The document lists various objects and their colors in different languages and through a song. It provides the names of primary colors like red, yellow and blue in English, French and Spanish. It also lists secondary colors like orange, purple and green and names objects that are those colors, such as apples being red and elephants being purple.
The document discusses preparing a table for eating with various fruits like oranges, tangerines, persimmons, and chestnuts. It mentions enjoying painting and using diverse materials, with each fruit in its own color. The final result is shown, and the reader is asked if they want to try making it at home.
UNIVERSIDAD CENTRAL DEL ECUADOR DANIELA VELEZ THE ALPHABETDANIELA VELEZ
This document is an alphabet list in Spanish containing 26 items that begin with each letter of the alphabet from A to Z. It includes various animals like apple, bear, cat, elephant, duck, flamingo, hippo, jaguar, lion, mouse, seal, raccoon, turtle, whale, zebra, and objects like grapes, ice cream, nurse, octopus, penguin, queen, umbrella, volcano, yak, and xylophone. The list was created by Daniela Velez for a fifth semester TIC's class at the Central University of Ecuador Philosophy Faculty of letters and sciences of education Languages School.
El documento describe las diferentes fiestas que se celebran a lo largo del curso escolar. Se mencionan fiestas como la Castañada, Navidad, Carnaval, Sant Jordi y el final del curso de 6o. Cada fiesta incluye actividades como hacer panellets, representaciones teatrales, conciertos, intercambio de libros y talleres.
IMS LD has not achieved widespread adoption in education despite hopes that it would lead to advances. Interviews with IMS LD researchers identified several potential reasons for the lack of adoption, including that the conceptual ideas behind IMS LD may have had more impact than the specification itself. Additionally, institutions and teachers lacked awareness of IMS LD, and the complexity of both the specification and tools made adoption difficult for most educational contexts and settings.
The document discusses daily routines and habits in a classroom setting. It mentions gathering at circle time, sitting at tables for activities, putting on smocks, washing hands, drinking water and cleaning up toys. Developing these routines helps young children orient themselves throughout the day. Music also helps children identify the routines. The document emphasizes daily activities like singing songs, surprise boxes, group work, pretend play, and relaxation.
The document lists various objects and their colors in different languages and through a song. It provides the names of primary colors like red, yellow and blue in English, French and Spanish. It also lists secondary colors like orange, purple and green and names objects that are those colors, such as apples being red and elephants being purple.
The document discusses preparing a table for eating with various fruits like oranges, tangerines, persimmons, and chestnuts. It mentions enjoying painting and using diverse materials, with each fruit in its own color. The final result is shown, and the reader is asked if they want to try making it at home.
UNIVERSIDAD CENTRAL DEL ECUADOR DANIELA VELEZ THE ALPHABETDANIELA VELEZ
This document is an alphabet list in Spanish containing 26 items that begin with each letter of the alphabet from A to Z. It includes various animals like apple, bear, cat, elephant, duck, flamingo, hippo, jaguar, lion, mouse, seal, raccoon, turtle, whale, zebra, and objects like grapes, ice cream, nurse, octopus, penguin, queen, umbrella, volcano, yak, and xylophone. The list was created by Daniela Velez for a fifth semester TIC's class at the Central University of Ecuador Philosophy Faculty of letters and sciences of education Languages School.
El documento describe las diferentes fiestas que se celebran a lo largo del curso escolar. Se mencionan fiestas como la Castañada, Navidad, Carnaval, Sant Jordi y el final del curso de 6o. Cada fiesta incluye actividades como hacer panellets, representaciones teatrales, conciertos, intercambio de libros y talleres.
IMS LD has not achieved widespread adoption in education despite hopes that it would lead to advances. Interviews with IMS LD researchers identified several potential reasons for the lack of adoption, including that the conceptual ideas behind IMS LD may have had more impact than the specification itself. Additionally, institutions and teachers lacked awareness of IMS LD, and the complexity of both the specification and tools made adoption difficult for most educational contexts and settings.
The document discusses daily routines and habits in a classroom setting. It mentions gathering at circle time, sitting at tables for activities, putting on smocks, washing hands, drinking water and cleaning up toys. Developing these routines helps young children orient themselves throughout the day. Music also helps children identify the routines. The document emphasizes daily activities like singing songs, surprise boxes, group work, pretend play, and relaxation.