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HOLD UP TEN FINGERS! · Inglés KINDER

HOLD UP TEN FINGERS! · Inglés KINDER. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Show comprehension of basic commands used in the classroom. Interactive: Repeat simple rhymes and songs.
  • Comprensión lectora (Reading): Reading: Recognize basic familiar words supported with illustrations or visual aids. Reading: Show comprehension of storybook sequencing by pointing to pictures with the teacher's guidance. Phonemic Awareness: Recognize familiar letters.
  • Expresión oral (Speaking): Productive: Count out loud up to ten with help. Interactive: Respond nonverbally to simple yes/ no questions by nodding or shaking head.
  • Expresión escrita (Writing): Productive: Write simple words, with model guidance. Interactive: Engage in interactive labeling activities.
  • Mediación (Mediation): Concept: Use gestures and drawings to link daily routines to classroom activities that are performed.

Comprensión auditiva · Listening

Conceptuales

  • I Can Count!
  • All the Pencils!

Procedimentales

  • Receptive: Show comprehension of basic commands used in the classroom. Interactive: Repeat simple rhymes and songs.

Indicadores de logro

  • Can show comprehension of instructions in simple counting games (e.g., "Hold up five fingers.").
  • Can repeat counting songs or rhymes (e.g., "One, two, three, four, five").
  • Can recognize spoken numbers up to ten when accompanied by gestures (e.g., hears "three" and holds up three fingers).

Comprensión lectora · Reading

Conceptuales

  • I Can Count!
  • All the Pencils!

Procedimentales

  • Reading: Recognize basic familiar words supported with illustrations or visual aids. Reading: Show comprehension of storybook sequencing by pointing to pictures with the teacher's guidance. Phonemic Awareness: Recognize familiar letters.

Indicadores de logro

  • Can point to the correct number of objects when asked and supported with a picture (e.g., Teacher says, "How many pencils?" and student points to five pencils in a book).
  • Can sequence storybook pictures involving numbers (e.g., placing images of one, two, and three apples in order).
  • Can recognize the letters "F, G, H, I, and J" in words when supported by corresponding pictures (e.g., "F" in "fish").

Expresión oral · Speaking

Conceptuales

  • I Can Count!
  • All the Pencils!

Procedimentales

  • Productive: Count out loud up to ten with help. Interactive: Respond nonverbally to simple yes/ no questions by nodding or shaking head.

Indicadores de logro

  • Can count up to ten out loud with teacher guidance (e.g., saying the numbers up to ten using a number chart).
  • Can name familiar objects while counting (e.g., "five pencils").
  • Can respond to questions related to numbers (e.g., responding to the prompt, "Is this the number five?" with "yes" or "no").

Expresión escrita · Writing

Conceptuales

  • I Can Count!
  • All the Pencils!

Procedimentales

  • Productive: Write simple words, with model guidance. Interactive: Engage in interactive labeling activities.

Indicadores de logro

  • Can write simple words with teacher support (e.g., "desk" or "book").
  • Can engage in interactive labeling activities by identifying and labeling objects in shared drawings (e.g., writing labels under numbers supported with pictures representing those numbers).
  • Can practice writing numbers, with model guidance (e.g., writing the numbers from one to ten following a number chart with labels).

Mediación · Mediation

Conceptuales

  • I Can Count!
  • All the Pencils!

Procedimentales

  • Concept: Use gestures and drawings to link daily routines to classroom activities that are performed.

Indicadores de logro

  • Can use gestures or drawings to represent numbers (e.g., showing five objects in a drawing).
  • Can use fingers to show numbers up to ten (e.g., holding up three fingers).
  • Can clarify numbers when counting by asking a yes/no question supported with gestures (e.g., asking for repetition by using their fingers: "Three or four?").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: numbers (1-10), hand, finger, block, pencil, book, crayon, marker, glue, ink, juice Competences
  • Verbs: count, show, point, hold, match
  • Adjectives: red, yellow, blue, green, orange, purple, tall, small, short, big Pronunciation & Phonemic Awareness
  • Pronunciation: Initial /k/ in "count" and /f/ in "fingers" Phonemic awareness: Recognizing number sounds (1-10) and recognizing letter sounds (F, G, H, I, J) Counting aloud: Practice counting objects up to ten in response to teacher prompts. Pragmatic Answering quantity questions: Respond to "how many" questions with simple numbers (e.g., Competences "three pencils") Sociolinguistic Encouraging turn-taking and active listening: Counting objects in small groups, respecting Competences turn-taking and active listening. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Counting Book
  • Overview: Children will make a counting book, draw Numeracy: Counting and matching numbers. objects (e.g., "10 pencils"), and match them with numbers from one to ten. Communication: Describing quantities. Project 2: Count & Sort Activity
  • Overview: Students count and sort classroom items (e.g., "five books") and use simple sentences to describe the items. Technology Integration: Project 3: Digital Counting App Use a counting app to reinforce counting and number
  • Overview: Use a counting app or interactive game to recognition or create a digital version of the counting book. practice counting objects and associating numbers. Expressing Ourselves 34 Foundational Learner - Pre A1.2 and Connecting with Others

Procedimentales

  • 1. Quantity + nouns (e.g., "ten fingers")
  • 2. Wh-questions (e.g., "What number is this?" "How many fingers?")
  • 3. Yes/No questions (e.g., "Is this number five?")

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