Questões para Concursos

TEXT 1 – Questions 31 to 40

Developing a Love of Reading in Students

Exposing new readers to a variety of genres can help them find the books they love. Plus, we’ll show some reading comprehension strategies to deepen their engagement.
By Kathryn Starke
January 31, 2020
Every elementary school teacher is essential in helping each child on his or her reading journey. When we provide the resources to meet the literacy needs of our students beginning as early as prekindergarten, students and teachers will feel both confident and competent in teaching and learning to read.
While helping students learn to read, it is also important to create a love of reading. Students who read voluntarily report less negativity about reading than those who are required to read. Motivation is the key here. One of the best resources I have found for creating motivation is a shelf filled with books that match students’ interest level and reading level. They should be surrounded by titles that reflect the lives of themselves as well as their classmates.
Also, students should be provided with books that represent all genres so that they can determine what they most enjoy reading. Student book choice is the first step in getting children hooked on reading. When students have ownership of their reading, successful, independent readers begin to bloom.
Assume that students have no understanding of the vocabulary words or content of the text. Allow them to make predictions, make connections, and ask questions before every reading experience to gauge their knowledge. These three comprehension strategies inform a teacher of the students’ proficiency about a particular topic. Encourage readers to use the title and pictures to make a prediction about what the book is about before reading it. During reading, students confirm their prediction and make a connection.

(Adapted from: https://www.edutopia.org)

TEXT 2 – Questions 41 to 50

Jean Piaget – Champion of Children’s Ideas "If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." - Jean Piaget (1896-1980).

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge. He/she was also an essential observer and guide to helping children build their own knowledge.
As a university graduate, Swiss-born Piaget got a routine job in Paris standardizing Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?
Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children's errors, teachers can obtain insights into the child's view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.
Piaget's continued interactions with young children became part of his life-long research. He explored children's countless "why" questions, such as, "Why is the sun round?" or "Why is grass green?", and concluded that they do not think like adults. Their thought processes have their own distinct order and special logic. Children are not "empty vessels to be filled with knowledge" (as traditional pedagogical theory had it). They are "active builders of knowledge - little scientists who construct their own theories of the world."
(Adapted from: https://www.scholastic.com/teachers/articles/teaching-content)

TEXT 1 – Questions 31 to 40

Developing a Love of Reading in Students

Exposing new readers to a variety of genres can help them find the books they love. Plus, we’ll show some reading comprehension strategies to deepen their engagement.
By Kathryn Starke
January 31, 2020
Every elementary school teacher is essential in helping each child on his or her reading journey. When we provide the resources to meet the literacy needs of our students beginning as early as prekindergarten, students and teachers will feel both confident and competent in teaching and learning to read.
While helping students learn to read, it is also important to create a love of reading. Students who read voluntarily report less negativity about reading than those who are required to read. Motivation is the key here. One of the best resources I have found for creating motivation is a shelf filled with books that match students’ interest level and reading level. They should be surrounded by titles that reflect the lives of themselves as well as their classmates.
Also, students should be provided with books that represent all genres so that they can determine what they most enjoy reading. Student book choice is the first step in getting children hooked on reading. When students have ownership of their reading, successful, independent readers begin to bloom.
Assume that students have no understanding of the vocabulary words or content of the text. Allow them to make predictions, make connections, and ask questions before every reading experience to gauge their knowledge. These three comprehension strategies inform a teacher of the students’ proficiency about a particular topic. Encourage readers to use the title and pictures to make a prediction about what the book is about before reading it. During reading, students confirm their prediction and make a connection.

