Lesson Plan | Socioemotional Learning | Reading Fluency and Comprehension

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to prepare students for the specific goals of the lesson, establishing a clear understanding of the skills that will be worked on. By outlining these objectives, students can focus their energies on reading and comprehension skills, while also developing essential socio-emotional skills for learning, such as self-awareness and self-regulation.

Main Goals

1. Develop the ability to read words with contextual regular matches.

2. Improve the understanding of the main idea of texts longer than 3,000 characters.

Introduction

Duration: 20 to 25 minutes

Emotional Warm-up Activity

Imaginary Journey to the World of Reading

The chosen emotional warm-up activity is Creative Visualization. This technique involves forming positive and relaxing mental images, helping students to focus and prepare emotionally for the lesson. Creative Visualization is a powerful practice that can improve concentration, reduce stress, and enhance motivation.

1. Ask students to sit comfortably in their chairs, with their feet firmly planted on the ground and their hands resting on their knees.

2. Request that they close their eyes and breathe deeply, inhaling through their nose and exhaling through their mouth. Do this for three breathing cycles.

3. Guide students to imagine a quiet and safe place – it can be a beach, a forest, a mountain, or any other place where they feel at peace.

4. Describe this place in detail: 'Imagine the sound of the ocean waves, the smell of flowers, the feeling of the gentle breeze on your face.'

5. Ask students to visualize themselves sitting comfortably in this place, with a book in their hands, ready to dive into an exciting read.

6. Tell them to imagine that each time they breathe, they feel calmer and more focused, ready to explore new stories and learn from them.

7. After a few minutes, ask students to slowly open their eyes and maintain this feeling of calm and focus throughout the lesson.

Content Contextualization

Reading is a fundamental skill that allows us to explore new worlds, learn about different cultures, and expand our knowledge. Reading fluently and understanding the text helps us connect better with the people around us and better understand the world we live in. When we read, we are not just deciphering words; we are also understanding emotions, developing empathy, and learning to express ourselves more effectively.

The ability to read and comprehend long texts is particularly important in today's world, where we are constantly bombarded with information. Being able to discern the main idea of a text helps us make more informed decisions and communicate more clearly and confidently. This lesson is not just about improving reading, but also about strengthening our socio-emotional skills, such as empathy and self-regulation, which are essential for success in all areas of life.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Reading Fluency: Reading fluency is the ability to read a text accurately, quickly, and expressively. It is an essential component of reading comprehension, as it allows readers to focus on understanding the text rather than expending energy on decoding words. Example: Reading a sentence like 'The cat climbed onto the roof' fluently means reading it accurately, quickly, and with the appropriate intonation.

2. Contextual Regular Matches: Refers to the ability to recognize predictable patterns in the relationship between letters and sounds within words, especially in specific contexts. Example: The word 'house' has a direct and regular match between the letters and the sounds they represent.

3. Understanding the Main Idea: Understanding the main idea is the ability to identify the central message or main point of a text. This involves recognizing what is most important and what is secondary. Example: In a story about a child who finds a lost dog, the main idea might be about the importance of friendship and responsibility.

4. Reading Strategies: Strategies such as predicting, questioning, clarifying, and summarizing help students better understand texts. Example: Before reading a text, ask students to make predictions about what the text might be based on the title and images.

5. Reading with Expression: Reading with expression involves adjusting one's voice to reflect the characters and tone of the text, which can aid in comprehension and engagement with the text. Example: Reading a passage of dialogue between characters with different tones of voice for each character.

Socioemotional Feedback Activity

Duration: 40 to 50 minutes

Exploring a Story Together

In this activity, students will work in small groups to read and discuss a text of approximately 3,000 characters. They will identify the main idea of the text, practice fluent reading, and discuss the characters' emotions, connecting them with their own emotional experiences.

1. Divide students into groups of 3 to 4 people.

2. Distribute copies of the selected text to each group.

3. Instruct students to read the text aloud in their groups, taking turns among members to practice reading fluency.

4. Ask students to identify and underline the words that show contextual regular matches.

5. After reading, request that they discuss in their groups the main idea of the text and note it on a sheet.

6. Guide students to discuss the emotions of the main characters and how those emotions relate to their own experiences.

7. Each group should prepare a brief presentation about the main idea of the text and the characters' emotions to share with the class.

Group Discussion

After the activity, lead a group discussion to apply the RULER method. Start by recognizing the emotions that students identified in the characters and in themselves during the reading. Ask, 'What emotions did the characters feel? Has anyone felt the same way?'. This helps develop self-awareness and social awareness.

Next, help students understand the causes and consequences of these emotions, both in the text and in their lives. Ask, 'Why did the character feel that way? What happened next?'. This promotes responsible decision-making and social skills. Finally, encourage students to name, express, and regulate their emotions appropriately, discussing strategies they use in their lives to deal with similar emotions. This strengthens self-control and the ability to express emotions appropriately.

Conclusion

Duration: 20 to 25 minutes

Emotional Reflection and Regulation

After the main activity, lead a session of reflection and emotional regulation. Suggest that students write a brief paragraph about the challenges faced during the reading and discussion of the text, focusing on how they felt and how they managed those emotions. Alternatively, organize a talking circle where each student can share their experiences, feelings, and strategies used to cope with challenges. Ask, 'What were the most difficult moments during the reading? How did you feel? What did you do to calm down or resolve the situation?'

Objective: The objective of this activity is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their emotions and behaviors, students develop greater self-awareness and self-control, essential skills for their emotional and academic growth.

Closure and A Look Into The Future

To conclude the lesson, propose that students set personal and academic goals related to the content covered. Suggest that each student writes a specific goal to improve their reading fluency and another to enhance comprehension of long texts. For example: 'Read one book per month and discuss the main idea with a friend or family member.' Encourage them to share their goals with the class, creating an environment of mutual support.

Possible Goal Ideas:

1. Read one book per month and discuss the main idea with a friend or family member.

2. Practice reading aloud for 10 minutes every day to improve fluency.

3. Write a summary of each chapter read to reinforce comprehension of the text.

4. Identify and underline words with contextual regular matches in the texts read.

5. Participate in a book club or discussion group to exchange ideas about books and texts. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting clear and achievable goals, students are encouraged to maintain focus on their continuous growth in both reading and the development of their socio-emotional skills.