Activities to promote literacy development: Literacy activities for children | Raising Children Network

15 Fun Ways to Build Language & Literacy Skills in Young Learners

What makes a successful reader? The journey starts in early childhood classrooms, where young children are laying a foundation for their lifelong language and literacy skills. Children who hear more words and are exposed to more language games and activities will be better prepared for reading success–and today’s post gives teachers a bevy of bright ideas for building crucial early literacy skills.

Excerpted and adapted from Talk to Me, Baby! by Betty Bardige, these 15 fun and easy games and activities will help you spark a love of words and books in all your young learners.

Tell a book by its cover

Try this at your next storytime session: Before you even open the book, do a mini show-and-tell session with the cover. Point out the title, author, and illustrator, and have the child read and repeat the words after you. If the book is part of a beloved series, see if children can recognize the author, illustrator, or main character of the book just by studying the cover. You might also ask young learners to be “cover detectives,” looking for clues that indicate what type of book it is: fiction, nonfiction, humor, fairy tale, etc. If it’s fiction, see if children can guess what the story is about or where it takes place.

Put on a play

Engage children in storytelling by helping them reimaging a favorite book as a play or puppet show.

It doesn’t have to be a huge production–you can keep the props, costumes, and scenery simple, and minimize rehearsal time by narrating the story yourself and cueing the characters when it’s their turn to speak. Involve children in pre-show activities that boost literacy skills: making tickets, putting together programs, and creating signs for use in the show (“The Forest,” “Gingerbread House,” “Applause, Please,” “The End”).

Share wordplay jokes and riddles

Jokes that play with words are a great way to increase young learners’ facility with language. Tell your students jokes throughout the day like “What do you do if your puppy can’t come into the store with you? Leave him in the barking lot.” (Don’t worry if they’re corny–kids are a forgiving and enthusiastic audience!) Build up your joke collection by searching joke sites online and checking out joke and riddle books from the library. For an extra literacy boost, you can help kids make books of their own favorite jokes, complete with illustrations.

Play storytelling and memory games

Here are some of our favorites:

bardige.geography

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bardige.storybag

bardige. talltales

bardige.fortunately

Decode directions together

Are you reading a recipe for a class cooking session, opening a new game for the first time, or assembling a new classroom toy? Get kids involved in decoding and following the directions. See if students can point out letters and words they know on the recipe or instruction sheet. They can help you collect all the parts or ingredients, arrange them in order, and keep track of each step of the process. Even if they can’t read yet, they might be able to recognize the pictures and help figure out the directions.

Make “me” books

Have your students make illustrated “me” books that share basic information and fun facts about themselves. They can include names, family members, favorite color, favorite book, hobbies, important milestones like when they learned to ride a bike or tie their shoes, and odd bits of information like how many light switches are in their house or apartment. If they’re practicing letter-writing skills, they can caption the pages.

Compare name lengths

Show children how to clap out the syllables in their names and those of their friends, pets, and family members (assign one clap to each syllable). Ask students to listen closely and answer questions: Whose names have only one clap? Two? Three? Does anyone’s have four or more? Then write the names on graph paper–one letter to each square–to illustrate how many letters are in each name. Children might be interested to learn that a one-clap name like Blake might have the same number of letters as a three-clap name like Anara.

Pay attention to letters in the environment

Remind your young learners that there are letters and words all around us, and point them out whenever you see them. Encourage children to look for letters everywhere: on product labels in the classroom, on pamphlets and signs on field trips, on other children’s sweatshirts on the playground. You might challenge your students to find all the letters in their name or the letters of the alphabet, one at a time.

Find words within words

Show young learners how small words can sometimes “hide” in bigger words (the word can hiding in candy, the word pot hiding in potato). Make a game of it–encourage students to find other examples in books, newspapers, signs, advertisements, and other print media.

Make word and sentence puzzles

This is a great way to make a language game from a text familiar to the children (the book Goodnight, Moon, for example). Write some words, phrases, or sentences from a well-known book or song on index cards. Then cut each card like a puzzle, splitting the words between syllables or between onset and rime (for example: Good | night, moon. Goodnight light and the r | ed balloon. ) Have children match up the two parts of the text.

