{"id":5162,"date":"2025-11-20T10:43:48","date_gmt":"2025-11-20T09:43:48","guid":{"rendered":"https:\/\/nns.cz\/amos\/?page_id=5162"},"modified":"2026-01-25T17:52:49","modified_gmt":"2026-01-25T16:52:49","slug":"amos-a-nove-rvp-zv","status":"publish","type":"page","link":"https:\/\/nns.cz\/amos\/amos-a-nove-rvp-zv\/","title":{"rendered":"AMOS a nov\u00fd RVP ZV"},"content":{"rendered":"\n
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Materi\u00e1ly AMOS maj\u00ed schvalovac\u00ed dolo\u017eky M\u0160MT <\/strong>spl\u0148uj\u00ed po\u017eadavky sou\u010dasn\u00e9ho RVP ZV<\/strong> a pokr\u00fdvaj\u00ed v\u0161echna t\u00e9mata, kter\u00e1 jsou b\u011b\u017en\u011b prob\u00edr\u00e1na.<\/p>\n\n\n\n

Byly v\u0161ak ji\u017e od roku 2016 vyv\u00edjeny s obdobn\u00fdmi c\u00edli jako nov\u00e9 RVP ZV<\/strong> a ucelen\u00e1 \u0159ada AMOS tak umo\u017e\u0148uje v\u00fduku tak\u00e9 v souladu s nov\u00fdm RVP ZV.<\/strong><\/p>\n\n\n\n

S AMOSem m\u016f\u017eete rozv\u00edjet kl\u00ed\u010dov\u00e9 kompetence \u017e\u00e1k\u016f napl\u0148ovat o\u010dek\u00e1van\u00e9 v\u00fdstupy podle st\u00e1vaj\u00edc\u00edho i nov\u00e9ho RVP ZV a to dokonce beze zm\u011bny va\u0161eho \u0160VP a m\u016f\u017eete ji\u017e nyn\u00ed za\u010d\u00edt hned od 1. ro\u010dn\u00edku sta\u010d\u00ed se zapojit do: <\/strong><\/h4>\n\n\n\n
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Vzd\u011bl\u00e1vac\u00edho programu zdarma U\u010d\u00edm s AMOSem v 1. ro\u010dn\u00edku<\/strong><\/a><\/div>\n<\/div>\n\n\n\n

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Z \u010deho vych\u00e1z\u00ed soulad s nov\u00fdm RVP ZV?<\/strong><\/h2>\n\n\n\n

Soulad s nov\u00fdm RVP ZV<\/strong> se projevuje ji\u017e v z\u00e1kladn\u00edch vzd\u011bl\u00e1vac\u00edch principech<\/strong>, na kter\u00fdch je ucelen\u00e1 \u0159ada od po\u010d\u00e1tku 1. ro\u010dn\u00edku vystav\u011bna.<\/p>\n\n\n\n

1. Shodn\u00e9 didaktick\u00e9 principy a obsahov\u00e1 prov\u00e1zanost p\u0159edm\u011bt\u016f<\/strong><\/h3>\n\n\n\n

Zad\u00e1n\u00ed a \u00fakoly v \u010desk\u00e9m jazyce, matematice i prvouce jsme postavili na shodn\u00fdch didaktick\u00fdch principech<\/strong>, co\u017e \u017e\u00e1k\u016fm usnad\u0148uje pochopen\u00ed \u00fakol\u016f. Obsahov\u011b na sebe materi\u00e1ly ve v\u0161ech p\u0159edm\u011btech navazuj\u00ed a pracuj\u00ed s mezip\u0159edm\u011btov\u00fdmi vazbami. U\u010debnice AMOS maj\u00ed tak\u00e9 podobnou vizu\u00e1ln\u00ed podobu a strukturu. \u017d\u00e1k\u016fm to usnad\u0148uje orientaci v p\u0159edm\u011btech, co\u017e m\u00e1 v\u00fdznam tak\u00e9 pro d\u011bti, kter\u00e9 maj\u00ed speci\u00e1ln\u00ed vzd\u011bl\u00e1vac\u00ed pot\u0159eby.<\/p>\n\n\n\n