(Adapted from: https://www.edutopia.org)

TEXT 1 – Questions 31 to 40

Developing a Love of Reading in Students

Exposing new readers to a variety of genres can help them find the books they love. Plus, we’ll show some reading comprehension strategies to deepen their engagement.
By Kathryn Starke
January 31, 2020
Every elementary school teacher is essential in helping each child on his or her reading journey. When we provide the resources to meet the literacy needs of our students beginning as early as prekindergarten, students and teachers will feel both confident and competent in teaching and learning to read.
While helping students learn to read, it is also important to create a love of reading. Students who read voluntarily report less negativity about reading than those who are required to read. Motivation is the key here. One of the best resources I have found for creating motivation is a shelf filled with books that match students’ interest level and reading level. They should be surrounded by titles that reflect the lives of themselves as well as their classmates.
Also, students should be provided with books that represent all genres so that they can determine what they most enjoy reading. Student book choice is the first step in getting children hooked on reading. When students have ownership of their reading, successful, independent readers begin to bloom.
Assume that students have no understanding of the vocabulary words or content of the text. Allow them to make predictions, make connections, and ask questions before every reading experience to gauge their knowledge. These three comprehension strategies inform a teacher of the students’ proficiency about a particular topic. Encourage readers to use the title and pictures to make a prediction about what the book is about before reading it. During reading, students confirm their prediction and make a connection.

(Adapted from: https://www.edutopia.org)

TEXT 1 – Questions 31 to 40

Developing a Love of Reading in Students

Exposing new readers to a variety of genres can help them find the books they love. Plus, we’ll show some reading comprehension strategies to deepen their engagement.
By Kathryn Starke
January 31, 2020
Every elementary school teacher is essential in helping each child on his or her reading journey. When we provide the resources to meet the literacy needs of our students beginning as early as prekindergarten, students and teachers will feel both confident and competent in teaching and learning to read.
While helping students learn to read, it is also important to create a love of reading. Students who read voluntarily report less negativity about reading than those who are required to read. Motivation is the key here. One of the best resources I have found for creating motivation is a shelf filled with books that match students’ interest level and reading level. They should be surrounded by titles that reflect the lives of themselves as well as their classmates.
Also, students should be provided with books that represent all genres so that they can determine what they most enjoy reading. Student book choice is the first step in getting children hooked on reading. When students have ownership of their reading, successful, independent readers begin to bloom.
Assume that students have no understanding of the vocabulary words or content of the text. Allow them to make predictions, make connections, and ask questions before every reading experience to gauge their knowledge. These three comprehension strategies inform a teacher of the students’ proficiency about a particular topic. Encourage readers to use the title and pictures to make a prediction about what the book is about before reading it. During reading, students confirm their prediction and make a connection.

(Adapted from: https://www.edutopia.org)

TEXT 2 – Questions 41 to 50

Jean Piaget – Champion of Children’s Ideas "If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." - Jean Piaget (1896-1980).

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge. He/she was also an essential observer and guide to helping children build their own knowledge.
As a university graduate, Swiss-born Piaget got a routine job in Paris standardizing Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?
Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children's errors, teachers can obtain insights into the child's view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.
Piaget's continued interactions with young children became part of his life-long research. He explored children's countless "why" questions, such as, "Why is the sun round?" or "Why is grass green?", and concluded that they do not think like adults. Their thought processes have their own distinct order and special logic. Children are not "empty vessels to be filled with knowledge" (as traditional pedagogical theory had it). They are "active builders of knowledge - little scientists who construct their own theories of the world."
(Adapted from: https://www.scholastic.com/teachers/articles/teaching-content)

TEXT 2 – Questions 41 to 50

Jean Piaget – Champion of Children’s Ideas "If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." - Jean Piaget (1896-1980).

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge. He/she was also an essential observer and guide to helping children build their own knowledge.
As a university graduate, Swiss-born Piaget got a routine job in Paris standardizing Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?
Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children's errors, teachers can obtain insights into the child's view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.
Piaget's continued interactions with young children became part of his life-long research. He explored children's countless "why" questions, such as, "Why is the sun round?" or "Why is grass green?", and concluded that they do not think like adults. Their thought processes have their own distinct order and special logic. Children are not "empty vessels to be filled with knowledge" (as traditional pedagogical theory had it). They are "active builders of knowledge - little scientists who construct their own theories of the world."
(Adapted from: https://www.scholastic.com/teachers/articles/teaching-content)

TEXT 2 – Questions 41 to 50

Jean Piaget – Champion of Children’s Ideas "If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." - Jean Piaget (1896-1980).

