Citas bibligráficas
Ambrocio, J., (2018). Gestión del monitoreo, acompañamiento y evaluación docente para atender los aprendizajes en los niveles de comprensión de textos escritos en el 2do - 4to grado del nivel primaria de la I.E N° 35004 “Santo Domingo Sabio” de Yanahuanca 2018 [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/2662
Ambrocio, J., Gestión del monitoreo, acompañamiento y evaluación docente para atender los aprendizajes en los niveles de comprensión de textos escritos en el 2do - 4to grado del nivel primaria de la I.E N° 35004 “Santo Domingo Sabio” de Yanahuanca 2018 [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/2662
@misc{renati/240994,
title = "Gestión del monitoreo, acompañamiento y evaluación docente para atender los aprendizajes en los niveles de comprensión de textos escritos en el 2do - 4to grado del nivel primaria de la I.E N° 35004 “Santo Domingo Sabio” de Yanahuanca 2018",
author = "Ambrocio Ferrer, Judith Nilda",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The current action plan aims to increase the satisfactory level of text compression in the III and IV cycle of the I.E No. 35004 "Santo Domingo Savio" of the UGEL Daniel Alcides Carrión of the Pasco Region through the strategy of monitoring, accompaniment and evaluation. The problem is due to the development of traditional classes, insufficient monitoring, accompaniment and evaluation of the teacher in the classroom, management personnel focused on attending to administrative aspects, didactic units and decontextualized learning sessions, the inappropriate use of methodological strategies to increase reading comprehension levels. and teachers who do not promote collaborative work between students at reading time. Consequently, relationships between students are not fostered, affecting good coexistence and school climate among students. In view of this problem, it is necessary to apply this action plan. Due to this, we seek to strengthen the pedagogical practice in the appropriate use of text comprehension strategies that increase the levels of comprehension of written texts: literal, inferential and criterial. This through efficient and collaborative work.
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