Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa
Coordinacin de Ingls en el Distrito Federal

Name:
Topic

K.W.l CHART DATE:

WHAT I KNOW

WHAT I WNAT TO KNOW

WHAT I HAVE LEARNED

Preschool

BUTTERFLY LIFE CYCLE

MY COMMUNITY

OUR EARTH

WHY WE NEED SLEEP?

DANGEROUS JOBS

EXPLORE ECLIPSES

MELTING ICE

SCHOOLYARD GAMES

WATER FOR LIFE

ENDANGERED ANIMALS

EXPERIMENT WITH MAGNETS

ON SAFARI

RECYCLING RACE

WILD WINDSTORMS

DESERT ANIMALS

MY FAMILY TREE

RADICAL ROBOTS

WHY VOLCANOES ERUPT

CYCLE 1, PRESCHOOL
SCHOOL TERM 2015-2016
GRADE:
Third Grade Preschool
SOCIAL PRACTICE:
Participate in the reading of literary narratives and share personal experiences
LEARNING ENVIRONMENT:

Literary and ludic

SPECIFIC COMPETENCY:

Listen to stories or narratives and associate them with personal feelings

CONTENTS

ACHIEVEMENTS

DOING WITH THE LANGUAGE

Distinguishes some parts of

a childrens book.

Explore story books.

Identify graphic and textual components
(text, illustrations, page numbers, etc.) in
pages of tales or stories.
Choose a story considering likes,
preferences, and interests.
Identify what can be read (text) and what
cannot (images).
Identify topic, purpose, and intended
audience.
Predict content based on images.
Listen to and follow the reading.
Identify words that name characters
moods.
Represent with an image or an illustration
the names of moods.
Relate characters moods to ones own.
Recognize the written form of mood
names.
Classify words according to the number of
letters they have (long words and short
words).
Find the letters included in ones own
name.
Complete the writing of mood names and
illustrate them.

Identifies topic, purpose,

and intended audience
based on images.
Rewrites words that name
moods.
Identifies how many and
which letters the names of
one or several characters
have.

UNIT:

KNOWING ABOUT THE

LANGUAGE

BEING THROUGH THE

LANGUAGE

Reading orientation of books.

Graphic components: images.
Textual components: title, text,
and authors name.
Repertoire of words necessary
for this social practice of the
language.
Directionality of the text.

Appreciate literature as a
reflection of emotions and
experiences of people and
their cultures.
Respect cultural
expressions particular to
the English language.

4B

PRODUCT

BOOK OF MOODS
Stage 1
Identify characters moods in the
story or narrative.
Stage 2
Copy on a sheet of paper a
statement such as Today I
feel______ (happy, sad, angry,
etc.) for each mood.
Stage 3
Draw, for each statement, the
character that represents the
written mood.
Stage 4
Order the pages to put the book
together.
Stage 5
Include page numbers.
Stage 6
Make a cover and write the
names of the authors.
Stage 7
Read the book aloud.
Stage 8
Choose a spot for the book in the
classroom library.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 1. Fase de expansin. Mxico, 2011

CYCLE 2, THIRD GRADE

SCHOOL TERM 2015-2016
GRADE:
Third Grade
SOCIAL PRACTICE:

Read narrative texts and recognize cultural expressions from English-speaking countries

LEARNING ENVIRONMENT:

Literary and Ludic

SPECIFIC COMPETENCY:

Read childrens stories and appreciate cultural expressions from English-speaking countries
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
BEING THROUGH THE
LANGUAGE
LANGUAGE
Explore childrens stories.
Structure of childrens stories:
Appreciate childrens stories as
Activate previous knowledge.
beginning, body, ending.
a reflection of emotions and
experiences of people and
Predict the content of stories based
Graphic and textual
their cultures.
on images and titles.
components.
Identify topic, purpose, and intended Topic, purpose, and intended
audience.
audience.
Show interest in reading aloud
Analyze the structure of stories.
Elements of childrens stories:
a childrens story.
narrator, leading and supporting
Relate stories to personal
characters, and settings.
experiences.
List of suitable words.
Read a story out loud.
Verb tenses: past and present.
Identify new sentences and words.
Pronouns: personal and
Identify some settings in a story.
relative.
Answer questions about characters
Adjectives.
actions.
Upper and lower-case letters.
Select from a group of words, those
Punctuation: dashes, colons,
that describe features of characters.
quotation marks, period,
Identify main characters.
commas.
Distinguish narrator from characters.
Compare differences and similarities
in behavior, values, settings, etc., in
stories.

ACHIEVEMENTS
Identifies graphic and
textual components in story
books.
Identifies the content of a
story through its title and
images.
Answers questions about
the characters of a story.
Selects words to express
personal experiences.
Compares differences and
similarities in behaviors,
values and settings.

UNIT:

4B

PRODUCT

AUDIO STORY /
RADIO READING
Stage 1
Select a childrens story.
Stage 2
Distribute the roles of narrator
and characters for a rehearsal.
Stage 3
Prepare the sound effects that
will go with the reading.
Stage 4
Read aloud each part of the story
several times.
Stage 5
Test sound effects during the
reading aloud.
Stage 6
Record the audio story.
Stage 7
Share it with other groups.

