Institutional Reading Project

School No. 79 "Estanislao Severo Zeballos"

Jujuy Exodus in the year of its Bicentennial

Becoming a reader is worth it...

Reading by reading, the reader – everything,
whatever your age, your condition, your circumstance...
becoming more cunning in the search for clues,
more free in thought, more agile in viewpoint
wider in horizons, owner of a universe
of richer meanings, more resilient, and with more subtle plot.
Reading by reading, the reader builds their place in the world.
Graciela Montes
The great occasion, The school as a reading society
National Reading Plan, [Link],CyTN.

That clay, the word.

Presentation

The present project is aimed at enabling students to take ownership.

progressively from language practices linked to different areas of
learning. It aims to develop the different purposes of reading and promote the
writing processes related to them throughout primary school. It is,
therefore, a cross-cutting and institutional project, which includes
educational community, which takes into account the unique characteristics of each group
of students, while sharing the general purposes. We try in this
way to create an institutional climate that fosters children's interest in reading
and the learning of strategies that improve overall school performance.

Recreational reading is fundamentally encouraged, but that does not mean that it is neglected.
side reading for study purposes. Therefore, it contains activities that are
they are related to the different curricular areas.

The project is designed to be carried out throughout the entire academic year, and
favor the child's encounter with the book and, at the same time, allow for storytelling
with a varied and attractive support.

Theoretical foundation

Reading is a construction of the senses of a text; it implies an interaction.

between text and reader that modifies both. It is a cultural practice that takes place in
a specific context, from which meaning is constructed.

In school, reading is, along with writing, one of the main objects.
of formal education. In addition, as a means of access to knowledge, it
constitutes the foundation of the learning that takes place in the different areas.
Teaching how to read is, therefore, contributing to the development of strategies that allow
understanding what is read, and this is one of the basic functions of education
systematic in all areas.

Reading is a basic and transversal axis for all learning that takes place.
will be carried out in the school. But reading does not develop spontaneously, but rather
it implies other knowledge and actions and, therefore, it is also a didactic content.

The goal of reading instruction in school is to develop

language skills; these involve: knowing how to read and write, being able to
communicate, think critically, reason logically, use advancements
technological aspects of today's world. The task of shaping competent readers is a
non-delegable responsibility of the school.

To achieve these learnings, it is necessary to create reading spaces in the

classroom, suitable for the exchange experience, personal commitment in
relationship with texts and the recreation of other worlds, enjoyment, take place. The
The process that involves reading is learned by reading, therefore, the school has to
fostering these spaces, while at the same time seeking to form a community of
readers that grow with the reading experience of the kids.

At the same time, the writing process is related to reading, it is its

necessary consequence and at the same time the means to feed back the
knowledge that is being acquired.

In general terms, the purposes of reading are to be informed or to entertain.

Therefore, there is an informative reading and another recreational reading.
first allows the acquisition of various types of learning; the second
constitutes an end in itself. In school, both purposes must be addressed and given
place for its development.

Finally, reading also allows for instances of reflection on language,

about the linguistic procedures and resources for the optimization of the
social practices of language. Objectives that are specific to the practices of
language in school.

Recipients
Students and teachers from 4th to 7th grade.

General objectives

The following purposes of primary school are taken up in this project,

statements by the current curricular designs:

• They read with fluency and autonomy aesthetic and scientific information. Self-manage.
searches.

They value the DAILY use of the library as a space for exploration, recreation and
production.

Defend your reading preferences, interpretations, and assessments about it.

read. Recommend books to your classmates.

Use relevant reading strategies to address interpretations.

significant.

They contact daily with reading and opportunities.

Discover in reading a personal space to imagine, feel, and become aware.

to think, to communicate with others and with oneself.

Enjoy genres and textual formats. Stylistic and rhetorical literary resources.

They can account for dozens of books read in elementary school.

• Propose various situations for reading, writing, and oral exchange.

foster reflection on the contexts of production and reception of those practices.
Become established as a community of readers and writers within which the
students can participate in social experiences related to literature and the
estimate how possibility of appropriate of heritage cultural.

