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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Plantilla priorizada de aprendizajes esperados Curso lectivo 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: Segundo Año escolar: Cuarto
b. Presentación: (No mayor a una página, incluir las cuatro aspectos a destacar y los aspectos
principales del diagnóstico realizado en la priorización: consulta a docentes, análisis de las
características del programa, aprendizajes esperados base que son fundamentales en cada asignatura
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Para elaborar esta priorización se realizó un diagnóstico con 35 docentes de 18 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 esto, establecer una priorización de aprendizaje esperado base, medular para
continuar el ciclo lectivo, ante el contexto en el que estamos.
El programa de estudios busca el desarrollo de las competencias lingüísticas de comprensión oral y escrita
(escucha y lectura, incluye el desarrollo de la conciencia fonológica) y las competencias de producción oral y
escrita (habla y escritura). Las competencias lingüísticas se desarrollan integran 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. Los descriptores mantienen un orden secuencial junto con sus tres
pilares: saber conocer, saber hacer y saber ser y vivir en comunidad.
La mediación pedagógica sigue los principios del enfoque accional basado en la ejecución de tareas simples y
complejas (el mini-proyecto) que permitan progresivamente el desarrollo de las competencias de comprensión
oral y escrita y las de producción oral y escrita. Las tareas responden a escenarios de uso del idioma
semejantes a los que la persona estudiante encontraría en la vida real y dentro de las dimensiones de la
Política Educativa, Educar para une nueva ciudadanía: maneras de pensar, mundo, maneras de relacionarnos
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
con otros, formas de vivir en el mundo y herramientas para integrarnos al mundo. Al finalizar el segundo ciclo,
se espera que los estudiantes alcancen la banda A2.
De ahí la importancia de establecer priorización de contenidos curriculares que potencien las áreas antes
descritas así como los propósitos que persigue 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.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
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 proponen actividades sencillas, cortas y en las que la persona estudiante
tenga posibilidades de lograr el éxito.
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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c. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
Aprendizaje esperado base
(Fundamental)
Aprendizaje esperado
(Componente del
programa de
estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 1 Weather Wise
Themes:1 What to Wear?
“Walking in the Rain”-
2.Indoor and Outdoor
Activities
Oral comprehension
Listening
Written comprehension R.1. understand R.1. Recognizes Students brainstorm information about seasons and type of
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Reading much of what is
written in short,
simple texts on
subjects with which
they are familiar
and/or in which they
are interested.
R.2. follow a set of
clear-cut
instructions,
especially if there
are pictures or
diagrams to illustrate
the most important
steps.
much of what is
written in short,
simple texts.
R.2. Follows a set
of clear-cut
instructions.
clothes with the teacher´s support. They participate in
choral reading of a short text related with clothing and
seasons.
Students identify key words and main details in a short
descriptive text about clothes and seasons and distinguish
its main features (e.g. capitalization, ending punctuation,
beginning, middle and end)
Students transfer the information read into a chart/ graphic
organizer or arrange a set of pictures from a story.
Students read a text about the type of clothes a person
likes to wear according to season and weather and the
types of activities they can practice.
Students elaborate a handcraft related with the clothes this
person wears according to weather following the
information in the text.
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Students in pairs show their handcraft to their partner and
explain what the person wears according to season based
on the text.
R.PA.1. decode
English graphemes
and phonemes
using knowledge of
word parts,
syllabification and
phonemic
awareness
R.PA.1. Reads
words by decoding
English graphemes
and phonemes.
Students listen to the teacher explaining what an onset is
and examples of word families with the –ot word family
ending
Students play games where they have to combine onsets
and rhymes to create new words that belong to the –ot
family.
Students identify in a series or three words one word that
does not belong to the –ot family
Oral production
Spoken Interaction
SI.2. provide one-
word answers to
SI.2. provide one-
word answers to
basic questions
Students with the support of the teacher brainstorm learned
key vocabulary phrases and sentence frames related to
weather, seasons, type of clothes and activities they can
practice.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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basic questions. during a dialogue,
exchange,
interview, or survey.
Teacher sets the goal of the task goal of the task.
Students create a chart with the days of the week; they
draw the type of weather of each day of the week and the
type of clothes they wore.
Students in pairs participate in a role-playing, an
information exchange or survey about how the weather
was like each day of the week and the type of clothes they
were wearing. They use expressions like: How was the
weather like last Monday? It was… What did you wear? I
wore… Using key words and learned expressions.
Students continue exchanging information with other group
members or family members.
Spoken Production SP.1. talk about a
familiar topic in a
short presentation,
prepared in
advance.
SP.1. Talks about a
familiar topic in a
short presentation.
Students with the support of the teacher brainstorm learned
key vocabulary phrases and sentence frames related to
weather, seasons, type of clothes and activities they can
practice.
Teacher sets the goal of the task goal of the task.
Students identify their favorite type of weather, the clothing
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Dirección de Desarrollo Curricular
they like to wear and the activities they can practice. It can
be related with Costa Rica´s weather or weather and
seasons in other countries.
