Parent-child reading activity planning plan 1
Activity goals:
1. Cultivate children’s interest in reading and feel the fun and importance of reading.
2. Provide parents with a platform for mutual communication through activities, enrich parents’ parenting experience, and promote parent-child relationships.
Activity time: 9:00-11:00 am on April 18, 20xx
Participants: parents and children in the kindergarten
Venue arrangement: The open space after entering the kindergarten
Activity process:
Parents come to the kindergarten to sign in - go to the reception desk to get the library card - parents read the book borrowing agreement - parents browse the book catalog of each class ——Parents borrow books and go to the reading bar to read books ——Parents share their reading experience ——Leaving Kindergarten
Specific arrangements:
1. "**Little Bookstore" (class book sharing)
Responsible person: Head teacher of each class
1. Before the activity begins, parents are asked to hand over the recommended books to the class teacher, who will prepare a poster-style book catalog in advance. (Size requirements: use full-open white paper as the standard, the shape and length can be adjusted according to the design), and register the books brought back by parents in a timely manner. The book catalog is presented in the form of a table, and your class designs it first.
2. According to the venue arrangement, each class has a fixed area. Within the area, each class is responsible for arranging its own bookstore:
(1) The book catalog is fixed with a tripod and placed in an obvious place in the class area;
(2) Use a children's desk When placing books, the placement requirements are:
(3) Books should be simply classified according to size, type, genre, etc.; they should be placed neatly and beautifully.
3. Each class designs its own children’s library card, one for each person (the size of a palm is enough).
4. The class teacher is the librarian of the class and must register the borrowed and borrowed books.
5. Teachers should educate children on how to care for books before activities.
(The registration form will be issued uniformly by Minyi)
Note: The above materials need to be completed before April 18th and will be used after passing the inspection.
2. General environment
1. Publicity section
Person in charge: Lin Liyun and related teachers
(1) "Under the big tree , Little Bookworm" Kindergarten Book Lending Agreement
(2) Activity Process Introduction
2. "Parent-Child Reading Bar"
Item Preparation: Montessori Rack 4 , 10 tables, 50 chairs, some books, drinking fountains, paper cups (person in charge: Dr. Dai)
Location: an open space in front of the road fence on the right side after entering the kindergarten
Arrangement: message board, background board, famous quotes board about reading (responsible person: He Siyin and related teachers)
(The production of the message board and other display boards will take two days on April 16 and 17 Completed)
3. Personnel work arrangement (omitted) Parent-child reading activity planning plan 2
1. Meaning and purpose of the activity
"Reading is the most precious thing for children "Treasure", those who have developed the habit of reading since childhood will benefit from it throughout their lives. After several years of construction of a scholarly campus, our school has formed a strong scholarly atmosphere. In order to better bring reading activities from school to family, the school launched the low-level parent-child reading activity of "igniting the passion for reading and filling the home with the fragrance of books", aiming to allow more parents and classmates to make books as friends and enjoy the fun of parent-child reading. Unique charm.
2. Target audience: all first and second grade students and their parents
3. Activity slogan: Ignite the passion for reading and fill the home with the fragrance of books
4. Activities Organization:
Team leader: Chen Xiaonu
Deputy team leader: Chen Yanhong, Liu Yaner, Jin Saihong
Members: first and second grade Chinese teachers< /p>
5. Activity steps:
(1) Start-up stage. (February)
Through home-school exchanges, parents are guided to correctly understand the important role of their own role models in their children’s growth, the important role of reading in a person’s growth, and the importance of parent-child care **Reading can not only help children develop their interest in reading and form good reading habits, but it is also an effective way for parents to communicate emotionally with their children... Use parent-teacher meetings and other channels to introduce some parent-child reading methods to parents.
(2) The first reading stage. (March-May)
1. Create an atmosphere of parent-child reading, and insist on reading for no less than 20 minutes a day from Monday to Friday, and no less than 1 hour of reading time every day on weekends.
2. The family has a rich collection of books, and carries out parent-child activities of reading one or several books during "reading time".
3. After students and parents read, they can fill in the "Parent-Child Reading Feedback Form" and take photos of the warm scenes of themselves and their children reading together to witness the warmth of parent-child reading together. Picture;
4. Carry out an essay collection activity "My child and I study*" among parents to exchange tutoring methods. The communication content can be about how to create a strong reading atmosphere at home, how to cultivate children's strong interest in reading, how to effectively guide children to read, how to help children develop good reading habits, etc.; you can also talk about reading with children. You can also tell stories about the happiness and feelings of reading children’s books; you can also tell stories about what happened during the “parent-child reading” process.
5. Actively carry out the "Reading Little Star" evaluation activities to encourage children to develop the good habit of reading seriously and loving reading.
