drea.co.cr · web viewel asesor nacional con base al trabajo que realizó en la planificación...

MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico

Dirección de Desarrollo Curricular

Plantilla priorizada de aprendizajes esperados Curso lectivo 2020

Indicaciones para completar la plantilla priorizada: El asesor nacional con base al trabajo que realizó en la

planificación inicial para guía de priorización y el diagnóstico efectuado con docentes del país, completa la

matriz de priorización, donde específica cómo se desarrollarán los aprendizajes esperados resaltando el

aprendizaje esperado base, medular de cada asignatura según las nuevas condiciones de ciclo lectivo 2020 y

acordes con la complejidad, secuencialidad y características específicas de cada asignatura.

a. Aspectos administrativos:

Asignatura: Inglés Ciclo: Segundo Año escolar: Cuarto

b. Presentación: (No mayor a una página, incluir las cuatro aspectos a destacar y los aspectos

principales del diagnóstico realizado en la priorización: consulta a docentes, análisis de las

características del programa, aprendizajes esperados base que son fundamentales en cada asignatura

Año 2020: Transformación curricular, una apuesta por la calidad educativa.



Para elaborar esta priorización se realizó un diagnóstico con 35 docentes de 18 regiones educativas del país

que imparten este año escolar, donde se les consultó el nivel de alcance hasta el cual el grupo de estudiantes

logró trabajar durante el periodo presencial antes de la interrupción del curso lectivo por la emergencia de

COVID19. Una vez realizado este proceso, se procedió a determinar cuáles aprendizajes esperados no fueron

cubiertos, para a partir de esto, establecer una priorización de aprendizaje esperado base, medular para

continuar el ciclo lectivo, ante el contexto en el que estamos.

El programa de estudios busca el desarrollo de las competencias lingüísticas de comprensión oral y escrita

(escucha y lectura, incluye el desarrollo de la conciencia fonológica) y las competencias de producción oral y

escrita (habla y escritura). Las competencias lingüísticas se desarrollan integran y secuencialmente de acuerdo

con descriptores (can do statements) agrupados en bandas de dominio lingüístico según el Marco común

europeo de referencia para las lenguas. Los descriptores mantienen un orden secuencial junto con sus tres

pilares: saber conocer, saber hacer y saber ser y vivir en comunidad.

La mediación pedagógica sigue los principios del enfoque accional basado en la ejecución de tareas simples y

complejas (el mini-proyecto) que permitan progresivamente el desarrollo de las competencias de comprensión

oral y escrita y las de producción oral y escrita. Las tareas responden a escenarios de uso del idioma

semejantes a los que la persona estudiante encontraría en la vida real y dentro de las dimensiones de la

Política Educativa, Educar para une nueva ciudadanía: maneras de pensar, mundo, maneras de relacionarnos




con otros, formas de vivir en el mundo y herramientas para integrarnos al mundo. Al finalizar el segundo ciclo,

se espera que los estudiantes alcancen la banda A2.

De ahí la importancia de establecer priorización de contenidos curriculares que potencien las áreas antes

descritas así como los propósitos que persigue cada unidad.

Al redactar tome en cuenta y destaque los siguientes cuatros aspectos.

1- Estamos en el contexto de la Pandemia de covid-19 nuestro país toma medidas claves como activar

y ampliar los mecanismos de respuesta a emergencias, comunicarse con las personas sobre los riesgos,

que las personas sepan cómo pueden protegerse, además de encontrar, aislar, probar y tratar cada caso

de Covid-19, rastrear a las personas con las que haya estado en contacto y una serie de medidas de

aislamiento social que incluye el cierre de centros educativos de todo el país y según las indicaciones del

Ministerio de Salud un posible reingreso (con diferentes escenarios) a partir del 13 de julio del 2020.




En el contexto descrito, el Ministerio de Educación Pública (MEP) inicia el desarrollo de una estrategia para la

mediación pedagógica denominada Aprendo en casa, la cual se fundamenta en las disposiciones de la

Política Educativa y la Política Curricular vigentes, dando relevancia a la habilidad de aprender a aprender,

mediante una herramienta didáctica denominada Guía de Trabajo Autónomo (GTA) y potenciando el uso de

recursos tecnológicos, así como a la generación de acciones específicas y contextualizadas para el

aprendizaje a distancia.

Aprendo en casa tiene como propósito promover la continuidad del proceso de aprendizaje educativo a

distancia, guiándose por las siguientes premisas:

2-La premisa principal es mantener la vida y la salud.

3-El objetivo principal es mantener el vínculo de la persona estudiante con el aprendizaje.

4- Teniendo mucha claridad de los puntos anteriores.

El docente valora si es posible desarrollar aprendizajes esperados nuevos, pero debe hacerlo a través de

estrategias pedagógicas que proponen actividades sencillas, cortas y en las que la persona estudiante

tenga posibilidades de lograr el éxito.




c. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.

Aprendizaje esperado base

(Fundamental)

Aprendizaje esperado

(Componente del

programa de

estudio)

Indicador del aprendizaje esperado

Algunas actividades sugeridas

Unit 1 Weather Wise

Themes:1 What to Wear?

