OTHER PROJECTS

1. Surrounding Project – Simultaneous Reading

The project will be developed during the first semester and will take place in
second semester of the Informative Text Reading Project.

Simultaneous Story Reading Sessions - training partnership

together with the DOT P of DE BT and the Vitor Civita Foundation

1. Justificativa
Participate in a community of readers, choosing readings to undertake,
commenting on what you read, indicating books, sharing doubts, preferences and
impressions are essential for the formation of new readers. This project
presents an extremely favorable context for the construction of these
practices. For the school, it is a valuable instrument because it values the role
of teachers as model readers for children creates an environment
of exchange and construction of knowledge between its teaching staff and makes the school
constitute, in a broader way, a community of readers of
literature.
Children have the opportunity to choose the story they will hear.
according to your literary preferences and not as usual, by the vote of the
majority or choice by the teacher. The panel with the book reviews of
session "promotes" the library's and school's collection, expanding the repertoire of
children. The fact that the reading sessions happen simultaneously
promotes the involvement of the entire team of teachers, as each one
will offer a different reading at the same time as the routine.

2. Objectives and contents

The objectives and content of the Simultaneous Short Story Reading Sessions are
presented in the table below:

Objectives:
Ter prazer em escutar a leitura em voz alta;
Make anticipations about the story;
Share the effect that reading a short story produces;
Exchange opinions and discuss interpretations about aspects of the story
read/heard;
Go back to the text to clarify interpretations, clear doubts, or for
to appreciate again a passage that was especially liked;
Exchange information about the author, illustrator, and context of the tale;
Recommend readings justifying your choice; and
Evoking other texts from what has been heard.

Contents:
Criteria for the selection and indication of tales;
Reading as a source of pleasure and entertainment; and
Exchange between readers.
3. Public

This is a project that can be carried out with Early Childhood Education or Teaching.
Fundamental I.

3. Deadline and structure

This institutional reading project can be carried out in a month of

activities, with the planning divided as follows:
The first week should be for the teacher to choose the books that
will be available in the session, production of a review and socialization
with the teaching staff;
A day must be scheduled for the first session.
(reading books) and also the repetition of other sessions for three more.
consecutive weeks.
To carry out the activities, it is necessary to provide the following materials: the
selected stories for the reading sessions and a mural with the
"propaganda" of the reading sessions.
For the mural, the books will be available and accompanied by a review and
space for registrations, a list of children's names.

4. Stages of development

There are two main stages of development: planning the sessions

of reading and implementation of reading sessions.

5. Planning of reading sessions

First stage
The project begins with the selection, by each teacher, of the short story that
it will be read by him in the 'Reading Sessions'. To make this choice is
it is important to value literary quality - it must be a well-written short story,
charming for the listeners – and with a certain degree of novelty – a new
book by a well-known and beloved author/collection for children, a new book
of a cherished theme, etc. The reading sessions are also a great
moment to present new acquisitions of the school library.

Second stage
At this moment, one should plan how the presentation will be done.
reading to children and questions that can foster the exchange afterward
reading: it is important that the teacher, once having their story chosen,
try to find out more about the author, collection or curiosities about the book/theme
in question, for the moment of presenting this reading to the children. It is
It's also important to anticipate good questions that spark curiosity.
for before the reading, and good questions that lead to sharing ideas and
reflections, to start the conversation after reading.
Third stage
Discussion stage of proposals in the teachers' collective: at this moment
each teacher presents their reading proposal and they exchange ideas to
improve them.

Fourth stage
This stage is the assembly of the mural with the reading proposals. This mural
it must contain a copy of the cover of each book that will be read without worrying
to identify which teacher will read each book. A must be placed on the board.
review of each of the books that will be read to help the students to
choose the session in which they will participate.
On the mural, there should be space for children to write their names.
a list of registrations for each of the sessions.

