During the first two months, the student Daniel made some progress.

However, not what was expected for this phase.

The student Daniel performs the activities of drawing, cutting, and folding.
with a lot of enthusiasm and always shows interest in creativity.
But, it presents a reading without fluency and shallow difficulties in
writing. In addition, she always complains of headaches, sleeps with
attendance in the early class hours and when awake, not
can concentrate. Despite the pedagogical interventions and
individual attention, continues with syllabic reading and has
difficulty and unwillingness to write and interpret small texts
worked in the classroom and hesitates to perform proposed tasks.
All your stuff is thrown around the room and every now and then it gets lost.
something. This makes it difficult for you to participate in some activities. I can
note that they engage more when encouraged. It is noticeable that the
the student does not receive guidance at home, therefore, I have increased the
care and the frequency of assistance and intervention in the classroom.
interventions made so far involve activities
differentiated, involving the family environment, as well as a notebook of
reinforcement, adopted since the first term. In addition, it records absences
consecutive, which has hindered the learning process.
On this point, we spoke with the mother (grandmother) to alert her about the
importance of school attendance, consequently, there have been fewer absences.

the school performance report should be prepared considering the

student development and the interventions carried out. Use
vocabulary of cultured language emphasizing the advances of
students. The difficulties to be addressed must be indicated
as possibilities and a good prognosis pointing to suggestions
viable to be carried out to overcome the difficulties. The
performance report should always emphasize advancements and not
only the failures. Record what the student achieved and in what
progressive aspect, value and register the social development
affective as: participation, solidarity, stance,
feelings. Diversifying a student's writing from one to another,
seeking to be faithful in your statements.

Suggestions for starting reports

Based on the objectives worked on in the bimester, it was possible
observe that the student...

By observing the student's performance daily, it was found that

in the next bimester...

Based on the activities presented, the student demonstrated skills

um...

Based on daily observation, it was possible to ascertain that the student...

Portuguese.

uses language to communicate, express ideas and opinions;

• formulate questions and answers according to the context;

makes practice of writing by hand, using the knowledge

that provides, regarding the writing system;

• form groups according to established criteria;

participates in situations where the teacher reads texts from different

genres such as stories, music riddles, news;

with assistance identifies letters and syllables that make up words

contextualized;
with the help observes the relationship between phoneme and grapheme;

participates in activities that involve research;

values its own productions and those of others;

participates in activities that involve musical language and does

interpretations;

participates in activities that involve reading, even if in a way

unconventional;

• helps form words from a given letter;

with assistance organizes the parts (syllables) for the composition of the whole
(words);

• reads a landscape based on observation, narration,

description and interpretation of images;

knows almost all the letters of the alphabet;

is at the pre-syllabic level.

Mathematics.

• notices the similarities between round and non-round objects and

explore with the help of different procedures to compare
magnitudes;

with assistance, explore length measurements using units

unconventional;

composes and decomposes quantities through numerical writing;

participates in activities involving research;

with assistance, identify numbers in different contexts of: position,

comparison, sorting;

explores and identifies geometric shapes through observation of

objects;
• perceives similarities and differences between the figures;

identifies quantities of elements and matches them one to one;

with the help identifies the position of a number in a numerical series.

Arts.

Produces works such as drawings, paintings, models, collages

developing a taste for the process of production and creation;

• recognizes shapes, sizes, textures, and some colors by performing the

activities with fine and gross motor coordination;
participates in activities that involve rules, hesitating a bit in
respect them;

• expresses itself physically through dance, games and

other movements;

participates in activities that involve musical language;

makes musical interpretations;

expresses the production of sound and silence with voice, the body, and objects
sonorous;

perceives with the aid of rhythmic structure to express oneself

physically, through dance, play, and other means
movements;

express sensations and body rhythms through gestures, postures and

of oral language.

Geography.

acknowledges the importance of housing;

explore and identify objects that have a home;

identifies animals that build their own home;

• identify points to position oneself in space;

participates in the construction of panels referring to different places;

Have an understanding of attitudes towards the preservation and conservation of the environment
environment.

Sciences.

values your bodily achievements;

appreciates images and relates them to lived and personal experiences;

recognizes the importance of knowing the characteristics of oneself

body and personal hygiene to maintain good health;
recognizes the stages of people's development;

importance of food.

