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COLORS OF THINGS THAT GO · Inglés 1°

COLORS OF THINGS THAT GO · Inglés 1°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Catch the main idea of a short, simple story or announcement with visual support or illustrations. Interactive: Identify objects in the immediate environment in response to simple questions.
  • Comprensión lectora (Reading): Reading: Sequence pictures to demonstrate comprehension of texts that include a clear beginning, middle, and end. Reading: Show comprehension of the main action or event in a very simple storybook with pictures. Phonemic Awareness: Identify sounds of the letters of the alphabet when supported with a concrete item or picture representing that sound.
  • Expresión oral (Speaking): Productive: Name common objects and people, including family members. Interactive: Take part in very simple classroom games using one or two repeated lines.
  • Expresión escrita (Writing): Productive: Fill in a form with their name and age with adult help. Interactive: Write very simple sentences with assistance, even if errors are present.
  • Mediación (Mediation): Text: Draw a single picture that represents a simple story or event. Communication: Lead a simple classroom activity like a lineup or cleanup using gestures and basic words.

Comprensión auditiva · Listening

Conceptuales

  • That's a Blue Bus.
  • That's a Red Bike.

Procedimentales

  • Receptive: Catch the main idea of a short, simple story or announcement with visual support or illustrations. Interactive: Identify objects in the immediate environment in response to simple questions.

Indicadores de logro

  • Can recognize colors and transportation-related words, such as "car" and "bus," in simple announcements with visual aids (e.g., circling the picture of a "red car" when it is mentioned in a short visual announcement).
  • Can follow simple instructions related to transportation items as heard in simple stories (e.g., "Find the green car.").
  • Can respond to simple questions about transportation vehicles by pointing or naming them (e.g., "What color is the car?").

Comprensión lectora · Reading

Conceptuales

  • That's a Blue Bus.
  • That's a Red Bike.

Procedimentales

  • Reading: Sequence pictures to demonstrate comprehension of texts that include a clear beginning, middle, and end. Reading: Show comprehension of the main action or event in a very simple storybook with pictures. Phonemic Awareness: Identify sounds of the letters of the alphabet when supported with a concrete item or picture representing that sound.

Indicadores de logro

  • Can sequence pictures to show a clear beginning, middle, and end of the action in a simple story (e.g., "Marta sees the red bus." "The red bus stops." "People exit the bus.").
  • Can show comprehension of the main action or event in a simple storybook by pointing to pictures (e.g., pointing to the bus in response to the question, "How does Marta go to school?").
  • Can identify sounds of the letters of the alphabet when supported with a concrete item or picture representing that sound (e.g., identifying the sound /y/ in the word "yellow" when shown a picture of a yellow taxi).

Expresión oral · Speaking

Conceptuales

  • That's a Blue Bus.
  • That's a Red Bike.

Procedimentales

  • Productive: Name common objects and people, including family members. Interactive: Take part in very simple classroom games using one or two repeated lines.

Indicadores de logro

  • Can name transportation vehicles using color words (e.g., "That's a green car.").
  • Can answer simple questions about transportation and colors using one or two words (e.g., "What color is the car?").
  • Can participate in classroom activities involving transportation vocabulary (e.g., "naming vehicles").

Expresión escrita · Writing

Conceptuales

  • That's a Blue Bus.
  • That's a Red Bike.

Procedimentales

  • Productive: Fill in a form with their name and age with adult help. Interactive: Write very simple sentences with assistance, even if errors are present.

Indicadores de logro

  • Can complete a simple form with teacher assistance, filling in details about transportation items (e.g., writing "red" for the color of a bus).
  • Can write simple words independently to label transportation items on drawings (e.g., "bus," "car").
  • Can write very simple sentences with assistance, even if errors are present (e.g., "This is a green car.").

Mediación · Mediation

Conceptuales

  • That's a Blue Bus.
  • That's a Red Bike.

Procedimentales

  • Text: Draw a single picture that represents a simple story or event. Communication: Lead a simple classroom activity like a lineup or cleanup using gestures and basic words.

Indicadores de logro

  • Can use gestures or drawings to describe transportation vehicles in the classroom (e.g., drawing a picture of a car or miming the act of driving a car to describe the word "car").
  • Can clarify responses by pointing to pictures of transportation vehicles when needed (e.g., pointing to a picture of a car).
  • Can use basic words and body language to explain how transportation vehicles are used during classroom activities (e.g., pretending to drive by moving hands like holding a steering wheel).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: car, bus, bike, truck, train, taxi
  • Verbs: drive, ride, see, go, stop, be (is) Competences
  • Adjectives: green, blue, red, yellow, purple, blue, red, orange, small, big, old, new
  • Demonstratives: this, that Preposition of place: on Pronunciation & Phonemic Awareness
  • Pronunciation: /k/ in "car" and /b/ in "bus" Phonemic awareness: Initial sound at the beginning of vehicle-related vocabulary (e.g., /k/ in "car") and identification of sounds of letters of the alphabet in familiar vocabulary (e.g., /y/ in "yellow") Describing objects: When describing colors in transportation, use phrases that describe Pragmatic vehicles, like "It is a red bike." "That is a green car." or "It's a blue bus." Competences Answering questions about colors and objects: Respond with one-word answers or gestures for vehicles and colors (e.g., "Point to the blue bus.") Sociolinguistic Norms of politeness for making requests: Using culturally appropriate norms of politeness in Competences communication when describing transportation (e.g., "Please, point to the blue car."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Vehicle Color Matching
  • Overview: Students create a matching game by Creativity: Describing transportation items using drawing and coloring different vehicles (e.g., green descriptive words creatively (e.g., saying "The shiny blue car." cars and red buses) and matching them to color or "The small red bus."). labels.
  • Numeracy: Matching numbers with vehicles. Project 2: Vehicle Drawing Game
  • Overview: Students draw and color vehicles (cars, buses, bikes) and label them with sentences like "This is a red bus.". Technology Integration: Use a tablet to play a color and vehicle matching game or Project 3: Transportation Chart design one digitally.
  • Overview: Students create a transportation chart with columns for vehicles and colors, labeling each with sentences like "That is a blue car.". Expressing Ourselves 38 Foundational Learner - Pre A1.3 and Connecting with Others

Procedimentales

  • 1. Color + noun (e.g., "green car")
  • 2. WH-questions (e.g., "What color is the car?")
  • 3. Present simple (e.g., "It is a red bike.")

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