“Walking in the Rain”-

2.Indoor and Outdoor

Activities

Oral comprehension

Listening

Written comprehension R.1. understand R.1. Recognizes Students brainstorm information about seasons and type of




Reading much of what is

written in short,

simple texts on

subjects with which

they are familiar

and/or in which they

are interested.

R.2. follow a set of

clear-cut

instructions,

especially if there

are pictures or

diagrams to illustrate

the most important

steps.

much of what is

written in short,

simple texts.

R.2. Follows a set

of clear-cut

instructions.

clothes with the teacher´s support. They participate in

choral reading of a short text related with clothing and

seasons.

Students identify key words and main details in a short

descriptive text about clothes and seasons and distinguish

its main features (e.g. capitalization, ending punctuation,

beginning, middle and end)

Students transfer the information read into a chart/ graphic

organizer or arrange a set of pictures from a story.

Students read a text about the type of clothes a person

likes to wear according to season and weather and the

types of activities they can practice.

Students elaborate a handcraft related with the clothes this

person wears according to weather following the

information in the text.




Students in pairs show their handcraft to their partner and

explain what the person wears according to season based

on the text.

R.PA.1. decode

English graphemes

and phonemes

using knowledge of

word parts,

syllabification and

phonemic

awareness

R.PA.1. Reads

words by decoding

English graphemes

and phonemes.

Students listen to the teacher explaining what an onset is

and examples of word families with the –ot word family

ending

Students play games where they have to combine onsets

and rhymes to create new words that belong to the –ot

family.

Students identify in a series or three words one word that

does not belong to the –ot family

Oral production

Spoken Interaction

SI.2. provide one-

word answers to

SI.2. provide one-

word answers to

basic questions

Students with the support of the teacher brainstorm learned

key vocabulary phrases and sentence frames related to

weather, seasons, type of clothes and activities they can

practice.




basic questions. during a dialogue,

exchange,

interview, or survey.

Teacher sets the goal of the task goal of the task.

Students create a chart with the days of the week; they

draw the type of weather of each day of the week and the

type of clothes they wore.

Students in pairs participate in a role-playing, an

information exchange or survey about how the weather

was like each day of the week and the type of clothes they

were wearing. They use expressions like: How was the

weather like last Monday? It was… What did you wear? I

wore… Using key words and learned expressions.

Students continue exchanging information with other group

members or family members.

Spoken Production SP.1. talk about a

familiar topic in a

short presentation,

prepared in

advance.

SP.1. Talks about a

familiar topic in a

short presentation.

Students with the support of the teacher brainstorm learned

key vocabulary phrases and sentence frames related to

weather, seasons, type of clothes and activities they can

practice.

Teacher sets the goal of the task goal of the task.

Students identify their favorite type of weather, the clothing




they like to wear and the activities they can practice. It can

be related with Costa Rica´s weather or weather and

seasons in other countries.

They make a short oral presentation describing their

preferences using drawings, photographs or cut out from

magazines. They can also create a video instead and

share it with their family and friend.

Students participate in self-assessment at the end of the

task.

Written production

Writing

W.1. label charts,

diagrams, and

maps.

W.2. Applies

conventions of

standard English

when writing

sentences and

paragraphs.

W.1. Labels charts,

diagrams, and

maps.

W.2. apply

conventions of

standard English.

Students brainstorm key words and phrases related to

weather

Teacher shares the task goals.

Students classify key vocabulary and sentences related to

weather, seasons and clothes into a graphic organizer or

chart.

Students describe their favorite season and the type of

clothes they like to wear using correct capitalization of the

pronoun “I” and period at the end of each of the sentences.




Students participate in self-assessment.

Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 1 4th GradeImportante:

1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las

unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará

instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y necesidades

de los estudiantes.

2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha

logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y

que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.

Assessment Strategy Indicators of learning: Performance level

1. Not achieved

2. In progress(Learner can

3. Achieved(Learner can




(Learner cannot

achieve the

task.)

achieve the task

with some

difficulty and

needs

improvement)

achieve the

task without

any difficulty).

R.1. Recognizes much of what

is written in short, simple texts.

R.1.1.identifies five key words in short

descriptive texts about clothes,

seasons and activities after first

reading by underlining them.

R.1.2.identifies three main details in

short descriptive texts about clothes

seasons and activities after second

reading by filling in a chart/ diagram or

by answering questions.

R.2. Follows a set of clear-cut

instructions.

R.2.1. sequences a story by following

a set or instructions and

characteristics given in the text.

R.2.2. elaborates a handcraft related

with the clothes a person wears




according to weather conditions

following the instructions in the text.

R.PA.1. Reads words by

decoding English graphemes

and phonemes.

R.PA.1.1. identifies onsets and

rhymes in a set of familiar words to

decode a set of word families when

reading.

R.PA.1.2.identifies in a series of words

the ones that do not belong to a word

family by circling them.

R.PA.1.3. identifies new words by

combining onsets and rhymes when

playing a game.

SI.2. provide one-word answers

to basic questions during a

dialogue, exchange, interview,

or survey.

SI.2.2.provides one word response to

questions like: How is the weather

today? How was the weather

yesterday? : What´s your favorite

season? What´s your favorite clothes

to wear in summer?




