Kindergarten reading program

In order to make sure things or work go smoothly, it is often necessary to prepare a program in advance. A program is a written plan that spells out the time, place, purpose, expected results, budget, and method of action. What is the format and requirements of the program? The following is my compilation of kindergarten class reading activity program, for reference only, we take a look at it.

Kindergarten Class Reading Activity Program 1

Activity Design Intentions:

Children are the babies of their mothers and fathers, and they enjoy the warmth of the family and the care of their parents. The poem "Photo" uses a metaphorical way to show us the connection between things, feel the warmth of affection a vivid picture about father's love, mother's love. Beautiful language, so that the recitation of the people in the enjoyment of literary beauty at the same time, but also from the familiar world to find and find things warm.

Activity Objectives:

1. Understand the content of the poem and feel the warm family feelings expressed in the poem.

2. Understand the repetitive sentence pattern of the poem and make up.

3. Recite the poem with feeling.

Activity Preparation:

1. Collect children's family photos and make them into dynamic albums.

2. Multimedia courseware for the poem "Photographs".

3. White paper and watercolor pencils.

Activity process:

I. Introduce the activity to stimulate interest

1. Appreciate the kinetic album.

Teacher "Teacher this collection of children and mom and dad together in the family photo. Please come and enjoy them together."

2. Teacher: "Who will tell the story behind the photos."

Ask three or four children to say who they are with in the photo? Where? What interesting things happened? The mood of the photo.

Second, imagine painting to understand the poem "photos" of the first half

1. Teacher read the first half of the poem to guide children to paint.

Teacher: "Teacher would like to read you a poem "Photographs", while you listen and draw. Please listen carefully to the poem and use the paintbrush to draw a beautiful picture." (Children sit down at the table and each take a piece of paper and watercolor pencils to paint.)

Daddy is a green leaf, (can be prompted to draw a leaf)

Mommy is a green leaf,

I am like a flower that opens up among the green leaves. (can be repeated after reading a paragraph)

Dad is a big tree,

Mom is a big tree

(Teacher's question: "What are the children then?")

I am like the fruit that hangs on the branches.

3. Lead the children to take their drawings and retell the first half of the poem.

1) Teacher: "Teacher will recite the poem in full, and ask the children to listen and enjoy their own drawings".

2) Teacher: "Is your drawing beautiful? Who would like to come up and share your painting with the children? What did you draw? Why did you draw it like this?"

3) Ask the children in the class to share their drawings together and retell the first half of the children's song.

Third, association painting, create a poem

1. Guide children to understand the cause and effect relationship of the poem's sentences, and create a poem by repeating the sentences.

Teacher: "The poem says, Dad is like a green leaf, mom is like a green leaf, and I am like a flower opening in the middle of the green leaf. Children, what else do you think mom and dad can be like? Why do you want to describe Mommy and Daddy and you in this way?" Guide children to understand the cause and effect relationship of the poem's sentences and create sentences with repetition.

2. After the children create a sentence, the teacher guides the children to repeat the creation of the sentence of the children's song together.

Such as: dad is **, mom is ***, I'm like **********

3. Guide children from different angles to talk about their own way to return the love of parents

Teacher: "Mom and dad love you? They are usually very busy at work and work very hard, but when they come home, they still take good care of you and educate you. How do you care about, help mom and dad, return the love to mom and dad?

(Children say: "Mom is sick, I am very worried about her, pouring water to make medicine for mom to drink.")

4. Summary: Mom and Dad love us, we also love their parents. We have grown up, not only can we do our own things, but also help, care for mom and dad. (You guys are great!)

Fourth, imagine painting, understanding of the poem "photo" the second half

Teacher: "Please continue to listen to the poem, the children just painted the paper reversed, and then finish the work. （

Teacher recites the poem, children draw:

Dad is a string,

Mom is a string,

I'm like a musical note, singing between the two strings.

1. Put away the brushes, and individual children take their work and talk about it.

2. Children retell the story together.

V. Watch the multimedia courseware "Photo", and children recite and perform the poem

1. Show the multimedia courseware, introduce the name of the poem, and guide children to recite the poem.

Teacher: "Today, the teacher reads a poem called 'Photo', please children and teacher together, and read it out in a nice voice."

2. Guide the children to imagine actions and perform the poem with body language.

Teacher: "I see some children have a warm, sweet expression on their faces when they recite. Can you create movements for the poem and perform it while reciting it?"

