CEIP Huerta Retiro: Educational Project (Reading and Library Project)

READING AND LIBRARY PROJECT

INTRODUCTION

The preparation of this Reading and Writing Project responds, on the one hand, to the interests of the own
to determine a set of measures, practices, and spaces with the fundamental purpose of facilitating the
access to reading and develop the reading habit among the members of the educational community in their
set.

From the conviction that the educational center plays an essential role in the creation and development
on reading habits and that the school library should become the heart of teaching activities
with the ability to discover possibilities for change in pedagogical practice, the set of
proposals and materials presented in this document.

This project not only accommodates activities typical of the library as a physical space, but also to a
set of activities for the development of literacy and expression in a practical way
functional that enables the parallel development of the language curriculum in particular and of all the
primary areas in general. To do this, we take the collective reading book as an axis of action that
it has each course.

General Objectives

• We must be clear that promoting reading should not only consist of organizing parties,
shows, events, etc. It is not forced school work, with grades, in which forms are filled out
facts, serious comments are made, etc. What it should never be is an act of improvisation.
• Utilize this project and everything that arises from it, integrating it into teaching practice,
turning it into a document that generates activities to reinforce and develop habits
readers, writing skills, and self-learning abilities.
• Involve and give participation to the different sectors of the educational community (especially to the
family and AMPA) in the program proposals in order to help create a reading environment
inside and outside the classroom and the center.
• Design and create work materials and proposals for reading promotion (techniques and
strategies for the promotion and development of reading/writing and research skills
research aimed at students of all levels.
• Organize and celebrate the Animated Reading Week every year.

Specific objectives

Every active reading implies an effort to master and govern that same reading. For this, one
they need ways of acting that precisely provoke the reader so that he or she does not feel nullified and takes action
a thoughtless and passive reading, but one that adopts a critical, dialectical, and conscious attitude. Writing,
support for a large part of school activities must be continuously alternated with actions
readers, in a mutual support of the use and mastery of different types of texts.

• The promotion of reading/writing will be carried out with the design by a working group (team that
develop the school library program) of a set of strategies, methods, techniques, ways,
procedures.
• Bring the book closer to the child, allowing them to discover the treasures contained in books,
creating situations of need to read/write.
• Enhancing the inherent values in all assets, proposing intervention and the protagonism of
student, recreating, interpreting, modifying texts, communicating experiences, collaborating in
animation programs.
• To provoke interest in books in general, always seeking mastery of all types of reading and
writing.
• Make techniques and resources available to students to work with and use any material.
bibliographic with which one finds themselves, creating opportunities to read and write very diverse texts,
with clear purposes and with defined recipients.

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

• To provoke a smile, joy, and enjoyment of reading. Also reflection and critique, creating
situations and environments in the classroom and in the center that allow interaction between the teachers, the
readers and the texts themselves that foster a greater richness in the construction of meanings.

From our center, we want to eradicate the false ideas that exist about books and reading:

a) By the teaching staff

The idea and prejudice that time is wasted when techniques or strategies are implemented must be overcome.
promoting reading among students. The stress caused by lack of time, there is always a lack
time!, and the obsession with fulfilling, sometimes compulsively, the objectives and content of the
academic programs, textbook, automatically provoke the rejection of other forms of
intervention.

b) From the students' side

An effort must be made to overcome the fear or unfounded impotence of not understanding and comprehending it.
written, to see the book as a strange, difficult, inextricable object.
Likewise, regarding writing, it is necessary to stop considering the process of composition of
texts as an act or purely aesthetic and exquisite work that requires certain qualities
exceptional. One more effort would try to show that contact with books does not end.
necessarily when the compulsory schooling period ends. this association is usually quite
nefarious.

GENERAL ACTIONS FOR THE DYNAMIZATION OF READING AND WRITING PRACTICE

The general actions for dynamization are described below. The specification of all of them and the
lines of action for the development of reading and writing in our center, as the axis of activities, the
we detail in the section "Description of the Action Plan."

