The document presents an educational project where students learn the caipira (rural Brazilian) alphabet. It includes instructions for students to color in letters of the caipira alphabet from A to Z. The project aims to teach the alphabet while incorporating elements of caipira culture and fun during an end of year school fair.
This document is a Portuguese language workbook for teaching vowels to elementary school students. It contains instructions for students to color, trace, and copy vowels, as well as drawings for students to label vowels. The workbook was created by Simone Helen Drumond and contains her contact information. Students are directed to complete the exercises with care and creativity.
The document tells the story of a scissors who visits a preschool classroom and helps the children organize colored paper scraps by color and create shapes and designs. The scissors then helps the children learn letters, vowels, and numbers by cutting paper and encouraging creative activities.
The document contains materials for teaching geometric shapes to children with autism, including cut-out shape cards, worksheets, and guidance. It discusses games and activities to help children learn shapes, colors, sequences, and associations through visual matching, sorting, and naming exercises. The materials were created by Simone Helen Drumond Ischkanian for use in autism education programs.
The document describes three activities to help teach children the alphabet:
1. In "The Alphabet Trail" activity, students roll a die and move along a path, reading each letter they land on and saying two words that start with that letter.
2. "Bingo for Names" has students find letters on their bingo board as the teacher draws them from a bag, to help learn how to spell their name.
3. In "Connect the Dots," students connect dots in alphabetical order to reveal pictures.
The document discusses a book about hyperactivity written by Lia de Paula Moraes, a clinical psychologist. It describes how the book uses a fun, storytelling approach to discuss the daily life of a hyperactive child. It also reveals the book's pedagogical understanding of how to deal with ADHD and ADD. The summary recommends acquiring the book.
The document presents a project called "Let's Play Cow!" created by Simone Helen Drumond Ischkanian. It includes sections with repeated letters from A to Z that are meant for students to fill in details about their school, teacher, student name, grade and class. The overall document proposes a role-playing game activity for students.
The document contains materials from a project called "Brincando e Construindo Saberes no Arraiá" or "Playing and Building Knowledge at the Country Fair". It includes invitations, decorations, activities and worksheets to teach letters, numbers, and vocabulary through games and crafts at a school country fair. The materials are meant to be used by teachers and students to make learning fun at the fair event.
This document is a Portuguese language workbook for teaching vowels to elementary school students. It contains instructions for students to color, trace, and copy vowels, as well as drawings for students to label vowels. The workbook was created by Simone Helen Drumond and contains her contact information. Students are directed to complete the exercises with care and creativity.
The document tells the story of a scissors who visits a preschool classroom and helps the children organize colored paper scraps by color and create shapes and designs. The scissors then helps the children learn letters, vowels, and numbers by cutting paper and encouraging creative activities.
The document contains materials for teaching geometric shapes to children with autism, including cut-out shape cards, worksheets, and guidance. It discusses games and activities to help children learn shapes, colors, sequences, and associations through visual matching, sorting, and naming exercises. The materials were created by Simone Helen Drumond Ischkanian for use in autism education programs.
The document describes three activities to help teach children the alphabet:
1. In "The Alphabet Trail" activity, students roll a die and move along a path, reading each letter they land on and saying two words that start with that letter.
2. "Bingo for Names" has students find letters on their bingo board as the teacher draws them from a bag, to help learn how to spell their name.
3. In "Connect the Dots," students connect dots in alphabetical order to reveal pictures.
The document discusses a book about hyperactivity written by Lia de Paula Moraes, a clinical psychologist. It describes how the book uses a fun, storytelling approach to discuss the daily life of a hyperactive child. It also reveals the book's pedagogical understanding of how to deal with ADHD and ADD. The summary recommends acquiring the book.
The document presents a project called "Let's Play Cow!" created by Simone Helen Drumond Ischkanian. It includes sections with repeated letters from A to Z that are meant for students to fill in details about their school, teacher, student name, grade and class. The overall document proposes a role-playing game activity for students.
The document contains materials from a project called "Brincando e Construindo Saberes no Arraiá" or "Playing and Building Knowledge at the Country Fair". It includes invitations, decorations, activities and worksheets to teach letters, numbers, and vocabulary through games and crafts at a school country fair. The materials are meant to be used by teachers and students to make learning fun at the fair event.
