PROYECTO DE DIRECCIÓN

 PROYECTO DE DIRECCION SIGRID DIEZ VILLANUEVA.pdf

TAREA PLAN DE FORMACIÓN

 TAREA 6 Sigrid.docx

TAREA PROPUESTAS DE MEJORA

 TAREA 7 Sigrid.docx

TAREA FORMS

Aspecto a estudiar: Conectividad y uso de los recursos TIC en el CRA La Villa de Peñafiel

Como directora del CRA La Villa de Peñafiel considero prioritario conocer con la situación actual de la conectividad a internet y del uso de los recursos TIC en las distintas localidades del centro. Nuestro CRA presenta una gran diversidad de contextos (varias localidades, aulas con características muy diferentes y una plantilla poco estable), lo que hace que la experiencia del profesorado con las TIC sea muy desigual. 

En los últimos cursos se ha realizado un esfuerzo importante por avanzar en la competencia digital, hasta alcanzar un nivel TIC 5. Sin embargo, persisten varios problemas: algunos dispositivos presentan fallos frecuentes o están obsoletos y existe una diferencia notable en el nivel de confianza y formación del profesorado en el uso de las herramientas digitales.

Además, el centro está desarrollando proyectos de internacionalización y Erasmus+, que requieren un uso intensivo de la tecnología para la comunicación, el trabajo colaborativo y la difusión de actividades. Si la infraestructura TIC y la conectividad no funcionan de manera adecuada, estos proyectos se ven limitados y no se aprovecha todo su potencial pedagógico.

Por todo ello, he decidido diseñar un cuestionario dirigido al profesorado del CRA, con el objetivo de recoger información concreta sobre:

• La calidad percibida de la conexión a internet en cada localidad.

• El estado de funcionamiento de dichos dispositivos.

• El nivel de competencia y confianza del profesorado en el uso de las TIC.

• Las necesidades prioritarias de mejora detectadas por el propio profesorado.

Los datos obtenidos a través de este formulario permitirán elaborar un diagnóstico inicial riguroso y, a partir de él, diseñar un plan de mejora realista que incluya: actuaciones de mantenimiento y renovación de dispositivos, formación interna adaptada a distintos niveles de competencia digital y una mejor planificación del uso de los recursos TIC en el marco del Plan Digital de Centro y de los proyectos Erasmus+.

En resumen, el estudio de este aspecto no solo pretende resolver problemas técnicos puntuales, sino garantizar que la tecnología disponible en el CRA se convierta en una herramienta eficaz al servicio del aprendizaje del alumnado y del trabajo diario del profesorado.

ENLACE AL FORMULARIO: https://forms.cloud.microsoft/e/6nQKyPFin5?origin=lprLink 

TAREA INFOGRAFÍA

 TAREA 5 Sigrid.pdf

TAREA ORGANIGRAMA

 TAREA 3 Sigrid.pdf

TAREA ANÁLISIS DAFO

 TAREA 4 Sigrid.docx

TAREA PLAN DE LECTURA

 TAREA 2 Sigrid.docx

TAREA SOLICITUD PERMISO

 https://educajcyl-my.sharepoint.com/:w:/g/personal/sigrid_dievil_educa_jcyl_es/IQCCabc7gFKCQo4dIt-53dIQASwuqVx_UZEBy7-0aV8B8vc?e=auJ8Dt

INFOGRAFÍA

 

HANDWRITING STIMULATION ACTIVITIES

MATERIALS:

• A drawing in a paper.
• Needdles.
• Polystyrene.

First: put the polystyrene under the paper.
After: follow the lines of the drawing making dots with a needle. 
Then you can see the shape of the drawing in the polystyrene . 
Finally, you have to join all of the dots with a pencil.




PLAY WITH CLAY

MATERIALS:

• Clay.
• Toothpicks.
• Paper shapes.

First: Put the paper shapes on the clay.

After that: Follow the shape making little holes in the clay.

Next: Join the little holes.

Finally: Remove the remaining clay.

