1

Reader Adventure Program

Mexico City

What are the words lying in a book? What are those?

dead symbols? What is a book if we don't open it? Nothing
absolutely. It is just a cube of paper and leather, with
leaves; but if we read it, something strange happens, I think it changes every time.
Jorge Luis Borges

Presentation

Reading has been and continues to be the most important means to obtain
information, to learn autonomously, to participate in life
social and resolve practical issues of daily life; allows
connect with the cultural, literary, scientific, and technical legacy of the
humanity. Therefore, one of the central purposes of education
Basic is the training of readers.

Reading is not just about sounding out letters and words, but above all,
understand, comprehend and interpret diverse texts. A reading person
it is one that is capable of understanding and interpreting different types of
text of increasing length and complexity, which he reads with
curiosity and interest and does it habitually.

Achieving this requires constant and creative work from education.

initial to high school. For the above, and based on the 'Guide
operational procedures for the organization and functioning of the services of
basic, special, and adult education in public schools in the
Mexico City, the Federal1
Educational Authority in the City of
Mexico (AEFCM) promotes the Reader Adventure Program with the
purpose of systematizing, strengthening, and articulating actions that are already in place
march.

Through this program, we seek for the educational community

develop your skills and motivation to read for different purposes,
whether they are of everyday and practical order or for recreation, study and
learning.

1
Numeral 3.9. Promotion of reading and writing

2
It also commits us to awaken the taste and interest in reading.
(for knowing, for the stories, for understanding the lives of others, from other times),
to develop the ability to understand various types of text and
to form the reading habit.

The formation of readers requires consistent practices throughout

basic education, from early education to education
secondary, according to the nature and purposes of each level
educational.

This program will be realized in four major areas of action: that

they are the classroom, the school, the school zone, and the families. Likewise,
will operate through central and complementary actions, which
are presented throughout this text.

The goal of the program is to foster a liking and interest in reading.

in basic education students of Mexico City, as well as
develop their comprehension and interpretation skills of texts.

Lines of action

The program consists of three central actions that will be carried out.
daily in the classroom and in a series of complementary actions, which
they will support the core activities. The core actions have
what to see with daily reading aloud, the conversation about what has been read and
the work with a new word or more derivatives from the same reading.
The idea of daily reading is connected to the development of the reading habit,
as well as understanding a text based on what was discussed in the
group. The complementary actions are related to promoting
also activities around reading and not only in the classroom
classes, but in various spaces of the school, in the school area, in the
house and in the community.

Teachers are the key to driving central actions and

complementary to the Aventura Lectora Program. Mexico City.
Likewise, the active and collaborative participation of directors,
supervisors and parents are essential to achieve
best results.

3
 Central actions

Reading offers one of the greatest pleasures that a being can have.
human, the one of understanding. But its power is not just in ideas;
allows us to understand with all our senses,
with the whole body.
Alberto Ruy Sánchez

One of the central actions of the Program is daily reading aloud.

high, however, around her there are several activities that will make her
more attractive and beneficial. The main objective of this action is to promote the
reading habit and comprehension.

a. Daily reading aloud.

The reading aloud can be done by a single child or several children.

it can also be performed by a teacher or a relative, the point
primordial is that it becomes a daily activity. The
the selection of the text should awaken interest, encourage dialogue
and the reflection. Teachers must consider the interest of
student body, their abilities and the unforeseen events that
Require information or explanations available only in texts.
In this sense, the teaching staff must select with
anticipation a short text to read aloud at the beginning of the
day-to-day journey; it is about choosing a reading, whether from the
textbooks or from the school's collection; the essential thing is that
awaken the curiosity and interest of the students.

In early childhood and preschool education, girls and boys still do not
they all can read. However, the formation of readers begins
just at those levels; when they listen and
they enjoy stories and other types of texts read by their teachers or
by their relatives, they discover that the printed signs can be
soundtracked and that have meanings, that communicate stories and
emotions. There, a genuine interest in reading awakens.

4
 b. Free conversation.

