Viceministerio Académico Dirección de Desarrollo Curricular Transformación Curricular, una apuesta por la calidad educativa. Plantilla de Aprendizajes Base Curso lectivo 2020-2021 a. Aspectos administrativos: Nivel: Primero 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.
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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: Primero 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.
LevelFirst
Unit 1 Scenario: All about me
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Oral Comprehension Listening
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. identifies personal information name, age, country of origin and personal traits when that information is given slowly and clearly.
No aplica.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Comprehension Listening
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.1.2.2. recognizes personal information name, age, country of origin and personal traits when that information is given slowly and clearly.
No aplica.
Oral Comprehension Listening
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.1.2.3. identifies transparent phrases such as excellent, pay attention when that information is given slowly and clearly.
No aplica.
Oral Comprehension Listening
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.1.2.4. recognizes transparent phrases such as excellent, pay attention when that information is given slowly and clearly.
No aplica.
Written ComprehensionReading Phonemic Awareness
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 identifies the initial phoneme of /t/, /e/ a spoken word.
No aplica.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Written ComprehensionReading Phonemic Awareness
R.PA.2. Identifies each letter sounds right after the teacher (e.g., me (/m/ sound), self (/s/ /e/, egg sound).
R.PA 2.2 identifies the initial phoneme of /l/, /a/ a spoken word.
No aplica.
Written ComprehensionReading Phonemic Awareness
R.PA.2. Identifies each letter sounds right after the teacher (e.g., me (/m/ sound), self (/s/ /e/, egg sound).
R.PA 2.3 identifies the initial phoneme of /m/, /e/ a spoken word.
No aplica.
Written ComprehensionReading Phonemic Awareness
R.PA.2. Identifies each letter sounds right after the teacher (e.g., me (/m/ sound), self (/s/ /e/, egg sound).
R.PA 2.4 Identifies the initial phoneme of /s/, /a/ a spoken word.
No aplica.
Oral Production Spoken Interaction Speaking
SI.4. Responds in a predictable pattern to simple questions about familiar things.
S.I.4.1. answers simple questions about personal information using predictable patterns.
No aplica.
Oral Production Spoken Production Speaking
SP.1. Describes personal appearance and feelings with simple words.
SP.1.1. selects words to describe personal appearance and feelings.
No aplica.
Oral Production Spoken Production Speaking
SP.1. Describes personal appearance and feelings with simple words.
SP.1.2. describes personal appearance with simple words.
No aplica.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Production Spoken Production Speaking
SP.1. Describes personal appearance and feelings with simple words.
SP.1.3. describes feelings with simple words.
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
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.
LevelFirst
Unit 2 Scenario: This is our classroom
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 classroom instructions, when expressed slowly and clearly.
L.1.1. identifies 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/
Oral Comprehension Listening
L.1. Recognizes simple classroom instructions, when expressed slowly and clearly.
L.1.2 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/
Oral Comprehension Listening
L.2. Identifies simple information about an object.
L.2.1. identifies simple information about school supplies.
Learners listen to classroom objects` descriptions and identify them by showing them to the teacher. For example, I cut with the scissors.
Oral Comprehension Listening
L.3. Recognizes spoken words similar to the native language.
L.3.1. identifies classroom objects.
Learners watch the video about school supplies and practice pronunciationhttps://www.youtube.com/watch?v=AS5nhKzaOqo
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Comprehension Listening
L.3. Recognizes spoken words similar to the native language.
L.3.2. identifies classroom objects.
Learners watch the video about school supplies and practice pronunciationhttps://www.youtube.com/watch?v=AS5nhKzaOqo
Oral Comprehension Listening
L.3. Recognizes spoken words similar to the native language.
L.3.3. recognizes spoken words related to color if the person speaks slowly and clearly.
Learners watch the video about school supplies and practice pronunciationhttps://www.youtube.com/watch?v=AS5nhKzaOqo
Oral Comprehension Listening
L.3. Recognizes spoken words similar to the native language.
L.3.4.recognizes spoken words related to size if the person speaks slowly and clearly.
Learners watch the video about school supplies and practice pronunciationhttps://www.youtube.com/watch?v=AS5nhKzaOqo
Written Comprehension Reading
R.1. Identifies one or two-step directions.
R.1.1. follows one or two-step classroom directions accompanied.
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
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA.3.1 identifies the initial phoneme /o/ in spoken word.
Learners watch the video and practice initial /o/ sound. https://www.youtube.com/watch?v=jxOeH16IaH8
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA.3.2 identifies the initial phoneme /g/, /b/ in spoken word.
Learners watch the video and practice the /g/ /b/ initial sound https://www.youtube.com/watch?v=O96r1dZ4Nqghttps://www.youtube.com/watch?
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
v=F7WyPqms5x0Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA.3.3 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,
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA.3.4 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.1. Asks what the object is. SI.1.1. asks what the object is using the expression Is this a ______?.
