MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Primero y Segundo Ciclos
Asesoría nacional de Inglés

Asssessment Strategies and

Suggested Learning Indicators 2023

First and Second Cycles

“Encendamos juntos la luz”

[NOMBRE DE LA EMPRESA] [Dirección de la compañía]

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Presentation

This document is intended to be a resource for English teachers that they can use as a
guide in their process of writing learning indicators. It provides English teachers of First
and Second Cycles with a list of suggested learning indicators that can be used for
pedagogical mediation and for the assessment process.

The learning indicators derive from the learning goals and assessment strategies of the
English Curriculum. Consequently, they have an impact on the rest of the elements of
the curriculum and in all the stages of the lesson planning.

This document includes the following information:

• Definition and characteristics of learning indicators

• Function of indicators

• Learning indicators. Planning and mediation

• Learning indicators. Assessment and testing

• Lists of suggested indicators for every school level

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Introduction

This section explains in detail what learning indicators are and how they are embedded
in the lesson plan and used for the different learning processes carried out in the
classroom. The information is presented in the form of questions and their
corresponding answers.

1. What are learning indicators?

According to the Ministry of Public Education (2015) learning indicators are descriptors
of observable behaviors that indirectly provide information necessary to carry out the
evaluation process of school activities. Learning indicators can be used as reference to
assess the achievement of abilities, skills, competencies and attitudes that are
connected with the learning goals and assessment strategies of the English curriculum.
The following example shows the connection between the assessment strategy and the
learning indicators.

Example:

Grade level: Fourth grade

Unit: 2

Scenario: Natural Treasures

Goal L.2. understand the main points in short, simple stories and
reports when there is some previous understanding of the
topic and if they are read slowly, clearly and possibly
repeated and accompanied with drawings and/or diagrams.
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Assessment L.2. recognizes the main points in short, simple stories and
strategy: reports.

Learning L.2.1. identifies key words and phrases about wild life and
indicators: flora found in a national park.

L.2.2. recognizes the main ideas presented in a video/ story

or a conversation about a national park.

This table shows how learning indicators can be used for assessing students´ learning.

Students´ Assessment Checklist

Indicators Level of achievement

Learner… Not achieved In Achieved

yet progress

identifies key words and phrases about

wild life and flora found in a national park.

recognizes the main ideas presented in a

video/ story or a conversation about a
national park.
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2. What characteristics should learning indicators have?

MEP (2015) establishes a list of characteristics learning indicators should have. They
should:

• be coherent with the nature of the subject, abilities, skills and competences
included in the curriculum and lesson plan.

• be observable.

• include one single aspect to observe.

• written in a clear, precise, and comprehensible way that allows one single
interpretation.

• provide relevant information about the learning process.

3. What are learning indicators used for?

According to MEP (2015), learning indicators allow to gather evidence about the
achievement of abilities, skills, attitudes, values or competencies during the learning
process according to the curriculum and the lesson plan. In the implementation of the
English curriculum for First and Second Cycles, learning indicators help establish the
scaffolding process to guide the teacher in his/her planning process and mediation.

The table below provides an example of an assessment strategy and its learning
indicators which allow to gather evidence about students´ learning and scaffold the
teaching and learning process as well.

Grade level: Third grade

Unit: 6

Scenario: Welcome to Costa Rica

Linguistic competence: Spoken interaction

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Assessment SI.2. interacts in a simple way.

strategy

Learning SI.2.1. brainstorms Pre-task Task for students: Your

indicators: questions, words, group is going to participate
phrases and in a tourist fair about the
sentences with best places to visit in Costa
classmates to interact Rica. You have to
orally about attractions investigate and select a
in Costa Rica. place you want to invite
people to visit. Create a
poster with pictures and
information such as
location, main attractions,
places to stay, prices,
among others. During the
fair, be ready to respond to
questions about the place
selected and also to ask
questions to the other
groups participating in the
fair, about the places they
are showing.

1. Once you select the

place you will show,
find information
about it, start
brainstorming ideas,
phrases and
sentences you need
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to share your
information. You can
use the model
provided by the
teacher in this
phase.

