Comisión redactora

Mag. Marianella Granados Sirias,

Asesora Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada

Mag. Andrea Cruz Badilla

Asesora Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada

Validación

Camille Ann Campbell

Voluntaria de respuesta Cuerpo de Paz

Diseño de portada

Noelia González Cascante

Dirección de informática de Gestión
Dirección Regional de Educación Guápiles

1|Page
Table of Contents

1. Presentation ……………………………………………………………………………………………………………………….…3
2. Aim of the document ……………………………………………………………………………………………………….….….…3
3. Important points to keep in mind when working with the indicators…………………………………………………………….4
4. Indicators of Learning ………..............................................................................................................................................5
5. How to use this document………………………………………….………………………………………………………………..7
6. How to incorporate the indicators of learning in your lesson plan………………………………………………….……………8
7. Suggested Indicators of Learning First Period……………………………………………………………..……………….……12
8. Suggested Indicators of Learning Second Period ……………………….………………………………………………..…….26
9. Suggested Indicators of Learning Third Period ……………………………………………………………………………..…..44
10. Suggested Indicators of Learning Fourth Period ………………………………………………………………………………..67
11. Samples for In-Class Progress and Performance Scale Instruments..………………………………………………..………90
12. References …………………………………………………………………………………………………………..………………96

2|Page
Presentation

This booklet provides English teachers of Module 46 with important information about suggested indicators of learning for
the pedagogical mediation. This school year, teachers must write their own indicators. This document intends to be
another resource that teachers can or might use as a reference to write their own indicators for planning and assessment.
It includes a sample instrument for registering In -Class Progress and performance scales for oral exams. All the
suggested indicators will help teachers to measure the goals, assessment strategies and the three learning strands (Learn
to Know, Learn to Do, Learn to Be and Live in Community) set in the English curriculum when designing their lesson
plans. As a result, learners can achieve the expected level of performance in the target language according to the CEFR.
Remember to visit the resource site for in which you can find videos, audios, and the teacher’s Guides for this module.

https://recursos.mep.go.cr/2022/cindeas/
https://recursos.mep.go.cr/2022/cindeas/#documents

Aim of this document:

a) To provide a list of indicators of learning per unit and for each linguistic competence for Module 46.

3|Page
 Important points to keep in mind when working with the indicators.

The CEFR defines communication as a social act, where learners are social agents, developing a range of general and
specific communicative language competences, moving from learning about the language to learning to communicate in
the language in active, spontaneous, and authentic language interaction. Most of the tasks to be accomplished have a
meaningful communication objective, for example, solving a problem in a given scenario.
The CEFR defines competences as “the sum of knowledge, skills and characteristics that allow a person to perform
actions in society (p.9). They are comprised of general and specific competences as shown in the following graphic
organizer. General competences consist of knowledge, skills, and abilities to learn and existential competences that are
not language-specific, but learners use them when performing all kinds of actions including language activities.

4|Page
 .

* The condition element is present in numerous descriptors for each

level in the CEFR. In the English curriculum, this aspect is present in
the goals for each linguistic competence. Therefore, indicators of
learning must be written considering this feature.

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6|Page
How to use this document

1) Keep in mind that indicators have the following characteristics: measurable, observable and specific.

2) Indicators of learning are organized by unit, then by each assessment strategy from the curriculum.

3) Identify the goal and assessment strategy that you will be using. Remember, a goal is a can- do performance

descriptor while an assessment strategy provides evidence of learner’s learning outcomes.

4) Use indicators of learning throughout each unit to monitor students’ progress and make the corresponding

mediation changes if necessary.

5) The indicators of learning for each assessment strategy are arranged in sequential order for students to perform

them appropriately.

6) Remember that the Pre-teaching Stage must not have indicators of learning. They are strictly related to the

suggested mediation sequence for each linguistic competence.

7|Page
How to incorporate the indicators of learning in your lesson plan

a. While teaching (Oral Comprehension, Written Comprehension, Oral Production, Written Production),

remember that there should be a connection between the goals, assessment strategies, indicators of

learning, and pedagogical mediation for each competence.

b. The written indicators for each assessment strategy and goal must be incorporated in your lesson plan.

They are scaffolded to ensure the learner achieves the assessment strategy and ultimately develops

competency.

c. In the example below, with only one audio, all the indicators written for the assessment strategy were

incorporated in the pedagogical mediation. This means you need to include all the indicators when planning,

not only the ones you want to work with. They are written as small, essential steps that help to achieve the

assessment strategy, the goal and finally to develop competency.

d. See the following example to integrate the indicators to your lesson plans.

8|Page
Learner… Learner can … Oral Comprehension 5´

L.1. distinguishes the main L.1. understand the Pre-listening

main points and the Learners match words with their corresponding meaning in a copy given by the
points and the important
important details of teacher. She/he explains that those words are going to be found in the next listening
details of audio 5’
audio recordings activity. Teacher asks learners for the pronunciation of the words and reinforces it if
recordings.
provided standard necessary.
language is used Teacher explains that they are going to listen to a conversation between a man and
his wife, and they have to pay attention to what they are talking about.
regarding
ingredients for 5´
healthy living,
positive attitude,
plans for success,
and stories of
successful people.

Learners compare answers and teacher checks them out loud.

Listening for the first time 5´

Learners listen to a conversation taken from
https://www.esl-lab.com/intermediate/healthy-lifestyle/ . Teacher can download
the audio from https://www.esl-lab.com/quizzes/healthylifestyle-cloze.htm
Learners listen to the conversation for the first time and complete the following

9|Page
Indicator of learning: statements.

L.1.1 Gets main points of

audio recordings about
healthy living. 10´

Pair /Group feedback: Learners share answers with the rest of the class.

With the information they got from the audio, learners, in pairs, have to choose the
topic of the conversation. Teacher writes on the board the three options.

 My wife´s recommendations
 Recommendations to be a fitness freak
 Loving diet and exercise

Orally, learners should give at least two supporting details that helped them to 22´
choose that topic.

Pair/Group feedback: Learners share answers with the rest of the class.

10 | P a g e
L.1.2 Recognizes the topic Listening for the second time
of the conversation about Learners listen to the conversation again and fill in all the missing words below.
recommendations to get a
healthy lifestyle.

L.1.3 Identifies some

supporting details in audio
recordings about healthy
living.

25´

L.1.4 Identifies key words

in audio recordings about
healthy living.
Learners check answers with their elbow partner.

Post-listening
Learners are asked to think about three things they need to change right now to have
a healthy lifestyle. They should write their ideas on a piece of paper and stick it on
the wall (as a reminder of things that need to be changed)

11 | P a g e
 5

12 | P a g e
 I Period
Scenario: Here I Am!

Assessment Strategies Indicators of Learning

L1.1 Identifies basic greetings and farewells from an aural/oral prompt.

L.1. identifies basic greetings, farewells and
common expressions of politeness. L1.2 Identifies common expressions of politeness from an aural/oral prompt.

L2.1 Distinguishes among basic classroom expressions from aural/oral prompt.

L.2. discriminates classroom language
within oral utterances.

L.3. recognizes simple personal questions L.3.1 Recognizes simple personal information questions from aural/oral prompt
when they hear them.
R.1. identifies brief, simple instructions if R.1 Identifies brief, simple instructions if encountered in similar form.
encountered in similar form.
R.2. discriminates English language sounds. R2.1 Discriminates English language sounds.

R3.1 Recognizes some expressions on posters, brochures, signs, invitations, and

R.3. recognizes some expressions and the
simple texts.
main information in texts (heard or read) with
R3.2 Recognizes main information in on posters, brochures, signs, invitations,
instructional support.
and simple texts.
SI.1. spells out words. SI.1.1 Spells out words correctly.

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 I Period
Scenario: Here I Am!

SI.2. usesAssessment Strategies

basic greeting and leave-taking SI.2.1 Indicators
Recognizes and responds of Learning
appropriately to basic greetings and farewells.
expressions, farewell, and politeness and
basic classroom language. SI.2.2 Recognizes and responds appropriately to basic classroom language.

SI.3. asks personal information to others. SI.3.1 Asks and answers spoken personal information questions.

SP.1.1 Investigates and determines the appropriate information and visuals for a
personal introduction in an oral presentation.
SP.1.2 Organizes the information and visuals for a personal introduction in an oral
SP.1. introduces him/herself providing
presentation.
personal information
SP.1.3 Constructs sentences with the information and the appropriate linkers or
connecting words for a personal introduction in an oral presentation.
SP.1.4 Introduces themselves in a well-organized oral presentation.
SP2.1 Investigates and determines the appropriate information to describe their
family.
SP2.2 Organizes the information and resources to describe their family.
SP.2. describes his/her family simply.
SP2.3 Constructs sentences with the information and the appropriate linkers or
connecting words to describe their family.
SP2.4 Orally describes their family using prepared sentence frames.
W.1. writes labels on familiar objects in a W.1.1 Labels familiar objects in a picture or diagram.
picture or diagram.
14 | P a g e
 I Period
Scenario: Here I Am!

Assessment Strategies Indicators of Learning

W.2.1 Prewrites ideas about personal information.
W.2.2 Drafts personal information sentences using sentence frames and
appropriate linkers or connecting words.
W.2. writes straightforward information
W.2.3 Revises personal information sentences with a focus on content and
about him/herself in short sentences.
checking for errors in subject-verb agreement, capitalization, spelling, and
basic punctuation).
W.2.4 Edits the sentences before publishing them.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

15 | P a g e
 I Period
Scenario: Enjoying Life
Assessment Strategies Indicators of Learning

L1. identifies the sound of words heard in context. L1.1 Identifies the sound of words heard in context.

L2. distinguishes simple phrases about daily L2.1 Distinguishes among simple phrases about daily routines, eating
routines, eating habits, hobbies and hanging out habits, hobbies and hanging out activities.
activities.
R1.1 Recognizes targeted sounds in words.
R.1. recognizes by manipulating English language
R1.2 Articulates targeted sounds.
sounds using knowledge in phonics, syllabification
R1.3 Produces targeted sounds in simple sentences.
and word parts.

R2.1 Recognizes the topic on posters, brochures, signs, and

R.2. recognizes the main information on posters, invitations.
brochures, signs, and invitations. R2.2 Recognizes specific details on posters, brochures, signs, and
invitations.
R.3. distinguishes brief, simple instructions and R3.1 Recognizes simple instructions in texts.
some expressions if encountered previously in the R3.2 Differentiates among instructional expressions in texts.
same or similar form.
SI.1. asks and answers in a predictable pattern SI.1.1 Uses information questions to ask simple questions about daily
simple questions about daily routines, eating routines, eating habits, hobbies and hanging out activities.
habits, hobbies and hanging out activities if the SI.1.2 Constructs short sentences to answer information questions

16 | P a g e
 I Period
Scenario: Enjoying Life
Assessment Strategies Indicators of Learning
about daily routines, eating habits, hobbies and hanging out
other person speaks slowly and clearly. activities.
SI.2.1 Communicates lack of comprehension using simple phrases and
SI.2. expresses when he /she does not understand. memorized patterns. Ex. I don’t understand. Can you repeat
again, please?
SP1.1 Investigates and determines the appropriate information to
describe how they enjoy life.
S.P.1. describes how he/she enjoys life by using SP1.2 Constructs sentences by using sentence frames and the
simple standard expressions. appropriate linkers or connecting words to describe how they
enjoy life.
SP1.3 Orally describes how they enjoys life.
W1. writes labels on familiar objects in a picture or W1.1 Writes labels on familiar objects in a picture or diagram.
diagram.
W2.1 Prewrites personal information sentences ideas about habits,
hobbies, and enjoying life.
W2. writes straightforward information about W2.2 Drafts personal information sentences about habits, hobbies, and
themselves in short simple sentences or provides enjoying life using sentence frames and the appropriate linkers or
that information on a questionnaire. connecting words.
W2.3 Revises the personal information sentences with a focus on

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 I Period
Scenario: Enjoying Life
Assessment Strategies Indicators of Learning
content and checking for errors in subject-verb agreement,
capitalization, spelling, and basic punctuation.
W2.4 Edits the sentences or the information in the questionnaire before
publishing them.
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

