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OUR ROUTINES · Inglés KINDER

OUR ROUTINES · 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: Respond to simple oral requests.
  • Comprensión lectora (Reading): Reading: Identify characters in a picture book. 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: Name daily activities, using isolated words. Interactive: Engage with simple commands using basic words and gestures.
  • 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

  • First, I Sit Down.
  • Pick It Up!

Procedimentales

  • Receptive: Show comprehension of basic commands used in the classroom. Interactive: Respond to simple oral requests.

Indicadores de logro

  • Can show comprehension of keywords when hearing familiar basic commands (e.g., acting out the commands "sit" and "pick it up" as they are heard).
  • Can respond to daily classroom commands like "sit down" and "pick it up."
  • Can respond to simple oral requests related to classroom routines when spoken slowly (e.g., "Pick up the paper, please.").

Comprensión lectora · Reading

Conceptuales

  • First, I Sit Down.
  • Pick It Up!

Procedimentales

  • Reading: Identify characters in a picture book. 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 identify and name characters in familiar picture books by responding to a prompt (e.g., pointing to "Alice" when hearing the instruction as the teacher read the story).
  • Can match spoken words to their written form with picture support during shared reading activities (e.g., hearing "cat" and pointing to the written word "cat" with a picture of a cat).
  • Can identify the names of letters (e.g., A, B, C) at the beginning of familiar words by pointing or gesturing (e.g., pointing to the letter "B" or clapping when hearing or seeing the letter "B" in a familiar word, like "B" in "big").

Expresión oral · Speaking

Conceptuales

  • First, I Sit Down.
  • Pick It Up!

Procedimentales

  • Productive: Name daily activities, using isolated words. Interactive: Engage with simple commands using basic words and gestures.

Indicadores de logro

  • Can name daily activities, using isolated words (e.g., "sit" or "stand").
  • Can follow and give very simple commands for interactions (e.g., "Stand up!" "I stand up!").
  • Can identify very simple classroom commands (e.g., "Stand up" and "sit down").

Expresión escrita · Writing

Conceptuales

  • First, I Sit Down.
  • Pick It Up!

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., "pen" or "door").
  • Can engage in interactive activities to label objects related to classroom routines (e.g., write "book" under the picture of a book).
  • Can copy simple words with guidance (e.g., "sit" and "go").

Mediación · Mediation

Conceptuales

  • First, I Sit Down.
  • Pick It Up!

Procedimentales

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

Indicadores de logro

  • Can use gestures to act out daily classroom routines (e.g., pretending to sit down when asked).
  • Can clarify instructions by asking for repetition when needed (e.g., saying "Repeat, please" when a command is not heard or understood).
  • Can use drawings to illustrate daily classroom routines (e.g., drawing a picture of a student reading).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: bag, pen, paper, notebook, calendar, alphabet, door, eraser Competences Verbs: sit, play, take, put, jump, clap, pick up, draw
  • Adjectives: big, small, long, short
  • Prepositions: on, up, down
  • Interjection: Please Pronunciation & Phonemic Awareness
  • Pronunciation: /p/ in "pick" and /d/ in "down" Phonemic awareness: Recognizing letter sounds (A, B, C, D, E) Describing daily routines: Use simple language to describe classroom routines with numbers. Pragmatic Following instructions: Respond to routines with actions, such as "pick up" by picking up Competences materials after a lesson. Sociolinguistic Routine interactions: Understanding and following daily routines in class, using polite Competences expressions (e.g., "Please, pick up the paper."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Routine Chart
  • Overview: Students will create a daily routine chart, Sequencing: Understanding the order of daily routines. labeling each activity with words like "First, I sit down." and "Pick it up." Communication: Describing routines with simple sentences. Project 2: Routine Role Play
  • Overview: Students act out daily classroom routines, such as sitting, standing, and cleaning up, while practicing sequencing words. Technology Integration: Project 3: Digital Routine Timeline Use a simple app to create a digital version of the routine
  • Overview: Create a digital timeline of daily routines, chart or timeline. using simple images and commands. Family and Society 32 Foundational Learner - Pre A1.2

Procedimentales

  • 1. Present simple (e.g., "This is a pen.")
  • 2. Sequencing words with numbers (e.g., "Step 1, Step 2, Step 3")
  • 3. Imperatives (e.g., "Pick it up.")

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