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge. He/she was also an essential observer and guide to helping children build their own knowledge.
As a university graduate, Swiss-born Piaget got a routine job in Paris standardizing Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?
Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children's errors, teachers can obtain insights into the child's view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.
Piaget's continued interactions with young children became part of his life-long research. He explored children's countless "why" questions, such as, "Why is the sun round?" or "Why is grass green?", and concluded that they do not think like adults. Their thought processes have their own distinct order and special logic. Children are not "empty vessels to be filled with knowledge" (as traditional pedagogical theory had it). They are "active builders of knowledge - little scientists who construct their own theories of the world."
(Adapted from: https://www.scholastic.com/teachers/articles/teaching-content)

Read the following
article
and answer questions 56 to 60.

Dr. Dweck’s
research into
growth mindset

changed education
forever

Over 30 years ago,
Carol Dweck and her colleagues became
interested in students' attitudes about
failure. They noticed that some students
rebounded while other students seemed
devastated by even the smallest setbacks.
After studying the behavior of thousands of
children, Dr. Dweck coined the terms fixed
mindset and growth mindset to describe the
underlying beliefs people have about
learning and intelligence. When students
believe they can get smarter, they
understand that effort makes them stronger.
Therefore they put in extra time and effort,
and that leads to higher achievement.

Recent
advances in neuroscience have shown us that
the brain is far more malleable than we ever
knew. Research on brain plasticity has shown
how connectivity between neurons can change
with experience. With practice, neural
networks grow new connections, strengthen
existing ones, and build insulation that
speeds transmission of impulses. These
neuroscientific discoveries have shown us
that we can increase our neural growth by
the actions we take, such as using good
strategies, asking questions, practicing,
and following good nutrition and sleep
habits.

[…]
So the
researchers asked, “Can we change
mindsets? And if so, how?” This began a
series of interventions and studies that
prove we can indeed change a person’s
mindset from fixed to growth, and when we
do, it leads to increased motivation and
achievement. For example, 7th graders who
were taught that intelligence is malleable
and shown how the brain grows with effort
showed a clear increase in math
grades.
In
addition to teaching kids about malleable
intelligence, researchers started noticing
that teacher practice has a big impact on
student mindset, and the feedback that
teachers give their students can either
encourage a child to choose a challenge and
increase achievement or look for an easy way
out. For example, studies on different kinds
of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort
cultivates a growth mindset. When students
have a growth mindset, they take on
challenges and learn from them, therefore
increasing their abilities and achievement.
[…]

Source:
https://www.mindsetworks.com/science/.Access
:02/12/2019)

Read the following
article
and answer questions 49 to 55.

Can Allergies Cause
Coughing — Or Is It Just
A Cold?
Important q: Is it phlegmy
or dry?
BY
CASSIE SHORTSLEEVE

No matter why it's
happening, a cough is always annoying
—it's
loud, it's uncomfortable, and it never fails
to garner unwanted
attention.
But
what's
really behind that cough? Can allergies
cause coughing — or do you just have an
annoying cold?
Well, turns out, there are
some pretty distinct differences between
allergy coughs and cold coughs...

Just
curious: Why do we cough, anyway?

"The
purpose of a cough is to help us," says
Monica Lee, MD, an otolaryngologist at
Massachusetts Eye and Ear. It’s your body’s
way of trying to expel something it
perceives as a threat in the airway, she
says.
Those
perceived threats can be a bunch
of different things: a piece of food stuck
in your throat, pollen, air pollution, or
swelling or drainage from extra mucus in
your throat. All those things irritate the
sensory fibers in your airway, which then
stimulate a cough.
As for what exactly
happens in your body during a cough? It's
kind of complex, says Dr. Lee. Basically,
your vocal chords close briefly
to generate
pressure in the lungs. Once enough pressure
is built up, your vocal chords open back up,
and air flows quickly through your voice
box, which generates that coughing sound.
Kinda cool, huh?
7So...can allergies cause
coughing? Give it to me straight.