Task- 2. Once you have

rehearsal decided on:

a) the content of the

SI.2.2. rehearses
poster and how
orally with classmates
to present the
using questions,
information,
words, phrases and
sentences to interact b) types of
about attractions in questions,
Costa Rica. phrases and
sentences you
will use to ask or
respond to
questions about
location, main
attractions,
prices, etc.,

Start rehearsing with your

group partners a
conversation about main
attractions of Costa Rica.
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SI.2.3. interacts in a Task 3. You are in the tourist

simple way about completion fair now. Be ready to
attractions in Costa present your poster
Rica. and be ready to
interact with the
people in the fair by
asking and
responding to
questions in a
simple way about
attractions in Costa
Rica.

Task 4. Use peer- self

assessment assessment and
teacher assessment
instruments based
on the learning
indicators to assess
learner´s
achievement of
assessment strategy
during the task.

Example of a checklist for formative assessment using learning indicators as the guide
to assess students ‘achievement of learning goal and assessment strategy.

Indicators Level of achievement

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Learner… Not achieved In Achieved

yet progress

SI.2.1. brainstorms questions, words,

phrases and sentences with classmates to
interact orally about attractions in Costa
Rica.

SI.2.2. rehearses orally with classmates

using questions, words, phrases and
sentences to interact about attractions in
Costa Rica.

SI.2.3. interacts in a simple way about

attractions in Costa Rica.

4. What is the relation between learning indicators, planning and

mediation?

Indicators are directly related to goals and assessment strategies of the syllabus as it
was mentioned before. Hence, learning indicators have to be included in the lesson plan
within the same column in which the assessment strategy of the lesson is. The
indicators are linked with the scaffolding process for the corresponding assessment
strategy which follows the steps of the task cycle: pre-task, task rehearsal, task
completion and task assessment. When there is just one indicator for an assessment
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strategy, then all the steps of the scaffolding process are designed to match that
indicator.

In the lesson planning process, the connection between the learning indicators and the
tasks for each phase must be clear. Based on the assessment strategy and the learning
indicators, the teacher designs the tasks that will enable students to achieve them.

In the following table, there is an example of how learning indicators relate to lesson
planning and mediation activities showing horizontal coherence.

Teacher’s guide for sixth grade.

Unit 3: Scenario: Environmentally Speaking

Week 1: Theme: What is litter?

Assessment strategy

W.1. writes straightforward text on topics familiar to them using appropriate

transitional words such as ‘and’, ‘but’ and’ because’

Learning indicators Pedagogical mediation

W.1.1. lists key words, phrases and Task rehearsal

expressions to write a straightforward
Students make a list of verbs and key
text to describe places and things.
words found in the commitment copy to
start working on the graphic organizer.
Students work in pairs. Student A reads
W.1.2. organizes main ideas using his/her commitments to student B and
graphic organizers to describe places and he/she retells them using past tense.
things.
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Teacher shows students an example of

the expected outcome (annex 13).
She/he shows a graphic organizer with all
the information provided and gives clear
explanations on how to do it. She/he
presents and explains each section to
finally present an example of the
expected paragraph. Then, teacher gives
students an empty graphic organizer
(annex 14) for students to complete it.
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W.1.3. drafts a text that describe places Task completion

and things using appropriate transitional
Once they finished the conclusion, they
words such as ‘and’, ‘but’ and’ because’.
start drafting the text. Teacher reminds
students some aspects to be included in
the draft.

• Use the information from the

graphic organizer to make the draft.
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• Make sure the commitments are in

order.

• Add more details to each

commitment.

• Use sequencing and linking word.

W.1.4 revises the text to look for Task assessment

mistakes related to capitalization,
Using a checklist each student revises
spelling, and basic punctuation and
their own paragraph and tries to improve
appropriate transitional words such as
it, then using the same instrument each
‘and’, ‘but’ and’ because’.
student will check her/his elbow
partner´s paragraph. Teacher monitors
the process and provides feedback.
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Checklist Yes No Partially

I wrote a topic

I wrote an
introduction

My actions are in
order

My spelling is
correct

I used capitals and

periods

I used sequencing
words

I used linking words

I wrote a conclusion

5. How are learning indicators related to assessment and

testing/evaluation?