18 | P a g e
 I Period
Scenario: Getting Back to Nature
Assessment Strategies Indicators of Learning

L.1. identifies instructions for games and L1.1 Identifies and follows teacher’s or student’s instructions for games.
follows teacher or students’ modeling of
the activity.
L.2. recognizes some isolated vocabulary, L2.1 Recognizes targeted terms in oral advertisements or conversations.
terms, and main ideas from specific L2.2 Recognizes the main idea and specific details in oral advertisements
subject areas. or conversations.
L3.1 Identifies the topic in oral texts about natural beauties and wonders.
L.3. recognizes specific information about
L3.2 Recognizes specific information in oral texts about natural beauties
natural beauties and wonders.
and wonders.
R.1. identifies English language sounds R1.1 Recognizes targeted sounds in words.
using knowledge in phonics, syllabification R1.2 Articulates the targeted sounds.
and word parts. R1.3 Produces the targeted sound in sentences in an oral or written form.
R.2. identifies key words related to nature R2.1 Identifies key words related to nature in texts.
in texts.
R3.1 Recognizes the topic in texts about natural beauties and wonders
R.3. recognizes main ideas in texts. when accompanied by illustrations.
R3.2 Recognizes the main ideas in texts about natural beauties and

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 I Period
Scenario: Getting Back to Nature
Assessment Strategies Indicators of Learning
wonders when accompanied by illustrations.
R.4. recognizes specific details in texts R4.1 Identifies the topic in texts related to natural beauties and wonders
accompanied by illustrations. when accompanied by illustrations.
R4.2 Recognizes specific details in texts related to natural beauties and
wonders when accompanied by illustrations.
SI.1. talks about tours and plans briefly. SI1.1 Briefly discusses a simple tour or place to visit using sentence frames
and key words.
SI1.2 Briefly discusses plans for the tour or place to visit using sentence
frames and key words.
SI.2. asks somebody to repeat what he or SI.2.1 Asks for repetition and clarification using simple phrases and
she said more slowly. memorized patterns.
SI.3. asks people for information related to SI3.1 Formulates basic yes/no questions to ask about places, tours and
places, tours and plans. plans.
SI3.2 Formulates basic wh- questions to get information about places, tours
and plans.
SP.1. provides basic information about SP1.1 Orally shares information about natural beauties in the country by
favorite natural beauties in the country and using sentence frames, key words and the appropriate linkers or
wonders all over the world. connecting words.
SP.2. describes what he/she likes about SP2.1 Investigates and determines the appropriate information to describe a

20 | P a g e
 I Period
Scenario: Getting Back to Nature
Assessment Strategies Indicators of Learning
places and tours. favorite place or a tour.
SP2.2 Organizes the information and resources to describe a place or a tour
by using sentence frames and the appropriate linkers or connecting
words.
SP2.3 Orally describes the location, transportation, activities, prices and any
other important information of different places or tours.
W.1. completes gapped sentences using a W1.1 Completes sentences by using the appropriate word according to the
word list of familiar words. context.
W2. writes simple descriptions on traveling W2.1 Prewrites ideas for a description about a place, tour or plan using
places and making plans, checking written sentence frame and key words.
sentences to look for mistakes (e.g., W2.2 Drafts a description about a place, tour or plan using the appropriate
subject-verb agreement, capitalization, linkers or connecting words.
spelling, and basic punctuation). W2.3 Revises the description sentences with a focus on content and
checking for errors in subject-verb agreement, capitalization, spelling,
and basic punctuation).
W2.4 Edits the description before publishing it.
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

21 | P a g e
 I Period
Checking Things of the Shopping List
Assessment Strategies Indicators of Learning
L.1. identifies specific information L.1.1 Identifies the topic and key words in conversations about shopping for groceries
when communicated to directly, and clothing when accompanied by pictures or drawings.
provided something is already
L.1.2 Identifies specific details in conversations about shopping for groceries and
known about the subject, and when
clothing when accompanied by pictures or drawings.
the speech is accompanied by
pictures or drawings.

L.2. recognizes what is being said L.2.1 Recognizes key words and specific details in conversations about shopping for
about shopping for groceries and groceries and clothing.
clothing.

L.3. recognizes most of a story when L.3.1 Recognizes the setting of a story when read slowly and accompanied by
read slowly and accompanied by pictures.
pictures.
L.3.2 Recognizes the characters of a story when read slowly and accompanied by
pictures.
L.3.3 Recognizes the problem of a story when read slowly and accompanied by
pictures.

L.3.4 Recognizes the ending of a story when read slowly and accompanied by
pictures.

22 | P a g e
 I Period
Checking Things of the Shopping List
Assessment Strategies Indicators of Learning
R.1. identifies English-language R1.1 Recognizes targeted sounds in words.
sounds using knowledge in phonics,
R1.2 Articulates the targeted sounds.
syllabification, and word parts.
R1.3 Produces the targeted sounds in sentences in an oral or written form.

R.2. recognizes previously R.2.1 Demonstrates recall of previously studied root word, prefixes, and suffixes in
encountered parts of words, words.
prefixes, and suffixes.
R.3. distinguishes information R.3.1 Identifies key words in each part of the posters, ads, catalogues and everyday
related to groceries and clothing in signs and short texts.
posters, ads, catalogues and
R.3.2 Finds specific details (price, size, quantity, and other characteristics) in each
everyday signs and short texts.
part of the in posters, ads, catalogues and everyday signs and short texts.

SI.1. asks and tells others his/her SI.1.1 Formulates basic yes/no questions and wh- questions to ask others about
desires about shopping prices, size desires regarding shopping prices, size and where to get things.
and where to get things.
SI.1.2 Interacts with others to discuss shopping prices, size and where to get things.

SI.2. asks somebody to speak more SI.2.1 Asks speaker to adjust speed using simple phrases and memorized patterns.
slowly when needed.
SI.3. buys things in shops by SI.3.1 Asks for groceries, clothing or food at a store using short phrases and nonverbal

23 | P a g e
 I Period
Checking Things of the Shopping List
Assessment Strategies Indicators of Learning
pointing or other gestures that can cues.
support what he/she says.
SI.3.2 Asks for prices, using short phrases and nonverbal cues.

SI.3.4 Asks for different payment options to buy groceries, clothing or food using short
phrases and nonverbal cues.
SI.4. uses simple numbers in SI.4.1 Asks for prices to get groceries, clothing, or food at a store
everyday conversations. (e.g.
prices)
SP.1. gives basic information about SP.1.1 Investigates and determines the appropriate information to give basic
shopping preferences and prices. information about shopping preferences and prices in a presentation.
(e.g. favorite clothing, favorite SP.1.2 Organizes the information and resources to give basic information about
shops). shopping preferences and prices in a presentation by using sentence frames
and the appropriate linkers or connecting words.
SP.1.3 Constructs sentences to give basic information about shopping preferences and
prices in a presentation by using sentence frames and the appropriate linkers or
connecting words.
SP.1.4 Orally presents basic information about shopping preferences and prices.
SP.2. describes shopping items SP.2.1 Investigates and determines the appropriate information to describe shopping
using simple words and sentence items using simple words and sentence frames.
SP.2.2 Organizes the information and resources to describe shopping items by using

24 | P a g e
 I Period
Checking Things of the Shopping List
Assessment Strategies Indicators of Learning
frames. (For example: their size, sentence frames and the appropriate linkers or connecting words.
color, material, price). SP.2.3 Constructs sentences to describe shopping items by using sentence frames and
the appropriate linkers or connecting words.
SP.2.4 Orally describes shopping items using simple words and sentence frames.
W.1. writes simple descriptions of W.1.1 Prewrites ideas for a description of shopping lists and budget charts using
shopping lists and budget charts sentence frames.
(e.g., I need some milk.) W.1.2 Drafts a description of shopping lists and budget charts using the appropriate
linkers or connecting words.
W.1.3 Revises the descriptions with a focus on content and checking for errors in
subject-verb agreement, capitalization, spelling, and basic punctuation.
W.1.4 Edits the description before publishing it.
W.2. writes short, simple texts about W.2.1 Prewrites ideas for a short, simple text about shopping at grocery store, clothing
shopping at grocery stores, clothing stores and supermarkets.
stores and supermarkets, checking W.2.2 Drafts sentences for a short, simple text about shopping at grocery store,
written sentences to look for clothing stores and supermarkets using the appropriate linkers or connecting
mistakes (e.g., subject-verb words.
agreement, capitalization, spelling, W.2.3 Revises a short, simple text with a focus on content and checking for errors in
basic punctuation etc.). subject-verb agreement, capitalization, spelling, and basic punctuation.
W.2.4 Edits a short, simple text before publishing it.

25 | P a g e
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

26 | P a g e
 II Period
Let’s Celebrate Costa Rican Culture
Assessment Strategies Indicators of Learning

L.1. identifies basic phrases that denote facts L.1.1 Identifies key words and basic phrases that denote facts about Costa
about Costa Rican culture. Rican culture in conversations.

L.2. recognizes pieces of short information about L.2.1 Recognizes specific details in pieces of short information about holidays
holidays and celebrations. and celebrations in conversations.

L.2.1 recognizes what is being said about L.2.1.1 Recognizes the gist or basic summary of what is being said about
holidays and celebrations. holidays and celebrations in conversations.
R.1. identifies and manipulates English language R1.1 Recognizes targeted sounds in words.
sounds using knowledge in phonics,
R1.2 Articulates the targeted sounds.
syllabification and word parts.
R1.3 Produces the targeted sound in sentences in an oral or written form.

R.2. recognizes vocabulary and important R.2.1 Recognizes key words on basic promotional material such as posters.
information on basic promotional material. (e.g.,
R.2.2 Recognizes specific details on basic promotional material such as posters.
date, place and activities, on poster).

R.3. discriminates straightforward information, R.3.1 Labels pictures with words related to Costa Rican culture.
words and expressions on Costa Rican culture.
R.3.2 Recognizes expressions on Costa Rican culture in texts.

R.3.3 Locates straightforward information on Costa Rican culture in texts.

27 | P a g e
 II Period
Let’s Celebrate Costa Rican Culture
Assessment Strategies Indicators of Learning

SI.1. answers simple questions using individual SI.1.1 Uses individual words, expressions, or short sentences to answer
words, expressions, or short questions about holidays and celebrations, orally.
sentences.
SI.2. asks for specific information regarding SI.2.1 Formulates yes/no questions to ask for specific information regarding
holidays and celebrations. holidays and celebrations.
SI.2.2 Formulates wh- questions to ask for specific information regarding
holidays and celebrations.
SI.3. interacts using basic language. SI.3.1 Interacts with others to exchange feelings and opinions regarding holidays
and celebrations.
SP.1. talks about celebrations and holidays in SP2.1 Investigates and determines the appropriate information and illustrations
Costa Rica briefly. to talk about celebrations and holidays in Costa Rica briefly.
SP2.2 Organizes the information and illustrations to talk about celebrations and
holidays in Costa Rica briefly.
SP2.3 Constructs sentences with the information and the appropriate linkers or
connecting words about celebrations and holidays in Costa Rica.
SP2.4 Describes celebrations and holidays in Costa Rica briefly using sentence
frames and illustrations.
SP.2. very simply describes how he/she SP2.1 Investigates and determines the appropriate information to very simply
celebrates holidays and special occasions and describe how he/she celebrates holidays and special occasions

28 | P a g e
 II Period
Let’s Celebrate Costa Rican Culture
Assessment Strategies Indicators of Learning

inquiries about others. SP2.2 Organizes the information and resources to very simply describes how
he/she celebrates holidays and special occasions.
SP2.3 Constructs sentences with the information and the appropriate linkers or
connecting words to describe how he/she celebrates holidays and special
occasions.
SP2.4 Describes how he/she celebrates holidays and special occasions using
sentence frames and inquiries about others.
W.1. completes gapped sentences using a word W.1. Identifies the appropriate words to complete gapped sentences by using
list. context clues.
W.2. writes simple descriptions of holidays and W2.1 Prewrites a list of ideas for a simple description of a holiday or a
celebrations. celebration.
W2.2 Drafts a simple description of a holiday or a celebration using the
appropriate linkers or connecting words.
W2.3 Revises the description with a focus on content and checking for errors in
subject-verb agreement, capitalization, content, spelling, basic
punctuation.
W2.4 Edits the description by correcting mistakes before publishing.

