Other languages of instruction: Spanish
The subject Learning of Languages and Reading Writing 3 aims to promote the processes necessary for the reading impulse through children's literature. He also cares about working the necessary teaching skills for this task and the oral and written competence of the teacher.
DURING THE COURSE 20-21 AND DUE TO THE CONDITIONS IMPOSED BY THE HEALTH SITUATION RELATED TO COVID 19, THIS SUBJECT WILL BE TAUGHT IN TWO DIFFERENT MODALITIES FOR THE MORNING AND AFTERNOON SHIFTS.
IN THE MORNING SHIFT THE MODE WILL BE SEMI-PRESENT AND IN THE AFTERNOON SHIFT IT WILL BE TOTALLY ONLINE. IN BOTH CASES, THE PROPOSED ACTIVITIES WILL BE THE SAME.
TO TAKE INTO ACCOUNT THAT, BECAUSE OF THE IMPOSSIBILITY OF SHOWING TWO MODALITIES IN THE SAME TEACHING GUIDE, THE TRAINING ACTIVITIES AND THE EVALUATION ACTIVITIES THAT WILL BE CARRIED OUT AT NIGHT WILL ALL BE IN ONLINE FORMAT.
For a good learning of the subject it is convenient to have passed the first two parts of the reading literacy learning. However, it contextualizes all the learning of writing 1 and 2 encompassing them holistically so that the student develops all the competences involved in reading and writing.
Knowing the children's literature potential in pre-school education.
Identifying different children's literature genres.
Mastering the resources for promoting reading in pre-school education
- CEM-42 - To be familiar with the language and literacy curriculum at this stage, as well as the corresponding learning and development theories.
- CEM-43 - To foment speaking and writing skills.
- CEM-44 - To learn and master techniques of oral and written expression.
- CEM-45 - To be familiar with the oral tradition and folklore.
- CEM-46 - To understand the transition from oral to written expression and be aware of the different registers and uses of language.
- CEM-47 - To be familiar with the learning process in reading and writing and its teaching.
- CEM-48 - To manage language-learning situations in multilingual contexts.
- CEM-49 - To recognize and value the appropriate use of verbal and non-verbal language.
- CEM-50 - To be familiar with resources to foment reading and writing, and use them appropriately.
- CEM-51 - To acquire literary knowledge, especially of childrens literature.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
Introducing children's literature
Analysing children's literature
From children's literature to literacy
Teaching and learning activities
Individual / independent study and work
|CEM-42 CEM-45 CEM-46 CEM-50 CEM-51||Cooperative learning|
Presenting method / lecture
Individual / independent study and work
Group study and work
|CEM-43 CEM-44 CEM-45 CEM-47 CEM-48 CEM-49||Project-based learning|
Problem and exercise solving
|CET-2 CET-4 CET-5 CET-7||Project-based learning||Individual / independent study and work|
Group study and work
|CG-04 CG-07 CG-08 CG-09 CG-10||Project-based learning||External practicums|
Evaluation systems and criteria
The assessment is continuous and attendance is compulsary (in both online and face-to-face sessions). You must attend at least 60% of the classes (both online and face-to-face). The assessment consists of several tasks that must be passed each one of them to pass the subject.
Subject in Catalan:
The tasks assessed must be presented in Catalan. Work will not be accepted out of time. Tasks evaluated with serious language errors will be considered Not Corrected; They can be re-submitted but the maximum grade will be 5.
Language errors will penalise. In work produced at home: 1 / 0'25 points. In work produced in class: 0,5 / 0'2 points.
Subject in English:
The tasks assessed must be presented in English. Work will not be accepted out of time. Tasks evaluated with serious language errors will be considered Not Corrected; They can be re-submitted but the maximum grade will be 5.
Linguistic quality will be 20% of the mark of each task.
Bibliography and resources
BRYANT, S. (1983) Com explicar contes. Barcelona: Hogar del libro. / BRYANT, S. C. (1905) How to Tell Stories to Children. Boston: Houghton Mifflin
BORDONS, G; ARTIGUES, A; COSTA, L; FERRER, J & MANUEL, J. (2009). La poesia contemporània. Barcelona: Editorial GRAÓ.
CENTELLES, J. (2005). La biblioteca, el cor de l’escola (3ª ed.). Barcelona: Associació de Mestres Rosa Sensat, 2005.
FOLCH I SOLER, Ll. (2006). El món dels infants en els contes. Anàlisi psicopedagógica.Barcelona: Publicacions i edicions de la Universitat de Barcelona, 2005.
GAMBLE, N. & YATES, S. (2008). Exploring Children's Literature: Teaching the Language and Reading of Fiction. London: SAGE Publications Ltd.
HUNT, P. (1994) An Introduction to Children's Literature. Oxford: Oxford University Press.
MOLIST, P. (2008). Dins del mirall. Barcelona: Editorial GRAÓ
NODELMAN, P. (2008) The Hidden Adult: Defining Children's Literature. Baltimore: The Johns Hopkind University Press
BARRAGÁN, C. (2005). Lengua oral en las aulas multiculturales y plurilingües en educación infantil. Barcelona: Graó.
DÍEZ, A. (1998). L'aprenentatge de la Lectoescriptura des d'una Perspectiva Constructiva. Vols. I i II. Barcelona: Graó.
FERREIRO, E. & GÓMEZ, M. (2002). Nuevas Perspectivas Sobre Los Procesos de Lectura y Escritura. México: Siglo XXI
PUJATO, B.(2009). El ABC de la alfabetización. ¿Cómo enseñamos a leer yescribir?. Argentina: HomoSapiens Ediciones.
ROSELL, V. (1993). Programa de estimulación del lenguaje oral en educación infantil. Buenos Aires: Aljibe.
SOLÉ, I. (1999). Psicopedagogia de la lectura i de l'escriptura. Barcelona:Editorial UOC.