Within the educational process of pupils, it is necessary to pay special attention to those moments which involve the incorporation of new situations within the system, especially when these situations involve a change of educational stage. These are situations in which it is necessary to foresee mechanisms that facilitate the transition so that the people involved in this process experience it as something progressive, continuous and gradual.

Teaching staff have established strategies to encourage learning to read, incorporating pedagogical principles appropriate to the development of reading competence. In order to encourage an interest in reading, teaching staff take advantage of situations arising in the classroom to undertake reading activities, along with showing the work they do to decorate the classroom and make it feel like their own. It is important for students to know the conventions, both spelling and grammatical rules, of writing so they can express themselves clearly and be understood. For teaching staff, coordination is important, so they have programmed reading activities in their respective areas to promote good reading and writing learning. When reading has been done in silence, the teacher includes questions orally about the content of the text read, with the selected readings being those that favour the social skills of their pupils and help them to resolve conflicts.

The tutor will help to make progress in the forms of expression, in the content of messages and in the adaptation to different informal and formal uses. It will be necessary to propose educational situations or activities where different language skills: listening, speaking, reading and writing - are used, always within a functional and meaningful context, fused with the activities and tasks of their everyday life, both in their family and school contexts. Awareness and recognition of other languages and forms of expression in the multicultural and multilingual contexts and realities in which children are immersed should be promoted.

1. Emergent (3-6).

2. Initial (6-9).

3. Developmental (9-12).