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2. Dvoj\u00ed str\u00e1nkov\u00e1n\u00ed jako prvek posiluj\u00edc\u00ed samostatnou pr\u00e1ci \u017e\u00e1k\u016f<\/strong><\/h3>\n\n\n\n

V u\u010debn\u00edch materi\u00e1lech pou\u017e\u00edv\u00e1me tzv. dvoj\u00ed str\u00e1nkov\u00e1n\u00ed, kdy m\u00e1 ka\u017ed\u00e1 str\u00e1nka krom\u011b \u010d\u00edsla i jednoduch\u00fd piktogram. To umo\u017e\u0148uje i prv\u0148\u00e1\u010dk\u016fm, kte\u0159\u00ed maj\u00ed zat\u00edm omezen\u00e9 matematick\u00e9 zku\u0161enosti, nebo \u017e\u00e1k\u016fm se specifick\u00fdmi poruchami u\u010den\u00ed samostatn\u011b se orientovat v u\u010debn\u00edch materi\u00e1lech. \u0160et\u0159\u00ed to mimo jin\u00e9 \u010das b\u011bhem v\u00fduky a posiluje samostatnost \u017e\u00e1k\u016f.<\/p>\n\n\n\n

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3. Zad\u00e1v\u00e1n\u00ed \u00fakol\u016f za pomoci piktogram\u016f<\/strong><\/h3>\n\n\n\n

Zad\u00e1n\u00ed \u00fakol\u016f zn\u00e1zor\u0148ujeme pomoc\u00ed piktogram\u016f, kter\u00e9 jsou nav\u00edc stejn\u00e9 ve v\u0161ech p\u0159edm\u011btech a u\u010debnic\u00edch. \u017d\u00e1ci se je rychle nau\u010d\u00ed a dok\u00e1\u017e\u00ed sami pochopit, co maj\u00ed v \u00fakolu d\u011blat. Umo\u017e\u0148uje jim to takzvan\u011b \u010d\u00edst zad\u00e1n\u00ed hned od prvn\u00edho dne ve \u0161kole. To posiluje jejich sebev\u011bdom\u00ed i samostatnost.<\/p>\n\n\n\n

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4. Aplikace aktu\u00e1ln\u00ed \u00farovn\u011b \u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed \u017e\u00e1k\u016f do vzd\u011bl\u00e1vac\u00edho obsahu matematiky a prvouky<\/strong><\/h2>\n\n\n\n

V u\u010debnic\u00edch matematiky a prvouky pracujeme s texty, kter\u00e9 respektuj\u00ed aktu\u00e1ln\u00ed \u00farove\u0148 \u010dten\u00e1\u0159sk\u00fdch dovednost\u00ed \u017e\u00e1k\u016f osvojenou v \u010desk\u00e9m jazyce. To prakticky znamen\u00e1, \u017ee se v t\u011bchto p\u0159edm\u011btech neobjevuj\u00ed slova, kter\u00e1 by \u017e\u00e1ci je\u0161t\u011b neum\u011bli p\u0159e\u010d\u00edst. Doch\u00e1z\u00ed d\u00edky tomu k funk\u010dn\u00edmu rozvoji \u010dten\u00e1\u0159sk\u00e9 gramotnosti \u017e\u00e1k\u016f v z\u00f3n\u011b jejich nejbli\u017e\u0161\u00edho v\u00fdvoje.<\/p>\n\n\n\n

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1. \u010dtvrtlet\u00ed 1. ro\u010dn\u00edku<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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2. \u010dtvrtlet\u00ed 1. ro\u010dn\u00edku<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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3. \u010dtvrtlet\u00ed 1. ro\u010dn\u00edku<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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4. \u010dtvrtlet\u00ed 1. ro\u010dn\u00edku<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n

