Annual Library Project: 'Tell Me a Story'

Recipients
Educational Community of the Initial Level School No. 451, students of the three and four year old classroom
and five years, teachers and the management team of the institution.

Foundation

Frequent reading of stories contributes to vocabulary development.

acquisition of knowledge about the book and its management and about the articulation of the
writing, enhancing interest and pleasure in reading, as well as promoting listening
comprehensive.

Our Province proposes in the Initial Level Curriculum Design as a concept of

Literacy is a process not confined exclusively to the realm of language, but in
broad, comprehensive sense, from a cultural perspective; that is to say, a process that involves a
language diversity. Therefore, teaching at this level will be aimed at fostering the
children's participation in various experiences to know, learn and understand the
reality through the appropriation of knowledge that refers to multiple languages and fields
of experience.

Between the bond of the small child and the literary text, there is always a mediating adult and in
Good experiences of starting to read always have a touch of affection. Hence the
importance of pleasant reading spaces that contribute.

Communication involves not only the verbal; one can speak of a multiplicity of languages.

Within the material resources, books are an important part of the environment.
literacy teacher.

Since the Ateneos, it has stated that the library for children must create and consolidate the
habits of the early years, providing opportunities for personal and creative development,
stimulating the imagination and creativity of children.
 When we talk about a library, we refer to the child's first encounter with books.
they are spaces par excellence for generating processes of communication, education and
enrichment.

The gradual approach of the child to books will provide him not only with a full
knowledge of the new world around him, through real situations, characters
daily life, places inhabited by him and his family, but it will also allow him to enjoy the
fantasy expanding its creative universe.

Due to various factors, some families have stopped encouraging their children to read.
storytelling, seldom does one think of a book when it comes to choosing a gift. A
Thus, there are few households that have the habit of reading books, which means that children
they have little contact with them.

With the creation of a mobile or traveling library, we will open a door for everyone.
children experience the magic of books awakening their interest in knowledge of
linguistic universe.

This process of building readers and writers requires the mediation of the teacher,
who selects literary texts based on the reading possibilities of children, their needs and
interests, and conveys them appropriately.

The criteria with which the teacher will select them when planning their
The work in the area must be purely aesthetic, taking into account its richness as a fact.
artistic where language acquires other meanings, allowing the imagination
fly towards other experiences, other possible worlds. The child reader of literature will be able to
find in her experiences similar to yours, you will be able to resolve fears, create your
own imaginary worlds.

Purposes

Encourage the participation of children in our community in various experiences.

related to language practices so that children can express themselves freely.

Encourage multiple and varied experiences of using oral language in contexts

interpersonal, where children can: recount personal experiences, present ideas
and opinions, to learn to listen and to respect speaking turns.

Promote teaching situations in which they can confront the knowledge they bring with them.
the new ones and build others.

Select a quality literary text to read and narrate in the classroom or library.
so that students enjoy the different literary manifestations. (poetry,
story, riddles.

Contents
3-year-old classroom

Axis: Language practices linked to orality

Contents: Orality in interpersonal contexts: conversing, commenting

Conserve on various topics.

Sharing personal experiences.
Exchange suggestions.
Freely manifest emotions, feelings, moods.
Pay attention to what others say.
Follow the thread of a conversation for increasingly longer periods.
Pay attention to what others, your peers, and the teacher are saying.
To give opinions on certain facts, news, situations given within or
outside the school environment.
To express opinions about events that they have witnessed or
you listen; A play, a moment of reading, a visit made.

Orality in instructional contexts: describe, narrate, explain.

Designate and describe objects.

Explain facts, events based on the collection of data, of the
observation of their reconstruction.

Orality in creative contexts: to play, to invent, to imagine.

Invent new words.

Play with rhythms, rhymes.
Explorar con la propia voz: cantar, representar, hablar, imitar, “leer”.

Axis: Language practices linked to literature

Contents: Chores related to reading or narrating literary texts.