Learners participate in short drillings of yes/no questions. Teacher asks. Is this a ______? and student responds Yes/No.Learners can play hot potato
Oral Production Spoken Interaction Speaking
SI.3. Responds in a predictable pattern to simple questions.
SI.3.1. responds to simple questions about school objects and people using Yes/No pattern if the other person speaks slowly and clearly.
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
Spoken Production Speaking
S.P.1. Names some common objects in familiar environments.
S.P.1.1. names some school supplies.
Learners identify classroom objects from pictures by playing a guessing game.
Rúbrica de nivel de logro para Inglés
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Importante: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.
LevelFirst
Unit 3 Scenario: We are all different
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Oral Comprehension Listening
L.1. Identifies nuclear family members from aural stimuli when it is spoken slowly and clearly.
L.1.1. identifies nuclear family members (father, mother, brother, sister, baby) 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
Oral Comprehension Listening
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.
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
Oral Comprehension Listening
L.2. Recognizes simple information 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.
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
Oral L.3. Recognizes words, names, L.3.1 recognizes words and Learners recognize what things
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Comprehension Listening
and numbers when heard in a short, simple recording delivered at a slow pace.
names related to likes and dislikes related to family activities and food (I like ice cream) when heard in a short, simple recording delivered at a slow pace.
talk about in the video that you like to do https://youtu.be/gH89yUhIAV0
Learners watch the story video to identify the numbershttps://www.youtube.com/watch?v=Hwl1zsgLF60
Oral Comprehension Listening
L.3. Recognizes words, names, and numbers when heard in a short, simple recording delivered at a slow pace.
L.3.2 recognizes numbers from 1 to 10 related to likes and dislikes related to family activities and food, when heard in a short, simple recording delivered at a slow pace from audio or video.
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 numbershttps://www.youtube.com/watch?v=Hwl1zsgLF60
Written Comprehension Reading Phonemic Awareness
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.
Learners watch the videos to practice the /d/, /i/ sounds. https://www.youtube.com/watch?v=WRiJ5WQ7ah0https://www.youtube.com/watch?v=BxeG6tWZpFw
Written Comprehension Reading Phonemic Awareness
R.PA2. Identifies the initial phoneme of a spoken word.
R.PA2.2 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_xo0M8https://www.youtube.com/watch?v=HxeodNQvWGI
Written Comprehension Reading Phonemic
R.PA2. Identifies the initial phoneme of a spoken word.
R.PA2.3 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=ZeJDL9Xtps://www.youtube.co
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Awareness m/watch?v=SPGngOdXPMkUkRght
Written Comprehension Reading Phonemic Awareness
R.PA2. Identifies the initial phoneme of a spoken word.
R.PA2.4 identifies the initial and final phoneme the /c/, /u/ sounds of a spoken word.
Learners watch the videos to practice the /c/, /u/ sounds. https://www.youtube.com/watch?v=DwkYLx4-93khttps://www.youtube.com/watch?v=88yjR0TcaZc
Oral Production Spoken Interaction Speaking
SI.1. Responds in a predictable pattern to simple questions.
SI.1.1. responds to a simple question Who is this? This is my ….
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
Spoken Production Speaking
SP.1. Recognizes how he/she or other person is feeling using simple, standard expressions.
SP.1.1. tells how he/she or other person is feeling by using simple, standard expressions.
Learners sing the song “If you are happy” to express their feelings https://www.youtube.com/watch?v=l4WNrvVjiTw
Spoken Production Speaking
SP.2. Recognizes basic family activities using expressions like “My father likes cooking”.
SP.2.1. states basic activities family like to do by 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
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.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
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.
LevelFirst
Unit 4 Scenario: Going to school, so cool!
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Oral Comprehension Listening
L.1.Recognizes the words for people around them.
L.1.1. recognizes helpers or people at school if the person speaks slowly and clearly.
Learners watch the video to practice the words for people around them.https://www.youtube.com/watch?v=3BmczLcMlbo
Oral Comprehension Listening
L.1.Recognizes the words for people around them.
L.1.2. recognizes helpers or people at school if the person speaks slowly and clearly.
Learners watch the video to practice the words for people around them.https://www.youtube.com/watch?v=3BmczLcMlbo
Oral Comprehension Listening
L.2. Recognizes simple information about a place if the person speaks slowly and clearly.
L.2.1. identifies places in the school 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
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Oral Comprehension Listening
L.2. Recognizes simple information about a place if the person speaks slowly and clearly.
L.2.2. recognizes simple information about places in the school 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
R.1. Identifies main characters from a picture story.
R.1.1. identifies main characters from a picture story about location of school places.
Learners identify the people at school on the picture story in the video.https://www.youtube.com/watch?v=HKU4yaANS-Y
Written Comprehension Reading
R.2. Sequences pictures to show understanding of a text heard or read.