Implementation of reading sessions

First stage

Presentation of the SSL books. Each teacher shares with their class the
reading proposals, reading the reviews with the children and talking about them
their expectations regarding each story. (One should not identify the
professor who will read each story, as this creates other criteria for selection: the
children do not choose a literary work, but a known reader, and,
mainly the younger ones tend to choose their own teacher, losing-
if the potential of this project is to create a larger community of readers,
beyond the class group).

Second stage
The children are instructed to sign up for the reading session.
teachers should read or help them read the reviews and the children should
choose the story they want to hear. The children then write down their names.
on the registration form of the book they want to get to know.

Third stage
After registering, the children are directed to the locations of the sessions.
chosen by them. On the day of the sessions, the teacher guides his students to
which room to go to and prepare to receive the reading audience that was chosen.

Fourth stage
This is the stage of the reading circles. In the reading sessions, each teacher
present the chosen tale in a way that generates suspense and interest
First, the author is briefly introduced. Then the illustrator and the collection...
Professor, then, asks questions that lead the children to make anticipations.
(raise hypotheses) about the history.
Finally, the reading of the tale is done. After the reading, the teacher talks with the
children about the anticipations they made, about the story and also create,
a space for them to exchange opinions and impressions about the plot, the
characters, etc.
Fifth stage
This is the moment of exchange between readers: when the children return.
for their classrooms, the teacher creates an exchange space so that the
children, coming from different sessions, can talk about the readings that
They heard.
It is essential to establish the rule of not revealing the ending with children.
The children, after discussing their sessions, make recommendations for the session.
reading that they participated for their colleagues - examples: "it's a story
that we feel a little bit of fear
I loved the main character, he is...

Sixth stage
This penultimate stage is about repeating the sessions. We recommend that the
sessions repeating at least two more times, at weekly intervals
or biweekly.
Before the new session, there is a new presentation of the book reviews.
chosen and since it is already the second or third time, the children
they can help with this presentation, as they are already familiar with the works.
So, there is a new choice of the story that they will hear a teacher read and new
registration phase.

Seventh stage
This stage comes immediately after the rounds of reading the books.
selected and it is about the planning of new simultaneous sessions.
For this, the teachers discuss the readings they have done that have
resulting in a greater 'success' and also the interventions that were good
to 'stimulate' the discussion. Ideas or suggestions should be exchanged to inspire.
the new choices of tales.
6. Evaluation

At each Simultaneous Reading Session, it is important to evaluate the project.

planning and also its implementation, considering mainly:
the monitoring of children's progress regarding the objectives of
project
the planning of individualized interventions and/or replanning; the
readjust the project's stages according to this process.

7. Reference bibliography for the Project Simultaneous Reading Sessions

of Tales

1. "To Transform Reading Instruction", by Delia Lerner, chapter of the book Reading and
writing at school: the real, the possible and the necessary, Porto Alegre: Artmed,
2002.
2. Reading in initial literacy, didactic situations in the garden and at school,
by Mirta Castedo and Claudia Molinari, General Directorate of Culture And
Education, Province of Buenos Aires, 2008.
3. "The material and social environment and the role of the teacher in the classroom", by
Ana Teberosky and Teresa Colomer, chapter of the book Learning to read and write:
a constructivist proposal, Artmed, 2003.
4. "Why are stories so special?", in: On Written Culture, by
Margaret Meek. Mexico, Fondo de Cultura Económica, 2004.
5. 'The beginnings', in: Regarding written culture, by Margaret Meek. Mexico,
Economic Culture Fund, 2004.
6. Dime, de Aidan Chambers. México, Fondo de Cultura Económica, 2007.
7. "Literacy contexts in the classroom," by Ana Teberosky and Núria Ribeira. In:
Contexts of Initial Literacy, by Ana Teberosky, Marta Soler Gallart
ecoworkers. Porto Alegre: Artmed, 2004.
8. Let them read: children and libraries, by Geneviève Patte, Foundation of
Economic Culture, chapters 6, 7, and 17.
Videography:
Documentary of the Surrounding Project 2009 about the Simultaneous Sessions of
Reading. Available at:
[Link]
part-1-trainingreaders-
[Link] e [Link]
school/director/environment project
[Link]

2. Surrounding Project - Reading of Texts

Informative
Project to be developed in the second semester with the aim of
we will energize the activities with the theme 'aviation' as we will be carrying out
a Commemorative Party and Cultural Exhibition in celebration of 30 years of
foundation of our School. The aviation theme was defined based on the patron of the
our School, Colonel João Negrão who among other deeds crossed the
Atlantic Ocean aboard a hydro motor in the early 20th century.