3. Children stand up and recite the poem once while acting and feeling.

6. End the activity

Teacher: "Give your work to your mom, dad or grandparents sitting in the back, and hug them and say I love you mom and dad!"

Kindergarten Class Reading Activity Program 2

Activity Source

Picture book reading, as a part of language education, is of great significance to the overall development of young children. Interesting stories and rich picture details infuse rich spiritual and emotional colors between young children and the text, forming a lively interactive process. It is this interaction that expands the experience of young children while enabling them to acquire reading interests, habits and strategies that are beneficial to their development.

Love is an unchanging theme in the world, and the stimulation of the emotion of love is an important part of early childhood education. With the material affluence and the 6:1 pattern of the family, "being loved" has become the main theme of young children's lives. Unbeknownst to us, our children know how to love, and they are willing to give their own innocent feelings of love, as long as the choice of appropriate educational content, can stimulate the hearts of young children to experience and express the strong feelings of love. Therefore, in the theme of "love" activities, we chose "The Love Tree", a meaningful picture book, which gives children living in the modern city, surrounded by warmth and happiness to feel and think. The book contains the truth of loving and being loved, giving and taking, which also has a positive leading role for children, providing material for them to realize another taste of life.

Before the activity, I intentionally put the books into the reading area to observe the children's reading situation, so as to provide a basis for their own reading activities. After a period of time, I found that many children came to turn over the books, but not many really read them carefully. When asked, "Do you understand?", the children would only explain their understanding of one or two pages in a few sentences. The reason for this may be that the picture is not rich and does not catch the child's eye; it may be that the child has not really entered the story to experience the story's touching ...... So, how to lead the children to read this picture book and realize the meaning of the book? I started the reading journey of "The Love Tree" with the children.

Activity Objectives

1. To further understand the meaning of the story through step-by-step reading, and to be able to fully express their understanding of the picture.

2. Find the clues in the picture independently, feel the emotion between the big tree and the little boy, and experience the love of the big tree for the little boy.

3. Know how to cherish the love given by others, and initially develop a sense of gratitude.

Activity Preparation

1. Experience Preparation: Before this activity, the children have read for the first time, mainly using a combination of collective reading and independent reading methods, so that children understand the main content of the story. In the activities of the children can put forward their own can not understand the place, triggered by the companions of the mutual answer; can actively use their own language to tell the story of what they see.

2. Material preparation: each child hand a picture book, TV and teaching e-books, teaching pictures, charts that indicate the number of times the boy came back, the sign that indicates the page number, bookmarks, blackboards, music.

Activity process

1. Recall the story, and guide children to use their own language to tell the content of the picture book.

Teacher: Remember what story this book tells? Who is going to tell us about it?

Children use their own language to recall the story.

Analysis

Transitioning from spoken to written language is an important core goal of early reading activities. By asking the children to recall the story in their own words, the teacher can find out how familiar the children are with the story, and also help the children to consciously feel the writer's way of storytelling when the teacher reads the story in the following part.

2. Read the first half of the picture book in depth to help children understand and feel the emotions between the big tree and the little boy by reading the pictures carefully.

(1) Using the e-book, tell pages 1 to 24 of the picture book, review the main content of this part, and arouse children's attention to the mutual love between the big tree and the little boy.

Teacher: What do you feel when you talk about this?

Young children: feel the love.

Teacher: Who loves who?

Young: The tree loves the little boy, and the little boy loves the tree. They love each other.

Analysis

Adults often read with young children and can lead them to understand books based on their own experiences. The teacher's *** review with young children not only verifies that the children told the story correctly in the first session, but also uses questions to point children's attention to the meaning of love expressed in the book.

(2) Children read pages 1 to 24 independently, looking for clues that the tree and the boy love each other.

Teacher: Please find what images in this part tell us that the big tree likes the boy? When you find it, tell us what page you found it on and where you saw that they liked each other. Clip a small bookmark to the page where you found it, so you can remind yourself to tell the story later.

The children read independently, guiding the children around the problem to pay attention to observe the picture, to find the details of the clues, and to find the picture of mutual love and clip a small bookmark.

Analysis

The teacher guides the children to observe the picture carefully through the questions, and discuss the content of the story with the details and clues, and learn to establish the connection between the picture and the content of the story. At the same time, children are encouraged to discover and look for the hidden details and clues in the picture through independent reading and experience the fun of reading. The page number is an important element in picture books, not only as a symbol, but also as a link between the stories, and the use of small bookmarks not only facilitates the children's later narration, but also allows the children to subconsciously understand the role of the page number, so that they can learn to use the page number to read the strategy.