Give books as special gifts

You can communicate the value of books by giving them as gifts to the children in your life and encouraging them to give their own favorites to their friends. Make your literary gift extra-special by including a personal note for the child–tell them why the book is special to you or why you chose that book for the child. You might even include a recording of yourself reading the story.

Plan an imaginary trip

Tap into your students’ sense of adventure by planning an imaginary trip together. Decide with your class where you’d like to go, and then involve students in the planning process in ways that expand their language skills. Collect travel or tourist brochures, look up information online and read it together, use maps to figure out how to get there, write an itinerary, and make lists of items they would need to pack.

Make a board game

Start by asking children to pick a theme: maybe it’s a trip to an amusement park, an adventure in an enchanted forest, a submarine expedition, or a time machine back to the time of the dinosaurs. Sketch out a path and divide it into squares. Then your students can illustrate the board, add labels to the squares, and make a deck of index cards with directions (“Take a ride on the roller coaster,” “You got lost in the forest. Miss one turn.”) You can also involve them in creating an instruction sheet that describes how to play the game.

Go on a scavenger hunt

This is a fun idea to try on a field trip. Give each child or team a list of things to find and check off: for example, a specific type of animal, a red car, a square inside a rectangle, something purple, and something that holds water. Review the list before your trip to make sure each child or team can read/understand all the items. (If your students aren’t reading yet, you can use picture or color clues to help them out.) You can also have a “letter scavenger hunt” right in your classroom–give each child a list of letters to find on your bulletin boards, product labels, and school supplies.

Set aside special times for reading and conversation

Throughout the day, actively work in small celebrations of language and literacy: read stories, play word games, establish sustained silent reading times, and start conversations at the snack table. Parents play a key role in reinforcing the skills you teach at school, too. Encourage them to read to children at bedtime, talk to them at the dinner table, and take 15 minutes in the evening for a family read-aloud, sing-along, or silent reading time.

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Have a favorite literacy-building strategy for young learners? Share it in the comments below–and for a warm and wise guide to boosting language and literacy in early childhood, check out Talk to Me, Baby!

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14 activities for building literacy at home

Literacy is more than just reading.

Developing literacy, especially in young children, also means helping a child learn to engage with the world: How to ask questions, form knowledge, imagine the (im)possible, and reflect on their experiences.

With many young children spending more time at home due to COVID-19, Penn GSE Reading/Writing/Literacy doctoral student Daris McInnis offers these 14 activities that will help parents build these literacy skills with their children and have fun in the process.

These activities are all meant to be personalized to work with what you have at home or around your neighborhood.

Two ideas are at the heart of every activity.

The first is inquiry. One of the best ways to teach children is to ask a child questions, McInnis says, and to encourage a child to ask questions when they are curious or want to explore more.

The second is respect. It’s important we treat kids as the cosmopolitan intellectuals that they are, as Penn GSE’s Gerald Campano and Columbia professor Maria Paula Ghiso remind us. When we treat their ideas and questions with respect and engage them in meaningful dialogue, children will want to explore more.

Create a schedule

 One of the first things kids see when they walk into a classroom is a schedule with pictures of what they will do for the day. Whether you are providing care for your child every day or only occasionally, a schedule can help orient both you and your child.

You can ask your child to draw pictures for each activity, which gives them some ownership over the schedule. 

Remember, you can be flexible after you write in those times. Some activities will be shorter, some will take longer. That’s fine.

Looking for more advice for families? Subscribe to the Educator’s Playbook for Parents.

Chart the weather

 Start the day by stepping outside and asking: what does it feel like and what does it look like?

Creating a meteorology chart to track the temperature and the forecast allows children to use their knowledge, senses, and curiosity to explore the weather and its effects.

Invite your child to draw the day’s forecast or weather. Or if this is an everyday activity, they could create a series of drawings representing different forecasts to swap in and out of your chart.

For slightly older children, around age 5 and 6, you can ask ‘why’ questions, like: why do you think it’s hot today? You can start to explain bigger concepts like the relationship between the sun and the earth and how seasons work, depending on your geography. 

Tune up fine motor skills

 Young kids love sorting things. With your child’s help, you can create a sorting activity that will help them notice similarities and differences and also develop their fine motor skills.