(3) Summary stage (June)
1. Submit the "Parent-child ***Reading" feedback form.
2. Carry out the essay collection activity "My child and I study*": each class will choose 2 essays.
3. Selection and commendation of “Parent-child Reading Moms (Dads)”
4. Selection of “Reading Little Stars”. Parent-child reading activity planning plan 3
Parent-child Reading is an activity for parents and children to read together. This activity is not one-sided. It is participated by parents and children together. Parent-child reading is about teaching children to fish, rather than teaching them to fish. Through reading, children can learn to fish. Children develop the interest and habit of reading, make reading an indispensable part of their lives, and make reading a joy and enjoyment for children, thereby cultivating the habit of loving, being able to read, and enjoying reading.
1. Objectives of the activity
School is the place where children learn and grow. Family is the harbor where children live. Parents are children’s first teachers. Family and school are the places where children receive education throughout their lives. Two important fronts for education. Home and school work together to carry out the "Parent-child Reading, Bookish Weihai" activity to create a strong bookish campus atmosphere, stimulate students' interest in reading, cultivate children's reading habits, and promote the overall and healthy growth of children. ”, “Bookish Class”, “Bookish Family”.
2. Target audience: all first grade students and their parents
3. Slogan of the event:
Happy Read and grow happily
IV. Implementation steps:
1. Start-up stage (early October)
Issue the "Notice to Parents on Parent-Child Reading Activities". , guide parents to correctly understand the important role of their own role models in their children's growth, realize the important role of reading in a person's growth, and realize that parent-child reading can not only help children cultivate their interest in reading, but also form good Reading habits are an effective way for parents to communicate emotionally with their children... and introduce some parent-child reading methods to parents.
2. Preliminary implementation (November)
Teachers. Regularly understand the parent-child reading situation of each student's family, provide timely help and collect more valuable methods and experiences
3. Reading exchange (mid-December)
1) The teacher summarizes some critical issues and effective methods that arise in parent-child reading in this class and other classes, and organizes parents to discuss and learn.
2) If possible. Under the circumstances, let students and parents with successful experience give lectures and share their experience with everyone.
3) The grade group conducts a "story-telling competition"
4. Summary. and extension. (Late November)
1) Compare bookish families and reading stars (5 in each class)
2) Each class will submit 3 articles on parent-child reading experience.
5. Specific methods to guide parents and children to read:
Many parents say: “We don’t have time to read with our children, and we lack experience and don’t know how to read. "Thus, we issued the reading initiative of "reading for half an hour every day, the fragrance of books will bring the hearts of two generations closer", and provided specific guidance from the following aspects:
1. Daily * **Reading. In fact, parent-child reading does not take much time. It only takes 20-30 minutes a day. The key is to persevere.
2. Think about it every time you read. **Guide children to think while reading, making reading an active activity. Parents should ask some questions for children to think about and answer, and deepen their understanding of the content in the book. Encourage children to take the initiative to read, think, and explore
3. Post-reading couplets
Reading is not just a matter of finishing reading, a successful reading activity. It can arouse readers' rich associations and wide-ranging interests, such as drawing, performing, observing, and experimenting, which are all very positive responses. Parents should seize their children's interests and further extend their reading to achieve twice the result with half the effort. The activity made parents feel that reading is not only an effective learning channel for their children, but also one of the best ways to bring parents and children closer and promote spiritual communication between the two generations.
Children's reading lies in the process of learning with adults, and parents' growth (ideological concepts, educational methods, etc.) grows together with their children in activities.
6. Selection criteria for “bookish families”:
1. The family has a book counter and a certain amount of books.
2. Children read extracurricular books every day and make notes, excerpts or reading notes as required by the teacher.
3. Family members have good habits of studying together and communicating with each other, and can have a reading experience of reading a book regularly.
4. Family members have outstanding reading achievements (including reading experience in class and school, reading experience, award-winning works, publications, etc.).
5. Families can regularly buy some literary books for their children.
6. Frequently take children to relevant libraries, libraries, Xinhua Bookstores, etc. to carry out reading activities.
7. Read books recommended by teachers.
7. Selection criteria for “Little Reading Stars”:
1. Love reading.
2. Be able to take the initiative to read extensively and extensively. Show semester reading list.
3. Able to actively encourage students to read, be enthusiastic about the construction of the class book corner, often recommend good books to teachers and classmates, and have outstanding achievements in extracurricular reading activities.
4. Read books recommended by teachers.
5. Be able to complete some reading diaries in a planned manner. Parent-child reading activity planning plan 4
Purpose of the activity
In order to let parents fully understand the importance of early reading and create a bookish family atmosphere, each class uses parent-teacher meetings to promote parent-child ** to parents *The benefits of reading, let the book program enter every family. It is recommended that you choose a fixed time every day at home, choose picture books that your children like, read them together with your children, and insist on perseverance.
Activity time
February 20XX - June 20XX
This activity in our park will take 4 months to prepare. It is carried out in three stages. February is the introductory reading stage. Teachers in each class mobilize parents and children to choose books for reading together through home visits, Fetion and other channels based on the recommended books for parent-child reading. March, April and May are parent-child reading stages. In the reading stage, parents and children are required to read for half an hour every week, and record parent-child reading content in various forms. In June, the stage for sharing the first reading results will be selected to select Story King, Bookish Family, and My Favorite Story Mom.