SP.1. Talks about a familiar

topic in a short presentation.

SP.1.1.talks about favorite type of

weather, type of clothing and favorite

activity s/he can practice during a

short oral presentation using pictures

or a video.

W.1. Labels charts, diagrams,

and maps.

W.1.1.labels key vocabulary related to

weather clothes and activities into a

graphic organizer or chart supported

with pictures.

W.2. apply conventions of

standard English.

W.2.1.writes three sentences about

favorite season, type of clothes and

activities to practice following a pattern

given by the teacher.

W.2.2.uses correct capitalization of

the pronoun “I” and punctuation at the

end of each of the sentences.

Unit 2 Natural Treasures

1. Places and

People at the

5.




Park

2. Wildlife at the

Park

3. A Trip to a

National Park

4. Protecting our

National Parks

Oral comprehension

Listening

L.1. understand

short and clear,

explanations when

delivered slowly

(e.g. The description

of a national park).

L.2. understand the

main points in short,

simple stories and

L.1. Recognizes

short and clear,

explanations when

delivered slowly.

L.2. Recognizes the

main points in short,

simple stories and

reports.

Students with the support of the teacher brainstorm key

words and phrases for identifying flora, fauna and people in

a national park and describing it using graphic

organizers/videos/photos/illustrated books.

Teacher shares the goals of the lesson.

Students Identify key words related to the national parks

after a first read aloud or listening to real-life conversations/

videos.

https://www.youtube.com/watch?v=qTnTlECDO6w

In a second listening the students can fill out a series of


https://www.youtube.com/watch?v=qTnTlECDO6w



reports when there

is some previous

understanding of the

topic and if they are

read slowly, clearly

and possibly

repeated and

accompanied with

drawings and/or

diagrams.

sentences with the things they can see and hear in the

video or the conversation about a national park using a

word bank.

In a third listening students circle from a set of sentences

the ones that represent the main ideas presented in the

video or the conversation heard.

Students solve a multiple choice activity based on the

information heard.

Students’ self-assess their work at the end of the task with

the teacher´s supports.

Written comprehension

Reading

R.1. understand

much of what is

written in short,

simple texts on

subjects with which

they are familiar


are interested.

R.1. Recognizes

much of what is

written in short,

simple texts on

subjects with which

they are familiar


are interested.

Teacher shares the goal of the lesson with the students.

Teacher uses a poster/video/ pictures about a national park

in order to review/clarify vocabulary and structures before

reading.

Students match new vocabulary and sentence frames with

pictures.

Students guess which is the national park they are going to




R.2. comprehend

readings and enjoy

texts.

R.3. Follow a set of

clear-cut

instructions.

R.2. Comprehends

a reading by

analyzing and

enjoying texts.

R.3. Follows a set

of clear-cut

instructions.

read about based on pictures.

Students after first reading answer a set of questions about

the reading.

After second reading students show comprehension of the

reading by deciding from a set of sentences which ones

are true or false.

Students express their understanding of the text by

drawing the main ideas in a mind map.

Students match pictures with messages to show

comprehension of a set of instructions when visiting a

national park.

Students participate in peer and self-assessment with

instruments provided by the teacher.

R.PA.1. distinguish

short vowel sounds

in medial positions

of words.

R.PA.1.

Distinguishes short

vowel sounds in

medial positions of

words.

Teacher activates prior knowledge of students by reviewing

the sounds of short vowels using pictures and set of words

that contain those sounds.

Teacher shares the goals.

Students watch some videos like:




R.PA.2. decode

English graphemes

and phonemes

using knowledge of

phonemic

awareness.

R.PA.2. Reads

words decoding

English graphemes

and phonemes

using knowledge of

phonemic

awareness.

https://www.youtube.com/watch?v=RUSCz41aDug

https://www.youtube.com/watch?v=jh11mx9tF9o

Students identify short vowel sounds in medial position of

words by circling them when heard.

Students write the letter of the sound heard to complete a

word in proper order.

Students listen to a short story that contains the words

studied and read it along with the teacher and then on their

own.

Students review the –at and –ot ending word family.

Students play a game to create new words with the –ot and

–at ending.

In groups, students are given sets of onsets and rhymes.

The groups that create the most words in a minute wins

two points.

Oral production SI.1. ask

straightforward

SI.1. Asks

straightforward

Students brainstorming learned key vocabulary phrases

and sentence frames in past tense.


https://www.youtube.com/watch?v=jh11mx9tF9o

https://www.youtube.com/watch?v=RUSCz41aDug



Speaking

Spoken Interaction

questions in familiar

situations and

understand the

responses.

questions in familiar

situations and

understands the

responses in an

info-gap activity.

Teacher shares the goal of the lesson.

Teacher presents Wh-Qs by using pictures of the different

places someone visited. (Where did he go? What did he

see?)

Teacher gives learners pictures from different places so

they ask and answer simple questions to their partners/

family members using the information in the pictures.

Students select three pictures and generate questions

about it like? What place is this? When did you go? What

did you see?)


Spoken production SP.1. express

common feelings.

SP.1. Expresses

common feelings

during an oral

presentation.

Students brainstorming learned key vocabulary phrases

and sentence frames in past tense.


