Date of the activity: 30.X.2017 – 29.XI.2017
Number of participants: 40 pupils from 3th grade /25 students from secondary 2nd grade.
Responsible person of the activity: local coordinator, Italian and English teachers,
“The verb “READING” doesn’t bear the imperative,” said Gianni Rodari.
(Italian writer, educator, journalist and poet, specialized in children’s literature translated into many languages).
Objective of the activity:
– To cultivate in children the interest and pleasure for reading
– Educate the habit of listening and communicating with others.
– Enhance the experience of reading and personal imagination.
– Choice of texts adapted to the age
– Involvement and interaction between what is read and children experiences
– “Reading animation”
What to do in order to arouse interest in reading? Which strategies should be activated to achieve this goal?
To promote reading in the school we have:
– created reading spaces;
– read aloud in a collective situation;
– brought the children to the library;
– created book exhibitions within schools;
– produced stimulating activities.
While to promote the pleasure of reading the compelling and agreeable strategy was reading animation, a game that involved the students to the point of giving birth to the desire to deepen the stories heard and played.
The pupils were divided into two groups of 10, each group worked on a different book
1) PRE LISTENING PHASE
Before starting the reading, the teacher called the pupils’ attention to the illustration of the cover, then gave each child a card on which they would write their hypotheses in the appropriate space “I THINK THAT”…
I THINK THAT THE STORY SAYS
Who will the story talk about?
What are you doing?
Who will be bad with him/her?
What will happen?
2) LISTENING PHASE
WAITING SUSPENSE CURIOSITY was created around the book (arrangement in a semicircle, while sitting or lying down. Cozy and friendly atmosphere, soft lighting, adequate furnishings, background music …). Teacher began reading aloud. The children will have to check if their hypotheses (I THINK THAT) are correct and make any changes.
To further characterize the story, a power point was created with the illustrations in the text accompanied by a suitable musical base.
3) AFTER LISTENING PHASE animation activities.
a) Continuation of the story: – “What happens next?” – What would have happened if …
b) From the narrative text to the poetic text. From prose to poetry.
After having thoroughly read the text, the students identify which are the most suggestive pieces for them and rewrite the content in poetic form.
c) In this activity the pupils must search for the title of a chapter of the book they have read, bearing in mind its content: on paper the teacher has prepared chapters, titles that are not too easy, replacing the originals, which they correspond to the content and are not too easy; – give each child a card; – leave enough time for children to find the right match. For example: original title. “The portentous plan” instead of “The explosive idea … …”
d) It was then proposed to listen to short passages of the text modified in part, the students had to guess which part had been modified.
Animation activities for reading proved to be very welcome and captivating:
- the book read aloud by the teacher is super required by the students;
- pupils, through games, make a sort of analysis of history;
- if the story is captivating there is identification on the part of the students;
- pupils often ask the teacher for a re-reading of the story, in the same way and atmospheres.
It is a lived fairy tale
The students of 2nd grade of secondary school read and dramatized, for pupils in grade 4 primary, the fairy tale THE LION AND THE MOUSE (Fedro)
Children listen to the reading of the story made by the older students
Students dramatize the story
Then, students proposed, to the pupils from primary school, some games invented by them about the recently interpreted fairy tale.