ANIMATION TO READING.

Suggest different types of activities aimed at encouraging reading.

in a group of 4-year-old students.

INTRODUCTION.
According to current Andalusian legislation in Early Childhood Education, one of the general objectives is the
approach to reading and writing in everyday life situations through related texts
with everyday life valuing written language as an element of communication, representation and
enjoy.

The promotion of reading would be a goal of the third area of Early Childhood Education: Languages, communication
and representation.

In the second cycle of Early Childhood Education, it is intended that boys and girls progressively discover and
explore the uses of reading and writing as a source of pleasure, fantasy, communication,
representation and information, awakening and strengthening their interest in them.

As the poet Emily Dickinson quoted: "There is no better ship for traveling far than a book." Books are a
Excellent method to learn, dream, and foster our imagination and creativity. Reading to children.
from a very early age enriches their vocabulary, helps them to know the world around them, helps them
opens the doors of creativity and strengthens emotional bonds. For this and much more, it is
It is essential to introduce reading animation activities in our classroom.

It is so important to bring children closer to reading that the concept of "Children's Literature" has been created.
According to Carmen Bravo Villasante, children's literature is what is written for children and they read with
pleasing. It is true literature as it conveys pure beauty adapted for children, its character
it is more recreational than instructive and above all stimulates creativity.

The most widespread activity for encouraging reading is precisely the reading of stories, but
There are many ways to make this activity attractive. Below, I will propose some activities.
to take to the 4-year-old classroom:

RESOLUTION.
Four-year-old children are already able to build sentences, they have begun to read and write and they
it's pleasant to listen to fantasy stories with characters you can relate to
identified in family situations. We will work on this basis.

General Objectives:
- Evaluate the importance of reading in our daily life

- Show an attitude of interest and participation in the proposed activities

- Enjoying the completion of the proposed activities

- Use different languages to express and represent ideas, concepts, and emotions.

- Show attitudes of respect towards your peers and establish interpersonal relationships
adequate

Specific Objectives:
- Foster a taste for reading

- Develop attitudes of care and respect for books

 - Use different languages to express oneself

- Encourage the development of language and oral expression through storytelling

- Positively valuing the functions of a library

- Develop your imagination and creativity through the proposed activities

Contents
- Of concepts

o The tales

o The use of the library

o Norms and rules to respect others

- Of procedures

o Use of materials for the expression of oral and written language

o Use of oral expression to talk about familiar topics

o Data search using observation and experimentation

- The attitudes

o Acceptance and valuation of written language

o Acceptance of the norms and rules that accompany the use of a library and of the
books

Timing
We aim to achieve these objectives over a period of three weeks (15 days). These activities will
They should start working from the third week of September, after the children have...
completely adapted back to the classroom routine and having good reading habits from the beginning of
course to guarantee them until it ends in June.

Activities
- Previous knowledge activities

o Classroom Library
We will reserve a space in the classroom for our library. It must meet the
optimal conditions to encourage reading. That is, it should be bright, with natural light,
comfortable and even have carpet or rug, cushions, armchairs, etc. The decoration will be
key to providing our students with an ideal environment and atmosphere for reading.

For example, if in class we are working on the project: 'The Jungle', our library will have
it looks like a jungle fragment that we have brought to the classroom. A carpet or rug.
green, decoration on the walls of tropical trees and corresponding wild animals
jungle, even real plants, safari decoration like explorer hats and
tools, etc. The books that will be more visible and within reach will be those related
with themes featuring drawings and illustrations on its cover clearly related to the Jungle.
We will provide the library with recognizable and related animal toys so that if
they want to use them while browsing the books and let their imagination soar.
 oDramatization
There aren't many things that children love as much as dressing up and playing roles.
fantastic characters.

In the assembly, we will start with a well-known story. As a teacher, I will narrate the story by putting
a lot of emphasis on changes in intonation, rhythm, gestures, etc. The students who have
chosen as 'protagonists' will have to accompany my narration through the actions
that may arise. It is advisable to have a costume trunk in the classroom so that the
The child feels more comfortable interpreting and lets their imagination soar with more confidence.

- Development Activities

o Visualization
To project a new story, unknown to the students, and to analyze the characters.
environment and the actions that are occurring. After the visualization, encourage the students
to look for books in the library that share characteristics with this new story that
we just met. We invite the children to open the books they have selected and that
they tell them in class aloud through the observation of their images.

o The Story Factory

In the corner of the Classroom Library, I have placed a very eye-catching box because of its shape and
Decoration, this box is 'The Story Factory', inside it we can find many
drawings on small cards and organized by categories: 1) Beginnings; 2) Characters; 3) Animals;
Villains

The children choose the drawings at random and when we put them all together we have to
relate them with the aim of creating a new story together. Once the story has
convinced, we write it in the 'Giant Book' of the class and finally the children will be the
responsible for fully illustrating the story.

- Evaluation Activities

o Field trip to the Local Library

Organize a trip to the local library. Before going, we will challenge our students to search for
in the library books related to the topic being worked on in class. If we continue
With the same example of 'The Jungle', we will ask the boys and girls to look for books.
related to her. The students will be carried away by the illustrations and the covers of the
Books. Under supervision, we will borrow as many books from the library as we can.
allows (4 with each library network membership card in Andalusia) to be
related to the topic we were looking for.

During the time we can have them, we will include them in the Classroom Library and we will gradually...
reading among all to continue promoting reading animation.

With this activity, children become familiar with the environment that surrounds them and with the
functioning of a library and its rules, which we can also transfer to our
library in the class. They will also learn the criteria we follow when choosing and
to find a specific book and to guess what a book will be about just by looking at its cover
illustrations.

Methodology
 - Active-participatory methodology: based on Piaget's theory, children confront what
they already know what they are acquiring. They actively participate in their learning and propose ideas with
the end of satisfying their needs and concerns. The active and participatory methodology has a
playful character, as learning is promoted through play; interactive in nature, as
one engages in dialogue and discussion so that ideas can be confronted; and creative and flexible character, as it is not about
not a rigid model, but as the teaching-learning process develops
Modifications may arise so that this process remains appropriate.

- Inquiry strategy: we aim for the children to reflect through the new guidelines.
of reading that we provide to them, to make observations, formulate hypotheses, and put them to the test
solutions.

Assessment

There will be three evaluations: initial, ongoing, and final.

We will use the following rubric to grade the evolution and possible observations individually:

Initial Continue Final Observations

Show interest
through the area of
adapted classroom
as Library

Take and browse books

Show the books

to his companions

Invent stories to
through the
observation of the
illustrations

Recognize the
theme of the
books when she sees the
cover

Show interest
for the creation of
new stories

He is able to do
modifications of
 a story already
known

Is able to
to fabricate stories
part of the
materials
provided

Conclusions

Definitely, reading promotion activities must be attractive to the interests of our

students, adapted to their age and abilities and very participatory. They must be related to the
environment and recognizable and familiar situations of our students that touch on themes that can
to assume fears, worries or adversities of children in order to help them overcome them through
the fiction that envelops us in a story, but adaptable to real life.