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:
- 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
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.
grade is __________________
(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”
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)
(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 |
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| 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.
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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.
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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
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