The learning experiences carried out in the classroom must be motivating, varied in both style and the level of difficulty, and accessible to students. They must suit the ability to learn both independently and as part of a group.

Teachers, starting from the information they have about the child's prior knowledge, will present activities that attract the child's interest, and that the child can relate to their previous experiences. It is essential that these experiences take place in an atmosphere of participation and activity that includes play and exploration. This gives the activities a strong motivational character and enables children to establish meaningful relationships. Flexibility and the possibility of adapting to the individual pace of learning is needed.

Teachers should take advantage of situations arising in the classroom to carry out reading activities, and should modify the classroom planning throughout the year, according to the needs of the pupils. Further, they should facilitate the setting up of more meaningful and motivating reading activities based on the issues dealt within the class assembly. Methodologically, the activity should be carried out with an interdisciplinary approach in which there are links between the different areas of the curriculum, through projects which arise from the children's interest.

Regarding learning experiences, teachers focus on activities such as the detection of key ideas, reading speed, analysis of the content of the text and the promotion of creativity. With reference to the activities related to the analysis of the content of the text read, they emphasise their link with reading aloud. In this sense, they stress the need to organise activities which enable pupils to detect the main idea, analyse and express ideas and help them identify the main and secondary characters in a text. Questions may be asked before, during and/or after reading a text.

1. Emergent (3-6).

2. Initial (6-9).

3. Developmental (9-12).