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IT'S THE RAINY SEASON · Inglés 4°

IT'S THE RAINY SEASON · Inglés 4°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify the setting and characters in audio storybooks. Interactive: Engage in simple exchanges about familiar topics.
  • Comprensión lectora (Reading): Reading: Identify the main ideas and details in short narratives. Reading: Respond creatively to stories read. Phonemic Awareness: Read regularly spelled one-syllable or two-syllable words represented by single letters.
  • Expresión oral (Speaking): Productive: Narrate a short story or incident that is happening now. Interactive: Engage in simple exchanges about personal interests.
  • Expresión escrita (Writing): Productive: Write simple sentences on familiar topics. Interactive: Edit classmates' written work.
  • Mediación (Mediation): Communication: Relay the teacher’s instructions during group activities. Concept: Explain steps in an experiment to peers.

Comprensión auditiva · Listening

Conceptuales

  • Where's the Puddle?
  • I Need an Umbrella.

Procedimentales

  • Receptive: Identify the setting and characters in audio storybooks. Interactive: Engage in simple exchanges about familiar topics.

Indicadores de logro

  • Can identify the setting and characters in simple audio stories about rain (e.g., "The story is about a boy with an umbrella.").
  • Can join in simple exchanges about rainy days (e.g., "What do you wear in the rain?" "I wear boots.").
  • Can answer questions about rainy day items (e.g., "What do you need?" "I need an umbrella.").

Comprensión lectora · Reading

Conceptuales

  • Where's the Puddle?
  • I Need an Umbrella.

Procedimentales

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

Indicadores de logro

  • Can locate key information about the weather in readings (e.g., "It is rainy in June.").
  • Can respond creatively by identifying weather words in short stories (e.g., "rain, wet, puddle.").
  • Can apply phonemic awareness and alphabet knowledge to read and spell one-syllable words related to weather (e.g., /sk/ /aɪ/ in "sky," /m/ /ʌdi/ in "muddy").

Expresión oral · Speaking

Conceptuales

  • Where's the Puddle?
  • I Need an Umbrella.

Procedimentales

  • Productive: Narrate a short story or incident that is happening now. Interactive: Engage in simple exchanges about personal interests.

Indicadores de logro

  • Can narrate, using basic descriptive phrases, a simple current event related to rainy weather (e.g., "It is raining today, and I am jumping in puddles.").
  • Can engage in simple exchanges about activities during rainy weather with peers (e.g., "What do you like to do when it rains?" "I like to read inside.").
  • Can collaborate with classmates to give a short presentation on rainy day activities they like to do (e.g., "We bring umbrellas and boots when it rains.").

Expresión escrita · Writing

Conceptuales

  • Where's the Puddle?
  • I Need an Umbrella.

Procedimentales

  • Productive: Write simple sentences on familiar topics. Interactive: Edit classmates' written work.

Indicadores de logro

  • Can write short messages about rainy days in a class forum (e.g., "It is raining heavily in Panama City today." "Bring your umbrella and boots.").
  • Can edit classmates' short sentences about rainy day activities (e.g., correct "It rains" to "It is raining.").
  • Can revise peers' messages for clarity (e.g., add "boots" to your message about rain clothes).

Mediación · Mediation

Conceptuales

  • Where's the Puddle?
  • I Need an Umbrella.

Procedimentales

  • Communication: Relay the teacher’s instructions during group activities. Concept: Explain steps in an experiment to peers.

Indicadores de logro

  • Can relay teacher's instructions about rainy day activities using basic gestures (e.g., points to clouds and says, "Draw clouds.").
  • Can explain steps in an experiment by demonstrating actions (e.g., shows pouring water for "This is rain.").
  • Can help peers understand rainy season concepts by using simple words and gestures (e.g., pointing to rain and saying, "Rain is water.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: puddle, umbrella, raincoat, boots, sandals, storm, cloud, sky, lightning, thunder Linguistic
  • Verbs: splash, drop, pour, need, want, puddle-jump, flood Competences Adjectives: wet, rainy, gloomy, muddy, windy
  • Prepositions: under, next to, in front of
  • Interrogatives: where, when Pronunciation & Phonemic Awareness
  • Pronunciation: /r/ in "rain" and /p/ in "puddle" Phonemic awareness: Spelling one-syllable or two-syllable words using alphabet knowledge related to weather (e.g., "raincoat," "muddy," and "sky") and blending spoken simple onsets and rhymes to form one-syllable or two-syllable words related to weather (e.g., /sk/ /aɪ/ in "sky," /m/ /ʌdi/ in "muddy") Talking about rainy weather: "I need an umbrella." Pragmatic Sharing experiences: "I wear my boots when it rains." "I am wearing my boots because it is Competences raining." Sociolinguistic Narrating current events related to weather: Using the present continuous tense (e.g., "It is Competences raining. I like puddle-jumping."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Weather Report Role-Play
  • Overview: Students act out a weather report and Spatial Awareness: Using prepositions to describe describe what they need and wear (e.g., "I need an locations. umbrella."). Communication: Describing needs with polite expressions. Project 2: Rainy Day Journal Students describe the activities they do during rainy days (e.g., "It's raining today. I am reading inside the house."). Technology Integration: Project 3: Digital Weather Map Use a digital weather map and journaling app.
  • Overview: Students create or use a digital weather map, labeling locations and describing rainy weather. (e.g., "It's raining heavily in Panama City today."). Nature and Wellness 40 Beginner A1.2

Procedimentales

  • 1. Present simple (e.g., "What do you need?" "I need an umbrella.")
  • 2. Present continuous (e.g., "It is raining today.")
  • 3. WH-questions (e.g., "What do you wear in the rain?")

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