ORDERING AND SEQUENCING IN READING QUESTIONS: A CHRONICLE AND PAINTING PROPOSAL FOR TEXTBOOKS

FUZA, Ângela Francine; MENEGASSI, Renilson José

doi:10.1590/1981-5794-1911-8

Acessibilidade / Reportar erro

Brasil

Alfa: Revista de Linguística (São José do Rio Preto)

Español English

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

ORIGINAL ARTICLES • Alfa, Rev. Linguíst 63 (3) • Sep-Dec 2019 • https://doi.org/10.1590/1981-5794-1911-8 copy

ORDERING AND SEQUENCING IN READING QUESTIONS: A CHRONICLE AND PAINTING PROPOSAL FOR TEXTBOOKS

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Solé (1998)SOLÉ, I. Estratégias de leitura . Porto Alegre: Artmed, 1998. Fuza and Menegassi (2018FUZA, A. F.; MENEGASSI, R. J. Perguntas de leitura e o princípio temático em crônica: proposta de ordenação e sequenciação. Calidoscópio , São Leopoldo, RS, v. 16, n. 1, p. 33-47, jan./abr. 2018. 2017FUZA, A. F.; MENEGASSI, R. J. Ordenação e sequenciação de perguntas na leitura do gênero discursivo panfleto institucional. Diálogo das Letras , Pau dos Ferros, v. 6, n. 1, p. 259-286, jan./jun. 2017. Fuza (2017)FUZA, A. F. Proposta teórico-metodológica de ordenação e sequenciação de perguntas de leitura a partir do princípio temático . Maringá, PR: Universidade Estadual de Maringá, 2017. Relatório Final de Estágio Pós-Doutoral.

Ordering; Sequencing; Reading questions; Textbook

READING FOCUS	CHARACTERISTICS	READING PROCESS STEP	TYPES OF READING QUESTION	EXHAUSTION OF THE THEME
Text	- Reading as a process of decoding letters and sounds; - “Ascendant” reading (bottom-up): process that goes from the text to the reader; - Reader recognizes words and ideas and copies information from the text; - reader scans the text and finds similar constructions that repeat words in the question; - Text is made complete, exact and unique, the reader is not able to take part in constructing meaning.	Decoding step	Questions to extract information from the text; copy questions. Responses are extracted/information is copied from the text.	Complete
Reader	- Reading as a way to add information to the text; - “Descend” reading (top-down): process that goes from the reader to the text; - reader has a pivotal role in the process; - \|Learner’s reading is highly valued, every and any interpretation is considered valid.	There is no specific step in this case because information comes from reader’s previous knowledge and its relation to the text.	Questions that add information to the text.	Complete
Text-reader interaction	- Reading as interaction between (author) text-reader, establishing a dialogue; - Reading enables constructing comprehension and active answer to the text; - Reader creates meanings and senses, looking for and giving significance; - Reader as a cowriter; - Text is a place for dialogue.	Step at literal comprehension level.	1. Questions of textual answers: responses are in the text, but cannot be copied, as decoding questions.	Complete
		Step at inferential comprehension level.	2. Questions of inferential answers: responses are deduced from the text. Despite having a connection, the reader needs to link the elements from the text in order to create some inference.	Complete and relative
		Interpretation step.	3. Questions of interpretive answer: responses relate the text and the reader’s previous knowledge, making it a personal reply.	Relative

Grade	Featured genres	Themes
6 ^th	Movie and short story. Painting and chronicle. Cartoon and a passage of Malala’s work. Advertisement and news report.	Wisdom to overcome difficulties. Loving animals. Acting and thinking differently from others. Animal extinction and animal trafficking.
7 ^th	1. Painting and myth. Cartoon and poem. Movie and chronicle. Robson Crusoe´´s images and passage.	Decision-making against the law. The power of artistic freedom. Prejudice can cause intolerance. Craving adventure and the ability to improvise according to the situation.
8 ^th	Painting and chronicle. Poem and magazine article. Chronicle and poem. Movie and magazine article.	Children grown apart from their families. Adolescence changes. Language use. Breaking social prejudice.
9 ^th	Movie and chronicle. Poem and illustrations. Funk lyrics and chronicle. Chronicle and chronicle.	Virtual world. Love at any age. Consumerism. People’s habit of living unhappy lives.

READING QUESTION CATEGORY	N. of questions - Activity 1	N. of questions - Activity 2	N. of questions - Activity 3	N. of questions - Activity 4	N. of occurrences
Focus on text	7	2	4	1	14
Focus on reader	1	2	----	1	4
Focus on interaction (textual question)	9	2	2	1	14
Focus on interaction (inferential question)	4	6	----	5	15
Focus on interaction (interpretive question)	1	1	----	1	3
Total	22	13	6	9	50

Activity	Featured genres	Sequencing of reading questions
2	Chronicle and painting	1a. Text-focused question. 1b. Reader-focused question. 2a. Reader-focused question. 2b. Text-focused question. 3. Textual question. 4a. Inferential question. 4b. Inferential question. 4c. Inferential question. 5a. Inferential question. 5b. Inferential question. 5c. Inferential question. 6. Inferential question. 7. (focus on dialogue between texts) Textual question.

