytelling.

1

16

2.2.2.2.1 A FACE-TO-FACE STORYTELLER IS FULLY PRESENT.

A face-to-face storyteller relates a sequence of events and directs the

social situation; she is there to take personal responsibility for the material

being presented.

2.2.2.2.2 FACE-TO-FACE STORYTELLING IS MULTI-TRACK

A story flows from the soul of a face-to-face storyteller to the souls

of her listeners. Although the spoken word is usually the primary means of

communication, face-to-face storytelling is synaesthesic activity, i.e., it

may occur on one, many, or all sensory levels--the latter involving total

immersion in the experience. A face-to-face storyteller must constantly

calculate how much

2.2.2.2.3 VISUAL ACCOMPANIMENT IS NEVER ESSENTIAL

All face-to-face storytelling involves use of some visual

accompaniment, if only one's body and movements. If a face-to-face

storyteller uses external visual accompaniment, it should seem to be

generated by and emanate from her. It should not a major problem if

these accompanying visuals are unavailable--a good storyteller can

always improvise (by, for example, describing the visual the listener was

supposed to see).

2.2.2.2.4 A FACE-TO-FACE STORYTELLER HAS A UNIQUE

RELATIONSHIP WITH EACH LISTENER

Each listener experiences the story differently. Each listener has

his/her own experiential and emotional associations with the imagery

being presented by the face-to-face storyteller, and thus, each listener

visualizes and responds to the telling differently

1

17

2.2.2.2.5 FACE-TO-FACE STORYTELLING IS A RECIPROCAL,

SHARED EVENT

Roles of teller and listener can switch at a moment's notice. Every

participant in a face-to-face storytelling event has the ability, right, even

responsibility to bring the proceedings to a standstill and to draw all

attention to her/him. Thus, if the event proceeds, it does so by consensus

of all present.

2.3 PHILOSOPHICAL FOUNDATION

AXIOLOGY

Axiology is the science of value within of philosophy or called the

theory of value. Value refers to a quality of an object that satisfies a desire

of a subject. That is, when an object has a certain quality that satisfies a

desire or a wish of the subject and which is recognized.

Then that special quality of the object is called value. In other

words, value is something that belongs to an object; yet, unless it is

recognized as value by the subject, it does not become actual.

As Frondizi (1986) claims about values:

Study of values has become part of other branches of

knowledge, including education, as evidenced by numerous

studies and investigation and extensive literature, that is, in

the present time, we can say perhaps like no other time in

the history of education, the study of values has taken

"naturalized" in the field of educational studies, both

theoretical reflection levels analytically as empirical and

research, so we can say that is almost able to speak of an

educational or an axiology education (p.151-152).

1

18

According to the author values are part of our essence and thanks

to values we, as human beings, recognize we have to do good things. The

teaching and practice of values will help students of 8th grade to respect

others and put in practice the values with their partners.

2.4 SOCIOLOGICAL FOUNDATION

The human being is social by nature and managing a diverse

ranging of factors such as family, society, race and social class.

However, all of these factors evolve the process of learning "learning is a

necessary and universal aspect of the process of developing culturally

organized, specifically human psychological function" (Vygostky, 1978, p.

90).

The author refers that learning represents an active and

constructive thought processes. For this reason, Vygotsky stresses the

fundamental role of social interaction in the development of learning

where the social interaction plays a central role in the process of making

meaning.

Therefore, the student acquires language or learning focused on

the connections between people and the cultural context in which they act

and interact in shared experiences development by environmental

influences. For Riddle (2008) humans use tools that develop from a

culture, such as speech and writing, to mediate their social environments.

The author expresses how humans’ potential their knowledge, but

children develop these tools to serve solely as social functions, ways to

communicate needs, so the process in children and adults shows a

different condition demonstrating that a proper social interaction in the

earlier years stablish a better growth of learning since that, help students

to internalize the experiences taken from the social interaction.

1

19

2.5 PEDAGOGICAL FOUNDATION

The education faces many paradigms nowadays; it struggles to

solve some issues in an autonomous way. As Hall, Murphy and Soler

(2008) state, “Pedagogy encompasses the performance of teaching

together with the theories, beliefs, policies and controversies that inform

and shape it” (p.1), so those authors claims that there are several factors

that work very close to teachers in the moment of teaching in order to

orientate them in the learning process, but also pedagogy joins culture and

other social points.

Within this paradigm, constructivism helps teacher in the

educational field for developing a good performance in the learning

process.

The paradigm is the construction of knowledge through the

experiences of the student and guided by the teacher who encourage

students to gain understanding such as “Teachers are typically acutely

aware of the role of prior knowledge in students' learning, recognizing that

students are not blank slates or empty vessels waiting to be filled with

knowledge” (Gail &Brader-Araje, 2011, p.3).

The researchers quote that prior experiences, knowledge, and

beliefs are use in constructing new understandings so; students in the

English classroom ideally become expert learners. This gives them the

tools to keep learning.

Within the constructivism aspects, it can be mentioned that student

feel innate curiosity about the world and how things work, nevertheless

students do not reinvent the wheel but students will attempt to understand

how it turns and how it functions.

1

20

Finally, this paradigm based on the student’s experiences tries to

become students more analyst, facing them a real-world experience,

learning to hypothesize, testing their theories, and ultimately drawing

conclusions from their findings in order to create more knowledge and talk

about what they are doing and how their understanding is changing.

2.6 PSYCHOLOGICAL FOUNDATION

The zone of proximal development describes the current or actual

level of development of the learner and the next level attainable through

the use of environmental tools and capable adult or peer facilitation. The

idea is that individuals learn best when working together with others during

joint collaboration, and it is through such collaborative activities for

internalizing new concepts and skills.

For Pinter (2006), it “describes the difference or the zone between

the current knowledge the child and the potential knowledge achievable

with some help from a more knowledgeable peer or adult.” (p.11). This

means how important is that teacher give the correct assistance to

students in order to obtain the real potential of their students.

The idea is strengthening the knowledge in students by completing

a task, when the student does a task by himself promotes a real

reinforcement in the process of learning, so the learner will likely be able

to complete the same task individually next time.

