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FOLLOWING INSTRUCTIONS AT SCHOOL · Inglés 5°

FOLLOWING INSTRUCTIONS AT SCHOOL · Inglés 5°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow clear instructions in learning activities. Interactive: Execute multi-step directions in learning activities.
  • Comprensión lectora (Reading): Reading: Show comprehension of written instructions for classroom activities. Reading: Demonstrate comprehension of basic descriptions in texts. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.
  • Expresión oral (Speaking): Productive: Talk about simple rules and laws. Interactive: Answer questions about their daily routine.
  • Expresión escrita (Writing): Productive: Write thank-you cards. Interactive: Respond to written questions about a class reading assignment.
  • Mediación (Mediation): Text: Contextualize simple school announcements according to local needs. Text: Simplify textbook content for peers.

Comprensión auditiva · Listening

Conceptuales

  • First, I Cut the Paper.
  • Let's Make a Poster!

Procedimentales

  • Receptive: Follow clear instructions in learning activities. Interactive: Execute multi-step directions in learning activities.

Indicadores de logro

  • Can follow clear instructions in learning activities to complete a task (e.g., "First, cut the paper, then glue it on the flowchart.").
  • Can follow and respond to multi-step directions in-class activities (e.g., "You need to fold the paper before you cut it.").
  • Can respond appropriately to oral instructions (e.g., "Let's put away our books.").

Comprensión lectora · Reading

Conceptuales

  • First, I Cut the Paper.
  • Let's Make a Poster!

Procedimentales

  • Reading: Show comprehension of written instructions for classroom activities. Reading: Demonstrate comprehension of basic descriptions in texts. Phonemic Awareness: Decode English graphemes and phonemes using knowledge of word parts, syllabification, and phonemic awareness.

Indicadores de logro

  • Can show comprehension of written instructions for classroom activities by following them step-by-step (e.g., "I can cut and fold the paper.").
  • Can demonstrate comprehension of basic descriptions in texts by summarizing key details from reading materials (e.g., "The flowchart is colorful.").
  • Can recognize and divide compound and multi-syllabic words into syllables (e.g., "cardboard" into "card-board" and "instructional" into "in-struc-tion-al").

Expresión oral · Speaking

Conceptuales

  • First, I Cut the Paper.
  • Let's Make a Poster!

Procedimentales

  • Productive: Talk about simple rules and laws. Interactive: Answer questions about their daily routine.

Indicadores de logro

  • Can describe basic classroom rules related to school projects (e.g., "We must clean up after making the poster." "You have to wash your hands after using paint." "We should put away the scissors and glue when we're done.").
  • Can answer and ask follow-up questions to classmates about steps in a class project as part of their routine (e.g., "What do I do after cutting the paper?" "Glue it on the poster." "Where do I put the markers after using them?" "In the supply box.").
  • Can explain safety rules at school when using classroom materials (e.g., "You should use scissors carefully." "Always walk, don't run when carrying sharp objects.").

Expresión escrita · Writing

Conceptuales

  • First, I Cut the Paper.
  • Let's Make a Poster!

Procedimentales

  • Productive: Write thank-you cards. Interactive: Respond to written questions about a class reading assignment.

Indicadores de logro

  • Can write a simple thank-you card to a classmate or teacher for helping with a class project (e.g., "Thank you for helping me cut the paper for the poster.").
  • Can answer simple written questions about steps in a class project (e.g., "What did you cut?" "I cut the paper for the poster." "What did you use to glue the pictures?" "I used glue.").
  • Can write short answers about following instructions in class (e.g., "Where do we have to put the poster?" "On the wall in the classroom." "What did you do after cutting the paper?" "I glued it on the poster.").

Mediación · Mediation

Conceptuales

  • First, I Cut the Paper.
  • Let's Make a Poster!

Procedimentales

  • Text: Contextualize simple school announcements according to local needs. Text: Simplify textbook content for peers.

Indicadores de logro

  • Can contextualize school announcements using gestures or visuals to highlight key details (e.g., pointing to Friday on a calendar and saying, "The poster event is on Friday." or showing a pair of scissors and saying, "We will make the poster tomorrow.").
  • Can simplify textbook content with basic words and visuals (e.g., pointing to a picture and saying, "This book is about instructions.").
  • Can simplify classroom instructions or textbook content for peers using simple words and visuals (e.g., showing a picture of scissors and paper and saying, "Cut the paper like this." or pointing to a step-by-step poster and saying, "First, cut the paper. Then, glue it on the poster.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: paper, scissors, glue, pencil, poster, classroom, teacher, project, mask, art, decoration, Linguistic card, crayon, paint, cardboard, fabric, string, bead, flowchart Competences Verbs: cut, fold, paste, draw, create, share, decorate, measure, write
  • Adjectives: big, small, colorful, new, fun, sharp
  • Prepositions: on, in, under Pronunciation & Phonemic Awareness
  • Pronunciation: /p/ in "poster" and /s/ in "scissors" Phonemic awareness: Recognition of compound words and syllable division (e.g., "classroom, class-room, two-syllables") Pragmatic Asking for clarification: "What do I need to do next?" Competences Communicating future intentions: "I will make a hat!" Sociolinguistic
  • Collaborating: Using imperatives and "let's" for group activities. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Classroom How-To Guide
  • Overview: Students create a step-by-step written guide for a classroom task (e.g., organizing supplies, Instruction Giving: Using imperatives and sequencing setting up for an activity), using imperatives and words. sequencing words like "first, next, and then".
  • Collaboration: Describing tasks in groups using collaborative language. Project 2: Instructional Video
  • Overview: Students record a video demonstrating a classroom routine, such as cleaning up or preparing for a project, using imperatives and collaborative language like "let's" and "we". Technology Integration: Use video recording and editing tools for instructional Project 3: Task Flowchart videos and digital tools for flowchart creation.
  • Overview: Students design a flowchart outlining steps in completing a task (e.g., art project or science experiment) with sequencing words and imperatives. Expressing Ourselves 30 Beginner A1.3 and Connecting with Others

Procedimentales

  • 1. Plural of the imperatives (e.g., "Let's make a poster.")
  • 2. Sequencing words (e.g., "first, next")
  • 3. Future tense (e.g., "I will make a mask." "I am going to make a mask.")

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