Students receive two pictures and they have to tell a story

in past tense about a visit to a national park/ natural place

including some feelings about the experience. (e.g., “I was

cold”; “I was excited”, “I was happy”)

Students using pictures tell an experience in past tense




about an experience visiting a national park or natural

place and make suggestions when visiting a place like this.

Students participate in self-assessment

Written production

Writing

W.2. use simple

sentences and

expressions to

describe such things

as their

surroundings, their

daily activities, and

the people around

them.

W.1. engage in the

writing process: pre-

drafting, drafting.

W.2. Uses simple

sentences and

expressions to

describe people

and things.

W.1. Engages in

the writing process:

pre-drafting,

drafting when

writing sentences.

Teacher shares the goal with the students.

Students are expected to write a short text/paragraph

within a patterned sentence structure given by the teacher

to describe a visit they did to a natural place or a national

park.

First, students brainstorm ideas and organize them in a

graphic organizer or mind map provided by the teacher.

Students write the story under pictures or images they

choose using a sentence/patterned text frame.

Students revise that they use correct punctuation and

capitalization in each sentence using a rubric provided by

the teacher as a guide.

Students report their texts virtually or using a wall mural.




Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 2 4th GradeImportante:



instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y

necesidades de los estudiantes.







Assessment Strategy Indicators of learning:

Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).

L.1. Recognizes short and

clear, explanations when

delivered slowly.

recognizes series of sentences

that provide information about a

national park delivered slowly by

completing them with missing

words using a word bank or by

matching them with pictures.

L.2. Recognizes the main

points in short, simple stories

and reports.

identifies the main ideas presented

in a video/ story or a conversation

heard by circling them in a written

text.

solves a multiple choice exercise




based on the information heard.

R.1. Recognizes much of what

is written in short, simple texts

on subjects with which they are

familiar and/or in which they are

interested.

recognizes key words and main

points of the text by matching

them with pictures.

R.2. Comprehends a reading

by analyzing and enjoying

texts.

selects a favorite text from a set of

texts before reading.

makes predictions about the

content of the text by completing a

KWL Chart.

answers a set of questions after

first reading.

selects from a set of sentences

which ones are true or false after

second reading.

expresses understanding of the




text by drawing the main ideas in a

mind map.

R.3. Follows a set of clear-cut

instructions.

makes signs and pictures from a

brochure to show comprehension

of instructions about what to do

and not to do when visiting a

national park

R.PA.1. Distinguishes short

vowel sounds in medial

positions of words.

identifies short vowel sounds in

medial position of words by circling

them when heard.

writes the letter of the sound heard

to complete a word in medial

position.

R.PA.2. Reads words decoding

English graphemes and

phonemes using knowledge of

participates in reading aloud a

short story/chant that contains

words ending in the –at and –ot

word family.




phonemic creates new words with the –ot

and –at ending and reads them

aloud.

SI.1. Asks straightforward

questions in familiar situations

and understands the responses

in an info-gap activity.

asks and answers simple

questions to their partners/ family

members using pictures about

natural places they visited (What

place is this? When did you go?

What did you see?

SP.1. Expresses common

feelings during an oral

presentation.

tells a story in past tense about a

visit to a national park/ natural

place including some feelings

about the experience. (e.g., “I was

cold”; “I was excited”, “I was

happy”) supported by pictures.

W.2. Uses simple sentences

and expressions to describe

people and things.

writes a short text/paragraph ( five

sentences) within a patterned

sentence structure given by the




teacher to describe a visit done to

a natural place or a national park.

W.1. Engages in the writing

process: pre-drafting, drafting

when writing sentences.

brainstorms ideas and organize

them in a graphic organizer or

mind map provided by the teacher.

writes a first draft of paragraph´s

sentences under pictures or

images following a

sentence/patterned text frame.

edits the short descriptive

paragraph by revising the correct

punctuation and capitalization in

each sentence using a rubric

provided by the teacher as a guide.




Unit 3 Farm to Table

1. At the Farm

2. Let´s Go to the

Farmers’ Market

3. Let´s Make a Meal

4. May I Have your

Order?

Oral comprehension

Listening

L.1. understand the

main points in

simple, clear, and

short audio

announcements and

messages.

L.2. understand the

most important

points in a

L.1. Recognizes the

main points in

simple, clear, and

short audio

announcements

and messages.

L.2. Recognizes the

most important

points in a

Students with the help of the teacher are introduced or

brainstormed to key words and sentence frames about

the farm and farming using videos/photos/illustrated

books or a power point.

Teacher shares the goal of the task.

Students listen to a video and identify some farming

activities or they identify farming activities from pictures

as they are said by the teacher.

https://www.youtube.com/watch?v=WtH7hNKyOD8


https://www.youtube.com/watch?v=WtH7hNKyOD8



straightforward talk

or presentation,

accompanied with

drawings and/or

diagrams, provided

there was some

previous familiarity

with the topic.

straightforward talk

or presentation.

Students make a list of things/ activities and people

heard in a conversation/ description/ video or read

aloud during second listening.

Teacher activates students´ prior knowledge using

visuals.


Students identify key vocabulary words and phrases

after first listening to a video or teacher´s description.

https://www.youtube.com/watch?v=GlNbzAGZC2M

Students find the answer to specific information

questions in present simple or present continuous

(what-where-when-how) after second listening.

