1 |
"The work developed was phonological awareness, in which the children had to speak the name of the letters and say the sound of each one. The four started timidly. The children already had this knowledge, it was very easy."; "Very dynamic activities. The children remained interested all the time, but had difficulty in the sounds of the phonemes. They recognized even more letters than I expected. It was very good."
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2 |
"Very good activities, they were interested all the time. The great difficulty is memorizing and understanding simple orders of what to do."; "The children were initially shy, but then they let go, but they showed great difficulty in understanding the development of activities. I think the time is very short, as the group had difficulties in understanding the activities."; "Difficulty in remembering the sound of the letters, rhyming a few words. Children experienced difficulty due to limited vocabulary. However, the class already knows about rhymes, words where we add syllables and remove syllables, letter names and their sound ..." |
3 |
"For the group's understanding, I find the activities quick, the time is short to apply all the activities. I believe that the dynamics of work are the information bombardment." |
4 |
"Children get involved well, are attentive to strategies, but they show difficulties in understanding how to do the activity."; "The session was very dynamic. The children liked it, responding to everything that was proposed, they responded well to the same and different words, the letters and sounds, the exchanges of letters to form a new word." |
5 |
"Today the children were well involved, but I still find it a lot of information for the time. The strategies are very good, the girls are able to pass on what they want in each activity, but as it is a new job for the class, they need more time to assimilate the proposed activities."; "It was really cool, the kids liked it and were able to respond well in rhyme activities, the same and different words, in the activity that removed a letter to form a new word." |
6 |
"The time for each activity is short and they need more time to better understand what is required and to train more in each session. I believe that if I had the support of writing, it would facilitate understanding."; "The children did not do well in the sequence of meaningless words. The therapists' strategies were good."; "The activities are very good, although they are fast, but they have great difficulty in understanding and memory, in addition to the reduced vocabulary, which makes work difficult." |
7 |
"Children get involved, but there is a lack of explanation for each activity explored. The time of each one is very short. The children did not understand the activity of repeating the syllables, the one of rhymes, but even so, another activity is given. I know that the work is phonological, but I am sure that if, in the explanation, they used writing, it would facilitate."; "In all activities, good dynamics were presented. The children were able to get well involved in the activities, had a good understanding of the works presented and also due to an extra resource that the therapist used in the rhyme. I still find the time short."; "Very good and diverse games. Still the same difficulties. Short time." |
8 |
"Everyone managed to know the name of the letter, but the sounds of the letters they only managed with the help of the phono. I believe that with more time, that is, more repetitions, they would succeed.";"The strategies for carrying out the activities were great and very diverse. Activity time is very short." |
9 |
"The activities designed for the children were quite interesting. I observed an evolution from Monday to today towards better understanding and better responses. In the two cases observed, the rhyme was the most difficult. When the children were asked to take and put syllables in words, none of them managed to get it right."; "Everyone gets well involved in activities, has good dynamics and great strategies."; "They improved the recognition of letters and some of their sounds. The difficulty of memorization, comprehension and restricted vocabulary, makes it very difficult to understand the work." |
10 |
"The child had doubts about the rhyme task, but when the therapist repeated and explained again, she got it right."; "For a better understanding of the group on the performance of the activity, it is necessary that everyone's attention is drawn to the instructions and this should be given slowly, especially regarding games." |
11 |
"The task of saying the name of the letter of the family and then the sound, failed to get it right. They presented difficulties in the rhyme tasks, the same and different words, to take a syllable out of the word and add a syllable in the word."; "Everyone understood the instructions given to each activity, the strategies were great, which facilitated everyone's involvement."; "I liked the strategies for each activity, which favored the group's involvement, as well as the better understanding on the part of most participants." |
12 |
"The time for each activity was very good. Given the good explanation of the activities, all had good involvement and good performance." |
13 |
"Difficulty in alliteration. It is needed to reinforce the repetition of numbers."; "The strategies presented in the activities were very attractive, they were well oriented."; "Good strategies in each activity, excellent interaction between the therapist and the group and good results." |
14 |
"Difficulty in the words that rhyme, few children understand."; "Even with a good explanation of the strategies presented, the two were very inattentive."; "Very good session."; "Good involvement of everyone in the activities, the timing was good and the strategies were very dynamic and well applied, which also facilitates performance and results." |
15 |
"Twister® activity is very good."; "They have great difficulty in understanding, vocabulary and memory, which makes work very difficult."; "The strategy for each activity was very cool, dynamic and well explained, which favored the performance and results of most activities." |
16 |
"In the activity of finding the letter equivalent to the sound, they 'guess, go for 'trial and error', for elimination." |
17 |
"This class is slower in responding, needing the guidelines to be repeated more than once." |
18 |
"All had difficulty memorizing." |
19 |
"Everyone participated with a lot of interaction and had a good understanding of what was being guided."; "Good class to work with and that gave good results, despite absences. Dynamic and interactive service, with good work strategies very well explained." |
20 |
"By the sound they discovered the name of the letter. They matched the same syllables and same or different words." |