They make a short oral presentation describing their
preferences using drawings, photographs or cut out from
magazines. They can also create a video instead and
share it with their family and friend.
Students participate in self-assessment at the end of the
task.
Written production
Writing
W.1. label charts,
diagrams, and
maps.
W.2. Applies
conventions of
standard English
when writing
sentences and
paragraphs.
W.1. Labels charts,
diagrams, and
maps.
W.2. apply
conventions of
standard English.
Students brainstorm key words and phrases related to
weather
Teacher shares the task goals.
Students classify key vocabulary and sentences related to
weather, seasons and clothes into a graphic organizer or
chart.
Students describe their favorite season and the type of
clothes they like to wear using correct capitalization of the
pronoun “I” and period at the end of each of the sentences.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Students participate in self-assessment.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 1 4th GradeImportante:
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
2. In progress(Learner can
3. Achieved(Learner can
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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Dirección de Desarrollo Curricular
(Learner cannot
achieve the
task.)
achieve the task
with some
difficulty and
needs
improvement)
achieve the
task without
any difficulty).
R.1. Recognizes much of what
is written in short, simple texts.
R.1.1.identifies five key words in short
descriptive texts about clothes,
seasons and activities after first
reading by underlining them.
R.1.2.identifies three main details in
short descriptive texts about clothes
seasons and activities after second
reading by filling in a chart/ diagram or
by answering questions.
R.2. Follows a set of clear-cut
instructions.
R.2.1. sequences a story by following
a set or instructions and
characteristics given in the text.
R.2.2. elaborates a handcraft related
with the clothes a person wears
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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according to weather conditions
following the instructions in the text.
R.PA.1. Reads words by
decoding English graphemes
and phonemes.
R.PA.1.1. identifies onsets and
rhymes in a set of familiar words to
decode a set of word families when
reading.
R.PA.1.2.identifies in a series of words
the ones that do not belong to a word
family by circling them.
R.PA.1.3. identifies new words by
combining onsets and rhymes when
playing a game.
SI.2. provide one-word answers
to basic questions during a
dialogue, exchange, interview,
or survey.
SI.2.2.provides one word response to
questions like: How is the weather
today? How was the weather
yesterday? : What´s your favorite
season? What´s your favorite clothes
to wear in summer?
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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SP.1. Talks about a familiar
topic in a short presentation.
SP.1.1.talks about favorite type of
weather, type of clothing and favorite
activity s/he can practice during a
short oral presentation using pictures
or a video.
W.1. Labels charts, diagrams,
and maps.
W.1.1.labels key vocabulary related to
weather clothes and activities into a
graphic organizer or chart supported
with pictures.
W.2. apply conventions of
standard English.
W.2.1.writes three sentences about
favorite season, type of clothes and
activities to practice following a pattern
given by the teacher.
W.2.2.uses correct capitalization of
the pronoun “I” and punctuation at the
end of each of the sentences.
Unit 2 Natural Treasures
1. Places and
People at the
5.
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Park
2. Wildlife at the
Park
3. A Trip to a
National Park
4. Protecting our
National Parks
Oral comprehension
Listening
L.1. understand
short and clear,
explanations when
delivered slowly
(e.g. The description
of a national park).
L.2. understand the
main points in short,
simple stories and
L.1. Recognizes
short and clear,
explanations when
delivered slowly.
L.2. Recognizes the
main points in short,
simple stories and
reports.
Students with the support of the teacher brainstorm key
words and phrases for identifying flora, fauna and people in
a national park and describing it using graphic
organizers/videos/photos/illustrated books.
Teacher shares the goals of the lesson.
Students Identify key words related to the national parks
after a first read aloud or listening to real-life conversations/
videos.
https://www.youtube.com/watch?v=qTnTlECDO6w
In a second listening the students can fill out a series of
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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reports when there
is some previous
understanding of the
topic and if they are
read slowly, clearly
and possibly
repeated and
accompanied with
drawings and/or
diagrams.
sentences with the things they can see and hear in the
video or the conversation about a national park using a
word bank.
In a third listening students circle from a set of sentences
the ones that represent the main ideas presented in the
video or the conversation heard.
Students solve a multiple choice activity based on the
information heard.
Students’ self-assess their work at the end of the task with
the teacher´s supports.
Written comprehension
Reading
R.1. understand
much of what is
written in short,
simple texts on
subjects with which
they are familiar
and/or in which they
are interested.
R.1. Recognizes
much of what is
written in short,
simple texts on
subjects with which
they are familiar
and/or in which they
are interested.
Teacher shares the goal of the lesson with the students.
Teacher uses a poster/video/ pictures about a national park
in order to review/clarify vocabulary and structures before
reading.
Students match new vocabulary and sentence frames with
pictures.
Students guess which is the national park they are going to
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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R.2. comprehend
readings and enjoy
texts.
R.3. Follow a set of
clear-cut
instructions.
R.2. Comprehends
a reading by
analyzing and
enjoying texts.
R.3. Follows a set
of clear-cut
instructions.
read about based on pictures.
Students after first reading answer a set of questions about
the reading.
After second reading students show comprehension of the
reading by deciding from a set of sentences which ones
are true or false.