5. Doprovodn\u00fd interaktivn\u00ed vzd\u011bl\u00e1vac\u00ed obsah<\/strong><\/h3>\n\n\n\n

U\u010ditel\u016fm poskytujeme promy\u0161len\u00fd komplex doprovodn\u00fdch multimedi\u00e1ln\u00edch u\u010debn\u00edch materi\u00e1l\u016f<\/strong> (tzv. MIU\u010c). Jedn\u00e1 se o \u00falohy s gradovanou obt\u00ed\u017enost\u00ed, kter\u00e9 jsou kompletn\u011b p\u0159ipraven\u00e9, ani\u017e by bylo nutn\u00e9 stahovat jak\u00e9koliv dal\u0161\u00ed aplikace. MIU\u010c zahrnuj\u00ed nap\u0159\u00edklad interaktivn\u00ed cvi\u010den\u00ed, do nich\u017e mohou \u017e\u00e1ci p\u0159\u00edmo ps\u00e1t, nebo doprovodn\u00e1 v\u00fdukov\u00e1 videa. D\u00edky nim m\u00e1 u\u010ditel takzvan\u011b \u201erychle p\u0159ipravenou tabuli<\/strong>\u201c, co\u017e mu \u0161et\u0159\u00ed \u010das p\u0159i p\u0159echodu mezi r\u016fzn\u00fdmi \u00fakoly. \u017d\u00e1ci jsou p\u0159i pr\u00e1ci s t\u011bmito materi\u00e1ly aktivn\u00ed a materi\u00e1ly je mo\u017en\u00e9 tak\u00e9 dob\u0159e vyu\u017e\u00edt pro jejich samostatnou pr\u00e1ci.<\/p>\n\n\n\n

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6. M\u00e9n\u011b p\u0159\u00edprav, v\u00edce podpory \u017e\u00e1k\u016fm<\/strong><\/h3>\n\n\n\n

V materi\u00e1lech AMOS nemysl\u00edme jen na \u017e\u00e1ky, ale mysl\u00edme i na u\u010ditele. Nab\u00edz\u00edme jim komplexn\u011b p\u0159ipravenou \u0159adu u\u010debnic v\u010detn\u011b dopl\u0148kov\u00fdch materi\u00e1l\u016f<\/strong> (AMOS Plus, Knihovni\u010dka, ROTO, Dopo\u010d\u00edtadlo, Oskarovy pokusy aj.) a multimedi\u00e1ln\u00edch interaktivn\u00edch u\u010debnic (MIU\u010c). U\u010ditel tud\u00ed\u017e nemus\u00ed tolik \u010dasu v\u011bnovat p\u0159\u00edprav\u011b pom\u016fcek, m\u00edsto toho se m\u016f\u017ee soust\u0159edit na samotnou v\u00fduku a na to, jak podpo\u0159it konkr\u00e9tn\u00ed \u017e\u00e1ky<\/strong>.<\/p>\n\n\n\n

Jak AMOS rozv\u00edj\u00ed z\u00e1kladn\u00ed gramotnosti?<\/h2>\n\n\n\n

Ucelen\u00e1 \u0159ada AMOS ji\u017e od po\u010d\u00e1tku 1. ro\u010dn\u00edku systematicky pracuje na nab\u00fdv\u00e1n\u00ed z\u00e1kladn\u00edch gramotnost\u00ed \u017e\u00e1k\u016f<\/strong>. <\/p>\n\n\n\n