• Continua renovación de la biblioteca de aula y de centro así como su registro

• Collective reading book of each course
• All students at the center have one hour a week allocated to the library.
At that hour, they learn how to behave in it, how the loan is made.
They also collect books every week or every fifteen days to read at home.
• All courses have a set schedule for library visits.
• The opportunity is given to the AMPA of the Center to open the school library during hours.
non-academic.
• The library opens as an additional activity during recess.
• All the information regarding the center's library is included on our website.
• The figure of the coordinator of the School Library Plan (and the corresponding team) is created.
of coordination established as a working group.
• Initial and final evaluation documents are created on literacy.
• A guide is being designed on how to write stories and other narratives.
• A document on spelling rules that all levels must master is also prepared.
upon exiting the corresponding level.
• Virtual books are consulted through computers, as well as dictionaries, encyclopedias...
etc. that the network offers us.
• Within the center's website, there is a Language Web section with a multitude of
activities on reading, spelling, composition...etc.

GENERAL CHARACTERISTICS OF THE SCHOOL LIBRARY

The books are organized by sections and identified by colors. In this way, the books from the first
The primary education cycle is identified by the green color badge with the legend CL1 and the
number. Likewise, those in the second cycle with the yellow color and those in the third cycle with the red.
Students know where to place the books according to color and number.

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

Likewise, the teaching staff has reference books identified with the color blue. Additionally, during the
Course 06/07 has completed an exhaustive inventory of interactive and audiovisual material that is available.
archived in the library itself.

All courses have one hour a week assigned to the library, to pick up a book, note it down and
take a reading slip. Subsequently, both the entry and exit will be recorded in the register.
said book by the student in charge of the library that each classroom has. Students learn to
how to behave in a library, how to handle books, placing them on the shelves...

Similarly, each classroom has its own classroom library. In it, there are several reference books, reading books,
comics... used during the so-called 'downtime', for consultations, for breaks... etc. In everything
project to promote reading and writing, the creation of the classroom library implies a level of
more direct, personal, and autonomous embodiment of the encouraging action. Also, within the
classroom programming, the organization of a library in the classroom offers greater possibilities of
systematization of the teacher's interventions. It also ensures some continuity. bringing closer and
offering students the opportunity to more immediately satisfy the desire to read and use sources
of information and documentation different from the textbook.

The classroom library is a bridge between the center's library and the personal library. The activities
the activities programmed during the course around the classroom library will also encourage the formation of
the student's personal library and they must contribute to the better use of resources
central library.

PROJECT COORDINATION

The person coordinating the project is Mrs. Jacquelín Núñez Cabello. The dynamization is supported by
a team of teachers that form the working group "Development of literacy and its inclusion in the
educational project.” In the mentioned group, there will always be a representative from each cycle as well as the head of
studies and all those people who, due to their concerns, training, experience... want to belong
to him.

Functions of coordination

• Elaborate and coordinate the project

• Unify the different projects of the center using the collective reading book as the axis.
• Unify criteria for the use of the central and classroom library.
• Track reading tasks and their assessment.
• Provide and organize material and non-material resources.
• Energize the use of the library among the educational community through attendance schedule, give
advertising the documents, developing dissemination mechanisms...
• Collect materials and visit websites related to reading development as well as other sources of information.
• Seek and secure support from the faculty, the students, the families, and the
institutions.
• Attend project coordination meetings.
• Distribute and organize budgets and resources
• Formation of the cloister, as well as guiding and energizing its members.
• Form a group of collaborating teachers and distribute the tasks for each of them.
• Complete data in Séneca.

DESCRIPTION OF THE PROPOSED ACTION PLAN

Justification

• Development of reading and writing comprehension as a basic competency for the acquisition of new
learning in all areas and the personal growth of students

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

• The school must provide effective teaching that empowers through reading to acquire
information about the world, exercising critical thinking, opinion and
argumentation. Favoring the autonomous construction of knowledge
• Development of the taste for reading.
• Diversification of leisure time compared to other possibilities.

Objectives for improvement

• Develop basic communicative-linguistic competencies in students

• Convert reading into a methodological strategy for improving learning
• Promote reading through the global project of the Center by incorporating it into the curriculum through
systematized interventions in the classroom and in the school library
• Carry out reading comprehension interventions and habit development throughout the course.
reader, framed within an intervention plan with coherence and continuity
• To optimize efforts and resources by collaborating with other centers.
• Create a privileged space through the library and the documentary sections classroom.
approach to reading in different formats and a resource for supporting the curriculum