Students express their understanding of the text by
drawing the main ideas in a mind map.
Students match pictures with messages to show
comprehension of a set of instructions when visiting a
national park.
Students participate in peer and self-assessment with
instruments provided by the teacher.
R.PA.1. distinguish
short vowel sounds
in medial positions
of words.
R.PA.1.
Distinguishes short
vowel sounds in
medial positions of
words.
Teacher activates prior knowledge of students by reviewing
the sounds of short vowels using pictures and set of words
that contain those sounds.
Teacher shares the goals.
Students watch some videos like:
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R.PA.2. decode
English graphemes
and phonemes
using knowledge of
phonemic
awareness.
R.PA.2. Reads
words decoding
English graphemes
and phonemes
using knowledge of
phonemic
awareness.
https://www.youtube.com/watch?v=RUSCz41aDug
https://www.youtube.com/watch?v=jh11mx9tF9o
Students identify short vowel sounds in medial position of
words by circling them when heard.
Students write the letter of the sound heard to complete a
word in proper order.
Students listen to a short story that contains the words
studied and read it along with the teacher and then on their
own.
Students review the –at and –ot ending word family.
Students play a game to create new words with the –ot and
–at ending.
In groups, students are given sets of onsets and rhymes.
The groups that create the most words in a minute wins
two points.
Oral production SI.1. ask
straightforward
SI.1. Asks
straightforward
Students brainstorming learned key vocabulary phrases
and sentence frames in past tense.
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Speaking
Spoken Interaction
questions in familiar
situations and
understand the
responses.
questions in familiar
situations and
understands the
responses in an
info-gap activity.
Teacher shares the goal of the lesson.
Teacher presents Wh-Qs by using pictures of the different
places someone visited. (Where did he go? What did he
see?)
Teacher gives learners pictures from different places so
they ask and answer simple questions to their partners/
family members using the information in the pictures.
Students select three pictures and generate questions
about it like? What place is this? When did you go? What
did you see?)
Students participate in self-assessment.
Spoken production SP.1. express
common feelings.
SP.1. Expresses
common feelings
during an oral
presentation.
Students brainstorming learned key vocabulary phrases
and sentence frames in past tense.
Teacher shares the goal of the lesson.
Students receive two pictures and they have to tell a story
in past tense about a visit to a national park/ natural place
including some feelings about the experience. (e.g., “I was
cold”; “I was excited”, “I was happy”)
Students using pictures tell an experience in past tense
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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about an experience visiting a national park or natural
place and make suggestions when visiting a place like this.
Students participate in self-assessment
Written production
Writing
W.2. use simple
sentences and
expressions to
describe such things
as their
surroundings, their
daily activities, and
the people around
them.
W.1. engage in the
writing process: pre-
drafting, drafting.
W.2. Uses simple
sentences and
expressions to
describe people
and things.
W.1. Engages in
the writing process:
pre-drafting,
drafting when
writing sentences.
Teacher shares the goal with the students.
Students are expected to write a short text/paragraph
within a patterned sentence structure given by the teacher
to describe a visit they did to a natural place or a national
park.
First, students brainstorm ideas and organize them in a
graphic organizer or mind map provided by the teacher.
Students write the story under pictures or images they
choose using a sentence/patterned text frame.
Students revise that they use correct punctuation and
capitalization in each sentence using a rubric provided by
the teacher as a guide.
Students report their texts virtually or using a wall mural.
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 2 4th GradeImportante:
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.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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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 short and
clear, explanations when
delivered slowly.
recognizes series of sentences
that provide information about a
national park delivered slowly by
completing them with missing
words using a word bank or by
matching them with pictures.
L.2. Recognizes the main
points in short, simple stories
and reports.
identifies the main ideas presented
in a video/ story or a conversation
heard by circling them in a written
text.
solves a multiple choice exercise
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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based on the information heard.
R.1. Recognizes much of what
is written in short, simple texts
on subjects with which they are
familiar and/or in which they are
interested.
recognizes key words and main
points of the text by matching
them with pictures.
R.2. Comprehends a reading
by analyzing and enjoying
texts.
selects a favorite text from a set of
texts before reading.
makes predictions about the
content of the text by completing a
KWL Chart.
answers a set of questions after
first reading.
selects from a set of sentences
which ones are true or false after
second reading.
expresses understanding of the
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text by drawing the main ideas in a
mind map.
R.3. Follows a set of clear-cut
instructions.
makes signs and pictures from a
brochure to show comprehension
of instructions about what to do
and not to do when visiting a
national park
R.PA.1. Distinguishes short
vowel sounds in medial
positions of words.
identifies short vowel sounds in
medial position of words by circling
them when heard.
writes the letter of the sound heard
to complete a word in medial
position.
R.PA.2. Reads words decoding
English graphemes and
phonemes using knowledge of
participates in reading aloud a
short story/chant that contains
words ending in the –at and –ot
word family.
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phonemic creates new words with the –ot
and –at ending and reads them
aloud.