The document describes a literacy project in Portuguese aimed at educating about autism and using literature. It includes sections on organizing colored paper cutouts, forming shapes and letters, and set up for stories about a scissors and the vowels. The project was inspired by reading works by Liliana and Michelle Iacocca. The author's goal is to showcase alternatives that can help autistic children lead normal, happy lives full of wonderful discoveries.
The document describes a literacy project at a Brazilian preschool called Centro Municipal de Ensino Infantil Madre Elísia. It tells the story of how a scissors helped the children organize shredded colored paper and create shapes and letters. It then shares songs and instructions for the children to decorate cut-out letters of the vowels with the shredded paper. The project aims to teach the children literacy skills through a creative arts project.
The document describes a school project called "Let's Play Cow!" led by Simone Helen Drumond Ischkanian. It includes sections for decorating a cow shirt through art, making recycled material cows, and writing text about cows. The project involves various creative activities for students to engage in role-playing as cows.
Paulo freire e as vogais apostila 1 simone helen drumondSimoneHelenDrumond
The document is an educational workbook about vowels for children. It includes activities like making a vowel apron, singing vowel songs, and games to help children learn about and practice vowels. The workbook provides instructions for teachers to introduce vowels and their sounds to students through hands-on crafts, music, and interactive activities.
The document is a Portuguese language storybook titled "The Three Little Pigs" written by Simone Helen Drumond Ischkanian for educating students about autism. It contains the story followed by sections for a school, teacher, student, grade and class to be filled in. The purpose is to help teach children about autism through the well-known story.
The document describes a school project called "Let's Play Cow!" where students are instructed to draw different numbers of cows from 1 to 10. It then shows the letters of the alphabet written out in rows to help students learn their letters. The project provides math and literacy activities for young students to practice counting and letter recognition.
The document is an educational workbook titled "Playing and Learning with Xuxa" aimed at teaching children. It includes instructions for coloring activities, learning the letters and sounds of Xuxa's name, and encourages maintaining cleanliness and avoiding standing water. The workbook was created by Simone Helen Drumond and includes her contact information.
The document outlines a school project for Poetry Day where students will write poetic phrases, observe images and write poems, and learn about the poet Vinicius de Moraes through an alphabet activity where they write his name with the corresponding letters. The project is led by Simone Helen Drumond Ishkanian and involves leaving blanks for school, teacher, student, class and series details to be filled in.
318 planejamento para autistas simone helen drumond ischkanianSimoneHelenDrumond
This document is a guide for curriculum adaptation and inclusion for students. It contains sections for identifying the student, teacher, grade, and age. It also includes sections to plan themes, objectives, and methodologies for new learning proposals. There are also sections to outline daily routine activities, such as greetings, conversations, posters, and news of the day. Other sections include clocks for daily activities, a schedule of daily activities, and planning spaces for sound language, playfulness and routine, and developing skills through play. The goal is to integrate all areas of childhood learning to promote student development and allow them to express their knowledge according to their potential.
The document outlines a school project by Simone Helen Drumond Ischkanian on legends of the Amazon. It includes sections for the student's school, teacher, name, grade and class. There are also sections left blank for writing individual legends from the Amazon region.
The document outlines a school project by Simone Helen Drumond Ischkanian on legends of the Amazon. It includes sections for the student's school, teacher, name, grade and class. There are also sections left blank for recording specific Amazon legends along with details about the project.
The document describes a student project on the legends of the Amazon. It consists of a portfolio of research and textual production about the legends of the Amazon region by Simone Helen Drumond Ischkanian for her school. The portfolio includes sections for the student's school, teacher, name, grade and class, the name of each legend, and space below each for the student to write about the legend.
The document is a project proposal by Simone Helen Drumond Ischkanian titled "Let's Play Cow!" and discusses an alphabet game. It contains repetitive sections leaving blanks for a school, teacher, student, grade and class to be filled in.