Collect objects from around your home of different size or shape, like a grain of rice, a bead, or a remote control. Ask your child to sort the objects into different piles. You are introducing the math concept of categorization and opening the door for powerful inquiry.

Ask the child why they put the grain of rice into this pile instead of that pile. Are they organizing by size, shape, color, or something else? 

While they are thinking, you’ll be helping your child build their dexterity while they practice gripping with their thumb, index, and middle finger – this is important for pencil grip and writing activities in the future. 

If a child is physically unable to sort the items without assistance, you can move the objects for them and still ask the rationale behind their choices.

Scavenger hunt!

 You don’t have to buy any new stuff to use your home as a play space.

When you create your scavenger hunt, you can show your child what a list is and why we would use one. You can ask them to find something that is a circle or a triangle. Find a letter S. Find a clock. Find something with the color green. The possibilities are limitless.

For slightly older kids, you can let your child do the hunt themselves and give them a time limit. Be sure to use a timer they can see, to keep them on task.

This is a way to encourage your child to notice details in their everyday environment and also build their vocabulary. For example, your child might identify an iron as a triangle. This is a chance to explain what an iron is and why someone would use it. 

Bonus idea: Create some cutouts of letters and hide them around your home. 

Have more ideas? Let us know. Tag us on Instagram or Twitter @PennGSE on your neighborhood walks, experiments, weather reports, home cooking, and art! 

Plant a seed

You can create a really nice gardening activity with materials you have around the home, like reusing an egg carton, paper cups, or an old two-liter bottle.

You can show a child how to plant a seed. You can tell them about watering and sunlight needs. Have them start a plant journal where they can draw what they notice about the plant bed every day. This can open a conversation about the life cycle of the plant.

There’s even a behavior element to this lesson. How do we use our bodies around the plant? For instance, it’s probably not a good idea to play with or throw an object near the plant, because we might knock it over and hurt it.

Read aloud

 Kids are innately brilliant, and books are a way to spark a child’s imagination and develop early literacy skills. As you are reading the book, make sure the child can see the pictures. Ask them what they notice, in both the narrative and the pictures, especially about details like characters’ facial expressions.

When you finish the story, encourage them to respond to the text. Maybe that’s drawing a picture of their favorite part. Or asking them to explain why they like or dislike a particular character in the story. You are providing opportunities for your child to explore their own ideas, extract information, form opinions, and infer.

Don’t forget, many libraries have created touchless pickup or have digital borrowing options to help families through COVID.

Readers’ theater

 Building on a read aloud, have your child act out a favorite story, or act it out with them. For slightly older children, encourage them to make a costume from items around your home. 

You are testing their comprehension, but it’s also super cute. If you’re able to, record their production on a mobile device, and let them see themselves as a writer, actor, and director.

Remember: Cardboard boxes make great set pieces, like vehicles or clubhouses. 

Make some goo

Find a recipe online to make your own version of Gak or Play-Doh. It might be a good idea to try this activity on your own first. When you do get to the lab together (probably the kitchen area), start by going over the safety rules, and orient them to the materials and the ingredients.

Once your Gak or Play-Doh is ready, create letters and numbers on a piece of cardboard or tin. Have your child shape the material into the letters. This helps kids recognize their name, which they will need to do at day care or pre-school.

Added bonus: Because it can take 30 minutes to an hour just to make the material, this can be good for a rainy day spent inside. 

Collage time

Collages are a great way to introduce kids to creating art. They can be figurative or abstract, and they can feature letters, shapes, colors, story characters, or any other theme you and your child might want to try. Found objects like bottle caps, pipe cleaners, and feathers make great additions — but think twice before opening glitter.

Don’t forget to ask your child to sign their piece, since they are, in fact, the artist. Then display it. Running out of gallery space? Try a memory board, which will let you slide pieces in and out. Save special pieces in a scrap book or an accordion file, which makes a meaningful gift when your child reaches a milestone like graduating high school. 

When we treat their ideas and questions with respect and engage them in meaningful dialogue, children will want to explore more.

Take a virtual tour

 Because of the pandemic, many museums and zoos around the world have expanded their virtual offerings.

