Reading regional activity plan for middle class 1
I. Guiding ideology
Reading is a kind of ability that a person must have, and it is also the basis for a person to succeed in modern social life. 3-8 years old is a critical period for the development of a person's reading ability. Therefore, cultivating children's early reading ability is our spiritual food for children's life development. Therefore, kindergartens in our town specially hold children's reading activities to broaden teachers' and children's horizons, expand their knowledge, make children develop the habit of reading more, love reading and read good books, lead and promote the vigorous development of kindergarten reading activities, and promote the construction of kindergarten culture.
Second, the activity objectives
1. Create a strong reading atmosphere and promote the campus construction of Shuxiang Kindergarten.
2. Through reading activities, teachers' ideological morality and professional skills can be greatly improved, and more advanced reading modes emerge, making books a companion for teachers' growth.
3. Encourage children to contact excellent children's literature works, stimulate children's interest in books and reading, cultivate children's good reading habits, and lay a good foundation for children's lifelong learning.
4. Stimulate parents' interest in actively participating in reading, enhance parents' reading awareness and understanding of the importance of early reading, further improve the family reading environment, and realize the cultivation of children's early reading habits.
Three. Activity time: September 20th, 2065438 +0 _—June 30th, 2065438+0 _.
Four. Target audience: all kindergarten teachers, children and their parents.
Verb (abbreviation of verb) activity theme: I study, I am happy, I grow.
Activity process of intransitive verbs:
The first stage: the planning start-up stage (2065438+0 _) is from September 20th to September 30th.
Create a strong scholarly campus atmosphere and carry out reading activities.
(1) Send a proposal for reading activities to teachers, children and parents in the whole park.
(2) Expand the reading space for parents and children, and publish book story content through micro-signals for parents and children to read.
(3) Play children's songs, ancient poems, songs, prose stories and other contents in morning exercises, getting up and outdoor sports activities.
Stage II: Organization and implementation stage (20 1_ year 65438+ 10/0/-2065438+May 20, 2006)
(A) teachers' reading activities
1. Let teachers use their spare time to read some books that are beneficial to physical and mental health, keep a good attitude and devote themselves to teaching practice with a positive attitude.
2. Use the essay display column of kindergarten teachers to share more reading experience and knowledge with you.
3, organize teachers to carry out "happy reading" seminars, communicate with each other, * * * enjoy reading more and reading good books.
(B) classroom reading activities
1, improve reading area, reading angle, etc. Every child brings books from home to share with their children.
2. Parents lead their children to the bookstore (library) to let them feel the charm of books.
3. Combine daily activities in each class to ensure children's reading time of 5- 10 minutes every day.
Ask the teacher to tell a story and recite a children's song in his spare time every day.
You can also organize activities by class:
Small class: poetry, recitation performance
Middle class: family story exhibition competition
Big team: hold a story king, nursery rhymes and tongue twisters competition.
(C) parent-child reading activities
1. Parents are advised to take their children to bookstores and libraries to expand reading channels.
2. Pay attention to the WeChat reading number and set it as "parent-child reading time" half an hour before going to bed every day. Read a children's song and an anecdote with your child every day.
Every Friday, parents and children carry out reading exchange activities between families and recommend good books.
The third stage: summary stage (2065438+0 _) from May 20th to May 30th.
Summarize the activities and hold a summary meeting. At the end of the semester, according to the number of children participating in reading in each park and the activities of each park, the town outstanding organization park award will be awarded; These parks rated scholarly classrooms, scholarly teachers, scholarly families and scholarly treasures.
In combination with the selection of Children's Day on June 1st, we commend scholarly classes, scholarly families and scholarly babies.
In short, reading is a lifelong matter, and reading should be given priority to in peacetime. I hope all kindergarten teachers and students will take this opportunity to * * * pick up books, walk into the ocean of knowledge, walk into the world of books, and let thick books float all over our kindergarten!
Regional activity plan for reading in the second day of junior high school
I. Purpose of the event
Books are a kaleidoscope of colorful life, and books are the epitome of the world. In order to cultivate children's habit of loving reading, enjoying reading and knowing how to read, and to create an environment atmosphere of "scholarly campus" and "scholarly family", we should practice ten good habits of loving reading in our garden, cultivate children's interest in reading from an early age, make children love reading, study hard and enjoy reading, and develop good reading habits, which is very important for children's life development, and parent-child reading is an important way to cultivate this good habit.
In order to enhance emotional communication among family members, strengthen parent-child reading sharing among families and create a warm parent-child reading atmosphere, * * * will build a "scholarly family" and a "scholarly campus". The first "Happy Reading Month" in our garden will be held on June 5438+065438+ 10, and a series of activities will be carried out with the theme of "Reading infiltrates childhood and lights up life".
Second, the theme of the activity: books infiltrate childhood, and reading lights up life.
Third, the activity slogan: I study, I grow, I am happy!
Fourth, the activity time:
5. Target audience: all teachers, children and parents.
Content and arrangement of intransitive verb activities
The first stage: the start-up stage
1. Promote and create an atmosphere in which all teachers, students and parents pay attention to and participate in activities.
