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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Guía de aprendizajes base 2020
Indicaciones para completar la plantilla priorizada: El asesor nacional con base al trabajo que realizó en la
planificación inicial para guía de priorización y el diagnóstico efectuado con docentes del país, completa la matriz de
priorización, donde específica cómo se desarrollarán los aprendizajes esperados resaltando el aprendizaje esperado
base, medular de cada asignatura según las nuevas condiciones de ciclo lectivo 2020 y acordes con la complejidad,
secuencialidad y características específicas de cada asignatura.
a. Aspectos administrativos:
Asignatura: Inglés Ciclo: Primero Año escolar: Primero
b. Presentación:
Para elaborar esta priorización se realizó un diagnóstico con cuatro docentes de distintas regiones educativas del país
que imparten este año escolar, donde se les consultó el nivel de alcance hasta el cual el grupo de estudiantes logró
trabajar durante el periodo presencial antes de la interrupción del curso lectivo por la emergencia de COVID19. Una vez
realizado este proceso, se procedió a determinar cuáles aprendizajes esperados no fueron cubiertos, para a partir de
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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esto, establecer una priorización de aprendizaje esperado base, medular para continuar el ciclo lectivo, ante el contexto
en el que estamos.
El diseño del programa de estudio se establece para el desarrollo de la competencia comunicativa. El cual se nutre del
enfoque orientado a la acción y el desarrollo de las competencias lingüísticas que incluye la comprensión oral y escrita
(escucha y lectura, y el desarrollo de la conciencia fonológica) y la de producción oral y escrita (habla y escritura).
El programa se sustenta en tres pilares principales del aprendizaje: - Aprender a conocer, - Aprender a hacer, - Aprender
a ser y vivir en comunidad. Otro elemento que forma parte del currículo es el Aprendizaje Basado en Proyectos, ya que al
final de cada unidad se integra los aprendizaje centrado en tareas, un proceso compartido entre los participantes, para la
obtención de un producto final. La instrucción basada en tareas, es otro de los componentes del programa de estudios el
cual se centra en el uso del lenguaje auténtico y en requerir a los estudiantes que realicen tareas significativas utilizando
el idioma meta dentro de un contexto específico para resolver un problema o lograr un objetivo.
Las competencias lingüísticas se desarrollan integral y secuencialmente de acuerdo con descriptores (can do statements)
agrupados en bandas de dominio lingüístico según el Marco Común Europeo de Referencia para las Lenguas (MCERL).
En el programa de estudios ha establecido un nivel común de referencia de banda A1 al finalizar el primer ciclo y nivel de
banda A2 al finalizar el segundo Ciclo según los descriptores (MCERL).
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Los descriptores mantienen un orden secuencial y escalonado que va de lo simple a lo complejo, en lo referente al
desarrollo de la conciencia fonológica y de cada una de las habilidades lingüísticas escucha, habla, lectura y escritura.
En este proceso muchos descriptores se refuerzan y reciclan para lograr alcanzar el nivel de domino sugerido.
Este programa de estudio en su diseño considera las dimensiones de Educar para una Nueva Ciudadanía y sus cuatro
dimensiones: Maneras de Pensar, Formas de vivir en el Mundo, Maneras de relacionarnos con otros y Herramientas para
integrarse con el Mundo. De ahí la importancia de establecer priorización de competencias lingüísticas que fortalezcan las
áreas antes descritas así como las metas de aprendizaje de cada unidad.
Al redactar tome en cuenta y destaque los siguientes cuatros aspectos.
1- Estamos en el contexto de la Pandemia de covid-19 nuestro país toma medidas claves como activar y ampliar
los mecanismos de respuesta a emergencias, comunicarse con las personas sobre los riesgos, que las personas
sepan cómo pueden protegerse, además de encontrar, aislar, probar y tratar cada caso de Covid-19, rastrear a las
personas con las que haya estado en contacto y una serie de medidas de aislamiento social que incluye el cierre de
centros educativos de todo el país y según las indicaciones del Ministerio de Salud un posible reingreso (con
diferentes escenarios) a partir del 13 de julio del 2020.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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En el contexto descrito, el Ministerio de Educación Pública (MEP) inicia el desarrollo de una estrategia para la mediación
pedagógica denominada Aprendo en casa, la cual se fundamenta en las disposiciones de la Política Educativa y la
Política Curricular vigentes, dando relevancia a la habilidad de aprender a aprender, mediante una herramienta didáctica
denominada Guía de Trabajo Autónomo (GTA) y potenciando el uso de recursos tecnológicos, así como a la generación
de acciones específicas y contextualizadas para el aprendizaje a distancia.
