请帮我一下下面这篇文章请审核并进行调整：英语分级阅读是以人为本的阅读它尊重学生阅读能力的差异允许学生根据阅读兴趣自主选材。教师将分级阅读纳入学校阅读课程体系可以很好地激发学生的阅读兴趣、因材施教实现阅读育人目标。《义务教育英语课程标准2022年版》大力倡导英语阅读教学明确提出教师在开发英语课程资源时应敢于突破教材的制约可以选用与教材单元主题情境相匹配的英语绘本、短剧等学习材料并指导学生开展课外阅读

English graded reading is a student-centered approach that respects differences in students' reading abilities and allows them to choose materials based on their reading interests. By incorporating graded reading into the school reading curriculum, teachers can effectively stimulate students' interest in reading, adapt teaching to individual students' needs, and achieve the goal of cultivating reading literacy. The "Compulsory Education English Curriculum Standards (2022 Edition)" strongly advocates English reading teaching and explicitly states that when developing English curriculum resources, teachers should dare to break free from the constraints of textbooks and can use English picture books, short plays, and other learning materials that match the themes of textbook units, as well as guide students to engage in extracurricular reading, focusing on the cultivation and development of reading literacy.

To help the teachers in the studio build an operational, practical, systematic, and scientific English graded reading curriculum and create an efficient English classroom, the English master studio organized all members to participate in the "Seminar on the Construction of Graded Reading Curriculum for Primary School English under the Background of the New Curriculum Standards" held online by the Foreign Language Teaching and Research Publishing House on September 15, 2023.

On the evening of September 16, at 7:30 pm, all members of the studio gathered again online to share their learning experiences. The meeting was organized and chaired by the teachers. Everyone freely expressed their thoughts, discussing various difficulties in implementing graded reading, expressing their learning experiences and achievements, and exploring teaching methods for graded reading. Through exploration and communication, teachers updated their concepts, learned from each other, and improved themselves, resulting in brilliant sparks of wisdom.

The teachers pointed out that the lectures of the three teachers focused on how to integrate picture book teaching with primary school English teaching. Specific methods included sustained silent reading, supplementary teaching, complementary teaching, and integrated teaching. The teachers said that although methods are now available, how to effectively implement graded reading into primary school English teaching based on students' learning situations and achieve a breakthrough from 0 to 1 in graded reading for primary school English is a topic worth discussing. They hoped that everyone could work together to gain true knowledge through practice.

Next, a teacher from the group shared her reading experience. She combined the requirements of the 2022 edition of the new curriculum standards on reading abilities and summarized in detail the content and findings of the three teachers' lectures. She emphasized the necessity of teachers conducting English picture book teaching under the background of the new curriculum, and the three modes of integrating English picture books with the main textbooks in the classroom: integration based on thematic meaning, integration based on the continuity of reading and writing, and integration based on performance evaluation. She also emphasized the flexible use of the concept of English learning activity observation to guide pre-reading, during-reading, and post-reading activities in teaching practice.

The chief then reviewed the studio's growth and achievements over the past year. We have been making steady and solid progress, step by step. Through various research activities and online discussions, the enthusiasm for learning and researching from each member, the selfless dedication of each chief, core member, and research group leader have driven the professional growth of teachers. At the same time, she once again emphasized the importance of reading lessons in English teaching work and made detailed arrangements for the next stage of work, such as conducting teaching activities in Mijiang Central Primary School in late September and participating in city-level lesson competitions in mid-October, providing directions for our future research and teaching work.

Under the guidance of the renowned teachers in the studio, we have transformed our teaching ideology, updated our educational concepts, practiced the new curriculum standards, explored teaching methods, and tried new forms of teaching organization. We have gained a comprehensive understanding of educational and teaching work. In the future, we will continue to explore and make continuous efforts, carrying our original intentions and dreams in education, and moving forward.