Reading Method

LECTO SYSTEMS
Lecto systems is a company in the educational sector.
dedicated to research, program development,
teacher training and children's education in the
class through its different divisions; Kolob
preschool, reading academic leveling, Summer of
Height and In Order.
The academic work of Lecto systems is based on
more than 25 years of research carried out by the
Professor Ricardo Vargas Zepeda and the contributions
for the systematization of Professor Ruth Godínez
Lule.

Program structure

Control and modification of behavior.

Naturalism
Internal forces
Two psychological currents emerge.

Internal and external forces.

The higher levels of thinking, the levels
purely abstract or theoretical reasoning
require instruction. (Language, writing, systems
numerical, scientific concepts, etc.)
Complex learnings are simplified with the
teaching of scaffolding.
The development of humans can only be
explained in terms of social interaction. The
development consists of the internalization of tools
cultural (like language) that does not belong to us,
they belong to the human group in which we are born.

1st Self-assessment

PRODEGRACALE
Program for Grammatical and Cultural Development for
The Acquisition of Written Language.

What are you looking for?

It is a fusion of approaches. We have a

expert teaching, we go beyond what the
natural development allows it, we seek to shape a being
sensitive, socially and academically competent human.
Instructional methods.

Internal and external forces.

Higher levels of thinking, the levels
purely abstract or theoretical reasoning requires
of instruction. (Language, writing, systems
numerical, scientific concepts, etc.

Complex learnings are simplified with the

teaching of scaffolding.
The development of humans can only be
explained in terms of social interaction. The
development consists of the internalization of instruments
cultural (like language) that does not belong to us,
they belong to the human group in which we are born.

Instructional methods: Didactic, Socratic, by

discovery.

Principles for effective teaching instruction.

The person responsible for learning is the teacher.

It depends on the mastery of the techniques.
The teacher's job is to make the child feel.
Task analysis. Simplify the tasks
complex (always ask questions that the child
can answer.)
Increase the child's personal security.
The teacher must show the child that he is capable
to learn, by asking questions with a degree of
difficulty that the child can respond to.
Elements that empower instruction

Written language
Basic definitions
Decode: break the code contained in the
symbols that make up the words. Which does not
it involves emphasizing the meaning they convey
the set of words that make up statements,
paragraphs and complete passages.
Codify: translate an oral code into a written code.
Trace: make letters, words, and sentences with the
readability appropriate for the child's age.
Write: produce and organize ideas.
Read: to acquire the information contained in books,
analyze it and sift it through a critical vision.

The importance of Reading.

Reading is the most important subject of all
school contents, access to them depends on her
knowledge of history, geography, natural sciences
and the most important thing, the reading depends on the
correct understanding of mathematical problems.

Those who do not master reading will face great challenges.

problems during their school and daily life.

One of the ways for people to become

internal controls that regulate their behavior, it is from
from the reading. For example: when the reader captures the
essence of the characters.

Word recognition written

Program Objectives
Let the child decode without interruptions
texts suitable for their age at a pace between 15 and 25
words in a minute.
Let the child trace texts with readability
relevant to his/her age.
Let the child build words and sentences.
with the appropriate syntax and spacing between words.
Ways to recognize written words.
Contextual analysis
An important element for understanding the
Reading is the ability to recognize written words.
without seeing them, making predictions based on the
use of semantic, syntactic and indicators
pictographs.
Syntactic indicators: it is the experience with order
characteristic of words in the mother tongue.
Pictographic indicators: They are the illustrations that
accompany the text and provide clues about the
type of vocabulary that you will find and the meaning of
same.
Semantic indicators: It is the use of meaning of
the words that surround another word to infer the
meaning of this.
Some previous instructions:
Use the free textbook of first grade readings
degree.
Select a reading appropriate to the experiences and to the
 environment in which children live.
Practice reading the text before presenting it to the
children.
Let the children settle in the instruction area.
If possible, detach and laminate the sheets of the
lessons that he will work on to make it easier
its management.
Place the book or the papers on your shoulder, next to your
head.

Point at the text read with your index finger. Make it very
evident movements from left to right in
those who perform the act of reading, and the
downward movements to change lines.
Read to the children with clarity and fluency and inflections.
voice as a signal for the children to perform a
prediction.
Remember that the words that children predict do not
they must be the same as those in the text. If the word said
for the child fits into the meaning of the text then
It is the correct one.
Ask one of the children to narrate what was read.
attention to the child organizing their ideas in the
correct sequence.

Important aspects:
The lessons read should only be presented once.
instead, do not expect them to memorize the lessons.
Usually a complete lesson is useful for working
for three days or four days, depending on the
extension of this.