Aprendo en casa tiene como propósito promover la continuidad del proceso de aprendizaje educativo a distancia,
guiándose por las siguientes premisas:
2-La premisa principal es mantener la vida y la salud.
3-El objetivo principal es mantener el vínculo de la persona estudiante con el aprendizaje.
4- Teniendo mucha claridad de los puntos anteriores
El docente valora si es posible desarrollar aprendizajes esperados nuevos, pero debe hacerlo a través de estrategias
pedagógicas que propone actividades sencillas, cortas y en las que la persona estudiante tenga posibilidades de
lograr el éxito.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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c. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
Aprendizaje esperado base
Aprendizaje esperado Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 1All about me
5 5
Oral
Comprehension
Listening
L.1. recognize simple
information such as
name, age, and perhaps
country of origin when
that information is given
slowly and clearly.
L.1.2.Recognizes simple
personal information (e.g.
name, age, country of origin,
personal traits)
Learners watch the video and practice
personal information
https://www.youtube.com/watch?
v=KCZAtgacc7I)
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.2. identify sounds
of letters /m/ /e/ /s/ /a/ /t/ /l/ of the alphabet in
order with a concrete
item or picture
representing the sound.
R.PA2. Identify the initial
phoneme of /t/, /e/ a spoken
word.
Learners watch the video and practice the
initial /t/ /e/ sound
https://www.youtube.com/watch?
v=VlPfxokADXY
https://www.youtube.com/watch?
v=beaUUPPUT2Y
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Recognizing the sound heard by playing
¨Memory game¨ with the sound heard /t/ /e/.Written
Comprehension
Reading
Phonemic
Awareness
R.PA.2. identify sounds
of letters /l/, /a/ of the
alphabet in order with a
concrete item or picture
representing the sound.
R.PA2. Identify the initial
phoneme of /l/, /a/ a spoken
word.
Learners watch the video and practice the
initial /L/ sound
https://www.youtube.com/watch?
v=4602pHQCB20
Oral Production
Spoken Production
Speaking
SP.1. express how I look
and feel using simple,
standard expressions.
SP.1. Describes how he/she
or other person is feeling
using simple, standard
expressions.
Learners watch the video about feelings
https://www.youtube.com/watch?
v=dNP5BzrBiOg
Oral Production
Spoken Interaction
Speaking
SI.4. understand and
respond in a predictable
pattern to simple
questions about familiar
things and if the other
person speaks slowly and
clearly.
SI.4.Responds in a
predictable pattern to simple
questions about familiar
things.
Learners ask and answer personal
information questions as they stand in
Rúbrica de desempeño y logro de aprendizajes para lenguas extranjeras en primaria 1° Unit 1
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Importante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y necesidades
de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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L.1.2. Recognizes simple
personal information
(e.g.name, age, country of origin, personal traits) and
transparent phrases (e.g.,
excellent, pay attention) when
that information is given slowly
and clearly.
L.1.2. 1 Recognizes personal
information name, age, country of origin and personal traits
L.1.2.2 Recognizes transparent
phrases excellent, pay attention.
R.PA.2. Identifies each letter
sounds right after the teacher
(e.g., me (/m/ sound), self
(/s/ /e/, egg sound).
R.PA 2.1 Identify the initial phoneme
of /t/, /e/ a spoken word.
R.PA 2.2 Identify the initial phoneme
of /l/, /a/ a spoken word.
SI.4.Responds in a predictable
pattern to simple questions
about familiar things
SI.4. Responds in a predictable
pattern to simple questions about
familiar things.
SP.1. Describes personal
appearance and feelings with
simple words.
SP.1.1. Select words to describe
personal appearance and feelings.