SI.1. Asks straightforward
questions in familiar situations
and understands the responses
in an info-gap activity.
asks and answers simple
questions to their partners/ family
members using pictures about
natural places they visited (What
place is this? When did you go?
What did you see?
SP.1. Expresses common
feelings during an oral
presentation.
tells a story in past tense about a
visit to a national park/ natural
place including some feelings
about the experience. (e.g., “I was
cold”; “I was excited”, “I was
happy”) supported by pictures.
W.2. Uses simple sentences
and expressions to describe
people and things.
writes a short text/paragraph ( five
sentences) within a patterned
sentence structure given by the
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teacher to describe a visit done to
a natural place or a national park.
W.1. Engages in the writing
process: pre-drafting, drafting
when writing sentences.
brainstorms ideas and organize
them in a graphic organizer or
mind map provided by the teacher.
writes a first draft of paragraph´s
sentences under pictures or
images following a
sentence/patterned text frame.
edits the short descriptive
paragraph by revising the correct
punctuation and capitalization in
each sentence using a rubric
provided by the teacher as a guide.
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Unit 3 Farm to Table
1. At the Farm
2. Let´s Go to the
Farmers’ Market
3. Let´s Make a Meal
4. May I Have your
Order?
Oral comprehension
Listening
L.1. understand the
main points in
simple, clear, and
short audio
announcements and
messages.
L.2. understand the
most important
points in a
L.1. Recognizes the
main points in
simple, clear, and
short audio
announcements
and messages.
L.2. Recognizes the
most important
points in a
Students with the help of the teacher are introduced or
brainstormed to key words and sentence frames about
the farm and farming using videos/photos/illustrated
books or a power point.
Teacher shares the goal of the task.
Students listen to a video and identify some farming
activities or they identify farming activities from pictures
as they are said by the teacher.
https://www.youtube.com/watch?v=WtH7hNKyOD8
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straightforward talk
or presentation,
accompanied with
drawings and/or
diagrams, provided
there was some
previous familiarity
with the topic.
straightforward talk
or presentation.
Students make a list of things/ activities and people
heard in a conversation/ description/ video or read
aloud during second listening.
Teacher activates students´ prior knowledge using
visuals.
Teacher shares the goal of the task.
Students identify key vocabulary words and phrases
after first listening to a video or teacher´s description.
https://www.youtube.com/watch?v=GlNbzAGZC2M
Students find the answer to specific information
questions in present simple or present continuous
(what-where-when-how) after second listening.
Students participate in self-assessment of tasks.
Written comprehension
Reading
R.1. understand
much of what is
written in short,
simple texts on
subjects with which
R.1.Recognizes
much of what is
written in short,
simple texts.
Students activate their background knowledge about
the farm and farm activities by using videos, pictures,
films, power points, graphic organizers before reading.
Teacher shares the goal of the lesson.
Teacher clarifies the use of discourse markers in
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they are familiar
and/or in which they
are interested.
R.2. locate important
information in simple
text (e.g., greetings
on the bulletin
board, or times and
dates on a class
notice).
R.2. Locates
important
information in
simple text.
sequencing a text.
Students read short recipes about how to prepare
healthy food using fresh vegetables from the farmer´s
market.
Students identify signal words that indicate sequential/
chronological order (i.e., first, next, finally) by pointing to
or circling the words in a text.
Students identify the main ingredients from the recipe
by circling them.
Students unscramble the recipe by ordering it or by
matching pictures with short descriptions.
Students participate in self-assessment.
R.PA.3. decode
English graphemes
and phonemes
using knowledge of
word parts,
syllabification and
R.PA.1. Reads
words and
sentences blending
English graphemes
and phonemes.
Students activate their background knowledge about
sounds and letters (A, H, L, J) using a power points or
pictures.
Teacher shares the goal of the lesson.
Students pronounce and Identify specific words with the
letter and sounds (A, H, L, J) in short texts after choral
reading.
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phonemic
awareness.
Students circle the words and sounds (A, H, L, J) in
sentences after they are pronounced by the teacher.
Students play games like bingo to identify words that
contain the sound and letters (A, H, L, J).
Teacher introduces pronunciation of contractions in
English in present and past tense for affirmative and
negative sentences using a power point.
Students practice with the help of the teacher the
pronunciation of contractions in English.
Students identify contraction forms in short texts as it is
read aloud by the teacher.
Students participate in reading aloud with the teacher
focusing on contractions (e.g., doesn’t, didn’t aren't,
it's...) and the sounds of the graphemes (A, H, L, J)
Teacher introduces pronunciation and examples of
spelled two-syllable words including consonant blends.
(pl, st, and tr).
Students identify and circle two syllable words including
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consonant blends. (pl, st, and tr) in a text read by the
teacher.
Students practice the regular reading of spelled two-
syllable words including consonant blends. (pl, st, and
tr).
Students participate in reading aloud.
Students self-assess their performance.
Oral production
Speaking
SI.1. ask others
about what they like
to eat or drink.
SI.2 exchange
information about
everyday matters
using simple
vocabulary (e.g.,
favorite food,
recipe).
SI.1. Asks others
about what they like
to eat or drink.