Roosevelt (2008) holds that the main goal of education from

Vygotskian perspective is to keep learners in their own ZPDs as often as

possible. This can happen by giving them interesting and culturally

meaningful learning and problem-solving tasks that are slightly more

difficult than what they do alone. These include activities in which they will

need to work together either with another more competent peer or with a

teacher or adult to finish the task.

1

21

In addition, the zone of proximal development represents the

difference between the learners can do without help and what he or she

can accomplish with the guidance of others and with constant feedback. It

will notice that students’ learning and understanding can continue to

develop at an appropriate process.

2.7 LEGAL FOUNDATION

This research project contains legal aspects as the National Plan

for Good Living, where in its article claims the following:

Improving the quality of education at all levels and modalities for

knowledge generation and integral formation of creative, supportive,

responsible, critical, participative and productive, under the principles of

equality, social equity is one which raises the objectives of the National

Plan for Good Living (Objective 4.4).

The above objective is to introduce in the public consciousness the

need for educational processes and programs that involve all members of

a community in the ongoing development and committed to improving their

quality of life, meaning that not only are students and teachers who

promote training, physical and intellectual activities, but also parents,

guardians and authorities in general, inside and outside the schools.

Strengthening group activities allow students to create spaces of

interaction and support in order to overcome social barriers and

discrimination that cause so much damage to society. Also, it considered

possible harmonize educational processes according to the weaknesses

and strengths of each individual to enhance their capabilities in order to

meet national and international standards of quality required.

The Organic Law of Intercultural Education in its article two literal

“F” concerning the principles, states that educational levels must be

1

22

tailored to the cycle of life of people, their cognitive development, their

abilities, cultural and linguistic area, the educational activity takes place

attending basic general principles of coexistence.

Finally, in Ecuador the educational system has improved the

literacy of many aspects and given numerous children the opportunity to

improve their lives thanks to the new reforms in favor of childhood. In this

way, the development of educational systems in Ecuador has also

assisted the country in training professional and educated employees that

contribute significantly to many industries within the country.

1

23

CHAPTER III

METHODOLOGY

3.1 DESIGN OF THE INVESTIGATION

The current investigation refers at Alberto Perdomo Franco High

School, located in District 4, Zone 8, and Canton Guayaquil Province of

Guayas. This research has a qualitative design. As Crossman (2017)

related to qualitative research, he stated that “Qualitative research is a

type of social science research that collects and works with non-numerical

data and that seeks to interpret meaning from these data that help us

understand social life through the study of targeted populations or places.”

(p. 1).

In addition, this research project is also quantitative since it refers to

the data that can be transformed into useable statistics. It means that this

research project is going to quantify attitudes, opinions, and generalized

results from a sample population.

3.2 TYPES OF INVESTIGATION

3.2.1 EXPLORATORY INVESTIGATION

According to Necessary knowledge to conduct business research

(2016) about the exploratory research "Exploratory research, as the name

states, intends merely to explore the research questions and does not

intend to offer final and conclusive solutions to existing problems." (p.1)

It refers that exploratory research helps to the researcher to find

more details about the problem, in this way permit to understand the issue

in this case the low level of reading skill in students, taking into account

the instruments that were used in this project.

1

24

3.2.2 DESCRIPTIVE INVESTIGATION

"Descriptive research is used when the researcher wants to

describes specific behavior as it occurs in the environment" as Kakkar

(2015) defined this investigation.

In other words, descriptive research defines the situation in relation

to the population as the survey or the observation where the research can

evaluate the different student’s responses.

3.3 POPULATION AND SAMPLE

The population refers the 150 students of ninth grade of the High

School “Alberto Perdomo Franco “, on the other side the sample is simply

a subset of the population, the sample should be representative of the

population from which it was extracted and should be of adequate size to

ensure statistical analysis. In addition, the sample required was 45

students that it represents one course of all population.

Table N° 1

SAMPLE AND POPULATION ITEM STAFF POPULATION SAMPLE

1 AUTHORITIES 1 1

2 TEACHERS 1 1

3 STUDENTS 45 45

4 Total 47 47

Source: Alberto Perdomo Franco High School

Authors: Lenny Gorozabel González and Gladys Figueroa

1

25

3.4 OPERAZIONALIZATION OF THE VARIABLES

VARIABLES DIMENSIONS INDICATORS

DEPEDENT

Reading skill

Reading Skill

Strategies of reading skills

Methods of reading

Process of reading

o Definition

o Skimming

o Scanning

o Intensive

o Extensive

o Before reading

o While reading

o After reading

INDEPENDENT

Storytelling

Storytelling

Types of storytelling

Principles of a story telling

Theories of the storytelling

o Definition

o Folktale

o Legend

o Epic

o Myth

o A Face-to-Face Storyteller is

Fully Present.

o Face-to-Face Storytelling is

Multi-track

o Visual Accompaniment is Never

Essential

o A Face-to-Face Storyteller Has

a Unique Relationship with Each

Listener

o Face-to-Face Storytelling is a

Reciprocal, Shared Event

o Theory of Fragmentation and

Wholeness.

o Theory of

PsychologicalIntegration.

o Theory of Catharsis.

Source: Operationalization of the variables

Authors: Lenny Gorozabel González and Gladys Figueroa

1

26

3.5 METHODS OF THE INVESTIGATION

The following section is methods of the investigation where the

researcher executes empirical methods. The researcher describes below:

The historical-logical studies the theoretical referents in teaching-

learning process in high school education, it also permits to see the

evolution of this phenomenon through the years in the school and also in

the class.

It refers that in this project the researchers have to investigate how

English has been developed through the year in that institution and the

logic of its development in order to help students to improve reading skill.

The hypothetical-deductive diagnoses the learning-teaching process of

the reading skill in English subject, and the establishment of theoretical

and empirical assumptions to elaborate the activities of storytelling to

develop the reading skill of the students.

It refers to the process of observing the problem at Alberto Perdomo

Franco High School in order to explain the causes of the problem in this

case reading skill and help students in activities of storytelling.

The analysis- synthesis lets the authors to analyse the whole

information related to the variables of the research making possible to

synthesize the most important information according to the problem.

It means the data information collected from the survey and interview

were synthesized to understand the results in a better way.

1

27

3.6 TECHNIQUES AND INSTRUMENTS

The empirical techniques are the tools that the researcher used in

order to compile information, so the techniques and instruments that were

applied to students of 9th grade of Alberto Perdomo Franco High School

below:

The survey is a set of questions that students were to develop in

relation to reading skill through the use of storytelling activities in order to

improve this skill.