SP.1.2. Describes personal
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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appearance with simple words.
SP.1.3. Describes feelings with simple
words.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Aprendizaje esperado base
Aprendizaje esperado Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 2This is our classroom
11 11
Oral
Comprehension
Listening
L.1. understand simple
classroom instructions,
such as «Stand up,
please», «Come here»,
or «Close the door,
please» when expressed
slowly and clearly,
possibly with
accompanying gestures
and pictures.
L.1. Recognizes simple
classroom instructions, when
expressed slowly and clearly.
Learners use the Guía Trabajo Autónomo
https://aulavirtualabierta.mep.go.cr/seccion/
ingles-primero/ingles-4-primero-5/
Written
Comprehension
Reading
R.1. follow one or two-
step directions
accompanied by
demonstrations to
R.1. Identifies one or two-
step directions.
Learners read aloud a classroom command
supported by a picture, or drawing. Play a
game and recognize the meaning of
commands in print with a picture
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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complete classroom
routines.
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme /o/ in spoken
word if attached to a
picture.
R.PA.3. Identifies the initial
phoneme /o/ in spoken word.
Learners watch the video and practice initial
/o/ sound. https://www.youtube.com/watch?
v=jxOeH16IaH8
Oral
Comprehension
Listening
L.3. understand simple
information about an
object (for example, the
size and color of a book,
and where it is) if the
person speaks slowly and
clearly, possibly with
accompanying gestures.
L.3.Recognizes spoken
words similar to the native
language.
Learners watch the video about school
supplies and practice pronunciation
https://www.youtube.com/watch?
v=AS5nhKzaOqo
Written
Comprehension
Reading
Phonemic
R.PA.3. identify the initial
phoneme of /g/, /b/, / in
spoken word if attached
to a picture.
R.PA.3. Identifies the initial
phoneme in spoken
word /g/, /b/.
Learners watch the video and practice the
/g/ /b/ initial sound
https://www.youtube.com/watch?
v=O96r1dZ4Nqg
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Awareness https://www.youtube.com/watch?
v=F7WyPqms5x0
Oral Production
Spoken Production
Speaking
S.P.1. name some
common objects in
familiar environments, for
example (e.g., It is a
ruler. It is a book.)
S.P.1. Names some common
objects in familiar
environments.
Learners identify classroom objects from
pictures by playing a guessing game.
Oral
Comprehension
Listening
L.2. recognize spoken
words similar to the
languages with which
they are familiar (e.g.,
class, map, repeat).
L.2. Identifies simple
information about an object.
Learners listen to classroom objects`
descriptions and identify them by showing
them to the teacher. For example, I cut with
the scissors.
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /n/, /h/ in
spoken word if attached
to a picture.
R.PA.3. Identifies the initial
phoneme of /n/, /h/ in spoken
word.
Learners watch the video for letter /n/, h/
and practice the initial sound.
/https://www.youtube.com/watch?
v=qE5HEeoVGb0,
https://www.youtube.com/watch?v=ndf_-
FJsPVk,
Oral Production SI.1. ask what the object SI.1. Asks what the object is. Learners participate in short drillings of
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Spoken Interaction
Speaking
is using learned
expressions of language
by pointing to it.
yes/no questions. Teacher asks. Is this a
______? and student responds Yes/No.
Learners can play hot potato
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /r/ in spoken
word if attached to a
picture.
R.PA.3. Identifies the initial
phoneme /r/ in spoken word.
Learners listen to the song of the letter /r/
sound and practice the initial sound.
https://www.youtube.com/watch?
v=zQ7vvPa4pAk
Oral Production
Spoken Interaction
Speaking
SI.3. understand and
respond in a predictable
pattern to simple
questions about familiar
things if the other person
speaks slowly and clearly
SI.3. Responds in a
predictable pattern to simple
questions.
Learners repeat a key word (pencil, book,
notebook, and desk) in the model question:
Is this a _____? Is this a (same word) on my
desk/in the room/under the chair? Teacher
nods yes when it is and shakes head no
when it is not
Rúbrica de desempeño y logro de aprendizajes para lenguas extranjeras en primaria 1° Unit 2
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
necesidades de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
L.1. Recognizes simple
classroom instructions, when
expressed slowly and clearly.