Listen to oral narrations of narrative texts.

Talk to others about the impressions or the literary text.
produjo( temor, alegría, suspenso)
Comment on a fragment that you liked, or on characters, the
plot.
Remember what was read earlier in a chapter reading.
To narrate to your peers stories or tales heard in the field.
familiar.
Listen carefully to the reading of a poem, play with rhymes,
riddles, rhythms, playing with words.

Four-Year-Old Room

Axis: Language practices linked to orality.

Contents: Orality in interpersonal contexts: Conversing, commenting.

Talk about various topics.

 Share personal experiences.
Freely expressing emotions, feelings, mood.
Follow the thread of a conversation for increasingly longer periods.
Pay attention to what others, the peers, and the teacher are saying.
To express opinions about events they have witnessed or
you listen: a play, a moment of reading, a visit made.
Take into account the comments of colleagues to agree with them.
or to debate them.

Contents: Orality in instructional contexts: describing, narrating, explaining.

Designate and describe objects.

Relate past and present events.
Contents: Orality in normative contexts: listening, attending.
Listen to the given instructions.
Develop with others, regulations or slogans to be followed by the room.
or the garden, for the use of the library, for outings, for games.
Orality in creative contexts: Playing, inventing, imagining.
Invent new words
Playing with rhythms, rhymes.
Explore with your own voice: sing, perform, speak, imitate, read.
Eje: Las prácticas del lenguaje vinculadas a la lectura y a la escritura

Contents: Chores related to reading practices:

Freely explore the texts with increasing skill.

Attend to the follow-up of the reading of others, by increasingly spaced intervals.
prolonged.
Consultar en forma creciente la biblioteca del aula o de la institución.
Anticipating the content of a text by looking at the illustrations. (book, album,
poetry, story, comics, photographs) or of its spatial organization (letter,
invitation, news

Chores linked to writing practices:

Write for various purposes: to inform others in the room (a poster

with the proper name) to store information.
Search for information in different sources: on the posters in the room, in the
library, in other reading materials: agendas, books, etc. independently
increasingly growing.
Chores related to the reading or narration of literary texts:
Write for various purposes: to inform others in the room (a poster
with the proper name) to store information.
Look for information in different sources: on the posters in the room, in the
library, in other reading materials: agendas, books, etc. independently
increasingly growing.
Tasks related to the production of texts about literature:
Book loan registration.
 Preparation of library cards.

Axis: Language practices linked to literature

Chores related to the production of literary texts:

Produce stories with other children.

Attend to the contributions of your peers during the production of stories.

Five-year classroom

Axis: Language practices related to orality.

Contents: Orality in interpersonal contexts: conversing, commenting.

Talk about different topics.

Share personal experiences
Freely manifest emotions, feelings, moods.
Exchange suggestions.
Propose joint activities
To provide opinions on events, news, or situations given within or
outside the school environment.
To express opinions about events of which they have been spectators: a work
from theater, a moment of reading, a visit made.

Contents: Orality in teaching contexts: describing, narrating, explaining:

Designate and describe objects.

Relate past and present events.
Explain facts, events, based on data collection, from the
observation of the reconstruction of the same

Orality in normative contexts; listening, attending:

Listen to the given instructions.

Elaborate with others, regulations or slogans to be complied with by the room,
for the use of the library, for the outings, for the games.

Orality in creative contexts: playing, inventing, imagining.

Associate the words with other meanings.

Invent new words.
Play with rhymes.
Invent poetry.

Axis: Language practices linked to reading and writing

Contents: Chores related to reading practices:

 Explore the texts freely with growing skill.
Discuss with others about what you have read, or about what you are reading.
Comment on what the text produced in them: if they were scared, what it made them feel.
liked more, which part moved them, which situations reminded them of something they had experienced.

