\nSimt (sau poate numai mi se pare)<\/em>
\nCum, \u00een v\u00e2rful fiec\u0103rui fir de p\u0103r,<\/em>
\n\u00cemi cre\u0219te c\u00e2te o floare\u201d.<\/em>
\n(Minunea, de Ana Blandiana)<\/p>\n
Context \u0219i drumul (meu) c\u0103tre metodele care activeaz\u0103 g\u00e2ndirea<\/strong><\/p>\n Clasa mea nu are manual de utilizare. Nu are (nevoie de) manual, de fapt. \u00cenc\u0103 nu am descoperit manuale adaptate pentru mediile provocatoare. \u00cen clasa mea, unii elevi au 9 ani, al\u021bii, 13 ani (\u00eemplini\u021bi), unii nu au pe nimeni acas\u0103 care s\u0103 \u0219tie s\u0103 citeasc\u0103, al\u021bii au unu, doi sau mai mul\u021bi fra\u021bi mai mari care \u0219tiu s\u0103 citeasc\u0103, dar nu au (\u00eenc\u0103) identitate de cititor. Unii abia silabisesc, al\u021bii citesc fluent, dar nu cu \u00een\u021belegere.<\/p>\n C\u00e2nd am preluat cei 12 elevi de la clasa a III-a, \u00een ianuarie 2026, i-am testat cu instrumente standardizate de la Asocia\u021bia \u201eTo\u021bi copiii citesc\u201d \u0219i \u0219tiu la ce nivel este fiecare elev. Unii se \u00eempotmolesc la decodare, iar cei mai mul\u021bi, la \u00een\u021belegerea profund\u0103, la comprehensiune, conexiuni, \u00eentreb\u0103ri de opinie, reflec\u021bie \u0219i exprimarea unui r\u0103spuns emo\u021bional fa\u021b\u0103 de text etc. Pentru c\u0103 tuturor le lipse\u0219te partea de \u00een\u021belegere a limbajului – bagajul de cuno\u0219tin\u021be.<\/p>\n Metode care dau sens citirii \u0219i \u00eenv\u0103\u021b\u0103rii<\/strong><\/p>\n A\u0219a c\u0103 \u00eemi suflec m\u00e2necile \u0219i abordez fiecare text din biblioteca \u201eTo\u021bi copiii citesc\u201d din perspectiva profesorului care dezvolt\u0103 obiceiuri de cititor competent. Mai scotocesc prin biblioteca personal\u0103 \u0219i c\u0103l\u0103toresc printre texte \u0219i culturi \u00eempreun\u0103 cu elevii mei \u00een \u00eencercarea de a le aduce aproape texte adaptate (\u0219i conforme cu Programa \u0219colar\u0103) \u0219i variate, texte \u0219i personaje care s\u0103 fie purtate \u00een g\u00e2nd o via\u021b\u0103 \u0219i \u00eenc\u0103 un pic. Nu am nicio re\u021bet\u0103. \u00cemi doresc s\u0103-i ajut s\u0103 \u00een\u021beleag\u0103 patternul de construc\u021bie a textului \u0219i a personajului principal \u0219i s\u0103 treac\u0103 de la nivelul superficial de \u00een\u021belegere a unui text la cel profund.<\/p>\n Tot ce e manipulabil (etichete, flashcarduri, c\u0103r\u021bi tip\u0103rite), netrunchiat (adic\u0103 nu fragmente rupte din context), vizual (organizatori grafici) \u0219i co-creat r\u0103m\u00e2ne \u00een memoria de lung\u0103 durat\u0103 atunci c\u00e2nd se transform\u0103 din simplu exerci\u021biu \u00een rutin\u0103 de \u00eenceput a orei de \u201eLimba \u0219i literatura rom\u00e2n\u0103\u201d. Cititul cap\u0103t\u0103 \u0219i mai mult sens c\u00e2nd implic\u0103 efort sistematic (0.77), \u00eenv\u0103\u021bare \u00een grupuri mici (0.47), feedback specific (0.7), imediat, pe sarcin\u0103 \u0219i reflec\u021bie, strategii despre care metaanalizele legate de g\u00e2ndirea vizibil\u0103 ale lui John Hattie\u00a0 sus\u021bin c\u0103 transform\u0103 rela\u021bia elevilor cu \u00eenv\u0103\u021barea.