Ministry Plan

of Education, Culture, Provincial

Science and Technology of Reading

PROVINCE OF CHACO
MINISTRY OF EDUCATION, CULTURE, SCIENCE AND TECHNOLOGY
REGIONAL EDUCATIONAL OFFICE IV-B
PRIMARY EDUCATION SCHOOL No. 187 'MIGUEL GOYENA'
CAT. 1st-ZU02-QUITILIPI-CHACO

2024-Year of the 30th Anniversary of the Reform of the

National and Provincial Constitution Decree No. 175/23
Quitilipi, Chaco, March 26, 2024.

INSTITUTIONAL READING PROJECT

INSTITUTION MODALITY

EEP No. 187 MIGUEL GOYENA COMMON PRIMARY

NOMBRE DEL PROYECTO: “EL NIÑOQUE LEE SERÁ UN ADULTO QUE PIENSA”

GENERAL DIAGNOSIS AND JUSTIFICATION

In the Educational Institution, it has been observed that most students have deficiencies regarding the
reading and writing, low levels of reading comprehension, poor management of space on the line and in the notebook,
they are slow in transcribing texts as they write letter by letter, they have momentary learning, they retain
very little learned; they have difficulties in making reading hypotheses, extracting main ideas, implementing
anticipation, verification, and self-correction strategies during the text comprehension process. All of this makes
that children show little interest in studying; they display poor behavior in class, have little sense of
responsibility for the fulfillment of scheduled activities and tasks, they are always seen as distracted,
demotivated and distracted.

In most cases, it has been found that partly this is due to some parents not providing their children with
their children a support in the teaching-learning process since most of them are illiterate or not.
They have completed primary education, therefore, there is disinterest in studying from both the parents and the
children.

Some children have language problems, others have had serious health issues since birth,
There are also children who require the attention of a professional who can provide a diagnosis or assessment of the situation.
problems of each one.

On the other hand, media such as television, the internet, video games, and others, due to their harm
use and due to the lack of support from adults, hinder the intellectual and academic development of the
students.
It is necessary to recover the motivation for reading and written text; those who know how to read know how to understand and can...
interpret the worldview presented in a text just as one can participate to make use of that knowledge.
The reading and writing project will be approached from all areas; it is necessary to develop the competencies.
communicative because in each area it is necessary to read, understand, interpret, and take a position on what has been read.

Reading opens many possibilities not only for students but for all people who wish to have a good
cultural heritage, The reading of the book is important, audiovisual reading is practiced more and the power of words is lost.
writing; it is necessary for students to practice all varieties of texts. Strategies need to be created to
to make reading enjoyable and for books to be valued.
 The main area where children can immerse themselves in reading is at school in collaboration with families.
For a boy or girl who grows up in a literate environment, in a place where they see parents or siblings reading, it will be
easier to access this activity. In this sense, it is essential to set an example for our students in the classroom. It is
It is necessary for our students to learn to love reading and to see it as a way to transform themselves and to
to develop throughout life, of course, as a way to have fun and entertain oneself.

This project is an alternative pedagogical tool to the daily work carried out in the classroom.
aims to support learning, awaken students' interest in reading and writing from competence
communicative and interpretative as the axis of all daily events. Awakening creativity, creating spaces of
participation and promoting personal values such as responsibility, discipline, autonomy, collaborative work,
the exchange of ideas, respect, recognition of their strengths and weaknesses, and the enjoyment of their achievements, are
also purposes of this Project.

GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Train readers and writers through a set of FIRST CYCLE:
strategies to energize the teaching process - Enjoy the pleasure of reading.
learning in students with the participation of everyone - Read inadequately different types of written texts
the community. (fluency, comprehension and intonation)
Promote reading as a tool for learning Dramatize stories, poems, dialogues, conversations
autonomous in all areas of knowledge. to enhance oral expression, intonation and
Promote reading as a source of pleasure and recreation, communication.
as a projection of possible dreamed worlds e - Carrying out dictations of different types of texts
impossible, as a factor of development and consolidation of (narratives, poetry, songs, etc.) so that it can
the personality. familiarize yourself with them.
Promote reading comprehension using language
mathematician, concepts, activities.
Become aware of the basic rules of spelling and
its correct use.
Put the student in contact with the library.

SECOND CYCLE:
Read different types of texts fluently while being careful
the rhythm, the intonation, and the articulation.
Carry out a comprehensive reading, being able to
deduce the message of the text.
Develop a taste for reading, encouraging the use of
the library.
Improve reading speed.
Be aware of the basic rules of spelling and
its correct use.
Put the student in contact with the library.

