Lesson Description Lesson 1.

In the first intervention the teacher-researcher introduces the new method that will be used during six classes, working with reading comprehension micro skills workshops: (1) Information sequence recognition, (2) Recognizing words in context, (3)Reading for gist, (4) Reading for details, (5) Inference and (6) Comparing and contrasting.

After that, the teacher asks the participants of control and experimental group to take a pretest where they have to read and answer questions according to different texts. The objectives of the test are to identify: (1) the main idea and (2) details on different texts. (3) To infer the meaning of words in context. (4) To order sentences according to the sequence of a text. (5) To compare and contrast information with their own context. (6) To infer information that is not explicit in a text.

Both groups have the same time (60 minutes) to complete the test and both groups receive the same instructions.

The challenge of the three activities is paying attention, Focusing on what is important, Self- confidence and comprehension.

Lesson 2.

The first lesson is presented to the experimental group describing skill 1(Reading for gist or skimming). The teacher activates prior knowledge asking different questions. The teacher shows the new workshop using a power point and pause it for time to time, having students to

summarize what they have just learned. The teacher gives students workshop 1 and then they

read activity one “coffee in Colombia”. They answer the questions and work with activity two

where they read about the production of coffee.

They answer questions individually and then they share the answer with the rest of the class. Students work in activity three. They look at the illustration to give more information about the topic and try to find out the text main idea of the text.

They read the first and last sentences of each paragraph and answer questions.

Finally, they share their answers and opinion about the three activities with their peers. The challenge of the three activities is language, comprehension, independent work, peer work and transfer information. Multiple means of representation, engagement and expression are worked in the entire lesson.

Lesson 3.

In the second lesson a workshop is presented to the experimental group describing skill 2 (Reading for specific information or scanning). The teacher activates prior knowledge asking different questions. The teacher shows the new workshop using a power point and pause it for

time to time, having students to summarize what they have just learned. Students read two short stories and answer questions. Then they share their answers with the teacher and rest of the class. The teacher also shows information about iguanas in Mexico in order that students understand more about them and have more information. They complete a chart about characteristics,

abilities, habits and physical appearance of iguanas in Mexico. Then they answer three questions, writing their personal opinion and sharing them with their peers. Finally, they draw an iguana and describe it.

The challenge of the three activities is comprehension, reading attention, writing,

independent work and peer work. Multiple means of representation, engagement and expression are worked in the entire lesson.

Lesson 4.

The new workshop is presented to the experimental group describing skill 3 (Recognition of words in contexts). The teacher activates prior knowledge asking different questions. The teacher shows the new workshop using a power point and pause it for time to time, having students to summarize what they have just learned. The teacher also shows words that have been pasted in the walls of the classroom (old and new ones). The teacher asks students if they can recognize and if they know the meaning of the new ones. After that, students work individually with activity one and two. The teacher circulates among students, asking questions, and providing frequent positive feedback.

Finally, Students read a story about special weddings in Morocco. Then they answer questions using vocabulary given in the story and paying attention to main ideas.

The challenge of the three activities is comprehension, independent work, paying attention, keeping a positive attitude and focusing on what is important. Multiple means of representation, engagement and expression are worked in the entire lesson.

Lesson 5.

During the new lesson, the teacher researcher presents the new skill to the EG describing skill 4 (Sequence recognition). The teacher activates prior knowledge asking different questions. The teacher shows the new workshop using a power point and pause it for time to time, having students to summarize what they have just learned. Students read activity one and two and order the sentences from1 to 4. Then they share their answers with their peers and the teacher gives them feedback. Students work individually and then in pairs. The challenge of the three activities is comprehension, independent work, paying attention, keeping a positive attitude and self- confidence. Multiple means of representation, engagement and expression are worked in the entire lesson.

Lesson 6.

The fifth lesson is presented to the experimental group describing skill 5 (Inference). The teacher activates prior knowledge asking different questions. The teacher shows the new

workshop using a power point and pause it for time to time, having students to summarize what

they have just learned. The class read activity one “Josh and his dad” and discuss about the place

where they are going. They draw a picture of the place and share it with the rest of the class. Activities 2 and 3 are worked individually and then they work in pairs, sharing their answers. The challenge of the three activities is comprehension, independent work, paying attention, keeping a positive attitude and self-confidence. Multiple means of representation, engagement and expression are worked in the entire lesson.

Lesson 7.

During the sixth lesson, the teacher tells students about comparing and contrasting information in a text (skill 6). The teacher shows the new workshop using a power point and pause it for time to time, having students to summarize what they have just learned. The challenge of this activity is comprehension. Later, the three activities are presented where

students work individually and then in pairs sharing their opinion about questions. The challenge of the three activities is comprehension, independent work, paying attention, keeping a positive attitude and self-confidence. Multiple means of representation, engagement and expression are worked in the entire lesson.

Lesson 8.

In the last intervention, both groups take the posttest, having the same time (60 minutes) and both groups receive the same instructions.

The test has the same goals that the pretest: To identify: (1) the main idea and (2) details on different texts. (3) To infer the meaning of words in context. (4) To order sentences according to the sequence of a text. (5) To compare and contrast information with their own context. (6) To infer information that is not explicit in a text.

The challenge for students is paying attention, Focusing on what is important, Self- confidence and comprehension