COMFENALCO SCHOOL CITY

DEPARTMENT OF FORMAL EDUCATION

COORDINATION OF SECONDARY AND ACADEMIC HIGH SCHOOL
CRITICAL READING GUIDE No 16 Grade: 6th

NAME

Dear students, please keep in mind:

1. Read the WORKSHOP carefully before responding, write your first and last name where requested, clearly.
The exam must be answered with a pen. At the time of submission, it should not have any corrections.
3. No cell phones should be taken out. If you do, the workshop will be canceled. The workshops are in silence.
4. At the end of the time allocated for the workshop, each student will submit it properly completed. There is no time.
additional.
5. The student who is caught cheating (or attempting), of any kind, will have their workshop annulled and will have the
minimum rating allowed by the SIEE, in addition to disciplinary procedures in each case.

PHASE 1. Identify the type of text. Informative

Informative texts aim to make known a fact, situation, or relatively recent circumstance.
of interest to the community. Informative texts help us to learn about a topic or a fact, providing the
clear and concise information.

Structure of informative texts

Your unit obeys the account of 6 key elements that will be presented and developed in full.
son: the fact or the news itself; the main subject; the space or place where it happened; the way it occurred; the
moment and the reason for what happened. All those elements will be arranged in an order and a coherence that avoids
that the reader falls into complicated mental operations for their understanding. To illustrate, it could be said that the division

It is carried out based on Head and Body.

Where the head will show the most important, the latest; the body, the data that completes the information, the expansion
from the statements of the head and all types of material that complete the text.
Characteristics of informative texts
Veracity, clarity, and precision

Generate interest in the public

The language is understandable and accessible

Objectivity at the time of presenting the facts.

. The news focuses on informing about matters of general interest in a precise, brief, and concrete manner.

. The chronicle also reports events of interest, but presents the facts in chronological order.

. The report presents the information in a more extensive way, to have a more complete understanding of the topic.
 Do you speak 'emoji'?

(fragment)

Some hate them, others can't live without them, but no one doubts that symbols complement the
communication through digital platforms has become a 'lingua franca'.

The brain is designed to recognize the faces of others. That's why, when a person sees another, an area
specific area known as the temporal occipital cortex is activated. But how does this organ react when it sees the
emoticon :) that is used today to denote a happy face? The question was raised by Owen Churches, a psychologist.
researcher from Flinders University in Australia, whose students used it to finish the sentences in which he
they requested an extension for the submission of their assignments.

The research, published in the journal Social Neuroscience, showed that when the happy face is made in the way
habitual –colons, dashes and parentheses–, the brain activates in the same way as it does when it sees a face
real. However, the same did not happen in the opposite sequence, (-: , which was interpreted as what it is: a series of
punctuation marks. Human faces, on the other hand, were recognized even when they were shown face up.

The Churches experiment shows that, while there is no innate response to these ideograms, the brain has
learned to recognize them and has incorporated them. This demonstrates their incredible flexibility to adapt to the abundance of
certain stimuli in the environment, if they see a benefit. "Therefore, the human brain can perform a function today
he wouldn't have achieved 30 years ago,” the expert told SEMANA.

But the fact that emoticons have reached the neuroscientists' laboratory speaks not only of the brain.
prodigious of individuals but of the importance that these images have today in daily life. These symbols, and the
Emojis, a more evolved graphic version, have become a lingua franca. 'The word emoticon already makes
part of Spanish,” says Cleóbulo Sabogal, head of information and dissemination of the Colombian Academy of Language, without
doubt, an indicator of how necessary it has become in everyday life.

PHASE 3. Keys to reading iconic texts

.
1. Knowing and understanding aspects related to the text will determine whether one can appropriate it.
information you are reading.
2. Carry out readings from the inferential level (intentions, deductions, conclusions, hidden meanings).
3. Characterize the specific discontinuous text (table, map, line, cartoon, infographic, among others).
4. Relate the lost positions of images or graphs and the statements they contain.

PHASE 4: Reading comprehension activities

In this section, the students will develop critical reading questions with their respective justification.
cortex
ideogramas, occipital, plataformas, prórroga y símbolos. BUSCA SINÓNIMOS Y ANTÓNIMOS PARA CADA PALABRA.

4.2. Answer the following questions:

1.
According to the text, the reaction that the brain has a. Present the researcher's point of view
when I see an emoticon it is: Churches
a. Recognize it and decipher the graphemes b. Describe the way in which they are recognized
 c. What happened?, Who came up with it?, Why?
4. Of the following dialogues, the one that shares with Did you come up with it? Where does he/she work?
the text the idea that upon seeing an emoticon, the d. Who thought of it?, Why did they think of it?
the brain reacts as if it were seeing a real face: Where do you work? What happened?

a. Pedro: I am 6. In the last paragraph, with the expression 'the

Antonia: I don't understand what you're telling me! The word emoticon is already part of Spanish.
search
b.Margarita: I am a. Suggest that emoticons are symbols that
Luisa: I'm so so happy to see you like this! they represent our language
b.Show that emoticons are already part of
c.Irma: Tomorrow class of
the everyday life of the platforms
Yes
Convince the reader to use the
d.Valeria: Are we going to the pool?
emoticons when entering platforms
Mariana: When I finish the tasks
d. To express that new words can make
part of our language
5. The development of the organization's first
paragraph, in its order, answers to
a. What happened? Who came up with it?
Where does he/she work? Why did he/she come up with it? 7. What is the communicative intention of the text?
b. What happened?, where do you work?, who do you... anterior?
What happened to him/her? Why did it occur to him/her?

Phase 5. Evaluate your reading process

EVALUATION OF THE READING PROCESS CON

CRITICISM YES NO HELP

5.1 I reread the story to achieve

decode it
5.2 I recognize the communicative intention of the
author
5.3 I identify the functions of language in the
text.
5.4 I was able to identify the connotation and the
denotation
5.5 In which level of reading do you have
Critical
greatest strengths Literal Inferential
5.6 At which level of reading do you have?
Critic
greater difficulties Literal Inferential

Phase 6: Text production: Considering the characteristics and structure of informative texts, it must
build a text with those characteristics related to the use that students currently give to the
social networks.