Analysis of the form

Recognize words by their shape.
How to do it?
Observe that this word
it has a letter that looks like a
shield
(Tap the x of the word Mexico)
Put your arms like this, like a shield.
Look at the big letters. (touch the M)
What does it look like? Doesn't it seem like a mountain?
Make a mountain shape with your finger, like this
lyrics.
Here it says Mexico.
What did you say?
Mexico
It's your turn. What did you say?

10. Mexico.
 Important aspects:
The cards must be white in color, of the same
size and strokes in the same color so that the child
Do not recognize them by any of those attributes.
Use the direct instruction.
Be systematic, carry out the activity daily.
Presented weekly between five and six words
new.
Present new words every day and review
all the words already seen, exclude the words that
consider that most of the group has already mastered.

Type of words
Of survival
Of sounds (x, r, w and cc)
From the cultural environment in which the school is located.
Of children's interest.

Phonetic analysis.
It is the analysis of the sounds that make up a
word prolonging them, mixing them y
synthesizing them to grasp the meaning of the
words without breaking down into syllables or spelling.

Recognition of written words

Oral exercise.
Oral exercise of prolongation and blending of sounds.
Tool to avoid spelling and syllabication.
(22 sounds, 29 letters, 49 elements)
First group: 15
m i o s
a u r f
n l h y

Second group: 24
Be you what And Ke he carries
Pe ca go Br Tr dr
Gr fr bl cl

third group: 15
Y r suave what-who
guess little owl
W cc
Instruction with precision.
 Phonetic analysis: First group.
First group: 15

M I O s
A U R f
N L h y

Teaching material.
marker, mini whiteboard, eraser, flashcards and
phrase cards.
Strategy.
instruction.
Instructional method.
didactic.
Maximum time. 5 minutes.
Task Analysis
letter-sound relationship (blackboard)
prolongation and mixing of sounds.
Integration of sounds.
Word reading (manual)
Reading phrases without interruption (manual)
Reinforcement activities.
Quick review of the sounds already seen (in the cards)
minutes)
reading of words (on the cards) (2 minutes)
reading sentences (blackboard) (2 minutes)
If the children need more practice, do it in the
word cards.

The way to indicate sounds at this stage is:

dough
Make sure your finger always touches in the middle of the
letter as indicated.
Phonetic analysis: Second group.
Second group: 24
Be You that And what he/she carries
Pe Ca go Br tr dr
Gr bl Tl pl cl
Teaching material.
marker, mini whiteboard, eraser, word cards and
phrase cards.
Strategy.
instruction.
 Instructional method.
didactic.
Maximum time. 5 minutes.
Task analysis
letter-sound relationship (blackboard)
prolongation and mixing of sounds.
Integration of sounds.
Word reading (manual)
Reading phrases without interruption (manual)
Reinforcement activities.
Quick review of the sounds already seen (in the cards) (2
minutes)
word reading (on the cards) (2 minutes)
reading of sentences (blackboard) (2 minutes)
Example: relationship between letter and sound
We are going to turn on a new sound
I alone (pointed at the sound)
booooooooooo
Everyone: what does it say?
booooooooooo
Again
booooooooooo
Everyone: what does it say?
booooooooooo
Exercise until the answer is firm.
How to correct mistakes
Do not show disapproval.
Give the correct answer immediately.
booooooooooo
You and I together
booooooooooo
You alone
booooooooooo
Excellent, I congratulate you!
Mark the sound on the board.
booooooooooo
What does it say here? (point to the sound baaaa)
And how will it say here? (point to the sound biiiii in the
blackboard
And here? (beeeee)
And here? (buuuuu)
Written Language.
Phonetic analysis: Third group.
third group: 15
Y R suave who-which
guy-girl güe-güi ge-gi
W cc

Teaching material.
 marker, mini whiteboard, eraser, flashcards and
phrase cards.
Strategy.
instruction.
Instructional method.
didactic.
Maximum time. 5 minutes.
Task analysis
letter-sound relationship (blackboard)
prolongation and mixing of sounds.
Integration of sounds.
Reading of words (manual)
Uninterrupted phrase reading (manual)
Reinforcement activities.
Quick review of the sounds already seen (on the cards) (2
minutes)
word reading (on the cards) (2 minutes)
reading sentences (blackboard) (2 minutes)

2nd Evalsituation

3rd Evalsituation
Reading Method

LECTO SYSTEMS

Lecto systems is an educational company.

dedicated to research, program development,
teacher training and children's education in the classroom
through its different divisions; Kolob preschool, reading
academic leveling, Height Summer and In Order.