L.1. Recognizes 6 simple classroom
instructions, when expressed slowly
and clearly.
R.1. Identifies one or two-step R.1. Follow one or two-step directions
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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directions. accompanied by demonstrations.
R.PA.3. Identifies the initial
phoneme in spoken word.
R.PA.3.1 Identifies the initial phoneme
/o/ in spoken word.
R.PA.3.2 Identifies the initial phoneme
/g/, /b/ in spoken word.
R.PA.3.3 Identifies the initial phoneme
of /n/, /h/ in spoken word.
R.PA.3.4 Identifies the initial phoneme
/r/ in spoken word.
L.3.Recognizes spoken words
similar to the native language.
L.3.Recognizes spoken words like
size, color and position if the person
speaks slowly and clearly.
S.P.1. Names some common
objects in familiar
environments.
S.P.1. Name some school supplies by
playing a guessing game.
L.2. Identifies simple
information about an object.
L.2. Identifies simple information
about school supplies by showing
them to the teacher.
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SI.1. Asks what the object is. SI.1. Asks what the object is using the
expression Is this a ______? by
pointing to it.
SI.3. Responds in a predictable
pattern to simple questions.
SI.3. Responds to simple questions
using Yes/No pattern if the other
person speaks slowly and clearly.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Aprendizaje esperado base
Aprendizaje esperado Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 3We all are different
11 11
Oral
Comprehension
Listening
L.1. Recognize the words
for people around them
(e.g. father, mother,
brother, sister, baby).
L.1. Identifies nuclear family
members from aural stimuli
when it is spoken slowly and
clearly.
Teacher shows picture and learners guess
who are some of the people in the picture.
https://youtu.be/mjFcrv6Lfx8
https://youtu.be/GiRUF7hvWuM
Written
Comprehension
Reading
Phonemic
Awareness
R.PA2. identify the initial
phoneme of a spoken
word if these words have
been previously
encountered and they are
attached to a picture.
R.PA2. Identifies the initial
phoneme the /d/, /i/ sounds
of a spoken word.
Learners watch the videos to practice the
/d/, /i/ sounds.
https://www.youtube.com/watch?
v=WRiJ5WQ7ah0
https://www.youtube.com/watch?
v=BxeG6tWZpFw
Oral
Comprehension
Listening
L.2. Understand simple
information about a
person (for example,
appearance and feelings)
if the person speaks
L.2. Recognizes simple
information about family
members if the person
speaks slowly and clearly.
Learners watch the video game and practice
to describe with family members
My father is tall. My brother is short.
https://www.youtube.com/watch?v=RCX-
emL8CAI
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slowly and clearly,
possibly with
accompanying gestures.
Written
Comprehension
Reading
Phonemic
Awareness
R.PA2. identify the initial
phoneme of a spoken
word if these words have
been previously
encountered and they are
attached to a picture.
R.PA2. Identifies the initial
phoneme the /p/, /u/ sounds
of a spoken word.
Learners watch the videos to practice the
/p/, /u/ sounds.
https://www.youtube.com/watch?
v=Tbz8H_xo0M8
https://www.youtube.com/watch?
v=HxeodNQvWGI
Oral Production
Spoken Interaction
Speaking
SI.1. understand and
respond in a predictable
pattern to simple
questions.
SI.1. Responds in a
predictable pattern to simple
questions.
Teacher introduces gapped sentences: This
is my ______. Models for Learners pointing
to pictures and asking Who is this?
Learners ask and answer Who is this? as
they share who is in their pictures
Oral Production
Spoken Production
Speaking
SP.1. recognizes how
he/she or other person is
feeling using simple,
standard expressions.
(Happy, sad, mad)
SP.1. Recognizes how
he/she or other person is
feeling using simple, standard
expressions.
Learners sing the song “If you are happy” to
express their feelings
https://www.youtube.com/watch?
v=l4WNrvVjiTw
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Written
Comprehension
Reading
Phonemic
Awareness
R.PA2. identify the initial
phoneme of a spoken
word if these words have
been previously
encountered and they are
attached to a picture.