The Interview contains open questions and it was applied to the

English teacher in order to express a critical point in reference to the

trouble in students in reading skill.

The chi square generates the results that were; there is a problem

in reading skills. With regards to the survey’s results, the students express

their failure in reading habits with problems in recognizing main ideas or

author’s point of view, but detecting these aspects the researchers can

explore the appropriate solution to this problem.

1

28

Totally disagree (TD) Disagree ( D) Neither Agree nor disagree ( N ) Agree ( A) Totally agree(TA )


SURVEY

Tick with an (x) the answer

TD D N A TA

QUESTIONS

You have difficulties in reading

skills.

You consider that reading is

important for English language

The teacher use games to

introduce a reading

The teacher uses interactive

activities in favors of reading skills

The teacher gives you many

opportunities to express your ideas

when you read.

The teacher gives you current

readings

I feel motivated in the English

classes

The English class is dynamic

I understand the main ideas of a

book.

I am able to guess the reading’s

topic only with pictures

I am able to make a sum up about

a reading.

1

29

TOTALLY AGREE

NEITHER AGREE NOR DISAGREE

AGREE

30 62,5

DISAGREE 5 5 10

TOTALLY DISAGREE

3.7 DATA ANALYSIS

3.7.1 SURVEY

Table # 1

1.-You have difficulties in reading skills.

FRECUENCY PERCENTAGE

TOTALLY DISAGREE 4 10

DISAGREE 2 5

NEITHER AGREE NOR DISAGREE 12 30

AGREE 25 62,5

TOTALLY AGREE 2 5

TOTAL 45 100%

Source: Subteniente Alberto Perdomo Franco high school Made by: Lenny Gorozabel González and Gladys Figueroa

Graphic#1


Analysis:

In this graph, the 62% of students agree with the statement, but the

30% neither agree nor disagree.

Comment:

In this case it observes that students need to improve reading skills

through strategies where they can develop this skill.

30

30

Table # 2

2.-You consider that reading is important for English language



DISAGREE 5 12,5


AGREE 15 37,5

TOTALLY AGREE 3 7,5

TOTAL 45 100%


Graphic#2


Analysis:

In this graphic, students consider that reading is important for

English language with 37, 5% according to the survey.

Comment:

All the skills are important in English language but reading has an

important objective in the process of learning such us understanding

individual sentences or comprehending ideas.

TOTALLY AGREE


AGREE

30

12,5 37,5

DISAGREE 25 7,5

TOTALLY DISAGREE

31

31

Table # 3

3.-The teacher uses games to introduce a reading



DISAGREE 27 67,5


AGREE 4 10

TOTALLY AGREE 0 0

TOTAL 45 100%


Graphic# 3


Analysis:

In this graph, students give their opinion about the teacher in the

use of games to introduce a reading with the 68% of the survey

respondent.

Comment:

The use of games to introduce a topic create dynamic environment

to students to be creative and feel comfortable in the acquisition of the

second language.

TOTALLY AGREE


AGREE

DISAGREE

67,5

20 10 0 15

TOTALLY DISAGREE

32

32

Table # 4

4.-The teacher uses interactive activities in favors of reading

skills FRECUENCY PERCENTAGE


DISAGREE 5 12,5


AGREE 5 12,5

TOTALLY AGREE 11 22

TOTAL 45 100%


Graphic# 4


Analysis:

According to the survey, the 35% of students express totally

disagreement with the statement.

Comment:

The interactive activities help the student to be in contact with their

learning. For this reason, the use of interesting activities can motivate

them.

TOTALLY DISAGREE

0 12,5 DISAGREE

62,5 25

12,5 NEITHER AGREE NOR DISAGREE

AGREE

TOTALLY AGREE

33

33

Table # 5

5.-The teacher gives you many opportunities to express your ideas when you read.



DISAGREE 5 12,5


AGREE 15 37,5

TOTALLY AGREE 5 12,5

TOTAL 45 100%


Graphic# 5


Analysis:

It can be observed that students can express their point of view

about any reading with the 37% but the 20% of students disagree with the

statement.

Comment:

It is important as a teacher to give opportunities to students. In this way,

students can reinforce their individual’s prior learning by working

individually or in a group.

TOTALLY DISAGREE

DISAGREE


AGREE

TOTALLY AGREE

34

34

Table # 6

6.-The teacher gives you current readings


TOTALLY DISAGREE 5 12,5

DISAGREE 24 60


AGREE 4 10

TOTALLY AGREE 0 0

TOTAL 45 100%


Graphic# 6


Analysis:

In this graph, students disagree with the statement where the

teacher gives current reading with the 60% of the survey respondent.

Comment:

The current reading brings the opportunity to explore, know different

places and be updated in news.

TOTALLY AGREE


AGREE

60

30

DISAGREE 10 0 12,5

TOTALLY DISAGREE

35

35

Table # 7

7.-I feel motivated in the English classes



DISAGREE 5 12,5


AGREE 20 50

TOTALLY AGREE 0 0

TOTAL 45 100%


Graphic # 7


Analysis:

In this graph, the 50% of student feel motivated in the English

classes

Comment:

This result helps us to catch the student’s interest easily because

they feel motivated to learn a new language.

TOTALLY AGREE

50 12,5 NEITHER AGREE NOR

30 DISAGREE

AGREE

DISAGREE 20 0

TOTALLY DISAGREE

36

36

Table # 8

8.-The English class is dynamic



DISAGREE 6 15

NEITHER AGREE NOR DISAGREE 13 32,5

AGREE 4 10

TOTALLY AGREE 8 20

TOTAL 45 100%


Graphic # 8


Analysis:

In this graph, students totally disagree with the statement with 35%

but the 33% neither agree nor disagree.

Comment:

In this case the teacher has to apply new strategies in order to

catch the student’s attention because a dynamic class facilitates some

productive students creating leadership.

TOTALLY DISAGREE

DISAGREE

NEITHER AGREE NOR

DISAGREE

AGREE TOTALLY

AGREE

37

37

Table # 9

9.-I understand the main ideas of a book.


