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LET'S DANCE! · Inglés KINDER

LET'S DANCE! · 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: Show comprehension of storybook sequencing by pointing to pictures with the teacher's guidance. Reading: Match spoken words to their written form as they are heard and supported with pictures. Phonemic Awareness: Recognize familiar letters.
  • Expresión oral (Speaking): Productive: Recite simple nursery rhymes. Interactive: Engage with simple commands using basic words and gestures.
  • Expresión escrita (Writing): Productive: Label drawings of basic objects. 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

  • Move Around
  • One Step In, Two Steps Out!

Procedimentales

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

Indicadores de logro

  • Can show comprehension of simple movement instructions during songs (e.g., "jump" or "clap").
  • Can repeat simple rhymes and songs in group activities that involve listening for action words (e.g., jumps when the song says "jump").
  • Can respond to oral instructions for basic dance movements (e.g., "step forward, step back").

Comprensión lectora · Reading

Conceptuales

  • Move Around
  • One Step In, Two Steps Out!

Procedimentales

  • Reading: Show comprehension of storybook sequencing by pointing to pictures with the teacher's guidance. Reading: Match spoken words to their written form as they are heard and supported with pictures. Phonemic Awareness: Recognize familiar letters.

Indicadores de logro

  • Can show comprehension of storybook sequencing by pointing to pictures with teacher guidance (e.g., pointing to pictures of a character walking, then jumping, and finally dancing in a story).
  • Can match spoken action words to their written form when supported by pictures (e.g., matching the spoken word "dance" to a picture of a person dancing and the word "dance").
  • Can recognize letters of the alphabet in familiar words (e.g., "J" in "jump").

Expresión oral · Speaking

Conceptuales

  • Move Around
  • One Step In, Two Steps Out!

Procedimentales

  • Productive: Recite simple nursery rhymes. Interactive: Engage with simple commands using basic words and gestures.

Indicadores de logro

  • Can recite simple action rhymes (e.g., "head, shoulders, knees, and toes").
  • Can give very simple commands to peers (e.g., says "head," point to head).
  • Can participate in conversations about movements, giving simple commands (e.g., "shake" or "turn").

Expresión escrita · Writing

Conceptuales

  • Move Around
  • One Step In, Two Steps Out!

Procedimentales

  • Productive: Label drawings of basic objects. Interactive: Engage in interactive labeling activities.

Indicadores de logro

  • Can draw and label simple movements in pictures (e.g., drawing a person jumping and writing "jump").
  • Can engage in interactive labeling activities by matching labels to pictures of simple movements (e.g., "run" for a picture of running).
  • Can trace letters and simple movement-related words (e.g., "hop" or "run").

Mediación · Mediation

Conceptuales

  • Move Around
  • One Step In, Two Steps Out!

Procedimentales

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

Indicadores de logro

  • Can use gestures and drawings to express movement actions (e.g., jumping up and down).
  • Can clarify or ask for repetition when unsure about movement instructions (e.g., "Repeat, please.").
  • Can act out scenes from picture books or songs involving dance movements (e.g., making a dance movement seen in the video of a song).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: numbers (one to ten) step, dance, foot, circle, line, voice Competences
  • Verbs: move, dance, step, spin, turn, twirl, shake, hop, put, jump
  • Adjectives: fast, slow, big, small
  • Prepositions: in, out, around, up Pronunciation & Phonemic Awareness
  • Pronunciation: /t/ in "two" and /d/ in "dance" Phonemic awareness: Recognizing letters of the alphabet in familiar words (e.g., "J" in "jump") and introducing letters and sounds (S, T, U, V) Acting out dance commands: Follow simple movement instructions in dance, like "step Pragmatic forward" and "clap" Competences Reciting action rhymes: Participate in action rhymes or songs, such as "Head, Shoulders, Knees, and Toes" Sociolinguistic Group participation: Engaging in group movements and dances, using polite expressions such Competences as "after you" and "go ahead". Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Dance Sequence Video
  • Overview: Children will create a simple dance routine Physical Movement: Following dance instructions. following instructions like one "one step in, two steps out" and record a video. Collaboration: Working together to create a dance. Project 2: Dance & Count Activity
  • Overview: Students will practice counting and dance movements together (e.g., "Take three steps forward."). Technology Integration: Project 3: Digital Dance Video Use a tablet to record the dance routine and play it back to
  • Overview: Record and edit a short dance video using the class for review. dance instructions learned in class. Nature and Wellness 40 Foundational Learner - Pre A1.2

Procedimentales

  • 1. Sequential commands with numbers (e.g., "First, take one step to the side." "Next, take two steps to the side.")
  • 2. Simple directive phrases (e.g., "Move to the front." "Step to the side.")
  • 3. Positional commands with prepositions (e.g., "Stand next to the chair." "Jump over the line.")

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Este contenido sale del programa oficial de Inglés KINDER, publicado por el MEDUCA.

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