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Reading Tree

德国促进阅读基金会曾联合莱茵兰- 普法尔茨州教育部，共同创建了第一个“阅读童子军”项目，他们把一群热爱阅读的青少年儿童召集起来，开展多种形式的阅读活动。项目的主旨则在于：借助同伴的影响，让青少年和同龄人之间互相传递和分享阅读的乐趣。

Germany promote reading foundation, has combined the rhineland – the franco-prussian, the state Ministry of Education, together to create the first read scouting program. They put a group of teenage children who loved reading together to carry out various kinds of reading activities. The project target is: with the aid of peer influence, let pass and share the fun of reading each other between adolescents and their peers.

基于“同伴共读”的理念，为激发孩子们对阅读的期待和热情，特在班级里开展“阅读树”活动，让孩子们向同伴介绍和分享自己喜欢的书籍，借助同伴的影响鼓励孩子们快乐阅读。

Based on the idea of “reading together with peers”, in order to stimulate children’s expectation and enthusiasm for reading, we carry out reading tree activities in the class, so that children can introduce and share their favorite books to their peers, and encourage children to read happily with the influence of their peers.

“阅读树”活动大约需要45分钟，建议由班主任或志愿者带领学生以班级为单位开展活动，同班同学间更加亲密熟悉，对于同学介绍的书籍也更加有兴趣。

The reading tree activity takes about 45 minutes. It is recommended that the instructor or volunteer lead the students to carry out the activity in each class. The classmates will be more familiar with each other and more interested in the books introduced by the students.

同学们将在活动中制作一棵贴满介绍书籍树叶的大树贴纸，展示在班级空白墙上，“树叶”的形状可由学生们自己设计，可以是花朵、雪花、梧桐叶或是其他形状。“树叶”中需要包含以下内容：

In the activity, students will make a big tree sticker covered with introduction books and leaves, which will be displayed on the blank wall of the class. The shapes of leaves can be designed by students themselves, such as flowers, snowflakes and parasol trees or other shapes.

• 
• 每位同学制作完自己的“阅读树叶”后，在老师的指导下，将树叶分区粘贴在教室墙面的树干上。如有时间，可以让学生展示介绍自己的“阅读树叶”，与同伴分享自己喜欢的书和阅读体验，同时，老师也可以对学生的分享加以点评和指导。在“阅读树”的制作活动中，为良好的“同伴共读”氛围进行预热。
• After each student to make their reading leaves, paste the leaves on the trunk under the guidance of the teacher. Let students show their “reading leaves”, and peers to share their favorite books and reading experience. At the same time, the teacher can also evaluate the share from students. In the production of “reading tree” activities,  warm up for the “peer reading” activities.
  

具体活动方案如下：

Detail program of the activities:

1. Participants: 

• Students above Grade 3. 
• The instructor or volunteer. 

 

2.Training target and contents: 

• Target: By jointly completing the “Reading Tree” activity, let the students regularly and continuously share reading experience. Extend the form of children’s participation to various actions such as “handicraft”, “painting” and creation. It allows children to experience the diversity of reading and the continuity of sharing. 
•  Content: One of the reading promotion activities. Introduce the whole process of “Reading Tree Making” and assist children to complete the “Reading Tree” making. To guide children to use their imagination and enhance their ability to collaborate, DIY designs a “reading tree” that is more in line with the local natural scene. 

3. The required materials 

• Various paper leaves (leaves, flowers, snowflakes, etc.) 
• Tape 
• DIY paper painting leaf template 
• Scissors 
• Glue or double-sided glue 
• Painting Brush 

1. 4. Training Modules:

