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Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Plantilla de Aprendizajes Base Curso lectivo 2020-2021
a. Aspectos administrativos:Nivel: Segundo Ciclo: Primero
Modalidades: I y II Ciclos de la Educación General Básica
b. Presentación: El Ministerio de Educación Pública ante la emergencia ocasionada por la pandemia COVID- 19 y con la finalidad de
garantizar el derecho a la educación, por medio de la educación a distancia en el 2020 y la educación combinada en el
2021; ha solicitado a los diferentes niveles, ciclos y modalidades del sistema educativo, la priorización de aprendizajes
base.
Por esta razón, el Departamento de Dirección Curricular realizó una consulta a personas docentes y personas asesoras
regionales de las distintas regiones educativas del país que imparten la asignatura de Inglés del nivel Primero, donde se
les preguntó cuáles aprendizajes esperados lograron desarrollar hasta el 24 de mayo, fecha en que se suspendió el
presente curso lectivo por la emergencia de COVID19; así como los nuevos aprendizajes esperados seleccionados para
el trabajo del segundo periodo en la educación combinada.
El contexto actual en el que la educación combinada es la respuesta para continuar con el proceso educativo ante el
aumento de casos positivos por COVID- 19, amerita retomar las Plantilla de Aprendizaje Base 2020, para el segundo
período del presente curso lectivo.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Aspectos importantes por considerar
a) Las metas de aprendizaje u objetivos lingüísticos seleccionados en las PAB, se consideran fundamentales y están
vinculados a competencias/habilidades. Los escenarios y bloques de estudio por articular son los saberes
fundamentales que se deben retomar para fortalecer el logro de la competencia o habilidad lingüística.
b) Posterior a la realización de una consulta, se han priorizado los aprendizajes correspondientes a las unidades 1, 2,
3, 4 y 5, de primero a quinto año, y las unidades 1, 2, 3, 4, 5, 6 y 7 en sexto año, del programa de estudio, para
cada nivel. La unidad 6 del programa de estudios 2016, se articulará con la primera unidad en cada uno de los
niveles en el 2022, para lo cual se facilitará, posteriormente, los aprendizajes base de esas unidades.
c) La persona docente iniciará su trabajo del segundo periodo con los aprendizajes base que se le brindan en la PAB,
y dándole continuidad al trabajo del primer periodo. Por ejemplo, si finalizó en la unidad 2 en el primer periodo,
inicia con los assessment strategies de la unidad 3 priorizados en este documento.
d) En caso de que la persona docente no haya concluido la unidad 2, entre julio y agosto podrá retomarla y
terminarla
e) La persona docente debe tomar en cuenta el informe descriptivo de logro del primer periodo, para identificar áreas
de mejora en cada una de las cuatro competencias lingüísticas, que puedan ser retomadas en los procesos de
mediación pedagógica del segundo periodo. Así mismo, debe tomar en cuenta la realidad de la comunidad del
centro educativo, las necesidades y características de la persona estudiante, para contextualizar y dar pertinencia
a los procesos de construcción del conocimiento.
f) En el segundo periodo, no se elaborará el mini proyecto integrador, con el fin de dar más atención al desarrollo de
las competencias lingüísticas consignadas en las PAB, lo que a la vez le permite a la persona docente avanzar
más en la implementación del planeamiento didáctico.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
g) Se recomienda consultar la matriz de ruta de nivelación académica para el segundo periodo en el proceso de
implementación de la PAB en lo referente a articulación, recursos y distribución mensual.
h) La matriz de ruta de nivelación académica se debe cubrir en el segundo periodo del 2021, tomando en cuenta la
distribución mensual presentada.
i) Al final de cada unidad, se incluye la rúbrica de nivel de logro. La persona docente la llenará con base en los
assessment strategies e indicadores de aprendizaje desarrollados durante la mediación pedagógica.
j) En el mes de enero, se recomienda realizar un repaso de los assessment strategies sugeridos por cuanto focalizan
elementos importantes de articulación con el nivel siguiente.
LevelSecond
Unit 1 Scenario: Learning is Fun
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning pedagogical mediation strategies
Written Comprehension Reading
R.1. Answers yes/no questions about text heard.
R.1.1. answers yes/no questions related to favorite school activities in a text heard that is supported by pictures.
No aplica
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Written Comprehension Reading
R.2. Recognizes some high frequency words and straightforward phrases in simple texts.
R.2.1. identifies some high frequency words and straightforward phrases in simple texts related to favorite school activities.
No aplica
Written Comprehension Reading
R.2. Recognizes some high frequency words and straightforward phrases in simple texts.
R.2.2. recognizes some high frequency words and straightforward phrases in simple texts related to favorite school activities.
No aplica
Written Comprehension Reading Phonemic Awareness
R.PA.3. Recognizes each sound of letters of the alphabet that form a word.