Virtual tours are fun activities themselves, but they also offer another chance to invite your child to do some critical thinking. Say you tour the Smithsonian’s Air & Space Museum. You might learn that in our solar system, Mercury is the closest planet to the sun, but Venus is the hottest. Ask your child: why do they think this the case? You can explore comets or share dialogue about how gravity might work on other planets.

Inquiry is a great way to keep your child interested and engaged in learning, based on what they already know and things they care about, McInnis says. The discussion and exchange you have about what they learned, or what they liked, or what they want to know more about, can help you plan your next virtual tour.

Give them an apron

 You can do two things at once: Engage your kids AND keep them busy while you prepare a meal.

If your family has a particularly cherished recipe you can tell you child how it’s been passed down from generation to generation. Or you can describe the part of the world where this meal originated. You can also write out a recipe with your child, having them add words or drawings as they go. Eventually you could design and publish a family cookbook with your child as a significant contributor.

You can give children basic, age appropriate tasks, like rinsing food, or tearing up herbs or lettuce. It’s also a good opportunity to talk about the importance of following steps when preparing meals and teaching them about food safety. 

One more hack: The slow cooker is your friend. Take turns with your child measuring ingredients and filling the pot. You can start dinner early in the day, avoid using a stove, and still enjoy a nice hot meal.    

Take a stroll

Nature or community walks are a great way to get out your home and into your community space. It’s also an opportunity for you to talk about nature, perhaps naming some trees you see, birds overhead, or flowers in your window box. 

If there isn’t much green around your community, there is an opportunity to talk about environmental print. Stop signs are octagons and other street signs have different shapes; use the world around you to engage in discussions around shapes, colors, and letters we see every day.  

Introduce an experiment

 People often assume science lessons are for older children. But thanks to their natural curiosity, younger children are great scientists too.

Try a game of sink or float for your first experiment. Create a chart, help the child write or draw objects, and then have them predict if the objects will sink or float in a bowl of water.

Kids will often pause if you ask about an egg, because of the shape. Or you can ask about a piece of tinfoil folded like the hull of a boat versus a ball of aluminum foil. This can lead to a conversation about buoyancy and water displacement.

For the next experiment, the child can find objects to test. Note: Your smartphone will sink. Don’t test that. 

Freeze dance!

Dance parties are fun, and as your kids learn songs, they can help you write out the lyrics or names of songs in a playlist. Or open the recycle bin to find materials to make your own drums and maracas, and make the music yourselves.

Jam out to your favorite tunes or dance while playing your homemade instruments — and when you pause the music, it’s time to freeze your body!

And remember, if you and/or your child are working virtually for an extended period of time, dance parties are a fun, simple way to take a break.

90,000 Municipal Methodological Service of the City District City of Pereslavl-Zalessky Yaroslavl Region

Activities

Work of the city problem group

Office of the Department of the Administration of the city of Pereslavl-Zalessky dated 11. 03.2020 No. 151/01-04 “On the creation of the creation City problem group on the formation of functional literacy of students LLC

Roadmap for the organization of methodological work in the direction of “Formation of functional literacy of students”

MEETINGS OF THE PROBLEM GROUP

Planning methodological work at school in the direction of “Formation of the functional literacy of students”

Review of resources with tasks for the formation of functional literacy

Normative and methodological support for the process of formation of functional literacy

Mathematical diagnostics organization 900 and natural science literacy of students

Results of methodological work in the direction “Formation of functional literacy of students” for the 2020-2021 academic year

Organization of diagnostics of the professional competence of teachers on the formation of the functional literacy of students

Analysis of the results of monitoring the professional competence of teachers

The results of methodological work in the direction “Formation of functional literacy of students” for 2021 2022 academic year

Monitoring of functional literacy

2020

Analysis of the results of diagnostic literacy of students of students in grades 5 and 7. Presentation

Analysis of the results of diagnostic work to assess the reading literacy of students in grades 5 and 7

Analysis of the results of monitoring natural science literacy in grades 5 and 7

Analysis of the results of diagnostic work on assessing the mathematical literacy of students in grades 5 and 7

2021

Order of the Education Department of the Administration of the city of Pereslavl-Zalessky dated 16.02.2.2. /01-04 “On diagnosing the development of reading, mathematical and natural science literacy of students in grades 6 and 8”