HOW TO TYPE YOUR NAME

YOU HAVE TO FOLLOW THESE SIMPLE INSTRUCTIONS TO TYPE 'I AM ______'

- FIRST: Press 'shift key' and keep on pressing to start the sentence with a capital letter.

- NEXT: While you are pressing 'shift key', press letter 'i'.

- AFTER THAT: Press space key to separate the words (finger space).

- THEN: Press letter 'a' and then letter 'm'.

- NEXT: Press space key again.

- AFTER: Press 'shift key' to start typing your name with a capital letter.

- FINALLY: Press the rest of the letters of your name without pressing shift key anymore.

PHONICS

'H' SOUND

RHYMES

GOOD MORNING SONGS

http://www.angles365.com/classroom/songsci/songci%2003.swf

http://www.mightybook.com/MightyBook_free/good_morning.swf

GOOD MORNING

Good morning, good morning,
How are you this morning?
Good morning, good morning,
I’m fine, I’m fine today

THE WEATHER

http://www.youtube.com/watch?v=DnGKfOX5bVQ

What’s the weather, what’s the weather like today, like today?

Look outside the window, look outside the window

Can you say? Can you say?

It’s a sunny, it’s a sunny, sunny day, sunny day

Go out in the sunshine, go out in the sunshine

Play, play,play,play,play,play

(Cloudy day: better get a sweater, better get a sweater, if it’s 

cold, if it’s cold)

(Windy day: let’s go fly a kite now, let’s go fly a kite now, fly it 

high, fly it high)

(Rainy day: better get a raincoat, better get a raincoat, it’s so 

wet, it’s so wet)

LUNCH TIME

Time for Lunch, Time for Lunch,

Lets get ready, Let's get ready.

I'm getting hungry,

I'm getting Hungry.

How about you? How about you?

Wash your hands, wash your hands,

Before we eat, before we eat.

We should have clean hands,

We should have clean hands.

When we eat, when we eat.

GO TO THE PLAYGROUND

When it's a time for us to go outside,

To play, to play;

We find a place to put our toys

Away, away;

We'll march so qui - et - ly to the door,

We know ex - act - ly what's in store;

When we go outside to play for a little while

POTTY SONG

http://www.youtube.com/watch?v=cVuRQglo--M

You´ve got to listen to your body and go in the potty

You listen to your body and go in the potty

You listen to your body and go in the potty

You go in the potty oh yeah!

Do you pee on the floor? No, no, no.

Do you pee in your pants? No, no, no.

Do you pee on a coach? No,no, no.

You´ve got to listen to your body and go in the potty

You listen to your body and go in the potty

You listen to your body and go in the potty

You go in the potty oh yeah!

TIE YOUR SHOES

http://www.youtube.com/watch?v=76HTNJGF2ro

GOODBYE SONG

Goodbye goodbye see you again

Goodbye goodbye see you my friends

Goodbye goodbye I had fun today

I had fun today

I had fun today

I had fun today

Bye, bye!

YEAR 1

ACTIVITIES TO WORK WITH THIS BOOK:

WORD LEVEL: The teacher has to show the children how to say a letter, and how to pronounce it, to become familiar with the terms letter sound and letter name. 
For example in the word CAT. And the children have to repeat it after her. 

SENTENCE LEVEL: Children are going to have some cards with singular and plural words, e.g: bees, trees, cat, pig, etc. And they have to identify which words are in plural and which are in singular. 

TEXT LEVEL: In groups of four pupils, the teacher is going to give them some cards with every character of the story, and they have to say one word to describe the animal, its appearance and its behaviour. (They can use the list of adjectives of the other blog's entry)

YEAR 1

ACTIVITIES TO WORK WITH THIS BOOK:

WORD LEVEL: To create a word bank with the name of the animals what appear in the story, with a picture next door. 

SENTENCE LEVEL: Using the smart board, the teacher has to prepare story cards with missing words, and full stops, and the children have to write it properly. This is useful to recognise full stops and capital letters when reading, and name them correctly.

