| COURSE OBJECTIVES
- Raise trainees' awareness of the importance of the early conceptions that children have already built about written language for learning to write and read;
- Develop practices for the functional use of writing and reading as a strategy for building the child's personal writer/reader project;
- Support trainees in using children’s written productions to learn writing and reading;
- Plan strategies and activities that enhance learning to write and read .
| CONTENTS
Organization of pedagogical work
- Ways of organizing the room space (Classroom library, Writing area, Mathematics and Science area, Expressions area; Different materials to have).
- Regulatory instruments for group life and activities.
The perspective of OCEPE and the Basic Education Curriculum in approaching and learning written language
- Planning, evaluation and educational intentionality
Emergence of written language
- Early conceptions about written language
- Construction of the writer/reader’s personal project
- Teaching/Learning writing in Basic Education
Development of written language I
- Reading before knowing how to read (reading learning models)
- A time for reading by and with children
- Books and reading; The Presentation of Productions and Communication Circuits
Activities that enhance written language learning
- Written language in other areas of knowledge
- Production of materials to support the discovery and learning of writing (with children, independent study, records)
- The role of written language in sharing and disseminating learning (Interschool correspondence, Project Communications, production of books, pamphlets, etc…)