(3) Communicate and share the discovery of independent reading, and guide the children to further feel the emotion between the big tree and the little boy.

① From the first few pages, you can see that the tree and the boy love each other.

Young: I can see from page 18 that the big tree especially likes the little boy, and the big tree stretches its branches to greet the little boy.

Teacher: Does the little boy like the big tree?

Teacher: Does the little boy like the big tree?

Young: the little boy also likes the big tree, look at him smiling!

② What other page tells us that the tree and the boy love each other?

K: On page 6, the little boy runs over to hug the tree.

Teacher: How did he do it?

Young: In a hurry, and ran over with a smile. Only those who see love will smile and run quickly.

Teacher: What about the big tree? What does a big tree look like? Learn. What does this tell us?

Children: the tree calls the boy with its leaves, as if to say, "Come on, come on" (the child imitates the voice of the tree when it speaks softly, softly, very lovingly).

Analysis

The teacher's every question points to the connotation of love in the book story, and the children, through the analysis of the details of the picture, are judging the emotion of love between the big tree and the little boy, which paves the way for the understanding of the second half of the content. At the same time, the teacher encourages children to use the action to imitate the posture of the tree and the little boy, a concrete image of the deep feelings between them.

③ Whenever the children talk about a page, the teacher will show the corresponding big picture, paste it on the blackboard, and lead the children to analyze it with ****.

Analyze

Young children tend to focus only on the results they find in the process of sharing their reading discoveries, and the use of the big picture not only focuses young children's thinking to achieve the purpose of **** with the purpose of sharing. The use of large pictures not only focuses children's minds to ***share***, but also motivates children to express different opinions to achieve the purpose of real discussion. When posting the pictures, the teacher consciously asks the children to say the page number of the picture and decide the position of the picture on the board, leading the children to feel the order of the page number.

④Why does the story talk about the big tree being happy?

Young children: because the big tree likes the little boy.

Teacher: What does the tree like about the little boy?

Young: she likes the little boy to play with her, she likes the little boy to come to her every day, and she likes to be with the little boy.

Analysis

The use of questions to provoke discussion and exchange among children, feel the tree's love for the little boy, and pave the way for the second half of the reading.

3. Sort out the contents of the second half of the picture book to help children understand and feel the love of the big tree for the little boy.

(1) Use the e-book to narrate pages 25-30 of the picture book to introduce the latter part.

Analysis

This part is the turning point of the story, and the teacher's **** reading with the children will trigger the children's more expectation and attention to the second half of the story.

(2) Using e-books, guide reading and combing the contents of pages 31 to 52 of the picture book to guide children to feel the love of the big tree for the little boy.

① Did the little boy come back later? How many times did he come back?

Young children: came back, came back three times.

Young: He came back four times.

Teacher: Some say three times, some say four times. Then let's read the back of the content, to verify that the little boy came back a few times. Also read carefully what happened each time the boy came back?

Analysis

Reading with questions is conducive to mobilizing young children's concentration on reading, and young children learn to think, identify, and find the right answers in the process of reading. Teachers guide reading, but also good use of expression, movement and rhythmic voice to convey the mood of the book, so that young children appreciate the infectious and expressive works, so as to stimulate the intrinsic interest in reading.

②The teacher used the e-book to read pages 31 to 52 of the picture book to verify the children's answers.

Teacher: How many times did the little boy come back?

Young children: 4 times.

③ Teachers use the table to help children sort out the content and clues of the story, and discover patterns and changes.

Teacher: What did the boy do the first time he came back?

Children: He asked the tree for money, he said he needed to buy something.

Teacher: What did the tree do?

The tree told him to take the apples and sell them for money so he could buy something.

Teacher: What became of the tree?

Young: There was no more fruit.

Teacher: How did the tree feel?

Young: The tree still feels happy!

(The second, third, and fourth times were sketched)

Analysis

In this session, the teacher used the educational strategy of motivating young children to read and understand the meaning of the story: validating the discovery of the reading - for the young children to closely focus on the clues of "the big tree and the little boy" embedded in the picture book. Love" clues contained in the picture book, full observation, active communication provides space for children to interpret and analyze the details of the picture, so that they have acquired effective reading strategies; reading with the help of the chart sorting - the process of sorting is the process of sorting the clues, and the order of the second half of the story is more clear, and at the same time, by comparing the order of the tree each time the boy comes back, the order of the story is clearer. By comparing the changes in the big tree each time the boy comes back, the children y appreciate the love given.