W.2. writes cards for a holiday. W2.1 Prewrites a list of ideas for a card to give on a holiday.
W2.2 Drafts a card to give on a holiday using the appropriate linkers or
29 | P a g e
 II Period
Let’s Celebrate Costa Rican Culture
Assessment Strategies Indicators of Learning

connecting words.

W2.3 Revises a card to give on a holiday with a focus on content and checking
subject-verb agreement, capitalization, content, spelling, basic
punctuation and content.
W2.4 Edits a card to give on a holiday by correcting mistakes before publishing.

W.2. writes invitations for a celebration. W2.1 Prewrites a list of ideas for an invitation.
W2.2 Drafts an invitation using the appropriate linkers or connecting words.
W2.3 Revises an invitation with a focus on content and checking subject-verb
agreement, capitalization, content, spelling, basic punctuation, and
content.
W2.4 Edits an invitation before publishing.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer
Peace Corps Costa Rica

30 | P a g e
 II Period
Getting from Here to There
Assessment Strategies Indicators of Learning
L.1. follows simple directions on how to L1. 1 Follows simple directions on how to get from one place to another, on foot or by
get from one place to another, on foot or public transport in conversations.
by public transport.
L.2. recognizes figures given in clear L.2.1 Recognizes numbers given in clear announcements, for example at the airport
announcements, for example at the or at a bus station.
airport or at a bus station.
L.2. recognizes times given in clear L.2.2 Recognizes times given in clear announcements, for example at the airport or at
announcements, for example at the a bus station.
airport or at a bus station.
L.3. recognizes instructions for games L.3.1 Identifies key words in game’s instructions.
and follows teacher/students’ modeling
L.3.2 Reproduces the instruction by following teacher/students’ modeling of the
of the activity.
activity.
L.4. recognizes the main idea of L.4.1 Recognizes the main ideas of presentations related to places, goods and
presentations related to places, goods services.
and services.
R.1. labels diagrams with appropriate R1.1 Labels diagrams with appropriate pieces of familiar goods and services.
pieces of familiar goods and services.
R.2. identifies English language sounds R2.1 Recognizes targeted sounds in words.

31 | P a g e
 II Period
Getting from Here to There
Assessment Strategies Indicators of Learning

using knowledge in phonics,

R2.2 Articulates the targeted sounds.
syllabification and word parts.
R2.3 Produces targeted sounds in sentences in an oral or written form.

R.3. recognizes familiar names of R3.1 Recognizes familiar names of places, goods and services in short and simple
places, goods and services in short and texts.
simple texts.
R.4. recognizes main ideas of text when R4.1 Recognizes the gist in texts about places, goods and services when
accompanied by illustrations. accompanied by illustrations.

SI.1.1 expresses preferences about S.1.1 Orally expresses preferences about places to visit, orally. For example: My
places to visit. favorite place is.., I like …, I love …. I prefer…, I don´t like ….
SI.1 expresses preferences about ways SI.1.1 Orally expresses preferences about ways to move around.
to move around.
SI.2. interacts in a simple way, asking SI.2.1 Formulates yes/no questions to ask about places, where they are and how to
and answering questions about places, get to them if they are articulated slowly and clearly
where they are and how to get to them if SI.2.2 Correctly formulates wh- questions to ask about places, where they are and
they are articulated slowly and clearly. how to get to them.
SI.2.3 Interacts by making complete sentences to answer what is being asked about

32 | P a g e
 II Period
Getting from Here to There
Assessment Strategies Indicators of Learning
places, where they are and how to get to them.
SP.1.1 Investigates and determines the appropriate information to tell where a place is
SP.1. uses simple words to tell where a
and ways to get there.
place is and ways to get there.
SP.1.2 Tells where a place is and ways to get there.

SP2.1 Investigates and determines the appropriate information to describe places and
ways to move around (towns, holiday resorts, car, plane, and bike).

SP2.2 Organizes the information and resources to describe places and ways to move
SP.2. describes places and ways to
around (towns, holiday resorts, car, plane, and bike).
move around (towns, holiday resorts,
SP2.3 Constructs complete sentences to describe places and ways to move around
car, plane, and bike).
(towns, holiday resorts, car, plane, and bike).

SP2.4 Describes places and ways to move around (towns, holiday resorts, car, plane,
and bike) using sentence frames.

SP.3. describes briefly weekend or SP3.1 Investigates and determines the appropriate information to describe briefly
holiday plans. weekend or holiday plans.

SP3.2 Organizes the information and resources to describe briefly weekend or holiday
plans.
SP3.3 Constructs complete sentences to describe briefly weekend or holiday plans.

33 | P a g e
 II Period
Getting from Here to There
Assessment Strategies Indicators of Learning

SP3.4 Briefly describes weekend or holiday plans using sentence frames.

W.1. fills in a hotel registration form with W1.1 Fill in a hotel registration form with personal details.
personal details.
W2.1 Prewrites a list of ideas for a simple description of a place. (e.g., location,
direction, activities)

W.2. writes simple descriptions of W2.2 Drafts a simple description of a place. (e.g., location, direction, activities) using

places (e.g., location, direction, the appropriate linkers or connecting words.

activities) W2.3 Revises the description with a focus on subject-verb agreement, capitalization,
content, spelling, basic punctuation.

W2.4 Edits the description before publishing.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

34 | P a g e
 II Period
Scenario: My High School…Our place

Assessment Strategies Indicators of Learning

L.1. identifies others’ expressions of L1.1 Identifies expressions of interest related to likes and dislikes about
interests regarding school activities subjects in conversations.
(e.g. likes and dislikes, indicating
L1.2 Identifies expressions of interest related to preferences in school
preferences about subjects and school
activities.
activities).

L.2. recognizes short, clear and simple L2.1 Recognizes short, clear, and simple instructions learners need to follow
instructions and explanations when regarding the schedule at school.
delivered slowly.
L2.2 Recognizes short, clear, and simple explanations or descriptions
regarding a schedule at school.

L.3. recognizes the main points in short, L3.1 Recognizes specific details in short simple stories.
simple stories.

R.1. identifies English language sounds. R1.1 Recognizes targeted sounds in words.

R1.2 Articulates long vowel sounds.

R1.3 Produces dialogues/rhymes in an oral or written form.

R.2. discriminates important R2.1 Decodes the main idea and specific details to answer questions about

35 | P a g e
 II Period
Scenario: My High School…Our place

Assessment Strategies Indicators of Learning

information in simple texts. school activities and schedules.

R.3. extracts the gist of short articles R3.1 Identifies the topic of short articles and ads in age- appropriate
and ads in age-appropriate magazines magazines.
(print and/or electronic).
R3.2 Recognizes the writer’s message in short articles and ads in age-
appropriate magazines.

SI.1. expresses common interests about SI1.1 Formulates questions related to common interests about school life in
school life. short conversations.

SI1. 2 Answers questions related to common interests about school life in short
conversations.
SI.2. says what exactly he/she does not SI.2.1 Expresses lack of understanding using survival language, orally. Ex. I
understand and asks simply for don’t understand. Can you repeat again, please?
clarification.

SI.3.1 asks and answers straightforward SI3.1.1 Formulates yes/no and wh- questions to ask for familiar situations about
questions in familiar situations. school life.

SI3.1.2 Answers yes/no and wh- questions related to familiar situations about
school life.

36 | P a g e
 II Period
Scenario: My High School…Our place

Assessment Strategies Indicators of Learning

SP.1. Describes common interests SP.1.1 Investigates and determines the appropriate information to describe
about school activities, the subjects common interests about school activities, subjects, and schedules.
and schedules he or she has at school. SP1.2 Organizes the information and resources to describe common interests
about school activities, subjects, and schedules.

SP1.3 Makes sentences with the information and the appropriate linkers or
connecting words to provide a clear and complete description of common
interests about school activities, subjects, and schedules.

SP1.4 Describes common interests about school activities, subjects, and

schedules.

SP.2. explains high school through SP2.1 Investigates and determines information to briefly explain high school
his/her friends/ peers briefly. through their friends/ and peers.

SP2.2 Organizes information and resources to briefly explain high school

through friends/ and peers.

SP2.3 Constructs sentences with information, resources and the appropriate

linkers or connecting words to briefly explain high school through a friend
´s eyes.

37 | P a g e
 II Period
Scenario: My High School…Our place

Assessment Strategies Indicators of Learning

SP2.4 Relates brief, explanatory description of school preference.

W.1. writes simple notices expressing W1.1 Prewrites simple sentences in a notice about interests, wants and
interests, wants and preferences, either preferences.
by hand or electronically.
W1.2 Drafts a simple notice that includes heading (eye catcher) body (short
sentences using key words and sentence frames, authority or contact
person (person’s name, phone, and e-mail) and the appropriate linkers or
connecting words.

W1.3 Revises the notice by checking written sentences to look for mistakes
related to subject-verb agreement, capitalization, spelling, and basic
punctuation) and content.

W1.4 Edits the notice by correcting the mistakes before publishing it.

W.2. writes an explanation of what they W2.1 Prewrites simple sentences about school day activities.
do every day at school, with the help of
W2.2 Drafts an explanation about school day activities that includes a general
illustrations.
statement and descriptive details. Includes an illustration and the
appropriate linkers or connecting words.

W2.3 Revises the explanation by checking content and for mistakes related to

38 | P a g e
 II Period
Scenario: My High School…Our place

Assessment Strategies Indicators of Learning

subject-verb agreement, capitalization, spelling, and basic punctuation.

W2.4 Edits the explanation before publishing it.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

39 | P a g e
 II Period
Scenario: Let the Good Times Roll!
Assessment Strategies Indicators of Learning

L.1. recognizes isolated, familiar words and L.1.1 Recognizes familiar words and phrases in texts read aloud.
phrases when listening to clear, slow, and
basic text read aloud.
L.2. recognizes important information from L2.1 Recognizes important information to complete sentences with
audio texts (e.g., sports announcements, keywords about sports.
sports scores) provided the message is
delivered clearly.
L.3. extracts the most important points in a L3.1 Extracts the main idea and specific details in a conversation or
straightforward conversation, story, account story accompanied by drawings and/or diagrams about sports or
or presentation accompanied by drawings sports announcements.
and/or diagrams.
R.1. identifies English language sounds using R1.1 Recognizes targeted sounds in words.
knowledge in phonics, syllabification and R1.2 Articulates the targeted sounds.
word parts. R1.3 Produces the targeted sound in sentences or dialogues in an oral
or written form.
R.2. discriminates some key terminology from R2.1 Identifies sports equipment by using illustrations.
subject areas (e.g., labels on sports

40 | P a g e
 II Period
Scenario: Let the Good Times Roll!
Assessment Strategies Indicators of Learning
equipment).
R.3. recognizes the main idea and two or three R3.1 Identifies main ideas in texts written in simple language.
specific details. R3.2 Distinguishes specific details in texts written in simple language.

R.4. recognizes most of what occurs in a well- R4.1 Identifies the setting in a well-structured short story.
structured short story and the story’s main R4.2 Identifies the characters in a well-structured short story.
characters. R4.3 Recognizes the main conflict/problem in a well-structured short
story.
R4.4 Recognizes the ending in a well-structured short story.
SI.1. invites others to practice or attend SI.1.1 Makes an invitation to a friend or classmate related to sports
different sports. SI.1.2 Provides invitation details such as the time, place, people present
at the activity and phrase of invitation (e.g. You should come!)

