There are three main factors involved in any educational plan: the information, the student and the teaching process, united in a context.
There are different principles involved in this situation, that have to be taken into account, if we aim to form skilled readers and writers, and therefore to reduce the rate of illiteracy.
– in regard to didactic plans containing reading or writing situations
– in reading and composing texts that are not necessarily typical for school (like course books or textbooks), but also related to the society (stories, novels, news, maps, riddles, poems, pamphlets, graffiti, encyclopedias, etc.).
– by proposing situations that take into account the functions of reading and writing
– by reading and writing for different audiences or recipients, such as authorities, friends, family etc.
– in regard to the activities children perform starting from texts: reading, writing, dictation, listening, transcribing, shuffling through a text, making a plan, etc.
– in the ways the group, as well as the content, is organized (by planning permanent activities, strings of activities, occasional activities and projects).
– This encourages the development of successive reading and writing situations that can be graded, and that can be presented at different stages of the school life.
– For Molinari, this word implies continuity not only in the classroom, but also at institutional level.
- WORKING WITH THE WRITTEN LANGUAGE AND THE WRITING SYSTEM
– “As he gets introduces to the laws of language, the child builds a writing system. There is much evidence proving that learning to read and write does not mean only being acquainted with the alphabetic system, but it is necessary to take into account all the dimensions that written language involves. Consequently, children must be asked to read and write whole texts, not only isolated words.
- IDEAS OF ACTIVITIES THAT MAY POSE PROBLEMS
– This means staging situations in which the children don’t have all the necessary knowledge, so that they have to use their previous knowledge and coordinate it with the new situation, enriching them and thus building new meanings and points of view.
- IDEAS OF REAL COMMUNICATION SITUATIONS
– Considering that the student is a social and cultural being, we need to imagine situations that are closely related to daily activities and occurrences. This means that we need to present situations in given contexts, with a real receiver and a relevant goal, in which the children can participate with projects or other activities that arouse their interest. This will make tasks meaningful, and will make the students achieve new knowledge.