Links	description	Roles	Facts（teacher recording）	Evaluation
1.Location：3mins	classroom	n/a
2.Icebreaking activities：5mins	Participatory activities including introduction to know each other. Dividing to groups. The group leader will support the teacher to conduct the activities.	Teacher and students		Ability to cooperate
3.Divide into groups：3mins	Divided into groups with 5 people each and easy to help each other. The groups must be elected by the children, rather than appointed by the teacher.	Teacher as the main role		Children actively participate in the activities; democratic selection of the leader
4.Materials usage: 5mins	The group leader came up and handed out the materials of his group size to the group members.  Introduce the use of various materials, distribute materials and finish the tree trunk paste.  Trunk tape: Used to attach the trunk of a reading tree  A variety of leaves are designed according to the season. There are words on the leaves and students need to fill in, for example:  I read the book (title) __________________  The author is __________________  My name is __________________ ;  grade is __________________  I want say more regarding this book __________________  (The key question, Guide children to say what they most want to say ,for example:” think someone should read this book because he likes this kind of book, etc”  I reviewed this book ☆☆☆☆☆  3. Scissors: for children to fill in the question, according to the leaves edge box cut for sticking on the tree trunk, decorate the reading tree.  4. Color brushes, used to tint leaves, can be imaginative.  5. Glue, used to stick leaves together.  6. DIY leaf template(A4): Students DIY leaves, and answer questions.  7. Students are encouraged to develop their creative ideas, especially to design leaves of various materials according to the characteristics of local natural creatures and plants (trees)	Teacher as the main role		Does the child understand the process of activity?
5.Presentation ：7 mins	Shows how to complete the materials (model demonstration)  Stick tree trunk- The teacher with the group leader taped the “tree trunk” to the obviously place in the classroom ,usually, the door to enter the classroom, paying attention to the vividness of the “trunk”.  (2) Teachers or volunteer can use a piece of leaf paper material to demonstrate the content. Write neatly and clean the page during presentation.  (3)  Coloring, demonstrate the coloring effects of various colored pens. Inspire students to be creative in the color of leaves in nature, students participate in the interaction and teacher properly explain the natural phenomenon of leaves in the four seasons. Teacher can describe it first, then paint it, and decide whether it can be unfolded according to the time.  (4) Use scissors to cut the leaves of the painted leaves along the edges thick lines of the leaves, and stick the leaves on the trunk.  (5) After the demonstration is completed, the group leader needs to help the teacher to collect and distribute various leaves or flowers, snowflakes, etc. paper to the students.	Students as the main role		Observe students’ creativity  Whether it can solve the problems that occurred in the process, including seeking the help of the teacher  The ability about communicates
6.Paper work：10 mins	Students need independent finish paperwork.  In the process of writing by students, the teacher should give timely help. And instruct the team leader on how to help the team members. Teachers need to discover and record the outstanding ideas of students in time.  After the writing part is completed, each student needs to explain the “title” and “I still want to say” part in their group, and then elect the “leaf” shared by the representative group in the class.	Students as the main role		Teacher shares and observe student’s participation and communication skills in class.
7.Handcraft：10 mins	Cut the leaf-shaped material and paste it on the trunk from each group.  The teacher partitioned the trunk. In order to avoid congestion accidents, students sticking leaves on the tree trunks in groups. In order to achieve beauty, students can observe the overall shape before sticking leaves.	Students as the main role
8.Activity achievement：2 mins	Complete conclusion and self-evaluation:  Teacher Evaluation:  Students Conclusion:			Basic criteria for student evaluation: Completion of the work and listen to the teacher’s ability   Teacher evaluation criteria: student attention ability, participation ability, cooperation ability, problem solving ability and ranking ability

 

 