SI.2. exchanges information about everyday SI.2.1 Gives information about everyday matters in short conversations.
matters using simple vocabulary. SI.2.2 Asks for information about everyday matters in short
conversations.
SI.3. asks questions about favorite sports, SI.3.1 Formulates yes/no and wh- questions to ask for favorite sports,
places to practice them, equipment needed, places to practice them, equipment needed, outstanding players
outstanding players and achievements. and achievements in short conversations.
SI.3. answers questions about favorite sports, SI.3.2 Constructs complete sentences to answer questions about favorite

41 | P a g e
 II Period
Scenario: Let the Good Times Roll!
Assessment Strategies Indicators of Learning
places to practice them, equipment needed, sports, places to practice them, equipment needed, outstanding
outstanding players and achievements. players and achievements in short conversations.
SP.1. describes a day he/she will never forget SP1.1 Investigates and determines the appropriate information to
in sports. describe an unforgettable day in sports.
SP1.2 Organizes the information and resources about an unforgettable
day in sports.
SP1.3 Makes sentences about an unforgettable day in sports.
SP1.4 Describes an event in an unforgettable day in sports.
SP.2. explains briefly a sport, a sports team, SP2.1 Investigates and determines information to briefly explain a sport, a
or a videogame he/she knows well. sports team, or a videogame they know well.
SP2.2 Organizes information and resources to briefly explain a sport, a
sports team, or a videogame they know well.
SP2.3 Makes sentences with information, resources and the appropriate
linkers or connecting words about a sport, a sports team, or a
videogame they know well.
SP2.4 Briefly describes a sport, a sports team, or a videogame they know
well.
W.1. uses simple sentences and expressions W1.1 Prewrites simple sentences and expressions to describe sports,
to describe sports, videogames and leisure videogames, and leisure activities.

42 | P a g e
 II Period
Scenario: Let the Good Times Roll!
Assessment Strategies Indicators of Learning
activities. W1.2 Drafts a description about a sport, videogame, or a leisure activity
by following sentences frames learned in class and the appropriate
linkers or connecting words.
W1.3 Revises a description about a sport, videogame or a leisure activity
focusing on content and mistakes related to subject-verb
agreement, capitalization, spelling, and basic punctuation.
W1.4 Edits the description before publishing it.

W.2. prepares simple reminders or notes W2.1 Prewrites simple sentences regarding sports or videogames for
regarding sports or videogames for personal personal use.
use. W2.2 Drafts a simple reminder or note regarding sports or videogames
with the appropriate linkers or connecting words.
W2.3 Revises the simple reminder or note regarding sports or
videogames focusing on content and mistakes related to subject-
verb agreement, capitalization, spelling, and basic punctuation.
W3.1 Edits a simple reminder or note regarding sports or videogames
before publishing it.
W.3. writes an introduction or conclusion to a W3.1 Prewrites simple sentences for an introduction or conclusion to a
story with the help of a dictionary. story.
W3.2 Drafts an introduction which includes an attention grabber and

43 | P a g e
 II Period
Scenario: Let the Good Times Roll!
Assessment Strategies Indicators of Learning
topic sentence with appropriate linkers or connecting words.
Or
Drafts a conclusion which restates the topic and adds a meaningful
final to the story with appropriate linkers or connecting words.
W3.3 Revises either the introduction or conclusion to a story focusing on
content and mistakes related to subject-verb agreement,
capitalization, spelling, and basic punctuation.
W3.4 Edits either the introduction or conclusion to a story before
publishing it.
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular.

44 | P a g e
 III Period
Scenario: Something to Celebrate!

Assessment Strategies Indicators of Learning

L.1. recognizes main information in L1. 1 Recognizes the main idea in audios/videos about holidays, celebrations,
short, straightforward audio. and festivals.

L.2. distinguishes specific details in L2.1 Recognizes specific details of an advertisement related to holidays,
an audio advertisement if it is celebrations, or festivals.
delivered clearly and concerns a
product and/or service of interest to
the student.
L.3. recognizes the gist of overheard L3.1 Recognizes the gist of the overheard conversations about festivals or
conversations generally. celebrations.
R.1. identifies English language R1.1 Recognizes targeted sounds in words.
sounds using knowledge in phonics,
R1.2 Articulates the targeted sounds.
syllabification and word parts.
R1.3 Produces the targets sounds in sentences in an oral or written form.
R.2. discriminates a set of clear-cut R2.1 Follows the instructions by using pictures or sentences about festivals or
instructions (e.g., what to do if you celebrations.
attend a festival or celebration),
especially if there are pictures.
R.3. distinguishes chronological R3.1 Identifies the events about festivals or celebrations.

45 | P a g e
 III Period
Scenario: Something to Celebrate!

Assessment Strategies Indicators of Learning

order within special sentence

structures.
R3.2 Recognizes sequence words (e.g., first, then, finally) in texts related to a
holiday, a festival, or a celebration.
SI.1. asks about local holidays, SI1.1 Formulates yes/no wh- questions to ask about local holidays, celebrations,
celebrations, and festivals in in and festivals in in Costa Rica, Latin America and around the world.
Costa Rica, Latin America and
around the world
SI.2. answers about holidays and SI.2.1 Makes complete sentences to answer questions about local holidays,
festivals in Latin America and celebrations, and festivals in in Costa Rica, Latin America and around the
around the world. world.
SI.3. accepts or refuses invitations SI3.1 Makes a polite oral invitation.
politely. SI3. 2 Accepts/refuses invitations using appropriate phrases. (I would love that!)
(I’d love to go but I can’t.)
SP.1. describes holidays, SP1.1 Investigates and determines the appropriate information to describe a
celebrations, and festivals in specific holiday, celebration, or festival in an oral presentation.
general. SP1.2 Organizes the information and resources to describe a specific holiday,
celebration, or festival in an oral presentation.
SP1.3 Constructs sentences to describe a specific holiday, celebration or festival

46 | P a g e
 III Period
Scenario: Something to Celebrate!

Assessment Strategies Indicators of Learning

with the appropriate linkers or connecting words in an oral presentation.

SP1.4 Describes a specific holiday, celebration, or festival in an oral presentation.

SP.2. describes what he/she did on SP2.1 Investigates and determines appropriate information to describe the most
his /her last holiday. recent holiday in an oral presentation.
SP2.2 Organizes the information and resources to describe the most recent
holiday in an oral presentation.
SP2.3 Makes sentences with the information, resources and the appropriate
linkers or connecting words about the most recent holiday in an oral
presentation.
SP2.4 Describes the most recent holiday using sequential-words and the past
tense. (first, then, after that, finally) in an oral presentation.
W.1. Writes short messages, for W1.1 Prewrites a message to make or change an invitation or an appointment.
example to make or change an
W1.2 Drafts a polite message that includes the activity, a necessary change,
invitation or an appointment to meet
details and any other important information along with appropriate linkers or
on a holiday, a festival, or a
connecting words.
celebration.
W1.3 Revises the message focusing on content and mistakes related to subject-
verb agreement, capitalization, spelling, and basic punctuation.

47 | P a g e
 III Period
Scenario: Something to Celebrate!

Assessment Strategies Indicators of Learning

W1.4 Edits the messages before publishing.

W.2 Writes a text message, or a W2.1 Prewrites simple sentences for a text message or a postcard/e-postcard
postcard/e-postcard to friends to about holidays, festivals, or celebrations.
give news about holidays, festivals, W2.2 Drafts simple sentences for a text message or a postcard/e-postcard about
or celebrations. holidays, festivals or celebrations with the appropriate linkers or connecting
words.
W2.3 Revises simple sentences for a text message or postcard/e-postcard about
holidays, festivals, or celebrations focusing on content and mistakes related
to subject-verb agreement, capitalization, spelling, and basic punctuation.
W2.4 Edits simple sentences before publishing.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

48 | P a g e
 III Period
Going Shopping!
Assessment Strategies Indicators of Learning
L.1. recognizes the main idea of a presentation L1.1 Recognizes main ideas of a presentation on a topic when
on a topic when the subject is familiar to them, the subject is familiar, and it is delivered slowly.
and it is delivered slowly.
L.2. discriminates simple technical explanations L2.1 Recalls simple technical explanations if given slowly and
if given slowly and clearly and opportunity is clearly and opportunity is given for clarification.
given for clarification.
R.1. identifies English language sounds using R1.1 Recognizes targeted sounds in words.
knowledge in phonics, syllabification and word
R1.2 Articulates the targeted sounds.
parts.
R1.3 Produces the targeted sounds in sentences in an oral or
written form.
R.2. discriminates short instructions illustrated R2.1 Follows short instructions illustrated through step-by-step
through step-by-step visuals (e.g., following visuals (e.g., following simple map´s directions).
simple map´s directions).
R.3. discriminates directions for getting to a R3.1 Follows directions for getting to a place, using everyday
place, using everyday reference material (e.g., reference materials (e.g., advertising material and city
advertising material and city maps, GPS maps, GPS gadgets).
gadgets).
SI.1. asks appropriate questions during a SI.1.1 Formulates yes/no and wh- questions to ask about

49 | P a g e
 III Period
Going Shopping!
Assessment Strategies Indicators of Learning
conversation to ensure that the other person shopping events and experiences.
understands points being made or information
being given.
SI.2. asks someone to say something more SI.2.1 Expresses lack of understanding using survival language,
clearly, to explain something a different way, or orally. Ex. I don’t understand. Can you repeat again,
to repeat what has been said. please? Can you explain it in a different way, please?

SP.1. gives recommendations about convenient SP.1.1 Investigates and determines the appropriate information
places to buy something. and visuals to give recommendations about convenient
places to buy something in a well-organized presentation.
SP.1. 2 Organizes the information and visuals to give
recommendations about convenient places to buy
something in a well-organized presentation.
SP.1.3 Constructs sentences with the information and with the
appropriate linkers or connecting words to
recommendations about convenient places to buy
something in a well-organized presentation.
SP.1.4 Delivers a well-organized presentation with
recommendations about convenient places to buy
something.

50 | P a g e
 III Period
Going Shopping!
Assessment Strategies Indicators of Learning
SP.2. tells a simple direction (e.g., how to get to SP.2.1 Investigates and determines the appropriate information
a location) as well as offers simple explanations and visuals to give a simple direction (e.g., how to get to a
to others. location) as well as to offer simple explanations to others.
SP.2.2 Organizes the information and visuals to give a simple
direction (e.g., how to get to a location) as well as to offer
simple explanations to others.
SP.2. 3 Constructs sentences with the information and the
appropriate linkers or connecting words to give a simple
direction (e.g., how to get to a location) as well as to offer
simple explanations to others.
SP.2.4 Gives simple direction (e.g., how to get to a location) as
well as offers simple explanations to others.
W.1. writes recommendations about going W1.1 Prewrites a list of ideas for giving recommendations about
shopping wisely. going shopping wisely.
W1.2 Drafts recommendations about going shopping wisely
using the appropriate linkers or connecting words.
W1.3 Revises the recommendations about going shopping
wisely by looking for mistakes related to subject-verb
agreement, capitalization, content, spelling, basic

51 | P a g e
 III Period
Going Shopping!
Assessment Strategies Indicators of Learning
punctuation, and content.
W1.4 Edits recommendations about going shopping wisely
before publishing.
W.2. writes straightforward text on topics W2.1 Prewrites a list of ideas about shopping events and
familiar to them. experiences.
W2.2 Drafts a straightforward text about shopping events and
experiences using the appropriate linkers or connecting
words.
W2.3 Revises a straightforward text about shopping events and
experiences by looking for mistakes related to subject-
verb agreement, capitalization, content, spelling, basic
punctuation, and content.
W2.4 Edits a straightforward text about shopping events and
experiences before publishing.
W.3. writes a summary sentence of a text’s main W3.1 Prewrites a list of a text´s main idea and one or two
points, giving one or two details. specific details.

W3.2 Drafts a summary sentence of a text main points, idea

giving one or two details using the appropriate linkers or
connecting words.

52 | P a g e
 III Period
Going Shopping!
Assessment Strategies Indicators of Learning
W3.3 Revises a summary sentence of a text by looking for
mistakes related to subject-verb agreement,
capitalization, content, spelling, basic punctuation, and
content.

