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DISCOVERING NATURE’S WONDERS · Inglés 2°

DISCOVERING NATURE’S WONDERS · Inglés 2°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify familiar vocabulary from daily life used in context. Interactive: Engage in short exchanges using phrases learned from classroom discussions.
  • Comprensión lectora (Reading): Reading: Show comprehension of simple sentences. Reading: Follow written instructions with visual aids. Phonemic Awareness: Recognize all the letters of the alphabet in isolation and the correspondence between letter and sound at the beginning of words.
  • Expresión oral (Speaking): Productive: Contribute to storytelling sessions with simple sentences based on visual prompts. Interactive: Relay short messages from one person to another in a group setting.
  • Expresión escrita (Writing): Productive: Make a list of items. Interactive: Write words or phrases as responses to classroom polls or questions.
  • Mediación (Mediation): Text: Summarize short stories using drawings or pictures. Communication: Relay simple information received verbally using English or Spanish.

Comprensión auditiva · Listening

Conceptuales

  • It's the Rainforest.
  • It's a Slow, Furry Sloth!

Procedimentales

  • Receptive: Identify familiar vocabulary from daily life used in context. Interactive: Engage in short exchanges using phrases learned from classroom discussions.

Indicadores de logro

  • Can identify and respond accurately to familiar vocabulary from daily life when used in discussions (e.g., "What animal is slow?" "The sloth.").
  • Can engage with familiar phrases about animals and nature (e.g., "Where does the sloth live?" "It lives in the rainforest.").
  • Can demonstrate comprehension of numbers or quantities associated with familiar topics when spoken slowly and clearly (e.g., "three fish" or "five trees").

Comprensión lectora · Reading

Conceptuales

  • It's the Rainforest.
  • It's a Slow, Furry Sloth!

Procedimentales

  • Reading: Show comprehension of simple sentences. Reading: Follow written instructions with visual aids. Phonemic Awareness: Recognize all the letters of the alphabet in isolation and the correspondence between letter and sound at the beginning of words.

Indicadores de logro

  • Can show comprehension of simple sentences by identifying key details (e.g., "The sloth is slow.").
  • Can follow written instructions by matching written descriptions with the corresponding pictures (e.g., a description of the rainforest and its picture).
  • Can identify the initial and final phonemes of spoken words related to nature and make the correspondence between letters and their sounds at the beginning of words with visual support (e.g., J /dʒ/ "jungle" supported with a picture).

Expresión oral · Speaking

Conceptuales

  • It's the Rainforest.
  • It's a Slow, Furry Sloth!

Procedimentales

  • Productive: Contribute to storytelling sessions with simple sentences based on visual prompts. Interactive: Relay short messages from one person to another in a group setting.

Indicadores de logro

  • Can contribute simple sentences to a story from a visual prompt (e.g., "The monkey sleeps in the tree.").
  • Can relay short messages or instructions about animals and their habitats to classmates in group activities (e.g., "The sloth is slow.").
  • Can use basic language to exchange information about nature activities, using gestures if needed (e.g., "The cat climbs the tree.").

Expresión escrita · Writing

Conceptuales

  • It's the Rainforest.
  • It's a Slow, Furry Sloth!

Procedimentales

  • Productive: Make a list of items. Interactive: Write words or phrases as responses to classroom polls or questions.

Indicadores de logro

  • Can make a list of items related to nature or animals (e.g., "tree, bird, rock").
  • Can write words or phrases as responses to classroom polls, questions, or cues about animals or nature (e.g., Cue: "slow animal." Response: "sloth." Cue: "colorful bird." Response: "parrot." Poll: "Which animal do you like?" Response: "monkey.").
  • Can write simple phrases or sentences about animals or their environments with guidance (e.g., "The sloth lives in trees.").

Mediación · Mediation

Conceptuales

  • It's the Rainforest.
  • It's a Slow, Furry Sloth!

Procedimentales

  • Text: Summarize short stories using drawings or pictures. Communication: Relay simple information received verbally using English or Spanish.

Indicadores de logro

  • Can summarize short stories using drawings or pictures (e.g., draw a slow sloth to show the story's main idea).
  • Can relay simple information received verbally by pointing to images (e.g., points to "furry animal" on a picture of a sloth).
  • Can describe new vocabulary in a story using drawing and pictures (e.g., describing the rainforest showing a picture).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: rainforest, jungle, sloth, toucan, monkey, parrot, frog, snake, jaguar, leaf, river, waterfall, Competences vines, nest, branch, hole, forest
  • Verbs: live, grow, climb, swing, hide, sleep, rest, fly, dig, eat
  • Adjectives: slow, furry, colorful, noisy, quiet, wild, tall, leafy, jumpy
  • Demonstratives: this, that Pronunciation & Phonemic Awareness
  • Pronunciation: /s/ in "sloth" and /r/ in "rainforest" Phonemic awareness: Identification of initial sounds with letter correspondence in nature- related words (e.g., J /dʒ/ "jungle") Pragmatic Describing animals with traits: "The sloth is slow and furry." Competences Talking about preferences: "I like sloths. They are quiet." Sociolinguistic Respect for nature: Talking about the rainforest and animals using respectful language (e.g., Competences "The sloth is quiet."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Rainforest Animal Profiles
  • Overview: Children review research simplified for Critical Thinking: Learning about animals and the learners by the teacher to understand different rainforest. rainforest animals (e.g., sloth, bird). With that information, students will create a profile for each Communication: Describing animals with adjectives. animal (e.g., sloth, bird) with descriptions and images. Project 2: Nature Storybook
  • Overview: Students create a storybook about animals they find in the rainforest, using descriptive sentences like "The sloth is slow and furry." Technology Integration: Project 3: Digital Animal Cards
  • Overview: Students use a digital tool, with assistance Use a tablet to research animals and create digital profiles from the teacher, to create animal flashcards; they with pictures. label the animals and describe them with adjectives like "big jaguar" or "slow sloth". Nature and Wellness 40 Foundational Learner - Pre A1.4

Procedimentales

  • 1. Adjectives + nouns (e.g., slow sloth)
  • 2. WH-questions (e.g., "What animal is it?")
  • 3. Present simple (e.g., "It's the rainforest.")

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