Questions in the TB		A new proposal based on a thematic dialogue between texts
CHRONICLE	PAINTING	Textual
c) Is the chronicle title “City boy” consistent with the boy’s characteristics as well as with the end of the story? Why? A.: The chronicle title is consistent with the boy’s characteristics and the end of the story because the character is a boy who lives in the city, but dreams about having animals and living in the country.	4. The painting is named “The Stowaway.” Hypothesize about: a) Who is the stowaway? A.: The dog is the stowaway. b) Where do you think the boy is? A.: The boy is at a station. c) Why did he have to hide the dog? A.: The stowaway was hidden because the boy is not allowed to travel with animals.	1. Why is the chronicle title: “City boy” and the painting title “Stowaway?” A.: The chronicle title is “City boy” because the text depicts a boy who lives in the city, although his wish is to live in a small farm to raise animals. The painting is entitled “Stowaway” because it refers to a dog which is hidden by the boy during his trip.

Questions in the TB		A new proposal based on a thematic dialogue between texts
CHRONICLE	PAINTING	2. Compare the painting with the “City boy” chronicle. What are the similarities and differences between the boy in the chronicle and the boy in the painting, particularly regarding their relationship with animals? A.: The similarity between the boy in the chronicle and the painting is that both of them like animals and cannot leave them. The difference is that, in the chronicle, the character would like to have a pet animal, but there is always something that keeps him away from animals. The boy depicted in the painting has a dog.
1. The boy’s interest in animals is expressed in the first paragraphs of the chronicle. What exactly proves this fact in the boy’s speech? A.: The boy asks his father for a number of animals: “Daddy, can I have a small goat at my farm? What about a guinea pig? A giant otter?”. 4a) What is the boy’s knowledge about car brands? How about dog breeds? A.: The boy is unaware of car brands, but has good knowledge about the difference between dog breeds. b) His mother allows him to be in touch with the English language. In your opinion, why does he mistake “knife” by “fork,” but is able to distinguish the meaning of “seal” and “walrus?” A.: The boy might mistake knife by fork because those objects might not be too common in his daily routine. Animals, on the other hand, are familiar to him. c) The boy refers to people as “Malhados’s owner,” “Lord’s owner,” etc. What does this reveal about his interests? A.: This reveals he is highly interested in animals. 5. Although the narrator does not give any information on the boy’s age, it is noticeable he is a child at reading and writing learning age. What elements from the text prove that data about the boy? A.: Elements proving he is a child are: “He does a poor job on written words” as well as the information that he likes coloring books depicting animals.	3. Look at the dog’s expression. What does it want? Why? A.: The dog wants to run away from the basket. 4. The painting is named “The Stowaway.” Hypothesize about: a) Who is the stowaway? A.: The stowaway is the dog who wants to leave the basket. However, the boy insists in taking it along in his trip.

Questions in the TB		A new proposal based on a thematic dialogue between texts
CHRONICLE	PAINTING	Inferential
2. In the sixth paragraph, the narrator states the land the boy refers to is only an empty land lot in the state of Rio de Janeiro. a) Hypothesize about: Why does the boy name the land lot “farm?” A.: The boy names the land lot a farm because the former is a place where one could socialize with animals. b) According to the narrator, “the boy needs to believe in the farm, as much as other people need to believe in heaven.” Why is the farm some type of heaven to the boy? A.: To the boy, the farm is some type of heaven because it is paradise, a place where he will live with animals. 3. In the chronicle, the narrator not only states facts, but also expresses opinions. a) Whose opinion is it that animals do not exist in Rio de Janeiro? A.: The opinion that animals do not exist in Rio de Janeiro is expressed by people in general as well as by the narrator. b) Does the boy also have such an opinion? Why? A.: No, he doesn’t. Because he finds animals all over the place. c) In the paragraph before the last, what is the passage expressing, in the narrator’s own words, the boy’s feeling of frustration for not having a close relationship with animals? A.: The passage is “and once again, he is left empty-handed and his soul in pieces.”	b) Where do you think the boy is? c) Why did he have to hide the dog? 5. Look at the suitcase on the boy’s lap and the package next to him. Hypothesize about: a) Where do you think he is going? A.: He might be going to spend the holidays somewhere, with his grandparents, for example. b) Will he stay long in there? Why? A.: He probably will because he is taking a big suitcase. c) What could be in the package next to him? A.: The package probably contains a present to whom will host the boy. 6. The boy could get in trouble by travelling with a “stowaway.” In your opinion, why do you think he is taking that risk? A.: He’d rather take the risk because he does not leave his pet animal.	3. Why do characters of both texts wish to take their animals to all places? A.: The characters wish to take their animals to all places because they do not want to be away from them.

Universidade Estadual Paulista Júlio de Mesquita Filho Rua Quirino de Andrade, 215, 01049-010 São Paulo - SP, Tel. (55 11) 5627-0233 - São Paulo - SP - Brazil
E-mail: alfa@unesp.br

Acompanhe os números deste periódico no seu leitor de RSS