W3.4 Edits a summary sentence of a text before publishing.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

53 | P a g e
 III Period
Unforgettable Events
Assessment Strategies Indicators of Learning
L.1. identifies learners’ contributions in L.1. 1 Identifies learners’ contributions in class, orally.
class, and uses these responses as
L.1. 2 Uses learners’ contributions in class as models for their own, orally.
models for their own.
L.2. distinguishes the main points of an L.2.1 Recognizes main idea and specific details of an age-appropriate audio-
age-appropriate audio-visual visual presentation, news items, reporting events or accidents.
presentation, news items, reporting
events, accidents.
L.3. recognizes the gist of a short text L.3.1 Recognizes the gist of a short text when read aloud clearly and slowly
when read aloud clearly and slowly. about unforgettable events (who is the text aimed at? Where does the
text come from?).
R.1. identifies English language sounds R.1.1 Recognizes targeted sounds in words.
using knowledge in phonics,
R.1.2 Articulates the targeted sounds.
syllabification and word parts.
R.1.3 Produces the targeted sounds in dialogues in an oral or written form.

R.2. extracts main ideas from diagrams, R.2.1 Selects the main idea from a diagram with accompanying text about
with accompanying text to answer unforgettable events to answer questions if when given lead-in phrases.
questions if given lead-in phrases.

R.3. recognizes the main information R.3.1 Recognizes the main idea in short articles and reports (e.g., a national or

54 | P a g e
 III Period
Unforgettable Events
Assessment Strategies Indicators of Learning
and a few details in short articles and world event) if they deal with familiar subjects
reports (e.g., a national or world event)
R.3.2 Recognizes a few specific details in short articles and reports (e.g., a
if they deal with familiar subjects.
national or world event) if they deal with familiar subjects
SI.1. asks for assistance (e.g., SI.1.1 Communicates the need for assistance, using simple phrases and
understanding textbook problems, memorized patterns orally. Ex. Can you help me? Can you give me a
asking for clarification of vocabulary, hand with this? Could you help me for a second?
terminology).
SI.2.1 asks questions about a personal, SI.2.1.1 Formulates yes/no and wh- questions to ask about a personal, family,
family, national or worldwide event. national or worldwide event, orally.
SI.2.2 answers questions about a SI.2. 2.1 Constructs complete sentences to answer questions about a personal,
personal, family, national or worldwide family, national or worldwide event, orally.
event.
SP.1. uses simple words to give his/her SP.1.1 Prepares ideas to give opinions about a personal, family, national or
opinion about a personal, family, worldwide event, orally.
national or worldwide event.
SP.1.2 Constructs complete sentences to give opinions about a personal,
family, national or worldwide event, orally.
SP.2. describes events using simple SP.2.1 Investigates and determines the appropriate information to describe a
words or sentences frames about a personal, family, national or worldwide event in a well-organized

55 | P a g e
 III Period
Unforgettable Events
Assessment Strategies Indicators of Learning
personal, family, national or worldwide presentation.
event. SP.2. 2 Organizes the information and resources to describe a personal, family,
national or worldwide event in a well-organized presentation.
SP.2.3 Constructs complete sentences to describe a personal, family, national
or worldwide event by using simple words or sentences frames in a well-
organized presentation.
SP.2. 4 Describes a personal, family, national or worldwide event in a well-
organized presentation.
SP.3. explains reasons for an event SP.3.1 Investigates and determines information to explain reasons for an event
briefly (electronic device, pet, new briefly in a well-organized presentation.
bridge in the town, a flood, airport, SP.3.2 Organizes information and resources to explain reasons for an event
human rights). briefly in a well-organized presentation.
SP.3. 3 Constructs sentences with information, resources and the appropriate
linkers or connecting words to explain reasons for an event briefly in a
well-organized presentation.
SP.3.4 Gives reasons for an event briefly in a well-organized presentation.

W.1 writes short dialogues about W.2.1 Prewrites ideas for a short dialogue about personal events by using a
personal events by using a text as a text as a stimulus.

W.2.2 Drafts sentences for a short dialogue about personal events using the
56 | P a g e
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Unforgettable Events
Assessment Strategies Indicators of Learning
stimulus. appropriate linkers or connecting words.

W.2.3 Revises a short dialogue about personal events focusing on content and
mistakes related to subject-verb agreement, capitalization, spelling, and
basic punctuation.

W.2.4 Edits a short dialogue about personal events before publishing it.

W.2. gives personal reactions to a piece W.2.1 Prewrites ideas reacting to a piece of age-appropriate literature related
of age-appropriate literature related to to personal, family, national or worldwide event.
personal, family, national or worldwide
W.2.2 Drafts sentences reacting to a piece of age-appropriate literature related
event, checking written sentences to
to personal, family, national or worldwide event using the appropriate
look for mistakes (e.g. subject verb-
linkers or connecting words.
agreement, capitalization, spelling,
basic punctuation) W.2.3 Revises sentences reacting to a piece of age-appropriate literature
related to personal, family, national or worldwide event focusing on
content and mistakes related to subject-verb agreement, capitalization,
spelling, and basic punctuation.

W.2.4 Edits sentences reacting to a piece of age-appropriate literature related

to personal, family, national or worldwide event before publishing it.

57 | P a g e
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

58 | P a g e
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Amazing Costa Rica
Assessment Strategies Indicators of Learning
L.1. recognizes verbal instructions L.1.1 Recognizes, verbal instruction in conversations.
related to the topic.
L.2. discriminates key words related to L.2.1 Selects key words related to the same topic in conversations.
the topic when a text is being read
aloud.
L.3. retells the main idea of media L.3.1 Identifies the topic of media presentations on familiar events or places.
presentations on familiar events or
L.3.2 Recognizes the main idea of media presentations on familiar events or
places.
places.
L.3.3 Recaps events presented in a sequential order including the main idea
and specific details.
R.1. identifies English language sounds R1.1 Recognizes targeted sounds in words.
using knowledge in phonics,
R1.2 Articulates the targeted sounds.
syllabification and word parts.
R1.3 Produces the targeted sounds in sentences or dialogues in an oral or
written form.

R.2. distinguishes the most important R.2.1 Recognizes the main idea, and specific details in short narratives with
information in short narratives with some illustrations as support.
some illustrations as support.

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Amazing Costa Rica
Assessment Strategies Indicators of Learning
R.3. recognizes links and connections R.3.1 Identifies similarities or differences related to travel events in e-mails,
between events related to traveling in web chats, postcards, or short letters.
e-mails, web chats, postcards, or short R.3.2 Recognizes causes and effects related to travel events in e-mails, web
letters. chats, postcards, or short letters.
R.3.3 Recognizes time sequence in e-mails, web chats, postcards, or short
letters.
SI.1. suggests different things to do, SI.1. Recommends things to do and places to go in his/her country, orally.
places to go in his/her country.

SI.2.1 asks simple questions about SI.2.1.1 Formulates yes/no and wh- questions to ask about different tourist
different tourist attractions. attractions in short conversations.
SI.2.2 answers simple questions about SI.2.2.1 Constructs complete sentences to answer yes/no and wh- questions
different tourist attractions. about different tourist attractions in short conversations.
SI.3. asks simple questions about SI.3.1.1 Formulates yes/no and wh- questions to ask about vacation plans in
vacation plans and provides some brief short conversations.
indications of reasons for their
opinions.
SI.3. answers simple questions about SI.3.2.1 Constructs complete sentences to answer yes/no and wh- questions
vacation plans and provides some brief about vacation plans and briefly provides reasons for their opinions in
indications of reasons for their

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Amazing Costa Rica
Assessment Strategies Indicators of Learning
opinions. short conversations.

SP.1. summarizes a short story SP1.1 Investigates and determines the appropriate information and visuals to
expressed in a simple sequence of summarize a short story expressed in a simple sequence of events in a
events. well-organized presentation.
SP1.2 Organizes the information and visuals to summarize a short story
expressed in a simple sequence of events in a well-organized
presentation.
SP1.3 Constructs sentences to summarize a short story expressed in a simple
sequence of events in a well-organized presentation.
SP1.4 Presents a summary of a short story expressed in a simple sequence of
events in a well-organized presentation.
SP.2. describes simple steps to enjoy a SP.2.1 Investigates and determines information and visuals to describe how to
touristic activity (e.g., “Then, wear a life enjoy a touristic activity.
jacket and a pair of comfortable SP.2. 2 Organizes the information and visuals to describe how to enjoy a
shoes.”, “Take a cold shower after touristic activity.
enjoying the hot springs.” SP.2.3 Constructs sentences with the information and with the appropriate
linkers or connecting words to describe how to enjoy a touristic activity in
a well-organized presentation.
SP.2. 4 Presents a well-organized description about how to enjoy a touristic

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Amazing Costa Rica
Assessment Strategies Indicators of Learning
activity.

SP.3. describes familiar places and SP.3.1 Investigates and determines the appropriate information and visuals to
tourist attractions using simple describe familiar places and tourist attractions in a well-organized
vocabulary and language presentation.
constructions. SP.3.2 Organizes the information and visuals to describe familiar places and
tourist attractions in a well-organized presentation.

SP.3.3 Constructs sentences using simple vocabulary and language

constructions to describe familiar places and tourist attractions.
SP.3.4 Presents a well-organized description about familiar places and tourist
attractions using simple vocabulary and language constructions.
W.1. writes a timeline of a dream W.2.1 Prewrites ideas for a timeline of a dream vacation.
vacation. W.2.2 Drafts sentences for a timeline of a dream vacation using the appropriate
linkers or connecting words.
W.2.3 Revises the sentences for a timeline of a dream vacation focusing on
content and mistakes related to subject-verb agreement, capitalization,
spelling, and basic punctuation.
W.2.4 Edits the timeline of a dream vacation before publishing it.

W.2. writes a brochure with the aid of a W.2.1 Prewrites ideas for a brochure about a Costa Rica’s tourist attraction.

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Amazing Costa Rica
Assessment Strategies Indicators of Learning
writing frame, checking written W.2.2 Drafts sentences for a brochure using a writing frame about a Costa
sentences to look for mistakes (e.g. Rica’s tourist attraction and the appropriate linkers or connecting words.
subject-verb agreement, capitalization, W.2.3 Revises the brochure focusing on content and by paying attention to
spelling, basic punctuation, etc.) mistakes related to subject-verb agreement, capitalization, spelling, and
basic punctuation.
W.2.4 Edits the brochure before publishing it.
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

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 III Period
Scenario: Time to Have Fun!
Assessment Strategies Indicators of Learning

L.1. recognizes specific information when L.1.1 Recognizes the main idea and supporting details from a conversation
people speak at normal speed about leisure about leisure activities in conversations.
activities.
L.2.1 Recognizes the main idea in audio announces or teacher explanations
L.2. discriminates main ideas and key about leisure activities.
points. L.2.2 Recognizes supporting details in audio announces or teacher
explanations about leisure activities.
R1.1 Extracts the main idea and supporting details in simple, clearly drafted
R.1. extracts the important information in
print materials about leisure activities.
simple, clearly drafted print materials.

R2.1 Recognizes targeted sounds in words.

R.2. identifies English language sounds
using knowledge in phonics, syllabification R2.2 Articulates the targeted sounds in sounds.
and word parts
R2.3 Produces the targeted sounds in dialogues in an oral or written form.

R3.1 Recognizes important information on the label of packages (directions for

R.3. distinguishes important information.
use or instructions for preparation).
R.4. extracts the main points and supporting R4.1 Extracts the main idea in clearly drafted print materials (school handouts,
details in simple, clearly drafted print brochures, letters and messages or newspapers).
materials.
R4.2 Demonstrates comprehension of supporting details by answering literal

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Scenario: Time to Have Fun!
Assessment Strategies Indicators of Learning

questions in clearly drafted print materials (school handouts, brochures,

letters and messages or newspapers).
SI.1.1 Asks and answers questions about free time activities in short

SI.1. discusses different things to do for fun. conversations.

SI.1.2 Uses verbal and nonverbal cues to ensure equal participation by all
members in short conversations.
SI.2.1.1 Formulates yes/no and wh- questions to ask about experiences, events,
SI.2. asks questions about experiences,
past experiences in short exchanges.
events, past experiences

SI.2.2.2 Constructs complete sentences to answer yes/no and wh- questions

SI.2. answers questions about experiences,
about experiences, events, past experiences in short exchanges.
events, past experiences.