Areas of action

a) Support for the curriculum

Reading comprehension will be developed through mandatory and optional readings by levels or by courses;
Likewise, resources will be created by determining the types of readings for the different areas and levels that are
contextualize with those areas and their contents. The integrative strategies (procedures and
interventions for the development of reading/writing habits, through the use of book strategies
complete (with activities before-during-after reading), the combination of reading and writing in
all job proposals, seeking mastery of different textual types and granting
importance of the role of students as agents of their own education.

b) Information and research strategies

By using the dictionary daily and systematically. These dictionaries can be through
books or in digital form via the Internet. The approaches to the book, reading, and writing
through the design and application of motivating and creative techniques (the so-called techniques of
animation to reading). All of this leads to documentation techniques and research skills.
Techniques of intellectual work. The use of social media and
new technologies: Means of expression, information, and communication. Video, radio, slideshow,
photography, press, must allow for a transcendence of original production works developed. The
The use of information is essential for both self-publishing and resource management.

c) Attention to diversity
Materials will be selected according to the child's interests to provide responses based on their abilities.
readers, their learning difficulties...

d) Compensation of inequalities, cultural dynamization...

Will participate in short story contests and literary competitions (such as the short story contest)
from CEIP Antonio González in our locality), Good Practices Conferences, education plan in
values, activities of the House of Culture and Municipal Library. Likewise, the annual organization of
jornadas de animación a la lectura y escritura como culminación de un trabajo de animación continuado
in the classroom and in the center through the dynamic management of classroom and school libraries throughout the school year.

Involvement of the educational community

The school library is the essential center of documentation and resources from which to start.
most of the actions for the development of the program in connection with the classrooms.

These are the basic elements of the program regarding the educational community, the factor
human

a) About the teachers

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

Teamwork should be emphasized, creating cooperative organizational structures and keeping in mind the
coordination, information, organization and design of meetings or general events, commitment
ethical with the proposals and the work, the methodology to follow, the continuous evaluation of the processes
and results, etc.
Techniques must be designed and experimented with along with the different strategies, generating and
developing curricular materials to promote reading/writing. Make an effort with the
The objectives of energizing and motivating the educational community are important to engage in the program.
all sectors.

b) Of the students.
Students should play a high degree of autonomy and participation in the program (creation of
organizational structures: library monitor team, radio or press team, readers' club,
support team for the animation events, etc.). The possibilities of personally communicating your
reading experiences not only in the school center, but also outside of it or in other schools,
allowing the dissemination and distribution of your works (books, articles, research ...) will contribute to
a positive way to energize the reading environment of the center.

c) From fathers and mothers

Program promoters must do everything possible to inform and guide parents.
of students, involving them in the activities that are planned. The collaborating parents will turn into
an important task is the search for support resources for activities and actions, as well as the
awareness and dynamization of the sector to which they belong.
Through tutorial action, the teaching staff must offer the family guidance, orientations and
invite her to participate in certain phases of the project. It is a goal of the program to raise awareness of the
family about the value of reading and books in the education of their children.

d) Other sectors
Support in infrastructure, sponsorship of activities, and assistance with human and economic resources
They can be generated in other sectors if they are invited to participate in certain phases of the program.

THE LINE OF ACTION: THE UNIFIED PROJECT

A common project, a project for everyone is nothing more than what we are trying to achieve at the CEIP.
Huerta Retiro based on its lines of action. Many projects and working groups are what we
we find ourselves immersed and each with its own nature and reason for being (ICT or now school ICT 2.0, Reading
and Library, Coeducation, School Space for Peace, Working group for the development of competence
linguistics, for mathematical reasoning, for coexistence…

Well, once we have designed our competency-based educational project and understood the way in which
Let's get to work, the challenge for this course is to continue taking steps toward a project that integrates everyone.
projects, groups, contributions... that are being carried out from the center; a project, in addition, with which
everyone feels identified. This ambitious improvement plan has seen how the 09/10 school year has begun
to bear fruit continuing in 2010/2011 and beyond.

Since the LyB Plan and the Working Group for the development of linguistic competence, designs are made
lines for the improvement of literacy with two fundamental axes: 'My literacy book' and
"Project for the improvement of reading comprehension." The first one offers tools for the development of the
writing and guidelines for teachers on description, narration, summaries, stories...; and the second
guidelines for carrying out readings aimed at improving comprehension. All of this
to apply it in day-to-day life and with a standout element: The collective reading book, a book for each
course and that everyone reads serving as material to contextualize everything that is learned. They are books
traditional and predetermined for each of the levels.

