Number of activities: 5 adapted activities, including image observation, color-coded multiple choice, sentence completion, dotted tracing, identification of territory, and regional location on the map.
Target Audience:
Students in the literacy process or with difficulties in reading, writing, and interpretation in Geography and Social Sciences.
Indicated for Elementary School (Early and Middle Years), Specialized Educational Support (AEE), and remedial classes.
Also recommended for students with Intellectual Disabilities (mild to moderate), ASD, ADHD, Dyslexia, Down Syndrome, and students with significant literacy gaps.
Format:
Printable color PDF with large images (forest, city, river, map of Brazil), dotted words for tracing, color-coded alternatives, and answer key included.
To help students understand the first concepts of Geographic Space by developing geographic literacy through images and direct word–meaning association.
The material works, in a concrete and visual way, on:
The concept of landscape
The difference between natural and human-built environments
The concept of place
The idea of territory (a space that belongs to someone)
The identification of Brazil’s Southern Region on the map
Identification of a built landscape (city) compared to forest and river.
Sentence completion: “LANDSCAPE IS EVERYTHING WE ______”, supported by visual icons.
Rewriting the word that represents where the student lives (Place).
Tracing the word TERRITORY, distinguishing it from distractor terms.
Marking Brazil’s Southern Region on a colored map.
✅ Ideal for students in early reading stages.
✅ Strong visual support that allows comprehension even with partial reading skills.
✅ Motor-based activities (tracing, rewriting, marking X) that strengthen fine motor coordination.
✅ Simple language, short sentences, and predictable organization.
✅ Excellent for AEE, late literacy development, and inclusive classrooms.
✅ Saves approximately 1h10min of teacher preparation time.
Brasil
Estados Unidos