SP.1. describes experiences, events and SP1.1 Investigates and determines the appropriate information, visuals to give a
storytelling related to exercise, sports and presentation about experiences, events and storytelling related to
games. exercise, sports, and games.

SP1.2 Organizes the information and visuals to give a presentation about

experiences, events and storytelling related to exercise, sports, and
games.

SP1.3 Constructs sentences with the information and with the appropriate
linkers or connecting words to give a well-organized presentation about
experiences, events and storytelling related to exercise, sports, and

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Scenario: Time to Have Fun!
Assessment Strategies Indicators of Learning

games.

SP1.4 Presents a well-organized description about experiences, events and

storytelling related to exercise, sports, and games.

SP2.1 Investigates and determines the appropriate information and visuals to

give a presentation about what is occurring in a film or book and
indicates opinion.

SP2.2 Organizes the information and visuals to give a presentation about what
is occurring in a film or book and indicates opinion.
SP.2. describes what is occurring in a film or
book and indicates his/her personal opinion. SP2.3 Constructs sentences with the information and the appropriate linkers or
connecting words to give a well-organized presentation about what is
occurring in a film or book and indicates opinion.

SP2.4 Presents a well-organized description about what is occurring in a film or

book and indicates opinion.

W1.1 Prewrites a list of ideas that include personal experiences.

W1.2 Drafts a description with the listed ideas and with the appropriate linkers
W.1. writes a short description of personal
or connecting words about personal experiences.
experiences without using an aid, such as a
dictionary. W1.3 Revises the description by looking for mistakes related to subject-verb
agreement, capitalization, spelling, use of commas and content.

W1.4 Edits the description before publishing.

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 III Period
Scenario: Time to Have Fun!
Assessment Strategies Indicators of Learning

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica
.

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 IV Period
Scenario: Online & Connected
Assessment Strategies Indicators of Learning

L.1. identifies some colloquial L.1.1 Identifies colloquial expressions in audio texts related to media,
expressions related to media, virtual virtual communities, apps, and media safety by using pictures or
communities, apps and media safety. drawings.
L.2.1 Extracts the main idea of audio texts about media, virtual
communities, apps, and media safety by using pictures or
L.2. extracts the main idea and key
drawings.
points/details of audio text if the topic is
L.2.2 Selects supporting details in audio texts about media, virtual
familiar and the text can be replayed
communities, apps, and media safety by using pictures or
drawings.
R.1. discriminates simple instructions R1.1 Recognizes simple instructions with some visual support about
with some visual support (e.g., safe use the safe use of social networks.
of social networks).
R2.1 Recognizes targeted sounds in words.
R.2. manipulates English language
R2.2 Articulates the targeted sounds.
sounds using knowledge in phonics,
syllabification and word parts. R2.3 Produces the targeted sounds in dialogues in an oral or written
form.

R.3. distinguishes between factual and R3.1 Distinguishes information related to facts or fiction from a text

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Scenario: Online & Connected
Assessment Strategies Indicators of Learning

fictional text. about media, virtual communities, apps, and media safety.

SI.1.1 asks for opinions about the latest SI.1.1.1 Formulates yes/no and wh- questions to ask for opinions about
media, virtual communities, and apps. the latest media, virtual communities, and apps.
SI.1.2 gives opinions about the latest SI.1.2.1 Constructs complete sentences to give opinions about the latest
media, virtual communities, and apps. media, virtual communities, and apps.

SI.2. expresses comments about media, SI.2.1 Expresses ideas to comment on media, virtual communities,
virtual communities, apps and safety apps, and safety in a small group situation.
and otherwise contributes, in a small
group situation.
SP1.1 Investigates and determines the appropriate information and
visuals to give a presentation about media, apps, virtual
communities, and networks.
SP.1. describes media, apps, virtual
SP1.2 Organizes the information and visuals to give a presentation
communities and networks.
about media, apps, virtual communities, and networks.

SP1.3 Constructs sentences with the information and with the

appropriate linkers or connecting words to give a well-organized
presentation about media, apps, virtual communities, and

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Scenario: Online & Connected
Assessment Strategies Indicators of Learning

networks.

SP1.4 Presents a well-organized description about media, apps, virtual

communities, and networks.

SP2.1 Investigates and determines the appropriate information and

visuals to give a presentation about experiences with media,
apps, virtual communities, and networks.

SP2.2 Organizes the information and visuals to give a presentation

about experiences with media, apps, virtual communities, and
SP.2. describes experiences with
networks.
media, apps, virtual communities and
networks. SP2.3 Constructs sentences with the information and with the
appropriate linkers or connecting words to give a well-organized
presentation about experiences with media, apps, virtual
communities, and networks.

SP2.4 Presents a well-organized description about experiences with

media, apps, virtual communities, and networks.

SP.3. summarizes a simple SP3.1 Investigates and determines the appropriate information and
story/information he/she read about visuals to summarize a simple story/information he/she read

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Scenario: Online & Connected
Assessment Strategies Indicators of Learning

about media, apps, virtual communities, and networks.

SP3.2 Organizes the information and visuals to summarize a simple

story/information he/she read about media, apps, virtual
communities, and networks

media, apps, virtual communities and SP3.3 Constructs sentences with the information and with the
networks relying on language used in appropriate linkers or connecting words to give a well-organized
the story. presentation to summarize a simple story/information he/she read
about media, apps, virtual communities, and networks.

SP4.4 Presents a well-organized summary of a simple story/information

he/she read about media, apps, virtual communities, and
networks.

W.1. writes about an event using W1.1 Prewrites a list of ideas about an event that include characters,
simple, coherent, and well-written plot and setting.
sentences.
W1.2 Drafts a narrative paragraph with the listed ideas about an event
including linkers: sequential-past time and discourse markers. (on
the other hand, however)

W1.3 Revises a narrative paragraph about an event with a focus on

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 IV Period
Scenario: Online & Connected
Assessment Strategies Indicators of Learning

subject-verb agreement, capitalization, content, spelling, use of

commas, use of linkers: sequential-past time and discourse
markers. (on the other hand, however.

W1.4 Edits a narrative paragraph about an event before publishing.

W2.1 Prewrites a list of ideas for an e-mail about media, apps, virtual
communities, or networks.

W2.2 Drafts an e-mail about media, apps, virtual communities, or

networks including subject, sender, date and time, received (on),
reply- to, recipient to, recipient email address, body with the

W.2. writes an e-mail about media, appropriate linkers or connecting words and attachments.

apps, virtual communities, or networks. W2.3 Revises an e-mail about media, apps, virtual communities, or
networks with a focus on subject-verb agreement, pronouns and
article agreement, capitalization, content, spelling, use of
commas to punctuate, abbreviations.

W2.4 Edits an e-mail about media, apps, virtual communities, or

networks before publishing.

72 | P a g e
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

73 | P a g e
 IV Period
Scenario: Lights, Camera & Action
Assessment Strategies Indicators of Learning
L.1. gets the gist of a dialogue in a L1.1 Identifies the topic of a dialogue in a movie, a trailer for a film or
movie, a trailer for a film, or the events in a news story supported by visuals.
in a news story when the visuals L1.2 Summarizes the events in a movie, a trailer for a film or in a news
provide contextual support. story supported by visuals.
L.2. recognizes the main idea of an L2.1 Recognizes the main idea in audio-visual presentations about a
age-appropriate audio-visual movie, a trailer for a film or the events in a news story.
presentation.
L.3. distinguishes the main idea in L3.1 Recognizes the main idea in media presentations on familiar
media presentations on familiar events or places.
events or places delivered clearly, and
at a slow pace.
R.1. identifies the important R1.1 Identifies the specific details in T.V. guides, newspapers to
information in simple, clearly drafted answer literal questions such as who, why, what, when, which
print materials such as T.V. guides, and how.
newspapers provided.
R.2. manipulates English language R2.1 Recognizes targeted sounds in words.
sounds using knowledge in phonics,
R2.2 Articulates the targeted sounds.

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Scenario: Lights, Camera & Action
Assessment Strategies Indicators of Learning
R2.3 Produces the targeted sounds in sentences in an oral or written
syllabification and word parts. form
R.3. extracts subject specific words R3.1 Extracts subject specific words when encountered in text.
when encountered in text.

R.4.discriminates the main idea and R4.1 Recognizes the main idea in straightforward letters and physical

supporting details in straightforward or electronic messages.

letters and physical electronic R4.2 Recognizes supporting details in straightforward letters and
messages. physical or electronic messages.
SI.1. starts, sustains and closes SI1.1 Initiates a telephone conversation by greeting and making a
simple face to face or telephone statement.
conversations with peers though SI1.2 Sustains the telephone conversation by checking understanding
there may be some difficulty in from the speaker's point of view or listener's point of view.
understanding and being understood SI1.3 Sustains the telephone conversation by adding a new topic.
from time to time. SI1.4 Closes the telephone conversation by using a leave-taking.
SP1.1 Investigates and determines the appropriate information and
SP.1. describes what is occurring in a visuals to give a presentation about what is occurring in a film or
film or book and indicates his/her book and indicates an opinion.
personal opinion about it. SP1.2 Organizes the information and visuals to give a presentation
about what is occurring in a film or book and indicates an his/her

75 | P a g e
 IV Period
Scenario: Lights, Camera & Action
Assessment Strategies Indicators of Learning
opinion about it.
SP1.3 Makes sentences with the information and with the appropriate
linkers or connecting words to give a well-organized presentation
about what is occurring in a film or book and indicates an opinion
about it.
SP1.4 Gives a well-organized presentation about what is occurring in a
film or book and indicates an opinion about it.
SP2.1 Investigates and determines the appropriate information and
visuals to dramatize a TV show/news.
SP2.2 Organizes the information and visuals to dramatize a TV
SP.2. gives a short, prepared
show/news.
presentation dramatizing a TV
SP2.3 Constructs sentences with the information and with the
show/news.
appropriate linkers or connecting words to dramatize a TV
show/news.
SP2.4 Gives a well-organized presentation about a TV show/news.
W.1. writes simple, short descriptions W1.1 Prewrites a list of ideas that include personal experiences related
of TV programs, the best show, to TV programs, the best show, documentaries, and news.
documentaries and news without W1.2 Drafts a description with the listed ideas about TV programs, the
best show, documentaries, and news using the appropriate

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 IV Period
Scenario: Lights, Camera & Action
Assessment Strategies Indicators of Learning
linkers or connecting words.
W1.3 Revises the description focusing on content and mistakes related
to subject-verb agreement, capitalization, content, spelling, and
using an aid, such as a dictionary.
basic punctuation.
W1.4 Edits the description before publishing.
W2.1 Prewrites a list of ideas for a personal reaction to film reviews.
W2.2 Drafts a personal reaction with the listed ideas to film reviews
using the appropriate linkers or connecting words.
W.2. writes personal reactions to film W2.3 Revises a personal reaction to film reviews focusing on content
reviews. and by looking for mistakes related to subject-verb agreement,
capitalization, spelling, and use of commas.
W2.4 Edits a personal reaction to film reviews before publishing.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

77 | P a g e
 IV Period
In the Public Eye
Assessment Strategies Indicators of Learning

L.1. identifies information in small L.1. 1 Identifies the position of each speaker from a small group discussion
group discussions between two or between two or more native speakers in a video recording.
more native speakers if that
conversation is unhurried and if the
student is familiar with the topic
under discussion in a video
recording.
L.2. summarizes the main points of L.2. 1 Identifies the main idea and supporting details of a relatively long
a relatively long discussion if it discussion if it concerns a familiar topic and if the people involved use
concerns a familiar topic and if the Standard English and do not speak too quickly.
people involved use Standard L.2.2 Summarizes the main idea and supporting details of a relatively long
English and do not speak too discussion with the appropriate linkers or connecting words.
quickly.
L.3. retells main ideas/concepts and L.3.1 Recognizes the main idea and supporting details in a news broadcast
key points/details in a news supported by visuals.
broadcast (television, Internet) when L.3. 2 Summarizes events presented in a sequential order including the main
visuals support the message. idea and supporting details.
R.1. identifies relevant information R.1.1 Identifies the main idea in news.