In relation to assessment, learning indicators help gather information about the

students’ learning process as part of everyday formative assessment. Based on the
information that is gathered about the indicators, the teacher makes decisions to
support the learning process of the students. There are some assessment strategies
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that require a series of other steps or processes that are not obvious in the syllabus.
The learning indicators help the teacher pave a path for students to reach the final goal
and assessment strategy proposed. Besides this, MEP (2021) states that learning
indicators can also be used to assess the tasks proposed during the pedagogical
mediation process. Indicators of learning are related to the task achievement, and they
help to provide specific and timely descriptive feedback to students during the learning
process.

In regards to testing and evaluation, MEP (2018) has established that parents and
students should be informed about the learning indicators that will be used for the
evaluation of the components of every period. Besides that, learning indicators are
necessary for the elaboration of tests, whether they be written or oral, and the selected
goals, assessment strategies and learning indicators have to be sent home for parents
and students to know the ones that have been chosen for the test. Learning indicators
can be shared with the students to help them guide their own learning process and self-
evaluate their work based on them.

Learning indicators are necessary to build a performance scale for an oral production
test as you can see in the following example for third grade.

SP.1. SP.1. Talks about the duties each family member has around the house.

Task: A friend, who lives in another country, has asked you about what your family
does on Saturday mornings. Since he/she does not know your family, you will show
him/her pictures of your family members and will tell him/her about what each person
does.

Points
Learning
per NA 1 2 3 4
indicators
indicator

1.1 Names 4 Names 1 Names 2 Names 3 Names 4

house chores house house house house
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members of chore in an chores in chores in chores in

the family do at illustration. illustrations. illustrations. illustrations.
home.

1.2 Uses the Uses the Uses the Uses the Uses the
structure structure structure structure structure
person + action person + person + person + person +
4
(I wash... My action in 1 action in 2 action in 3 action in 4
brother sentence. sentences. sentences. sentences.
sweeps…)

1.3 Less than 70% to 89% 90% to

Communicates 69% of de of de words 100% of de
the message 3 words were were words were
with the correct pronounced pronounced pronounced
pronunciation. correctly. correctly. correctly.

Total points of
11
the scale

Points
obtained

Grade
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Assessment Strategies and Indicators of Learning for I Cycle

First Grade

Unit 1

All about Me

Assessment Strategy Indicators of learning:

L.1.2. recognizes simple personal

information (e.g.name, age, country of L.1.2.1. identifies personal information name,
origin, personal traits) and transparent age, country of origin and personal traits
phrases (e.g., excellent, pay attention) when that information is given slowly and
when that information is given slowly and clearly.
clearly.

L.1.2. recognizes simple personal

information (e.g.name, age, country of L.1.2.2. recognizes personal information
origin, personal traits) and transparent name, age, country of origin and personal
phrases (e.g., excellent, pay attention) traits when that information is given slowly
when that information is given slowly and and clearly.
clearly.

L.1.2. recognizes simple personal

information (e.g.name, age, country of
L.1.2.3. identifies transparent phrases such
origin, personal traits) and transparent
as excellent, pay attention when that
phrases (e.g., excellent, pay attention)
information is given slowly and clearly.
when that information is given slowly and
clearly.
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Assessment Strategy Indicators of learning:

L.1.2. recognizes simple personal

information (e.g.name, age, country of
L.1.2.4. recognizes transparent phrases such
origin, personal traits) and transparent
as excellent, pay attention when that
phrases (e.g., excellent, pay attention)
information is given slowly and clearly.
when that information is given slowly and
clearly.

L.3. recognizes simple questions, which L.3.1. identifies simple questions, which
directly concern them such as their name directly concern them such as their name and
and where they are from. where they are from.

L.3. recognizes simple questions, which L.3.2. recognizes simple questions, which
directly concern them such as their name directly concern them such as their name and
and where they are from. where they are from.

L.4. recognizes one or two forms of

greetings, farewells (Hello, Good-bye)
L.4.1. recognizes one or two forms of
expressions of politeness and personal
greetings when expressed slowly and clearly.
feelings when expressed slowly and
clearly.

L.4. recognizes one or two forms of

greetings, farewells (Hello, Good-bye)
L.4.2. recognizes one or two forms of
expressions of politeness and personal
farewells when expressed slowly and clearly.
feelings when expressed slowly and
clearly.
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Assessment Strategy Indicators of learning:

L.4. recognizes one or two forms of

greetings, farewells (Hello, Good-bye)
L.4.3. recognizes one or two personal
expressions of politeness and personal
feelings when expressed slowly and clearly.
feelings when expressed slowly and
clearly.