Students participate in self-assessment of tasks.


Reading

R.1. understand

much of what is

written in short,

simple texts on

subjects with which

R.1.Recognizes

much of what is

written in short,

simple texts.

Students activate their background knowledge about

the farm and farm activities by using videos, pictures,

films, power points, graphic organizers before reading.


Teacher clarifies the use of discourse markers in


https://www.youtube.com/watch?v=GlNbzAGZC2M



they are familiar


are interested.

R.2. locate important

information in simple

text (e.g., greetings

on the bulletin

board, or times and

dates on a class

notice).

R.2. Locates

important

information in

simple text.

sequencing a text.

Students read short recipes about how to prepare

healthy food using fresh vegetables from the farmer´s

market.

Students identify signal words that indicate sequential/

chronological order (i.e., first, next, finally) by pointing to

or circling the words in a text.

Students identify the main ingredients from the recipe

by circling them.

Students unscramble the recipe by ordering it or by

matching pictures with short descriptions.


R.PA.3. decode

English graphemes

and phonemes

using knowledge of

word parts,

syllabification and

R.PA.1. Reads

words and

sentences blending

English graphemes

and phonemes.


sounds and letters (A, H, L, J) using a power points or

pictures.


Students pronounce and Identify specific words with the

letter and sounds (A, H, L, J) in short texts after choral

reading.




phonemic

awareness.

Students circle the words and sounds (A, H, L, J) in

sentences after they are pronounced by the teacher.

Students play games like bingo to identify words that

contain the sound and letters (A, H, L, J).

Teacher introduces pronunciation of contractions in

English in present and past tense for affirmative and

negative sentences using a power point.

Students practice with the help of the teacher the

pronunciation of contractions in English.

Students identify contraction forms in short texts as it is

read aloud by the teacher.

Students participate in reading aloud with the teacher

focusing on contractions (e.g., doesn’t, didn’t aren't,

it's...) and the sounds of the graphemes (A, H, L, J)

Teacher introduces pronunciation and examples of

spelled two-syllable words including consonant blends.

(pl, st, and tr).

Students identify and circle two syllable words including




consonant blends. (pl, st, and tr) in a text read by the

teacher.

Students practice the regular reading of spelled two-

syllable words including consonant blends. (pl, st, and

tr).

Students participate in reading aloud.

Students self-assess their performance.

Oral production

Speaking

SI.1. ask others

about what they like

to eat or drink.

SI.2 exchange

information about

everyday matters

using simple

vocabulary (e.g.,

favorite food,

recipe).

SI.1. Asks others

about what they like

to eat or drink.

SI.2 Exchanges

information about

everyday matters

using simple

vocabulary (e.g.,

favorite food,

recipe).

Students activate prior knowledge of key vocabulary

and sentence frames related with farming, buying food

and cooking food.


Students following a guide for the task prepare an

information exchange at the restaurant / at home using

information questions. (May I have your order? Can I

have a menu? What do you want to drink? What do you

want to eat?)

Students rehearse at home and perform or video type

the conversation.





and sentence frames related with farming, buying food

and cooking food.

With a task guide, students prepare an information

exchange using pictures or a video about their favorite

recipe.

Students rehearse and perform the conversation at

home or in class.


SP.1. talk briefly

about familiar topics,

such as food

growing and

harvesting.

SP.2. describe basic

aspects of their day-

to-day life, such as

favorite foods and

daily activities.

SP.1. Talks briefly

about familiar

topics.

SP.2. Describes

basic aspects of

their day-to-day life.

Students review learned key vocabulary and sentence

frames related to farming and personal routines.

Students guided by the teacher plan an oral

presentation related to farming and another one related

with personal routines.

Students prepare it following a pattern or model

provided by the teacher.

Teacher helps with the pronunciation of new words.

By video or using pictures, students rehearse and act

out the presentation using notes as support.

Students self-assess their work using an instrument.




Written production

Writing

W.1. use simple

sentences and

expressions to

describe such things

as their

surroundings, their

daily activities, and

the people around

them.

W2. copy dates and

facts from short,

simple text.

W.1. Uses simple

sentences and

expressions to

describe things.

W.2. Composes

short sentences

and notes for

describing activities

at the farm and food

preferences.


and sentence frames related with unit themes.

The teacher introduces a model of a descriptive

paragraph and the process to elaborate it.

Students are given a task where they have to write a

short text/paragraph within a patterned sentence

structure given by the teacher about activities people do

at the farm and another about their food preferences.

Students revise the punctuation marks, capitalization,

spelling and structure of sentence frames in the text.

Students report the text in a classroom book or mural.

Students participate in self-assessment and co-

assessment using technically designed instruments.

Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria : Unit 3 4th GradeImportante:












Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).

L.1. Recognizes the main

points in simple, clear, and

short audio announcements

identifies some farming

activities from pictures or in a

multiple choice exercise as they

are heard in a video/audio or by




and messages.

the teacher.

makes a list of things/ activities

and people heard in a

conversation/ description/ video

or read aloud by the teacher.