R.PA.3.1. recognizes each sound of letters of the alphabet that form a word focus in the sound of letters A-B supported by picture.
No aplica
Written Comprehension Reading Phonemic Awareness
R.PA.3. Recognizes each sound of letters of the alphabet that form a word.
R.PA.3.2. recognizes each sound of letters of the alphabet that form a word focus in the sound of letters C-D supported by picture.
No aplica
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Written Comprehension Reading Phonemic Awareness
R.PA.3. Recognizes each sound of letters of the alphabet that form a word.
R.PA.3.3. recognizes each sound of letters of the alphabet that form a word focus in the sound of letter E supported by picture.
No aplica
Written Comprehension Reading Phonemic Awareness
R.PA.4. Identifies the short vowel /Ɛ/ in spoken words.
R.PA.4.1. identifies the short vowel /Ɛ/ in spoken words.
No aplica
Oral Production Spoken Interaction Speaking
SI.3. respond in a predictable pattern to simple questions about familiar things if the other person speaks slowly and clearly.
SI.3.1. respond to simple questions like What do you do at school?
No aplica
Rúbrica de nivel de logro para InglésImportante:
1. Recordar que la rúbrica permite valorar el logro de la persona estudiante en relación con los descriptores de las
competencias lingüísticas al finalizar cada una de las guías de trabajo autónomo.
2. Valorar el nivel de logro de la persona estudiante, representa evidenciar su proceso de adquisición, descrito en el
estrategia de evaluación y el indicador de aprendizaje, y permite a la persona docente la toma de decisiones en
relación con el acompañamiento y los apoyos pedagógicos para que alcance el nivel propuesto.
3. El nivel de logro se define tomando en cuenta el assessment strategy, el indicator of learning y el criterio
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
correspondiente para cada uno de los niveles de logro (Not yet achieved, In progress, Achieved).
Assessment Strategy Indicator of Learning
Achievement level 1. Not yet achieved Learner cannot
achieve the task
correctly.
2. In progressLearner can achieve
the task with some
difficulty and needs
improvement.
3. Achieved Learner can fully
achieve the task
without any
difficulty
LevelSecond
Unit 2 Scenario: Healthy Habits
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Comprehension Listening
L.1. Recognizes simple information about healthy habits and food if the person speaks slowly and clearly.
L.1.1. identifies simple information about healthy habits like "I need to exercise" if the person speaks slowly and clearly, and when is followed by gestures or pictures.
Learners watch the video and recognize simple information about healthy habits and foodhttps://www.youtube.com/watch?v=Ktw8lZIT-EA Teachers asks learners , What do you need to be healthy, To be healthy, I need to …
Oral Comprehension Listening
L.1. Recognizes simple information about healthy habits and food if the person speaks slowly and clearly.
L.1.2. recognizes simple information about healthy habits like "I need to exercise" if the person speaks slowly and clearly, and when is followed by gestures or pictures.
Learners watch the video and recognize simple information about healthy habits and foodhttps://www.youtube.com/watch?v=Ktw8lZIT-EA Teachers asks learners , What do you need to be healthy, To be healthy, I need to …
Oral Comprehension Listening
L.1. Recognizes simple information about healthy habits and food if the person speaks slowly and clearly.
L.1.3. identifies simple information about healthy food if the person speaks slowly and clearly and provided visual aids.
Learners watch the video and recognize simple information about healthy habits and foodhttps://www.youtube.com/watch?v=Ktw8lZIT-EA Teachers asks learners , What do you need to be healthy, To be healthy, I need to …
Oral Comprehension Listening
L.1. Recognizes simple information about healthy habits and food if the person speaks slowly and clearly.
L.1.4. recognizes simple information about healthy food if the person speaks slowly and clearly and provided visual aids.
Learners watch the video and recognize simple information about healthy habits and foodhttps://www.youtube.com/watch?v=Ktw8lZIT-EA Teachers asks learners , What do you need to be healthy, To be healthy, I need to …
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Comprehension Listening
L.2. Recognizes simple instructions to be healthy when expressed slowly and clearly.
L.2.1. identifies simple instructions to be healthy such as “Wash your face”, “sleep well”, or “brush your teeth” when expressed slowly and clearly supported by gestures and pictures.
Learners listen and sing the song, “Morning Routine Song” Then perform the actions or point to the pictures. (https://www.youtube.com/watch?v=eyPfpSt-SXc)
Oral Comprehension Listening
L.2. Recognizes simple instructions to be healthy when expressed slowly and clearly.
L.2.2. recognizes simple instructions to be healthy such as “Wash your face”, “sleep well”, or “brush your teeth” when expressed slowly and clearly supported by gestures and pictures.
Learners listen and sing the song, “Morning Routine Song” Then perform the actions or point to the pictures. (https://www.youtube.com/watch?v=eyPfpSt-SXc)
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple texts.