R.PA2. Identifies the initial
phoneme the /f/, / i / sounds
of a spoken word.
Learners watch the videos to practice the /f/,
/i / sounds.
https://www.youtube.com/watch?
v=ZeJDL9XUkRg
https://www.youtube.com/watch?
v=SPGngOdXPMk
Oral Production
Spoken Production
Speaking
SP.2. recognizes basic
family activities using
expressions like “My
father likes running”.
SP.2. Recognizes basic
family activities using
expressions like “My father
likes cooking”.
Learners watch a video and practice
activities families like to do together.
https://www.youtube.com/watch?
v=MnS3nym_x-c
Oral
Comprehension
Listening
L.3. understand words,
names, and numbers
previously learned when
heard in a short, simple
recording delivered at a
slow pace.
L.3. Recognizes words,
names, and numbers when
heard in a short, simple
recording delivered at a slow
pace.
Learners recognize what things talk about in
the video that you like to do
https://youtu.be/gH89yUhIAV0
Learners watch the story video to identify
the numbers
https://www.youtube.com/watch?
v=Hwl1zsgLF60
Written R.PA2. identify the initial R.PA2. Identifies the initial Learners watch the videos to practice the
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Comprehension
Reading
Phonemic
Awareness
phoneme of a spoken
word if these words have
been previously
encountered and they are
attached to a picture.
and final phoneme the /c/, /u/ sounds of a spoken word.
/c/, /u/ sounds.
https://www.youtube.com/watch?
v=DwkYLx4-93k
https://www.youtube.com/watch?
v=88yjR0TcaZc
Oral Production
Spoken Production
Speaking
SP.2. recognizes basic
family activities using
expressions like “I like ice
cream and my mother
likes popcorn”.
SP.2. Recognizes basic
family activities using
expressions like “I like ice
cream and popcorn”.
Listen to the story and then talk about the
activities family do to help
https://www.youtube.com/watch?
v=drCMd7Jr2Sg
Rúbrica de desempeño y logro de aprendizajes para lenguas extranjeras en primaria 1° Unit 3
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
necesidades de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
L.1. Identifies nuclear family
members from aural stimuli
when it is spoken slowly and
clearly.
L.1. Identifies nuclear family members
(father, mother, brother, sister, baby)
from aural stimuli when it is spoken
slowly and clearly.
R.PA2. Identifies the initial
phoneme of a spoken word.
R.PA2.1 Identifies the initial phoneme
the /d/, /i/ sounds of a spoken word.
R.PA2.2 Identifies the initial phoneme
the /p/, /u/ sounds of a spoken word.
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R.PA2.3 Identifies the initial phoneme
the /f/, / i / sounds of a spoken word.
R.PA2.4 Identifies the initial and final
phoneme the /c/, /u/ sounds of a
spoken word.
L.2. Recognizes simple
information about family
members if the person speaks
slowly and clearly.
L.2.1 Recognizes personal
appearance descriptions about family
members if the person speaks slowly
and clearly.
L.2.2 Recognizes feelings about
family members if the person speaks
slowly and clearly.
SI.1. Responds in a predictable
pattern to simple questions.
SI.1. Responds to a simple question
Who is this? This is my … by showing
the picture of a family member.
SP.1. Recognizes how he/she
or other person is feeling using
simple, standard expressions.
SP.1. Tells how he/she or other
person is feeling by using simple,
standard expressions.
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SP.2. Recognizes basic family
activities using expressions like
“My father likes cooking”.
SP.2. Expresses basic activities family
like to do by using expressions like
“My father likes cooking”.
L.3. Recognizes words, names,
and numbers when heard in a
short, simple recording
delivered at a slow pace.
L.3.1 Recognizes words and names,
(I like ice cream) when heard in a
short, simple recording delivered at a
slow pace.
L.3.2 Recognizes numbers from 1 to
10 when heard in a short, simple
recording delivered at a slow pace
from audio or video.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Aprendizaje esperado base
Aprendizaje esperado Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 4Going to school,
so cool!
12 12
Oral
Comprehension
Listening
L.2.understand simple
information about a place
(e.g., where it is) and
instructions, such as «Go
to the library», «Come
inside», if the person
speaks slowly and
clearly, possibly with
accompanying gestures.