Observe spelling and punctuation

conventions
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

CYCLE 3, SIXTH GRADE

SCHOOL TERM 2015-2016
GRADE:
Sixth Grade
SOCIAL PRACTICE:
Read and compare various aspects of Mexico and English-speaking countries
LEARNING
Literary and ludic
ENVIRONMENT:
SPECIFIC
Interpret historical chronicles to compare cultural aspects of Mexico and English-speaking countries
COMPETENCY:
CONTENTS
KNOWING ABOUT
ACHIEVEMENTS
DOING WITH THE LANGUAGE
THE LANGUAGE

Identifies topic,
purpose, and
intended audience.

Read paragraphs of a
chronicle aloud.

Describes aspects of
nature and cultural
expressions from a
relevant historical
period in the
chronicle.

Explore brief chronicles.

Activate previous knowledge to predict topic.
Mention situations in which chronicles are narrated.
Read chronicles.
Identify topic, intended audience, and purpose.
Identify, define, and clarify the meaning of new phrases and words.
Read aloud to practice pronunciation.
Identify aspects of nature (flora, fauna, climate, etc.) and cultural
expressions (schedules, music, interaction, dressing and eating codes
in different events, etc.) from the historical period mentioned in the
chronicle.
Compare aspects of nature and cultural expressions of chronicles to
contemporary ones from Mexico and English-speaking countries.
Identify peoples actions.
Identify differences between actions in the chronicle and
contemporary actions.
Answer questions, orally and in written form, about different
aspects mentioned in chronicles.
Write questions and answers about the described historical period,
geographic location, people, vegetation, climate, etc.
Read questions and answers in collaboration to compare information.
Identify and express differences and similarities of historical and
cultural aspects between Mexico and English-speaking countries.
Write (in a chart) natural, historical and cultural aspects which are
meaningful to the chronicle.
Adapt natural, historical and cultural aspects of a chronicle to Mexicos
context.
Read adapted information aloud.
Check the adapted information to make sure it is adequate.
Check spelling and punctuation conventions.

Topic, purpose,
and intended
audience.
Textual and
graphic
components.
Repertoire of
words necessary
for this social
practice of the
language.
Verb tenses: past,
present perfect,
and past perfect.
Punctuation.

UNIT:

BEING THROUGH
THE LANGUAGE
Understand
chronicles as a
reflection of
emotions and
experiences, as well
as peoples values
and cultures.
Identify values and
behavior in Englishspeaking countries.

PRODUCT

COMIC
Stage 1
Select natural, historical
and cultural aspects
relevant to a chronicle
to find similarities or
differences with the
present situation of
Mexico and
English-speaking
countries.
Stage 2
Write an adapted
version of the mentioned
aspects, based on a
model.
Stage3
Check spelling and
punctuation
conventions.
Stage 4
Read the adapted
version aloud.
Stage 5
Turn the adaptation into
a comic strip.
Stage 6
Share the comic with
other teams.

Compares aspects of
nature and cultural
expressions of a
chronicle to
contemporary ones
from Mexico and
English-speaking
countries.

Writes questions and

answers about
different aspects

described in a
chronicle.

Reads questions and

answers.
SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 3. Fase de expansin. Mxico, 2011

4B

CYCLE 4, THIRD GRADE

SCHOOL TERM 2015-2016
GRADE: Third grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:

UNIT:
4B
Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
Literary and Ludic
Read plays in order to compare attitudes and patterns of behavior adopted by people from English-speaking countries and Mexico
CONTENTS
ACHIEVEMENTS
PRODUCT
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
BEING THROUGH THE
LANGUAGE
LANGUAGE
Select and explore short plays suitable for a
Uses various
Genre, topic, purpose, and
Value drama as a
PERFORMANCE OF A
young audience.
comprehension strategies.
audience.
reflection of attitudes
SHORT PLAY
and behavior.
Identify textual arrangement.
Text and graphic
components.
Formulates and answers
Identify author(s).
Stage 1
questions about the attitude
Determine topic, purpose, and intended
Text arrangement: stage
Participate in communal
Select a short play for a
and behavior of characters.
audience.
directions, dialogues, etc.
cultural expressions.
young audience
Colophon.
Stage 2
Links non-verbal
Read a short play and understand general
Acoustic features.
Become aware of the
Read the selected play
communication to the
sense, main ideas, and details.
Repertoire of words
ideas and emotions of
aloud.
dialogues sense.
Identify stage directions.
necessary for this social
one self and others.
Stage 3
Use various comprehension strategies.
practice of the language.
Determine who will
Reads short plays.
Identify leading, secondary and/or incidental
Adverbs of time and place.
interpret leading,
character(s).
Verb form: imperative.
secondary, and/or
Point out details (e.g., attitudes and behaviors,
Verb tenses: present
incidental characters.
and time and setting in which the actions occur).
(simple, progressive, and
Stage 4
Point out genre (e.g.: tragedy, comedy, and
perfect) and past.
Identify stage directions
melodrama).
Punctuation: dash,
in each case
Clarify meaning of words.
parentheses, squared
Stage 5
brackets,
etc.
Determine current actions which are still taking
Determine date and time
place in the present and/or begin in the past and
for the performance of
conclude in the present.
each team.
Identify general sense.
Stage 6
Formulate and answer questions to explain and
Rehearse the reading of
describe attitudes and behaviors.
dialogues.
Stage 7
Participate in a dramatized reading of a short
Have a general
play.
rehearsal.
Read dialogues to practice pronunciation.
Stage 8
Relate rhythm, speed, intonation, and volume.
Perform the play on the
Link non-verbal language with the meaning of
previously chosen date
dialogues.
and time.
Perform a dramatized reading of a short play.
SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011