R.1.1. identifies some high frequency words (I, my, this) and straightforward phrases (I wake up; I brush my teeth) related to healthy habits in simple texts if these words are attached to a picture and gestures.
Learners listen and read the words and phrases in the video to recognize high frequency words (I, my, the).https://www.youtube.com/watch?v=eUXkj6j6Ezw
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple texts.
R.1.2. recognizes some high frequency words (I, my, this) and straightforward phrases (I wake up; I brush my teeth) related to healthy habits in simple texts if these words are attached to a picture and gestures.
Learners listen and read the words and phrases in the video to recognize high frequency words (I, my, the).https://www.youtube.com/watch?v=eUXkj6j6Ezw
Written Comprehension Phonemic
R.PA.3. Identifies each sound of letters of the alphabet that form a word.
R.PA.3.1. identifies each sound of letters of the alphabet that form a word
Learners watch the videos to practice the /f/sounds. https://www.youtube.com/watch?
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Awareness focus on sounds of letters F and G.
v=ZeJDL9XUkRghttps://www.youtube.com/watch?v=Zrj0feSC5ooLearners watch the video to practice initial sound /g/ https://www.youtube.com/watch?v=O96r1dZ4Nqghttps://www.youtube.com/watch?v=0KXtxIiQ7gk
Written Comprehension Phonemic Awareness
R.PA.3. Identifies each sound of letters of the alphabet that form a word.
R.PA.3.2. identifies each sound of letters of the alphabet that form a word focus on sounds of letters H and I
Learners watch the videos to practice the letter /h/ sound. https://www.youtube.com/watch?v=ndf_-FJsPVkhttps://www.youtube.com/watch?v=NtUSMBzacQ0Learners watch the videos to practice the letter /i/ sound. https://www.youtube.com/watch?v=BxeG6tWZpFwhttps://www.youtube.com/watch?v=P56hZEhqFCw
Written Comprehension Phonemic Awareness
R.PA.3. Identifies each sound of letters of the alphabet that form a word.
R.PA.3.3. identifies each sound of letters of the alphabet that form a word focus on sound of letter J.
Learners watch the video to practice the letter /j/, sound https://www.youtube.com/watch?v=GkcqRmdwKlE&feature=youtu.behttps://www.youtube.com/watch?v=6KXX6fCKWes
Written Comprehension Phonemic Awareness
R.PA.4. Identifies the short vowel /a/ in spoken word.
R.PA.4.1. identifies the short vowel /a/ in spoken word.
Learners identifies the short vowel /a/ sound in spoken word in the video (https://www.youtube.com/watch?v=vE2T8P8kURo)
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Production Spoken Interaction Speaking
SI.1. Responds in a predictable pattern to simple questions about familiar things.
SI.1.1. responds to simple questions like How often do you …? about healthy habits if the other person speaks slowly and clearly.
Learners watch the video and respond to simple questions using adverbs of frequency (always, sometimes, never)https://www.youtube.com/watch?v=tEVIKyTgL40
Spoken Production Speaking
SP.1. Uses one or two learned expressions about healthy habits.
SP.1.1. Uses one or two learned expressions about healthy habits and routines in a short presentation.
Learners watch the video and practice Good Habits, https://www.youtube.com/watch?v=McVQ-ssbib8
Spoken Production Speaking
SP.1. Uses one or two learned expressions about healthy habits.
SP.1.2. Uses one or two learned expressions about healthy and unhealthy (junk) food in a short presentation.
Learners watch the video and practice Good Habits, https://www.youtube.com/watch?v=McVQ-ssbib9
Oral Comprehension Listening
L.1. Recognizes simple information about a household item if the person speaks slowly and clearly.
L.1.1. identifies household items if the person speaks slowly and clearly, possibly with accompanying gestures.
Learners listen to the video and teacher asks question about a household item in the house. Example: “Where is the refrigerator?”“The refrigerator is in the kitchen”https://www.youtube.com/watch?v=EKLD4Arn_bs
Oral Comprehension Listening
L.1. Recognizes simple information about a household item if the person speaks slowly and clearly.
L.1.2. recognizes simple information about a household item if the person speaks slowly and clearly.
Learners listen to the video and teacher asks question about a household item in the house. Example: “Where is the refrigerator?”“The refrigerator is in the kitchen”https://www.youtube.com/watch?v=EKLD4Arn_bs
Oral Comprehension
L.2. Recognizes spoken words similar to the languages with
L.2.1. recognizes spoken words about nuclear family
Learners name the different family members using sentence
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Listening which they are familiar. members: mother, father,brother, sister, baby, if it is supported by pictures, audio or video.
frames and visual representation in the videohttps://www.youtube.com/watch?v=d_WQEw13TCo
Oral Comprehension Listening
L.2. Recognizes spoken words similar to the languages with which they are familiar.
