Izvleček
Avtorica v prispevku povzema nekaj teoretičnih osnov s področja družinske in funkcionalne pismenosti ter motivacije za branje, ki so bile podlaga za pripravo roditeljskega sestanka z delavnico uporabnega branja. V prvem VIO osnovne šole z učenci razvijamo temeljne bralne zmožnosti. Glavni cilj procesa učenja branja je, da se tehnika do konca tretjega razreda čim bolj avtomatizira, ob tem pa se razvija tudi zmožnost bralnega razumevanja. Avtorica v drugem delu prispevka predstavi roditeljski sestanek za starše in učence 3. razreda, ki poteka v obliki delavnice, na kateri starši skupaj z otroki rešujejo naloge, primerne za tretješolce. S primeri nalog želijo staršem predstaviti primerna umetnostna in neumetnostna besedila za tretješolce in hkrati pokazati, kaj se ob koncu tretjega razreda od učencev pričakuje na področju branja in bralnega razumevanja. Naloge so praktično naravnane, zahtevajo, da preberemo besedilo in v njem poiščemo informacije, ki jih uporabimo v praksi. Starši dobijo ideje, kako motivirati otroke za branje, ne da bi otroci nujno morali sedeti ob knjigah.
Abstract
Workshop on Practical Reading at Fran Albreht Primary School in Kamnik
In the article the author sums up a few theoretical premises underlying family and functional literacy and reading motivation, which were used as a guideline for preparing a parent-teacher conference with a workshop on practical reading. In the first three years of primary school, pupils develop the basic reading skills. The main objective of the process of teaching them to read is to make their technique as automatic as possible by the end of 3rd grade, while developing their reading comprehension skill. In the second part of the article, the author presents a parent-teacher conference for the parents and 3rd grade pupils, which was held in the form of a workshop at which the parents, together with their children, solved tasks suitable for third graders. The examples of tasks were intended to show the parents which literary and non-literary texts are suitable for third graders, while showing them what is expected of the pupils at the end of the 3rd grade as regards reading and reading comprehension. The tasks are practice-oriented, requiring that we read the text and look for information in it, which we then use in practice. The parents are given ideas for motivating their children to read, without forcing them to sit behind a desk poring over books.