Immediately after the daily reading aloud, the teachers for

exercising reading comprehension should promote a brief
dialogue about the text read, where there is a conversation about what
the interpretations that female and male students caught attention
give the text or the reflections it provokes them. A conversation
free and fluid will always be better than a questionnaire about
specific contents of the text read.

One word per day.

An activity that naturally derives from daily reading

it is about knowing or adding a new word to the vocabulary of the
and the students. Surely, within the activity of the
daily reading, there will be new, surprising, or few words
well-known; this is about taking advantage of this fact to deduce their
meaning from the context, look in dictionaries for their
meanings, and above all engage in creative activities so that
female and male students achieve an authentic understanding of the
same: the search for synonyms or antonyms, their use in brief
anecdotes or statements, the creation of some comic strip or the
Improvisation of a staging can be useful.

2. Complementary actions

One is not what one is because of what one writes, but because of what one has read.

Jorge Luis Borges

The teaching staff knows a variety of activities to work on.

with the texts, these tasks can be carried out in the classroom, in the school,
school zone and at home. As a reminder, we highlight the
next:

5
a. Reading promotion activities in the school.

- The trunk of [Link] spaces that invite reading inside

from school, where students have the opportunity to
easily find books, select them, explore them, read them
alone or accompanied and in this way awaken their curiosity.
Variants of this action can be the following: the table of
the books, the reading garden and the tree that gives books.
- Staging of the readingStudents can
represent fragments or complete texts of various
readings, whether while the teacher or a student reads or is
Can you carry out the representation of this without the presence of a
narrator.
- I introduce you to ...It is an action in which a
student or group of students talks about a book read
motivating others to read it. This can be done in the classroom or
at school. The AEFCM will open spaces on social media, in
format for virtual talks so that students can
talk about the selected book.
- One ending, many [Link] action implies that someone reads
the beginning and development of a story and then asks the students
they write an alternative ending; then the endings are read.
alternatives. The AEFCM will open spaces for both men and women
students can share their alternative endings through
the podcast.
- We recreate stories and [Link] consists of presenting something
text or reading to the students and after their reading ask
that derives from this a song, review, critique, poem, drawing
or some creation that allows to re-meaning or transform the
story in something of one’s own.

- Creating audiobooks and [Link] attention to diversity and

to promote other ways of approaching reading, one can
produce audiobooks or podcasts.
- I read and I feel, what excitement!What do you think the character felt?
from history?, how would you have felt in a situation
similar?, why do you think he reacted that way? they are
questions that allow girls, boys, adolescents and
young people identify and express what they feel and share it

6
 with others. Listening to a suspense story, a novel
of adventures or a historical play or comedy, give
the opportunity to feel, live, and enjoy its content through
to identify and reflect on their own emotions,
feelings and values.
- Collector of [Link] is about generating activities
to motivate students to achieve specific goals
about reading, for example: creating an album or a reading meter
where students can register the books read. It would be
convenient that upon completing their goal they receive a
recognition by the school. The challenge can be
diversify and not just present oneself by the number of books but,
for example, by literary genres read.
- Book presentations in schools and dialogue with authors.
The school or the school zone may manage participation of
community writers and recognized authors for
to discuss their experiences as writers, as well as of the
content of his works.

b. Activities to promote reading in families and in the

community.

- A new book at homeAlong with the school, the family is the

main agent mediator between boys and girls and books.
Generate the possibility for students to select the book.
what else they like or are interested in and can take it to read
alone, with one or more family members, can be a good
opportunity to invite you and help you enjoy reading.
- Linking with other libraries and digital collections.
Linking of schools and school zones with the
libraries of the AEFCM or public libraries, through
permanent activities of reading and writing (some
examples, they are: story time, read-aloud, discussion
literary, reading circle, investigative games, debates,
creative writing) and home loan service.
- [Link] attendance at book fairs in the
community, participate in the different activities that are

7
 they carry out and are in an environment that promotes reading
It can be an action that motivates and sensitizes students.
and their families.
- Community reading [Link] school can promote
the organization of reading circles in coordination with the
program of the Economic Culture Fund that stimulates this
program with training and book donation for the
registered circles.