L.2.2. recognizes spoken words about extended family members: grandfather, grandmother, uncle, aunt, cousin, if it is supported by audio or video.
Learners name the different family members using sentence frames and visual representation in the videohttps://www.youtube.com/watch?v=d_WQEw13TCo
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple texts.
R.1.1. identifies some high frequency words (I, my, the, and) and straightforward phrases like (This is the …, This is my …) about parts of the house, in simple texts and supported by pictures.
Learners use video to read the words and phrases to recognize high frequency words (She, he, is, this, my). https://www.youtube.com/watch?v=o7a4XR_silIhttps://www.youtube.com/watch?v=LDGnP4WnAJ4
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple texts.
R.1.2. recognizes some high frequency words (I, my, the, and) and straightforward phrases like (This is the …, This is my …) about parts of the house, in simple texts and supported by pictures.
Learners use video to read the words and phrases to recognize high frequency words (She, he, is, this, my). https://www.youtube.com/watch?v=o7a4XR_silIhttps://www.youtube.com/watch?v=LDGnP4WnAJ4
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Rúbrica de nivel de logro para InglésImportante:
1. Recordar que la rúbrica permite valorar el logro de la persona estudiante en relación con los descriptores de las
competencias lingüísticas al finalizar cada una de las guías de trabajo autónomo.
2. Valorar el nivel de logro de la persona estudiante, representa evidenciar su proceso de adquisición, descrito en el
estrategia de evaluación y el indicador de aprendizaje, y permite a la persona docente la toma de decisiones en
relación con el acompañamiento y los apoyos pedagógicos para que alcance el nivel propuesto.
3. El nivel de logro se define tomando en cuenta el assessment strategy, el indicator of learning y el criterio
correspondiente para cada uno de los niveles de logro (Not yet achieved, In progress, Achieved).
Assessment Strategy Indicator of Learning
Achievement level 1. Not yet achieved Learner cannot
achieve the task
correctly.
2. In progressLearner can achieve
the task with some
difficulty and needs
improvement.
3. Achieved Learner can fully
achieve the task
without any
difficulty
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
LevelSecond
Unit 3 Scenario: Home Sweet Home
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Written Comprehension Reading
R.2. Answers yes/no questions about text heard.
R.2.1. answers yes/no questions like Does your sister _____ in the _____? Is there a _____ in the _____? about text heard of family members doing some activities supported by pictures.
no resource
Written Comprehension Phonemic Awareness
R.PA.3. Imitates and identifies each sound of letters of the alphabet that form a word.
R.PA.3.1. identifies each sound of letters of the alphabet that form a word focusing on sounds of letters K and L.
Learners watch the video to practice the letter /k/ sound https://www.youtube.com/watch?v=DdOT-ELtj0shttps://www.youtube.com/watch?v=DHRQXGTSvw0Learners watch the video and practice the letter sound /L/ https://www.youtube.com/watch?
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
v=JA3CNlPSFfIhttps://www.youtube.com/watch?v=4602pHQCB20
Written Comprehension Phonemic Awareness
R.PA.3. Imitates and identifies each sound of letters of the alphabet that form a word.
R.PA.3.2. identifies each sound of letters of the alphabet that form a word focusing on sounds of letters M and N.
─ Learners listen to the videos ¨Letter M Phonics Song by Little Fox¨ with exaggerated gestures and pictures associated with the sounds. Learners listen to the videos ¨Letter N Phonics Song by Little Fox¨ with exaggerated gestures and pictures associated with the sounds.
Written Comprehension Phonemic Awareness
R.PA.4. Identifies the short vowel /I/ in spoken word.
R.PA.4.1. identifies the short vowel /I/ inside, in, kitchen in spoken word.
Learners listen and practice the short vowel /i/ sound with the video https://www.youtube.com/watch?v=ZY1ZRuEcah4
Oral Production Spoken Interaction Speaking
SI.1. Responds in a predictable pattern to simple questions about familiar things.
SI.1.1. responds to simple questions like Where is the …? about parts of the house and family members attached by a picture.
Learners watch the video and them in pairs role-play https://www.youtube.com/watch?v=O07X1XLK4tM&t=137s
Spoken Production Speaking
SP.1. Names some common objects and people in familiar environments.
SP.1.1. names some family members in a short presentation of a family tree attached by pictures.
Learners practice to introduce family members using the videos and This is … and She / He is my father, my mother, my brother, my sister https://www.youtube.com/watch?
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
v=o7a4XR_silIhttps://www.youtube.com/watch?v=LDGnP4WnAJ4
Spoken Production Speaking
SP.2. Uses one or two learned expressions to locate people and things.
SP.2.1. uses one or two learned expressions (In my …, there is a …) to locate family members and furniture & appliances in the house during a short performance supported.
