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WHAT'S THAT SOUND? · Inglés KINDER

WHAT'S THAT SOUND? · 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: Respond to simple oral requests.
  • Comprensión lectora (Reading): Reading: Recognize basic familiar words supported with illustrations or visual aids. 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: Identify things in simple pictures, using isolated words. Interactive: Respond to classroom commands.
  • Expresión escrita (Writing): Productive: Write simple words with model guidance. Interactive: Engage in interactive labeling activities.
  • Mediación (Mediation): Communication: Relay messages from teacher to peers.

Comprensión auditiva · Listening

Conceptuales

  • The Cat Says "Meow".
  • That's a Rooster!

Procedimentales

  • Receptive: Follow very simple classroom instructions with visual cues. Interactive: Respond to simple oral requests.

Indicadores de logro

  • Can follow simple classroom instructions with visual cues to recognize familiar sounds (e.g., "Point to the animal that makes the sound.").
  • Can respond to simple questions with sound effects or gestures (e.g., "What sound is this?").
  • Can respond to simple classroom commands during listening activities (e.g., "Sit down").

Comprensión lectora · Reading

Conceptuales

  • The Cat Says "Meow".
  • That's a Rooster!

Procedimentales

  • Reading: Recognize basic familiar words supported with illustrations or visual aids. 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 recognize basic familiar words related to domestic animals, supported by illustrations or visual aids (e.g., saying "rooster" when hearing the sound of a rooster and seeing the word "rooster" with a picture).
  • Can match spoken words to their written form when supported by pictures (e.g., matching flashcards with pictures of domestic animals, such as a "rooster," to the corresponding written word).
  • Can identify letters at the beginning of familiar animal names (e.g., C for "cat").

Expresión oral · Speaking

Conceptuales

  • The Cat Says "Meow".
  • That's a Rooster!

Procedimentales

  • Productive: Identify things in simple pictures, using isolated words. Interactive: Respond to classroom commands.

Indicadores de logro

  • Can identify animals by their sounds, when supported with pictures, using simple responses (e.g., "Cats meow." "Dogs bark.").
  • Can imitate animal sounds and gestures during interactive activities (e.g., "Moo" while pretending to be a cow).
  • Can respond to "What sound?" questions by mimicking the animal sound (e.g., the teacher says, "What does the cat say?" and the student says, "Meow!").

Expresión escrita · Writing

Conceptuales

  • The Cat Says "Meow".
  • That's a Rooster!

Procedimentales

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

Indicadores de logro

  • Can draw a simple picture and label it with one or two familiar words with teacher support (e.g., "cat" or "dog").
  • Can engage in interactive labeling activities by labeling pictures of animals and their sounds (e.g., write "cow" and "moo" under a picture of a cow).
  • Can label drawings of animals created by peers with correct information (e.g., add "fish" next to a peer's drawing of a fish).

Mediación · Mediation

Conceptuales

  • The Cat Says "Meow".
  • That's a Rooster!

Procedimentales

  • Communication: Relay messages from teacher to peers.

Indicadores de logro

  • Can interpret teacher cues and relay sound information (e.g., the teacher says, "The cat says meow," and the student says "meow" to a peer).
  • Can describe and mimic common animal sounds to peers, using simple words, phrases, or gestures (e.g., says "meow" and points to a picture of a cat when asked what sound a cat makes).
  • Can assist peers in identifying sounds (e.g., points to a picture of a dog after hearing "woof").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: cat, dog, rooster, bird, cow, duck, sheep, horse, fish, pig Competences
  • Verbs: say, jump, run, fly, swim
  • Adjectives: loud, quiet, big, small Animal sounds: bark, meow, quack, woof Pronunciation & Phonemic Awareness
  • Pronunciation: /m/ in "meow" and /r/ in "rooster" Phonemic awareness: Recognizing letters of the alphabet in animal names (e.g., "C" in "cat", "D" in "dog") and introducing letters and sounds (P, Q, R) Mimicking sounds: Imitate animal or environmental sounds when prompted (e.g., "meow" for a Pragmatic cat) Competences Recognizing sounds: Identify common animal sounds during listening activities (e.g., "moo" for cow) Sociolinguistic Describing animal sounds: Identifying and describing different animals, based on their sounds. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Animal Sound Guessing Game
  • Overview: Children will play a game where they guess Problem-solving: Identifying animal and environmental animals, based on their sounds, and match them with sounds. pictures of animals. Critical Thinking: Matching sounds with animals or objects. Project 2: Sound Discovery Walk
  • Overview: Take a walk around the school or playground and identify environmental sounds (e.g., "I hear a bird."), describing what they hear. Technology Integration: Project 3: Sound Matching Digital Game Use a tablet or computer and have children guess the
  • Overview: Use a digital game to match animal sounds animals. to images of animals. Nature and Wellness 38 Foundational Learner - Pre A1.2

Procedimentales

  • 1. WH-questions (e.g., "What sound is this?")
  • 2. Present simple (e.g., "The cat says meow.")
  • 3. Exclamations (e.g., "That's a rooster!")

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