Recommend a book.
Ask about what is being read.
Build meanings about the literary texts read: exchange ideas
about the ending, to give an opinion about some of the characters and their actions.
Identify different carriers of texts and their functions.
Anticipating the content of a text by looking at illustrations (books, albums,
poetry, story, comics, photographs
Axis: Language practices related to reading and writing

Contents: Tasks related to writing practices:

Write with various purposes: -to inform others in the room (a poster
with the proper name, write the day of your birthday) –to save information
to express emotions and thoughts.
Search for information in different sources: on the signs in the room, in the
library, in other reading materials, books, etc., independently each time
more growing.

Chores related to reading or narrating literary texts:

Listen to oral narrations and reading of narrative texts.

Talking to others about the impressions or effects that the literary text has.
produjo (temor, alegría, suspenso)
Comment with others on what has been heard, read, and exchanged.
opinions about the story told.
To tell your classmates stories or tales heard in the field.
familiar.
Explore the paratexts: the title, the cover, and the collection to choose a book.
Anticipating the possible content of a text.
Recommend to others the books they have liked.
Listen carefully to the reading of a poem.
Playing with rhymes, riddles, rhythms.

Tasks related to the production of literary texts:

Book loan registration.

Preparation of library cards.

Possible didactic proposals

First Stage
 To initiate the Project, an exchange will be conducted, and inquiries will be made.
previous knowledge that children have about the library.
They will be asked if they have books in their home and where they keep them. Registration on a poster.

After listening to the children's responses, the teacher informs them that books have arrived.
new to the Garden and will join the Library Sector.

A space will be provided to showcase the new material on the tables in the room.
bibliographic received. So that students can begin to explore freely. In order to
choose a book and be able to observe it. Next, it will be seen which books they liked the most so that
The teacher reads it to them. They are invited to organize the books in the box and to sit on the rug.
to listen to the selected story. We make predictions about the illustrations or
images. We listen to the story and then give the opportunity to retell it with support.
of the images. Next, some guiding questions will be asked to find out
Did you understand the story? Also, what about its ending, was it a story?
sad, happy or they originated fear.

Making a carpet for the library sector with the participation of

the families.
Use books with illustrations.
Set aside at least a moment of the school day for reading.
Select short stories with few characters.
Seleccionar un texto literario de calidad, para leerlo y narrarlo en la Biblioteca o en
the room so that students can enjoy the different literary expressions.
(poetry, stories, riddles)
Read images from storybooks in the library.
Demonstrate with gestures what the character in the story is feeling.
Create a mural story.
Set up the mobile library with accessible books for children.
Listen to a recorded story.
Record themselves to be listened to later.
Construction of handmade books; based on stories invented by children, it
They build books with various materials, respecting the parts that make up a book.
Exchange recitals with other classrooms of the educational institution.
Share a video about legends in the Library; one of them will be selected and
think about the protagonist's tastes, customs, clothing, outside of what the video
will present to us, the activity will conclude with a 'biography of the hero', followed by
they will set up a gallery of invented biographies, where the children will display their drawings of their
heroes and will be able to explain to the visitors the life of each character.
Making masks and face shields of heroes and heroines for playing and creating
dramatic situations following a reading.

Second Stage

Visit a library close to the school.

Interview with the Librarian.
Recovery of what was experienced in direct experience. Verification of
the anticipations.
 Reorganization of the Library.
Naming the Library. Organization of preparation
of the school identity IDs. Proposal of possible names. Voting.
Group preparation of the book loan regulations.
Implementation of the travel folder. Each family participates by writing
short stories, riddles, poems, rhymes, tongue twisters, recipes, etc.
"The tales of the grandparents"; we invite a grandfather to tell a story.

This activity may culminate in an exhibition of the work done.

for the students who can be visited by family, teachers, management team,
no teachers, other Annex and Headquarters rooms.
Reader Tours: According to the interests, needs, and concerns of the
students propose the following routes:

By topics: Animals: Since both groups like and are interested in everything related to
wonderful world of animals; starting with pets with
who share a large part of their time. Books that capture the attention of children in
the first stage of the project's initiation.