78 | P a g e
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In the Public Eye
Assessment Strategies Indicators of Learning

and draws conclusions. R.1.2 Draws conclusions from news.

R.2. Recognizes English language R.2.1 Recognizes targeted sounds in words.

sounds using knowledge in
R.2.2 Articulates the targeted sounds.
phonics, syllabification and word
parts. R.2.3 Produces the targeted sounds in sentences in an oral or written form

R.3. Discriminates information in R.3. 1 Recognizes the main idea and supporting details in factual texts, simple
factual texts and simple reports on reports, charts, graphs, movie review or interviews about national role
familiar topics (e.g., charts and models or outstanding figures to society.
graphs, movie review, and
interviews).
SI.1. offers an opinion and SI.1. 1 Gives opinions about outstanding figures’ positive and questionable
comments about outstanding actions in readings, texts, reports, and breaking news examined in class
figures’ positive and questionable in a small group situation.
actions in readings, texts, reports,
and breaking news examined in
class in a small group situation.
SI.2. interviews others about SI.2.1 Formulates yes/no and wh questions for an interview about nationally

79 | P a g e
 IV Period
In the Public Eye
Assessment Strategies Indicators of Learning

nationally and internationally and internationally outstanding figures.

outstanding figures if the questions
SI.2.2 Exchanges personal experiences, feelings, opinions, and reactions about
have been prepared beforehand.
nationally and internationally outstanding figures by participating in an
Sometimes, pose a further question
interview.
without having to pause very long to
SI.2.3 Asks further questions to expand the interview.
formulate the question.
SP.1.1 Investigates and determines the appropriate information to describe
personal and other people’s stories of success in a well-organized
presentation.
SP.1. describes personal and other
SP.1.2 Organizes the information and resources to describe personal and other
people’s stories of success.
people’s stories of success by using sentence frames and the
appropriate linkers or connecting words in a well-organized presentation.
SP.1.3 Presents the description of personal and other people’s stories of
success in a well-organized presentation.
SP.2.1 Investigates and determines the appropriate information to describe
SP.2. describes contributions of
contributions of nationally and internationally outstanding figures in a
nationally and internationally
well-organized presentation.
outstanding figures.
SP.2.2 Organizes the information and resources to describe contributions of

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 IV Period
In the Public Eye
Assessment Strategies Indicators of Learning

nationally and internationally outstanding figures by using sentence

frames and the appropriate linkers or connecting words in a well-
organized presentation.

SP.2.3 Presents the description of contributions of nationally and internationally

outstanding figures in a well-organized presentation.

W.2.1 Prewrites ideas for a narrative paragraph of personal and other people’s
stories of success.
W.1. writes a narrative paragraph of
personal and other people’s stories W.2.2 Drafts sentences for a narrative paragraph of personal and other

of success, checking written people’s stories of success

sentences to look for mistakes (e.g., W.2.3 Revises a narrative paragraph of personal and other people’s stories of
subject-verb agreement, success focusing on content and mistakes related to subject-verb
capitalization, spelling, basic agreement, capitalization, spelling, and basic punctuation).
punctuation, etc.).
W.2.4 Edits a narrative paragraph of personal and other people’s stories of
success before publishing it.

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

81 | P a g e
 IV Period
Unexpected Situations
Assessment Strategies Indicators of Learning

L.1.1 Recognizes the main idea in conversations on television, radio, and web-
L.1. recognizes main ideas and some key
based broadcasts /announcements.
details in television, radio, and web-
L.1.2 Recognizes key details in conversations on television, radio, and web-
based broadcasts /announcements.
based broadcasts /announcements.
L.2. discriminates the main points of a L.2.1 Recognizes the main idea and supporting details of a relatively long
relatively long discussion about discussion about unexpected situations.
unexpected situations.
L.3.1 Recognizes the main idea in long discussions of unexpected situations.

L.3. retells main ideas/concepts and key L.3.2 Recognizes key points/details in long discussions of unexpected
points/details. situations.
L.3.3 Summarizes what happened in long discussions of unexpected situations.

R.1. distinguishes main ideas and some R.1.1 Recognizes the main idea in texts of various lengths.
key details in texts of various lengths. R.1.2 Identifies key details in texts of various lengths.
R.2. distinguishes English language R.2.1 Recognizes targeted sounds in words.
sounds using knowledge in phonics, R.2.2 Articulates the targeted sounds.
syllabification and word parts. R.2.3 Produces the targeted sounds in dialogues in an oral or written form.
R.3.interprets academic explanations. R.3.1 Identifies the topic of an academic explanation.
R.3.2 Recognizes the main idea in paragraphs or sections of an academic

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Unexpected Situations
Assessment Strategies Indicators of Learning

explanation
R.3.3 Extracts supporting details in paragraphs or sections of an academic
explanation.
R.3.4 Draws conclusions from an academic explanation.

SI.1.1 Uses expressions to give advice such as: “You should____” , “Why don’t
SI.1. offers suggestions in unexpected
you________.”, “Have you considered_________?” , “How about
situations.
__________?” in unexpected situations.
SI.2.1.1 Initiates a conversation politely with one of these phrases: “I’m sorry to
bother you, but I ……..” or “Excuse me, I wonder if you can help me”
SI.2.1 makes complaints.
SI.2.1.2 Explains the problem using polite, respectful language in conversations.

SI.2.1.3 Asks for action to be taken on the complaint in conversations.

SI.2.2.1 Greets the person who answers and asks to speak with someone.
SI.2.2 makes appointments.
SI.2.2.2 Expresses the purpose for the call.
SI.2.2.3 Agrees on the most convenient day and time for both parties.
SI.3. interviews others about unexpected SI.3.1 Formulates yes/no and wh- questions for an interview about unexpected
situations if the questions have been situations.
prepared beforehand. SI.3.2 Interviews others about personal experiences, feelings, opinions, or

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Unexpected Situations
Assessment Strategies Indicators of Learning

reactions from unexpected situations.

SP.1.1 Investigates and determines the appropriate information and visuals to
prepare a presentation to describe personal unexpected situations.

SP.1.2 Organizes the information and visuals to give a presentation to describe

SP.1. describes personal unexpected personal unexpected situations.
situations. SP.1.3 Constructs sentences with the information and with the appropriate linkers
or connecting words to give a presentation to describe personal
unexpected situations.
SP.1.4 Gives a well- organized presentation to describe personal unexpected
situations.
SP.2. retells an unexpected SP.2.1 Investigates and determines the appropriate information and visuals to
prepare a presentation to retell an unexpected situation read/heard in
situations read/heard in class.
class.
SP.2.2 Organizes the information and visuals to give a presentation to retell an
unexpected situation read/heard in class.
SP.2.3 Constructs sentences with the information and with the appropriate linkers
or connecting words to give a presentation to retell an unexpected
situation read/heard in class.
SP.2.4 Gives a well- organized presentation to retell an unexpected situation

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Unexpected Situations
Assessment Strategies Indicators of Learning

read/heard in class.

W.1.1 Prewrites ideas for a narrative paragraph about a home emergency,

everyday situation, appointments, or a complaint.
W.1.2 Drafts sentences for a narrative paragraph about a home emergency,
everyday situation, appointments, or a complaint using the appropriate
W.1. writes a narrative paragraph about a
linkers or connecting words.
home emergency, everyday situation,
W.1.3 Revises a narrative paragraph about a home emergency, everyday
appointments, or something you made a
situation, appointments, or a complaint focusing on content and mistakes
complaint about.
related to subject-verb agreement, phrases, clauses, capitalization,
spelling, compound sentences, basic punctuation.
W.1.4 Edits a narrative paragraph about a home emergency, everyday situation,
appointments, or a complaint before publishing it.
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

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 IV Period
Open a Book, Open Your Mind
Assessment Strategies Indicators of Learning

L.1. distinguishes the main points of a Recognizes the main idea and supporting details of a relatively long
relatively long discussion if it concerns a discussion if it concerns a familiar topic and if the people involved use
familiar topic and if the people involved L.1.1 Standard English and do not speak too quickly.
use Standard English and do not speak
too quickly.
L.2. summarizes the most important L.2. 1 Recognizes the main idea and supporting details in poems, comic strips,
information about poems, comic strips, biographies, and the moral of the story when visuals support the
biographies and the moral of the story message.
when visuals support the message.
L.2.2 Recognizes the moral in poems, comic strips, biographies, and stories
when visuals support the message.
L.2.3 Summarizes the most important information about poems, comic strips,
biographies, and stories when visuals support the message.
L.3. retells small group discussion Selects the appropriate information from a video recording to recap a
between two or more native speakers, if small group discussion between two or more native speakers, if that
L.3.1
that conversation is unhurried and if the conversation is unhurried and if the student is familiar with the topic under
student is familiar with the topic under discussion.
discussion in a video recording. L.3. 2 Organizes the information from a video recording to recap a small group
discussion between two or more native speakers, if that conversation is

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 IV Period
Open a Book, Open Your Mind
Assessment Strategies Indicators of Learning

unhurried and if the student is familiar with the topic under discussion.
Formulates sentences from a video recording to recap a small group
L.3. 3 discussion between two or more native speakers, if that conversation is
unhurried and if the student is familiar with the topic under discussion.
Summarizes a small group discussion between two or more native
L.3.4 speakers, if that conversation is unhurried and if the student is familiar
with the topic.
R.1.1 Demonstrates comprehension of the main idea in paragraphs or sections
R.1. recognizes relevant information to of textbooks.
draw conclusions. R.1.2 Recognizes supporting details in paragraphs or sections of textbooks.
R.1.3 Draws conclusions from paragraphs or sections of textbooks.

R.2. recognizes English language sounds R.2.1 Recognizes targeted sounds in words.
using knowledge in phonics, R.2.2 Articulates the targeted sounds.
syllabification and word parts. R.2.3 Produces the targeted sounds in dialogues in an oral or written form.

R.3. discriminates information in factual R.3.1 Recognizes the main idea and supporting details in factual texts or simple
texts and simple reports on familiar reports on familiar topics.
topics.
SI.1. offers an opinion about Haikus, SI.1.1 Gives opinions with complete sentences about Haikus, comic strips,

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 IV Period
Open a Book, Open Your Mind
Assessment Strategies Indicators of Learning

comic strips, biographies and Costa biographies or Costa Rican legends examined in class.
Rican legends examined in class.
SI.2.1 Formulates yes/no and wh questions for an interview about biographies or
SI.2. interviews others about biographies
Costa Rican legends.
and Costa Rican legends if the questions
SI.2.2 Interviews others about personal experiences, feelings, opinions or
have been prepared beforehand.
reactions about biographies or Costa Rican legends.
Investigates and determines the appropriate information, visuals to talk
SP.1.1
about his/her favorite comic strips in a well-organized description.
Organizes the information and visuals to give a well-organized description
SP.1.2
SP.1. describes his/her favorite comic about his/her favorite comic strips.
strips. Constructs sentences with the information and with the appropriate linkers
SP.1.3 or connecting words to give a well-organized description about his/her
favorite comic strips.
SP.1.4 Presents a well-organized description of his/her favorite comic strips.

Investigates and determines the appropriate information, visuals to give a

SP.2. describes biographies of national SP.2.1
presentation about national and international writers.
and international writers.
Organizes the information and visuals to give a presentation about
SP.2.2
national and international writers.
SP.2.3 Constructs sentences with the information and with the appropriate linkers

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 IV Period
Open a Book, Open Your Mind
Assessment Strategies Indicators of Learning

or connecting words to give a description of national and international

writers in a presentation.
Gives a well-organized presentation to describe national and international
SP.2.4
writers’ biographies.
SP.3.1 Identifies characters in a Costa Rican legend read/heard in class.
SP.3.2 Recognizes specific characteristics of characters in a Costa Rican legend
read/heard in class.
SP.3.3 Recognizes the main problem/ conflict in a Costa Rican legend
SP.3. retells a Costa Rican legend
read/heard in class.
read/heard in class.
SP.3.4 Describes the problem/ conflict’ solution in a Costa Rican legend
read/heard in class.
SP.3.5 Summarizes the events from a legend read/heard in class including
characters, problem/ conflict, and the problem/ conflict’ solution.
W.1. writes narrative paragraphs of W.1.1 Prewrites ideas for a narrative paragraph of a famous Costa Rican
famous Costa Rican legends. legend.
W.1.2 Drafts sentences for a narrative paragraph of a famous Costa Rican
legend by using the appropriate linkers or connecting words.
W.1.3 Revises the narrative paragraph focusing on content and mistakes related
to subject-verb agreement, capitalization, spelling, and basic punctuation.