The document contains drawings and activities from a school project about the book "The Little House in the Big Woods" by Laura Ingalls Wilder. It includes coloring pages of characters like Emilia, Rabicó, and the Visconde, as well as letters of the alphabet for Emilia to practice writing. The materials were made by Simone Helen Drumond Ishkanian for students to participate in exploring the book.
The document contains drawings and activities from a school project about the book "The Little House in the Bamboo Grove" by Monteiro Lobato. It includes character drawings of Emilia, Visconde, Pedrinho, Rabicó, Saci, and Cuca to color. It also has the alphabet from A to R with drawings for students to practice writing the letters. The materials are credited to Simone Helen Drumond Ischkanian and intended for a classroom project.
The document outlines a series of projects for students at São Francisco de Assis involving learning the alphabet and colors. It includes directions for activities with covering letters with primary colors, gluing shapes to letters, and covering letters creatively. The projects are led by Simone Helen Drumond Ischkanian on the day of Saint Francis of Assisi.
The document describes a project called "A Galinha Pintadinha no Universo Infantil" or "The Little Chicken in the Children's Universe" led by Simone Helen Drumond Ischkanian. The project involves activities for children learning the alphabet where each letter is accompanied by illustrations of butterflies and examples of names starting with that letter. It instructs students to decorate the initial letter of their own name.
The document is a collection of pages from a children's alphabet book about fathers. Each page features a letter of the alphabet and a description of how the child's father embodies that letter, portraying fathers in a positive light. The book encourages children to see their fathers as heroes and express their love and appreciation for them.
The document contains materials from a project called "Brincando e Construindo Saberes no Arraiá" or "Playing and Building Knowledge at the Country Fair". It includes invitations, decorations, activities and worksheets to teach letters, numbers, and vocabulary through games and crafts at a school country fair. The materials are meant to be used by teachers and students to make learning fun at the fair through interactive activities representing typical fair attractions and themes.
The document outlines an education project focused on art, learning, and playfulness in teaching students about commemorations in June. It provides tasks for students such as finding an image related to the environment starting with a given letter, free drawing, and pasting fruit gummies onto letters of the alphabet. The project aims to build knowledge about June commemorations through creative and fun activities.
The document appears to be materials for a school project on Friendship Day, including pages for coloring, a friendship alphabet, and the word "AMIGO" written out letter-by-letter. It was created by Simone Helen Drumond Ischkanian and contains instructions for students to fill out with their school, teacher, name, grade, and class.
The document discusses strategies for teaching literacy to students with autism. It recommends that educators pay attention to students' progress in learning letters, words, and understanding of the world. Educators should analyze activities from different perspectives and consider each student's abilities and potential. Providing activities related to students' contexts can help with the literacy process for people with autism by expanding their understanding and having them identify figures and relate them to words.
The document describes a literacy project in Portuguese aimed at educating about autism and using literature. It includes sections on organizing colored paper cutouts, forming shapes and letters, and set up for stories about a scissors and the vowels. The project was inspired by reading works by Liliana and Michelle Iacocca. The author's goal is to showcase alternatives that can help autistic children lead normal, happy lives full of wonderful discoveries.
The document describes a literacy project at a Brazilian preschool called Centro Municipal de Ensino Infantil Madre Elísia. It tells the story of how a scissors helped the children organize shredded colored paper and create shapes and letters. It then shares songs and instructions for the children to decorate cut-out letters of the vowels with the shredded paper. The project aims to teach the children literacy skills through a creative arts project.
The document describes a school project called "Let's Play Cow!" led by Simone Helen Drumond Ischkanian. It includes sections for decorating a cow shirt through art, making recycled material cows, and writing text about cows. The project involves various creative activities for students to engage in role-playing as cows.
Paulo freire e as vogais apostila 1 simone helen drumondSimoneHelenDrumond
The document is an educational workbook about vowels for children. It includes activities like making a vowel apron, singing vowel songs, and games to help children learn about and practice vowels. The workbook provides instructions for teachers to introduce vowels and their sounds to students through hands-on crafts, music, and interactive activities.
The document is a Portuguese language storybook titled "The Three Little Pigs" written by Simone Helen Drumond Ischkanian for educating students about autism. It contains the story followed by sections for a school, teacher, student, grade and class to be filled in. The purpose is to help teach children about autism through the well-known story.