2. Kindergartens distribute posters, and each class makes a reading plan to complete the environmental layout.
(2) The second stage: the activity stage
First, teachers' reading activities: "I read, I succeed, I contribute."
1. Advocate teachers to be companions with good books. Teachers are required to read at least 1 educational monographs and classic books carefully and constantly enrich themselves.
2. Make good reading notes. Teachers are required to extract some impressive or enlightening paragraphs from their own reading process and write reading notes of not less than 3000 words.
3. Carry out a reading salon: everyone writes an experience or feeling according to what they have learned, and exchanges and shows it; Requirements, must be true feelings, put an end to plagiarism download; The grade group organizes salon activities with the participation of all staff, and the safety teacher follows the grade group to participate in the activities; After the activity, the materials and photos are filed.
Second, class reading activities: "I read, I am happy, I grow."
1. Good book sharing activities. Guide children to participate in the "My Book for Everyone" activity, and each person prepares one or two picture books to enrich the class book corner. Use "discussion and sharing" to organize children to carry out "my favorite book" selection activities, and set up a corner in the middle corner of the class to record and select statistics.
2. "Happy Ten Minutes" activity. Each class carries out daily reading activities at noon and before leaving the park. In the afternoon, the teacher tells a classic story to all the children ten minutes before taking a nap every day.
3. Each class carries out "book promotion" activities.
4. Each class creates a "reading" column in the corridor, which can be used for reading method guidance, reading experience exchange, parent-child reading experience sharing, reading glance exhibition, interesting reading, bibliography recommendation, etc.
Third, parent-child reading activities: "I study with my children and grow together."
1. Let children bring a favorite picture book and participate in the class "book sharing" and kindergarten "book drifting" activities.
Please enjoy reading with your children, and insist on reading after class for at least half an hour every day.
3. Carry out "parent-child reading" activities. Create a reading corner in every family. Children and parents will read for one hour every night, and take photos of parents and children who read the most beautiful reading corner, and participate in micro-platform activities in kindergartens (1hand it in before October 25th 165438+).
4. During the reading month, you can use the size of a3 paper to record your children's reading stories, reading experiences and gains, such as book titles and baby's reading experiences, in the form of pictures and texts, and hand them in before165438+1October 30th. We will select and show excellent "reading comprehension".
5. Enthusiastically participate in the classroom activities of "Story Mom" and "Story Dad". (Time:165438+1October 15-25)
6. Encourage children to take part in the children's storytelling competition at the end of 1 1.
7. The class held a parents' reading salon and recommended a parent to attend the kindergarten reading salon.
(3) The third stage: summary and appraisal stage.
1. Exhibition of reading festival series activities: the whole park will carry out good book promotion activities, and two children in each class will participate, and the "reading star" certificate will be awarded.
2. Concentrate on the excellent "reading comprehension" of each class, and provide at least 10 articles in each class.
3. Carry out online voting activities for parent-child reading corners of scholarly families.
Regional activity plan for reading in grade three
Activity objectives:
1. Feel the wonderful and interesting contents of science picture books, actively look for answers in the books with questions, and sprout the desire to explore scientific secrets;
2. You can read picture books repeatedly through rough reading, intensive reading and rereading. , and gain reading experience such as comparison between front and back pages, careful reading of key pictures, and complete and coherent reading;
3. Be able to understand the magical and interesting plot of science fiction in the process of game experiential reading.
Activity preparation:
Each person has a picture book "What's Under the Sand"; Make PPT earth section structure map according to the picture book content; The competition brings its own coat.
Activity flow:
First, pay attention to children's existing experience and stimulate their interest in reading scientific picture books.
1. Teacher: Do children like playing with sand? How do they play?
Encourage children to simply tell their experiences of playing with sand in complete sentences.
2.PPT collective reading p 1 ~ 3.
3. Encourage children to talk about "What's under the sand"
Second, pay attention to * * * questions and guide children to actively find answers in books.
1. Rough reading: With the topic "What's under the sand", encourage children to turn pages and read independently.
2. Intensive reading: combined with PPT, help children observe key pages and guide children to discover secrets inside the earth.
(1) Focus on P6 ~ 8, and understand the scientific knowledge that there is mud under the sand and rocks under the mud by combining with the picture observation.
Teacher: What's under the sand? The children found the answer in the book just now. What did you find first, then what did you find, and finally what did you find?
(2) Comparing P6 ~ 8 and P 13 ~ 15, we know that one end of the earth and the other end have the same structure.
Combined with the general situation of the earth, help children understand the content of picture books and guide them to feel the joy of discovery.
(3) Read P9 ~ 13 collectively, explore the internal structure of the earth, and gain scientific knowledge of the crust, mantle and core.
Inspire children's desire to explore the mysterious earth by combining the profile of the earth.
Third, pay attention to children's reading characteristics and encourage repeated reading of stories.
1. Rereading: Read the story completely with the teacher.
Paying attention to the tone of the story can attract children's attention to the plot of the story and concentrate on reading the dialogue of the characters.