L.4. recognizes one or two forms of

greetings, farewells (Hello, Good-bye) L.4.4. recognizes one or two expressions of
expressions of politeness and personal politeness when expressed slowly and
feelings when expressed slowly and clearly.
clearly.

R.1. participates in choral reading to R.1.1. identifies greetings while participating

identify greetings and leave-takings in choral reading.

R.1. participates in choral reading to R.1.2. identifies leave takings while

identify greetings and leave-takings participating in choral reading.

R.PA.2. identifies each letter sounds

R.PA 2.1 identifies the initial phoneme of /t/,
right after the teacher (e.g., me (/m/
/e/ a spoken word.
sound), self (/s/ /e/, egg sound).

R.PA.2. identifies each letter sounds

R.PA 2.2 identifies the initial phoneme of /l/,
right after the teacher (e.g., me (/m/
/a/ a spoken word.
sound), self (/s/ /e/, egg sound).

R.PA.2. identifies each letter sounds

R.PA 2.3 identifies the initial phoneme of /m/,
right after the teacher (e.g., me (/m/
/e/ a spoken word.
sound), self (/s/ /e/, egg sound).
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Assessment Strategy Indicators of learning:

R.PA.2. identifies each letter sounds

R.PA 2.4 Identifies the initial phoneme of /s/,
right after the teacher (e.g., me (/m/
/a/ a spoken word.
sound), self (/s/ /e/, egg sound).

SI.1. asks for something when pointing SI.1.1. asks personal questions accompanied
or gesturing to support request. by pointing or gesturing.

SI.2. uses one or two forms of greetings

SI.2.1. uses one or two forms of greetings.
and farewells (Hello, Good-bye).

SI.2. uses one or two forms of greetings

SI.2.2. uses one or two forms of farewells.
and farewells (Hello, Good-bye).

SI.3.1. recognizes familiar from unfamiliar

SI.3. expresses a lack of understanding. vocabulary, words, phrases or expressions
about personal information.

SI.3.2. expresses a lack of understanding by

SI.3. expresses a lack of understanding. means of gestures or simple phrases or
expressions personal information.

S.I.4.1. answers simple questions about

SI.4. responds in a predictable pattern to
personal information using predictable
simple questions about familiar things.
patterns.

SP.1. recognizes how he/she or other

SP.1.1. identifies how he/she or other person
person is feeling using simple,
is feeling using simple, standard expressions.
standard expressions.
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Assessment Strategy Indicators of learning:

SP.1. recognizes how he/she or other SP.1.2. recognizes how he/she or other
person is feeling using simple, person is feeling using simple, standard
standard expressions. expressions.

SP.1. describes personal appearance SP.1.1. selects words to describe personal

and feelings with simple words. appearance and feelings.

SP.1. describes personal appearance SP.1.2. describes personal appearance with

and feelings with simple words. simple words.

SP.1. describes personal appearance

SP.1.3. describes feelings with simple words.
and feelings with simple words.

W.1.1. names words about personal

W.1. says words for the teacher to write. information, appearance or feelings for the
teacher to write.

W.2.1. identifies an event, character or one

W.2. represents an event or character
main idea from a picture story about personal
from a picture story or one main idea.
information.

W.2.2. draws a picture/acts out an event or a

W.2. represents an event or character
character or one main idea from a picture
from a picture story or one main idea.
story about personal information.
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Unit 2

This is our classroom

Assessment Strategy Indicators of learning

L.1. recognizes simple classroom L.1.1. identifies simple classroom

instructions, when expressed slowly and instructions, when expressed slowly and
clearly. clearly.

L.1. recognizes simple classroom L.1.2 recognizes simple classroom

instructions, when expressed slowly and instructions, when expressed slowly and
clearly. clearly.

L.2. identifies simple information about L.2.1. identifies simple information about
an object. school supplies.

L.3. recognizes spoken words similar to L.3.1. identifies classroom objects by pointing
the native language. to them when heard.

L.3. recognizes spoken words similar to

L.3.2. identifies classroom objects.
the native language.

L.3. recognizes spoken words similar to L.3.3. recognizes spoken words related to
the native language. color if the person speaks slowly and clearly.

L.3. recognizes spoken words similar to L.3.4.recognizes spoken words related to

the native language. size if the person speaks slowly and clearly.