The document describes a school project called "Let's Play Cow!" where students are instructed to draw different numbers of cows from 1 to 10. It then shows the letters of the alphabet written out in rows to help students learn their letters. The project provides math and literacy activities for young students to practice counting and letter recognition.
The document is an educational workbook titled "Playing and Learning with Xuxa" aimed at teaching children. It includes instructions for coloring activities, learning the letters and sounds of Xuxa's name, and encourages maintaining cleanliness and avoiding standing water. The workbook was created by Simone Helen Drumond and includes her contact information.
The document outlines a school project for Poetry Day where students will write poetic phrases, observe images and write poems, and learn about the poet Vinicius de Moraes through an alphabet activity where they write his name with the corresponding letters. The project is led by Simone Helen Drumond Ishkanian and involves leaving blanks for school, teacher, student, class and series details to be filled in.
318 planejamento para autistas simone helen drumond ischkanianSimoneHelenDrumond
This document is a guide for curriculum adaptation and inclusion for students. It contains sections for identifying the student, teacher, grade, and age. It also includes sections to plan themes, objectives, and methodologies for new learning proposals. There are also sections to outline daily routine activities, such as greetings, conversations, posters, and news of the day. Other sections include clocks for daily activities, a schedule of daily activities, and planning spaces for sound language, playfulness and routine, and developing skills through play. The goal is to integrate all areas of childhood learning to promote student development and allow them to express their knowledge according to their potential.
The document outlines a school project by Simone Helen Drumond Ischkanian on legends of the Amazon. It includes sections for the student's school, teacher, name, grade and class. There are also sections left blank for writing individual legends from the Amazon region.
The document outlines a school project by Simone Helen Drumond Ischkanian on legends of the Amazon. It includes sections for the student's school, teacher, name, grade and class. There are also sections left blank for recording specific Amazon legends along with details about the project.
The document describes a student project on the legends of the Amazon. It consists of a portfolio of research and textual production about the legends of the Amazon region by Simone Helen Drumond Ischkanian for her school. The portfolio includes sections for the student's school, teacher, name, grade and class, the name of each legend, and space below each for the student to write about the legend.
The document is a project proposal by Simone Helen Drumond Ischkanian titled "Let's Play Cow!" and discusses an alphabet game. It contains repetitive sections leaving blanks for a school, teacher, student, grade and class to be filled in.
The document contains drawings and activities from a school project about the book "The Little House in the Big Woods" by Laura Ingalls Wilder. It includes coloring pages of characters like Emilia, Rabicó, and the Visconde, as well as letters of the alphabet for Emilia to practice writing. The materials were made by Simone Helen Drumond Ishkanian for students to participate in exploring the book.
The document contains drawings and activities from a school project about the book "The Little House in the Bamboo Grove" by Monteiro Lobato. It includes character drawings of Emilia, Visconde, Pedrinho, Rabicó, Saci, and Cuca to color. It also has the alphabet from A to R with drawings for students to practice writing the letters. The materials are credited to Simone Helen Drumond Ischkanian and intended for a classroom project.
The document outlines a series of projects for students at São Francisco de Assis involving learning the alphabet and colors. It includes directions for activities with covering letters with primary colors, gluing shapes to letters, and covering letters creatively. The projects are led by Simone Helen Drumond Ischkanian on the day of Saint Francis of Assisi.
The document describes a project called "A Galinha Pintadinha no Universo Infantil" or "The Little Chicken in the Children's Universe" led by Simone Helen Drumond Ischkanian. The project involves activities for children learning the alphabet where each letter is accompanied by illustrations of butterflies and examples of names starting with that letter. It instructs students to decorate the initial letter of their own name.
The document is a collection of pages from a children's alphabet book about fathers. Each page features a letter of the alphabet and a description of how the child's father embodies that letter, portraying fathers in a positive light. The book encourages children to see their fathers as heroes and express their love and appreciation for them.
The document contains materials from a project called "Brincando e Construindo Saberes no Arraiá" or "Playing and Building Knowledge at the Country Fair". It includes invitations, decorations, activities and worksheets to teach letters, numbers, and vocabulary through games and crafts at a school country fair. The materials are meant to be used by teachers and students to make learning fun at the fair through interactive activities representing typical fair attractions and themes.
