This thesis deals with the inclusion of the reading workshop methods in the primary schools and its application to the lessons of the Czech language and literature. The main aim of the theoretical part is to define key concepts connected with the topic. It describes the definitions of the reading workshop, the reading literacy and the description of "The formal notice no. 56", which has been focused on the support of the development of reading in the Czech schools. In this part the particular educational methods, which are focused on the development of reading, and the Czech and international researches are characterized. The practical part of the thesis, using the qualitative surveys, appraises the preparation and the realization of the project "The formal notice no. 56" at the particular primary school. There were realized the interviews with the educators and the head master. The assets and negative features of the reading workshop were followed by those dialogues. According to the direct observation of the methods during the lessons of the Czech language and literature, there were recorded the reactions of pupils to the reading and working with a text. In the practical part there are also the characteristics of the materials which were created under the project in the school. The purpose of these researches is to find out how the teachers as well as the schoolchildren react to the method and if it brought to the classes any new elements and if it could be still the part of education in the future.

La présente étude vise à écouter la voix des femmes s’exprimant à travers leurs œuvres, à comprendre leurs motivations, leurs buts et leur place dans le discours littéraire et social ; on cherchera aussi à analyser la réception par les étudiants de la littérature française féminine contemporaine, considérée comme une proposition de lecture digne d’attention en raison de son caractère socialement engagé. Le fait de se demander de quelle façon la littérature française créée par les femmes observe les problèmes auxquels est confrontée la société contemporaine et de quelle manière elle entreprend un dialogue sur ces sujets, montrant par là un intérêt pour l’ordre social et politique, semble élargir avec profit non seulement les perspectives de l’analyse littéraire, mais également l’horizon de la didactique de la littérature. En se penchant sur la création littéraire contemporaine des femmes, on cherche à proposer un tour d’horizon des formes d’engagement et du degré d’intensité avec lequel sont traitées les questions de société dont la problématique influence la situation de l’individu et les communautés qu’il forme, à commencer par la plus petite d’entre elles : la famille. À travers l’œuvre de Claire Castillon, qui puise dans les modèles créés par les femmes écrivains des générations précédentes, nous pouvons observer la façon dont celles-ci entreprennent une réflexion critique sur leur place et leur rôle dans le tissu social, mais aussi sur l’état général de la société dans laquelle elles évoluent. De même, nous voyons quels problèmes de société apparaissent comme les plus sensibles de leur point de vue. Afin de suivre l’évolution de l’écriture féminine et de mieux comprendre sa place actuelle, il est essentiel d’analyser les motifs pour lesquels les femmes ont saisi la plume, notamment depuis la Révolution française, lorsque ces questions de société ont pris une importance particulière dans le discours public, également dans le champ littéraire. / This study aims to listen to the voices of women expressed through their works, to understand their motivations, their goals and their place in the literary and social discourse ; we also seek to analyze the reception by students of contemporary French women's writing considered a reading proposal worthy of attention because of its socially committed character. The fact wonder how French literature created by women observe the issues facing modern society and how she develop a dialogue on these subjects, thereby showing an interest in social and political order which seems to expand profitably not only the prospects of literary analysis, but also the horizon of didactics of literature. By focusing on the contemporary literature of women, it seeks to provide an overview of the forms of commitment and degree of intensity with which are treated the issues of society whose problems affect the situation of the individual and communities that it forms, starting with the smallest one: the family. Through the work of Claire Castillon, which draws from models created by women writers of previous generations, we can observe how women writers undertake critical reflection on the role od women in society, but also the general state of society in which they operate. Similarly, we see which social issus are most essential to their views. To follow the evolution of women's writing and understand its current position, it is important to analyze the reasons why women have seized the pen, especially since the French Revolution, when the social issues have taken a particular importance in the public discourse, also in the literary field.

The thesis is divided into two parts, theoretical and research part. The theoretical part is dedicated to reading workshops, specifically to their importance. Reading workshop is a teaching method that develops reading skills and creates a reading community in the classroom. Furthermore one of the cross-curricular themes, Social and Emotional Learning (SEL), is introduced. The goal of the research part of the thesis is to identify the possibilities of connecting these two areas, to describe how reading workshops are led by elementary school teachers, to determine whether and how can the cross-curricular theme of SEL be incorporated into the reading workshop. This goal was achieved through semi-structured interviews with teachers. The interviews show that the teachers aim at various goals during the preparation for reading workshops, nevertheless they usually don't implement the outputs of the SEL. They would appreciate using inspiring lesson plans. In response to their need, eleven lesson plans for reading reading lessons were added to the thesis. They are aimed at fulfilling the objectives of SEL. KEYWORDS cross-curricular theme of social and emotional learning, reading workshop, reading literacy, reading comunity, sharing

The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the active learning of children. The practical part describes 7 reading workshops that have been implemented in a typical kindergarten and this is supplemented with detailed comments. The empirical part investigates the family environment of children and, as based on parents' observations, it evaluates the contribution of reading workshops to the development of reading literacy of pre- school children. Reading workshops proved to be beneficial especially in terms of the growing interest of children in reading and also in terms of children's creativity development. KEYWORDS Reading Workshop, reading literacy, kindergarten, work with book, Reading and Writing for Critical Thinking (RWCT), family, reading, literary education

The Diploma Thesis Teacher's Creativity in the Educational process at Primary School for Students with Mild Intellectual Disabilities deals with the development of reading skills and competency of students through the reading workshop technique. The thesis is divided in two parts. The first theoretical part is focused on the definition of the basic terms, such as creativity, creative teaching, creative teacher, educational process, and so on. Furthermore, it focuses on the theoretical concepts of the reading workshop technique. In the practical part, which is taken as a case study, the author examines the practical use of reading workshop technique, through which she tries to improve the reading competency of students. The second part is focused on the reading workshop technique functionality in practice. Particularly, the author deals with the practical application of the reading workshop technique on students at Primary School for Students with Mild Intellectual Disabilities.