Analysis of the results of diagnostic work on assessing the reading literacy of students in grades 6 and 8

Analysis of the results of monitoring of natural science literacy in grades 6. 8

Analysis of the results of diagnostic work to assess the mathematical literacy of students in grade 6

2022

Order of the Department of Education of the Administration of the city of Pereslavl-Zalessky dated 17.02. -04 “On diagnosing the formation of reading, mathematical and natural science literacy of students in grades 7 and 9”

Analysis of the results of diagnostic work to assess the reading literacy of students in grade 7 of Pereslavl-Zalessky LLC

Analysis of the results of diagnostic work on the assessment of reading literacy of 9th grade students OOO Pereslavl-Zalessky

Comparative analysis by competence areas of 5th, 6th and 7th grades

Comparative analysis of the results of diagnostic work on the assessment of mathematical literacy in 7th, 8th and 9th grades by competence areas

Analysis of the results of monitoring of natural science literacy in grades 7, 9

SEMINARS, CONFERENCES, WORKSHOPS

15. 11.2021. Regional seminar “Formation of the functional literacy of students: kaleidoscope of ideas”

Seminar program

Links to seminar materials

9000 LLC: basic principles and changes”

On March 10, 2022, a seminar was held for the deputy directors of LLC on the topic “Updated GEF IEO and GEF LLC: basic principles and changes”. During the seminar, its participants got acquainted with the main features of the updated standards, in the course of practical work they found out and discussed the main changes in the requirements for personal, meta-subject and subject results, identified priority tasks for the implementation of the updated GEF in grades 1 and 5.

03/25/2022 City Festival of Open Lessons “We Form the Functional Literacy of Schoolchildren”

6 lessons with primary school students). At the lessons, the teachers demonstrated the practical application of the methods of forming the functional literacy of students. Video recordings of these lessons were viewed at GMO meetings, where they were analyzed.

03/28/2022 “Pedagogical workshops: ways and ways to form reader and mathematical literacy in the educational process of elementary school”

03/28/2022 as part of the work of the GMMs of the elementary school pedagogical workshops were held, during which 11 master classes were held, where teachers shared the mastered methods and techniques for the formation of reading and mathematical literacy of younger students.

04/21/2022 City seminar “We form the functional literacy of schoolchildren”

on the formation of functional literacy within the framework of the RIP “System of methodological support for the process of formation of functional literacy of students in the conditions of the municipal education system.” The experience of the teaching staff was presented in the format of performances and master classes.

Practical methods of motivation and goal-setting in the classroom”

On May 19, 2022, a city online seminar for teachers “An activity approach as the basis for organizing the educational process in the context of the implementation of the updated Federal State Educational Standards” was held. Practical methods of motivation and goal-setting in the classroom”, which was attended by more than 40 teachers. During the seminar, the essence of the activity approach was considered in the context of the implementation of both existing and updated Federal State Educational Standards, and practical methods were offered to teachers for organizing the stages of motivation and goal setting in the classroom.

06/08/2022 Workshop for deputy directors of elementary school “Resources of the Perspektiva and School of Russia teaching materials to achieve the results of the updated GEF IEO: problems and deficiencies”

a workshop was held for the deputy directors of primary school “Resources of the teaching and learning department “Perspektiva” and “School of Russia” to achieve the results of the updated GEF IEO: problems and deficiencies. ” During the workshop, the participants, working in groups, compared the content of the Exemplary Work Programs in all subjects for Grade 1 with the content of existing textbooks, identified topics that are not contained in textbooks and for the teaching of which additional resources are needed. The redundant content of textbooks was also identified. Based on the results of the analysis, information was summarized in all subjects, recommendations were made on the use of the resources of existing teaching materials and attraction of other resources to fill the lack of content.

06/14/2022 City online seminar for teachers “Activity approach as the basis for organizing the educational process in the context of the implementation of the updated Federal State Educational Standards. Practical methods for organizing planning, monitoring and evaluating the process and results of activities”

Practical methods for organizing planning, monitoring and evaluating the process and results of activities”, during which practical methods were considered for organizing the stages of planning and reflection in the lessons, as well as approaches to monitoring and evaluating the achievements of students.