READING OF INFORMATIVE TEXTS

Justification
Read informational texts, get to know their carriers, develop
strategies to locate information on topics of interest
knowing more is a very important aspect of the formation of a reader. Research
with the children aims to develop in them, from a very early age
small, the pleasure of reading to learn more about a subject. One has in mind
that handle and become familiar with scientifically circulating texts and
that they understand that they are reliable sources of information, through
from which one can learn a lot.
The aim of this project is to combine work with informative texts with
a theme that awakens children's curiosity and allows for various
meetings with reading in the context of study and information search.
For the school, this project is an instrument that enables making
common among the teaching staff, the habit of reading science texts for the
children, the practice of sharing and building research procedures and
registration of important information, in addition to that, contributes to expanding the
the conception of forming readers that teachers typically have,
expanding the usual reading practices to the school community.

2. Objectives and contents

The work with reading informative texts has the following objectives and
contents:
Objectives
Read to seek information and learn more about a topic;
Search for and select information on the studied topic;
Register and organize what was understood;
Communicate your findings to the school community;
Learn the procedures that experienced readers use when searching
informações nos textos (uso do índice, títulos e subtítulos, chamadas, etc.)
Formulate questions and establish relationships between different information and
ideas about this study topic;
Work with colleagues in a cooperative and supportive manner to build
knowledge about the topic studied: talking about what was read,
discussing its meaning, presenting your opinion, and relating it to that of the
moreover.

Contents:
Reading as a source of information;
Research procedures: group work, selection and organization of
information, record of conclusions; and
Expansion of children's initial knowledge about the study topic.

3. Public
This project will be developed in all classes, in Early Childhood I and Early Childhood.
II.

4. Deadline and structure

To carry out this project, 2 to 3 months of work are required.
second semester.
Os materiais necessários são: documentários, livros, revistas de divulgação
scientific, encyclopedias, newspapers, reliable websites on the internet, etc.
Definition along with the group of students, the final product of the project, considering in
considering the communicative purposes. It could be an insert.
report that gathers the research results, organized with the
purpose of serving as a reference for other classes that may study or
interessar pelo tema.

5. Development stages

Teacher's prior preparation:

Some criteria can help in choosing the theme to be researched:

Choose a theme that awakens curiosity and the desire to research.

children. If it is a topic that they have little contact with or are unaware of,
procure antecipar se será de interesse delas e planeje situações para
present it in a way to engage them.
 It must be a theme that allows them to raise questions, exercise their
autonomy and play the role of readers who seek information.
Choose a topic for which it is possible to find information in a
variety of research sources (books, encyclopedias, magazines of
scientific dissemination, DVDs, and reliable internet sites). It is interesting
that children get to know the various forms that scientific bearers
we organize and confront the information presented by each one
theirs.
Give preference to a theme that allows the room to choose a clear focus.
for research (such as researching the animals that are born from
Eggs will require that information be sought about how long each animal
stay inside the egg until it opens, if it is necessary for the parents to incubate or
no... but information about the mating ritual of some of them
animals, no matter how interesting they are, should be left for a new one
research, so that the focus of the study is not lost). As the activity of
research is very stimulating and always opens new questions, it is essential
return to the focus of the research, so that they can advance on the issue that motivated the
work. If other interesting research topics arise that do not
can be attended at the moment, the teacher can note it down to resume
in another study situation.
Selection, among the available research sources, those that facilitate the
construction of children's hypotheses about the content of the text (that is,
that allows them to relate the knowledge presented there with
your prior knowledge; have illustrations; subtitles and/or index; in the case of
magazines, calls for the article in question), those that allow
deepen the research and also those that, even if they do not have this
textual organization that facilitates consultation, brings important information
(and that's why they can be read aloud by you). Before presenting them
to the children, study them and anticipate some of the interventions you will make
during the activity. It is essential that the teacher has knowledge of the
information that will be presented and that carries out a prior planning
during the course of the research, defining the order of presentation of the materials.

