Contextualization

Hello, little ones! Are you ready for a great adventure? Let's dive into the magical world of reading and discover how we become better readers! Have you ever stopped to think about how important reading is in our lives? It is present in everything we do, whether we are reading a book, a cake recipe, a sign on the street, or even when we play a video game!

Reading is an essential skill for our development, but those who think it is something we only use at school are mistaken. It is present in all spheres of our lives: whether to understand the instructions for a new toy, to read a message from a friend, or to keep up with the news of the world, reading is a powerful tool that allows us to know, learn, and express ourselves.

Introduction

But how do we become good readers? The answer to this question is the reader's development. The development of the reader is a continuous and complex process that involves various skills and practices. It starts from a very young age, when we begin to hear stories told by our parents, grandparents, and teachers. Over time, we learn to read on our own, discovering new worlds and characters through the pages of books.

The development of the reader does not only happen at school. It is a process that extends beyond the classrooms, also involving family, friends, and society. The way we are encouraged to read, the types of books we have access to, the discussions we have about what we read, all of this influences our development as readers.

In this project, we will explore the development of the reader in a very special way: through observations and research. You will have the opportunity to observe and reflect on your own process of becoming readers, investigate how reading happens in different contexts, and share your discoveries with the class. It will be an incredible journey of discoveries and learning. So, come on, little ones, the adventure is just beginning!

Practical Activity: "My Reading Diary: A Portrait of My Development as a Reader"

Project Objective

In this activity, the objective is for each group, through the "My Reading Diary," to investigate their own process of becoming readers, observing and reflecting on reading practices in different contexts (home, school, community), and sharing their discoveries with the class.

Project Description

Each group will be responsible for producing a collective "Reading Diary," where they will record their readings, reflections, and observations about the act of reading. Additionally, they should conduct research on reading in different contexts (family, school, community) and include the results in the diary.

The diary can be done in a notebook, a digital file, or even on an online platform, such as a blog or a page on Google Docs. The presentation format is up to each group, but it is important that it is a way that allows sharing the discoveries with the class.

Necessary Materials

• Notebook, paper, pens, colored pencils, ruler, glue (if you choose to make the reading diary in a physical form)
• Computer with internet access (if you choose to make the reading diary in a digital form)
• Books of different genres and difficulty levels
• Access to different reading contexts: home, school, library, community, etc.

Step by Step

1. Group Formation and Task Distribution

Students should be divided into groups of 3 to 5 members. Each group will be responsible for producing a collective "Reading Diary." Each member's task in the group will be:

• Researcher: responsible for researching reading in different contexts (family, school, community) and recording the information in the diary.
• Observer: responsible for observing and recording their own reading practices, family readings, and school reading activities in the diary.
• Reflector: responsible for reflecting on the readings and observations recorded in the diary, and writing about their reflections.
• Artist: responsible for illustrating the diary, making it more attractive and colorful.

2. Recording Readings and Observations

Each group member should record in the diary the readings they have done throughout the week (or the period you decide on). Additionally, they should also record observations about reading practices in different contexts (home, school, community).

3. Conducting Research

The group's researcher should conduct research on reading in different contexts (family, school, community). They can talk to parents, older siblings, teachers, neighbors, etc. The collected information should be recorded in the diary.

4. Reflections on the Reader's Development

The group's reflector should reflect on the readings and observations recorded in the diary, and write about their reflections. For example, they can reflect on how reading practices in the family influenced their development as readers, or on how reading activities at school helped expand their reading repertoire.

5. Illustration of the Diary

The group's artist should illustrate the diary, making it more attractive and colorful. Illustrations can be done with colored pencils, markers, collages, etc.

6. Review and Finalization of the Diary

After all steps are completed, it is time to review the diary. Students should read everything that has been written and check if it is clear and well-organized. After the review, the diary should be finalized.

7. Presentation of the Diary to the Class

Finally, each group should present their diary to the class. During the presentation, students should talk about the readings done, the observations made, and the research conducted, sharing their discoveries and reflections on the process of becoming readers.

Remember, little ones, the important thing is to have fun, learn, and share. Good luck and have a great reading journey!