TOTALLY DISAGREE 3 7,5

DISAGREE 8 20


AGREE 30 75

TOTALLY AGREE 2 5

TOTAL 45 100%


Graphic # 9


Analysis:

In this graph, students can understand main ideas of a book with

the 75% the 20% cannot understand main ideas.

Comment:

In this case, the fact that a student can understand an idea is

essential to know vocabulary and practice more readings.

TOTALLY AGREE


AGREE

75

5

20 DISAGREE 5 7,5

TOTALLY DISAGREE

38

38

Table # 10

10.-I am able to guess the reading’s topic only with pictures



DISAGREE 10 25

NEITHER AGREE NOR DISAGREE 5 12,5

AGREE 29 72,5

TOTALLY AGREE 1 2,5

TOTAL 45 100%


Graphic # 10


Analysis:

In this graph, students agree with the statement with 72.5%of

students are able to guess reading’s topic while 25% cannot do it.

Comment:

It means that a prior knowledge facilitates the student’s learning

and the teacher has to guide students to develop their background.

TOTALLY AGREE


AGREE

72,5 12,5

DISAGREE 25 2,05

TOTALLY DISAGREE

39

39

Table # 11

11.-I am able to make a sum up about a reading.



DISAGREE 5 12,5


AGREE 4 10

TOTALLY AGREE 14 35

TOTAL 45 100%


Graphic # 11


Analysis:

In this graph, the amount of students that are able to make a

summary is the 35% of students. In this case, demonstrating that not even

half of students can make a summary.

Comment:

For this reason, students need more emphasis in this skill in order

to improve this ability.

TOTALLY DISAGREE

35 25 DISAGREE

12,5 10

30 NEITHER AGREE NOR DISAGREE

AGREE

TOTALLY AGREE

40

40

3.7.2 CHI SQUARE

Graphic


The chi square generates the results that were; there is a problem

in reading skills. With regards to the survey’s results, the students express

their failure in reading habits with problems in recognizing main ideas or

author’s point of view, but detecting these aspects the researchers can

explore the appropriate solution to this problem.

41

40

3.7.3 THE INTERVIEW

The interview was applied to the English teacher.

1. Do you like to read?

2. What sort of books do you read?

3. Do you consider that reading is important to develop in high school,

why?

4. Do you apply the stages of reading correctly, which?

5. Do you teach English with dynamic activities?

6. Do you suggest any reading to read at home, which?

7. Do you create new questions from a text?

8. What kind of activities do you use in the English class?

9. Do you consider that more activities of reading can improve this

skill?

10. Which advices you can give to your students to develop this skill?

11. What sort of storytelling do you know

12. The use of storytelling will improve in the process of reading?

ANALYSIS

The results of the interview were that teacher notices that students

have a problem in reading skill but students do not have the necessary

interest to learn a foreign language. In spite of their lack of interest, the

teacher only teaches the units that constitute the English book and he

does not practice reading strategies. However, the teacher expresses that

the use of storytelling for reinforcing reading will enhance this ability.

42

40

CONCLUSION

The teacher does not use storytelling for reinforcing reading skills.

Students have problems to identify main ideas and express

summaries.

Students do not feel motivated in class.

Students accept that they have problems in reading skill.

The teacher does not practice reading techniques for reinforcing

reading skill.

RECOMMENDATION

The teacher has to permit to express student’s ideas in order to

have the interaction teacher-student.

Students have to practice more activities to understand main ideas.

The teacher has to begin the class with song or story in favor of

motivated students.

Students have to practice extensive readings at home for improving

this ability.

The teacher has to check new ways to teach reading by internet or

any resources.

43

40

CHAPTER IV

THE PROPOSAL

4.1 TITLE

Design of a booklet based on storytelling for increasing the reading skill.

4.2 JUSTIFICATION

Students of the 9th grade of the basic education at “Alberto Perdomo

Franco” High School show difficulty in their reading skills. Some of the

students feel that English is a difficult language because students have a

lack of reading habit, provoking a problem when students read since they

do not understand the texts. Another problem is the incorrect

implementation of ludic activities in order to help students to comprehend

the text and facilitate the process of reading. All of these factors affect the

academic progress; therefore, this project proposes the creation of a ludic

booklet based on stories and games, where students will feel more

comfortable when reading a book.

4.3 OBJECTIVES

4.3.1 GENERAL OBJECTIVE

To develop reading skill through a booklet with activities based on

storytelling.

4.3.2 SPECIFIC OBJECTIVE

To promote the use of ludic activities, as a main tool of enriching

reading skills.

To create a comfortable environment to increase student’s

participation in the classroom.

44

40

To integrate students with different levels of stories in English in

order to develop reading skills.

4.4 THEORETICAL ASPECT

4.4.1 PHILOSOPHICAL ASPECT

According to values have become part of other branches of

knowledge including education. Through the creation of this booklet

students can apply values during a class because the values create a

good environment for working, helping the student to develop their skills

and socialize with others.

4.4.2 SOCIOLOGICAL ASPECT

Sociology tries to explain and describe how people interact with

others. Inside of this premise it has social context where the environment

gives new experiences then the learner learns and applies the new

knowledge.

4.4.3 PEDAGOGICAL ASPECT

This aspect is based on constructivism approach, so the

construction of knowledge permits to the students appropriate of new

knowledge promoting a benefit in the English class.

4.4.4 PSYCHOLOGICAL ASPECT

Psychology has contributed in a meaningful way in learning process

due to many researchers who were developing theories in favor of

education such as the zone of proximal development where the main

factor is to potentiate the student’s knowledge. For this reason, this

booklet increases the vocabulary in students, where they can enhance

reading skills thanks to the ludic activities in the booklet.

45

40

4.4.5 LEGAL ASPECT

The legal makes reference to the laws related to education in

Ecuador.

4.5 FEASIBILITY OF THE APPLICATION

4.5.1 FINANCIAL

It is proposed the creation of a booklet where the cost of the

application does not have a price.

4.5.2 LEGAL

It includes the laws mention in chapter two, also it contains the

objectives of the following zones:

Zone 5 has the next objectives:

Educational globalization and knowledge dialogues

Improve the educational quality

Likewise, zone 8 has the following the problems:

Reduction of illiteracy

Educative and occupational inclusion of students with special

capacities.

4.5.3 TECHNICAL

For the development and implementation of the project research,

the researchers will only need the pencil and eraser.