Jak je nap\u0159\u00edklad rozv\u00edjena \u010cten\u00e1\u0159sk\u00e1 a pisatelsk\u00e1 gramotnost?<\/strong><\/h3>\n\n\n\n
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S Knihovni\u010dkou AMOS<\/a><\/strong> je rozv\u00edjen vztah ke \u010dten\u00ed a \u010dten\u00e1\u0159stv\u00ed, psan\u00ed a pisatelstv\u00ed<\/strong> od 1. ro\u010dn\u00edku <\/strong><\/h4>\n\n\n\n
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Edice
Knihovni\u010dka <\/em>umo\u017e\u0148uje \u010d\u00edst kn\u00ed\u017eky u\u017e v pr\u016fb\u011bhu 1. ro\u010dn\u00edku <\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Uk\u00e1zka pr\u00e1ce s 
Moje knihovni\u010dka<\/em> se svolen\u00edm Z\u0160 K\u0159i\u017eanov \u2013 \u017e\u00e1ci samostatn\u011b p\u00ed\u0161ou texty na \u00farovni sv\u00fdch pisatelsk\u00fdch dovednost\u00ed<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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S materi\u00e1ly AMOS \u017e\u00e1ci buduj\u00ed porozum\u011bn\u00ed v \u010detb\u011b a v procesu psan\u00ed<\/strong>
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Uk\u00e1zka typu cvi\u010den\u00ed ve
Slabik\u00e1\u0159i 1. d\u00edl<\/em>, strana 50 \u2013 Uvede, kter\u00e1 informace nebo m\u00edsto v textu mu pom\u016f\u017ee s vyj\u00e1d\u0159en\u00edm pravdivosti v\u00fdrok\u016f.<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed ve
\u010cten\u00e1\u0159sk\u00fdch z\u00e1kladech 3<\/em>, strana 5 \u2013 P\u00ed\u0161e v\u011bty a kr\u00e1tk\u00e9 texty podle obr\u00e1zkov\u00e9ho zad\u00e1n\u00ed.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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U\u010d\u00ed se kritick\u00e9mu \u010dten\u00ed a psan\u00ed<\/strong>
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce 1<\/em>, strana 42 \u2013 P\u0159i \u010dten\u00ed zji\u0161\u0165uje shody a rozd\u00edly mezi t\u00edm, co \u010dte, a t\u00edm, jak se s\u00e1m d\u00edv\u00e1 na v\u011bc.<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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U\u010d\u00ed se porozum\u011bt vlastn\u00edmu \u010dten\u00ed, \u010dten\u00e1\u0159stv\u00ed, psan\u00ed a pisatelstv\u00ed<\/strong>
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Uk\u00e1zka typu cvi\u010den\u00ed v MIU\u010d+ \u2013 Dok\u00e1\u017ee si ur\u010dit rychlost \u010dten\u00ed, kter\u00e1 mu vyhovuje pro nejlep\u0161\u00ed \u010dten\u00e1\u0159sk\u00fd v\u00fdkon.<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Jak je nap\u0159\u00edklad rozv\u00edjena Logicko-matematick\u00e1 gramotnost?<\/strong><\/h3>\n\n\n\n
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S AMOSem se \u017e\u00e1ci u\u010d\u00ed reflektovat sv\u00e9 \u0159e\u0161en\u00ed matematick\u00fdch situac\u00ed<\/strong><\/h4>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Pl\u00e1nujeme cestu s Ag\u00e1tou<\/em>, strana 37 \u2013 Pop\u00ed\u0161e kroky sv\u00e9ho postupu \u0159e\u0161en\u00ed.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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U\u010d\u00ed se rozpozn\u00e1vat vhodn\u00e9 pou\u017eit\u00ed matematiky v b\u011b\u017en\u00fdch situac\u00edch<\/strong>
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Mat\u00fdskov\u011b matematice 1, 3. d\u00edl<\/em>, strana 43.<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Mat\u00fdskov\u011b matematice 1, 3. d\u00edl<\/em>, strana 36.<\/figcaption><\/figure>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Mat\u00fdskov\u011b matematice 1, 3. d\u00edl<\/em>, strana 49.<\/figcaption><\/figure>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Mat\u00fdskov\u011b matematice 1, 3. d\u00edl<\/em>, strana 34.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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U\u010d\u00ed se rozpozn\u00e1vat vzory a z\u00e1konnistosti<\/strong><\/h4>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Mat\u00fdskov\u011b matematice 1, 1. d\u00edl<\/em>, strana 19 \u2013 \u0158ekne, jak\u00fd vzor nebo pravidlo objevil.<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed v 
AMOS PLUS k \u017div\u00e9 abeced\u011b<\/em>, strana 14.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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S dopo\u010d\u00edtadlem<\/a> modeluj\u00ed matematick\u00e9 probl\u00e9my<\/strong>
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Uk\u00e1zka pr\u00e1ce s dopo\u010d\u00edtadlem \u2013 Zkou\u0161\u00ed \u0159e\u0161it jednoduch\u00e9 \u00fakoly r\u016fzn\u00fdmi zp\u016fsoby, dokud nenajde spr\u00e1vn\u00e9 \u0159e\u0161en\u00ed, vyu\u017e\u00edv\u00e1 dopo\u010d\u00edtadlo.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

