Construir para escribir: diseño de una secuencia didáctica como propuesta para afianzar la expresión escrita en estudiantes de grado tercero

Abstract

The following research emerged from the teacher’s experience and the needs that were evidenced in the lessons regarding writing process of third graders from José Martí School. This inquiry arises from different drawbacks observed in the classroom, the students’ writing drafts are characterized by no organized ideas, moreover there is not cohesion and coherence apart from students’ lack of willingness to engage with the writing process. It is even quite concerning to see how students are promoted no achieving the basic competences required for this process. The methodology implemented was action research, which was developed in nine phases, allowing to reach the objectives proposed. Data collection was done through two instruments of own construction and the Pro-esc test. The outcomes were analyzed through the triangulation of the data, from this it was carried out an analysis, paying attention to similarities in the identification of drawbacks, where it was necessary to generate a didactic sequence as research product, named “Construir para Escribir”, a proposal that is available for any teacher who wants to know and implement it in their lessons.