4.5.4 HUMAN

It refers to the human staff of the institution for helping to the

researchers to compile all the information needed in this project.

46

40

4.5.5 POLITICAL

The National Plan for Good living is taking into account, because it

wants that all students finish their school year with a small gap of

knowledge between them.

4.6 DESCRIPTION

This project research consists on the elaboration of a storytelling

activities which contains stories, to improve reading skills. This guide will

provide activities to perform in class or at home as a homework promoting

a reading habit.

It will have stories that the teacher should promote in the

classroom, activities that will help the teacher to have an entertaining

class. It will also promote reading skills among students and help slow

learners to enrich the vocabulary and fast learners take them to the next

level and to make them leaders.

This proposal is based on four stories, each story has activities as

puzzles, questions, matching and unscrambles words and methodological

recommendations for the teacher for teaching thosestories in a better way.

The use of this booklet is for each semester that will help students to

reinforce reading skills.

47

40

TABLE OF CONTENT

UNITS STORIES METHODOLOGICAL RECOMMENDATIONS

1

The fox

and the

geese

o On the first activity, you can use

flashcards for performing the activity, it is

recommended to:

(1) Stick the flashcards on the

whiteboard and students can

classify them in domestic and wild

animals.

(2) Label to the pictures.

(3) Show them a flashcard and ask

them to brainstorm ideas.

These are some recommendations that

you can follow and chose the best option

for introducing the tale, besides, you can

find at the end of the booklet a group of

flashcards that you can use them.

o On the second activity, we recommend:

(1) Read aloud.

(2) Make groups for reading the tale.

o On the third activity, it is suggested a play

about the fox and the geese, we

recommend:

(1) Make groups of 5 for performing the

play.

(2) Create masks of the characters.

(3) Summarize the character’s

dialogue.

o Finally, answer the questions.

(1) Ask student per student.

(2) Make groups for answering the

questions.

48

40

(3) Make a debate.

These are some recommendations that

you can follow and chose the for

concluding the tale.

2

The golden

key

o On the first activity, it is suggested a game

‘Extreme Situations’ the point of this

activity is to make difficult questions

involving choosing a course of action in

extreme situations. Usually these

situations will involve feelings,

prejudices, ethics, etc.

o On the second activity, the reading. It is

recommended to:

1. Apply the activity ‘reader response’

where pick the most important

word/line/image/object/event in the tale

and explain why you chose it.

2. Create a diorama of a particularly

important scene.

3. Create a dramatic monologue where

you create a monologue for a character

while they are out of the tale. Where

are they? Why? What are they

thinking?

o On the third activity is a crossword where

students can find some words related to

the golden key.

o On the fourth activity, you have to draw a

scene.

o On the fifth activity, it is recommended to:

1. Write in a piece of paper the end of the

story and interchange it with a

49

40

classmate.

2. Write to a friend, the author, or to a

character about this tale. Write as if you

were the character or author and write

to yourself.

3

The rose

o On the first activity, it is suggested a guess

activity:

1. Work in a team the activity.

2. Draw some scenes for guessing.

o On the second activity, the reading.

1. Read in silent once.

2. Ask the main idea of the tale.

3. Read aloud.

o On the third activity, it is suggested a

square where the students have to cross

with x only verbs:

1. Play ‘crazy story’ This is an activity that will

make your students speak in class and be

creative. Ask students to write a word on

a piece of paper and tell them not to

show anyone. This word should be a

verb. The teacher starts telling a story,

then stops and chooses a student. That

student will continue the story and must

use his/her word. This student then

chooses the next student to continue

the story. The last student must end the

story. After the story is over, the

students then try to guess what words

each student has written on his/her

paper. The student who guesses the

most words wins the game.

o On the fourth activity, it is suggested:

1. Work in pairs the story.

2. Make a poster and explain it.

50

40

o On the fifth activity, it is recommended:

1. Telling the story by flashcards.

2. Using puppets for counting the story.

4

Our lady’s

little glass

o On the first activity, it is suggested: 1. Ask to 2 – 3 students the questions. 2. Meditate with you students the answers.

o On the second activity, it is recommended: 1. Read loud. 2. Work in pairs the reading.

o On the third activity, it is suggested: 1. Work in a team for doing the exercise.

51

40

Conclusion:

This proposal based on storytelling offers a new way for teaching

reading skills since students nowadays consider that reading is

underestimated. Students of 9th grade of the basic education at “Alberto

Perdomo Franco” High School have a huge problem with this skill.

The researchers of this project have investigated many possible

solutions to this issue, therefore searching the causes and objectives to

this proposal. For this reason, the creation of a booklet based on

storytelling will enrich the student’s knowledge to develop the teaching of

reading skills through the activities such matching, unscrambles words

and others.

This booklet will enhance students to acquire the necessary tools to

improve reading skill and the guidance of the teacher. Students of 9th

grade of the basic education at “Alberto Perdomo Franco” High School

can demonstrate their abilities of critical thinking that it is an important

requirement in the English language curriculum of Ecuador.

52

40

REFERENCES

Al-Jawi Fadwa D. (2010), Scanning, Teaching the receptive

skills. Second section. Teaching Reading skill. Retrieved from

https://uqu.edu.sa/files2/tiny_mce/plugins/filemanager/files/428112

6/lectures_of_Methodology_2/receptive_skills.pdf

Al-Jawi Fadwa D. (2010), Extensive and Intensive Reading, Teaching the

receptive skills. Second section. Teaching Reading skill. Retrieved

from

https://uqu.edu.sa/files2/tiny_mce/plugins/filemanager/files/428112

6/lectures_of_Methodology_2/receptive_skills.pdf

Al-Mansour & Al-Shorman (2011) The effect of teacher’s storytelling aloud

on the reading comprehension of Saudi elementary stage

students. Retrieved from:

http://www.sciencedirect.com/science/article/pii/S2210831911000

21X

Deyuan&Yufen (2006) The process of reading. Retrieved from:

http://ebooks.cambridge.org/chapter.jsf?bid=CBO9781139524513

&cid=CBO9781139524513A013

Frondini, R., (1986), Axiological education: Axiology and its relationship to

Education. Universidad de Sevilla. Retrieved from:

http://institucional.us.es/revistas/cuestiones/12/art_13.pdf

Gail &Brader-Araje, (2011) the constructivism. Retrieved from:

http://www.thirteen.org/edonline/concept2class/constructivism/

Hall, Murphy and Soler (2008) Networks of Mind: Learning, Culture,

Neuroscience. Retrieved from:

https://books.google.com.ec/books?id=llBWAgAAQBAJ&pg=PT11

http://www.sciencedirect.com/science/article/pii/S2210831911000

http://ebooks.cambridge.org/chapter.jsf?bid=CBO9781139524513

http://institucional.us.es/revistas/cuestiones/12/art_13.pdf

http://www.thirteen.org/edonline/concept2class/constructivism/

53

40

8&lpg=PT118&dq=Hall,+Murphy+and+Soler+(2008)&source=bl&o

ts=lzPdHgX9-E&sig=jjyLyRI-cGJojtRrMnEmU-3j4z0&hl=es-

419&sa=X&ved=0ahUKEwjgrOvCrrLVAhVEWCYKHQaeBkUQ6A

EIMTAC#v=onepage&q=Hall%2C%20Murphy%20and%20Soler%

20(2008)&f=false

Isbell Rebecca (2004) The Effects of Storytelling and Story Reading on the

Oral Language Complexity and Story Comprehension of Young

Children. Retrieved from:

https://link.springer.com/article/10.1023/B:ECEJ.0000048967.9418

9.a3

Lestrud Michelle (2013) Reading skills. Retrieved from:

https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-

1698-3_1457

Ley Orgánica de Educación Intercultural, (2012), LOEI Art.2, paragraph F.

Retrieved frrom

http://educaciondecalidad.ec/ley-educacion-intercultural-menu/ley-

educacion-intercultural-texto-ley.html

Miller John (2011) The history of storytelling. Retrieved from:

http://www.storynet-advocacy.org/edu/booklet.pdf

National Storytelling Network (2012) Definition of storytelling. Retrieved

from: http://www.storynet.org/

Noormah Mohd (2000) reading comprehension. Retrieved from:

http://www.academia.edu/5046977/Comprehension

Plan Nacional del Buen Vivir, (2013), Fortalecer las capacidades y

Potencialidades de la ciudadanía. Objective 4.4. Retrieved from

http://www.buenvivir.gob.ec/objetivos-nacionales-para-el-buen-

vivir

http://educaciondecalidad.ec/ley-educacion-intercultural-menu/ley-educacion-intercultural-texto-ley.html

http://educaciondecalidad.ec/ley-educacion-intercultural-menu/ley-educacion-intercultural-texto-ley.html

http://www.storynet-advocacy.org/edu/booklet.pdf

http://www.storynet.org/

http://www.academia.edu/5046977/Comprehension

http://www.buenvivir.gob.ec/objetivos-nacionales-para-el-buen-

54

40

Pinter (2006) The zone of proximal development. Retrieved from:

https://hachinohe-hachitan.repo.nii.ac.jp/?action...id.

Rafik & Farida (2005) Storytelling and vocabulary acquisition at the

elementary level. Retrieved from:

http://bu.umc.edu.dz/theses/anglais/FAD10043.pdf

Riddle Mark (2008) Natural context. Retrieved from:

https://www.ju.edu.et/cssljournal/sites/default/files/Manuscript%20

%20%20Text.pdf

Rochester institute (2017) Post reading process. Retrieved from:

https://www.ntid.rit.edu/sea/processes/comprehension/process/aft

er

Roosevelt (2008) Encyclopedia of Educational Psychology. Retrieved

from:

https://books.google.com.ec/books?id=uv1yAwAAQBAJ&pg=PA1

017&lpg=PA1017&dq=the+zone+of+proximal+development+roose

velt&source=bl&ots=QIh0_Q6jtl&sig=Don7bH_upYMpKC6nyoPUV

SM-_fw&hl=es-

419&sa=X&ved=0ahUKEwjHstyZsLLVAhVHLyYKHXuIDFQQ6AEI

ZTAI#v=onepage&q=the%20zone%20of%20proximal%20develop

ment%20roosevelt&f=false

Study Guides and strategies (2012) Reading and research series.

Retrieved from: http://www.studygs.net/preread.htm

The British council (2016) Definition of skimming. Retrieved from:

https://www.teachingenglish.org.uk/article/skimming

Vygotsky Lev, (1978),the zone of proximal development. Retrieved from

http://www.csi-

if.es/andalucia/modules/mod_ense/revista/pdf/Numero_34/RAFAE

L_GONZALEZ_BAEZ_2.pdf

http://bu.umc.edu.dz/theses/anglais/FAD10043.pdf

http://www.ju.edu.et/cssljournal/sites/default/files/Manuscript

http://www.ju.edu.et/cssljournal/sites/default/files/Manuscript

http://www.ntid.rit.edu/sea/processes/comprehension/process/aft

http://www.ntid.rit.edu/sea/processes/comprehension/process/aft

http://www.studygs.net/preread.htm

http://www.teachingenglish.org.uk/article/skimming

http://www.teachingenglish.org.uk/article/skimming

55

40

BIBLIOGRAPHY

Hymes, D.H. (1972), Savignon S. (1972), Concept of communicative

Competence: Defining Communicative competence, Vesna

Bagaric. Retrieved from

http://relectionandpractice.pbworks.com/f/COMMUNICATIVE+CO

MPETENCE.pdf

Lucio A. Ricardo, (1994), the constructivism approach in Education:

Education and Culture, Bogota. Retrieved from

http://revista.inie.ucr.ac.cr/index.php/aie/article/viewFile/194/193

Maslow, (1943), Maslow and his pyramid, “A Theory of human motivation”.