R.1.1. follows one or two-step classroom

R.1. identifies one or two-step directions.
directions accompanied.
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Assessment Strategy Indicators of learning

R.2.1.participates in choral reading about

R.2. participates in choral reading. classroom objects and people supported with
visual aids. .

R.PA.3. identifies the initial phoneme in R.PA.3.1 identifies the initial phoneme /o/ in
spoken word. spoken word.

R.PA.3. identifies the initial phoneme in R.PA.3.2 identifies the initial phoneme /g/, /b/
spoken word. in spoken word.

R.PA.3. identifies the initial phoneme in R.PA.3.3 identifies the initial phoneme of /n/,
spoken word. /h/ in spoken word.

R.PA.3. identifies the initial phoneme in R.PA.3.4 identifies the initial phoneme /r/ in
spoken word. spoken word.

SI.1.1. asks what the object is using the

SI.1. asks what the object is.
expression Is this a ______?

SI.2.1. recognizes familiar from unfamiliar

SI.2. expresses a lack of understanding.
vocabulary, words, phrases or expressions.

SI.2.2. expresses a lack of understanding in

SI.2. expresses a lack of understanding. relation to classroom directions by means of
gestures or simple phrases or expressions.

SI.3. responds in a predictable pattern to

SI.3.1. responds to simple questions about
simple questions.
school objects and people using Yes/No
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Assessment Strategy Indicators of learning

pattern if the other person speaks slowly and

clearly.

S.P.1. names some common objects in

S.P.1.1. names some school supplies.
familiar environments.

W.1.1. names school objects and people for

W.1. says words for teacher to write.
the teacher to write.

W.2.1. identifies one main idea from an event

W.2. identifies one main idea from an
or a character in a picture story about school
event or character in a picture story.
supplies.

W.3.1. recognizes drawings or pictures about

W.3. classifies drawings or pictures
school objects and people within a graphic
within a graphic organizer.
organizer.

W.3.2. classifies drawings or pictures about

W.3. classifies drawings or pictures
school objects and people within a graphic
within a graphic organizer.
organizer.
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Unit 3

We all are different

Assessment Strategy Indicators of learning

L.1.1. identifies nuclear family members

L.1. identifies nuclear family members
(father, mother, brother, sister, baby) from
from aural stimuli when it is spoken
aural stimuli when it is spoken slowly and
slowly and clearly.
clearly.

L.2. recognizes simple information about L.2.1 recognizes personal appearance

family members if the person speaks descriptions about family members if the
slowly and clearly. person speaks slowly and clearly.

L.2. recognizes simple information about L.2.2 recognizes feelings about family
family members if the person speaks members if the person speaks slowly and
slowly and clearly. clearly.

L.3.1 recognizes words and names related to

L.3. recognizes words, names, and likes and dislikes related to family activities
numbers when heard in a short, simple and food (I like ice cream) when heard in a
recording delivered at a slow pace. short, simple recording delivered at a slow
pace.

L.3.2 recognizes numbers from 1 to 10

L.3. recognizes words, names, and related to likes and dislikes related to family
numbers when heard in a short, simple activities and food, when heard in a short,
recording delivered at a slow pace. simple recording delivered at a slow pace
from audio or video.
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Assessment Strategy Indicators of learning

R.1. participates in choral reading to R.1.1. identifies family members while

identify family members. participating in choral reading.

R.PA2. identifies the initial phoneme of a R.PA2.1 identifies the initial phoneme the /d/,
spoken word. /i/ sounds of a spoken word.

R.PA2. identifies the initial phoneme of a R.PA2.2 identifies the initial phoneme the /p/,
spoken word. /u/ sounds of a spoken word.

R.PA2. identifies the initial phoneme of a R.PA2.3 identifies the initial phoneme the /f/,
spoken word. / i / sounds of a spoken word.

R.PA2. identifies the initial phoneme of a R.PA2.4 identifies the initial and final
spoken word. phoneme the /c/, /u/ sounds of a spoken
word.

SI.1. responds in a predictable pattern to SI.1.1. responds to a simple question Who is

simple questions. this? This is my …

SI.2.1. recognizes familiar from unfamiliar

vocabulary, words, phrases or expressions
SI.2. expresses a lack of understanding.
about family members, hobbies or activities
when heard.