In short,
yes. Usually, allergies create dry coughs
(it’s a direct reaction to something you’re
sensitive or allergic to in the airways). If
that's the case, you’ll likely have other
symptoms (think: itchy , watery
eyes; a runny
nose; an itchy throat; and sneezing, says
Dr. Lee). Headaches and wheezing
often come
with allergies, too, according to the
American College of Allergy, Asthma, and
Immunology.

Remind Me: When Is
Allergy
Season?
Timing's also a factor. If
you're
allergic to pollen (or your BFF's new
adorable kitten), for example, you’ll likely
notice symptoms (including your cough)
almost immediately, or within an hour of
being exposed. And those symptoms could last
for hours after you've been exposed — even
after the allergen isn't nearby anymore.

Coughs related to
allergies are also
dependent on patterns, so doctors always try
to look at the big picture. Say you get a
cough every single March. That could be a
sign you're actually suffering from
allergies, instead of the common cold. "You
need to look at everything that's going on,"
says Paul Bryson, MD, an otolaryngologist at
the Cleveland Clinic.
Your best defense for
a cough from allergies? Antihistamines like
Allegra, Claritin, and Zyrtec, which are all
available over-the-counter. Other options
include steroid nasal sprays and
immunotherapy shots, which can work to
regulate your body's response to allergens,
instead of just relieving the
symptoms.
How
do I know my cough is from a cold?

You know
how allergy coughs are typically on the
drier side? Coughs from colds (or the flu)
tend to be on the wetter side (that
"wetness" is actually mucus your body which
is trying to move out of your body, says Dr.
Lee).
Coughs
that come along with a cold
usually come along with stuffiness, along
with postnasal drip (a.k.a., mucus running
down the back of your throat), which can
cause a sore throat or chest discomfort. A
low-grade fever may also signal a cold
instead of allergies.
Colds aren't as
immediate as allergies. Instead, they tend
to develop over the course of a few days,
says Dr. Bryson.
You can try a few different
things to help relieve a cough.
Decongestants can work for, well,
congestion. And ingredients like
dextromethorphan (found in many multi-
symptom products like Vicks NyQuil Cold
&
Flu Nighttime Relief) can help ease the
coughing itself. Just make sure you take any
products as-directed.
It should be said,
however, that a dry cough isn't
always
allergies, just like a wet cough isn't
always a cold. Allergies can plague
your
nose, for example, causing post-nasal drip
(a wet cough), while mild colds might not
leave you stuffed up enough to produce any
phlegm.

Do I ever need to
worry about a
cough?
Something important to
remember: A
cough — no matter its cause — shouldn’t be
your norm.
Colds
usually run their course
within a couple of weeks, which means a
cough associated with a cold should go away
in about three weeks time (though some can
linger on for as long as eight weeks),
according to the U.S. National Library of
Medicine. The length of an allergy-related
cough will vary depending on how (if) you're
treating it.
But
if you notice you’re still
barking after two months of symptoms, see
your doc. You could either be dealing with
an allergy you’re not aware of (this is
where an allergy test could come into play)
or potentially suffering from another issue
such as asthma (especially if you notice
shortness of breath with any of your
symptoms), reflux, pneumonia, or bronchitis,
says Dr. Bryson.
And if something (allergies
or a pesky cold) is bothering you enough to
disrupt your life, don't put off getting it
checked out. If nothing else, seeing a doc
will give you peace of mind and maybe even
speed up your recovery time.

SOURCE:https://www.womenshea
lthmag.com/health/a26289646/coughing-from-
allergies-or-
cold/. Access: 02/12/2019.