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HELPING IN THE GARDEN · Inglés 4°

HELPING IN THE GARDEN · Inglés 4°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow stories and descriptions about everyday experiences. Interactive: Participate in discussions about school events.
  • Comprensión lectora (Reading): Reading: Identify the main ideas and details in short narratives. Reading: Summarize simple stories or articles. Phonemic Awareness: Read regularly spelled one-syllable or two-syllable words represented by single letters.
  • Expresión oral (Speaking): Productive: Explain how to perform a simple task. Interactive: Engage in questions and answers about familiar subjects.
  • Expresión escrita (Writing): Productive: Express opinions about familiar topics in writing. Interactive: Write simple role plays or dialogues collaboratively.
  • Mediación (Mediation): Text: Simplify textbook content for peer study groups. Communication: Assist classmates in interpreting homework assignments.

Comprensión auditiva · Listening

Conceptuales

  • The Tomatoes Grow Quickly.
  • These Plants Are from Panama.

Procedimentales

  • Receptive: Follow stories and descriptions about everyday experiences. Interactive: Participate in discussions about school events.

Indicadores de logro

  • Can follow simple stories and descriptions about planting and watering (e.g., "I water the plants every day.").
  • Can participate in discussions about school garden tasks, answering simple questions based on oral information (e.g., "What do they grow in the garden?" "They grow tomatoes." "How often do they water the tomatoes?" "Every day.").
  • Can get the gist of a conversation on caring for plants. (e.g., "What time do they water the plants?" "In the morning.").

Comprensión lectora · Reading

Conceptuales

  • The Tomatoes Grow Quickly.
  • These Plants Are from Panama.

Procedimentales

  • Reading: Identify the main ideas and details in short narratives. Reading: Summarize simple stories or articles. Phonemic Awareness: Read regularly spelled one-syllable or two-syllable words represented by single letters.

Indicadores de logro

  • Can identify main ideas about gardening in short texts (e.g., "Tomatoes grow in the sun.").
  • Can summarize details on how plants grow in short narratives (e.g., using a chart or Venn diagram to highlight key ideas from a story).
  • Can read and spell basic one-syllable and two-syllable words related to gardening (e.g., "garden" or "leaf").

Expresión oral · Speaking

Conceptuales

  • The Tomatoes Grow Quickly.
  • These Plants Are from Panama.

Procedimentales

  • Productive: Explain how to perform a simple task. Interactive: Engage in questions and answers about familiar subjects.

Indicadores de logro

  • Can describe and perform simple gardening tasks (e.g., "You dig a hole, plant the seed, and water the plant.").
  • Can ask and answer questions about gardening when collaborating on a project (e.g., "How do you plant the tomatoes?" "You dig a hole, plant the seed, and water the plant.").
  • Can ask and answer simple questions about their preferences related to gardening(e.g., "Do you like watering the plants?" "Yes, I like watering the plants, but I don't like digging.").

Expresión escrita · Writing

Conceptuales

  • The Tomatoes Grow Quickly.
  • These Plants Are from Panama.

Procedimentales

  • Productive: Express opinions about familiar topics in writing. Interactive: Write simple role plays or dialogues collaboratively.

Indicadores de logro

  • Can express opinions in writing about garden tasks in short sentences (e.g., "I like watering the plants, but I don't like digging.").
  • Can write simple role plays or dialogues about garden tasks with classmates (e.g., "How do you plant the tomatoes?" "You dig a hole, plant the seed, and water the plant.").
  • Can collaborate to revise dialogues for clarity (e.g., Add "water the plants" to the dialogue.).

Mediación · Mediation

Conceptuales

  • The Tomatoes Grow Quickly.
  • These Plants Are from Panama.

Procedimentales

  • Text: Simplify textbook content for peer study groups. Communication: Assist classmates in interpreting homework assignments.

Indicadores de logro

  • Can simplify textbook content on gardening topics by miming actions (e.g., mimes "grow" by pretending to reach up like a plant).
  • Can assist classmates in understanding gardening homework by drawing simple shapes or plants (e.g., drawing a tomato plant and saying, "These are tomatoes, and this is a tomato plant.").•
  • Can clarify gardening terms for peers with simple gestures (e.g., mimics "watering a plant" when explaining the verb "to water").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: garden, plant, tomato, seed, soil, watering can, flower, vegetable, sunlight, hose, rainwater Competences
  • Verbs: grow, water, plant, harvest, bloom, care, dig, need, put, add, cover
  • Adjectives: green, bright, healthy, quick, tall Adverbs of frequency and time expressions: every day, sometimes, always, in the morning Sequence words: first, second Pronunciation
  • Pronunciation: /t/ in "tomatoes" and /g/ in "grow" Phonemic awareness: Spelling one-syllable or two-syllable words using alphabet knowledge related to gardening (e.g., "water," "sun," and "soil") Describing gardening steps: "First, plant the seeds." Describing routines: "I water the plants every day." Pragmatic Expressing preferences: like, don't like (e.g., "I like watering the plants, but I don't like digging.") Competences Discourse markers: and, but (e.g., "We water the plants every morning, and they grow quickly." "These tomatoes are small, but they are very tasty.") Sociolinguistic Describing simple gardening instructions: Using conjunctions to describe gardening tasks Competences (e.g., "You dig a hole, plant the seed, and water the plant."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Garden Growth Chart
  • Overview: Students describe plant growth using Sequencing for critical thinking: Describing the basic steps "this/that" and verbs such as "dig," "plant," "water," of gardening. "grow".
  • Communication: Describing simple gardening tasks using the present simple tense with 's' ( e.g., "He waters the plants Project 2: Step-by-Step Planting Guide every day.").
  • Overview: Students create a planting guide with simple gardening steps. Technology Integration: Project 3: Gardening Video Tutorial
  • Overview: Students film a simple video tutorial on Use a video recording app for the tutorial and a plant planting seeds, describing the process step by step. growth tracking app. Nature and Wellness 32 Beginner A1.2

Procedimentales

  • 1. Present simple + 's' (e.g., "How often does María water the plants?" "María waters the plants every day.")
  • 2. Demonstratives (e.g., "These are tomatoes, and this is a tomato plant.")
  • 3. Question forms (e.g., "How often do you water the plants?" "Do you like watering the plants?")

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