The document outlines an education project focused on art, learning, and playfulness in teaching students about commemorations in June. It provides tasks for students such as finding an image related to the environment starting with a given letter, free drawing, and pasting fruit gummies onto letters of the alphabet. The project aims to build knowledge about June commemorations through creative and fun activities.
The document appears to be materials for a school project on Friendship Day, including pages for coloring, a friendship alphabet, and the word "AMIGO" written out letter-by-letter. It was created by Simone Helen Drumond Ischkanian and contains instructions for students to fill out with their school, teacher, name, grade, and class.
The document discusses strategies for teaching literacy to students with autism. It recommends that educators pay attention to students' progress in learning letters, words, and understanding of the world. Educators should analyze activities from different perspectives and consider each student's abilities and potential. Providing activities related to students' contexts can help with the literacy process for people with autism by expanding their understanding and having them identify figures and relate them to words.
Dedicar-se a construção dos materiais é algo que amo, principalmente por que tenho recebido muitos e-mails de educadores e pais, pedindo os materiais para trabalhar com seus filhos. Também tenho recebido retorno de educadores, relatando que a proposta dos portfólios tem dado certo.
Todas as construções necessitam de tempo, para pesquisas, testes e elaboração escrita e digital.
Tenho enviado gratuitamente todos os portfólios sobre AUTISMO E EDUCAÇÃO, para todos que necessitam.
Se você deseja colaborar com a ampliação desse materiais oferte qualquer valor na conta:
Simone Helen Drumond
Agência 2395 5
Conta 0017614 1
Banco Bradesco
The document describes a project called "Let's Play Cow!" created by Simone Helen Drumond Ischkanian. It includes the letters of the alphabet written repeatedly to teach children the letters through play. Blank fields are included for the name of the school, teacher, student, grade and class.
The document is a coloring book created by Simone Helen Drumond Ischkanian to teach children about preserving the environment. It includes outlines of trees, planets, spiders, snails, and butterflies for children to color along with instructions to color and decorate the pages. The overall message is to preserve the environment.
The document presents a project about education, art, learning and playfulness in building knowledge about June commemorations. It includes instructions for students to color letters of the alphabet as part of learning about the winter solstice celebrated on June 21st. Each page contains a letter of the alphabet with examples of how to color it.
The document presents a project about education, art, learning and playfulness in building knowledge about June commemorations. It includes instructions for students to color different letters of the alphabet, with each letter printed on its own page. The project aims to teach students about the winter solstice celebration on June 21st through interactive and engaging activities.
The document describes a school project called "My Father, My Hero" authored by Simone Helen Drumond Ischkanian. The project involves students coloring and decorating with care for their super dads. Blank fields are included for students to fill in their school, teacher, student, grade and class details.
The document is a series of pages from a school workbook about elections and citizenship. It includes pages with questions, activities, and prompts for students to complete like coloring pages about voting and elections, counting letters in words, and writing sentences about elections. The workbook aims to teach students about the importance of voting and their civic duty.
The document is a project proposal by Simone Helen Drumond Ischkanian titled "Let's Play Cow!" and contains repetitive sections leaving blanks for a school, teacher, student, grade, and class to be filled in. The proposal suggests playing the game of cow for an educational purpose.
The document is an educational workbook titled "Circus Day - Vol 3" created by Simone Helen Drumond for students. It contains instructions for students to color and label illustrations of circus performers and activities. The workbook includes drawings of clowns, acrobats, jugglers, magicians and more for students to color along with fill-in-the-blank and word finding exercises related to the circus. The author's contact information is provided.
Dedicar-se a construção dos materiais é algo que amo, principalmente por que tenho recebido muitos e-mails de educadores e pais, pedindo os materiais para trabalhar com seus filhos. Também tenho recebido retorno de educadores, relatando que a proposta dos portfólios tem dado certo.
Todas as construções necessitam de tempo, para pesquisas, testes e elaboração escrita e digital.
Tenho enviado gratuitamente todos os portfólios sobre AUTISMO E EDUCAÇÃO, para todos que necessitam.