2. Use PPT to imitate the role dialogue in the picture.
PPT presents pictures that children are interested in, and children actively act out the dialogue by looking at the pictures.
Fourth, attach importance to children's game experience learning and help children feel the magic and fun of science fiction stories.
1. Experience the wonderful part of the story through the game.
Teacher: put on your heat insulation suit and follow the teacher into the mantle!
Children dress up with their own coats, guide children and teachers to play roles together, and experience the story of P9 ~ 13 in the game. PPT presents P9 ~ 13 pages synchronously, creating an immersive scene.
2. Use multiple channels to participate in reading, feel and understand the plot of science fiction stories, and encourage children to use multiple channels and multiple senses in the game, while listening to explanations and looking at pictures, with the plot performance.
Activity expansion:
Encourage children to read with small tasks through online search, book search, video appreciation and other channels.
Teacher: There is a beach under the sand. Have you thought of this answer in the story? What secrets may be hidden on the mysterious earth? Please invite your parents to find it together!
Regional activity plan for reading in Grade Four.
Activity objectives:
1. Like stories, can read independently and quietly, and can basically understand the contents of books;
2. Learn sentence patterns, I am happy (animal name) and live in a happy grove;
3. Understand the friendship between animals and try to learn to help others.
Activity preparation:
Librarian a book, PPT courseware.
Activity flow:
First, cover reading, arouse interest in story reading
Read the cover of the book collectively, and let the children guess who and where the story happened, and lead out the title of the book "Happy Woods" and the author's name, so that the children can guess the content of the story and what happened in the Woods.
Second, independent reading.
Let the children read by themselves.
Teacher's question: 1 Read quietly, turn pages carefully, and discuss with teachers or children in a low voice if necessary. 2. What animals live in the happy grove, and what happy things have happened?
Third, collective reading.
1. According to the questions asked before reading independently, the teacher asked the children to tell what happened in the happy grove.
Ask children to speak actively and fully protect their right to speak. If necessary, please let the children discuss it first.
2. Read collectively from the first page, intensively read the first paragraph, and learn sentence patterns. I am happy, living in a happy grove, expressed with action assistance.
3. The teacher leads the question. Who else lives in Happy Grove?
Read the beetles, caterpillars and dandelions in turn, and repeat the sentence patterns in groups or single children.
4. The teacher asked, "It's nice to have so many happy animals living in the happy forest. I also want to go to the Woods to see these happy animals. Come, let's continue to see them. "
If there are children who object, please ask them to say that if there are no children who object, PPT will turn to the page of the old grizzly bear.
Give children enough time to observe the picture and let them tell the difference between the expressions of grizzly bears and other animals.
Continue to guide: "Oh, there is an old grizzly bear living in a happy grove, but do you think he is happy?"
The teacher read the text, "It turned out that the old grizzly bear was sick and heard singing outside. He also shouted gruffly, "What's that noise? Stop singing. "
The teacher used exaggerated language and expressions, "God, what can I do now?" Guide children to recall the content of independent reading and take the initiative to think about solutions.
After listening to the children's memories and thoughts carefully and patiently, the teacher will look at how they solved them.
5. Turn the PPT to the page where the old grizzly bear went out to find something to eat, observe the pictures collectively and guide the children to look at the pictures. What did the animals do and what did they send to the old grizzly bear? Let the children guess what would happen if the old grizzly bear ate what everyone gave him.
Q: Why does the old grizzly bear become better and happier and guide children to understand the happiness of helping and being helped?
The old grizzly bear is very happy. Guess what it will sing.
Guide the children to say, "I am a happy old grizzly bear and live in a happy grove."
Fourth, activity extension.
Guess what animals still live in the happy forest and what songs they can sing.
Parents and children are invited to continue to make up stories together and draw pictures they want to share with you.
Secondary five reading regional activity plan
Activity objectives:
1. Read the picture carefully, understand the story and understand the different uses of the "laundry list";
2. Try to imitate children's different ways of playing "laundry list" in picture books and experience the fun of playing "laundry list".
Activity preparation:
Each group has two objects, a rope and a picture book PPT.
Activity flow:
First of all, show the "laundry list" and discuss the function of "laundry list"
Teacher: Do you know what this is? What can it do? How did you know?
Second, children independently read the picture book "Laundry Basket"
Question before reading: In fact, laundry lists have many unexpected uses. Let's see what other uses the laundry list has.
Free discussion: the use of laundry list
Teacher: How do the children in the picture book use the laundry list?
While the children tell the picture content, the teacher shows the pictures related to it.
Summary: the laundry basket can not only be used to hold things, but also be used as children's toys and cribs ... it's really interesting!
Third, have some fun.
Teacher: Look, there are some baskets in our classroom too. How do you want to play? Let's try it together!
Summary: I didn't expect such a simple toy to make children play so happily. Do you like this laundry list? How do the children in the picture book feel about this laundry list? Let's go and have a look!
Fourth, read picture books and listen to stories.
Teachers read words and children read picture books.
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