Didactic activities for reading with fluency and intonation in students of 3rd of EGB

Abstract

This research addresses the issue of lack of fluency and intonation in the reading of third-grade students. Using the sociocritical paradigm and a qualitative approach, virtual Language and Literature classes were observed to identify the problem. The methodology involved participant observation and the analysis of curricular documents. As a result, three didactic activities were proposed: Readers' Theater, Classroom Library, and Traveling Book. These activities aim to enhance reading through practical and participatory approaches. The inquiry concludes by emphasizing the importance of reading fluency and the need for effective didactic strategies.