THE BRIDGE-HELPFUL READING LITERACY STRATEGIES
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Cross-curricular reading strategies within the school library<br />
determined that they do not stand for the number of EU member states, but rather that the<br />
number twelve symbolizes perfection.<br />
In the second part of the lesson, the teacher and I handed out worksheets to the pupils<br />
containing questions about the cultural landmarks and achievements in the EU. Answering<br />
questions such as “What is the Mona Lisa?” posed no problem to the pupils. Our school was<br />
involved in the project Comenius for a number of years, therefore, our pupils are acquainted<br />
with the culture of other European countries. For certain facts, for example, “Who was born<br />
in the Danish city of Odense?”, they turned to lexicons and encyclopaedias. The pupils were<br />
very enthusiastic about the work and quickly answered all the questions.<br />
The next task had to do with April 2, International Children’s Book Day, and Hans Christian<br />
Andersen. The pupils received worksheets with the instruction “Link up the well-known<br />
authors with the titles of their works” – for example, Pippi Longstocking – A. Lindgren, or The<br />
Snow Queen – H. C. Andersen. This task was somewhat more difficult, but not too much, as<br />
they helped themselves by rummaging through bookshelves for literature or browsing<br />
through lexicons. They then took all the relevant books off the bookshelves and prepared<br />
two exhibitions in the literary corner. With the first exhibition, they presented European<br />
writers and their works. They wrote the names of various European countries and their<br />
writers on sheets of paper and put the corresponding books next to them – for example,<br />
SPAIN – M. S. CERVANTES – DON QUIXOTE. In this way, they got acquainted with the bestknown<br />
European authors and commemorated Andersen and the International Children’s<br />
Book Day. The second exhibition was dedicated to Andersen’s life and his fairy tales. A pupil<br />
from each group presented their selection of books. Most of them were familiar with the<br />
stories featured in the exhibition, thus, it was easy to get the conversation flowing.<br />
Lastly, the two of us – the teacher and the librarian – helped the pupils answer the<br />
questions: Why is it necessary to know the culture of other countries? Do we know enough<br />
about our own culture? Are we able to present our country and its culture to our penfriend?<br />
The pupils drew on their experience as penfriends to conclude that they are often<br />
embarrassed because they are unable to answer their correspondents’ questions.<br />
In the days that followed, the exhibition prepared by the pupils of the seventh grade served<br />
as an introduction to the presentation of the International Children’s Book Day for the pupils<br />
of the primary level.<br />
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