Se você deseja colaborar com a ampliação desse materiais oferte qualquer valor na conta:
Simone Helen Drumond
Agência 2395 5
Conta 0017614 1
Banco Bradesco
The document presents a technique for developing reading skills in people with autism. It uses the word "maça" (apple in Portuguese) and breaks it down letter by letter, having the student write each letter and link it to the beginning of other words. It then does exercises with writing the full word "maça" repeatedly and linking it to other fruits. Finally, it shows the alphabet to be used for tracing letters when using this technique. The goal is to help autistic individuals learn letters and reading.
The document is an educational packet created by Simone Helen Drumond for students to color in recognition of World Water Day on March 22nd. It contains blank fields for the student's school, teacher, name, grade, and class on each page along with the title "March 22nd - World Water Day" and the instruction "TO COLOR WITH GUSTO!". The packet is repeated with the same content across multiple pages.
Técnica para desenvolver a leitura do autista cópia - cópiaSimoneHelenDrumond
The document describes a technique for developing reading skills in people with autism. The technique involves two stages: 1) parents or educators read a story or text to the person with autism every day until they have memorized it, and 2) during reading, the reader traces their finger under the words and explores the images. The goal is for the person with autism to understand the connection between spoken, written, and read words.
The document describes a technique for developing reading skills in people with autism. The technique involves two stages: 1) parents or educators read a story or text to the person with autism every day until they have memorized it, and 2) during reading, the reader traces their finger under the words and explores the images. The goal is for the person with autism to understand the connection between spoken, written, and read words.
Tcnicaparadesenvolveraleituradoautista cpia-cpia-130728093137-phpapp02Ana Paula Santos
The document describes a technique for developing reading skills in people with autism. The technique involves two stages: 1) parents or educators read a story or text aloud daily until memorization, exploring images and words with their finger. 2) During reading, parents or educators pass their finger under the words and explore the images, relating them to family members and emotions. The goal is for the autistic person to understand what is spoken, written, and what is written can be read.
BLOCO 1 DE ATIVIDADES DO MÉTODO DE PORTFÓLIOS EDUCACIONAIS.pdfSimoneHelenDrumond
Este documento contiene una lista de más de 100 archivos PDF etiquetados como "OK". La mayoría de los archivos parecen ser materiales educativos que incluyen actividades, cuadernos de trabajo, letras, sílabas, números y otras habilidades de alfabetización inicial. Los temas incluyen el alfabeto, vocales, consonantes, formación de palabras, adición, coordinación motora fina y más.
ARTIGO 1 - OS USOS DOS PORTFÓLIOS SHDI NA ALFABETIZAÇÃO .pdfSimoneHelenDrumond
O documento discute como os portfólios SHDI podem ser usados para acompanhar o progresso de crianças na alfabetização, promovendo a auto-reflexão. Ele fornece exemplos de atividades como identificar palavras com sílabas específicas, escrever palavras, ler sílabas e produzir textos, que podem ser incluídas no portfólio para documentar o desenvolvimento das habilidades de leitura e escrita ao longo do tempo.
ARTIGO 1 - TEXTOS PONTILHADOS COM LETRA DE IMPRENSA .pdfSimoneHelenDrumond
O documento descreve os benefícios dos textos pontilhados com letra de imprensa no processo de alfabetização de crianças. Ele explica que os pontos ajudam no desenvolvimento motor e na compreensão das formas das letras, além de fornecer orientação espacial e estimular a independência gradual das crianças. O texto também ressalta a importância de combinar essa estratégia com outras atividades de alfabetização.
O método de alfabetização com afeto valoriza as relações emocionais entre professores e alunos para criar um ambiente seguro e estimulante para a aprendizagem. Reconhece que as emoções dos alunos afetam como eles aprendem e usa atividades prazerosas, reconhecimento individual e relações afetivas para motivar os alunos.
INCLUSÃO AUTISMO E O DIREITO À EDUCAÇÃO A CONSTITUIÇÃO FEDERAL E AS LEIS QUE...SimoneHelenDrumond
O documento discute a inclusão, autismo e o direito à educação na Constituição Federal e nas leis brasileiras. Apresenta um breve histórico da educação inclusiva no Brasil desde 1961, destacando marcos legais como a LDB de 1961, 1971, 1988, Lei de 1989, ECA de 1990, Política Nacional de 1994 e LDB de 1996. Também aborda os desafios de garantir a qualidade da educação para todos os alunos.