④ In the end, the tree was left with the old stump, but the tree in the story is still very happy, why? (Use the question to trigger the discussion and exchange of young children to feel the selfless love of the big tree for the little boy)

Young: Because the big tree helped the little boy to realize his wish. She loves the little boy, and when she helps the little boy, the little boy is happy. The big tree is happy when she sees the little boy happy.

Analysis

Kick off the discussion and motivate the children to fully express their opinions about love.

⑤ Guide children to express their own understanding of the picture book and establish a correct understanding of the little boy's behavior.

Teacher: What do you feel when you hear the story?

Teacher: What do you feel when you hear the story?

Young children: I am very sad, the tree has nothing!

幼：我很感动，大树太爱小男孩了，就像我们的妈妈。 I also want to help others like the big tree.

Teacher: the big tree loves the little boy so much, to help him do so many things, if you are a little boy what would you do?

Young: I don't want to hurt the big tree, I want to play with her every day.

Hatchling: I wouldn't mind asking her for things. I don't want to be like this little boy, I want to protect the big tree.

Analysis

Under the guidance of the question of talking about "feelings", the children fully expressed their own views, and the teacher tried to satisfy the children's desire to speak as much as possible. Children's language learning needs to be supported by appropriate life experience, and ultimately return to the children's lives, to guide the children's cognition, "If you were a little boy" question will be children from the story back to real life, they are full of emotionally denied the little boy's behavior, that love should be given to each other, the core objectives of the activity have been The core goal of this activity has been initially realized.

4. The use of e-books complete with music narration, to guide children to migrate emotions.

(1) Children read the e-book in its entirety and feel the integrity of the story.

(2) Guide the children to contact their own actual life, feel the love given by their loved ones, and develop the emotion of love for their loved ones.

Teacher: Today we read the book "The Love Tree" again, the big tree in the book reminds you of who? Why?

幼：我想到了妈妈，我要什么妈妈都给我，以后我要爱妈妈。

Young: I think of grandma, I want to make a gift for grandma.

幼：我想我的姥姥，每天姥姥都给我做饭，我要给姥姥浇花，因为姥姥养了好多花 ......

师：你们真是懂事的好孩子，那我们就把心里的感受、想说的话，都写下来、画下来、说出来，让爱我们的妈妈、爸爸, Grandma, grandma, grandma can also feel our love for them, OK?

Children: Yes!

Analysis

Helping children to transfer their feelings and gains to their actual lives and to establish correct behavioral cognition is another educational goal of the reading activity. Finally, after reading the story completely once again, the children are invited to talk about the stories of love around them in the context of their own actual lives, and to feel the preciousness of love. Especially in the mood of the soundtrack, many children shed tears, the story moved them and touched their fragile, kind hearts. The vivid and emotional responses also proved that the children understood the story and established a correct behavioral cognition, which will also have a leading role in their future lives.

Kindergarten class reading activity program 3

First, the guiding ideology

Reading plays an important role in the growth process of a child's life, it is the main way for children to understand nature and society, to acquire knowledge and experience, and it is an effective way for children to improve their personality and enhance the space for self-development. With the construction of the campus reading culture, reading has become a powerful link between teachers and students and home **** education. With the joy of "6-1" International Children's Day, we ushered in the seventh reading festival with the theme of "Grateful for Books - Enjoy Reading". Bathing in the fragrance of books, moisturizing the soul, children, teachers, parents, we once again get together *** with the reading.

Second, the theme of the activities:

"Thanks for the books - enjoy reading"

Third, the objectives of the activities

1. stimulate young children's interest in reading, cultivate good reading habits, improve the cultural quality of teachers and students. The program is designed to improve the cultural quality and spiritual cultivation of teachers and students.

2. Demonstrate the charm of the bookish campus with independent reading by children and guided reading by teachers, and promote the enhancement of children's reading ability.