L.2. Recognizes the most

important points in a

straightforward talk or

presentation.

identifies key vocabulary words

and phrases by completing

words and phrases in the text

after first listening to a video or

teacher´s description.

locates the answers to specific

information questions in

present simple or present

continuous (what-where-when-

how) from a video or audio.

R.1.Recognizes much of what

is written in short, simple texts.

identifies the main ingredients

of a recipe by circling them.

sequences the steps of a recipe




by ordering them or by

matching pictures with short

descriptions.

R.2. Locates important

information in simple text.

identifies signal words that

indicate sequential/

chronological order (i.e., first,

next, finally) by pointing to or

circling the words in a text.

R.PA.1. Reads words and

sentences blending English

graphemes and phonemes.

identifies contraction forms in

short texts as it is read aloud by

the teacher.

participates in reading aloud

with the teacher focusing on

contractions (e.g., doesn’t,

didn’t aren't, it's...) and the

sounds of the graphemes (A, H,

L, J)

identifies two syllable words




including consonant blends. (pl,

st, and tr) in a text read by the

teacher by circling them.

participates in the reading

aloud of spelled two-syllable

words including consonant

blends. (pl, st, and tr).

SI.1. Asks others about what

they like to eat or drink.

participates in an information

exchange at the restaurant / at

home using information

questions like: May I have your

order, please? Can I have a

menu, please? What do you

want to drink? What do you

want to eat?

SI.2 Exchanges information

about everyday matters using

simple vocabulary (e.g., favorite


exchange describing favorite

recipe and food using key




food, recipe).

vocabulary and sentence

frames related with

farming/buying food/ cooking

food.

SP.1. Talks briefly about

familiar topics

talks shortly about activities and

routines at a farm.

SP.2. Describes basic aspects

of their day-to-day life.

talks about personal routines in

their home or on the farm.

W.1. Uses simple sentences

and expressions to describe

things.

writes a few descriptive

sentences about their food

preferences using simple

sentences and expressions to

describe things.

W.2. Composes short

sentences and notes for

describing activities at the farm

writes a short paragraph for

describing activities at the farm

and food preferences using a




and food preferences. sample text provided by the

teacher.

Unit 4 Take Care

1. Not Feeling Well!

2. Doctor, Doctor!

3. Pharmacy:

Injections, Pills,

and Creams…

Oh, My!

4. I Went to the

Doctor




Yesterday

Oral comprehension

Listening

L1. understand

short, clear, and

simple instructions

and explanations

when delivered

slowly (e.g., getting

a prescription and

some medical

advice)

L1. Recognizes

short, clear, and

simple instructions

and explanations.



diseases and symptoms using videos/photos/illustrated

books or a power point.


Students listen to a video and identify some common

diseases and symptoms or they identify them from

pictures as they are said by the teacher. ( first listening)

Students identify key phrases related to the theme by

performing two-step instructions, arranging pictures or

filling in a graphic organizer or chart during second

listening.

Students participate in self-assessment by filling out a

self-assessment instrument.


Reading

R1. Recognizes and

enjoys different

types of texts.

R.1. Recognizes

and enjoys different


and sentence frames related with unit theme using

videos, films, pictures, graphic organizers or Power




R2. understand

much of what is

written in short,

simple texts on

subjects with which

they are familiar


are interested.

types of texts.

R.2. Recognizes

much of what is

written in short

simple texts by

identifying main

points.

point.


Teacher reviews the use of discourse markers in

sequencing a text, conversation or story.

Students read short descriptions or conversations of

diseases, symptoms an types of treatments

Students identify signal words that indicate sequential/

chronological order (i.e., first, next, finally) by pointing to

or circling the words in a text.

Students identify key vocabulary or main details by

circling them.

Students complete a graphic organizer or conceptual

map with the information in the text.



R.PA.3. decode

English graphemes

and phonemes that

sound different in

R.PA.1. Reads

words by decoding

English graphemes

and phonemes.


sounds and letters (V, SH, U, Z) using a power points or

pictures.




Spanish using

knowledge of

phonemic

awareness.



letter and sounds (V, SH, U, Z) in short texts after

choral reading.

Students circle the words and sounds (V, SH, U, Z) in

sentences after they are pronounced by the teacher.

Students play games like bingo to identify words that

contain the sound and letters (V, SH, U, Z)


focusing on the sounds of the graphemes (V, SH, U, Z).

-Students participate in self-assessment by filling out a


Oral production

Speaking

SI.1. state single

directions, advice /

commands using

words and phrases.

SI.2. provide and

SI.1. States single

directions, advice /

commands.

SI.2. Provides and


and sentence frames related with what to do when

being sick.

Teacher shares the goal of the lesson and introduces

sentences frames about how to give advice when being

sick using a video or a power point.

Students using pictures of diseases play a game. Each

x




accept advice. accepts advice. one takes a card. They take turns to show their card

and say: I have the flu. Their peers will give an advice

like: Drink lemon juice.

Students following a guide for the task, prepare an

information exchange at the clinic or hospital. One

person is the doctor and the other the patient. The

doctor gives some advices to the patient to get healthy

again.

Students rehearse at home and get ready for

performance. They can videotape the performance if

possible.