Retrieved from

http://www.medciencia.com/una-teoria-de-la-motivacion-maslow-y-

su-piramide/

Méndez, (2002), Constructivism: Social Constructivism, Universidad

Central de Venezuela. Retrieved from

http://constructivismos.blogspot.com/

Methods/Approaches of Teaching ESOL: A Historical Overview, (2011),

Grammar-Translation Method, Direct Method, The silent way, the

total physical response and Communicative approach. Retrieved

from

https://www.kendallhunt.com/uploadedFiles/Kendall_Hunt/Content

/Higher_Education/Uploads/CH11_Zainuddin_3e.pdf

Ministry of Education, (1998), Transverse axis values: Epistemology and

Curriculares Foundation in the Pedagogic Practice of Basic

Education. Retrieved from

http://www.redalyc.org/pdf/761/76111479005.pdf

http://relectionandpractice.pbworks.com/f/COMMUNICATIVE%2BCOMPETENCE.pdf

http://relectionandpractice.pbworks.com/f/COMMUNICATIVE%2BCOMPETENCE.pdf

http://revista.inie.ucr.ac.cr/index.php/aie/article/viewFile/194/193

http://www.medciencia.com/una-teoria-de-la-motivacion-maslow-y-

http://constructivismos.blogspot.com/

http://www.kendallhunt.com/uploadedFiles/Kendall_Hunt/Content

http://www.kendallhunt.com/uploadedFiles/Kendall_Hunt/Content

http://www.redalyc.org/pdf/761/76111479005.pdf

56

56

59

59

59

60

59

61

61

62


SURVEY


TD D N A TA

QUESTIONS

You have difficulties in reading

skills.

You consider that reading is

important for English language

The teacher use games to

introduce a reading

The teacher uses interactive

activities in favors of reading skills

The teacher gives you many

opportunities to express your ideas

when you read.

The teacher gives you current

readings

I feel motivated in the English

classes

The English class is dynamic

I understand the main ideas of a

book.

I am able to guess the reading’s

topic only with pictures

I am able to make a sum up about

a reading.

Totally disagree (TD) Disagree ( D) Neither Agree nor disagree ( N ) Agree ( A)

Totally agree(TA )

63


SURVEY

63


TD D N A TA

QUESTIONS

Usted tiene dificultades en las habilidades de lectura.

Considera que la lectura es importante para el idioma inglés

El profesor utiliza juegos para introducir una lectura

El profesor utiliza actividades interactivas en favor de las

habilidades de lectura

El maestro le da muchas

oportunidades para expresar

sus ideas cuando lee.

El profesor le da las lecturas actuales

Me siento motivado en las clases de inglés

La clase de inglés es dinámica

Entiendo las ideas principales de un libro.

Soy capaz de adivinar las lecturas con imágenes

Puedo hacer un resumen sobre una lectura.

Totally disagree (TD) Disagree ( D) Neither Agree nor disagree ( N ) Agree ( A)

Totally agree(TA )

64

64

THE INTERVIEW

The interview was applied to the English teacher.

1. Do you like to read?

2. What sort of books do you read?

3. Do you consider that reading is important to develop in high

school, why?

4. Do you apply the stages of reading correctly, which?

5. Do you teach English with dynamic activities?

6. Do you suggest any reading to read at home, which?

7. Do you create new questions from a text?

8. What kind of activities do you use in the English class?

9. Do you consider that more activities of reading can improve

this skill?

10. Which advices you can give to your students to develop

this skill?

11. What sort of storytelling do you know

12. The use of storytelling will improve in the process of

reading?

64

65

LA ENTREVISTA

La entrevista fue aplicada al profesor de inglés.

1. ¿Te gusta leer?

2. ¿Qué tipo de libros lees?

3. ¿Considera que la lectura es importante para desarrollarse en la escuela secundaria, por qué?

4. ¿Se aplican las etapas de la lectura correctamente, que?

5. ¿Enseña inglés con actividades dinámicas?

6. ¿Sugiere alguna lectura para leer en casa, ¿cuál?

7. ¿Crea nuevas preguntas de un texto?

8. ¿Qué tipo de actividades usas en la clase de inglés?

9. ¿Considera que más actividades de lectura pueden mejorar esta habilidad?

10. ¿Qué consejos puedes dar a tus alumnos para desarrollar

esta habilidad?

11. ¿Qué tipo de narración sabes?

12. ¿El uso de la narración de historias mejorará en el proceso de lectura?

64

66

64

67

INTERVIEW PHOTOS

Source: Gladys Figueroa León - Lenny Gorozabel González Authors: Gladys Figueroa León - Lenny Gorozabel González

64

67

TITLE: TUTORING PHOTOS



64

69

70

70

BOOKLET WITH STORYTELLING

ACTIVITIES TO DEVELOP READING

SKILLS

70

71

Index

Prologue ...................................................................................... 72

The fox and the geese ................................................................ 73

Methodological recommendations ............................................... 74

The golden key. ........................................................................... 75


The rose ....................................................................................... 78


Our lady’s little glass. ................................................................... 81


71

72

Prologue

The fairy tales are the best way to gain young readers, since it offers a

magical world where readers can spread their imagination and explore the

reading world, for this reason, in this motivational booklet you can find some

tales based on the Grimm brothers’ fairy tales with motivational activities in

order to encourage reading skill.

These stories are not the common tales of the Grimm brothers, been have

selected, for getting the reader’s attention, through these tales you can laugh,

get happy even get sad for its traditional content.

Each tale counts with motivational activities that you can perform during a

class such as role plays, flashcards, pictionary, crosswords, questions and

answer game activity among others, where the guide will be able to incentive

the young reader in order to make the reading as a habit.

73

73

Wild

1.- Classify the following animals in domestic and wild animals.

Domestic

2.- Read the fairy tale.

The fox and the geese

The fox once came to a meadow in which was a flock of fine fat geese, on which he smiled and said, "I come in the nick of time, you are sitting together quite beautifully, so that I can eat you up one after the other." The geese cackled with terror, sprang up, and began to wail and beg piteously for their lives. But the fox would listen to nothing, and said, "There is no mercy to be had! You must die." At length one of them took heart and said, "If we poor geese are to yield up our vigorous young lives, show us the only possible favour and allow us one more prayer, that we may not die in our sins, and then we will place ourselves in a row, so that you can always pick yourself out the fattest." - "Yes," said the fox, "that is reasonable, and a pious request. Pray away, I will wait till you are done." Then the first began a good long prayer, forever saying, "Ga! Ga!" and as she would make no end, the second did not wait until her turn came, but began also, "Ga! Ga!" The third and fourth followed her, and soon they were all cackling together. When they have done praying, the story shall be continued further, but at present they are still praying without stopping."

3.- Make in groups of 5 a play of the story.

4.- Answer these question:

A.- What was the best part of the tale?

B.- What do you feel while you read the tale?

UNIT 1

73

74

C.- Do you agree with the end of the story? Why?