TEXT LEVEL: To retell the story, the teacher gives every body a card of an animal of the story, dividing the class in seven groups. The teacher is the guardian’s wife. The teacher will ask: Who got out of the cage first and the children holding that animal stand up and the rest of the children say, "Good Night, (name of the animal)." As each animal is called the teacher puts the pictures in order in the board. 

YEAR 2

ACTIVITIES TO WORK WITH THIS BOOK:

WORD LEVEL: The teacher is going to provide a list of some countries that are new for the children, and they have to learn how to spell them. For example: 

SENTENCE LEVEL: We are going to work with the names of the countries. The teacher is going to prepare worksheets with sentences like this one: 

So they have to fill the gaps with capital letters and full stops.

TEXT LEVEL: First of all, teacher and pupils are going to sit down on the carpet, to read the story. 
Then, the teacher has to provide some worksheets, with sentences of the story, but with the name of each country missing, in its place, it’s going to be the flag of this country, and they have to guess the name of the country. 







YEAR 2

Click here to see the story: http://www.youtube.com/watch?v=qAD-QBKuRb0

ACTIVITIES TO WORK WITH THIS BOOK:

WORD LEVEL: Break down the words into phonemes for spelling.

SENTENCE LEVEL: Children are going to have some cards with singular and plural words, e.g: egg, pears, cocoon,oranges, etc. And they have to identify which words are in plural and which are in singular.

TEXT LEVEL: Using the smart board, the teacher has to prepare some activities to help them to understand the story. After that, they must to be able to re-tell it. 
In this activity, children have to find the day of the week and the correct fruit. 

And in this one, they have to find the day of the week with the correct fruit:

YEAR 3

ACTIVITIES TO WORK WITH THIS BOOK:

WORD LEVEL: Everybody has to make their own alphabet. They can use different colors, draw pictures besides the letters (p.e. As we are working with the book ‘The town mouse and the country mouse’, next to the ‘M’, they can draw a mouse)… after that, they have to classify the letters in VOWELS and CONSONANTS. 

SENTENCE LEVEL: Children have to transform the following sentences in plural to singular, for example: 

- Once upon a time there were two little mice. 

And singular to plural: 

- The Town Mouse was very nervous! 

TEXT LEVEL: In pairs, they are going to tell each other what they remember about the story, and a description about the main characters.Then they have to write it in a piece of paper, using pictures and language of time such as: once upon a time, the next morning, after… They are going to have all of these expressions written in the blackboard to help them. 

You can work the area of Science with The Town Mouse and the Country Mouse

LANDSCAPES: NATURAL AND MAN-MADE

ACTIVITY 1
Pupils have to distinguish natural and man-made elements, and complete 
the empty landscapes with the correct pictures. (Smart board)

ACTIVITY 2
The teacher will give to the children these 2 pictures which are a natural landscape with man-made elements, and vice versa.
Then, he/she gives them another black and white worksheet in order to colour the natural or man-made elements, it depends on the instructions. 

Natural: green

Man-made: red

YEAR 4

ACTIVITIES TO WORK WITH THIS BOOK:

WORD LEVEL: Circle the following verbs in the dialogue: said, asked, replied, cried, told. And in pairs, make two or three sentences using them.

SENTENCE LEVEL: Answer the following question in a piece of paper:

                     How is the dark?

*Using the different adjectives from the story.

Then we are going to play a game. We are going to make a circle, and pass the ball. When a child has the ball, has to say a sentence using the verbs to be and have got.

TEXT LEVEL: In groups of ten they have to represent the story using puppets and different voices. (Narrator, Plop, his mum and dad, the cat, the man, the little girl, the boy, the old lady, and the little boy).

YEAR 5

There are a lot of aspects to work at text level, sentence level and word level in this book.

WORD LEVEL
There are a lot of words like: knock, know.. In the story to work this target. So pupils can make a list of this kind of words and learn how to spell and read them properly.


SENTENCE LEVEL
Pupils have to circle possessive apotrophes and guess to whom or what they are refering to.


TEXT LEVEL
With puppets, pupils have to perform the story, using appropriate expression, tone, volume and different voices.

ADJECTIVES