O documento discute a importância da adaptação curricular para atender às necessidades de todos os alunos, independentemente de suas habilidades ou estilos de aprendizagem. A adaptação curricular ajuda a reduzir barreiras à aprendizagem, criar um ambiente inclusivo, e melhorar o desempenho acadêmico dos alunos. Escolas devem considerar a adaptação curricular como parte importante de garantir acesso de qualidade à educação para todos.
O documento discute o Dia Mundial do Autismo, celebrado em 2 de abril, e a importância da inclusão de pessoas com autismo na sociedade. Ele explica que o autismo afeta a comunicação, interação social e comportamento e que cada pessoa no espectro autista tem habilidades e desafios únicos. A conscientização e a inclusão em todas as esferas da vida, como educação, emprego e vida social, são fundamentais para que pessoas com autismo possam alcançar seu potencial.
Artigo Todos nós podemos ensinar algo novo para alguém.pdfSimoneHelenDrumond
O documento discute como todas as pessoas têm algo valioso para ensinar uns aos outros, independentemente de suas habilidades ou conhecimentos. Ele explica que o ensino pode ocorrer em diversos contextos e situações da vida e não se resume apenas à transmissão de informações, mas também à construção de conexões entre as pessoas. Por fim, destaca que o aprendizado é um processo contínuo e que todos temos algo a aprender e ensinar ao longo da vida.
ARTIGO Quem tem direito ao atendimento educacional especializado.pdfSimoneHelenDrumond
O documento discute quem tem direito ao atendimento educacional especializado (AEE) de acordo com a lei. O AEE é um direito garantido por lei para pessoas com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação que necessitem de recursos específicos na escola. Existem vários tipos de deficiências que podem ser atendidas pelo AEE, incluindo deficiências visuais, auditivas, intelectuais e físicas.
O documento discute intervenções pedagógicas para alunos com TDAH, incluindo a adaptação da sala de aula, estabelecimento de rotinas, estratégias de organização, reforço positivo e comunicação com a família. Ele também descreve os sintomas do TDAH e subtipos.
1) O ensino das vogais pode ser um desafio para crianças com autismo devido às dificuldades de comunicação e interação social.
2) O documento fornece estratégias para ensinar vogais para crianças com autismo, como usar materiais visuais, tecnologia, reforços positivos e atividades sensoriais.
3) É importante ensinar vogais de forma lúdica e prática, levando em conta os interesses e habilidades de cada criança.
O documento discute a importância do diagnóstico para garantir a inclusão escolar de alunos com necessidades especiais. Ele explica que o diagnóstico requer a observação do comportamento do aluno, avaliações com profissionais e trabalho conjunto entre a escola e a família para fornecer suporte adequado ao desenvolvimento do aluno.
O documento discute um método eficaz para ensinar crianças a ler e escrever, ensinando os sons das letras em vez de apenas seus nomes. Sugere começar com as vogais, usar objetos para representar sons e criar jogos para ajudar na memorização.
O documento discute estratégias educacionais para ajudar crianças com hiperatividade no ambiente escolar, incluindo comunicação com os pais, fornecimento de estrutura e rotina, e uso de métodos de ensino interativos.
1) Muitas pessoas com autismo têm dificuldades com a linguagem e comunicação verbal e não verbal, tornando a aprendizagem de novas habilidades, como leitura e escrita, um desafio.
2) Ensinar sílabas de forma lúdica para crianças com autismo é relevante para o processo de ensino-aprendizagem, e há estratégias que podem ser úteis, como usar materiais visuais e ensinar uma sílaba por vez.