History.

is interested in the cultural heritage of their social group and in

to know different forms of cultural expressions;

recognizes names of family members.

makes reports of news heard or experiences lived;

participation in activities;

has a formed idea about beliefs, values, religiosity;

commemorative and religious dates;

Physical Education.

experiences and participates in recreational activities, fully respecting

partially the rules;

• appropriated specific skills related to body culture having a

great psychomotor development;

• interacts with the involved group, acting mostly in

cooperative manner;

partially adjusts to the school's norms.

SOCIO-AFFECTIVE AREA

Comment on the adaptation period: How did it go? How has it evolved?
Shows dependencies? Uses support from objects? Takes a bottle, sucks
Bico?

Relationship: with the teacher, Multidisciplinary Team,

Attendants, colleagues, and employees. Participate in proposed activities.
by the teacher?
Operation in the group: Is it accepted? Rejected? Is it isolated? Does it lead? It is
aggressive?
Shows preference for colleagues? Does he/she cooperate with the group? Is he/she capable?
of listening to others?

Do you have tics?

Tolerance to frustrations: losing and winning, getting it right and making mistakes.

Resolved sphincter control?

Toy: what do you prefer to play with in the living room and in the yard? How do you play?
(alone, with the group in small groups, with a partner)

Autonomy: Is it organized in the routine? Accepts rules, complies

combinations? Do you wait for others' decisions to make your own? It has
conditions to choose and refuse what one does not want? It involves
conflicts? How do you resolve them? Do you find your own answers?

Explain your thoughts?

2. PSYCHOMOTOR AREA

Body schema: mastery and knowledge of your body, image

corporal.

Lateralization. Gross motor skills: rhythm of action – fast, slow,

follows the group, can't stop, needs stimulation, has
inhibitory brake. Performance with balls, ropes, sung wheels,
movements.

Motor coordination: rolls over the body, crawls, does a somersault,

climbs and descends stairs, jumps.

Fine motor skills/visuomotor skills: coordination – buttons, ties knots, does

ties. Pencil grip. Colors within limits. Strings beads,
crumple papers. Shape, tear, crumple, chop, stitch, cut.
Handle cutlery. Hits targets, copies figures.

3. COGNITIVE AREA

a) Development of comprehensive and expressive language:

Communicates clearly, expressing in an organized manner his/her
thought? Does it have an age-appropriate vocabulary? Understands
verbal communications? When you speak, do you stutter or mix up letters? When
Does he/she report facts, speak very quickly, very slowly? Does he/she report in sequence?
Always recounting the same facts, imaginary things? Blows up a balloon,
does he/she whistle? Is he/she expressive when speaking? Does he/she manifest his/her emotions?

b) Construction of the representation:

1.Graph: describe the child's drawing, characterizing the stage in

that is found

(scribble, organized scribble, complete or incomplete representation of

human figure

etc).

2.Written:

Shows interest in writing? Observes books? Represents letters and

numbers? Write your name? Identify written names of classmates?
At what stage of literacy is it (pre-syllabic, syllabic,
syllabic-alphabetic, alphabetical)?

c) Expression through visual arts, dances and dramatization:

Is it more expressive in any of these forms? Is it creative? Does it present
original solutions?
Does she use varied resources? Is she inhibited? Does she prefer roles without highlight?
Do you want to play pretend?

d) Perceptual development:

Vision, hearing, touch, smell, and taste.

Attention:

Conditions of attention and concentration in play and activities,

conditions for persevering in the task.

Memory:
Conditions for memorizing songs, verses, and games.

Observations on visual and auditory memory.

g) Logical-mathematical experiences:

Concepts of space-time, conservation of quantities, of sequencing and

classification.

Identifies properties, attributes of color, shape, etc.

Find solutions to problem resolutions?

Do you recognize numbers?

Does it relate number and quantity?

Recognizes the relationships between speech and writing;

Explore various forms of languages and different types of support

text for information expansion;

Listen to stories and comments that value emotional impressions;

Reads and writes texts developing the understanding of the system.

alphabetical, using writing according to the concepts and
hypotheses that you currently have;

Produces texts individually and collectively, using gestures,

drawings, sounds, movements, and words;
Distinguish between written language and oral language;

Demonstrates understanding of the alphabetic system;

Syllabically reads words formed by groups of compound syllables.

by vowel and consonant;

Produce sentences with logic;

Produces short texts without concern for spelling.

Distinguishes letters in oral and written language;

Is in the pre-syllabic stage, starting to differentiate letters from
numbers, drawings or symbols.