• Propose reading, writing, and oral exchange situations that allow for
students to develop in an increasingly autonomous and reflective manner and use the
language to learn, organize thought and develop your discourse.

From this, the general purposes of the project are detailed:

• Develop en the students he pleasure of read.

Confront the boys with authentic communicative experiences.

Interact with competent language users and peers.

Propose real communication opportunities with varied purposes.

• Participate in institutional projects by carrying out activities in accordance with the different
levels of learning.

Carry out reading practices in various learning areas.

Expand and enrich the vocabulary.

Development time
Throughout the school year.

Project description

The project will be implemented simultaneously throughout the six years of school.
primary school, with the support of a book that includes various literary and non-literary texts
and attractive, suitable for the possibilities and interests of each group. This series of
reading books cover all the years included in the project and allow for guidance
I work with the same criterion, giving coherence to the institutional proposal. From this
In this way, the whole school will be committed to a shared way of working.

It is proposed to organize a weekly reading space, related to the

project, and that allows students to come into contact with texts especially
prepared to use reading comprehension strategies. In this, it
will take advantage of the flexibility of the curriculum by proposing times and spaces dedicated to
special projects. Each year it will organize this space according to needs and
institutional availability, and it will be attempted that during the event they can participate
different institutional actors such as: teachers of artistic subjects, of
physical education, auxiliary staff, management staff, librarian, parents and writers
Jujeños from the SADE, with the aim of involving everyone in the project and sharing a
common reading space. It is also planned to gradually incorporate,
some readings for the home that allow for better time management and
the shared task with the family.

To detect the different levels of group and individual reading, will be dedicated
the first weeks to investigate with the students the possibilities and interests that
they have. In this way, the readings can be adapted to the characteristics
general information of each group.

Each reading proposal will have pre-reading activities planned.

reading and post-reading, aimed at understanding the texts worked on; will be carried out in the
spaces allocated for the project.

During the development of the project, the actions will be alternated in the
different areas of learning: literary reading, study, or training
citizen, and relationships will be established with other curricular areas when it is
possible.

The content to be worked on throughout the year will be selected based on the
curricular design proposal of the jurisdiction and the Learning Hubs
Priority (NAP), always considering the aspects related to the axis of
reading and writing. Secondly, an effort will be made to relate these contents with the
of other curricular areas that will be involved, especially in what is
refers to the selection of informational texts.

It is planned to implement two annual projects per course, in order to carry out
through them the ongoing and final evaluation.

Cycle objectives

Second cycle:
Identify personal tastes and justify the criteria that each one adopts in their
elections.

Working on issues related to coexistence and daily life based on

literary texts.

Develop the habits of a competent and enthusiastic reader.

Value and creatively enjoy writing as a form of social communication

and personal expression.

Appreciate reading as a privileged instrument in the construction of identity

cultural.

Explore and critically analyze informative texts and audiovisual materials.

Training to become library users.

Participate in the staging of simple plays.

Analyze and write texts related to the fields of study.

Analyze and produce texts related to citizen participation.

Axes of content specific to language practices

Second cycle:

• Listen to reading, read alone and with others, various literary works.

• Read, listen to reading and comment, reflecting on the genres, the authors and the
resources used to produce certain effects.

• Practice writing in relation to literature.

• Search and select information.

Deepen, preserve, and reorganize knowledge.

Communicate what has been learned.

Curricular contents addressed by year

Fourth Year
Language practices/Language Social Sciences
Narrative: Argumentation. Connectors. The colonization of EJlucjuicyl.o of water.
Narrative structure. Causes and Means of transportation. Types of
Language Practices / Language housing: the houses with some animals.
insects.
Social sciences Field tasks. Customs and
Natural sciences
Characteristics
The geographical regions of [Link] different animals.
The
archaeology. Nocturnal animals.
[Link] and its effects on the Varietiesofinsects.
population The voting process involves human behavior.

This is a nonsensical phrase. The eating habits of man.

Exotic places and animals. Climate changes and their relationship with the
trees.

The seasons and their characteristics Fifth Year The needs and reactions of our
body in response to various stimuli. The
body temperature.

Beneficial plants for humans.