3) É importante lembrar que cada criança com autismo é ún
ARTIGO INCLUSÃO_AUTISMO E O DIREITO À EDUCAÇÃO A CONSTITUIÇÃO FEDERAL E AS LE...SimoneHelenDrumond
O documento discute a inclusão, autismo e o direito à educação na Constituição Federal e nas leis brasileiras. Apresenta um breve histórico sobre a educação inclusiva no Brasil desde a década de 1960, destacando leis e políticas que promoveram ou limitaram o acesso à educação regular para pessoas com deficiência. Também aborda os planos da educação brasileira relacionados à qualidade, gestão das instituições, formação de professores e acesso e permanência dos estudantes.
O documento discute a relação entre autismo e depressão. Pessoas com autismo têm maior probabilidade de desenvolver depressão devido a fatores como dificuldades de comunicação, sobrecarga sensorial, mudanças de rotina e desafios educacionais. O tratamento da depressão em pessoas com autismo requer abordagens como terapia cognitivo-comportamental, terapia ocupacional e medicamentos.
O documento discute o papel importante e desafiador de ser um mediador na inclusão. Um mediador deve criar um ambiente acolhedor e respeitoso para todas as pessoas, valorizando as diferenças individuais e garantindo que todos possam participar plenamente. Isso envolve reconhecer as necessidades específicas de cada pessoa e adaptar o ambiente e atividades para promover a inclusão.
O documento discute a importância do diagnóstico no processo de inclusão. Em 3 frases:
O diagnóstico é fundamental para identificar as necessidades especiais de uma pessoa e permitir que educadores criem planos de ação personalizados. Isso inclui adaptar atividades, fornecer recursos adequados e prevenir preconceitos, promovendo a participação plena de todos. De forma geral, o diagnóstico é crucial para a inclusão ao ajudar a compreender as necessidades individuais.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
3. Escola: _________________________________________
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PROJETO: BRINCANDO E
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A A A A A A
A A A A A A
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B B B B B B
B B B B B B
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C C C C C C C
C C C C C C C
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D D D D D D
D D D D D D
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E E E E E E E
E E E E E E E
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F F F F F F F
F F F F F F F
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G G G G G G
G G G G G G
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H H H H H H H
H H H H H H H
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I I I I I I I I
I I I I I I I I
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J J J J J J J
J J J J J J J
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K K K K K K
K K K K K K
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L L L L L L L
L L L L L L L
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M M M M M M
M M M M M M
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N N N N N N N
N N N N N N N
18. Escola: _________________________________________
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O O O O O O
O O O O O O
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P P P P P P P P
P P P P P P P P
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Q Q Q Q Q Q
Q Q Q Q Q Q
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R R R R R R
R R R R R R
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S S S S S S
S S S S S S
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T T T T T T
T T T T T T
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U U U U U U U
U U U U U U U
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V V V V V V V
V V V V V V V
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W W W W W W
W W W W W W
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X X X X X X
X X X X X X
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Y Y Y Y Y Y Y
Y Y Y Y Y Y Y
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Z Z Z Z Z Z
Z Z Z Z Z Z
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Simone Helen Drumond Ischkanian
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PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
33. Escola: _________________________________________
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Ó xente, vamos montar a menina caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
34. Escola: _________________________________________
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Ó xente, vamos colorir o saquinho de pipoca!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
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PROJETO: BRINCANDO E
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PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
37. Escola: _________________________________________
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PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
38. Escola: _________________________________________
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Ó xente, vamos colorir a festa legal!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
39. Escola: _________________________________________
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PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
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PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
41. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
42. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
43. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
44. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
45. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
46. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
47. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
49. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
50. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
52. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
53. Escola: _________________________________________
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Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
54. Escola: _________________________________________
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Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
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Simone Helen Drumond Ischkanian
55. Escola: _________________________________________
Professor (a): ____________________________________
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Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
56. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
57. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
58. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
59. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
60. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
61. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
62. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
63. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
64. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
65. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
66. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, cubra o alfabeto casal caipira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
67. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, desenhe e pinte a fogueira!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
68. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, pinte e monte a bandeirinha!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
69. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
Ó xente, vamos enfeitar esse balão!
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
70. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
71. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian
72. Escola: _________________________________________
Professor (a): ____________________________________
Aluno (a): _______________________________________
Série: ____________________ Turma: _______________
PROJETO: BRINCANDO E
CONSTRUINDO SABERES NO ARRAIÁ
Simone Helen Drumond Ischkanian