G4-5：中文阅读月
Chinese Reading Month
在过去的一个月时间里，上海中学国际部浦西校区四、五年级母语汉语课程学生围绕中文阅读展开了一系列家校互动和深入研讨，让同学们徜徉在书海，领略文字的魅力。
In the past month, the Puxi campus fourth and fifth-grade native Chinese classes carried out a series of home-school interactions and class discussions on reading in Chinese. Students engaged in the reading month and explored the fascination from the books.
四年级——亲子共读
Fourth grade-Parent-Child Book Reading
四年级阅读月以“共享书香”为主题，发起了亲子共读的倡议。四年级汉语组邀请家长和同学们共同从本学期的推荐书目中挑选一本心仪的书并一起阅读，完成亲子阅读手册。
The fourth-grade reading month “Share the Books” advocated parent-child reading. Fourth-grade Chinese teachers invited students and parents to choose a favored book from the suggested Chinese reading list and then they read and finished the reading booklet together.
在阅读月的第一周，同学们先对书籍的基本信息、故事情节、人物特点进行了梳理。随着阅读的深入，同学和家长们展开了一轮“亲子互动大比拼”：针对书籍内容，父母和孩子互相为对方出题、回答题目并批改对方的答案。在阅读过程中，同学们总结了部分和家长们相同的观点，也勇敢地表达了不同于大人的见解，展现出四年级学生独立的思考和批判性思维。
In the first week of the reading month, students sorted the book’s basic information, plotline, and main characters. Along with the reading, students and parents compete with each other on the book content. They designed questions for each other, answered them, and then checked the answers as a teacher. In the process, students also concluded the same opinion they had as their parents and expressed different views, presenting independent thinking and critical thinking skills.
阅读后，同学和家长对此次亲子阅读进行了反思和评价，大家纷纷给予好评。有家长认为通过这次活动，孩子对阅读的兴趣有了质的提高，阅读手册帮助孩子循序渐进地思考、归纳、总结。也有家长认为这次活动促进了亲子沟通，同孩子能进行观点上的深入沟通交流，并希望在今后可以帮助孩子将书中所学更多地运用到实际生活中。
After the whole reading activity, students and parents had a reflection on these activities, giving plenty of likes and thumb ups. Some parents said through this activity, children significantly improved their interests in reading. The reading booklet helped children learn how to think, conclude, and summarize step by step. Some parents believe that these activities promoted parent-child communication to discuss their own opinions and views deeply. Parents hope that children can apply what they learn from the book to realities in the future.
五年级——整书阅读
Fifth grade-Whole Book Reading
五年级以“整本书阅读”的理念展开阅读月的活动。五年级S班和H班分别选择了《耗子大爷起晚了》和《小学生汪曾祺读本》作为阅读材料。
Fifth grade carried out the reading activity around the idea of “Whole Book Reading.” S and H level students choseThe Mice Gets Up LateandThe Proses of Wang Zengqi for Elementary Studentsas reading materials, respectively.
在午间阅读时间，S班的同学们人人手捧一本《耗子大爷起晚了》，津津有味地读着作者童年居住在颐和园的生活趣事。叶广岑的文字京味儿十足，同学们尤其喜欢模仿文中的对白，俨然一个个小北京人儿。同学们边阅读边完成对应章节的问答题目，题目由浅入深帮助同学们回顾总结文章中的重要情节，同时也在引导同学通过文中细节体会主人公的情感，领略文字的魅力。
During the lunch reading time, students in S level were immersed in the reading environment and enjoyed the author’s childhood story in the Summer Palace with great interest. The author Ye Guangcen’s word has a strong personal style with Beijing accents, and students love imitating the dialogues with the Beijing accent just as the local people do. Students also need to finish the multiple-choice questions based on the chapter, which helps students review the main plot step by step. Meanwhile, students learn to empathize with the main characters through the details in the questions and appreciate the words.
H班的同学们潜心钻研了作家汪曾祺的诸多散文作品并为自己喜爱的篇章打上“五星好评”，分享给其他同学。汪曾祺先生的文字简单却不失趣味，同学们在读书笔记中摘抄下精彩句段，并分析其中的妙处。在《自然风味》这一篇章中，同学们领略到“一花一叶总关情，一饮一啄皆有心”的世间美好，也追随作者的脚步用文字记录下生活的美好。
H level students analyzed the proses of Wang Zengqi, rated their favored passages, and shared with peers. The words of Wang are intriguing but straightforward. Students copied the fascinating words that moved them in their reading booklet and analyzed the greatness. In the “Taste of Nature” chapter, students realized the beauty of the world as written in the book. “A petal of a flower, a piece of leaf, a sip of a drink, a bite or a peck are all related to one’s mind and heart.” Students further expressed their passion for life with their own words, just as Wang.
通过整本书阅读，五年级的同学们从作家们简洁平实却富有温度的文字观察着周围的世界，领略人生百态，感悟生活情趣。
By reading the whole book, fifth-grade students took a close look into the surrounding world. In the simple and warm words, they feel the vicissitudes and happiness of life.
在阅读的过程中，孩子们不再是被动的阅读者，而是在家长的陪同、老师的指导下成为主动的信息获取者和思考者，并将书中所学反观自己的日常生活，真正做到为我所用。
In the process of reading, students are no longer passive readers. Instead, they become a thinker who actively gains information and knowledge. Students try their best to reflect on their daily lives and make connections with what they learn in the books.
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