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This work analyzed the before reading phase in middle school classes to identify teaching practices linked to the teaching of text comprehension and promotion of metacognitive strategies. Thirty classes of the 2009 and 2013 teaching performance evaluation system were selected. These were studied using a system of discourse analysis that considered the type of task included, the communicative pattern and the public production constructed. The results showed patterns linked to the sequentiality of the tasks, types of communicative patterns and public production in each task, which could contribute to the modeling of cognitive strategies, detecting only differences in the contents of the planning tasks, whilethe rest of the patterns remained similar.

La práctica pedagógica en la fase antes de la lectura en clases de comprensión de textos en enseñanza media