L.2. Recognizes simple
information about a place if
the person speaks slowly and
clearly.
Learners recognizes parts of the school in
the video and practice pronunciation
https://www.youtube.com/watch?
v=2i4CbCINjWA
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /j/, in spoken
word if attached to a
picture.
R.PA.3. Identifies the initial
phoneme /j/ in spoken word.
Learners watch the video to practice the /j/,
sound https://www.youtube.com/watch?
v=GkcqRmdwKlE&feature=youtu.be
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Oral Production
Spoken Production
Speaking
SP.1. name some
common places and
people in familiar
environments.
SP.1. Names some common
places and people in familiar
environments.
Learners watch the video and practice with
the places they have in their schools.
https://www.youtube.com/watch?
v=VNnIcp9h4ss
Oral
Comprehension
Listening
L.1.recognize and
understand the words for
people around them (e.g.,
teacher, Learners,
principal).
L.1.Recognizes the words for
people around them.
Learners watch the video to practice the
words for people around them.
https://www.youtube.com/watch?
v=3BmczLcMlbo
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /k/ in spoken
word if attached to a
picture.
R.PA.3. Identifies the initial
phoneme /k/ in spoken word.
Learners watch the video to practice the /k/,
sound
https://www.youtube.com/watch?
v=DHRQXGTSvw0
Oral Production
Spoken Interaction
Speaking
SI.1. understand and
respond in a predictable
pattern to simple
questions about familiar
things (e.g., Where is the
S.I.1. Responds in a
predictable pattern to simple
questions about familiar
things.
Learners respond simple questions about
people and parts of the school and can
follow sample in the video. Where is the…?
https://www.youtube.com/watch?
v=jWY6N9QXmEY
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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principal’s office? Next to
the library) if the other
person speaks slowly and
clearly.
Written
Comprehension
Reading
R.1. identify main
characters by pointing,
naming or labeling from a
picture story that is read
aloud.
R.1.Identifies main characters
from a picture story.
Learners identify the people at school on the
picture story in the video.
https://www.youtube.com/watch?
v=HKU4yaANS-Y
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /w/ in spoken
word if attached to a
picture.
R.PA3. Identify the initial
phoneme of /w/ a spoken
word.
Learners watch the video to practice the /w/,
sound
https://www.youtube.com/watch?
v=8ovG9ptOjBw
Oral Production
Spoken Interaction
Speaking
SI.2.ask for something
when pointing or
gesturing to support the
request.
S.I.2. Asks for something
when pointing or gesturing.
Learners ask and answer by pointing places
in the school.
https://www.youtube.com/watch?
v=QTpEGh_DM5I
Written R.2.sequence pictures to R.2.Sequences pictures to Learners use the images in the video to
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Comprehension
Reading
show understanding of a
text heard or read that is
supported by pictures in a
heavily patterned book to
include a clear beginning,
middle and end.
show understanding of a text
heard or read.
sequence the story they saw in the video
https://www.youtube.com/watch?
v=HKU4yaANS-Y
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /y/ in spoken
word if attached to a
picture.
R.PA3. Identify the initial
phoneme of /y/ a spoken
word.
Watch the video to practice the /y/, sound
https://www.youtube.com/watch?
v=RJH2oMKPeaw
Oral Production
Spoken Interaction
Speaking
SI.3. understand and
respond in a predictable
pattern to simple
questions about familiar
things if the other person
speaks slowly and
clearly.
S.I.3. Responds in a
predictable pattern to simple
questions about familiar
things
Learners practice the sequence of the
events using first, next, then placing the
pictures in order
https://www.youtube.com/watch?
v=ZEWitdYB6_Y
Picture story sequence first, next, then
placing the pictures in order
https://www.youtube.com/watch?
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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v=WdgLSiHDsAY
Rúbrica de desempeño y logro de aprendizajes para lenguas extranjeras en primaria 1° Unit 4Importante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
necesidades de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning: Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
3. Achieved(Learner can
achieve the
task without
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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needs
improvement)any difficulty).
L.2. Recognizes simple
information about a place if the
person speaks slowly and
clearly.