3. Support actions

The only advice about reading that a person can give to

Another is not to follow any advice; just follow your instincts, use your
reason and came to their own conclusions.

Virginia Woolf

a. Teacher training

Literary [Link] teachers of basic education

they will participate in training experiences where the exchange of
knowledge and experiences based on the reading of various texts will be
the basis for reflecting and defining actions to promote reading
in the classroom.

Training [Link] will be promoted from the centers of

teachers to promote reading and encourage development of
pedagogical collaboration networks around teaching and
practice of reading in an innovative and interesting way for the
and the students.
Regional [Link] promote the exchange of
experiences, strategies and teaching materials will be developed
virtual or in-person meetings where reflection takes place and
define collective actions to promote reading.

8
b. Call for 'Innovative Practices for Promotion and
teaching reading in basic education

The AEFCM will summon all staff in September.

basic education teacher to share strategies
didactics that promote the taste, appreciation, and habit of reading,
as well as the development and application of strategies for the
understanding of texts that have been implemented with their
students during the school year 2021-2022.

c. Reactivation and expansion of collections.

The AEFCM will expand the resources in schools, which will allow
that students have more and new materials of
reading to carry out the central activities and
complementary proposed. The expansion of the collection is
will be allocated to approximately 1,013 schools, which will be able to choose between

4,000 books from 38 collections of the Fondo de Cultura Económica.

In total, for this number of schools, 400,000 will be distributed.
books.

Regarding the reactivation of the collections, it is important

highlight that, in previous years, 976 primary schools and
middle schools received 300,000 books with which they will be able to carry out
the main and complementary actions.

All schools must implement the strategy with their

school library, continue using textbooks and
take advantage of the platform 'Reading Adventure'.

In order to have an overview of how schools have been

using these resources a diagnosis of the actions will be made
made and the use of the books.

d. Teaching material created by and for teachers.

Regarding the promotion of reading, the AEFCM has prepared

the series Reading and understanding is traveling to other worlds, which has
as a main purpose to provide teaching support materials
9
for teachers to promote the love of reading and
strengthen the reading comprehension of girls and boys
adolescents and young people (NNAJ). This material consists of a
selection of texts related to the degree and level
educational in question and consists of 40 reading sheets for
preschool, 40 for each of the six grades of elementary school and 40
for each of the three grades of secondary school. These and others
Materials will be available on the platform: Reading Adventure.

e. Reader Adventure Platform.

It is a space that has resources for students,

teachers, mothers and fathers of preschool education,
primary and secondary. Students can consult
some materials from collections such as: In the sun alone, Kites
guests, Astrolabe, Moon Steps, and Urania's Mirror, that
they are part of the Books of the Corner. They are also included
activities to work on the contents of those books, thus
as spelling exercises, videobooks, audiobooks and a
storytelling section.

For teachers, texts related to the

teaching of reading and writing, books of different genres
and materials that contribute to the development of skills
readers and the importance of comprehension.

Parents have access to resources

bibliographic references that contribute to a deeper understanding of the topic of the

reading and the development of reading habits.

This platform is a space for learning and practice of

skills, knowledge, and reading experiences for everyone
educational community. This is available on the page of La
school in house in the address:
Unable to access the content of the provided URL.

10
 f. Accompaniment and monitoring.

The pedagogical support that the director will carry out,

supervisor, the Technical Pedagogical Advisor and the staff of the
AEFCM aims to guide and support the process
educational.

g. Sharing successful experiences.

For the AEFCM, it is of great interest to gather testimonies from the

educational community about what the experience has been like in
the reading adventure and to make them known to the whole community; therefore
reason, efforts will be made to disseminate, through various means, the
consolidated and successful experiences that have awakened the
taste and interest in reading among students
basic education in Mexico City.

These are some of the actions that invite the educational community.
to be part of this reading adventure to contribute to that the
students develop reading skills that transcend the realm
academic and that impact the formation of critical readers throughout
of life.

11