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 IV Period
Open a Book, Open Your Mind
Assessment Strategies Indicators of Learning

W.1.4 Edits the narrative paragraph before publishing it.

W.2.1 Prewrites ideas for a biography of a famous Costa Rican or international

writer or author.
W.2.2 Drafts sentences for a biography of a famous Costa Rican or international
W.2. writes biographies of famous Costa
writer or author using the appropriate linkers or connecting words.
Rican or international writers or authors.
W.2.3 Revises the biography focusing on content and subject-verb agreement,
capitalization, spelling, and basic punctuation.
W.2.4 Edits the biography before publishing it.
Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de
Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con la colaboración de Camille Campbell. Response Volunteer.
Peace Corps Costa Rica

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 Samples for In-Class
Progress and Performance
Scale Instruments

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 Instrumento 7°,8°,9° y 10° 11° años académico y bilingüe / Módulo 46, Módulo 71 -CINDEA/ IPEC / INCO

Instrument for Registering In -Class Progress

Performance Measure
3= Achieved: Learner can achieve the task
without any difficulty.
Grade/ Level ____ Unit ____ 2= In process: Learner can achieve the task
with some difficulty and needs

Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
Student name
improvement.
1= Not yet achieved:
Learner cannot achieve the task.
Assessment Strategy Indicators of learning










Total
Porcentaje

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Oral Performance Scale-Sample (Oral Production)
____________High School Score: _____________
Summative instrument Total Points: ________
Allotted Time: ____________minutes Gotten points: _______
Level: Seventh Grade Percentage: __________%
Teacher: __________________________ Obtained Percentage: ____________
Date: _____________________________
Student`s name: ____________________________________ Group: ___________
Scenario: Enjoying Life
Scenario:
Assessment Strategy SI.1. Asks and answers in a predictable pattern simple questions about daily routines, eating habits, hobbies and hanging out activities if the other person
speaks slowly and clearly.
Description of linguistic task Information exchange (2 minutes)
You met a friend online. He / she lives in a rural part of the country. You both would like to know more about each other’s daily routines, eating habits, hobbies
or hanging out activities. So, you both agreed to have a virtual call to share some information. Choose one topic. And ask and answer questions to each other.
You can use pictures to talk about it.
Indicators* Points
per
indicator N/ 1 2 3 4
A
Uses information questions to 3 Asks questions about daily Asks questions about daily Asks questions about daily
ask about daily routines, eating routines, eating habits, routines, eating habits, hobbies or routines, eating habits,
habits, hobbies and hanging out hobbies or hanging out hanging out activities appropriately hobbies or hanging out
activities. activities. The student fails to sometimes. The student asks activities appropriately and
ask for most of the information information about some of the with ease. The student gets
(He/she cannot control elements. He/she can partially to ask for information about
memorized language control memorized language all the elements. He/she can
structures (question patterns), structures (question patterns), to consistently control basic
so it is hard to be understood. be somehow understood. language structures
(question patterns)
Makes complete sentences to 4 Answers were incomplete Answers were partially Answers were Answers were successfully
answer information questions He/she hardly answers accomplished. He/she sometimes accomplished. Most of the accomplished. He/she, at all
about daily routines, eating questions about daily routines, answers questions about daily time, he/she answers times, answers questions about
habits, hobbies and hanging out eating habits, hobbies or routines, eating habits, hobbies or questions about daily daily routines, eating habits,
activities. hanging out activities hanging out activities appropriately routines, eating habits, hobbies or hanging out activities
appropriately when asked. when asked. He/she can partially hobbies or hanging out appropriately when asked.
He/she cannot identify the identify the question word and activities appropriately when He/she can consistently identify
question word and helping helping verb to provide an answer asked. question words, helping verb and
verb to provide an answer with with control of memorized He/she can identify question basic language structures
control of memorized language structures (sentence words, helping verb and (sentence patterns)
language structures (sentence patterns) to be somehow basic language structures
patterns), so it is hard to be understood. (sentence patterns) at most
understood. times.

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*Uses appropriate 3 Fails in maintaining Makes use of some of the Makes use of many .
communication communication most of the communication strategies to communication strategies to
strategies (uses of facial time. Hard for him/her to use maintain communication going, but maintain communication
expressions the communication strategies not all the time and inconsistently. going, which helps to keep
and gestures, asks for to overcome difficulties. the flow of the conversation
repetition, indicates lack of
understanding,
repeats words).
*Pronounces the target 3 Difficulty at understanding. Understandable at most times. Clear and smooth
language correctly Constant mistakes in Occasional mispronunciation; pronunciation at this level.
pronunciation some consistent mistakes. Few sporadic deviations.
(More than 4 mistakes) (3-4 mistakes) (1-2 mistakes)
*Stresses words and 2 Sometimes Constantly stresses individual
sentences correctly stresses individual words words correctly and uses
correctly and uses appropriate appropriate intonation when
intonation when forming forming sentences
sentences
*Speaks at a 3 Carried out with hesitation that Carried out adequately with some Carried out with confidence.
normal speed sometimes interferes with the hesitation that seldom interferes Sporadic short pauses to
message. Some long pauses with the message. Few short recall meaning.
to recall meaning. pauses to recall meaning.
Total: 23

Comments:

Propuesta revisada y actualizada por: Marianella Granados Sirias y Andrea Cruz Badilla. Asesoras Nacionales de Inglés. Departamento de Tercer
Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular.

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Oral Performance Scale-Sample (Oral Production)
Dos Cercas High School Score:_____________
Summative instrument Total Points: ________
Allotted Time: ____________minutes Gotten points: _______
Level: Eighth Grade Percentage: __________%
Teacher: __________________________ Obtained Percentage: ____________
Date: _____________________________
Student`s name:____________________________________ Group:___________

Scenario: Something to Celebrate!

Assessment Strategy SI.2. Asks and answers about holidays and festivals in Costa Rica, Latin America and around the World.
Description of linguistic task Information exchange (2 minutes)
You are participating in an international school summer camp. You were asked to talk about favorite holidays or celebrations around the world. Choose one
and talk about when and where it is celebrated, special food, activities. Use pictures to talk about it and ask questions to the teacher or classmates. Answer a
couple of questions from your teacher or classmates.
Indicators* Points
per N/A 1 2 3 4
indicator
Asks questions about 3 Asks questions about holidays Asks questions about holidays and Asks questions about
holidays and festivals in and festivals in Costa Rica, festivals in Costa Rica, Latin holidays and festivals in
Costa Rica, Latin America Latin America and around the America and around the World Costa Rica, Latin America
and around the World. World with a lot of difficulty. appropriately sometimes. The and around the World
The student fails to ask for student asks information about appropriately and with ease.
most of the information some of the elements. He/she can The student gets to ask for
(He/she cannot control partially control memorized information about all the
memorized language language structures elements. He/she can
structures (question patterns), (question patterns), to be consistently control basic
so it is hard to be understood. somehow understood. language structures
(question patterns)
Answers questions about 4 Answers were incomplete Answers were partially Answers were Answers were successfully
holidays and festivals in He/she hardly answers accomplished. He/she sometimes accomplished. Most of the accomplished. He/she, at all
Costa Rica, Latin America questions about holidays and answers questions about holidays time, he/she answers times, answers questions about
and around the World. festivals in Costa Rica, Latin and festivals in Costa Rica, Latin questions about holidays holidays and festivals in Costa
America and around the World America and around the World and festivals in Costa Rica, Rica, Latin America and around
appropriately when asked. appropriately when asked. He/she Latin America and around the World appropriately when
He/she cannot identify the can partially identify the question the World appropriately asked.
question word and helping word and helping verb to provide when asked. He/she can consistently identify
verb to provide an answer with an answer with control of He/she can identify question question words, helping verb and
control of memorized memorized language structures words, helping verb and basic language structures
language structures (sentence (sentence patterns) to be basic language structures (sentence patterns)
patterns), so it is hard to be somehow understood. (sentence patterns) at most
understood. times.

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 Gives information about 3 The task was incomplete The task was partially The task was successfully
holidays and festivals in He/she hardly gives accomplished. He/she somewhat accomplished. He/she gives
Costa Rica, Latin America information about holidays and gives information about holidays information about holidays
and around the World. festivals in Costa Rica, Latin and festivals in Costa Rica, Latin and festivals in Costa Rica,
America and around the America and around the World by Latin America and around
World. He/she cannot control either talking about the holiday or the World by talking about
memorized language festival name or date of when and where they are
structures (sentence patterns), celebration. He/she can partially celebrated, special food,
so it is hard to be understood control memorized language activities. He/she can
structures consistently control basic
(sentence pattern), to be somehow language structures
understood (sentence patterns)
*Uses appropriate 3 Fails in maintaining Makes use of some of the Makes use of many .
communication communication most of the communication strategies to communication strategies to
strategies (uses of facial time. Hard for him/her to use maintain communication going, but maintain communication
expressions the communication strategies not all the time and inconsistently. going, which helps to keep
and gestures, asks for to overcome difficulties. the flow of the conversation
repetition, indicates lack of
understanding,
repeats words).
*Pronounces the target 3 Difficulty at understanding. Understandable at most times. Clear and smooth
language correctly Constant mistakes in Occasional mispronunciation; pronunciation at this level.
pronunciation some consistent mistakes. Few sporadic deviations.
(More than 4 mistakes) (3-4 mistakes) (1-2 mistakes)
*Stresses words and 2 Sometimes Constantly stresses individual
sentences correctly stresses individual words words correctly and uses
correctly and uses appropriate appropriate intonation when
intonation when forming forming sentences
sentences
*Speaks at a 3 Carried out with hesitation that Carried out adequately with some Carried out with confidence.
normal speed sometimes interferes with the hesitation that seldom interferes Sporadic short pauses to
message. Some long pauses with the message. Few short recall meaning.
to recall meaning. pauses to recall meaning.
Total: 23

Comments:

*The indicators related to pronunciation, fluency and sociolinguistic appropriateness were constructed to measure overall achievement . They must be present in all instruments
related to Spoken Interaction and Spoken production as required.

Propuesta elaborada por: Marianella Granados Sirias y Alfredo Ortega Cordero. Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y
Educación Diversificada. Dirección de Desarrollo Curricular, 2021.

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References
Curriculum Services Canada, A Guide to Reflective Practice for Core French Teachers, The Action-Oriented Approach. Module 3.
Ministry of Education and the Government of Canada through the Department of Canadian Heritage.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2003). Cambridge, U.K.: Press
Syndicate of the University of Cambridge.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2018). Cambridge, U.K.: Press
Syndicate of the University of Cambridge.

Frade, L. (2009) Desarrollo de Competencias en Educación. Inteligencia Educativa. 2 edición (295-402)

Ministerio de Educación Pública (2021). Lineamientos técnicos para el proceso de evaluación, curso lectivo 2021. San José, Costa
Rica: MEP.

Ministerio de Educación Pública (2021). Mediación Pedagógica para la Educación Combinada, curso lectivo 2021. San José, Costa
Rica: MEP.

Ministerio de Educación Pública (2016). Programa de Estudio de Inglés Tercer Ciclo y Educación Diversificada Académico. San
José, Costa Rica: MEP.

Ministerio de Educación Pública (2017). Programa de Estudio de Inglés Plan de Estudios Liceo Bilingüe Secciones Bilingües
español –Inglés Tercer Ciclo. San José, Costa Rica: MEP.

Ministerio de Educación Pública (2020). Programa de Estudio de Inglés Plan de Estudios Liceo Bilingüe Secciones Bilingües
español –Inglés Educación Diversificada. San José, Costa Rica: MEP.

https://www.orientacionandujar.es/2016/11/06/taxonomia-robert-marzano-verbos-recomendados-indicadores-niveles-cognitivos/

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