SI.2 Exchanges
information about
everyday matters
using simple
vocabulary (e.g.,
favorite food,
recipe).
Students activate prior knowledge of key vocabulary
and sentence frames related with farming, buying food
and cooking food.
Teacher shares the goal of the lesson.
Students following a guide for the task prepare an
information exchange at the restaurant / at home using
information questions. (May I have your order? Can I
have a menu? What do you want to drink? What do you
want to eat?)
Students rehearse at home and perform or video type
the conversation.
Students activate prior knowledge of key vocabulary
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and sentence frames related with farming, buying food
and cooking food.
With a task guide, students prepare an information
exchange using pictures or a video about their favorite
recipe.
Students rehearse and perform the conversation at
home or in class.
Students participate in self-assessment.
SP.1. talk briefly
about familiar topics,
such as food
growing and
harvesting.
SP.2. describe basic
aspects of their day-
to-day life, such as
favorite foods and
daily activities.
SP.1. Talks briefly
about familiar
topics.
SP.2. Describes
basic aspects of
their day-to-day life.
Students review learned key vocabulary and sentence
frames related to farming and personal routines.
Students guided by the teacher plan an oral
presentation related to farming and another one related
with personal routines.
Students prepare it following a pattern or model
provided by the teacher.
Teacher helps with the pronunciation of new words.
By video or using pictures, students rehearse and act
out the presentation using notes as support.
Students self-assess their work using an instrument.
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Written production
Writing
W.1. use simple
sentences and
expressions to
describe such things
as their
surroundings, their
daily activities, and
the people around
them.
W2. copy dates and
facts from short,
simple text.
W.1. Uses simple
sentences and
expressions to
describe things.
W.2. Composes
short sentences
and notes for
describing activities
at the farm and food
preferences.
Students activate prior knowledge of key vocabulary
and sentence frames related with unit themes.
The teacher introduces a model of a descriptive
paragraph and the process to elaborate it.
Students are given a task where they have to write a
short text/paragraph within a patterned sentence
structure given by the teacher about activities people do
at the farm and another about their food preferences.
Students revise the punctuation marks, capitalization,
spelling and structure of sentence frames in the text.
Students report the text in a classroom book or mural.
Students participate in self-assessment and co-
assessment using technically designed instruments.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria : Unit 3 4th GradeImportante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
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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).
L.1. Recognizes the main
points in simple, clear, and
short audio announcements
identifies some farming
activities from pictures or in a
multiple choice exercise as they
are heard in a video/audio or by
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and messages.
the teacher.
makes a list of things/ activities
and people heard in a
conversation/ description/ video
or read aloud by the teacher.
L.2. Recognizes the most
important points in a
straightforward talk or
presentation.
identifies key vocabulary words
and phrases by completing
words and phrases in the text
after first listening to a video or
teacher´s description.
locates the answers to specific
information questions in
present simple or present
continuous (what-where-when-
how) from a video or audio.
R.1.Recognizes much of what
is written in short, simple texts.
identifies the main ingredients
of a recipe by circling them.
sequences the steps of a recipe
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by ordering them or by
matching pictures with short
descriptions.
R.2. Locates important
information in simple text.
identifies signal words that
indicate sequential/
chronological order (i.e., first,
next, finally) by pointing to or
circling the words in a text.
R.PA.1. Reads words and
sentences blending English
graphemes and phonemes.
identifies contraction forms in
short texts as it is read aloud by
the teacher.
participates in reading aloud
with the teacher focusing on
contractions (e.g., doesn’t,
didn’t aren't, it's...) and the
sounds of the graphemes (A, H,
L, J)
identifies two syllable words
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including consonant blends. (pl,
st, and tr) in a text read by the
teacher by circling them.
participates in the reading
aloud of spelled two-syllable
words including consonant
blends. (pl, st, and tr).
SI.1. Asks others about what
they like to eat or drink.
participates in an information
exchange at the restaurant / at
home using information
questions like: May I have your
order, please? Can I have a
menu, please? What do you
want to drink? What do you
want to eat?
SI.2 Exchanges information
about everyday matters using
simple vocabulary (e.g., favorite
participates in an information
exchange describing favorite
recipe and food using key
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food, recipe).
vocabulary and sentence
frames related with
farming/buying food/ cooking
food.
SP.1. Talks briefly about
familiar topics
talks shortly about activities and
routines at a farm.
SP.2. Describes basic aspects
of their day-to-day life.
talks about personal routines in
their home or on the farm.
W.1. Uses simple sentences
and expressions to describe
things.
writes a few descriptive
sentences about their food
preferences using simple
sentences and expressions to
describe things.
W.2. Composes short
sentences and notes for
describing activities at the farm
writes a short paragraph for
describing activities at the farm
and food preferences using a
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and food preferences. sample text provided by the
teacher.
Unit 4 Take Care
1. Not Feeling Well!
2. Doctor, Doctor!
3. Pharmacy:
Injections, Pills,
and Creams…
Oh, My!