R.2.1. indicates understanding of a text about basic school routines heard or read.
Learners use the images in the video to sequence the story they saw in the videohttps://www.youtube.com/watch?v=HKU4yaANS-Y
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA.3.1 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
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA.3.2 identifies the initial phoneme /k/ in spoken word.
Learners watch the video to practice the /k/, soundhttps://www.youtube.com/watch?v=DHRQXGTSvw0
Written Comprehension Reading
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA 3.3 identifies the initial phoneme of /w/ a spoken word.
Learners watch the video to practice the /w/, soundhttps://www.youtube.com/watch?
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Phonemic Awareness
v=8ovG9ptOjBw
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme in spoken word.
R.PA 3.4 identifies the initial phoneme of /y/ a spoken word.
Watch the video to practice the /y/, soundhttps://www.youtube.com/watch?v=RJH2oMKPeaw
Oral Production Spoken Interaction Speaking
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 ____?.
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
Oral Production Spoken Interaction Speaking
S.I.2. Asks for something when pointing or gesturing.
S.I.2.1. asks for places in the school like Where is the gym? when pointing or gesturing to the school map.
Learners ask and answer by pointing places in the school.https://www.youtube.com/watch?v=QTpEGh_DM5I
Oral Production Spoken Interaction Speaking
S.I.2. Asks for something when pointing or gesturing.
S.I.2.2. asks for people at school Is he/she the principal? when pointing or gesturing.
Learners ask and answer by pointing places in the school.https://www.youtube.com/watch?v=QTpEGh_DM5I
Oral Production Spoken Interaction Speaking
S.I.3. Responds in a predictable pattern to simple questions about familiar things
S.I.3.1. responds to simple questions like What do you do first, them and next? about school activities.
Learners practice the sequence of the events using first, next, then placing the pictures in orderhttps://www.youtube.com/watch?v=ZEWitdYB6_YPicture story sequence first, next, then placing the pictures in orderhttps://www.youtube.com/watch?v=WdgLSiHDsAY
Spoken SP.1. Names some common SP.1.1 names some places Learners watch the video and
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Transformación Curricular, una apuesta por la calidad educativa.
Production Speaking
places and people in familiar environments.
at school. practice with the places they have in their schools.https://www.youtube.com/watch?v=VNnIcp9h4ss
Spoken Production Speaking
SP.1. Names some common places and people in familiar environments.
SP.1.2 names some helpers or people at school.
Learners watch the video and practice with the places they have in their schools.https://www.youtube.com/watch?v=VNnIcp9h4ss
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
LevelFirst
Unit 5 Scenario: My neighborhood
Linguistic Competence
Prioritized Assessment Strategies 2020/2021
Indicators of Learning Suggested Didactic Strategies
Oral Comprehension Listening
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?
Learners watch the videos to answer the questionshttps://www.youtube.com/watch?v=M3_6qtuipA8https://www.youtube.com/watch?v=EfD2k9beP-4Ask “Where is the ____?” and then pointing at its picture and saying “This is the _____!” Pictures of the neighborhood.
Oral L.1. Recognizes simple questions L.1.2. recognizes simple Learners watch the videos to
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Comprehension Listening
which directly concern them such as their name and where they are from.
questions such as Where do you live?
answer the questionshttps://www.youtube.com/watch?v=M3_6qtuipA8https://www.youtube.com/watch?v=EfD2k9beP-4Ask “Where is the ____?” and then pointing at its picture and saying “This is the _____!” Pictures of the neighborhood.
Oral Comprehension Listening
L.1. Recognizes simple questions which directly concern them such as their name and where they are from.
L.1.3. recognizes simple questions such as What is this place in your communnity?
Learners watch the videos to answer the questionshttps://www.youtube.com/watch?v=M3_6qtuipA8https://www.youtube.com/watch?v=EfD2k9beP-4Ask “Where is the ____?” and then pointing at its picture and saying “This is the _____!” Pictures of the neighborhood.
Oral Comprehension Listening
L.1. Recognizes simple questions which directly concern them such as their name and where they are from.
L.1.4. recognizes simple questions such as Where are you from?
Learners watch the videos to answer the questionshttps://www.youtube.com/watch?v=M3_6qtuipA8https://www.youtube.com/watch?v=EfD2k9beP-4Ask “Where is the ____?” and then pointing at its picture and saying “This is the _____!” Pictures of the neighborhood.
Oral Comprehension Listening
L.2. Recognizes names of community helpers.
L.2.1. identifies community helpers.
Learners watch the videos to recognize names of community helpers and practice pronunciation
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
https://www.youtube.com/watch?v=SbGnKobYxOICommunity Helpers for Kids | Jobs & Occupationshttps://www.youtube.com/watch?v=jt2q1cHsH6E
Oral Comprehension Listening
L.2. Recognizes names of community helpers.