SP.1. present with a

group, a topic

sentence and two to

three details

SP.1. Presents with

a group, topic

sentence and two to

three details related


and sentence frames related with two or three advices

about how to be healthy if gotten a disease.






SP.2. describe

common diseases,

symptoms and

treatments.

to being healthy.

SP.2. Describes

common diseases,

symptoms and

treatments.

presentation related to providing advice to someone

who is sick about how to get healthier.

Students using pictures or a video rehearse and act out

the presentation using notes as support.

Students self-assess their work using an instrument. Students activate prior knowledge of key vocabulary

and sentence frames related with diseases, symptoms

and treatments using videos/photos/illustrated books or

a power point.


Students review discourse markers for sequencing text

specifically when recommending a treatment.


presentation related with explaining a common disease,

its symptoms and the possible treatments. Students

using pictures or a video rehearse and act out the

presentation using notes as support.





Written production

Writing

W1. prepare simple

reminders or notes

for personal use

(e.g., diary, journal,

homework book).

W.1. prepares

simple reminders or

notes for personal

use.


and sentence frames related with diseases, symptoms

and treatments using videos/photos/illustrated books or

a power point.


Teacher introduces ways write a short note and

reminder to someone about a medicine or doctor´s

appointment.

Students follow a pattern given by the teacher and write

simple notes and reminders.

Students edit their notes by revising sentence word

order, punctuation and capitalization.

The notes are reported in a book or class mural.


Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria : unit 4 4th GradeImportante:






instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y necesidades

de los estudiantes.


logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y que

aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.


Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).

L1. Recognizes short, clear, and

simple instructions and

explanations.

identifies some common

diseases and symptoms from

pictures as they are listened to

in a video/ audio or said by the




teacher. ( first listening)

arranges descriptive pictures

about diseases following

instructions about their

sequencing during second

listening.

R.1. Recognizes and enjoys

different types of texts.

recognizes short descriptions or

conversations about diseases,

symptoms and types of

treatments in different types of

texts.

Identifies in the text signal

words that indicate sequential/

chronological order (i.e., first,

next, finally) by pointing to or by

circling the words in a text.

R.2. Recognizes much of what is

written in short simple texts by

identifies in texts key

vocabulary or main details by




identifying main points.

circling them or by completing

missing words or sentences,

transfers information read into a

graphic organizer or conceptual

map based on instructions.

R.PA.1. Reads words by decoding

English graphemes and phonemes.

pronounces specific words with

the letter and sounds (V, SH, U,

Z) in short texts after choral

reading.

repeats the words and sounds

(V, SH, U, Z) in sentences after

they are pronounced by the

teacher.

identifies words that contain the

sound and letters (V, SH, U, Z)

by circling them and reading

them aloud.

participates in reading aloud




chants or stories along with the

teacher focusing on the sounds

of the graphemes (V, SH, U, Z).

plays games like bingo by

identifying words with sound

and letters (V, SH, U, Z).

SI.1. States single directions, advice

/ commands. uses simple commands and

advices as a response to

someone who says that is sick.

SI.2. Provides and accepts advice.


exchange at the clinic or

hospital playing roles of patient

and doctor using forms for

receiving and giving advices.

SP.1. Presents with a group, topic

sentence and two to three details

related to being healthy.

participates in an oral

presentation related to

providing advice to someone

who is sick about how to get




healthier.

SP.2. Describes common diseases,

symptoms and treatments.

participates an oral

presentation describing a

common disease, its symptoms

and the possible treatments.

W.1. Prepares simple reminders or

notes for personal use.

writes a short note and

reminder about a medicine to

be taken or doctor´s

appointment.




Unit 5 What a Disaster!

1. Was that an

Earthquake?

2. It was Raining

Cats and Dogs

3. Calling 911

4. Getting Ready

for a Natural

Disaster

Oral comprehension

Listening

L.2. understand

others’ expression of

feelings (e.g.,

whether they are

indicating they are

happy/scared,

relaxed, and well/ill).

L.2. recognizes

others’ expression

of feelings.



natural disasters common feelings. related with it using

videos/photos/illustrated books or a power point.


Students listen to a video or the teacher describe some

feelings that people commonly experience when there




L.1. recognize basic

phrases that denote

position (under,

over, beside) and

can understand

simple instructions

including directions

(e.g., on the second

floor, near the

window, after the

next person).

L.1. recognizes

basic phrases that

denote position and

can understand

simple instructions

including directions.

is a natural disaster like an earthquake or hurricane and

match them with actions or pictures.

Students listen to people´s stories about how they felt

during a natural disaster and they identify their feelings

in a chart.





what to do and where to go when there is a natural

disaster using videos/photos/illustrated books or a

power point.


Students listen to a video or to the teacher general

instructions about what to do or where to go when there

is an earthquake or hurricane ( first listening)

Students identify key words and phrases related to the

theme by performing two-step instructions, arranging




pictures or filling in a graphic organizer or chart during

second listening.




Reading

R.1. recognize short

text messages as

well as short

greetings (e.g.,

“make a plan”, “build

an emergency kit”).

R.1. recognizes

short text messages

as well as short

greetings.


and sentence frames related with how to get ready

when there is a natural disaster using videos, films,

pictures, graphic organizers or power point.