4. I Went to the
Doctor
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Yesterday
Oral comprehension
Listening
L1. understand
short, clear, and
simple instructions
and explanations
when delivered
slowly (e.g., getting
a prescription and
some medical
advice)
L1. Recognizes
short, clear, and
simple instructions
and explanations.
Students with the help of the teacher are introduced or
brainstormed to key words and sentence frames about
diseases and symptoms using videos/photos/illustrated
books or a power point.
Teacher shares the goal of the task.
Students listen to a video and identify some common
diseases and symptoms or they identify them from
pictures as they are said by the teacher. ( first listening)
Students identify key phrases related to the theme by
performing two-step instructions, arranging pictures or
filling in a graphic organizer or chart during second
listening.
Students participate in self-assessment by filling out a
self-assessment instrument.
Written comprehension
Reading
R1. Recognizes and
enjoys different
types of texts.
R.1. Recognizes
and enjoys different
Students activate prior knowledge of key vocabulary
and sentence frames related with unit theme using
videos, films, pictures, graphic organizers or Power
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R2. understand
much of what is
written in short,
simple texts on
subjects with which
they are familiar
and/or in which they
are interested.
types of texts.
R.2. Recognizes
much of what is
written in short
simple texts by
identifying main
points.
point.
Teacher shares the goal of the lesson.
Teacher reviews the use of discourse markers in
sequencing a text, conversation or story.
Students read short descriptions or conversations of
diseases, symptoms an types of treatments
Students identify signal words that indicate sequential/
chronological order (i.e., first, next, finally) by pointing to
or circling the words in a text.
Students identify key vocabulary or main details by
circling them.
Students complete a graphic organizer or conceptual
map with the information in the text.
Students participate in self-assessment by filling out a
self-assessment instrument.
R.PA.3. decode
English graphemes
and phonemes that
sound different in
R.PA.1. Reads
words by decoding
English graphemes
and phonemes.
Students activate their background knowledge about
sounds and letters (V, SH, U, Z) using a power points or
pictures.
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Spanish using
knowledge of
phonemic
awareness.
Teacher shares the goal of the lesson.
Students pronounce and Identify specific words with the
letter and sounds (V, SH, U, Z) in short texts after
choral reading.
Students circle the words and sounds (V, SH, U, Z) in
sentences after they are pronounced by the teacher.
Students play games like bingo to identify words that
contain the sound and letters (V, SH, U, Z)
Students participate in reading aloud with the teacher
focusing on the sounds of the graphemes (V, SH, U, Z).
-Students participate in self-assessment by filling out a
self-assessment instrument.
Oral production
Speaking
SI.1. state single
directions, advice /
commands using
words and phrases.
SI.2. provide and
SI.1. States single
directions, advice /
commands.
SI.2. Provides and
Students activate prior knowledge of key vocabulary
and sentence frames related with what to do when
being sick.
Teacher shares the goal of the lesson and introduces
sentences frames about how to give advice when being
sick using a video or a power point.
Students using pictures of diseases play a game. Each
x
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accept advice. accepts advice. one takes a card. They take turns to show their card
and say: I have the flu. Their peers will give an advice
like: Drink lemon juice.
Students following a guide for the task, prepare an
information exchange at the clinic or hospital. One
person is the doctor and the other the patient. The
doctor gives some advices to the patient to get healthy
again.
Students rehearse at home and get ready for
performance. They can videotape the performance if
possible.
Students participate in self-assessment by filling out a
self-assessment instrument.
SP.1. present with a
group, a topic
sentence and two to
three details
SP.1. Presents with
a group, topic
sentence and two to
three details related
Students activate prior knowledge of key vocabulary
and sentence frames related with two or three advices
about how to be healthy if gotten a disease.
Teacher shares the goal of the lesson.
Students guided by the teacher plan an oral
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SP.2. describe
common diseases,
symptoms and
treatments.
to being healthy.
SP.2. Describes
common diseases,
symptoms and
treatments.
presentation related to providing advice to someone
who is sick about how to get healthier.
Students using pictures or a video rehearse and act out
the presentation using notes as support.
Students self-assess their work using an instrument. Students activate prior knowledge of key vocabulary
and sentence frames related with diseases, symptoms
and treatments using videos/photos/illustrated books or
a power point.
Teacher shares the goal of the lesson.
Students review discourse markers for sequencing text
specifically when recommending a treatment.
Students guided by the teacher plan an oral
presentation related with explaining a common disease,
its symptoms and the possible treatments. Students
using pictures or a video rehearse and act out the
presentation using notes as support.
Students self-assess their work using an instrument.
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Written production
Writing
W1. prepare simple
reminders or notes
for personal use
(e.g., diary, journal,
homework book).
W.1. prepares
simple reminders or
notes for personal
use.
Students activate prior knowledge of key vocabulary
and sentence frames related with diseases, symptoms
and treatments using videos/photos/illustrated books or
a power point.
Teacher shares the goal of the lesson.
Teacher introduces ways write a short note and
reminder to someone about a medicine or doctor´s
appointment.
Students follow a pattern given by the teacher and write
simple notes and reminders.
Students edit their notes by revising sentence word
order, punctuation and capitalization.
The notes are reported in a book or class mural.