All readings culminate in early June with the 'Animated Reading Week' in which the
courses expose their readings to other courses (theaters, adaptations, readings, exhibitions… each course
choose how to do it). An activity that serves as a culmination to all that has been previously mentioned and that
it is truly worth seeing how those boys and girls you live with day by day are capable
to write scripts, read them, provide contributions, show responsibility, organize at home and in
the school so that everything goes well, to develop an oral expression that would require many classes to

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

achieve, respect those who act while they observe, appreciate literary works, coexist... and much more
more than perhaps they remind us of something necessary for the comprehensive development of the student, to mastery
from a set of skills, to contextualize learning... ultimately: to competencies.

Other contributions come from the group called Mathematics ('Development of reasoning and the
reflection") with problem design related to the theme of the cited book, geometry activities, guidelines
for problem solving...

The Group of Coexistence and Autonomy (includes coeducation and EE Paz) with contributions on values to
starting from activities with common reading books, study techniques, tutorial action plans...

And how not, the ICT. Project that provides sources of information, handling and selection of data,
interactive activities...from each of the areas but also from each of the reading books.

In summary, the unified project is our center's intention to integrate:

• Plans and projects
• Working Groups
• Improvement plan based on the report
• Project by competencies

This document aims to provide a practical view of how and when to carry out the activities.
All of them are always subject to evaluation, analysis, criticism... by each and every one of the
members of the faculty of our center, as we believe that it is the only way to put into
practical implementation of this project.

As a reference for the activities, we take the collective reading books by levels. From there,
they can establish the general lines of activities such as:

• Strategies for the development of reading comprehension.

• Activities from 'My Reading and Writing Book' as the main reference in language and not activities of
isolated content.
• Enhancement of oral expression
• Problems designed related to the characters and themes of the readings.
• Designs of representations, materials, posters... for the III Week of animated reading.

Books for collective reading

First: The Little Tin Soldier and The Ugly Duckling

Second: Clear stream, Serene Fountain and Pinocchio
Third: The Wizard of Oz and Aesop's Fables
Cuarto:El Cid y El gigante egoísta
Fifth: Legends of Bécquer and Don Quixote of La Mancha
Sixth: Platero and I and The Life of Lazarillo de Tormes

TOOLS (I): DEVELOPMENT OF READING COMPREHENSION

A competent reader, when faced with the task of understanding a text, employs many strategies,
generally not aware. A large part of reading comprehension failures comes from not taking
awareness of whether or not the reading is understood. The fact of realizing that something is not understood is
fundamental to overcome this limitation. At this point we consider that to read are
two types of information are necessary:

• Visual (provided by the text)

• No visual (provided by the reader, who puts into play their linguistic competence, their knowledge
previously on the topic discussed and on the world in general, their interest or emotional commitment, their purpose
from the reading...)

Desde esta visión, se entiende que leer no es lo mismo descifrar, decodificar o sonorizar las letras.

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

We start from the fact that the mastery of spoken language competence is prior to and greater than that of the written language.
writing. We also start from the premise that students should not read aloud without first having a
model or have performed silent reading. Reading aloud should reflect understanding.
reader. Speed, rhythm, and intonation are at its service. For all of this, we refer to
the reading models from the section "methodological orientations". One does not only learn from experience,
but also of models

Similarly, the application of various types of texts regarding typology, format,

theme, length, complexity... (See "methodological guidelines") that assist the student to
understand why a certain vocabulary, intention, function is used... which would help with the
understanding. Many times using isolated or decontextualized texts does not favor application
strategies.

We understand comprehension as the process by which the reader assimilates what is written (relating it to what they know) and it
accommodates (transforms their prior knowledge based on the contribution of the text). Therefore, the
reading comprehension is always relative to the subject and therefore there will be more or less understandings
adjusted to the text.

Not all texts are read in the same way, we must take into account why we read and the
importance of what we read. We must clearly and understandably state what objectives
we want to achieve, present the text, contextualize it and, as much as possible, link it to the
resolution of a specific problem with a specific purpose.

