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IT'S A SCHOOL DAY! · Inglés KINDER

IT'S A SCHOOL DAY! · Inglés KINDER. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow very simple classroom instructions with visual cues. Interactive: Engage in basic interactive games with instructions.
  • Comprensión lectora (Reading): Reading: Recognize basic familiar words supported with illustrations or visual aids. Reading: Attempt to read basic and familiar words supported with pictures. Phonemic Awareness: Identify sounds at the beginning of words.
  • Expresión oral (Speaking): Productive: Use simple words to express basic needs. Interactive: Engage in question-and-answer exchanges using simple words and gestures.
  • Expresión escrita (Writing): Productive: Practice tracing and copying letters of the alphabet. Interactive: Engage in interactive labeling activities.
  • Mediación (Mediation): Text: Identify objects on the pages of picture books, using simple words.

Comprensión auditiva · Listening

Conceptuales

  • Let's Listen!
  • Stand Up!

Procedimentales

  • Receptive: Follow very simple classroom instructions with visual cues. Interactive: Engage in basic interactive games with instructions.

Indicadores de logro

  • Can follow simple instructions with visual cues (e.g., "sit down" with gestures).
  • Can follow visual signals to do tasks (e.g., "clean up" supported with a picture).
  • Can engage in games by responding to simple questions (e.g., "What is this?" "School.").

Comprensión lectora · Reading

Conceptuales

  • Let's Listen!
  • Stand Up!

Procedimentales

  • Reading: Recognize basic familiar words supported with illustrations or visual aids. Reading: Attempt to read basic and familiar words supported with pictures. Phonemic Awareness: Identify sounds at the beginning of words.

Indicadores de logro

  • Can recognize familiar words about classroom language supported with pictures (e.g., the word "window" supported with a picture).
  • Can attempt to read basic familiar words with picture support during chants, rhymes, or shared reading (e.g., "cat" with a picture of a cat).
  • Can identify the initial sound of a familiar word when heard, with the support of a picture (e.g., sound /b/ with the word "book" supported with a picture of a book).

Expresión oral · Speaking

Conceptuales

  • Let's Listen!
  • Stand Up!

Procedimentales

  • Productive: Use simple words to express basic needs. Interactive: Engage in question-and-answer exchanges using simple words and gestures.

Indicadores de logro

  • Can use simple words to name classroom objects they need (e.g., "pen" or "book").
  • Can express basic needs or ideas using simple phrases with teacher support (e.g., "Open the book." "I need a pencil.").
  • Can ask and answer basic questions using simple words or gestures (e.g., "What is it?" with "Table" or pointing).

Expresión escrita · Writing

Conceptuales

  • Let's Listen!
  • Stand Up!

Procedimentales

  • Productive: Practice tracing and copying letters of the alphabet. Interactive: Engage in interactive labeling activities.

Indicadores de logro

  • Can trace letters of the alphabet and simple familiar words with teacher guidance (e.g., tracing dotted lines to form alphabet letters and familiar words, following teacher guidance).
  • Can engage in interactive labeling activities by matching words to labeled classroom objects (e.g., "pen" or "book").
  • Can copy simple familiar words to label drawings and pictures (e.g., "sit" or "pen").

Mediación · Mediation

Conceptuales

  • Let's Listen!
  • Stand Up!

Procedimentales

  • Text: Identify objects on the pages of picture books, using simple words.

Indicadores de logro

  • Can identify objects in picture books by pointing and using single words (e.g., pointing to a picture of a chair and saying "chair").
  • Can name some objects on the pages of picture books during choral reading activities (e.g., pointing to and naming objects like "pen" or "book" on the pages of a picture book during choral reading activities).
  • Can point to objects in response to a prompt by the teacher during choral reading (e.g., pointing to objects, such as a "window" or "door" on a picture book page in response to the prompt, "Where is it?" during choral reading).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: child, table, morning, book, music, window, door Competences Verbs: listen, stand up, jump, touch, open
  • Adjectives: nice, calm, top, bottom
  • Preposition: near
  • Adverb: away Pronunciation & Phonemic Awareness
  • Pronunciation: /s/ in "school" and /l/ in "listen" Phonemic awareness: Syllable stress in "teacher" and "student", initial sound: /b/ "book" /l/ "listen" /t/ "touch" Following instructions: Respond to commands, like "stand up" and "listen" Pragmatic Describing actions: Using basic words to give an instruction, like "Please, sit." Competences Responding questions: Answering WH-questions like "What is it?" and "Where is the pen?" Sociolinguistic Politeness and formality: Use formal language when giving instructions, such as "Please stand Competences up." Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Classroom Rules Poster
  • Overview: Children will create a poster with visual Communication: Learning and using classroom commands. representations of classroom rules and commands (e.g., "Stand up." "Sit down."). Creativity: Designing a visual classroom rules poster. Project 2: Command Simon Says Game
  • Overview: Play a Simon Says game, using classroom commands (e.g., "Simon says, sit down") to practice imperative sentences. Technology Integration: Project 3: Command Action Video Use a digital drawing tool or tablet to illustrate commands
  • Overview: Record a video where children demonstrate and actions. the commands "Stand up." and "Sit down.". Expressing Ourselves 30 Foundational Learner - Pre A1.2 and Connecting with Others

Procedimentales

  • 1. Imperatives (e.g., "Stand up.")
  • 2. Present simple (e.g., "It is a school.")
  • 3. WH-questions (e.g., "What is it?")

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