L.2. Recognizes simple information
about places in the school if the
person speaks slowly and clearly.
R.PA.3. Identifies the initial
phoneme in spoken word.
R.PA.3.1 Identifies the initial phoneme
/j/ in spoken word.
R.PA.3.2 Identifies the initial phoneme
/k/ in spoken word.
R.PA 3.3 Identifies the initial phoneme
of /w/ a spoken word.
R.PA 3.4 Identifies the initial phoneme
of /y/ a spoken word.
SP.1. Names some common
places and people in familiar
environments.
SP.1.1 Mentions some places in the
school using pictures of the places.
SP.1. 2 Names some helpers or
people at school by pointing the
picture.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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L.1.Recognizes the words for
people around them.
L.1.Recognizes the words for helpers
or people at school by choosing the
correct picture.
S.I.1. Responds in a
predictable pattern to simple
questions about familiar things.
S.I.1. Responds to simple questions
about prepositions Where is the ____?
by using a school map.
R.1. Identifies main characters
from a picture story.
R.1. Identifies main characters from a
picture story by matching names tags
with the pictures.
S.I.2. Asks for something when
pointing or gesturing.
S.I.2. Asks for places in the school like
Where is the gym? while pointing to
the school map.
S.I.2. Asks for people at school Is he/she the principal? when someone
is gesturing or acting out.
R.2. Sequences pictures to
show understanding of a text
heard or read.
R.2. Indicates understanding of a text
heard or read by sequencing pictures
of the story.
S.I.3. Responds in a S.I.3. Responds to simple questions
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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predictable pattern to simple
questions about familiar things
like What do you do first, them and next? about school activities.
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Aprendizaje esperado base
Aprendizaje esperado Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 5We all are different
11 11
Oral
Comprehension
Listening
L.1. understand simple
questions, which directly
concern them such as
their name and where
they are from.
L.1. Recognizes simple
questions which directly
concern them such as their
name and where they are
from.
Learners watch the videos to answer the
questions
https://www.youtube.com/watch?
v=M3_6qtuipA8
https://www.youtube.com/watch?
v=EfD2k9beP-4
Ask “Where is the ____?” and then pointing
at its picture and saying “This is the _____!”
Pictures of the neighborhood.
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /v/ in spoken
word if attached to a
picture.
R.PA.3. Identifies the initial
phoneme /v/ in a spoken
word.
Learners watch the video and practice
the /v/ initial sound
https://www.youtube.com/watch?
v=gOzHf_2YxGg
Oral Production SI.1. understand and SI.1. Responds in a Teacher holds up two pictures of locations in
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Spoken Interaction
Speaking
respond in a predictable
pattern to simple
questions about familiar
things if the other person
speaks slowly and
clearly.
predictable pattern to simple
questions about familiar
things.
the community and asks the learners “where
is the _____?” Where is the church? It in
front of the park.
Oral
Comprehension
Listening
L.2. recognize and
understand the words for
people around them (e.g.,
firefighter, shop owner,
doctor).
L.2. Recognizes names of
community helpers.
Learners watch the videos to recognize
names of community helpers and practice
pronunciation
https://www.youtube.com/watch?
v=SbGnKobYxOI
Community Helpers for Kids | Jobs &
Occupations
https://www.youtube.com/watch?
v=jt2q1cHsH6E
Written
Comprehension
Reading
R.2. sequence pictures to
show understanding of
text heard or read that is
supported by pictures in a
R.2. Sequences pictures to
show understanding of text
heard or read aloud.
Learners watch to the story about
community helpers in the video. Then
organize the picture according with the
story.
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heavily patterned book to
include a clear beginning,
middle, and end.
https://www.youtube.com/watch?
v=5fSrq4k6UXk
Reading AZ Level D. Community Helpers
https://www.youtube.com/watch?
v=MZPegQ0Xea8
https://www.youtube.com/watch?
v=EgQf7106-E0
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /x/ in spoken
word if attached to a
picture.
R.PA.3. Identifies the /x/ initial phoneme in a spoken
word.
Learners watch the video to practice the /x/,
sound
https://www.youtube.com/watch?
v=RhA10WVTmHw
Oral Production
Spoken Interaction
Speaking
SI.2. ask for something
when pointing or
gesturing to support the
request.