Learners watch the video and them in pairs role-play https://www.youtube.com/watch?v=O07X1XLK4tM&t=137s
Rúbrica de nivel de logro para InglésImportante:
1. Recordar que la rúbrica permite valorar el logro de la persona estudiante en relación con los descriptores de las
competencias lingüísticas al finalizar cada una de las guías de trabajo autónomo.
2. Valorar el nivel de logro de la persona estudiante, representa evidenciar su proceso de adquisición, descrito en el
estrategia de evaluación y el indicador de aprendizaje, y permite a la persona docente la toma de decisiones en
relación con el acompañamiento y los apoyos pedagógicos para que alcance el nivel propuesto.
3. El nivel de logro se define tomando en cuenta el assessment strategy, el indicator of learning y el criterio
correspondiente para cada uno de los niveles de logro (Not yet achieved, In progress, Achieved).
Assessment Strategy Indicator of Learning
Achievement level 1. Not yet achieved Learner cannot
achieve the task
correctly.
2. In progressLearner can achieve
the task with some
difficulty and needs
3. Achieved Learner can fully
achieve the task
without any
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
improvement. difficulty
LevelSecond
Unit 4 Scenario: Loving and Caring Animals
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Oral Comprehension Listening
L.1. Recognizes colors, names of animals, sizes and numbers when heard in a short, simple recording delivered at a slow pace.
L.1.1. identifies names of animals, when heard in a short, simple recording about farm animals and pets when delivered at a slow pace and attached by a picture.
Learners listen to the song about animals then identifies colors, sizes, names of animals and numbers. https://www.youtube.com/watch?v=EwIOkOibTgMWhat is this? It´s a cow. What color is the cow? It´s black and white.
Oral Comprehension Listening
L.1. Recognizes colors, names of animals, sizes and numbers when heard in a short, simple recording delivered at a slow pace.
L.1.2. recognizes names of animals, when heard in a short, simple recording about farm animals and pets when delivered at a slow
Learners listen to the song about animals then identifies colors, sizes, names of animals and numbers. https://www.youtube.com/watch?
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
pace and attached by a picture.
v=EwIOkOibTgMWhat is this? It´s a cow. What color is the cow? It´s black and white.
Oral Comprehension Listening
L.1. Recognizes colors, names of animals, sizes and numbers when heard in a short, simple recording delivered at a slow pace.
L.1.3. recognizes colors, when heard in a short, simple recording about farm animals and pets when delivered at a slow pace and attached by a picture.
Learners listen to the song about animals then identifies colors, sizes, names of animals and numbers. https://www.youtube.com/watch?v=EwIOkOibTgMWhat is this? It´s a cow. What color is the cow? It´s black and white.
Oral Comprehension Listening
L.1. Recognizes colors, names of animals, sizes and numbers when heard in a short, simple recording delivered at a slow pace.
L.1.4. recognizes sizes, when heard in a short, simple recording about farm animals and pets when delivered at a slow pace and attached by a picture.
Learners listen to the song about animals then identifies colors, sizes, names of animals and numbers. https://www.youtube.com/watch?v=EwIOkOibTgMWhat is this? It´s a cow. What color is the cow? It´s black and white.
Oral Comprehension Listening
L.1. Recognizes colors, names of animals, sizes and numbers when heard in a short, simple recording delivered at a slow pace.
L.1.5. recognizes numbers, when heard in a short, simple recording about farm animals and pets when delivered at a slow pace and attached by a picture.
Learners listen to the song about animals then identifies colors, sizes, names of animals and numbers. https://www.youtube.com/watch?v=EwIOkOibTgMWhat is this? It´s a cow. What color is the cow? It´s black and white.
Oral Comprehension
L.2. Identifies simple information from descriptions of farm and
L.2.1. identifies simple information from descriptions
Learners watch the video about “Pets care basic”
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Listening domestic animals if the person speaks slowly and clearly.
of farm animals if the person speaks slowly and clearly, when is supported by pictures or video.
https://www.youtube.com/watch?v=Yzv0gXqoCkcLearners identify simple information about Pets need: food, water, shelter, identification, potty needs, health care, exercise, respect and kindness
Oral Comprehension Listening
L.2. Identifies simple information from descriptions of farm and domestic animals if the person speaks slowly and clearly.
L.2.2. identifies simple information from descriptions of domestic animals if the person speaks slowly and clearly, when is supported by pictures or video.
Learners watch the video about “Pets care basic”https://www.youtube.com/watch?v=Yzv0gXqoCkcLearners identify simple information about Pets need: food, water, shelter, identification, potty needs, health care, exercise, respect and kindness
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple texts
R.1.1. identifies some high frequency words and straightforward phrases in simple texts (Dogs bark, Cows moo, Cats meow) about where animals live and their actions when is facilitated by sound and pictures.
