The document is a poem called "Infância" written by Sônia Miranda. It describes different children playing - Aninha jumping, Henrique playing hopscotch, Marília playing mother and daughter. Lucinha is alone in the poem and asks another child, Luchina, if she wants to play with her.
Atividade de português, voltada a estudantes do quarto ou quinto ano do ensino fundamental, em que os alunos devem completar corretamente astuguês lacunas existentes no texto.
Atividade de português, voltada a estudantes do quarto ou quinto ano do ensino fundamental, em que os alunos devem completar corretamente astuguês lacunas existentes no texto.
Avaliação de matemática para alunos do terceiro ou quarto ano do ensino fundamental, abordando multiplicação, sequência numérica, as horas, sólidos geométricos, composição numérica, soma e subtração.
AVALIAÇÃO DE HISTÓRIA DIRECIONADA AOS ALUNOS DO 4º ANO DO ENSINO FUNDAMENTAL 1 - II CICLO - 2º BIMESTRE.
CONCEITOS AVALIADOS: Organização de Pindorama até o Brasil Império e As primeiras povoações e cidades do Amazonas.
Atividade de interpretação de texto, indicada a alunos do segundo ou terceiro ano do ensino fundamental, com questões baseadas no texto “A pequena coruja”.
Avaliação de matemática para alunos do terceiro ou quarto ano do ensino fundamental, abordando multiplicação, sequência numérica, as horas, sólidos geométricos, composição numérica, soma e subtração.
AVALIAÇÃO DE HISTÓRIA DIRECIONADA AOS ALUNOS DO 4º ANO DO ENSINO FUNDAMENTAL 1 - II CICLO - 2º BIMESTRE.
CONCEITOS AVALIADOS: Organização de Pindorama até o Brasil Império e As primeiras povoações e cidades do Amazonas.
Atividade de interpretação de texto, indicada a alunos do segundo ou terceiro ano do ensino fundamental, com questões baseadas no texto “A pequena coruja”.
Caderno de atividade - 5º ano - Programa Primeiros Saberes da InfânciaJairo Felipe
Atividades que elaborei ano passado para trabalhar com os alunos do 5º Ano, em consonância com as habilidades do Programa Primeiros Saberes da Infância
Essas técnicas são relevantes para minha caminhada educacional no Doutorado, peço-lhe que ao utilizar escreva-me relatando os objetivos alcançados.
Nome da pessoa autista:
Idade:
Nome do Responsável:
Médico (s):
Rua/Avenida - Bairro - Estado – Cidade – CEP - Telefone + DDD
Relato sobre a perspectiva do trabalho
Anexo (xérox do diagnóstico).
Desde já agradeço a colaboração de todos.
Todas as contribuições irão compor os anexos do meu trabalho.
Meu endereço para enviarem as informações: Rua: Barcelos, 2018 – Praça 14 de Janeiro – Manaus – Amazonas – 69020-200
CONTRIBUA PARTICIPANDO, ESSA LUTA É DE TODOS!
Este trabalho tem como objetivo abordar de uma forma bem singela, como desenvolve o Ciclo da Vida para as crianças das séries inicias e como nos professores podemos contribuir para isso.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. EPG CLEMENTINA DE JESUS
NOME_______________________________________________________________
PROFESSORA: TURMA:
Data de
hoje:
___/___
_______
INFÂNCIA
(Sônia Miranda)
ANINHA
PULA AMARELINHA
HENRIQUE
BRINCA DE PIQUE
MARÍLIA
BRINCA DE MÃE E FILHA
MARCELO
É O REI DO CASTELO
MARIAZINHA
SUA RAINHA
CAROLA
BRINCA DE BOLA
JOÃO
DE POLÍCIA E LADRÃO
JOAQUIM
ANDA DE PATINS
TIETA
DE BICICLETA
E
JANETE
DE PATINETE.
LUCINHA!
EU ESTOU SOZINHA.
VOCÊ QUER BRINCAR COMIGO?
2. EPG CLEMENTINA DE JESUS
NOME_______________________________________________________________
PROFESSORA: TURMA:
Data de
hoje:
___/___
_______
1 - RESPONDA.
A)QUAL É O TÍTULO DO POEMA?
_________________________________________________________________________
B) QUEM ESCREVEU O POEMA?
_________________________________________________________________________
C) QUEM NO TEXTO ESTÁ SOZINHA?
_________________________________________________________________________
D) QUE PERGUNTA ELA FAZ NO POEMA?
_________________________________________________________________________
2 - ESCREVA OS NOMES DAS CRIANÇAS DO POEMA
1-__________________________ 7-____________________________________
2- _________________________ 8- ____________________________________
3- _________________________ 9 - ____________________________________
4 - _________________________ 10 - ____________________________________
5 - _________________________ 11 - ___________________________________
6 - ________________________
3. EPG CLEMENTINA DE JESUS
NOME_______________________________________________________________
PROFESSORA: TURMA:
Data de
hoje:
___/___
_______
3 - NUMERE A SEGUNDA COLUNA DE ACORDO COM A PRIMEIRA. DE QUE BRINCAM AS CRIANÇAS DO
POEMA?
4) ESCOLHA DUAS PERSONAGENS DO POEMA E DESENHE SUAS BRINCADEIRAS:
NOME DA CRIANÇA
_______________________________________________________________________
BRINCADEIRA
NOME DA CRIANÇA
_______________________________________________________________________
BRINCADEIRA
4. EPG CLEMENTINA DE JESUS
NOME_______________________________________________________________
PROFESSORA: TURMA:
Data de
hoje:
___/___
_______
5 - ESCREVA OUTRAS PALAVRAS QUE RIMEM COM:
ANINHA – AMARELINHA ______________________________________________
MARCELO – CASTELO _________________________________________________
RENATO – RATO _____________________________________________________
6 - VOLTE AO POEMA INFÂNCIA E PINTE CADA RIMA QUE APARECE NO POEMA COM UMA
COR DIFERENTE.