Questões de Concursos Formação de Palavras com Prefixos e Sufixos

INSTRUCTION: Read the following text to answer question.

Do Leveled Books Have Any Place in the Classroom?

“The little turtle can see the grass. The little turtle can see the trees. The little turtle can see the flowers”. These are the opening lines to one popular reading program’s leveled books: short, predictable texts designed for beginning readers. The patterned sentence structure – centered on the phrase “the little turtle can see" – invites students to rely on repetition and context clues to identify words they can’t sound out.

Leveled books have been a staple in early elementary reading instruction for more than two decades. But as the “science of reading” movement has spread, leveled books have come under fire. Initially, they encourage students to guess at words rather than use their phonics skills, researchers say, which can prevent children from mapping the letter-sound connections that allow them to become fluent readers.

A second problem is how they sort students into levels. Studies have shown that leveling systems are frequently inaccurate. These systems are usually created by the books’ publishers, which purport to match students with books that have a just-right alignment with their reading comprehension abilities.

In classrooms that are switching to a science of reading approach, educators are now wary of leveled books, because of the damage that they did, said Wiley Blevins, an educational consultant. In his opinion, when children are still learning the code of written language, it is required a “tight connection” between the letter-sound correspondences they’re learning and the text they’re reading, so that they have opportunities to practice. But leveled texts can’t do this job. Blevins said that the textdifficulty levels also don’t offer much practical use because they don’t tell educators what skills students still need to master – which doesn’t necessarily mean kids can’t ever pick up these books.

But what are leveled texts anyway? In many of the most popular reading programs of the last decade, leveled readers were some of the main texts that children worked with. Teachers used books for instruction, grouping students by their level and assigning them reading strategies to practice in the text. They have also been used for assessment since teachers listened to students read these books aloud, keeping a running record of their errors.

Publishers claimed that the text-leveling system could match students with books that were just right for their abilities – challenging enough to help them practice new skills, but not so challenging as to be frustrating or inaccessible. This idea is based on outdated theories about how children learn. Studies show that students can read books that are above their level with teacher and peer-provided support. They also indicate that restricting students to text at lower reading levels can actually widen achievement gaps.

However, other research has found that the leveling system isn’t even that accurate. A 2014 study showed that data from leveling assessments correctly predicted students’ reading ability only about 50 percent of the time.

The big problem with these books, though, is that they don’t help students develop their decoding skills, that is, their ability to sound out words by connecting letters tospoken sounds, said Kari Kurto, the National Science of Reading Project director at The Reading League – a group that advocates for evidence-based reading policy and classroom practice. Kurto complemented by saying that many of the words in these books aren’t written with constrained sound-spelling patterns, so “there’s no other strategy that a kid can use other than guessing,” Kurto said.

With all of this being said, one question pops up: how teachers can repurpose leveled readers?

As some districts have shifted their reading instructional practice, they have moved from leveled to decodable text – books written to give students practice with the letter-sound correspondences that they are learning in phonics lessons. However, decodable books shouldn’t be the only books that students ever see because at some point they will have to move on to more complex literature, said Blevins. In his point of view, teachers shouldn’t worry about matching students with a particular level, but rather see if they can find books that include some phonics patterns children know.

But can leveled texts build background knowledge? Some educators have repurposed leveled texts in a different way, using them to help students develop content knowledge about a subject. Research shows that students’ background knowledge is a key component of their reading comprehension ability.

According to Kurto, having more books available that might tap into kids’ different interests is valuable. Still, she draws the attention to the fact that many leveled books are written with simple themes and basic vocabulary and syntax. She said, “a lot of the leveled texts are just a little fluffy. If all [students are] getting beyond decodable text is leveled text, then it’s likely that they’re not being exposed to high-quality language and language structures.”

Although the debate about this matter is extensive and opinions are diverse, one thing is worth keeping in mind: what students read in class really matters.

Source: https://www.edweek.org/teaching-learning/doleveled-books-have-any-place-in-the-classroom/2024/10 Accessed on November 13, 2024. [Adapted]

Leia o texto para responder à questão.

Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.

H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).

So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:

– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.

– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.

– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.

– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.

– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.

– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.

(Celce-Murcia, M. 2001. Adaptado)

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:

Plastic Dreams

by Sarah Thompson

Plastic dreams, oh plastic dreams, a vision turned nightmare,

Once a symbol of progress, now a burden we must bear.

Our landfills overflow with your synthetic remains,

A haunting testament to our unsustainable chains.

Plastic dreams, oh plastic dreams, a promise unfulfilled,

Your convenience a facade, your consequences concealed.

Let us wake from this slumber, this toxic desire,

To create a world where nature's essence can inspire.

In our hands lies the power, to choose a different fate,

To abandon plastic dreams and embrace a sustainable state.

For only through conscious choices, can we break this vicious spell,

And ensure a future where our planet and poetry can dwell.

From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson

Text 7A2-I

If we believe that our own information age is defined by the digital structures of electronic communication, we must take early modern culture as inextricably bound to the medium of print. Printed text and image arose within a few years of each other in the mid-fifteenth century, credited to the German goldsmith Johannes Gutenberg, who seemingly drew together a series of extant yet disparate technologies into a new machine that could print several thousand sheets a day. The ancient oil or wine press, the goldsmith’s craft in fine metal carving, the late-medieval development of plentiful rag paper, and the recent formulation of more stable oil-based inks enabled Gutenberg’s ‘revolution’.

Similarly, early photography developed from a coming together of two otherwise disparate technologies: on the one hand, the pinhole camera through which capture a refected view of the world as an image, and on the other the chemical means to fix the effects of light exposure on paper. In both cases, these technologies shared aesthetic resources with other media available at the time, while also producing forms of representation that were uniquely theirs, and which offered access to new ways of seeing, and enabled new forms of subjectivity. The greatly expanded flow of visual information facilitated by these technological breakthroughs worked to quicken the circulation of knowledge, and the foundations of thought itself.

Genevieve Warwick and Richard Taws. After Prometheus:

Art and Technology in Early Modern Europe. In:

Art History – Journal of the Association of Art Historians.

Special Edition: Art and Technology in Early Modern Europe. p. 201 (adapted)