Fourth, the activity time

20xx May 6 to June 1

Fifth, the activities

First stage: reading festival planning and publicity (May 6 - June 1):

The first stage: reading festival planning and publicity (May 6 - June 1)

2. Listen to the flag speech to stimulate the enthusiasm of children to enjoy reading.

The second stage: the organization and implementation of the Reading Festival (May 12 - June 1)

Activity 1: Independent reading by children

1. Enrich and improve the reading corner of each class.

2. In-class book drifting activities for older classes.

3. Combined with the activities, complete the activity brief (Attachment 1)

Activity 2: Teachers' Teaching and Learning

1. Each class carries out drawing activities in the field of art around the picture book.

2. Each teacher to complete a picture book recommendations (attached 2)

3. Family parent-child **** reading: large class family parent-child reading tabloid design and family parent-child reading experience collection exhibition.

4. Each class recommended at least one parent-child reading tabloid design and a parent-child reading experience, designed by the grade level group as a unit of the theme of the exhibition board, on display from May 28 to June 1st.

kindergarten class reading activity program 4

Activity Objectives:

1, learn to read books with a purpose, can look for answers and find problems in independent reading, and have an interest in science stories.

2, understand the story, understand that humans, animals, plants need air, know the harm caused by air pollution on the earth, know to protect the environment.

3. Try to repeat the sentence pattern in a nervous and pleasant tone respectively: "Will something terrible happen?" "We can breathe freely."

Activity Preparation:

1. Experience Preparation: Understand that human beings breathe out carbon dioxide and breathe in oxygen.

2, material preparation: a number of small books; animals, plants and other respiratory images; pollution and greening video clips.

Activity process:

I. Breathing exercise under the music, introducing the topic "Who needs to breathe?"

1. Teachers and children do breathing exercises together: "What are you breathing with?"

2. Conjecture: Not only do we humans breathe, but who else needs to breathe? Does the earth breathe too?

2. Read independently (P2--9) to find the answers.

1. Ask questions to guide children to read.

"Many things on the Earth breathe, and the book I want to share with you today is called Earth's Breath, just now the children suggested that animals, fish, and grass need to breathe, so how do they really breathe? How do they breathe? What do they breathe with? With these questions, let's go to the book together to find the answers."

2. Children read page by page to find the answers in the book:

Question. How do humans, animals, and plants actually breathe? What are they breathing with?

Use images to let children understand that insects breathe through the stomata on their abdomen; plants breathe through the stomata on their roots and leaves.

3. Summarize: human beings, animals and plants on earth all need to breathe, "one breath, one inhalation, constantly exhaling carbon dioxide, inhaling air." Just the way they breathe is not the same.

Third, independent reading (P10 - 19), find the problem.

1. Guide children to discover problems in reading.

"What will happen next? Please ask children to read the images in P10--19 carefully and put forward any questions you can't understand."

2. Guide children to observe the key page P11 in the book and play the clip video to feel the harm of air pollution.

"Why is there so much smoke?" "What terrible things can happen when the air is polluted?" Play the video clip, "What's wrong with everyone? Is it really so bad not being able to breathe?" Ask children to pinch their noses and feel what it's like not to be able to breathe.

3. Learn to repeat the repetitive sentence pattern, "Will something terrible happen?"

Animals and humans ask the same question, what is it? Let the children express "Will something terrible happen?" in a nervous, scary tone.

What are the scary things? (There is less and less oxygen. We can't breathe.)

Would you like to live with an oxygen mask? (Let's learn how to wear an oxygen mask)

Imagine what it would be like to wear a gas mask.

4. Interactive discussion: What should we do when there is less and less oxygen on earth?

Play photosynthesis animation, so that children initially understand the skills of plants - to help us clean the air.

4. Teachers and students *** read P19--25, read the phrase "We can breathe freely!"

"What changes with photosynthesis? What did you find out?"

Talk about how everyone changes when the oxygen masks are removed. What mood and tone of voice would people use to say this? And together, show the repetitive statement in a pleasant tone, "We can breathe freely."

V. Teachers lead the children to *** read P26--35 together.

"What does our earth depend on to breathe? How do the children in the book protect the environment? How can we make more green?" Have the children read along with the teacher with the questions.

Q: What exactly is the Earth's green lung? How can we protect the environment?

Sixth, do "deep breathing" under the music, and feel the pleasure of breathing freely.

"Now that our city has become a big garden, let's take a breath of fresh air!"

Conclusion: there are still many secrets in this book, we go down to return to the classroom can be re-looked at, put forward their own feel puzzled, we all go together to solve these unknown secrets!"

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