Teacher reviews the structure of short texts and

messages for people when there is a natural disaster.

Students identify the characteristics of short texts like

announcements, warnings, descriptions, and dialogues

from other types of texts.

Students match short texts or diagrams with

words/concepts.



R.PA.3 produce R.PA.1 produces Teacher introduces the endings and sounds of/-ed/ /-




English sounds

/ed/ /-ing/ /s / /θ/ with

verbal modeling and

visual cues.

and reads English

sounds /-ed/ /-ing/

/ s/ / θ/

ing/ and / s/ / θ/. using a power point with examples.



endings and sounds /-ed/ /-ing/ and / s/ / θ/ in short

texts after choral reading.

Students circle the word endings and sounds/-ed/ /-ing//

s/ / θ/ in sentences after they are pronounced by the

teacher.

Students play games like domino to match the word

ending with the sound.


focusing on the ending sounds of past tense verbs in

English.

-Students participate in self-assessment by filling out a


Oral production

Speaking

SI.1. ask others

simple questions

concerning their

SI.1. aks others

simple questions

concerning

Students brainstorm learned key vocabulary and

sentence frames to ask for personal opinions and

interests.




homes (village/town)

or personal

information (e.g.,

what is your name?

Where do you live?).

SI.3. express

common feelings

personal opinions

or their interests.

SI.3. expresses

common feelings

during an event.

.


Teacher reviews and introduces a series of questions

needed to ask for personal information and opinions.

Students take roles, one person has been affected by a

natural disaster and the other comes to help. The one

that comes with help asks a series of personal

information questions to the person affected. The

participants change roles.


Teacher activates students prior Knowledge about

common feelings people experience when there is a

natural disaster.

Students look at three pictures of natural disasters and

pictures of different feelings. They match feelings they

experience and the natural disaster that cause it.

They practice sentence frames like: How do you feel

when there is an earthquake? I feel …

Students make a family survey or a survey in the

classroom to practice the sentence frames.




Students report their findings using a sentence pattern

provided by the teacher.



SP.1. talk about a

familiar topic in a

short presentation,

prepared in

advance.

SP.2. state single

step directions/

commands using

words and phrases

SP.1. talks about a

familiar topic in a

short presentation.

SP.2. states single

step directions/

commands using

words and phrases

in conversations,

dialogues or oral

presentations.


and sentence frames related common natural disasters

in Costa Rica and some recommendations about what

to do.



presentation related to what to do in natural disaster.

They describe five steps to follow to be safe.

Students using pictures or a video rehearse and act out

the presentation using notes as support.


Written production W2. compose short

messages like

W.2. composes

short messages like


and sentence frames related with natural disasters and




Writing instructions, signs

and warnings.

instructions, signs

and warnings.

what to do in an emergency using

videos/photos/illustrated books or a power point.


Teacher reviews ways write short messages, warning

signs and instructions in the case of a natural disaster.

Students follow a pattern given by the teacher and

create small brochures and warning signs to provide to

people in the school.

Students edit their messages and signs by revising

sentence word order, punctuation and capitalization

.

Students make a brochure a display for the class.


Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 5 4th Grade




Importante:









Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).

identifies the feelings people




L.2. recognizes others’

expression of feelings.

experienced during natural

disasters from an audio or

expressed by the teacher

selecting some pictures.

L.1. recognizes basic phrases

that denote position and can

understand simple instructions

including directions.

identifies two-step instructions

to follow during a natural

disaster arranging pictures and

actions after listening to an

aural text.

R.1. recognizes short text

messages as well as short

greetings.

identifies the characteristics of

short texts like announcements,

warnings, descriptions and

short greetings from other types

of texts by label them with

numbers.

R.PA.1 produces and reads

English sounds /-ed/ /-ing/

pronounces specific words with

the endings and sounds /-ed/ /-

ing/ and / s/ / θ/ in short texts




/ s/ / θ/

after choral reading.

identifies the word endings and

sounds/-ed/ /-ing// s/ / θ/ in

sentences after they are

pronounced by the teacher by

circling them and playing

games.

participate in reading aloud of

sentence focusing on the

ending sounds of past tense

verbs in English.

SI.1. ask others simple

questions concerning personal

opinions or their interests.

asks simple questions to a

partner about personal opinions

or their interests when facing a

natural disaster.

SI.3. expresses common

feelings during an event.

says two feelings experienced

when facing two different types

of natural disasters.




SP.1. talks about a familiar

topic in a short presentation.

talks about what to do in natural

disaster in a short oral

presentation.

SP.2. states single step

directions/ commands using

words and phrases in

conversations, dialogues or oral

presentations.

describes five steps to follow to

be safe during a specific type of

natural disaster.

W.2. composes short

messages like instructions,

signs and warnings.

creates a small brochure with

three warning signs to provide

to people in the school about

what to do during a natural

disaster.




La unidad 6 completa será retomada en quinto grado y articulada con otros escenarios del Programa de

quinto grado.

Nombre de la persona asesora nacional que elaboro: Ana Isabel Campos Centeno

Nombre del Jefe del Departamento de Primero y Segundo Ciclos. Anabelle Venegas Fernández


drea.co.cr · web viewel asesor nacional con base al trabajo que realizó en la planificación...

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