Permanent Reading Activity
Uploaded by
ScribdTranslationsPermanent Reading Activity
Uploaded by
ScribdTranslationsActivity
September/October/November/December
permanent
(twice a week)
(3rd section)
Stories by Ricardo Mariño
The toad Camilo.
The teacher reads a The champion.
tell and open a (BARRILETE Collection) (SIGMAR PUBLISHING)
space of
exchange. Stories by Patricia Suárez
Rupert, the brave.
Reading sessions. Prime chicken.
Reading agenda. (BARRILETE Collection) (SIGMAR PUBLISHING)
Stories by Ana María Shua
Butterfly with hiccups.
Where is Petronilo?
(BARRILETE Collection) (SIGMAR PUBLISHING)
Stories by Graciela Repún
Hope.
Many Romeos and Juliets.
The exaggerated jungle.
Fear of the dark
Detectives and culprits.
The linguistic obstacle.
(INFINITE THREAD collection)(SIGMAR PUBLISHING)
Stories by María Granata
The zebra Carolina.
The yellow bicycle.
The rooster without a crest.
Yesterday I turned five years old.
One hundred meters of cat.
a downpour of ink.
*Serafín red hat.
*Pico pico pico long.
A tower of snails.
I am missing a little horse.
(First Reading Collection) (SIGMAR PUBLISHING)
Stories by Sergio De Girogi - Gustavo Mazali
As if they were brothers.
Enrico, the opera singer.
Cloud, my favorite pet.
Milo, the naughty cat.
Narcisa, the flirtatious cat.
Rocco's dream.
(collection Tales of Little Dogs) (RIDERCHAIL PUBLISHING)
READING BY THE TEACHER.
READING AGENDA: CHILDREN RECORD THE TITLES READ.
Daily reading sessions: 'We read the works of different authors.'
Foundation
The initial purpose of these daily reading sessions is for the children to be able to
enjoy the pleasure that literature brings. We understand literature as a
form of language that cannot be imprisoned, that is an end in itself and that for
that awakens the construction of imaginaries, of illusions, of culture, of meaning, of
pleasure.
To promote the pleasure of reading in children, I have chosen the literary works of the
children's authors, as they are some of the most prolific writers in the field of
children's literature, among them stand out María Granata, Ricardo Mariño, Sergio De
Giorgi and Gustavo Mazali (collection of short stories about little dogs) among others.
Purposes
Literature
Select quality literary texts for children to enjoy.
literary manifestations and appreciate them, gradually becoming readers
competent, sensitive, and critical.
Content
Literature
Listen to readings of narrative texts. (Stories by Ricardo Mariño)
Comment with others what has been heard or read: exchange opinions about
of the story told, about the attitudes or characteristics of the characters of the
stories and their way of acting, about a favorite fragment of the stories, about the
finals.
Interventions by the teacher:
Organization of the class:
Collective situation. The teacher places a carpet in the center of the room and
cushions for the children to sit comfortably, turn off the lights to create
a more pleasant climate and place the story hour sign at the door.
Before starting the reading, agree with the children on certain guidelines to follow during
the reading. It shows them the stories selected for them to read and which one was chosen to
start. Show the cover and tell them who the author is. After telling them who he is
the author asks them, "What is an author?" After the children give their opinions, they
Tell why Ricardo Mariño is the author of the stories that will be read during the course.
of 8 weeks.
Before reading:
The teacher asks if they already know some stories by the author and if they remember others.
titles. Read the selected titles.
Throughout the 8 weeks, the stories will be read and the children will be recording them.
Titles read on a poster to then check which ones were read and which ones were not.
The teacher will share the reading of the prologue or introduction of the book.
He will share the reasons why he selected it. 'I was reading some stories that
I liked it a lot and I want to share it with you.
The reading of the story begins.
During the reading:
The teacher uses her voice tone to indicate the changes of characters and their states.
of mood, the different climates of history and to try to convey through reading the
effect that the story produces on the reader: fear, surprise, calmness, emotion...
He/She will pay attention to the interest and other reactions of the children during reading.
After reading:
The teacher will respect the silence that may occur after the reading during
a few seconds to enjoy the weather and generate spontaneous comments from the
children.
The exchange will start with a contribution from a child, if there is any, in the
measure that poses a challenge for everyone. Or else, start from emotions,
effects, impacts that history has caused, some passage, dialogue, or character in
particular.
It will support and deepen the exchange by returning to the text and discussing what has been read.
with the whole group (based on what is said, based on how it is said). To do this, read aloud and
for everyone with different purposes: to highlight the beauty of an expression or
to forewarn the intervention of a character or the most exciting part of the story;
to clarify an interpretation that is uncertain or to confirm or rectify
different appreciations when a discrepancy arises among children; such as
example:
to repair regarding some overlooked aspect;
communicate one's own impact or appreciation;
to counter-argue something if there is no one to do it;
- ...etc.
It is about 'commenting among readers' rather than assessing whether the children have
understood; that is to say, to provide opportunities for students to progress
expanding their tastes as readers and their possibilities of interpretation.