Classroom Library Reading Project Overview
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ScribdTranslationsClassroom Library Reading Project Overview
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ScribdTranslationsPROJECT: 'CLASSROOM LIBRARY'
To dare to tell a story is to decide to establish an order for which only one is responsible
the narrator's rectitude, that is, their fidelity to experience and memory
Fernando Savater.
FOUNDATION
Reading is a path, a journey of constant exploration that opens us up.
doors to new ways of writing and reading. It is a permanent dialogue between books,
readers and authors who re-signify the most important thing about being human, the word.
Reading ability consists of understanding, use, and personal reflection.
starting from written texts with the aim of achieving personal goals, developing the
knowledge and personal potential and participate in society.
The development of reading and writing competence (comprehension, reflection,
critical capacity, information search, analysis) is a priority objective of
curriculum in compulsory education, therefore, as teachers we cannot
put aside.
A library narrated from the school graduates us in a process of
opening to share experiences, paragraphs, feelings, that is to say, that our
books 'come to life' ...
Therefore, as an Institution, we aim to provide efficient teaching.
from reading and writing, a reflective reading in order to be able to understand and read
the world (as Paulo Freyre says), to appropriate language, to foster a
reading as an emancipatory and vital activity that promotes intelligence.
The classroom is precisely that space to initiate and unfold with our
students this activity. It emphasizes the full development of imagination and
creativity.
The idea is to implement a reading project to facilitate the
abilities to inform oneself, investigate, critique ideas, evaluate opinions, arguments
and information, justify personal proposals, etc.
"Listening to stories becomes an activity much more than joyful and
educational. It opens windows of the mind and the spirit.
OBJECTIVES
Contribute to creating reading opportunities among the students of the Institution,
through a continuous environment of experiences, interactions, reflections
around reading.
Develop informational, intellectual, and usage skills of the
library resources.
That our students are able to process information and understand
the messages and arguments that the texts provide us.
Create reading and writing environments through experiences
significant.
Promote and develop reading by opening opportunities to a world of
enriching experiences, to a world of fantasies and realities, of
unknown places, of magical characters, of laughter, of fears, of
suspending, of love...
Generate relationships and exchanges of reading and writing experiences among
all students and members of the educational community.
Carry out teamwork that involves actions both in the classroom itself
like in other spaces.
Awakening the desire to read in children.
RESPONSIBLE
Teachers.
Students.
Librarian.
Families.
PERIOD
Academic year 2018.
MATERIAL RESOURCES
Books.
Diaries.
Magazines.
Blank sheets.
Costumes.
Puppets.
Computers.
Blackboards.
Cushions.
Posters, cardboard sheets.
CD and DVD player.
Digital camera.
Microphone.
ACTIVITIES
Visit the school library to learn about its organization and
distribution of the same.
Set up the classroom library with children's books, newspapers, magazines,
students' productions, maps.
Carry out the registration of the material and implement a loan system with
user card.
Keep track of loans by students and teachers.
Show in different ways that it was read and effectively understood a
book
Making a personal or family assessment.
A drawing of the most interesting, saddest, funniest part, etc.
An oral and/or written synthesis.
A poster where the three main parts are drawn
Introduction
Create a space where they can have a cozy reading moment and
fun, looking for a corner of the classroom to install the books.
Accompany the moment with pillows to enjoy a good read.
all together
Having a small music system, recorder, or CD player to listen to
stories, singing songs or recording their own stories to then be
listened.
Create a magic box full of paper, colors, crayons, magazine cutouts,
to draw the characters from the stories, to create and write stories and to create
his own books.
Select and prepare reading material to be shared with the
family, classmates from the early level or with secondary school students.
Attend Book Fairs, public libraries, book presentations,
libraries, etc.
Prepare, together, different interviews, questionnaires to ask
some famous writer or other readers of the Educational Institution.
Record, photograph, and take note of what was heard.
Prepare puppet shows, create characters, the dialogues,
generate the adaptation of a story into a puppet show.
Playing with the different intonations of their voices, delivering to the
students different texts that are written in different font sizes.
Create chained stories where the first student on the list will lead to
your house a book with blank pages that will have only one initial phrase:
Once upon a time...
The student, along with their family, will invent a succession to this.
sentence filling and drawing the first page, taking into account that,
the rest of the colleagues, then you will take him to complete each one
from the following pages, continuing the story.
The last one on the list will invent the ending.
Finally, the story will be read in its entirety in the magical corner.
Write a letter together to a character from the story (for example...
to the main character, to the baddest one, to the distracted one, to the funny one, etc.) or to the same one
author of the book.
With costume and set preparation, make a presentation of
some chosen story.
EVALUATION
Apply different types of tools that allow detecting the
interventions proposed for and with our students, and in the community
educational, in itself, primarily meaning the results in understanding
reflection, the progress and process in the reading practices and skills of children.