The fox and the geese

o On the first activity you can use flashcards for performing the activity it is

recommended:

(1) Stick the flashcards on the whiteboard and students can classify

them in domestic and wild animals.

(2) Label to the pictures.

(3) Show them a flashcard and ask them to brainstorm ideas.

These are some recommendations that you can follow and chose the

best option for introducing the tale, besides, you can find at the end of

the booklet a group of flashcards that you can use them.

o On the second activity it is recommended:

(1) Read aloud.

(2) Make groups for reading the tale.

o On the third activity, it is suggested a play about the fox and the geese it

is recommended:

(1) Make groups of 5 for performing the play.

(2) Create masks of the characters.

(3) Summarize the character’s dialogue.

o Finally answer the questions.

(1) Ask student per student.

(2) Make groups for answering the questions.

(3) Make a debate.

These are some recommendations that you can follow and chose for

concluding the tale.

UNIT 1

74

75

1. - Extreme situations. What do you do

o Find a treasure. o Win the lottery. o Break a bone. o Lose a mother’s belongings.

2. – Read the tale.

The golden key

In the winter time, when deep snow lay on the ground, a poor boy was forced to go out on a sledge to fetch wood. When he had gathered it together, and packed it, he wished, as he was so frozen with cold, not to go home at once, but to light a fire and warm himself a little. So he scraped away the snow, and as he was thus clearing the ground, he found a tiny, gold key. Hereupon he thought that where the key was, the lock must be also, and dug in the ground and found an iron chest. If the key does but fit it! Thought he, no doubt there are precious things in that little box. He searched, but no keyhole was there. At last he discovered one, but so small that it was hardly visible. He tried it, and the key fitted it exactly. Then he turned it once round, and now we must wait until he has quite unlocked it and opened the lid, and then we shall learn what wonderful things were lying in that box.

UNIT 2

if you:

74

76

3. - Can you find all the hidden words in this crossword?

4. - Draw a scene of the tale.

5. - What do you think that the young found out inside the box?

74

77

The golden Key

o On the first activity it is suggested a game ‘Extreme Situations’ the point

of this activity is to make difficult questions involving choosing a

course of action in extreme situations. Usually these situations will

involve feelings, prejudices, ethics, etc

o On the second activity the reading. It is recommended:

1. You can apply the activity ‘reader response’ where pick the most

important word/line/image/object/event in the tale and explain why

you chose it.

2. Create a diorama of a particularly important scene.

3. Create a dramatic monologue where you create a monologue for a

character while they are out of the tale. Where are they? Why? What

are they thinking?

o On the third activity is a crossword where students can find some words

related to the golden key.

o On the fourth activity you have to draw a scene.

o On the fifth activity it is recommended:

1. Write in a piece of paper the end of the story and interchange it with a

classmate.

2. Write to a friend, the author, or to a character about this tale. Write as

if you were the character or author and write to yourself.

UNIT 2

74

78

1. - Guess the story through the picture.

2. - Read the tale

The Rose

Once there was a poor woman who had two children. The youngest one had to go into the forest every day to fetch wood. Once when he had gone a very long way to find wood, a child who was very little but very strong came to him and helped him gather the wood and carried it up to his house, but then in the wink of an eye he disappeared. The child told his mother about this, but she did not believe him. Finally the child brought a rose and said that the beautiful child had given it to him and that when the rose was in full blossom he would come again. The mother placed the rose into water. One morning the child did not get up; the mother went to his bed and found him lying there dead. On that same morning the rose came into full blossom.

UNIT 3

74

79

3. - Cross with X only the verbs.

BLOSSOM

MORNING

DISAPPEAR

CHILDREN

ROSE

WINK

GO

BEAUTIFUL

CHILD

MOTHER

LAY

BELIEVE

ONCE

HOUSE

TELL

FIND

GET UP

STRONG

4. - Using the verbs of the previous activity to retell the tale.

5.- Explain your story in the class.

74

80

THE ROSE

o On the first activity it is suggested a guess activity:

1. Work in a team the activity.

2. Draw some scenes for guessing.

o On the second activity the reading.

1. Read in silent once.

2. Ask the main idea of the tale.

3. Read aloud.

o On the third activity it suggested a square where the students have to

cross with x only verbs:

1. Play ‘crazy story’ this is an activity that will make your students speak in

class and be creative. Ask students to write a word on a piece of paper

and tell them not to show anyone. This word should be a verb. The

teacher starts telling a story, then stops and chooses a student. That

student will continue the story and must use his/her word. This

student then chooses the next student to continue the story. The last

student must end the story. After the story is over, the students then

try to guess what words each student has written on his/her paper.

The student who guesses the most words wins the game.

o On the fourth activity it is suggested:

1. Work in pairs the story.

2. Make a poster and explain it.

o On the fifth activity.

1. Telling the story by flashcards.

2. Using puppets for counting the story.

UNIT 3

74

81

1. - Talk about the questions below.

A. - Do you help people on the street?

B. - If you win the lottery, will you donate to the charity-12 your money?

2.- Read the tale below.

Our lady’s little glass

Once upon a time a wagoner’s cart which was heavily laden with wine had stuck so fast that in spite of all that he could do, he could not get it to move again. Then it chanced that Our Lady just happened to come by that way, and when She perceived the poor man’s distress, She said to him, “I am tired and thirsty, give Me a glass of wine, and I will set thy cart free for thee.” “Willingly,” answered the wagoner, “but I have no glass in which I can give Thee the wine.” Then Our Lady plucked a little white flower with red stripes, called field bindweed, which looks very like a glass, and gave it to the wagoner. He filled it with wine, and then Our Lady drank it, and in the self-same instant the cart was set free, and the wagoner could drive onwards. The little flower is still always called Our Lady’s Little Glass.

3.- Can you unscramble the tiles below to reveal the secret message?

UNIT 4

UNIT 4

74

82

Our lady’s little glass

o On the first activity, it is suggested: 1. Ask to 2 – 3 students the questions. 2. Meditate with you students the answers.

o On the second activity, it is recommended: 1. Read loud. 2. Work in pairs the reading.

o On the third activity, it is suggested: 1. Photocopy the page for doing the exercise. 2. Work in a team for doing the exercise.

universidad de guayaquil facultad de filosofÍa,...

Documents