By collection: The plastic arts and their different techniques are of interest to the students. It is
will propose the reading journey based on the collection of 'Texturas Ediciones' that presents
information and plastic works of artists such as Vincent Van Gogh, Salvador Dalí, Frida
Hello, Pablo Picasso, Leonardo Da Vinci.

Narration and reading of stories by the teaching staff, family members, and
the community.

Creation of stories based on different images.

Graphic expressions with a variety of resources and techniques.

Preparation of puppets in the room, assembling dialogues in small groups and performance
of simple works.

Handcrafted bookmaking using different materials.

Organizational aspects: Each room has a sector designated for libraries.

Previously inventoried. The mobile library will subsequently be organized with material.
previously inventoried.

On Fridays, the borrowing of library books will be implemented, and on Mondays, it will be carried out.
return recorded in forms prepared for that purpose.

Regarding the times, while there will be a moment specifically dedicated to the
library activities, the material will be available for children to refer to it
whenever they wish, respecting the rules agreed upon collectively for their use.

Media and resources

Material resources:
Participation in initial literacy training. Regional meeting: 'Readings and'
Multiple Writings at the Initial Level

Days with regional references of 'Didactic Atheniums'

Specific bibliography of the Library: 'You tell me a story'

Nearby public libraries.

Cooperative association.

FOPROE.

CD with stories, sounds, music.

Computer.

Projector.

Materials for plastic expression.

Puppets and toys.

Costumes, fabrics.

Disposable material.

Furniture.

Human resources:

Early childhood educators.

Management, teaching, and non-teaching staff of the institution.

Preschool Students

Parents, grandparents, relatives of the students.

Head of the community library.

Reading corpus: The selection of the material to carry out this proposal will be made
taking into account a variety of genres, formats, themes, and authors. The selected were
books found in the Library under the label "Literature"

Evaluation

It will be conducted as a group and at the end of the cycle.

The following indicators:

Does it spontaneously approach reading?

Are you participating in the drafting of the Library Regulations?

Do you respect the agreed rules for using the Library?

Do you enjoy reading different texts?

Reconstruct the stories orally?

Do you practice active listening?

Do and complete the proposed work?

Do you show interest in storytelling?

Do you propose new activities related to the Library?

Scheduled Time

It will begin in September and continue transversely until December.

adapting to changes and unforeseen circumstances.

Project:
A library for the room

FOUNDATION:

Frequent reading of stories contributes to the development of vocabulary.

acquisition of knowledge about the book and its use and about the guidance of the
writing, enhancing the interest and pleasure of reading, in addition to encouraging the
understanding listening.

Promotes the recognition of written words and the development of the narrative scheme,
which facilitates the understanding and production of expressive narratives. This provides to the
child the opportunity to discover the potential of language to know and explore
worlds.

Narrate and read. Different strategies for the child's approach to reading.
pleasant sea.

Between the bond of the small child and the literary text, there is always a mediating adult and
In the good experiences of reading initiation, there is always a nuance recorded.
of affection. Hence the importance of pleasurable reading spaces that
build.

Someone who narrates, who 'dramatizes' the most notable traits of a character, that
it represents a conflict, encourages attentive listening and identification. Someone who reads,
he/she is presented as a fluent, expressive reading model who enjoys sharing with others
the readings they prefer.

Emphasize the key concepts of the text of written literature (stories, poems,
Legends put children in contact with models of written language.

OBJECTIVES:

Familiarize the child with the book through the Library and the literary moment.

Incorporate fundamental habits for the use and management of the Library and the
books.

Enjoy reading and storytelling.

CONTENTS:

CONCEPTUAL CONTENTS:

Language:

Conversation: dialogue and interview.

Narration.

Empathic listening.

Global description of objects and situations.

Identification of the logical and/or chronological sequence of a story.

