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EXPLORING OUR CLASSROOM · Inglés PRE-KINDER

EXPLORING OUR CLASSROOM · Inglés PRE-KINDER. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Follow very simple classroom instructions after observing a model. Interactive: Engage in acting out and response activities as a way of interaction.
  • Comprensión lectora (Reading): Reading: Participate in choral reading of familiar short stories with support and guidance from the teacher. Phonemic Awareness: Identify environmental sounds and speech sounds.
  • Expresión oral (Speaking): Productive: Name primary colors. Interactive: Participate in a conversation with one or two simple interactions.
  • Expresión escrita (Writing): Productive: Trace simple shapes and letters. Interactive: Draw a symbol or image as a response to something.
  • Mediación (Mediation): Communication: Express feelings and basic needs using words and body language.

Comprensión auditiva · Listening

Conceptuales

  • Things in My Classroom
  • Colors in My Classroom

Procedimentales

  • Receptive: Follow very simple classroom instructions after observing a model. Interactive: Engage in acting out and response activities as a way of interaction.

Indicadores de logro

  • Can follow simple classroom instructions like "sit" and "stand" (e.g., sitting when hearing the command "sit").
  • Can point to objects when named (e.g., pointing to the object or picture of a chair when hearing the word "chair").
  • Can act out and respond to familiar vocabulary used in daily routines (e.g., "find a pencil").

Comprensión lectora · Reading

Conceptuales

  • Things in My Classroom
  • Colors in My Classroom

Procedimentales

  • Reading: Participate in choral reading of familiar short stories with support and guidance from the teacher. Phonemic Awareness: Identify environmental sounds and speech sounds.

Indicadores de logro

  • Can identify pictures of classroom objects in a story when read aloud (e.g., hear the word "pencil" in the story and can point to "pencil").
  • Can point to characters and objects during choral reading (e.g., pointing to a red backpack when the word "backpack" is read; pointing to a green crayon during a story about classroom materials).
  • Can match familiar environmental sounds and speech sounds to pictures with support (e.g., pointing to a picture of a bell after hearing the bell ring, or matching the /b/ sound to a picture of a "book").

Expresión oral · Speaking

Conceptuales

  • Things in My Classroom
  • Colors in My Classroom

Procedimentales

  • Productive: Name primary colors. Interactive: Participate in a conversation with one or two simple interactions.

Indicadores de logro

  • Can identify and name primary colors in classroom objects like "books" and "pencils" (e.g., "What color is this?" "Red!").
  • Can participate in a simple "yes" or "no" interaction (e.g., "Is this a pencil?" "Yes.").
  • Can answer questions about classroom items using a color and a noun (e.g., saying "blue chair" when shown a picture).

Expresión escrita · Writing

Conceptuales

  • Things in My Classroom
  • Colors in My Classroom

Procedimentales

  • Productive: Trace simple shapes and letters. Interactive: Draw a symbol or image as a response to something.

Indicadores de logro

  • Can trace basic shapes and lines to begin representing classroom objects or ideas (e.g., tracing a circle to represent a ball or lines to form a window).
  • Can draw simple symbols to respond to classroom prompts or questions (e.g., drawing a circle when the teacher asks for a ball; drawing a rectangle when asked to show a book).
  • Can create simple drawings of familiar classroom objects (e.g., draw a book, a chair, or a pencil).

Mediación · Mediation

Conceptuales

  • Things in My Classroom
  • Colors in My Classroom

Procedimentales

  • Communication: Express feelings and basic needs using words and body language.

Indicadores de logro

  • Can use drawings or gestures to help classmates understand classroom items or colors (e.g., pointing to a red crayon or drawing a chair when asked what they need).
  • Can express a basic classroom need using body language or words (e.g., pointing to a pencil when they need one or saying "book" while reaching for it).
  • Can show understanding of color-related instructions through gestures or drawings (e.g., picking up the correct color when asked "Find something blue," or coloring a square red when shown a red object).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic Competences Nouns: pencil, book, chair, desk, crayon, board, table, bag, desk
  • Verbs: sit, stand, read, write, count, find
  • Adjectives: red, blue, yellow, tall, short
  • Prepositions: on, under, in, next to Pronunciation & Phonemic Awareness
  • Pronunciation: /p/ in "pencil," /b/ in "book" Initial sounds: /tʃ/ in "chair" and /ʃ/ in "short" Environmental sounds: school bell, chairs moving, voices greeting, and drawers opening. Identifying classroom objects and colors: Responding to "What is this?" by naming familiar Pragmatic items (e.g., "pencil") and "What color is this?" by naming familiar colors (e.g., "red") Competences Following directions: Pointing to or retrieve items based on instructions (e.g., "Pick up the book.") Sociolinguistic Politeness: Expressing and showing gratitude by saying "thank you" after receiving a snack or Competences sharing toys. Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Color and Label My Classroom
  • Overview: Create a colorful classroom poster labeling Communication: Describe classroom objects. objects.
  • Creativity: Design posters or tours. Project 2: Classroom Object Scavenger Hunt
  • Overview: Look for specific classroom items, name them, and label each one with support. Project 3: Digital Classroom Tour Technology Integration:
  • Overview: Create a virtual tour by taking photos of classroom objects. Use digital cameras or drawing tools to create classroom posters and tours. Expressing Ourselves 32 Foundational Learner- Pre A1.1 and Connecting with Others

Procedimentales

  • 1. Yes/No questions (e.g., "Is this your pencil?")
  • 2. Prepositions (e.g., "The book is on the table.")
  • 3. WH-questions (e.g., "What color is it?")

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