THIRD CYCLE:

Develop strategies for students to read with

fluency, intonation and understanding appropriate to the
intention of the text.
Understand different types of texts adapted to your
age.
Use reading as a means to expand vocabulary
and use spelling correctly.
Appreciate the value of literary texts and utilize reading
as a source of enjoyment and information, while also
personal enrichment.
Put the student in contact with the library.
Use the libraries of the center and of the classroom for the
search for information and learning.

TEACHING STRATEGIES

AREA ROOM/GRADE/YEAR COMPETENCIES TEXTS ACTIVITIES

Various SUGGESTED
FORMATS
LANGUAGE FIRST CYCLE Listen a his BOOK 1 Reading aloud to
interlocutor TO READ X TO READ the students.
 interlocutor Dramatize the
demonstrating respect scenes of the text
and understanding of creating the dialogues.
message by means Describe the
of gestures y characters, imagine
movements. how does it feel in front
Use non-language to a given situation.
verbal as an auxiliary Write a letter, a
of communication. message, a diary of
Use reading to life putting on the
recreate and assimilate place of the character.
information To be situated in the era,
place or moment in the
Establish relationships which proceeds the
between people, history.
objects and figures.
MATHEMATICS Express ideas y -Dramatize the text to
thoughts with through of puppets,
freedom and coherence theater of cuddles,
using different puppets.
signs symbols, Play with the language
graphs, algorithms and to develop the
terms imagination y
mathematicians fantasy.
To do games
SCIENCE phonetics with the
NATURAL Use curiosity, words.
the experience Reading in
personal y the collaboration with the
knowledge of yes teacher of texts from
community how study extensive
method of to learn about
learning. a topic in Sciences
Social and another of
Natural Sciences and
TRAINING Share develop
ETHICS AND CITIZENSHIP responsibilities reading strategies
homework y specific.
obligations in the
classroom.

Read stories
TONGUE Understand texts -READ X READ 2 rogues, letters,
SECOND CYCLE oral and written. COLLECTION legends for
Search, process and STORIES FOR to know stories and
analyze the information READ versions, establish
coming from de relationships between the
different sources. texts and develop
Work en strategies of
collaboration for specific readings.
to learn a Reading of texts from
to relate e study extensive
interact. to learn about
Capacity for a topic in Science
interpret images Social and Language.
and suitable texts for the +Develop
level. reading strategies
-Simple phrases. specific.
SCIENCE Write applying Reading aloud
SOCIAL strategies basics of poems,
of writing. anecdotes y
Identify concepts curiosities for
y principles what to know a variety of
SCIENCES make possible texts y to follow
NATURAL understand y developing the
explain different fluency y the
realities. expressiveness.
 Relate concepts +Reading of a
y principles what novel by the
they contribute
different master to know
fields of knowledge. the genre, to develop
Produce reports the memory of the
about facts o history and recover
order phenomena information that you do not
social or natural. remember.
-understands the Story reading
complexity delete of terror, fables for
natural environment y know the author.
social to be able Recognize paragraphs.
act on it. +identificar mensajes
verbal y no
verbal.
Classify words
by the number of
syllables.
Recognize y
classify words
sharp graves
esdrújulas and place
tilde if applicable.
Writing workshop.
Make games
phonetics with the
words.
+Play with the
language for
develop the
imagination y
fantasy.

Understand The Martìn Fierro. +Model reading of

LANGUAGE THIRD CYCLE interpret texts for -The Little Prince. science stories
thinking and expressing the -Tales of Horror fiction, tales
thought for Franco. police, in silence,
critical form. Tales of the Jungle. individual and group;
Build sentences - The Mountain was a place to meet authors
y texts with Party. and books, establish
coherence the Fables of relationships between the
cohesion using Aesop. texts and develop
a fluent vocabulary. +My Orange plant various strategies
Understand Lima of reading.
critically diverse Tales: Reading texts of
types of oral texts - Jungle Tale study multiple
MATHEMATICS in varied - Where is about to learn about
situations VULCANA? a topic of
communicative, The Tree House Ethical Training and
putting at stake the 'Is the Wolf?' Citizen and another of
listening process The Round the World. Mathematics
SCIENCES active, interpretation develop
SOCIAL and reflection. reading strategies
-Lee of shape specific.
autonomous texts Invite a dad to
literary. weekly form for
Manifest interest read a reading.
for reading and Carry out
writing how representations of
instruments for according to the text read.
relate them to the Read texts
demás. instructions
Produce in shape informative,
oral y writing argumentative,
different texts stories stories
poems.
literary y no Reading aloud
literary. of plays and
Write texts journalistic texts
simple what for to know
recover the reading variety of texts and
carried out. to strengthen
the fluidity
reader y the
expressiveness.
Reading novels
for to know
various books
authors and worlds
created and developed
strategies for
to sustain memory
from history and
recover information
that is not remembered.
To carry out
oral presentations.
Working with soup
of letters
crosswords, to invent
words
chained.
Synonyms,
antonyms letters
disordered,
complete words.
+Tasks of
completion.
Free election of
texts.
Stories with
pictograms.
Initial literacy
in particular cases.
Use of the dictionary.
To underline words
unknown y
search in the
dictionary.
Reading and re-reading
of paragraphs.
+Point sentences and
paragraphs and read.
+Search for nouns,
adjectives, verbs.
Responder
instructions for the
reading comprehension.
+Biography of the
authors.
+Change the title and
final of some
chapters.
Produce dialogues
among the characters.
+Description of the
characteristics of a
character in
particular.
Prepare summaries
together with the teacher and
the companions
Produce drafts.
 Draft briefs
autobiographies of the
authors.
+Parts of the text:
introduction
development
conclusion.
+Identification of
word classes:
nouns
adjectives, article
pronouns and verbs.
+Employment of
connectors.
+Signs of
punctuation.