<\/p>\n Cum pot fi dezvoltate concomitent abilit\u0103\u021bile constr\u00e2nse (legate de textul tip\u0103rit) \u0219i cele neconstr\u00e2nse (limbaj, cuno\u0219tin\u021be)?<\/strong><\/p>\n Pe de o parte, am ales din biblioteca online textul \u201eGr\u0103dina bunicului\u201d, de Sam van Riet, Matthew Kalil, Nina Lewis. Apoi, am planificat activit\u0103\u021bile de \u00eenv\u0103\u021bare fiind atent\u0103 la ce vor g\u00e2ndi copiii (understanding by design<\/em>), am g\u00e2ndit \u0219i reg\u00e2ndit \u0219i am ajuns la formula asta, \u00een care sensul se co-construie\u0219te, \u00eentreb\u0103rile se pun f\u0103r\u0103 team\u0103, iar cuvintele se leag\u0103 unele de altele.<\/p>\n Pe de alt\u0103 parte, am testat, valorificat \u0219i transformat \u00een rutine urm\u0103toarele metode:<\/p>\n Nu am scris de rutina de citire diferen\u021biat\u0103 de la \u00eenceputul fiec\u0103rei zile, de dict\u0103ri \u0219i transcrieri, de Col\u021bul de lectur\u0103 (competen\u021ba specific\u0103 3.6), de bucuria de a se vedea pe \u201eperetele\u201d cu cititori \u201eprin\u0219i\u201d \u00een fapt\u0103, de rolul predic\u021biilor sau de tot ce provoac\u0103 durere \u0219i bucurie \u00een \u00eenv\u0103\u021bare deopotriv\u0103.<\/p>\n Dup\u0103 patru luni de la implementarea acestui model de dezvoltare a litera\u021biei, rezultatele ob\u021binute de elevi \u00een urma retest\u0103rii cu acela\u0219i instrument standardizat de la Asocia\u021bia \u201eTo\u021bi copiii citesc\u201d s-au \u00eembun\u0103t\u0103\u021bit considerabil, iar motiva\u021bia lor de a citi, bucuria de a colabora pentru a crea organizatori grafici \u0219i dorin\u021ba de a \u00eemp\u0103rt\u0103\u0219i g\u00e2nduri \u0219i conexiuni \u00eentre texte s-au schimbat \u00een mod pozitiv.<\/p>\n Din text \u00een text, \u00een c\u0103utarea sensului de a se \u00eembog\u0103\u021bi prin lectur\u0103<\/strong><\/p>\n Mai mult, apropiindu-ne de textul literar ca exploratori, am putut p\u0103trunde \u00een lumi imaginare, cunoa\u0219te personaje purt\u0103toare de valori \u0219i descoperi modele de conduit\u0103. \u201eGr\u0103dina bunicului\u201d ne-a adus mai aproape de texte literare din culturi variate (proz\u0103 \u0219i poezie), dar \u0219i de texte nonliterare, care activeaz\u0103 g\u00e2ndirea \u0219i ancoreaz\u0103 \u00eenv\u0103\u021barea elevilor \u00een realitatea imediat\u0103. Am descoperit astfel \u201eSecretul din gr\u0103dina bunicului\u201d (Sonja Danowski, Ed. Signatura), \u201eSurpriza gr\u0103dinarului\u201d (Carla Balzaretti, Ed. Signatura), \u201eSupa bunicului\u201d (Eiko Kadono, Ed. Cartea copiilor), gr\u0103dina \u00een care tr\u00e2mbi\u021ba zorile \u201eUnchiul Elefant\u201d (Arnold Lobel, Ed. Cartea copiilor), \u201eGr\u0103dinarul\u201d Marinei Debattista (\u201eDejunul unei frunze\u201d, Ed. Frontiera), \u201eDoi voinici\u201d (Otilia Cazimir, Ed. Arthur), \u201e\u00cent\u00e2mpl\u0103ri din gr\u0103dina mea\u201d (Ana Blandiana, Ed. Humanitas), \u201eDou\u0103 