The academic work of Lecto systems is based on more

25 years of research conducted by the professor
Ricardo Vargas Zepeda and in the contributions for the
Systematization of Professor Ruth Godínez Lule.

Program structure

Control and modification of behavior.

Naturalism
Internal forces

Two psychological currents emerge

Internal and external forces.

The higher levels of thinking, the levels

purely abstract or theoretical reasoning requires
of instruction. (Language, writing, numerical systems,
scientific concepts, etc.

Complex learnings are simplified with teaching.

of scaffolding.

The development of humans can only be

explained in terms of social interaction. The development
it consists of the internalization of cultural instruments
(like language) that does not belong to us, belongs to the
human group in which we are born.

1st Self-Assessment

PRODEGRACALE

Program for Grammatical and Cultural Development for the

Acquisition of Written Language.

What are you looking for?

It is a fusion of approaches. We have a teaching

expert, we go beyond what natural development does
allows us to form a sensitive, social human being
academically competent.

Instructional methods.

Internal and external forces.

Higher levels of thinking, the levels

purely abstract or theoretical reasoning requires
instruction. (Language, writing, numerical systems,
scientific concepts, etc.
Complex learnings are simplified with teaching
of scaffolding.

The development of humans can only be

explained in terms of social interaction. The development
consists of the internalization of cultural instruments
(like language) that does not belong to us, belongs to the
human group in which we are born.

Instructional methods: Didactic, Socratic, by

discovery.

Principles for effective teaching instruction.

The person responsible for learning is the teacher.

It depends on the mastery of the techniques.

The teacher's job is to make the child feel.

Task analysis. Simplify complex tasks

always ask questions that the child can
respond.)

Grow the child's personal security.

The teacher must show the child that he is capable of

learning by asking questions with a degree of
difficulty that the child can respond to.

Elements that empower instruction

Written language

Basic definitions

1. Decode: break the code contained in the

symbols that make up words. This does not imply
to emphasize the meaning conveyed by the set
of words that make up statements, paragraphs, and passages
complete.

2. Coding: translating an oral code into a written code.

3. Trace: to make letters, words, and statements with the

readability related to the child's age.

4. Writing: producing and organizing ideas.

5. Reading: to acquire the information contained in books,

analyze it and sift it through a critical perspective.

The Importance of Reading.

· Reading is the most important subject of all

school contents, it depends on her access to the
knowledge of history, geography, natural sciences and the
most importantly, reading depends on correctness
understanding of mathematical problems.

· Those who do not master reading will face great challenges.

problems during their school and daily life.

· One of the ways for people to acquire

internal controls that govern their behavior, is from
reading. For example: when the reader captures the essence of
the characters.

Word recognition

Objectives of the program

Let the child decode texts without interruptions

suitable for their age at a pace between 15 and 25
words in a minute.

Let the child trace texts with legibility.

pertaining to his age.

Let the child build words and sentences with the

adequate syntax and spacing between words.

Ways to recognize written words.

Contextual analysis

An important element for reading comprehension

it is the ability to recognize written words without seeing them,
making predictions based on the use of
semantic, syntactic, and pictographic indicators.

Syntactic indicators: it is the experience with order

characteristic of words in the mother tongue.

Pictorial indicators: They are the illustrations that

accompany the text and provide clues about the type
of vocabulary that you will find and its meaning.

Semantic indicators: It is the use of the meaning of the

words that surround another word to infer the
meaning of this.

Some prior instructions:

It uses the free textbook of first readings.

degree.

2. Select a reading appropriate to the experiences and to the

environment in which children live.

3. Practice reading the text before presenting it to the

children.

4. That the children settle in the instruction area.

5. If possible, detach and laminate the sheets of the

lessons that he will work on to make it easier for him
management.

6. Place the book or the sheets on your shoulder, next to your

head.

1. Point to the read text with your index finger. Make sure to do so very...

evident movements from left to right in the

that the act of reading is performed, and the movements
descendants to change line.

Read to the children clearly and fluently with voice inflections.

as a signal for the children to make a prediction.

3. Remember that the words that children predict do not

they must be the same as those in the text. If the word spoken by
the child fits into the meaning of the text, then it is the
correct.

4. Ask one of the children to narrate what has been read, put
pay attention to the child organizing their ideas in sequence
correct

Important aspects:

· The lessons read should only be presented once.

instead, do not expect them to memorize the lessons.

· Usually a complete lesson is useful for work.

for three days or four days, depending on the
extension of this.

Analysis of the form

Recognize words by their shape.

How to do it?