Students self-assess their work using an instrument.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria : unit 4 4th GradeImportante:
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
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
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).
L1. Recognizes short, clear, and
simple instructions and
explanations.
identifies some common
diseases and symptoms from
pictures as they are listened to
in a video/ audio or said by the
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teacher. ( first listening)
arranges descriptive pictures
about diseases following
instructions about their
sequencing during second
listening.
R.1. Recognizes and enjoys
different types of texts.
recognizes short descriptions or
conversations about diseases,
symptoms and types of
treatments in different types of
texts.
Identifies in the text signal
words that indicate sequential/
chronological order (i.e., first,
next, finally) by pointing to or by
circling the words in a text.
R.2. Recognizes much of what is
written in short simple texts by
identifies in texts key
vocabulary or main details by
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identifying main points.
circling them or by completing
missing words or sentences,
transfers information read into a
graphic organizer or conceptual
map based on instructions.
R.PA.1. Reads words by decoding
English graphemes and phonemes.
pronounces specific words with
the letter and sounds (V, SH, U,
Z) in short texts after choral
reading.
repeats the words and sounds
(V, SH, U, Z) in sentences after
they are pronounced by the
teacher.
identifies words that contain the
sound and letters (V, SH, U, Z)
by circling them and reading
them aloud.
participates in reading aloud
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chants or stories along with the
teacher focusing on the sounds
of the graphemes (V, SH, U, Z).
plays games like bingo by
identifying words with sound
and letters (V, SH, U, Z).
SI.1. States single directions, advice
/ commands. uses simple commands and
advices as a response to
someone who says that is sick.
SI.2. Provides and accepts advice.
participates in an information
exchange at the clinic or
hospital playing roles of patient
and doctor using forms for
receiving and giving advices.
SP.1. Presents with a group, topic
sentence and two to three details
related to being healthy.
participates in an oral
presentation related to
providing advice to someone
who is sick about how to get
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healthier.
SP.2. Describes common diseases,
symptoms and treatments.
participates an oral
presentation describing a
common disease, its symptoms
and the possible treatments.
W.1. Prepares simple reminders or
notes for personal use.
writes a short note and
reminder about a medicine to
be taken or doctor´s
appointment.
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Unit 5 What a Disaster!
1. Was that an
Earthquake?
2. It was Raining
Cats and Dogs
3. Calling 911
4. Getting Ready
for a Natural
Disaster
Oral comprehension
Listening
L.2. understand
others’ expression of
feelings (e.g.,
whether they are
indicating they are
happy/scared,
relaxed, and well/ill).
L.2. recognizes
others’ expression
of feelings.
Students with the help of the teacher are introduced or
brainstormed to key words and sentence frames about
natural disasters common feelings. related with it using
videos/photos/illustrated books or a power point.
Teacher shares the goal of the task.
Students listen to a video or the teacher describe some
feelings that people commonly experience when there
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L.1. recognize basic
phrases that denote
position (under,
over, beside) and
can understand
simple instructions
including directions
(e.g., on the second
floor, near the
window, after the
next person).
L.1. recognizes
basic phrases that
denote position and
can understand
simple instructions
including directions.
is a natural disaster like an earthquake or hurricane and
match them with actions or pictures.
Students listen to people´s stories about how they felt
during a natural disaster and they identify their feelings
in a chart.
Students participate in self-assessment by filling out a
self-assessment instrument.
Students with the help of the teacher are introduced or
brainstormed to key words and sentence frames about
what to do and where to go when there is a natural
disaster using videos/photos/illustrated books or a
power point.
Teacher shares the goal of the task.
Students listen to a video or to the teacher general
instructions about what to do or where to go when there
is an earthquake or hurricane ( first listening)
Students identify key words and phrases related to the
theme by performing two-step instructions, arranging
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
pictures or filling in a graphic organizer or chart during
second listening.
Students participate in self-assessment by filling out a
self-assessment instrument.
Written comprehension
Reading
R.1. recognize short
text messages as
well as short
greetings (e.g.,
“make a plan”, “build
an emergency kit”).
R.1. recognizes
short text messages
as well as short
greetings.
Students activate prior knowledge of key vocabulary
and sentence frames related with how to get ready
when there is a natural disaster using videos, films,
pictures, graphic organizers or power point.
Teacher shares the goal of the lesson.
Teacher reviews the structure of short texts and
messages for people when there is a natural disaster.
Students identify the characteristics of short texts like
announcements, warnings, descriptions, and dialogues
from other types of texts.
Students match short texts or diagrams with
words/concepts.
Students participate in self-assessment by filling out a
self-assessment instrument.
R.PA.3 produce R.PA.1 produces Teacher introduces the endings and sounds of/-ed/ /-
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
English sounds
/ed/ /-ing/ /s / /θ/ with
verbal modeling and
visual cues.
and reads English
sounds /-ed/ /-ing/
/ s/ / θ/
ing/ and / s/ / θ/. using a power point with examples.
Teacher shares the goal of the lesson.
Students pronounce and Identify specific words with the
endings and sounds /-ed/ /-ing/ and / s/ / θ/ in short
texts after choral reading.