Rights of children.
 Social sciences Natural sciences
The sense of nationality and Characteristics and habits of some
belonging. animals. The animal breeds. The
inheritance and its modifications.
Medieval society. Social classes.
Minstrels. Sixth y Nocturnal animals.
Seventh Year
Aborigines who inhabited our country. Environmental problems.
Buenos Aires in 1800. meteorological phenomena and behavior
Life in the forts and outposts. of the man.
Immigration. The work of the Activities
colonists. The immigrants in the possible The atmosphere. The causes of
cities. heating of cities.
Audition
National holidays. Celebrations of daily texts Technological advances. Technology
Centenary. literary and/or quality of life.
informative.
History of the press, radio and Listen, see and Endangered animals.
Argentine television. read on supportsPrehistoric animals.
traditional and
The Cuyo region. Characteristics. technological. The variations of the means of
communication throughout history.
Search
American cities: landscapes,
exploration
monuments, celebrations and selection and
customs. reading of
literary and informational texts on the internet.
The population censuses.
Daily individual, silent reading of texts
self-selected. Out loud, expressive, shared, in a group.

Daily use of the classroom library. School attendance, home, teacher,

public and popular. Member of the library.

Visit to the public library.

Recordings of narratives by Jujuy writers. Oral library.

Interviews with SADE writers.

Photographic evidence of actions taken.

Productions related to the Jujuy Exodus in its Bicentennial and to present-day Jujuy.

Production of recycled paper in the area of Technology and Practical Activities.

Production of graphics related to each written production.

Preparation of literary anthology.

Didactic strategies

Strategies will be selected for each year based on the following proposals:

In relation to reading
 Reading sessions:

Teacher's read-aloud sessions.

Reading sessions by the kids themselves.

Reading sessions with other readers and commentary on what has been read.

Read theater sessions.

Exploration and selection of works by exchanging with peers and adults.

Tracking the reading of a novel

Selection of poems to produce an anthology or to recite them.

In relation to writing

Rewriting of stories.

Writing of stories related to the Jujuy Exodus.

Creation of narratives.

Production of recommendations.

In relation to the study texts

Exploration of reading materials.

Targeted searches.

Signaling and note-taking.

Production of various work documents.

Exhibitions

Production of visit reports and fieldwork.

Perform internet searches.

Summarize informative texts.

Taking notes from an oral presentation.

Elaborate written texts.

Oral presentation.

Proposed schedule
 Planned actions Month
Exploration of the book. Development of the strategies and actions for the implementation of support.
Reading texts of the different typologies included in the
Diagnosis. book (according to the characteristics and interests of the groups).
Visit of Jujuy writers. Workshop exhibition.
Implementation of the institutional reading space.

Story reading.

Evaluation in progress.
Reading and writing texts of different typologies August
including the library.
Closure and final evaluation. Organization of a project and September
sample of results.

Materials

Reading books: for children aged 9 to 12 years. From the library.

Evaluation

The project involves the completion of two productions per year by group,
resulting from the reading and writing task based on the presented texts. These
products will allow the evaluation of students' progress, at the same time
that will serve as a means of expression and a showcase of what has been done for the community.
This way, it will serve as a mid-year and final evaluation of the project.

The following criteria will be taken into account:

Participation

Interest

Reading level

Personal productions

Group productions

During the process, the teacher will monitor the progress of each.
student, using the usual instruments: checklist, reports
individuals, portfolio, etc.
Bibliography

Grammar of Fantasy: Introduction to the Art of Inventing Stories. - Rodari

Gianni- Colihue.2005

The construction of the writing workshop. In the school, the library, the club...
Lilia Lardone - MaTeresa Andruetto. Ministry of Education, Science and Technology. 2003
Ed. Homo Sapiens.

The great OCCASION. The school as a reading society. Ministry of

Education Science and Technology. 2007

DIRECTORATE GENERAL OF CULTURE AND EDUCATION. GOVERNMENT OF THE

PROVINCE OF BUENOS AIRES. Jurisdictional Curricular Design. Buenos Aires 2007.

MINISTRY OF EDUCATION. Priority Learning Areas for 4th, 5th, 6th, and 7th grades.
Buenos Aires, 2004.
Teachers who assign reading. Reading plan. 2008