1. Note that this word

you have a letter that looks like a
shield

(Tap the X of the word Mexico)

2. Put your arms like this, as a shield.

3. Look at the big letters. (touch the M)

4. What does it look like? Doesn't it look like a mountain?

5. Make the shape of a mountain with your finger, like

this letter.

6. Here it says Mexico.

What did you say?

8. Mexico

9. It's your turn. What does it say?

10. Mexico.

Important aspects:
· The cards must be white, of the same
size and lines in the same color so that the child does not
recognize by any of those attributes.

· Use the direct instruction.

· Be systematic and carry out the activity daily.

· Presented weekly between five and six words

new.

· Present new words every day and review.

all the words already seen, exclude the words that
consider that most of the group has already mastered.

Type of words

· Of survival

· Of sounds (x, r, w and cc)

· From the cultural environment in which the school is located.

· Of children's interest.

Phonetic analysis.

It is the analysis of the sounds that make up a word,

prolonging them, mixing them, and synthesizing them to
to grasp the meaning of words without going through syllables
the spelling.

Recognition of written words

Oral exercise.

Oral exercise of prolongation and mixing of sounds.

Tool to avoid spelling and syllabication.

Content: (22 sounds, 29 letters, 49 elements)

First group: 15

m i o s

a u r f
 n l h y

Second group: 24

Be you che And Ke there

Pe ca go Br Tr Dr.

Gr bl PL cl

third group: 15

Y he is smooth what-who

guide screech owl ge-gi

W cc

Instruction with precision.

Phonetic analysis: First group.

First group: 15

M I O s

A U R f

N L h y

Teaching material.

1.1 marker, mini whiteboard, eraser, word cards

and phrase cards.

2. Strategy.

2.1 instruction.

3. Instructional method.
3.1 didactic.

Maximum time. 5 minutes.

5. Task analysis

5.1 letter-sound relationship (blackboard)

5.2 prolongation and mixing of sounds.

5.3 Integration of the sounds.

5.4 Word reading (manual)

5.5 Reading phrases without interruption (manual)

6. Reinforcement activities.

6.1 Quick review of the sounds already seen (in the

cards) (2 minutes)

6.2 reading of words (on the cards) (2 minutes)

6.3 reading of sentences (blackboard) (2 minutes)

If the children need more practice, do it on the cards.

the words.

The way to indicate the sounds at this stage is:

dough

Make sure your finger always touches in the middle of the

lyrics as indicated.

Phonetic analysis: Second group.

Second group: 24

Be You what And ke there

Pe Ca go Br tr dr

Gr Fr bl Tl pl cl

1. Teaching material.

1.1 plumón, mini pizarra, borrador, tarjetas de palabras

and phrase cards.

2. Strategy.
2.1 instruction.

3. Instructional method.

3.1 didactic.

4. Maximum time. 5 minutes.

5. Task Analysis

5.1 letter-sound relationship (blackboard)

5.2 prolongation and mixing of sounds.

5.3 Integration of sounds.

5.4 Word reading (manual)

5.5 Reading phrases without interruption (manual)

6. Reinforcement activities.

6.1 Quick review of the sounds already seen (in the

cards) (2 minutes)

6.2 word reading (on the cards) (2 minutes)

6.3 reading sentences (blackboard) (2 minutes)

Example: relationship between letter and sound

We are going to light up a new sound

I alone (pointed to the sound)

booooooooooo

Everyone: What does it say?

booooooooooo

Again

booooooooooo

Everyone: what does it say?

booooooooooo

Exercise until the answer is firm.

How to correct mistakes

Do not show disapproval.

Give the correct answer immediately.

booooooooooo

You and I together

booooooooooo

You only

booooooooooo

Excellent, congratulations!

Point to the sound on the board.

booooooooooo

What does it say here? (point to the sound baaaa)

And how will it say here? (point to the sound biiiii on the board)

And here? (beeeee)

And here? (buuuuu)

Written Language.

Phonetic analysis: Third group.

third group: 15

Y r suave what-who

I love you dream go ahead

W cc

Teaching material.

1.1 marker
and phrase cards.

2. Strategy.

2.1 instruction.

3. Instructional method.

3.1 didactic.

4. Maximum time. 5 minutes.

5. Task analysis
5.1 letter-sound relationship (blackboard)

5.2 prolongation and mixing of sounds.

5.3 Integration of sounds.

5.4 Word reading (manual)

5.5 Reading sentences without interruption (manual)

6. Reinforcement activities.

6.1 Quick review of the sounds already seen (in the

cards) (2 minutes)

6.2 reading words (on the cards) (2 minutes)

6.3 reading sentences (blackboard) (2 minutes)

2nd Evaluation

3rd Evaluation

SUPPORT MATERIAL

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