Students circle the word endings and sounds/-ed/ /-ing//
s/ / θ/ in sentences after they are pronounced by the
teacher.
Students play games like domino to match the word
ending with the sound.
Students participate in reading aloud with the teacher
focusing on the ending sounds of past tense verbs in
English.
-Students participate in self-assessment by filling out a
self-assessment instrument.
Oral production
Speaking
SI.1. ask others
simple questions
concerning their
SI.1. aks others
simple questions
concerning
Students brainstorm learned key vocabulary and
sentence frames to ask for personal opinions and
interests.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
homes (village/town)
or personal
information (e.g.,
what is your name?
Where do you live?).
SI.3. express
common feelings
personal opinions
or their interests.
SI.3. expresses
common feelings
during an event.
.
Teacher shares the goal of the lesson.
Teacher reviews and introduces a series of questions
needed to ask for personal information and opinions.
Students take roles, one person has been affected by a
natural disaster and the other comes to help. The one
that comes with help asks a series of personal
information questions to the person affected. The
participants change roles.
Students participate in self-assessment.
Teacher activates students prior Knowledge about
common feelings people experience when there is a
natural disaster.
Students look at three pictures of natural disasters and
pictures of different feelings. They match feelings they
experience and the natural disaster that cause it.
They practice sentence frames like: How do you feel
when there is an earthquake? I feel …
Students make a family survey or a survey in the
classroom to practice the sentence frames.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Students report their findings using a sentence pattern
provided by the teacher.
Students participate in self-assessment by filling out a
self-assessment instrument.
SP.1. talk about a
familiar topic in a
short presentation,
prepared in
advance.
SP.2. state single
step directions/
commands using
words and phrases
SP.1. talks about a
familiar topic in a
short presentation.
SP.2. states single
step directions/
commands using
words and phrases
in conversations,
dialogues or oral
presentations.
Students activate prior knowledge of key vocabulary
and sentence frames related common natural disasters
in Costa Rica and some recommendations about what
to do.
Teacher shares the goal of the lesson.
Students guided by the teacher plan an oral
presentation related to what to do in natural disaster.
They describe five steps to follow to be safe.
Students using pictures or a video rehearse and act out
the presentation using notes as support.
Students self-assess their work using an instrument.
Written production W2. compose short
messages like
W.2. composes
short messages like
Students activate prior knowledge of key vocabulary
and sentence frames related with natural disasters and
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Writing instructions, signs
and warnings.
instructions, signs
and warnings.
what to do in an emergency using
videos/photos/illustrated books or a power point.
Teacher shares the goal of the lesson.
Teacher reviews ways write short messages, warning
signs and instructions in the case of a natural disaster.
Students follow a pattern given by the teacher and
create small brochures and warning signs to provide to
people in the school.
Students edit their messages and signs by revising
sentence word order, punctuation and capitalization
.
Students make a brochure a display for the class.
Students self-assess their work using an instrument.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 5 4th Grade
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
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).
identifies the feelings people
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
L.2. recognizes others’
expression of feelings.
experienced during natural
disasters from an audio or
expressed by the teacher
selecting some pictures.
L.1. recognizes basic phrases
that denote position and can
understand simple instructions
including directions.
identifies two-step instructions
to follow during a natural
disaster arranging pictures and
actions after listening to an
aural text.
R.1. recognizes short text
messages as well as short
greetings.
identifies the characteristics of
short texts like announcements,
warnings, descriptions and
short greetings from other types
of texts by label them with
numbers.
R.PA.1 produces and reads
English sounds /-ed/ /-ing/
pronounces specific words with
the endings and sounds /-ed/ /-
ing/ and / s/ / θ/ in short texts
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
/ s/ / θ/
after choral reading.
identifies the word endings and
sounds/-ed/ /-ing// s/ / θ/ in
sentences after they are
pronounced by the teacher by
circling them and playing
games.
participate in reading aloud of
sentence focusing on the
ending sounds of past tense
verbs in English.
SI.1. ask others simple
questions concerning personal
opinions or their interests.
asks simple questions to a
partner about personal opinions
or their interests when facing a
natural disaster.
SI.3. expresses common
feelings during an event.
says two feelings experienced
when facing two different types
of natural disasters.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
SP.1. talks about a familiar
topic in a short presentation.
talks about what to do in natural
disaster in a short oral
presentation.
SP.2. states single step
directions/ commands using
words and phrases in
conversations, dialogues or oral
presentations.
describes five steps to follow to
be safe during a specific type of
natural disaster.
W.2. composes short
messages like instructions,
signs and warnings.
creates a small brochure with
three warning signs to provide
to people in the school about
what to do during a natural
disaster.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
La unidad 6 completa será retomada en quinto grado y articulada con otros escenarios del Programa de
quinto grado.
Nombre de la persona asesora nacional que elaboro: Ana Isabel Campos Centeno
Nombre del Jefe del Departamento de Primero y Segundo Ciclos. Anabelle Venegas Fernández
Año 2020: Transformación curricular, una apuesta por la calidad educativa.