L.2.2. recognizes names of community helpers.
Learners watch the videos to recognize names of community helpers and practice pronunciation https://www.youtube.com/watch?v=SbGnKobYxOICommunity Helpers for Kids | Jobs & Occupationshttps://www.youtube.com/watch?v=jt2q1cHsH6E
Written Comprehension Reading
R.2. Sequences pictures to show understanding of text heard or read aloud.
R.2.1. identifies the main idea of a text about people and places in the community, heard or read aloud.
Learners watch to the story about community helpers in the video. Then organize the picture according with the story. https://www.youtube.com/watch?v=5fSrq4k6UXkReading AZ Level D. Community Helpershttps://www.youtube.com/watch?v=MZPegQ0Xea8
https://www.youtube.com/watch?v=EgQf7106-E0
Written Comprehension Reading
R.2. Sequences pictures to show understanding of text heard or read aloud.
R.2.2. identifies the main events in a text about people and places in the community, heard or read
Learners watch to the story about community helpers in the video. Then organize the picture according with the story.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
aloud. https://www.youtube.com/watch?v=5fSrq4k6UXkReading AZ Level D. Community Helpershttps://www.youtube.com/watch?v=MZPegQ0Xea8
https://www.youtube.com/watch?v=EgQf7106-E0
Written Comprehension Reading
R.2. Sequences pictures to show understanding of text heard or read aloud.
R.2.3. sequences pictures of a story about people and places in the community 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. https://www.youtube.com/watch?v=5fSrq4k6UXkReading AZ Level D. Community Helpershttps://www.youtube.com/watch?v=MZPegQ0Xea8
https://www.youtube.com/watch?v=EgQf7106-E0
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme a spoken word.
R.PA.3.1 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
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme a spoken word.
R.PA.3.2 identifies the initial phoneme /x/ in a spoken word.
Learners watch the video to practice the /x/, soundhttps://www.youtube.com/watch?v=RhA10WVTmHw
Written R.PA.3. Identifies the initial R.PA.3.3 identifies the initial Learners watch the video to
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
Comprehension Reading Phonemic Awareness
phoneme a spoken word. phoneme /z/ in a spoken word.
practice the /z/, soundhttps://www.youtube.com/watch?v=RhA10WVTmHw
Written Comprehension Reading Phonemic Awareness
R.PA.3. Identifies the initial phoneme a spoken word.
R.PA.3.4 identifies the initial phoneme /qu/ in a spoken word.
Learners watch the video to practice the /qu/, soundhttps://www.youtube.com/watch?v=_Nawc37HyTQhttps://www.youtube.com/watch?v=JF5D8IMYg3o
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 “Where is the _____?” about location of places in the community.
Teacher holds up two pictures of locations in the community and asks the learners “where is the _____?” Where is the church? It in front of the park.
Oral Production Spoken Interaction Speaking
SI.2. Asks for something when pointing or gesturing.
SI.2.1. Asks for the location of community helpers in the places of the community 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
Spoken Production Speaking
SP.1. Names some common words or objects in familiar environments.
SP.1.1. names some people and places in the community.
Learners sing the song “This is Where I live” https://www.youtube.com/watch?v=3crdfjFfxjI
Spoken Production Speaking
SP.2. Uses one or two learned expressions greeting, farewell, and politeness.
SP.2.1. uses one or two learned expressions of greeting.
Learners use a picture of neighborhood to do short presentations like this: Hello, my name is _______. This
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Transformación Curricular, una apuesta por la calidad educativa.
is my neighborhood. This is the school, and this is the teacher. This is the park is in front of the church. This is the doctor, and this is the hospital. Thank you, goodbye!
Spoken Production Speaking
SP.2. Uses one or two learned expressions greeting, farewell, and politeness.
SP.2.2. uses one or two learned expressions of farewell.
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. This is the doctor, and this is the hospital. Thank you, goodbye!
Spoken Production Speaking
SP.2. Uses one or two learned expressions greeting, farewell, and politeness.
SP.2.3. uses one or two learned expressions of 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. This is the doctor, and this is the hospital. Thank you, goodbye!
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
REPASO ENERO
Spoken Production Speaking
SP.1. Names some common places and people in familiar environments.
SP.1.1 names some places at school.
Learners watch the video and practice with the places they have in their schools.https://www.youtube.com/watch?v=VNnIcp9h4ss
Spoken Production Speaking
SP.1. Names some common places and people in familiar environments.
SP.1.2 names some helpers or people at school.
Learners watch the video and practice with the places they have in their schools.https://www.youtube.com/watch?v=VNnIcp9h4ss
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.
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
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
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
Viceministerio AcadémicoDirección de Desarrollo Curricular
Transformación Curricular, una apuesta por la calidad educativa.
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