Learners read aloud Big Red Barn story and recognize some high frequency words (colors, numbers, sizes, sounds, and names of animals) while see the pictureshttps://www.youtube.com/watch?v=xpyDvECLLRM
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple texts
R.1.2. recognizes some high frequency words and straightforward phrases in simple texts (Dogs bark, Cows moo, Cats meow) about where animals live and their actions when is facilitated by sound and
Learners read aloud Big Red Barn story and recognize some high frequency words (colors, numbers, sizes, sounds, and names of animals) while see the pictureshttps://www.youtube.com/watch?v=xpyDvECLLRM
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
pictures. Written Comprehension Reading
R.2. Identifies main characters from a picture story.
R.2.1. identifies main characters from a picture story about farm animals that is read aloud.
Learners watch the video and read along The Little Red Hen Story Book. Then identifies main characters from a picture story.https://www.youtube.com/watch?v=2E72TZy0LNo
Written Comprehension Phonemic Awareness
R.PA.3. Identifies each sound of letters of the alphabet that form a word.
R.PA.3.1. identifies each sound of letters of the alphabet that form a word focusing on sounds of letters O and P.
Learners watch the videos to practice the letter /o/, /p/ sounds. https://www.youtube.com/watch?v=oWbY5EKys60
https://www.youtube.com/watch?v=Tbz8H_xo0M8
Written Comprehension Phonemic Awareness
R.PA.3. Identifies each sound of letters of the alphabet that form a word.
R.PA.3.2. identifies each sound of letters of the alphabet that form a word focusing on sounds of letters Q and R.
Watch the videos and practice the letter /q/, /r/ sounds. https://www.youtube.com/watch?v=NKAookrRV4shttps://www.youtube.com/watch?v=VscevkW9rIkhttps://www.youtube.com/watch?v=gUSJeivdEH8https://www.youtube.com/watch?v=zQ7vvPa4pAk
Written Comprehension Phonemic Awareness
R.PA.3. Identifies each sound of letters of the alphabet that form a word.
R.PA.3.3. identifies the /o/ sound like in on, dog, horse, long in spoken word.
Learners watch the video and practice initial /o/ sound. https://www.youtube.com/watch?v=jxOeH16IaH8https://www.youtube.com/watch?v=oWbY5EKys60&t=12s
Written Comprehension Phonemic
R.PA.3. Identifies each sound of letters of the alphabet that form a word.
R.PA.3.4. identifies each sound of letters of the alphabet that form a word
Learners watch the following videos to practice sounds /o//p/ /q/ /r/ sound.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Awareness focusing on letters O, P, Q and R.
https://www.youtube.com/watch?v=jxOeH16IaH8https://www.youtube.com/watch?v=oWbY5EKys60&t=12s,https://www.youtube.com/watch?v=NKAookrRV4shttps://www.youtube.com/watch?v=VscevkW9rIk,https://www.youtube.com/watch?v=oWbY5EKys60
Oral Production Spoken Interaction Speaking
SI.1. Responds in a predictable pattern to simple questions about familiar things.
SI.1.1. responds to simple questions like Do _____ have feathers or fur? What noise does the _____ make? about farm animals supported with visual aids.
Teacher creates a poster like in the video to classify animals with learners and then ask - Do hens have … feathers or fur? Yes.https://www.youtube.com/watch?v=3R1myYQneDkLearners watch the video about animal covering https://www.youtube.com/watch?v=we1v5rcs27UThen bring an animal picture to do a show and tell This is a duck, it is brown, it make the sound quack, and it has feathers.
Oral Production Spoken Interaction Speaking
SI.2. Asks simple questions to get information about animals’ names.
SI.2.1. asks simple questions like What is this? to get information about animals’ names supported by pictures.
Learners use picture in the video to answer questionshttps://www.youtube.com/watch?v=hewioIU4a64Example: What is this? That is a horse.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Spoken Production Speaking
SP.1. Names some common characteristics of animals or objects in familiar environments.
SP.1.1. names some common characteristics of animals like names of farm animals and their habitats: This is a…. (horse). Horses live in a barn, during a short performance supported by images or pictures.
Learners watch the video and practice animals sound https://www.youtube.com/watch?v=9DudksqYoWw
Spoken Production Speaking
SP.1. Names some common characteristics of animals or objects in familiar environments.
SP.1.2. names some common characteristics of animals and pets in relation to their appearance in a short oral performance supported by images or pictures.
Learners watch the video and practice animals sound https://www.youtube.com/watch?v=9DudksqYoWw
Rúbrica de nivel de logro para InglésImportante:
1. Recordar que la rúbrica permite valorar el logro de la persona estudiante en relación con los descriptores de las
competencias lingüísticas al finalizar cada una de las guías de trabajo autónomo.