Activity preparation
1. Each class will use the winter vacation to hold parent-teacher meetings to publicize the importance of early reading to parents, and issue an initiative to "make new year's money more meaningful" so that children Recognize that using New Year's money to buy books will gain more happiness while gaining knowledge. We encourage children and parents to use their children's New Year's money to buy a meaningful picture book that is suitable for their age during the winter vacation.
2. Teachers recommend some meaningful books to parents for their reference.
3. Teachers guide parents on how to guide their children to read, and what issues and methods to pay attention to during reading.
4. Each class develops a parent-child reading plan suitable for the children in the class.
Activity process
1. Each class establishes a children's own book catalog, book borrowing records, and makes corresponding "parent-child reading, recording growth" books and distributes them to parents , use the form of telephone, Fetion, entry and exit communication to supervise and guide the development of family parent-child reading activities. Encourage parents to create a good reading environment and family atmosphere for their children, encourage parents to obtain information about their children's reading through various channels, and improve their own tutoring abilities. Teachers often take the initiative to contact parents to help parents promptly solve some problems that arise during reading activities and recording.
2. Invite some parents who are good at carrying out reading activities to use the form of parent-teacher meetings to share their experiences with other parents.
3. Invite one parent to use the time away from the kindergarten to carry out the Story Mom Comes into the Classroom activity every week.
4. "I am a little storyteller" is carried out every morning during the morning activity time, and a child tells a story.
5. Let the children take turns to bring back a book every week, and the resources are shared.
6. Collect information on parent-child reading from families. (Process information: Family reading environment and photos of parent-child reading examples, parent-child reading growth records, etc.)
Display of activity results
Parent-child performance stories, short stories Little Story King, Scholarly Family Selection, etc.
Activity Feedback
Parents are asked to fill in the "Chenglam Kindergarten Parent-Child Reading Feedback Form" carefully and truthfully so that our kindergarten can understand parents' needs and opinions in a timely manner.
Parent-child reading activity planning plan 5
1. Purpose of the activity
School is the place where children learn and grow, family is the harbor where children live, and parents are children’s first teachers. Family and school are two important places for children to receive education throughout their lives. Home and school work together to carry out the "I read, I am happy" parent-child reading activity to create a strong reading atmosphere, stimulate students' interest in reading, cultivate children's reading habits, and promote children's comprehensive and healthy growth.
2. Activity slogan
1. Be determined to read all the words in the world and determine to read all the books in the world.
2. Make learning a habit and reading a pleasure.
3. When I read, I am happy. When I read, I am beautiful.
3. Activity preparation
A. Campus
1. Post promotional slogans, famous quotes, etc. in corridors, promotional windows and other positions on campus to create a A strong reading atmosphere allows all students in the school to understand the benefits of reading.
2. School books are guaranteed to be open all day long. Each class has a book corner. There must be a certain number of books in the book corner to provide convenience for students to borrow books.
3. Open a "book garden" in the learning garden of each class to introduce stories about famous people reading, promote excellent books, exchange students' and parents' reading experiences, so that children can read well and read good books, which will influence their learning in a subtle way. Influenced by books.
B. Family
1. Every family creates a good reading environment for their children and does four ones: a small position without interference from outsiders, and a small desk , a small bookshelf and a desk lamp.
2. Parents take their children to buy some must-read books.
4. Activity process
The first stage: publicity and mobilization
1. Promote to parents: The parent school will carry out "I read, I am happy" parent-child reading activity and briefly describe the purpose of the activity. (Each class issues a "Parent-Child Reading Activities" proposal letter to parents)
2. Parents and schools hold home-school friendship activities to explain that home-schools work together to carry out "I read, I am happy" parent-child reading The great significance calls on parents and children to read it. It also encourages teachers, parents and children to read a good book together, creating a reading craze in schools and families.
Second stage: Method discussion
1. Recommend to parents the books that their children must read or books to buy, at least two books per semester. For example, extended reading can be carried out in combination with Chinese texts. After the third grade students learn "Thinking of Things Others Have Not Thought of", parents can be guided to read innovative stories with their children, and parents can be reminded to urge their children to carry out reading activities to ensure reading effects.
2. Each class designs a family extracurricular reading feedback form, requiring parents to fill it out once a week or every other week to truthfully reflect their children’s reading situation at home.
3. Based on the feedback form, select monthly reading stars and inform parents so that parents can pay full attention to them and promote role models around them to their children to promote their children's interest in reading.
4. In the parent-teacher meeting, let parents and students discuss together the methods of parent-child reading, find examples of “parent-child reading” among parents, and suggest that these parents put their own Exchange reading experiences to help more parents master the methods and experiences of guiding their children to read.
The third stage: results report
1. Carry out mini bookmark, parent-child reading record card and other production competitions.
2. Launch a parent essay contest called "My child and I *read*".
3. Carry out the "Small Study Room Appraisal" activity, count how many books I have in my collection, and compare who has read the most books, and tell the parents who has read the most.
4. Select a group of scholarly families.