COORDENADORESENSINO FUNDAMENTAL IAdriana de Cassia Gallani Xavier RodriguesENSINO FUNDAMENTAL IICatia Regina PereiraATPs(Assistente tecnico pedagogico)PORTUGUES:Marcia Izzume Itida de Carvalho CorreaMATEMATICA:Simone Ferreira de Carvalho Capovilla (Ensino Fundamental I)Eduardo Alba (Ensino Fundamental II)ARTEMaria das Dores de PaivaMarisa LanfranchiEQUIPE DE INCLUSAOPEDAGOGAPatricia Cenciani AmaralPSICOPEDAGOGASDebora Cristina RaguzaJussara AlencarLuciane VicentiniMaria Aparecida FerreiraSilvia Cristina SebastiaoPSICOLOGASFernanda FerraciniLenita Peres Maciel RomanatoLuciana Maria de LimaFONOAUDIOLOGAPaula Nogueira Rezende Wendy A. Scott and Lisbeth H. YtrebergSummary: ( pages 5-26)What this means for our teachingWords are not enoughDont rely on the spoken word only. Most activities for the younger learners should include movement and involve the senses. You will need to have plenty of objects and pictures to work with, and to make full use of the school and your surroundings.Play with the languageLet the pupils talk to themselves. Make up rhymes, sing songs, tell stories. Play with the language let them talk nonsense, experiment with words and sounds: Lets go pets go. Blue eyes blue pies.Language as languageThe spoken word is often accompanied by other clues to meaning facial expression, movement, etc. We should make full use of these clues. When pupils start to read, the language becomes something permanent and there are fewer other clues to meaning.Reading and writing are extremely important for the childs growing awareness of language and for their own growth in the language, although both are very demanding and take time and patience to learn.Variety in the classroomVariety is a must variety of activity, variety of pace, variety of organisation, variety of voice.RoutinesHave systems, have routines, organise and plan your lessons. Use familiar situations, familiar activities. Repeat stories, rhymes, etc.Cooperation not competitionAvoid rewards and prizes.Creat an atmosphere of involvement and togetherness.GrammarChildren have an amazing ability to absorb language through play and other activities which they find enjoyable.As a teacher, you should note the structures, functions and grammar items which you want your pupils to learn as well as those they already know, but your actual teaching should only include the barest minimum of grammar taught as grammar, and then for the older children only.AssessmentIt is always useful for the teacher to make regular notes about each childs progress.TEACHERSTeachers come in all shapes and sizes.We come to the job with our personalities already formed, but there are abilities and attitudes which can be learnt and worked on. As a teacher of young children it helps a lot if you have a sense of humour, youre open-minded, adaptable, patient, etc., but even if youre the silent, reserved type, you can work on your attitudes and abilities.AbilitiesMost of us can learn to sing or even play a musical instrument.We can all learn to mime, to act and to draw very simple drawings.AttitudesRespect your pupils and be realistic about what they can manage at an individual level, then your expectations will be realistic too.Correction has its place when you are working on guided language exercises, but not when you are using the language for communication.Everyone makes mistakes when they are learning a new language, and that it is all right.-Establish routines: Good morning. Its Wednesday today, so lets hear your news. Friday is the