• 参与者：（适合中高年级）

所有参与图书借阅的学生。

• 活动时间

学期中任何时间。

• 活动地点

图书馆或学习空间

• 培训目标和内容：

目标：通过爱国爱乡主题活动，发现家乡的美好，激发学生们热爱祖国，热爱自己的家乡的情感。

内容：在图书馆、学习空间张贴中国地图，自己家乡的地图，在主题活动中带领孩子们一起找到自己家乡位置，分享家乡的美食、美景、名人以及历史风貌、文化遗产等等。

• 所需材料：
  • 中国地图，市县地图。
  • 家乡相关的书籍

• 培训大纲和具体内容：

环节	环节具体说明	参与角色	过程评价
在地图上找家乡	将中国地图、市县级地图悬挂于图书馆或学习空间。 学生发现和指出家乡在祖国大地的位置。 老师激发学生们大胆分享自己了解的家乡，好吃的，好玩的，历史名人，美丽的风景等等。	以学生为主，老师指导	让孩子理解祖国就是自己脚下的大地，爱国爱乡感情油然而生。
在书籍中找家乡	在图书馆中寻找与自己家乡相关的书籍，人文、历史、地理、民俗等等。 阅读家乡书籍，分享给同学们与家乡有关的文章、人物、历史事件。	学生	学习、了解家乡的历史、人文、地理，发现家乡的美好及与众不同之处。

 

• 参与者：（适合低年级和中高年级）

所有参与图书借阅的学生。

• 活动时间

学期初。

• 活动地点

本班教室

• 培训目标和内容：

1. 目标：通过自制阅读尺的活动，使学生们清楚形象地看到自己随着身高、年龄的增长，自己每学期的读书收获都是什么；培养学生的创造力和审美能力，让成长看得见 。
2. 内容：学生自主设计、制作自己的阅读尺，贴于家中， 记录自己身高增长和心智提升。

• 所需材料：

1. 提倡废物利用：各种旧挂历、宣传海报都可作为材料。
2. 彩笔
3. 胶带，固体胶
4. 剪刀
5. 尺子

• 培训大纲和具体内容：

环节	环节具体说明	参与角色	过程评价
1.制作阅读尺	准备好所需材料（如第五章所述）。  将纸张裁剪、粘贴成长60cm，宽20cm的长方形。  在长方形的长边，用尺子测量并画出从120cm到175cm的刻度，并在每5cm处标示相应高度。 发挥想象力，在阅读尺上画出自己的主题绘画，并在不同刻度处画出会话框，以便将来更新阅读收获，心智感悟等。	以学生为主，老师指导	自主，创新，彰显个性
2.使用阅读尺	将个性化的阅读尺贴于家中方便记录身高的地方：量出120cm的高度，阅读尺的底端对准120cm处，贴于墙面。 不定期去测量身高，标记日期并回想和记录自己此时的阅读收获、数目、体会。	学生	给孩子留下成长的印迹，体会阅读积累的成果和心智的提升。长大后回望，这将是一笔宝贵的财富。

• 参与者：（适合所有年级）所有参与图书借阅的学生。

• 活动时间

学期中及学期末。

• 活动地点

本班教室

• 培训目标和内容：

1. 目标：通过自制阅读护照的活动，使学生们了解自己每学期的读书收获；培养学生的想象力和创造力，在仪式感中获得成长 。
2. 内容：学生自主设计、制作自己的阅读护照，每阅读完毕一本书都会在阅读护照获得成就印章。每学年末，还会获得图书馆颁发的精美阅读成就单一份。

• 所需材料：

1. 提倡废物利用：各种旧日历、手账、练习本都可作为材料
2. 彩笔
3. 胶带，固体胶
4. 剪刀

• 培训大纲和具体内容：

环节	环节具体说明	参与角色	实际情况说明（老师负责记录）	过程评价
1.阅读护照（日常版）	准备好所需材料（如第五章所述）。   学生可在家创造性地自制阅读护照，彩笔绘画、个性图案粘贴、不同形状的剪裁都可以，发挥个人想象力和创造力，制作自己喜爱的阅读护照。   阅读护照使用：每次借阅完毕一本书，可从图书管理员处获得成就印章一枚。	以学生为主		自主，创新，彰显个性
2.阅读成就单（期末版）	每学期末，班主任在图书管理员的协助下为班里每位学生颁发一份精美的阅读成就单，上面有学生一学期里阅读的数目清单，展现阅读、积累的收获。	老师、学生共同行动		给孩子仪式感，体会阅读积累的成果。

• 备注：【延展】
  1. 老师和志愿者整理活动报告和照片，做内部分享。