INTERVENTION SCHEDULE

TIME
DATE
ACTIVITY DE OBJECTIVES RESOURCES INSTRUMENTS
DURATION

In relation to the reading: To form HUMAN: Notebooks

readers
✓ Read-aloud sessions capable of Students, Complete maps
of the teacher. Teachers conceptual.
develop
✓ Reading sessions for the in it the Tutors, Exams oral y
same teachers. scope community writings.
school y
✓ Reading sessions with others social. Oral presentations.
readers and comment on what has been read.
Wake up and Books Participation in class.
✓ Tracking of the reading of a increase the reading: for
novel, short story (or another reading children. -Rubrics.
interest in the
cultural student body
Library
by the
✓ Selection of poems for reading.
School.
to produce an anthology or for
to recite them. Videos
Achieve that
educational and
the majority
✓ Exploration or selection of texts of the
projectors.
exchanging with peers and students
adults. Team of
discover the sound
✓ Read theater sessions. literacy photocopies
and like a television y
✓ Reading newspapers and magazines element of projector.
(messages published in enjoy
school bulletin board. personal. Purchase of
newspapers
✓ Reading and analysis of songs updated,
✓ Manejo de diccionarios. cardboards,
tempera
✓ Select readings painting
complementary to all the colors
areas taking into account the rubber bands
of
different levels of difficulty to stick
the content and in the vocabulary. markers
of colors.
✓ To track the
reading practices by the Work
teacher who carries out that student
activity.
 ✓ Use the resources of ICTs
for the student to be
informed with the last
events, whether local,
national and international.

✓ Set up the classroom library for

convert it into a center of
resources and support for improvement
of reading comprehension.

✓ The reading activities

they will last for 1 hour
approximately.

EN RELATION CON The

DEED:

✓ Writing of preferred stories.

✓ Creation of narratives.

✓ Text production (story,

["fable","poem","comic strips","novel"]
essays etc), with this
we strengthen participation and the
union of the family nucleus as
companions of the activities
readers and writers of the students
at home and read together the
productions of their children.

✓ Correct the spelling.

✓ Preparation of posters and graffiti

about different themes of
interest.

✓ Change or end the ending of a

story or text.

✓ Track the
writing practices by the
teachers who carry out that
activity.

✓ Most of the reports,

jobs, tasks, workshops, among
other evaluations prepared by the
student that is handmade
and not on computer.

✓ Answer analysis questions

made by the teacher, as well as
debate the positions of the
others companions, how
also share experiences.

IN RELATION TO THE TEXTS

FROM STUDY:

✓ Exploration of materials
reading.
 ✓ Production of various
work writings.

✓ Exhibitions.

✓ Report production of
fieldwork visits.

✓ Carry out searches in

internet.

✓ Summarizing informational texts.

IMPACT OF THE INTERVENTION PROPOSAL

COMPETENCIES INDICATORS HIGHLY ACHIEVED ACHIEVED

ACHIEVED CON
DIFFICULTY
Read aloud and speak + Interpret and analyze various
about experience, it can be oral and written messages.
help the children to
develop skills to Narrate and describe orally.
to read. Give oral presentations.
Understand diverse Understands and follows instructions.
texts narratives,
instructional y Identify and differentiate the structure
written expository. general of various types of texts.

Produce narrative texts Makes inferences, anticipations

coherent according the
to and predictions as strategies of
intention y situation reading comprehension.
communicative agreement
+Identify paragraphs as units
with the elements
text organizers.
language norms.
+Write texts that respond to
different purposes respecting the
textual structures of each one of
them.

Write stories with sequence

logic.

Recognizes the importance of the

written language as a means of
effective communication.