City seminars-practitioners for deputy director

in June 2022 with high productivity were held city seminars-practitioners for deputy director:

• “Development of OOP NOO in accordance with the updated GEF NOO” (10.06.20222222222222 )
• “Development of the OOP LLC in accordance with the updated GEF LLC” (06/17/2022).

At these seminars, in the process of joint activities and discussions, the target, part of the content and organizational sections of the OOP IEO and OOP LLC were designed.

30.08. 2022 Methodological workshops “We form the functional literacy of schoolchildren”

in extracurricular activities. 18 workshops were held.

Program

08/30/2022 Seminar for deputy directors “Current issues of implementation of the updated Federal State Educational Standards”

The subject of discussion at this seminar was the changes made to the Federal State Educational Standards of the NOU and the Federal State Educational Standards LLC, as well as the development of assessment materials for the work programs of teachers. At the seminar, an overview of relevant methodological resources on the problems of the implementation of the Federal State Educational Standard was made.

08/26/2022 participation in the video bridge “Time of functionally literate people”

08/26/2022 MMS methodologists Stepanova E.Yu. and Milovidova L.A. became participants in the educational event “Video bridge “Time for functionally literate people”, presenting speeches on the issue “Semantic reading as the main element in the formation of functional literacy: the experience of organizing a regional innovation platform”. As part of this event, 187 connections were made from different regions of the Russian Federation: from the Lugansk People’s Republic, the Krasnodar Territory, Nizhny Novgorod, the Republics of Komi and Kalmykia, the Khanty-Mansiysk Autonomous Okrug, the Rostov, Yaroslavl and Kaluga regions. The experience of Pereslavl teachers aroused great interest among many participants of the video bridge.

10/12/2022 regional seminar “Why was the traffic light green?”

12.10.2022 a regional seminar “Why was the traffic light green?” was held, during which the administration and teachers of the secondary school No. 1 presented the experience and results of work on the formation of functional literacy within the framework of the RIP municipal education system. The experience of the teaching staff was presented in the format of open lessons, performances and master classes. The seminar was attended by delegations from the city of Rybinsk and the village. Borisoglebsky. An interesting form of holding, events and materials of the seminar aroused great interest among its participants.

Seminar program

On October 13, 2022, a city practice-oriented seminar “Functional Literacy: Challenges and Effective Practices” was held at the Moscow School of Education and Science No. 4, where the administration and teachers presented the experience and results of work on the formation of functional literacy within the framework of the RIP “System of methodological support for the formation process functional literacy of students in the conditions of the municipal education system”. The experience of the teaching staff was presented in the format of presentations and master classes, during which the participants of the seminar were involved in active work. The seminar aroused great interest among its participants. number of which was more than 40 people.

Program of the seminar

and teachers of MOU SSh No. 6 and MOU NSh No. 5 presented their experience in the framework of the RIP “The system of methodological support for the process of forming the functional literacy of students in the conditions of the municipal education system.” Within the framework of the seminar, programs of extracurricular activities were presented aimed at developing the functional literacy of schoolchildren with a demonstration of effective methods of work, interesting master classes were held, and the experience of in-house training of teachers was presented.

9000.15.11.2022 Regional seminar following the work of the RIP “Methodological support of the process of forming the functional literacy of students in the conditions of the municipal system of education”

15.11.2022 The regional seminar was held based on the results of the RIP “RIP” The system of methodological support for the process of formation of functional literacy of students in the conditions of the municipal education system. This event was held in the format of a methodological quest, during which a methodical labyrinth was organized on the theoretical foundations of functional literacy, MMC methodologists presented products of innovative activity, schools co-executing the project presented the experience of organizing in-house training in the format of poster presentations. The teaching staff of MOU secondary school No. 2 held an educational session “Journey through the cities of the Golden Ring”, where they demonstrated the techniques and ways of developing the functional literacy of students. The team of MOU secondary school No. 4 held a master class on the use of technology for design tasks, during which its participants were involved in vigorous activity. The seminar aroused great interest among its participants, the number of which was more than 80 people from different municipal districts of the Yaroslavl region. 9Seminar program Loris-Melikova

03/23/2022 05/16/2022 Administration

Purpose: to create conditions for the formation of functional literacy (reading, mathematics, science) among students in grades 5–9 by updating interdisciplinary connections in the educational process.