It can be suggested that children and family members contribute to the sources of
pesquisa disponíveis em casa. Atente-se ao fato de que possivelmente
some contributions may not be suitable for the research. In this case, talk
with the class explaining why they will not be able to use it.

Phase 1: Project presentation

At this stage, the goal is to talk to the children about the theme,
raising the prior knowledge and curiosities they have about the
subject. To do this, present part of a documentary or make a brief
reading an informational text that can spark their curiosity. Propose a
discussion about the topics addressed and raising questions and
class doubts. Stay alert so that the conversation does not run out, for that, it is
it is important to have a certain repertoire of information and questions
previously prepared instigators. Record the children's comments,
as they say, on a poster. To make it easier, divide into two columns:
What we already know about... and What we want to discover about... Then
from this first conversation, share with the group the research proposal, and
Define with him what the final product of the project will be and its recipient.

Stage 2: The teacher reads informational texts to their students.

Before reading, recover the questions raised on the poster and anticipate.
what information can be found with reading. Present the text and
its holder, share why you chose that specific material,
share with them how to use indexes, locate where the title is, the
subtitle and read the material.
During the reading, choose some paragraphs to reread and comment on.
meaning of some important expressions. Some can be exemplified
concepts and reread some passages that explain certain expressions
that help to understand other parts of the text. Emphasize with the tone of
voice, parts that you consider important for children's understanding. Excerpts
with information that is already well known or excessively complex not
should be emphasized, just read.
After reading, open a space for exchanging ideas about the text:
ask them to comment on what they understood, relating the interpretations of
of each other, when complementary. In the face of interpretations
discrepant or contradictory, resume reading, rereading parts that help to
clarify the questions raised by the children. If you notice that
some important aspect of the text was not commented on, reread the part, to
enable them to take that aspect as a discussion topic.
Register the important information for the study, based on what the children
they point out as necessary - to help them at this stage, illuminating what it truly is
Relevant. Share different ways to take study notes: boards
schematics, sequence of items on the topic, drawings with captions,
tables, etc., choosing the most suitable one for the text in question.
Each round of reading and discussion takes place on a class day. The ideal is that
this activity takes place regularly so that children can build
reading procedures for studying.

Stage 3: The classroom watches informative documentaries on the studied topic

Before starting the documentary, share with the children what type of
they will find information, distribute clipboards so they can take notes and
take small pauses after important information, to talk
(briefly) with the students about what was covered and allow them to record it
something, if they want. After watching, the children share their
records (the teacher should ask what each one noted) and the classroom builds
a collective record.

4th stage: the teacher reads another informative text to the children
Choose another source, a good suggestion is articles from reliable websites, that
respond to some questions from the children. Anticipate what they might discover
with reading and how it connects with the text read earlier. For
make them curious, show the illustrations and say what the call is
highlight. Read aloud emphasizing with your tone of voice the parts of
interest.
Reread parts whenever you deem important for understanding. After the
reading, encouraging them to make comments on what they discovered and move forward
in their hypotheses. Again, you will be able to record what you discovered in
poster
This stage can be repeated whenever relevant to the development of
study.

5th step: students read informative texts

Provide different materials on the subject and place them in the center of the wheel.
Guide them to look for information in pairs that contribute to the
research. Share with the group that they can support each other in the images for
carry out the search. Circulate among the children, making interventions that help
in this task, for example, 'do we have clues in the index of where
find?
Share and socialize what you found. Read it to everyone, discussing if it is...
there are relevant information. The goal of this activity is for the children
they are interested in the material, can look at it up close, and participate
of the information search and selection stage.