Before reading, it is advisable to explore prior ideas, rely on linguistic elements, and not
linguistic elements that are presented to us (text layout, format, title, illustrations...). For all of this, the
The types of activities we propose in 'activities' need to be adapted to the type of text that
We work. When a person faces a text, various factors of very different kinds intervene,
some external to the subject (font size, type and class of text, complexity of vocabulary and
syntactic structures...) and others internal to the reader themselves (coding skills, knowledge
previous knowledge of the reader on the subject, skills to regulate comprehension...

If reading fluency refers to accuracy, intonation, speed, and rhythm; comprehension is the
construction of meaning.

Strategies for the development of reading comprehension

(Based on Elena Gómez Villalba – Hunder – Lerner - Dansereau)

Before reading (Create appropriate dispositions of mood to face the task of reading and
study)
• Predictions: it motivates the reader, goals are established. We make use of covers, titles,
illustrations...
• Prior knowledge: it must be detected by the readers through questions and dialogues with
them. It helps to understand the text that is going to be read.
• Clearly and understandably state what objectives we want to achieve (present the text,
contextualize it, link it to the resolution of a specific problem or concrete purpose if it is
necessary
• If necessary, the teacher will read the text to the students.

During the reading

• Vocabulary: The words that are believed will not be understood must be explained. It helps to
to deepen, understand, and gain fluency. You can re-read the phrase that you don't understand and relate.
the words with the context.
• Visualize: Make concrete and real what is read. The reader forms a mental image and helps the
memory.
• Preguntas: Preguntas sobre el texto antes, durante y después de la lectura (no sólo preguntas
directs) that help review the content, solve problems, build understanding… the
student thinks while reading. They must provoke debate. Anticipate what will happen. Point out
important ideas or those that are difficult to understand.

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

• {"text":"Connections: Connecting what has been read with what has been experienced. Questions of the mode: What does it remind you of? What came..."}
To your mind?, Do you know something similar?... all of this activates the schemas of knowledge.
• Active listening: The reader listens to what they read. It is related to reading fluency.
• Inferences: It promotes the reader-text dialogue (contradictions between the reader's previous ideas and
the later parts of the text). It relates to what is called "reading between the lines," since the reader
he would use the implicit information in his knowledge schemes to interpret, criticize,
opine, deduce... what you have read.

After the reading

• Monitorizar: Hacer nuestra la lectura. El lector se hace consciente de sus problemas y modo de
solve them based on the strategies outlined.
• Remembering content from the reading without needing to refer to the text, rewriting the story.
• Summary: Organization of information. Capturing the essentials, prioritizing ideas. Is it capable of
to say it in a few sentences
• Evaluate the reading: Value judgments about the reading, propose ideas, give opinions...
• Put an alternative title
• Give new characteristics to the characters (invented and based on what has been read)
• Express in another way another ending if it is a story or express it differently.
• If it is a poem, transform it into narration.

To carry out these strategies, it is necessary to explain them to the students, make demonstrations. Guide the
students and make them reflect on it.

These strategies should be adapted to the type of text (readings on themes, problems, stories, short readings,
long...) and at the student level. Likewise, it is not necessary to use them all at all times, as they
They can apply one or the other in isolation.

Methodological guidelines

Points to consider

a) Establish clear cognitive purposes, setting understandable, evident, and explicit objectives.
b) Divide the task into meaningful parts and aim to provide a synthetic overview at the end.
c) Adjust the demands of the task and the abilities of the students
d) Use models and procedures that generate intellectual resources and facilitate the task
e) To guide cognitive behaviors so that they become internalized through their use
Trigger prior knowledge
g) Stimulate metacognitive discussion
h) Teach students to plan and organize tasks and distribute resources appropriately.
attention
i) Ensure that all teaching actions are guided by a high level of motivation and interest

The reading model:

• The teacher reads to their students in various situations.

• Reading events in which different members of the educational community can participate
• Reading sponsorship
• Peer interaction

Types of texts:

• Use contextualized and functional texts (letters, news articles, brochures, newspapers...)
• Different registers (formal, colloquial...)

Ligar tipos de textos a los proyectos que se estén desarrollando en el centro (E. espacio de paz,
coeducation, ICT, LyB Plan) and include reading and writing activities.

Activities

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

• Rereading as a means of information search and synthesis

• Development of schemes and concept maps that help students achieve
correct, hierarchical, and synthetic mental representations
• The habit of self-questioning while reading, seeking to verify hypotheses and taking
awareness of achieving understanding
• The use of certain techniques that develop skills, such as note-taking, highlighting,
to outline, to paraphrase...
• La comprensión de las ideas principales, tomando como referencia el párrafo o el texto como
global unit of meaning.