Tasks:

1. Consider the theoretical aspects of the process of developing functional literacy.
2. To reveal the possibilities of activation of interdisciplinary connections as a condition for the formation of functional literacy of students.
3. Identify bottlenecks, difficulties and problems in the implementation of the GEF in order to take timely measures to ensure the successful implementation of the task of improving the quality of education.

Expected results:

1. Development of a model for the formation of functional literacy by school teachers.
2. Creation of conditions for the formation of functional literacy of students.
3. Creation of a bank of interdisciplinary tasks.

No. p/n	Project activity name	Project implementation period	Result of the activity implementation	Performers of activity
STAGE 1 Preparatory
1	The study of federal regulatory and methodological materials on the formation and evaluation of FG: Methodologies and criteria for assessing the quality of general education in general education organizations based on the practice of international studies of the quality of student training, approved by the joint order of Rosobrnadzor, the Ministry of Education dated 06. 05.2019 No. 590/219; approaches of the international comparative study PISA to the assessment of functional literacy: features of tasks; Project materials; Russian study materials TIMSS, PIRLS, PISA	September-October	Developed plan for the implementation of the project	Deputy Director for OIA. Leaders of working groups of teachers
2	Development and adoption of local acts that ensure the implementation of the school plan for the formation of functional literacy of students	September	Set of approved local acts	Director
3	Parent meetings “Formation of functional literacy among younger schoolchildren”	October–December	Informing parents	School director, chairman of the parent council, class teachers
4	Launch of the information and reference section “Functional Literacy” on the website of the school	October	Informing all participants in educational relations	Headmaster
6	Carrying out diagnostics to identify the level of formation of reading literacy among students in grades 5–8	November	Analytical report on the results of the input diagnostics and the level of formation of functional literacy among students	Deputy Director for OIA. Teachers. Students
7	Development of a model for organizing the formation of functional literacy based on the activation of interdisciplinary connections	December	Design Concept	Deputy Director for OIA. Team Leaders
STAGE 2. Experimental search
8	Meetings of working groups of teachers to exchange experience in the implementation of the content and forms of activation of interdisciplinary connections for the formation of functional literacy	January-February	Correction of the created model, guidelines for the implementation of the plan	Deputy Director for OIA. Teachers
9	Pilot implementation of flow charts of integrated training events – cross-subject dives – at the junction of individual subjects	November-April	Conducting inter-subject training activities	Deputy director for water resources management, members of working group
10	Creation of a bank of tasks and interdisciplinary technologies for the formation of functional literacy of students	February–March	Bank of interdisciplinary technologies and tasks for the formation of functional literacy	Deputy Director for OIA. Teachers
11	Participation of school students in competitions, olympiads for the development of functional literacy of different age groups under the guidance of teachers	March–April	Analysis of the results of student participation based on the results of assessment of student competencies	Deputy Director for OIA. Team Leaders
12	Participation in the municipal competition of online lessons “Lessons of Practical Skills”	March	Analysis of the results of student participation based on the results of assessment of student competencies	Deputy Director for OIA
13	Implementation of the developed material from the open bank of tasks and technologies into the educational process in order to form functional literacy	January-April	Mastering the methodology of the educational process by teachers in accordance with the purpose and objectives of the plan	Deputy Director for OIA. Group leaders. Students
14	Summarizing the innovative experience of school teachers and presenting experience at meetings of methodological associations	March–April	Mastering the methodology of the educational process by teachers in accordance with the purpose and objectives of the plan	Deputy Director for OIA. Group leaders. Students
15	Carrying out diagnostics in order to monitor the level of formation of different types of competencies within the framework of functional literacy	May	Analytical report on the results of the level of formation of functional literacy of students in grades 6–8	Deputy Director for OIA. Group leaders. Students
STAGE 3. Reflective-evaluative
16	Generalization of innovative experience in the implementation of the plan	June	Issue of a methodological manual for materials for the implementation of the plan for the formation of functional literacy	Deputy Director for OIA. <- Предыдущий пост: Stepping stones big rapids mi: Stepping Stones Montessori School | Grand Rapids, MI Следующий пост: Sullivan kindercare: Daycare, Preschool & Child Care Centers in Sullivan, WI ->