{"id":8974,"date":"2020-09-03T15:01:32","date_gmt":"2020-09-03T13:01:32","guid":{"rendered":"http:\/\/agora.xtec.cat\/ieslescala\/?page_id=8974"},"modified":"2026-03-11T11:29:43","modified_gmt":"2026-03-11T10:29:43","slug":"pla-lector","status":"publish","type":"page","link":"https:\/\/agora.xtec.cat\/ieslescala\/pla-lector\/","title":{"rendered":"Pla lector"},"content":{"rendered":"\n

Consisteix en fer 30 minuts de lectura di\u00e0ria per a tot l’ESO, que es treballa de manera diferent segons el dia de la setmana:<\/p>\n\n\n\n

–\u00a0Dilluns i dimarts:\u00a0Llibres proposats pels departaments de lleng\u00fces (Catal\u00e0, Castell\u00e0 i Angl\u00e8s) i Orientaci\u00f3.<\/div>\n\n\n\n
– Dimecres: Es treballen not\u00edcies d’actualitat per fomentar l’esperit cr\u00edtic i la consci\u00e8ncia de l’entorn.<\/div>\n\n\n\n
\u00a0<\/div>\n\n\n\n
–\u00a0Dijous i divendres:\u00a0Lectura lliure per fomentar el plaer de llegir.<\/div>\n\n\n\n
 <\/div>\n\n\n\n
Paral\u00b7lelament, es complementa a 1r i 2n d’ESO amb el passaport lector -una eina per reflexionar sobre els llibres que van llegint durant el curs- i un banc de llibres adaptats per alumnat NESE i de l’Aula d’Acollida.<\/div>\n\n\n\n
\u00a0<\/div>\n\n\n\n
\u00a0<\/div>\n\n\n\n

Els objectius<\/strong> del Pla Lector:<\/p>\n\n\n\n

    \n
  • Millorar la capacitat de comprendre textos per augmentar el rendiment acad\u00e8mic de tot l\u2019alumnat.<\/span><\/li>\n\n\n\n
  • Aconseguir que els infants i joves assumeixin les seves responsabilitats com a aprenents aut\u00f2noms amb capacitat per accedir a la informaci\u00f3 i al coneixement, fent de la lectura una de les eines b\u00e0siques per a l\u2019aprenentatge en totes les \u00e0rees i mat\u00e8ries del curr\u00edculum.<\/li>\n\n\n\n
  • Formar bons lectors que gaudeixin i aprenguin llegint:<\/li>\n<\/ul>\n\n\n\n

    Els tres eixos del Pla Lector s\u00f3n:<\/p>\n\n\n\n

    \u2022 Saber llegir:<\/strong> L\u2019aprenentatge de la lectura representa el desenvolupament de la capacitat de llegir, de comprendre i interpretar textos.  L\u2019assoliment de les habilitats funcionals b\u00e0siques de lectura correspon al cicle inicial de prim\u00e0ria i \u00e9s en aquest cicle on s\u2019han de prendre les mesures de suport necess\u00e0ries amb els alumnes que hi presenten dificultats. Corresponen als  cicles posteriors de prim\u00e0ria i a la secund\u00e0ria continuar el treball de les estrat\u00e8gies lectores, adaptades, \u00f2bviament, a les exig\u00e8ncies de cada nivell educatiu.
    \u2022 Llegir per aprendre:<\/strong> La compet\u00e8ncia ling\u00fc\u00edstica en general i la comprensi\u00f3 lectora en particular s\u00f3n a la base de qualsevol aprenentatge. En el cas concret de la comprensi\u00f3 lectora, si m\u00e9s no en el nostre sistema educatiu, el seu domini \u00e9s cabdal per tenir \u00e8xit escolar. Els alumnes han de desenvolupar la seva responsabilitat en l\u2019aprenentatge, sent conscients de les estrat\u00e8gies espec\u00edfiques que fan servir en cada \u00e0rea del coneixement. A m\u00e9s, han de tenir la capacitat d\u2019usar la lectura com a eina d\u2019acc\u00e9s a la informaci\u00f3, la descoberta i l\u2019ampliaci\u00f3 de coneixements, \u00e9s a dir, l\u2019\u00fas de la lectura esdev\u00e9 un instrument d\u2019aprenentatge a totes les \u00e0rees i mat\u00e8ries del curr\u00edculum.
    \u2022 Gust per llegir:<\/strong> S\u2019adquireix desenvolupant l\u2019h\u00e0bit lector i fomentant la lectura sistem\u00e0tica en qualsevol suport, aprenent a reflexionar sobre el que s\u2019ha llegit.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Consisteix en fer 30 minuts de lectura di\u00e0ria per a tot l’ESO, que es treballa de manera diferent segons el […]<\/p>\n","protected":false},"author":9,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-8974","page","type-page","status-publish","hentry"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/pages\/8974","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/comments?post=8974"}],"version-history":[{"count":5,"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/pages\/8974\/revisions"}],"predecessor-version":[{"id":12071,"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/pages\/8974\/revisions\/12071"}],"wp:attachment":[{"href":"https:\/\/agora.xtec.cat\/ieslescala\/wp-json\/wp\/v2\/media?parent=8974"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}