SI.2. Asks for something
when pointing or gesturing.
Learners watch the video about prepositions
of places. Then ask Where is the church?
Learners says next to the house.
https://www.youtube.com/watch?
v=DeCdJfwUYk4
Written R.PA.3. identify the initial R.PA.3. Identifies the /z/ Learners watch the video to practice the /z/,
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Comprehension
Reading
Phonemic
Awareness
phoneme of /z/ in spoken
word if attached to a
picture.
initial phoneme in a spoken
word.
sound
https://www.youtube.com/watch?
v=RhA10WVTmHw
Oral Production
Spoken Production
Speaking
SP.1. name some
common words or objects
in familiar environments.
SP.1. Names some common
words or objects in familiar
environments.
Learners sing the song “This is Where I live”
https://www.youtube.com/watch?
v=3crdfjFfxjI
Written
Comprehension
Reading
Phonemic
Awareness
R.PA.3. identify the initial
phoneme of /qu/ in
spoken word if attached
to a picture.
R.PA.3. Identifies the /qu/ initial phoneme in a spoken
word.
Learners watch the video to practice the
/qu/, sound
https://www.youtube.com/watch?
v=_Nawc37HyTQ
https://www.youtube.com/watch?
v=JF5D8IMYg3o
Oral Production
Spoken Production
Speaking
SP.2. use one or two
learned expressions:
greeting, farewell, and
politeness.
SP.2. Uses one or two
learned expressions greeting,
farewell, and politeness.
Learners use a picture of neighborhood to
do short presentations like this:
Hello, my name is _______. This is my
neighborhood. This is the school, and this is
the teacher. This is the park is in front of the
church.
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This is the doctor, and this is the hospital.
Thank you, goodbye!
Rúbrica de desempeño y logro de aprendizajes para lenguas extranjeras en primaria 1° Unit 5Importante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
necesidades de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning: Performance level
1. Not achieved
(Learner cannot
achieve the
2. In progress(Learner can
achieve the task
with some
3. Achieved(Learner can
achieve the
task without
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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task.)
difficulty and
needs
improvement)
any difficulty).
L.1. Recognizes simple
questions which directly
concern them such as their
name and where they are from.
L.1.1 Recognizes simple questions
such as What is your name?
L.1.2 Recognizes simple questions
such as Where do you live?
L.1.3 Recognizes simple questions
such as What is this place in your
community?
R.PA.3. Identifies the initial
phoneme a spoken word.
R.PA.3.1 Identifies the initial phoneme
/v/ in a spoken word.
R.PA.3.2 Identifies the initial phoneme
/x/ in a spoken word.
R.PA.3.3 Identifies the initial phoneme
/z/ in a spoken word.
R.PA.3.4 Identifies the initial phoneme
/qu/ in a spoken word.
SI.1. Responds in a predictable SI.1. Responds to simple questions
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pattern to simple questions
about familiar things.
“Where is the _____?” about location
of places in the community by working
a community map puzzle in pair.
L.2. Recognizes names of
community helpers.
L.2. Recognizes names of community
helpers by matching them with
pictures.
R.2. Sequences pictures to
show understanding of text
heard or read aloud.
R.2. Shows understanding of text
heard or read aloud by sequencing
pictures of the story.
SI.2. Asks for something when
pointing or gesturing.
SI.2. Asks for the location of
community helpers in the places of the
community when pointing or gesturing.
SP.1. Names some common
words or objects in familiar
environments.
SP.1. Names some people and places
in the community by a short
presentation using a poster.
SP.2. Uses one or two learned
expressions greeting, farewell,
and politeness.
SP.2. Uses one or two learned
expressions greeting, farewell, and
politeness by making an audio or
video with a short introduction.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Nota: La unidad 6 Playtime de primer año se deberá articular con las unidades y escenarios del Programa de Estudios de inglés de segundo año.
Nombre de la persona asesora nacional de inglés que elaboró: Yaudy Ramírez Vásquez
Nombre de la Jefa del Departamento de Primero y Segundo Ciclos. Anabelle Venegas Fernández