2. Valorar el nivel de logro de la persona estudiante, representa evidenciar su proceso de adquisición, descrito en el
estrategia de evaluación y el indicador de aprendizaje, y permite a la persona docente la toma de decisiones en
relación con el acompañamiento y los apoyos pedagógicos para que alcance el nivel propuesto.
3. El nivel de logro se define tomando en cuenta el assessment strategy, el indicator of learning y el criterio
correspondiente para cada uno de los niveles de logro (Not yet achieved, In progress, Achieved).
Assessment Strategy Indicator of Achievement level
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Learning 1. Not yet achieved Learner cannot
achieve the task
correctly.
2. In progressLearner can achieve
the task with some
difficulty and needs
improvement.
3. Achieved Learner can fully
achieve the task
without any
difficulty
LevelSecond
Unit 5 Scenario: Fabulous Flora and Fauna
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Oral Comprehension Listening
L.1. Recognizes spoken words similar to the languages with which they are familiar.
L.1.1. identifies spoken words about living and non-living things, similar to the languages with which they are familiar (plant, air, orchid, animal, rock, park, sun, lake, mountain) when are presented with pictures or
Learners watch the video The needs of a plants …https://www.youtube.com/watch?v=dUBIQ1fTRzIThen recognize spoken words plants need (water, soil, sun, space, air)
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
video.Oral Comprehension Listening
L.1. Recognizes spoken words similar to the languages with which they are familiar.
L.1.2. recognizes spoken words about living and non-living things, similar to the languages with which they are familiar (plant, air, orchid, animal, rock, park, sun, lake, mountain) when are presented with pictures or video.
Learners watch the video The needs of a plants …https://www.youtube.com/watch?v=dUBIQ1fTRzIThen recognize spoken words plants need (water, soil, sun, space, air)
Oral Comprehension Listening
L.2. Recognizes specific information about wild animals and their habitats if the person speaks slowly and clearly.
L.2.1. identifies specific information about wild animals if the person speaks slowly and clearly.
Learners watch the video and identify simple information of animals habitats https://www.youtube.com/watch?v=Xj1ASC-TlsI
Oral Comprehension Listening
L.2. Recognizes specific information about wild animals and their habitats if the person speaks slowly and clearly.
L.2.2. recognizes specific information about wild animals if the person speaks slowly and clearly.
Learners watch the video and identify simple information of animals habitats https://www.youtube.com/watch?v=Xj1ASC-TlsI
Oral Comprehension Listening
L.2. Recognizes specific information about wild animals and their habitats if the person speaks slowly and clearly.
L.2.3. identifies specific information about wild animals’ habitats if the person speaks slowly and clearly.
Learners watch the video and identify simple information of animals habitats https://www.youtube.com/watch?v=Xj1ASC-TlsI
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Comprehension Listening
L.2. Recognizes specific information about wild animals and their habitats if the person speaks slowly and clearly.
L.2.4. recognizes specific information about wild animals’ habitats if the person speaks slowly and clearly.
Learners watch the video and identify simple information of animals habitats https://www.youtube.com/watch?v=Xj1ASC-TlsI
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple text.
R.1.1. recognizes some high frequency words (big, red, green, small, and beautiful) and straightforward phrases in simple text about different kinds of plants, if these words are attached to a picture and highlighted.
Teacher make a poster or picture story with Habitats: Read Aloud Poem and read aloud with learners. Later learners recognizes some high frequency words and phrases from the reading.
Written Comprehension Reading
R.1. Recognizes some high frequency words and straightforward phrases in simple text.
R.1.2. recognizes some high frequency words (cut, trees, thrash, rivers, garbage and burn) and straightforward phrases in simple text about ways to protect Mother Nature, if these words are attached to a picture and highlighted.
Teacher make a poster or picture story with Habitats: Read Aloud Poem and read aloud with learners. Later learners recognizes some high frequency words and phrases from the reading.
Written Comprehension Reading
R.2. Sequences pictures to show understanding of text heard or read.
R.2.1. shows understanding of text about animals and their habitats when heard or read.
Learners read aloud the story of animals homes in the video, then do a matching activity
Written Comprehension Phonemic Awareness
R.PA.3. Imitates each sound of letters of the alphabet that form a word.
R.PA.3.1. reproduces each sound of letters of the alphabet that form a word focusing on sounds of letters /S/, /T/.
Learners watch the videos and practice initial /s/, /t/ sounds.https://www.youtube.com/watch?v=oJQ8kjtlTFAhttps://www.youtube.com/watch?v=4RWXeGGAs7c
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
https://www.youtube.com/watch?v=p8_mkq7EmIghttps://www.youtube.com/watch?v=VlPfxokADXY
Written Comprehension Phonemic Awareness
R.PA.3. Imitates each sound of letters of the alphabet that form a word.
