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WHERE IS IT? · Inglés KINDER

WHERE IS IT? · 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: Follow along during group story time.
  • Comprensión lectora (Reading): Reading: Participate in choral reading sessions, supported by the teacher. 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 primary and secondary colors. Interactive: Respond to classroom commands.
  • Expresión escrita (Writing): Productive: Label drawings of basic objects. Interactive: Engage in interactive labeling activities.
  • Mediación (Mediation): Text: Identify objects on the pages of picture books, using simple words.

Comprensión auditiva · Listening

Conceptuales

  • Where Is Your Book?
  • Go to the Window.

Procedimentales

  • Receptive: Follow very simple classroom instructions with visual cues. Interactive: Follow along during group story time.

Indicadores de logro

  • Can follow simple instructions with visual cues (e.g., "Go to the door." or "Show me the book.").
  • Can follow along during group story time, with gestures or with single-word responses (e.g., "Where's the dog?" and the student responds, "There").
  • Can respond to simple questions by pointing or with single-word responses (e.g., "Where is the pen?" and the student responds, "There" or "Where is the notebook? Is it on the desk or under the desk?" and the student responds, "On").

Comprensión lectora · Reading

Conceptuales

  • Where Is Your Book?
  • Go to the Window.

Procedimentales

  • Reading: Participate in choral reading sessions, supported by the teacher. 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 participate in choral reading with teacher guidance, recognizing familiar location words (e.g., "under," "in," "on") in stories.
  • Can match objects or characters in picture books by pointing when asked questions about location (e.g., "Where is the cat?").
  • Can recognize the names of letters (e.g., "K, L, M, N, O") during choral reading activities (e.g., pointing to "O" in "orange" and saying the name of the letter O during choral reading activities).

Expresión oral · Speaking

Conceptuales

  • Where Is Your Book?
  • Go to the Window.

Procedimentales

  • Productive: Identify primary and secondary colors. Interactive: Respond to classroom commands.

Indicadores de logro

  • Can identify colors by naming and pointing in response to classroom commands (e.g., "Point to the red chair." "What color is this?").
  • Can respond to classroom commands with gestures or one-word answers (e.g., "Show me the yellow pencil, please." and the students hold up a yellow pencil).
  • Can answer simple questions about location, using prepositions (e.g., "Is the book on the table?").

Expresión escrita · Writing

Conceptuales

  • Where Is Your Book?
  • Go to the Window.

Procedimentales

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

Indicadores de logro

  • Can draw and label classroom objects and their locations (e.g., drawing a book on a desk and writing "book on the desk").
  • Can engage in interactive labeling activities by labeling peer-created drawings of objects (e.g., labels a peer's sketch of a car with the word "car").
  • Can trace letters and short words related to locations to label objects (e.g., "in" or "on").

Mediación · Mediation

Conceptuales

  • Where Is Your Book?
  • Go to the Window.

Procedimentales

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

Indicadores de logro

  • Can identify objects in picture books, using simple words (e.g., "desk").
  • Can ask for help identifying objects by asking questions (e.g., "What is this?").
  • Can confirm object names by repeating or responding to prompts (e.g., "Is this a desk?").

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Nouns: poster, clip, ruler, glue, marker, folder, card, shelf, chart, pen, chalk, key, notebook Competences Verbs: point, hold, pick, put, draw, write, show, go
  • Adjectives: large, small
  • Colors: yellow, red, blue, orange, green, purple
  • Prepositions: on, in, under Pronunciation & Phonemic Awareness
  • Pronunciation: /w/ in "where" and /b/ in "book" Phonemic awareness: Recognizing letter sounds (K, L, M, N, O) Using location words: Respond with basic words to location-based questions, using prepositions Pragmatic (e.g., "The book is on the desk.") Competences Following location commands: Move to designated areas in response to instructions (e.g., "Go to the window.") Polite request: Asking request politely about the location of items (e.g., "Show me the blue Sociolinguistic crayon, please"). Competences Giving information about locations of objects: Responding with basic location phrases (e.g., "It's on the desk."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Where's My Bag?
  • Overview: Students will create a classroom map, Spatial Awareness: Learning prepositions of place. labeling the location of objects using prepositions (e.g., "The book is on the desk."). Problem-Solving: Locating and labeling objects on the map. Project 2: Preposition Scavenger Hunt
  • Overview: Students scavenger hunt around the classroom, identifying objects and using prepositions to describe their locations. Technology Integration: Project 3: Preposition Picture Dictionary Share pictures from the preposition picture dictionary with
  • Overview: Students work together to act out others via a TV or projector. prepositions and take a photo to show the definitions. Expressing Ourselves 36 Foundational Learner - Pre A1.2 and Connecting with Others

Procedimentales

  • 1. Prepositions (e.g., "on the desks")
  • 2. WH-Questions for Location (e.g., "Where is the book?")
  • 3. Plural nouns in simple responses: (e.g., "on the desk" or "three books")

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