SIMULTANEOUS READING PROJECT

FOUNDATION:

Simultaneous reading sessions are inserted into the usual situation of literary reading, but with one variation: everyone
garden teachers, at the same moment, read a story to children from different classrooms, exchanging interpretations about the work
and then they orally recommend the stories they heard to their other classmates in the room with the purpose of having them taken into account
in the next election. This proposal is innovative and presents an institutional challenge by considering the garden in its entirety as
a community of readers.
The decision to focus the initiative on the analysis, reflection, and implementation of the simultaneous reading sessions places the institution
like a bridge that goes from the individual to the collective, as it requires the contribution of the entire organization for its realization.
When children listen to the teacher read, opportunities are provided for them to progress as readers by interacting with an adult.
experienced that presents itself as a reading model and engages in reading practices such as sharing with others what has been read, exchanging.
impacts and reflections, reread to respond to different purposes. It is about valuing those shared spaces as instances
productive dialogues with the text and with the different interpretations that arise from the exchange between children and the teacher.
Considering that the questions, hypotheses, diverse meanings - and often conflicting - that are being constructed among readers are
fundamental part of teaching work.
The teacher's task is not only to facilitate taking the floor but also to have an active participation in that dialogue,
rethinking with the students their concerns and questions about the texts, proposing to establish relationships with other texts and others
readings, discussing the children's interpretations and showing aspects of literature that perhaps the children overlooked
high.
These interventions require necessary prior work. Being attentive to what children say is not so much about recalling everything.
let them say, if not in the power to establish certain forecasts about the text through which to organize and be prepared for listening
attentive with the aim of "detecting" what knowledge, what ways of reading are put into play. For which, the place of planning (selection of
texts, teaching forecasts, possible interventions) is fundamental, as it allows us to glimpse which perspective is favored regarding
the literature.
RECIPIENTS: Students of the morning and afternoon shifts of kindergarten Nº 914.

RESPONSABLES: Docentes del turno mañana y tarde.

DURATION: From April to July and from August to November

DYNAMICS: The reading meetings will be held once a month. For this, the teachers will organize the space.
According to the selection of stories for reading, during the previous week the children choose which room they will go to listen to the text.
They will be able to register on the lists displayed outside each room where the type of story being told there will be promoted. The ...
story and then after each reading a space for reflection is generated. In this space, the students express their opinions and feelings,
In this way, a small recommendation about the text can be prepared jointly. The teachers from both shifts will exchange the
reading material after the winter break.

CLOSURE: As a closing of the project, the space of the SUM will be decorated and a short play will be read to the whole garden. Each character
It will be characterized by a brief detail that accompanies the reading.

PURPOSES:

Select literary texts of quality to read and narrate so that children enjoy literary manifestations and appreciate them,
gradually becoming competent, sensitive, and critical readers.
CONTENTS ACTIVITIES STRATEGIES RESOURCES
Literature: The teacher in each classroom states that she will read in some Exhibition of the tapas Books
• Pay attention to the place of choice with a poster where children are from the texts in a way Fibrones
book recommendations read by they will note if they want to hear that story. striking, that invite the Images
his colleagues. The topics will be: election. Leaves.
Ask for recommendations about a book Tales with monsters: Get out of here horrible Request that they justify
to the teacher or to the classmates. green monster, The monster tamer, Where your choice by
Ask for suggestions about works living the monsters, sad monster, happy monster. questions.
literary expressing their interests, Stories with cats: Mateo and his red cat, Milo, the *Intervene with ideas and
your tastes. bad cat, Why do cats always come back home, different proposals to
Start with the recommendation of The cat with bangs. your choices for
literary works providing a foundation, Traditional tales: The Three Little Pigs, Pinocchio, strengthen one's own.
even if it is partially, Little Red Riding Hood, Snow White. Generate a climate of
the opinion. Stories with witches: Hansel and Gretel, The Witch reading that favors
Listening to narrations and readings of Berta, excuse me, are you a witch? The witch a suitable climate and
narrative texts. toothless favorable.
• Talk with colleagues and with Legends and Myths: Irupé and the moon, Legend of the sun and To favor through
the teacher about the effect that a the moon, The spots of the toad, The blue stilt, The exchange questions
literary text produces. Iguazu Falls, The hidden treasure, The secret of ideas.
Language practices. of fire, The temple of the Thunder God. Written record
Establishing and maintaining a purpose Tales with animals: Carnival in the Prairie, The
for writing (to preserve memory, ["rabbit from the hat","The striped zebra","Kangaroos in the sun."]
inform, communicate Different versions of Little Red Riding Hood: Little Red Riding Hood from

from a distance, expressing feelings Northwest, Poor Wolf, Little Red Riding Hood (just as she ...
play with the language. they told Jorge). Little Red Riding Hood, green, yellow,
blue and white.
Cuentos con lobos:Lobo rojo, Pobre lobo,
Fierce Little Red Riding Hood, Zack.

Libro Álbum:Willy el soñador, Las pinturas de Willy,

In the forest, The tunnel.

The children will have the opportunity for 2 or 3 days in

some moment to sign up for some of the
stories.
 The Friday of that week when it
They advertised the books; the children will attend the hall.
en donde cada uno su cuento. Luego cada docente
There will be an exchange about the text read.
Upon return, each one will meet in their room.
small groups per story and they will tell the teacher and
the rest of the group what they heard read. Each teacher
record what is heard and exposed with drawings,
spontaneous writing, dictation.

EVALUATION:
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