Jak AMOS rozv\u00edj\u00ed z\u00e1kladn\u00ed kl\u00ed\u010dov\u00e9 kompetence?<\/h2>\n\n\n\n

Ucelen\u00e1 \u0159ada AMOS ji\u017e od po\u010d\u00e1tku 1. ro\u010dn\u00edku systematicky pracuje na napl\u0148ov\u00e1n\u00ed kl\u00ed\u010dov\u00fdch kompetenc\u00ed<\/strong>. <\/p>\n\n\n\n

Jak je nap\u0159\u00edklad rozv\u00edjena kl\u00ed\u010dov\u00e1 kompetence k u\u010den\u00ed?<\/strong><\/h3>\n\n\n\n
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\u017d\u00e1ci se u\u010d\u00ed monitorovat sv\u00e9 procesy u\u010den\u00ed.<\/strong><\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce<\/em>, strana 53 \u2013 Za pomoci my\u0161lenkov\u00e9 mapy zopakuje probran\u00e9 u\u010divo.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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Za\u010d\u00ednaj\u00ed si uv\u011bdomovat smysl sv\u00e9ho u\u010den\u00ed.<\/strong><\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Vyu\u017e\u00edv\u00e1 z\u00edskan\u00e9 znalosti z jednoho p\u0159edm\u011btu pro z\u00edsk\u00e1v\u00e1n\u00ed znalost\u00ed v dal\u0161\u00edch p\u0159edm\u011btech.

<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
(Vyu\u017e\u00edv\u00e1 aplikovan\u00e9ho \u010dten\u00ed pro z\u00edsk\u00e1v\u00e1n\u00ed znalost\u00ed v dal\u0161\u00edch p\u0159edm\u011btech.)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

Jak je nap\u0159\u00edklad rozv\u00edjena kl\u00ed\u010dov\u00e1 kompetence komunika\u010dn\u00ed?<\/strong><\/h3>\n\n\n\n
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S AMOSem se u\u010d\u00ed vyjad\u0159ovat prost\u0159ednictv\u00edm zvl\u00e1dnut\u00fdch v\u00fdrazov\u00fdch prost\u0159edk\u016f.<\/strong><\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Knihovni\u010dce<\/em>, \u00farove\u0148 3, Nehoda<\/em> \u2013 S pomoc\u00ed obr\u00e1zk\u016f zvl\u00e1dne jednoduch\u00e9 vypr\u00e1v\u011bn\u00ed.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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U\u010d\u00ed se porozum\u011bt b\u011b\u017en\u00fdm form\u00e1m sd\u011blen\u00ed<\/strong>
<\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
\u017div\u00e1 abeceda<\/em>, strana 4 \u2013 P\u0159i \u010dten\u00ed zad\u00e1n\u00ed p\u0159ech\u00e1z\u00ed od \u010dten\u00ed piktogram\u016f ke \u010dten\u00ed slovn\u00edho z\u00e1pisu.<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed ve
Slabik\u00e1\u0159i 2. d\u00edl<\/em>, strana 61<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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U\u010d\u00ed se aktivn\u011b naslouchat<\/strong>
<\/h4>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed ve
Slabik\u00e1\u0159i 1. d\u00edl<\/em>, strana 21 rozv\u00edjej\u00edc\u00ed OVU \u2013 Aktivn\u011b vyu\u017e\u00edv\u00e1 informace z\u00edskan\u00e9 naslouch\u00e1n\u00edm.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