6th step (if possible): conduct field research

Field research allows children to investigate the study subject.
through observation and interviews with specialists (if any)
available). Depending on the study theme, they can visit the zoo,
planetarium, museums etc. This approach is very interesting, as it places the
children instead of field investigators. Before the visit, arrange with
they the purpose of the visit: what they will observe and define the forms of registration
(recording, photography, drawings on boards). Upon return, with your help,
they must socialize the records and systematize the discoveries so that they can
make later uses.

7th stage: Check if everything you wanted to know is already known

Confront the raised questions and the discoveries made. Go back to the
posters to reflect on which questions were clarified. If there are questions
fundamental to the research that have not been answered, it is important to seek in
other sources of research. It is important to share this with the children.
need and ask them where they can find these
information, if necessary, suggesting some possibilities (internet, email)
to a specialist in the area, city library, etc.). After deciding where
find the missing information and find the source, the teacher acts as in the
stage 2, reading to your students what was found and deciding with them the
what to note.

8th stage: Collective writing of informative text

Starting from the resumption of collective notes, the class plans, together with the
Professor, how can they write a text about what they learned along the way?
of the project (making a scheme of what will be written). Having done this, the class said
to the teacher the text, checking, throughout its elaboration, if it is in
agreement with the planning they made and reviewing at the end.

9th stage: Production of the final product

 If it is an Informative Insert, suggest that the children write
small notes to compose the booklet. They can produce cards of the type
"Did you know?" based on the notes they made in pairs or groups. For
So, the teacher reads several 'Did you know?' and asks each pair or trio to
gather and build your own text. Resume with the children that they will
be part of the informational booklet, encouraging them to think about 'You
Did you know?
you walk around the room, making interventions that help the children to
refletir e tomar decisões sobre sua tarefa. Planeje uma etapa de edição do
book, where they select the illustrations made by the children and
related to the texts of 'Did you know?'.
If they hold a science exhibition, plan how they will present it.
the information to make it attractive for visitors. Opt for
we will organize images of the carriers and illustrations of the children, which
come accompanied by captions with information.

6. Evaluation
When proposing research with young children, it is kept in mind that
they develop the reader behaviors of the researcher: read, search,
select, record and socialize the learnings. Also, that they expand their
knowledge about the study topic. Thus, it is not expected that the
children understand everything that has been read or that answer all the questions
raised, on the contrary: that the initial questions and hypotheses give rise to
many others that will be resolved with new readings.
Evaluate if the children progressed in their initial hypotheses, if they appropriated
studied information and got involved in the stages of the work.
7. Reference bibliography for the Informative Text Reading Project
1. CASTEDO, Mirta; MOLINARI, Claudia. Reading informative materials.
The reading in Initial Literacy. Province of Buenos Aires: Direction
General Directorate of Culture and Education, 2008. Chapter 1, pp. 29-35.
2. CASTEDO, Mirta; MOLINARI, Claudia. Situation 6: Reading of Materials
informative. In: Reading in Initial Literacy. Province of Buenos
Buenos Aires: General Directorate of Culture and Education, 2008. Chap. 2, pp. 77-93.
3. KAUFMAN, Ana Maria. Animal Encyclopedia Project. In: Reading and Writing:
the day to day in the classrooms. Buenos Aires: Aique Grupo Editor, 2007. Chap 6. P.
152-164.
4. KLISYS, Adriana. Diving into the marine universe. In: Science, Art and
Game: Projects and playful activities in Early Childhood Education. São Paulo: Peirópolis,
2010. Chapter 1, pp. 74-86.

Videography
1. CHARTIER, Anne-Marie. Anne-Marie Chartier talks about reading texts.
informative.
Available em: [Link]
continued/video interview-
[Link]
2. DOCUMENTARY READING OF INFORMATIVE TEXTS. São Paulo:
Victor Civita Foundation, 2010.
Available em: [Link]
years/[Link].