It would be important to use the agreed strategies for these activities following the guidelines of:

a) Adapt the message to the level of the students

b) Question the assumptions to become aware of the adequacy of prior ideas
c) Encourage making different types of inferences from the text
d) Urge them to focus on the main points
e) Help them form their own opinions about what they have read

How to tell a story

a) To know the story perfectly

b) Use appropriate language (words from the original text can be changed)
c) Do the intonation and pauses well. When there is a longer pause, something is coming.
important
d) The little detailed description, which encourages students to imagine (if they ask about characteristics, it
they respond
e) Do not interrupt the course of action
f) Transmit enthusiasm
g) Arousing interest (it's better to tell it than to read it)
h) That it not be too long
It must convey some message.
j) When telling it to a group, establish a script:
• Explain what is going to be read (to motivate and locate the listeners)
• Engage with the listeners to detect prior knowledge
• Clarify vocabulary that they may not know beforehand (or adapt words)
• Have questions ready to ask during the reading (generally about opinions:
["What do you think?","What do you think he is going to do now?","Would you have acted that way?"]
• In the end, summarize with the listeners.
• Preguntas finales:¿A qué te recuerda?, ¿Conoces algo parecido?, ¿Qué pensaste
when...?
In the end, the listeners give ideas, opinions

TOOLS (II): MY BOOK OF READING-WRITING

Material created in our center and integrated into the student's agenda and on the Web. The intention of this
the material is to offer a tool that enables the development of written expression based on
productions that the student carries out so that they find meaning in the specific contents of the language. The
the book consists of:

• The description of people

• Word bank for describing people
• Template for place description
• Template for describing people
• The story
• Template for the story
• The summary
• The narration

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

• Expressions for narration

• Reading sheets
• Spelling rules estimated by levels

A brief description of each document is made, as well as when to carry it out and how.
evaluate it...

SUMMARY OF ACTIONS TO BE TAKEN

• Each course has a collective reading book (D. Quijote, Lazarillo, El Cid…).
• Activities, especially in language, that address the theme of the collective reading book.
• Development of the language curriculum with the collective reading book as a resource.
• "Animated Reading Week" at the end of the school year: representation with the theme of the book before.
quoted. Some groups represent it to others. Promotion of oral expression.
• Central library with assigned days in addition to loans
• Classroom library with readings for the classroom
• Library during recess as another activity
• Reading and writing with 'My Reading and Writing Book' and 'Strategies for the Development of Comprehension'
"reader". Materials created in our center.

EXAMPLE OF ACTIVITIES

Oral expression

• Conduct oral activities from the book The students explain 'Why' they have answered a response
• The students present their work (narrations, descriptions, stories...).
• Debates and assemblies providing solutions and opinions on problems that arise.
• Observing, interpreting, and explaining images
• Build sentences or expressions with the topics discussed
• Explanations of the words (concepts) being worked on
• Make oral summaries while reading a text or book.
• Explain what you do not know.
• Follow a class dynamic in which the student continuously asks questions.
• Providing solutions to questions from peers who think they know.

Written expression

• Write phrases, sentences, texts... using the content learned in its real context.
• Contents of 'My Reading and Writing Book': descriptions, summaries, stories, narratives...
• Reading sheets at the end of a library book
• One or two dictations per week related to a rule (according to the sequence of 'My book of
"literacy and writing". Each mistake is copied 5 times and a sentence is made or five are made directly.
Sentences with the error. Emphasize self-correction and subsequent review by the teacher.
• Dictations invented by all the students in the class
• Resúmenes breves de cada capítulo del libro de lectura del nivel
• Do not copy activity statements and when responding, refer to what is being asked so that
the answer makes complete sense.
• Draw written conclusions from various responses, writings, or opinions.
• Concept maps, diagrams... based on news (from computer) or research
• Indicate in the tests and controls a note about written expression

Oral and written comprehension

• Carry out the reading comprehension strategies

• Collective readings asking about words they don't know (first finding out through context and
then look in the dictionary)

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CEIP Huerta Retiro: Educational Project (Reading and Library Project)

• Oral summaries of what is being read (can be noted on a whiteboard in a schematic type)

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