THE BRIDGE-HELPFUL READING LITERACY STRATEGIES
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3. Examples of good practice<br />
3.5 An example from Zespół Szkół Budowlanych, Poland<br />
To know a book to know the world<br />
1. Aims:<br />
<br />
<br />
<br />
<br />
<br />
to increase the number of students having a touch with books<br />
to develop the need of discovering words<br />
to shape the skills of listening with attention<br />
to develop imagination<br />
to enrich vocabulary<br />
to exercise accurate and careful approach of text interpretation<br />
2. Tasks:<br />
<br />
<br />
<br />
to make teachers cooperate<br />
to listen and read together<br />
to motivate students to open themselves and be assertive towards their<br />
classmates<br />
to create good reader attitudes<br />
3. Description:<br />
In the first year of secondary education, students are supposed to present a<br />
book chosen by themselves and read a part of the book during the lesson. It<br />
shouldn’t be a school reading but, for example, a fantasy, bibliographic or<br />
historical book. Students can use information from the book for different<br />
school subjects.<br />
4. Results<br />
<br />
<br />
<br />
Get interested in books different from school reading<br />
Get interested in library resources<br />
Borrowing books from library<br />
Going out to town libraries<br />
5. Participants:<br />
Students from the first school year in the Vocational Building School in Mielec<br />
6. Duration:<br />
September to June of every school year. 17<br />
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17<br />
Text prepared by teachers from Polish school Zespół Szkół Budowlanych<br />
[datum]<br />
16
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