Anticipation of the content of a text based on images.

Characteristics of literary texts:

Poetry, narrative (short story, children's novel), and theater.

Elements of the narrative: central characters, plot, conflict, resolution.

Rima.

Onomatopoeia.

Reading images. Construction of meanings and sequences.

Conventional forms of writing (proper name).

Mathematics:

Numeric series:

Oral designation in counting situations (at least up to 20).

Recognition of written numbers.

The natural number. Functions and uses in everyday life:

Ordinality (at least up to 5th place).

Social Sciences, Natural Sciences and Technology:

Types of Institutions:

Educational, cultural. Forms of organization according to their interests,

needs, resources, objectives. Main functions. The basic rules for their
functioning.

PROCEDURAL CONTENTS:

Formulation of questions and answers.

Structuring a narrative.

- Uso de la biblioteca escolar. Normas para su uso.

Interpretation of instructions.

ATTITUDINAL CONTENTS:

Initiation in:

The pleasure and interest in reading and writing.

The pleasure and interest in the richness of language to recreate reality and what
imaginary.

The assessment of the playful possibilities of language.

The acceptance of different roles in a game or situation.

Respect for the agreements reached.

Responsible and appropriate behavior regarding personal belongings

collectives.
The assessment of cooperatively constructed norms.

POSSIBLE ACTIVITIES:

LANGUAGE AREA:

Direct Experience: "Visit to the Neighborhood Library"

Before the visit, we will talk about what we can find in a

Library. The children will take turns saying elements that come to mind, perhaps from
your imagination or from your own knowledge, by the library armed in the
or the visit to it in previous years.

During the visit we observed:

What do we see in her? (Storybooks, novels, study books, magazines, videos,

cassettes, etc.

What is done in a Library? (Rules to remain in it).

What else can we do in a Library? (Borrow books, etc.).

What elements are necessary for a Library to function? (Librarian, books,

furniture, shelves, racks, membership cards, etc.

We enjoy the books and magazines that Miss Librarian offers us.

After the visit, we talked in the room about everything we observed in it.

We made a drawing of what we liked the most.

Setting up our own Library in the room:

We are looking for a physical place to locate the Library.

We reviewed the books, how they are, and separated those that need to be
arranged.

We grouped the books by publishers.

The teacher will label the books with stickers placed on the bottom or top.
of the same loin. They will be numbered one by one taking into account, at the moment of
sort them, their size.
The books will be placed upright as neatly as possible on the bottom shelf, and on the
up pillows to use, if we wish, at the moment of Library.

We will talk to the children about the rules of the visited Library, if in the
Our rules are necessary, which ones would be the most convenient?
We create our own regulations on the use of books and the lending of
they to take to their homes.

The teacher will create a card for each child where the book will be recorded.
lent and when returned a drawing stamp, which will later be the ones for the 5 room
years who will put it needing to verify if the book number is the same as the one recorded
on the card. Once this practice is established, the task of being will be added.
bibliotecarios desde el momento de anotar el número hasta la devolución. Los
Librarians will rotate in groups of two children at a time.

Every other week they will take a storybook home that they must return on the
Monday. In the middle of the week in which they will not bring a book, they will bring a
narration of a story selected by the teacher, in addition to a blank sheet
They must draw something they liked from that story, the drawing will go back to
garden for the folder and the narration will stay at home to collect.

In the room, we will listen to stories with and without images, from sheets, from books, with
loose images to be arranged in flannel boards, in flip charts, of cassettes, etc.

We will listen to poems.

We will play with riddles with and without images for help.

We will invent stories with images for help or simply with a small one.
sentence given by the teacher, or through ideas that arise from the children themselves, in the
grupo grande o en pequeños grupos de trabajo. Los mismos podrán ser grabados,
represented with costumes made by themselves, they will be able to
represented by drawings and foldered or bound for the library.

The children will be the storytellers aided by the images of a

well-known story beforehand