plante\u201d de Carmen Tiderle (\u201eFabrica de lipici\u201d, Ed. Humanitas junior), universul buburuzelor, florile de prim\u0103var\u0103, insectele pe care ni le dorim \u00een gr\u0103din\u0103, ce sunt\u00a0 responsabilitatea, solidaritatea \u0219i rezilien\u021ba. Explorarea unui text prin lentila altui text (literar \u0219i\/sau nonliterar) s-a dovedit a fi o strategie care le-a \u00eembog\u0103\u021bit bagajul de cuno\u0219tin\u021be (indispensabil pentru ceea ce Scarborough numea \u201ecitirea competent\u0103\u201d, cu \u00een\u021belegere), a stimulat g\u00e2ndirea critic\u0103, \u201ea provocat\u201d imagina\u021bia, ajut\u00e2ndu-i totodat\u0103 pe elevii mei s\u0103-\u0219i exerseze abilit\u0103\u021bile de comunicare \u00een public.<\/p>\n Eu predau limba \u0219i literatura rom\u00e2n\u0103 \u00eentr-o comunitate vulnerabil\u0103 \u0219i asta \u00eenseamn\u0103 s\u0103 creez condi\u021biile pentru lectura activ\u0103, s\u0103 propun acele instrumente care s\u0103-i ajute pe copii s\u0103 progreseze vizibil \u0219i s\u0103 se apropie de lumea c\u0103r\u021bilor. \u201eCuvintele-lantern\u0103\u201d, \u201eP\u00e2nza de pove\u0219ti\u201d \u0219i \u201eAfi\u0219ul pove\u0219tii\u201d sunt acele instrumente u\u0219or de creat \u0219i de aplicat, cu impact m\u0103surabil asupra \u00eenv\u0103\u021b\u0103rii \u0219i cu poten\u021bial de transformare a rela\u021biei elevilor cu textul tip\u0103rit. P\u00e2n\u0103 ajungem s\u0103 ne construim con\u0219tient identitatea de cititori (competen\u021bi), eu \u0219i elevii mei ne propunem s\u0103 fim cu 1% mai buni \u00een fiecare zi.<\/p>\n Bibliografie<\/strong><\/em><\/p>\n 1. Duke, N. K., Pearson, D. P., & Ward A. E. (2021). The Science of Reading Comprehension Instruction [articol]. International Literacy Association. doi.org\/10.1002\/trtr.1993<\/a> <\/p>\n","protected":false},"excerpt":{"rendered":" Articolul de fa\u021b\u0103 descrie un model practic de dezvoltare a litera\u021biei la clasa a III-a, implementat \u00eentr-un context educa\u021bional vulnerabil, \u00een care elevii prezint\u0103 niveluri foarte variate de decodare \u0219i comprehensiune. Pornind de la evaluarea ini\u021bial\u0103 cu instrumente standardizate \u0219i … Cite\u0219te continuarea ![\"\"](\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2026\/05\/Carp_01.jpeg\")
<\/a><\/p>\n<\/a><\/p>\n\n
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\n2. Hattie, J. (2014). \u00cenv\u0103\u021barea vizibil\u0103: ghid pentru profesori. Trei.
\n3. Pamfil, A. (2016). Limba \u0219i literatura rom\u00e2n\u0103 \u00een \u0219coala primar\u0103. Perspective complementare. Art.
\n4. Riet, (S.), Gr\u0103dina bunicului.\u00a0 toticopiiicitesc.ro\/gradina-bunicului\/<\/a>.
\n5. Temple, Ch. .(2025), Desc\u00e2lcim litera\u021bia [Podcast Asocia\u021bia To\u021bi copiii citesc]. https:\/\/www.youtube.com\/watch?v=faazBGOMMRQ.
\n6. ***Programa \u0219colar\u0103 pentru disciplina Limba \u0219i literatura rom\u00e2n\u0103. Clasele a III-a \u0219i a IV-a, aprobat\u0103 prin ordin de ministru nr. 5003\/02.12.2014.<\/p>\n