Jak je nap\u0159\u00edklad rozv\u00edjena kl\u00ed\u010dov\u00e1 kompetence osobnostn\u00ed a soci\u00e1ln\u00ed?<\/h4>\n\n\n\n
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S AMOSem \u017e\u00e1ci rozv\u00edjej\u00ed vlastn\u00ed wellbeing<\/strong>
<\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed
Oskarov\u011b prvouce<\/em>, strana 24 \u2013 pojmenov\u00e1v\u00e1 (zji\u0161\u0165uje) svoje emoce<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce<\/em>, strana 26 \u2013 pojmenov\u00e1v\u00e1 (zji\u0161\u0165uje) svoje emoce<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce<\/em>, strana 41 <\/figcaption><\/figure>\n<\/div>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce<\/em>, strana 41<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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U\u010d\u00ed se \u010delit obt\u00ed\u017en\u00fdm situac\u00edm<\/strong>
<\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u00fdch pokusech <\/em>(M\u016f\u017ee kov plavat?) \u2013 pojmenuje, pro\u010d se mu n\u011bco neda\u0159\u00ed, a zkou\u0161\u00ed \u010dinnost d\u00e1l<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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Pozn\u00e1vaj\u00ed jedine\u010dnost vlastn\u00ed osobnosti.<\/strong><\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button><\/figure>\n<\/div>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce<\/em>, strana 43 \u2013 ve vztahu ke sv\u00fdm vrstevn\u00edk\u016fm pop\u00ed\u0161e, v \u010dem je stejn\u00fd a v \u010dem jin\u00fd<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n
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U\u010d\u00ed se empatii a porozum\u011bn\u00ed druh\u00fdm<\/strong>
<\/h4>\n\n\n\n
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\"\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button>
Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce<\/em>, strana 8 rozv\u00edjej\u00edc\u00ed OVU \u2013 na z\u00e1klad\u011b stanoven\u00fdch pravidel odm\u00edtne komunikaci nebo chov\u00e1n\u00ed, kter\u00e9 mu nen\u00ed p\u0159\u00edjemn\u00e9<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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Rozv\u00edj\u00ed vztahy s ostatn\u00edmi.<\/strong><\/h4>\n\n\n\n
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Uk\u00e1zka typu cvi\u010den\u00ed v 
Oskarov\u011b prvouce<\/em>, strana 18 \u2013 u\u010d\u00ed se kl\u00e1st ot\u00e1zky a mluvit o vztaz\u00edch v rodin\u011b a ve sv\u00e9m bl\u00edzk\u00e9m okol\u00ed<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

Jak s AMOSem rozv\u00edjet v\u0161echny kl\u00ed\u010dov\u00e9 kompetence a o\u010dek\u00e1van\u00e9 v\u00fdstupy? <\/strong><\/h3>\n\n\n\n

S AMOSem m\u016f\u017eete rozv\u00edjet kl\u00ed\u010dov\u00e9 kompetence \u017e\u00e1k\u016f napl\u0148ovat o\u010dek\u00e1van\u00e9 v\u00fdstupy podle st\u00e1vaj\u00edc\u00edho i nov\u00e9ho RVP ZV a to dokonce beze zm\u011bny va\u0161eho \u0160VP a m\u016f\u017eete ji\u017e nyn\u00ed za\u010d\u00edt hned od 1. ro\u010dn\u00edku sta\u010d\u00ed se zapojit do:<\/strong> <\/h4>\n\n\n\n
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Vzd\u011bl\u00e1vac\u00edho programu zdarma U\u010d\u00edm s AMOSem v 1. ro\u010dn\u00edku<\/strong><\/a><\/div>\n<\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Materi\u00e1ly AMOS maj\u00ed schvalovac\u00ed dolo\u017eky M\u0160MT spl\u0148uj\u00ed po\u017eadavky sou\u010dasn\u00e9ho RVP ZV a pokr\u00fdvaj\u00ed v\u0161echna t\u00e9mata, kter\u00e1 jsou b\u011b\u017en\u011b prob\u00edr\u00e1na. Byly v\u0161ak ji\u017e od roku 2016 vyv\u00edjeny s obdobn\u00fdmi c\u00edli jako nov\u00e9 RVP ZV a ucelen\u00e1 \u0159ada AMOS tak umo\u017e\u0148uje v\u00fduku tak\u00e9 v souladu s nov\u00fdm RVP ZV. S … <\/p>\n","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-5162","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/pages\/5162","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/comments?post=5162"}],"version-history":[{"count":57,"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/pages\/5162\/revisions"}],"predecessor-version":[{"id":5523,"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/pages\/5162\/revisions\/5523"}],"wp:attachment":[{"href":"https:\/\/nns.cz\/amos\/wp-json\/wp\/v2\/media?parent=5162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}