MIRÓ E CABRAL: UMA CONTRIBUIÇÃO INTERTEXTUAL PARA A FORMAÇÃO DOCENTE

This theoretical essay sought to debate the importance of the teacher's cultural repertoire in classroom performance, regardless of the segment in which he/she works. In order to exemplify the importance of this repertoire, the objective was to analyze the productions of two great renowned artists: the poet João Cabral de Melo Neto and the painter Joan Miró, discussing the artistic dialogue between them. Apparently, this research for teachers of Kindergarten and Elementary Education I hardly sees the itinerary to be followed for teacher training since, from the early grades, the child has contact with different artistic productions. Therefore, the teacher's gaze must be focused on a more complex and deeper knowledge of these analyses. The research includes that this itinerary is what offers relevant discoveries that will nourish the teaching repertoire, enabling the creation of situations that lead the child to knowledge of the world and an openness to the sensitive.

Steamsational Writing

Providing young children with rich environments for writing has been a continuing quest for teachers in the early grades. This chapter investigates the use of Bee-bot robots as a means of creating a stimulating environment that engages second graders in the writing process and learning story grammar elements. Researchers met with the students weekly for an hour over six weeks. In the first week, students wrote an initial story and learned the basics of programming a Bee-bot robot. In subsequent weeks, students listened to a story set in the context of the Bee-bot mat, reviewed vocabulary words, planned a path for their robot, wrote a short story, and executed their robot program. There was a significant difference overall between the baseline story and the final story, and between the initial rating of each of the story grammar elements and the final rating of the elements, with the exception of Character.

Analysing the Relationship between Reading Fluency and Reading Comprehension of Learners at Early Childhood Education

Reading fluency and reading comprehension are the determining factors at early grades. Children who are unable to read fluently and spend time to decode words get failed to understand the meaning of the written text. Taking into account this crucial problem, this study intends to determine the relationship between reading fluency and reading comprehension of learners at early grades. A qualitative survey was conducted to collect data from the learners studying in the six public schools by using convenient sampling technique. Informal Reading Inventory (IRI) was adopted to collect the data from learners studying at class two in public schools of district Multan. After applying the inferential statistics, simple linear regression was applied to infer the results of this study. Findings show a significant relationship between reading fluency and reading comprehension of learners. As to determine the current level of their reading fluency and reading comprehension, it is identified that learners are at frustrational level in reading and comprehending the written text. Keywords: Reading fluency, Comprehension, Early Childhood Education, Linear regression, Informal Reading Inventory