R.PA.3.2. reproduces each sound of letters of the alphabet that form a word focusing on sounds of letters /U/, /V/
Learners watch the videos and practice initial /u/, /v/ sounds.- https://www.youtube.com/watch?v=nPJRhEV-kF8- https://www.youtube.com/watch?v=PA47cP88ySw
Written Comprehension Phonemic Awareness
R.PA.4. Identifies the short vowel /ə/ in spoken word.
R.PA.4.1. identifies the short vowel /ə/ nut, sunny, mud in spoken word.
Learners watch and practice with the video the short vowel /ə/ and identifies sound in spoken word https://www.youtube.com/watch?v=qqWVCYDdBug
Oral Production Spoken Interaction Speaking
SI.1. Responds in a predictable pattern to simple questions about familiar things.
SI.1.1. responds to simple questions like What do plants/forest animals need? about plants and trees if the other person speaks slowly and clearly.
Learners hear in the video where the animals live, teacher asks question like this: Where the monkey live? In the forest. Also, can play a Jeopardy game with questionshttps://www.youtube.com/watch?v=dxLLJVgOr7A
Oral Production Spoken Interaction Speaking
SI.1. Responds in a predictable pattern to simple questions about familiar things.
SI.1.2. responds to simple questions like Where do _____ live? about wild animals and habitats if the other person speaks slowly and clearly.
Learners hear in the video where the animals live, teacher asks question like this: Where the monkey live? In the forest. Also, can play a Jeopardy game with questionshttps://www.youtube.com/watch?v=dxLLJVgOr7A
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Spoken Production Speaking
SP.1. Names some common words or objects in familiar environments.
SP.1.1. names some common words about flora and fauna.
Learners watch the video then can name words about living things and non-living things. Example: Living things can eat, breathe, move, reproduce, and feel https://www.youtube.com/watch?v=lTFu378qrlY
Spoken Production Speaking
SP.2. Uses one or two learned expressions of animals and plants.
SP.2.1. uses one or two learned expressions about ways to protect mother nature when performing in class supported by pictures.
Learners watch the video and after that can use learned expressions to help to protect the environment https://www.youtube.com/watch?v=gEk6JLJNg0U
Written Production Writing
W.2. Writes key words to complete a story given by the teacher.
W.2.1. writes key words about ways to protect mother nature to complete a story given by the teacher and supported by pictures.
Teacher reads aloud the story Why should I protect naturehttps://www.youtube.com/watch?v=A68NH81RHQM Then give a worksheet to write key words to the complete the story. At the end, learners sing the song Mother Nature.https://www.youtube.com/watch?v=gJ6FeYKg7jc
REPASO ENERO
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Production Spoken Interaction Speaking
SI.1. Responds in a predictable pattern to simple questions about familiar things.
SI.1.1. responds to simple questions like Where is the …? about parts of the house and family members attached by a picture.
Learners watch the video and them in pairs role-play https://www.youtube.com/watch?v=O07X1XLK4tM&t=137s
Spoken Production Speaking
SP.1. Names some common objects and people in familiar environments.
SP.1.1. names some family members in a short presentation of a family tree attached by pictures.
Learners practice to introduce family members using the videos and This is … and She / He is my father, my mother, my brother, my sister https://www.youtube.com/watch?v=o7a4XR_silIhttps://www.youtube.com/watch?v=LDGnP4WnAJ4
Rúbrica de nivel de logro para InglésImportante:
1. Recordar que la rúbrica permite valorar el logro de la persona estudiante en relación con los descriptores de las
competencias lingüísticas al finalizar cada una de las guías de trabajo autónomo.
2. Valorar el nivel de logro de la persona estudiante, representa evidenciar su proceso de adquisición, descrito en el
estrategia de evaluación y el indicador de aprendizaje, y permite a la persona docente la toma de decisiones en
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
relación con el acompañamiento y los apoyos pedagógicos para que alcance el nivel propuesto.
3. El nivel de logro se define tomando en cuenta el assessment strategy, el indicator of learning y el criterio
correspondiente para cada uno de los niveles de logro (Not yet achieved, In progress, Achieved).
Assessment Strategy Indicator of Learning
Achievement level 1. Not yet achieved Learner cannot
achieve the task
correctly.
2. In progressLearner can achieve
the task with some
difficulty and needs
improvement.
3. Achieved Learner can fully
achieve the task
without any
difficulty
Nombre de participantes
Asesores nacionales: Ana Campos Centeno y Randall Centeno Hernández
Asesores regionales: Sandra Araya Acuña y Shirley Rojas Leiva
Docentes de inglés de Primero y Segundo Ciclos: Viridiana Alvarado Bejarano, Carol Caballero Rojas y Marianela Marín Ramírez
Jefe del Departamento de Primero y Segundo Ciclos. Richard Navarro Garro
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