SI.2.2. expresses a lack of understanding in

SI.2. expresses a lack of understanding. relation to family members by means of
gestures or simple phrases or expressions.
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Assessment Strategy Indicators of learning

SP.1. recognizes how he/she or other SP.1.1. tells how he/she or other person is
person is feeling using simple, standard feeling by using simple, standard
expressions. expressions.

SP.2. recognizes basic family activities SP.2.1. states basic activities family likes to
using expressions like “My father likes do by using expressions like “My father likes
cooking”. cooking”.

W.1.1. identifies an event, character or one

W.1. represents an event or character
main idea from a picture story about family
from a picture story or one main idea.
hobbies and activities.

W.1.2. draws a picture/acts out an event or a

W.1. represents an event or character
character from a picture story or one main
from a picture story or one main idea.
idea about family hobbies and activities.

W.2.1. recognizes drawings or pictures about

W.2. organizes drawings or pictures
family members, hobbies and activities within
within a graphic organizer.
a graphic organizer.

W.2.2. classifies drawings or pictures about

W.2. organizes drawings or pictures
family members, hobbies and activities within
within a graphic organizer.
a graphic organizer.

W.1.1. names family members, hobbies and

W.3. says words for the teacher to write.
activities for the teacher to write.
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Unit 4

Going to school, so cool!

Assessment Strategy Indicators of learning

L.1.recognizes the words for people L.1.1. identifies helpers or people at school if
around them. the person speaks slowly and clearly.

L.1.recognizes the words for people L.1.2. recognizes helpers or people at school
around them. if the person speaks slowly and clearly.

L.2. recognizes simple information about

L.2.1. identifies places in the school if the
a place if the person speaks slowly and
person speaks slowly and clearly.
clearly.

L.2. recognizes simple information about L.2.2. recognizes simple information about
a place if the person speaks slowly and places in the school if the person speaks
clearly. slowly and clearly.

L.3. recognizes simple instructions when L.3.1. identifies simple instructions related to
expressed slowly and clearly. classroom language and school places.

L.3. recognizes simple instructions when L.3.2. recognizes simple instructions related
expressed slowly and clearly. to classroom language and school places.

R.1.1. identifies main characters from a

R.1. identifies main characters from a
picture story about location of school places
picture story.
by matching names tags with the pictures.
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Assessment Strategy Indicators of learning

R.2.1. indicates understanding of a text about

R.2. sequences pictures to show
basic school routines heard or read by
understanding of a text heard or read.
sequencing pictures of the story.

R.PA.3. identifies the initial phoneme in R.PA.3.1 identifies the initial phoneme /j/ in
spoken word. spoken word.

R.PA.3. identifies the initial phoneme in R.PA.3.2 identifies the initial phoneme /k/ in
spoken word. spoken word.

R.PA.3. identifies the initial phoneme in R.PA 3.3 identifies the initial phoneme of /w/
spoken word. a spoken word.

R.PA.3. identifies the initial phoneme in R.PA 3.4 identifies the initial phoneme of /y/
spoken word. a spoken word.

S.I.1. responds in a predictable pattern to S.I.1.1. responds to simple questions about

simple questions about familiar things. prepositions Where is the ____?

S.I.2.1. asks for places in the school like

S.I.2. asks for something when pointing
Where is the gym? when pointing or
or gesturing.
gesturing to the school map.

S.I.2. asks for something when pointing S.I.2.2. asks for people at school Is he/she
or gesturing. the principal? when pointing or gesturing.

S.I.3.1. responds to simple questions like

S.I.3. responds in a predictable pattern to
What do you do first, them and next? about
simple questions about familiar things
school activities.
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Assessment Strategy Indicators of learning

SP.1. names some common places and SP.1.1 names some places at school by
people in familiar environments. pointing at pictures of the places.

SP.1. names some common places and SP.1.2 names some helpers or people at
people in familiar environments. school by pointing at pictures.

W.1.1. names places, people or activities at

W.1. says words for teacher to write.
school for the teacher to write.

W.2.1. identifies an event, character or one

W.2. represents an event or character
main idea from a picture story about places,
from a picture story or one main idea.
people or activities at school.

W.2.2 draws a picture/acts out an event or a

W.2. represents an event or character character from a picture story or one main
from a picture story or one main idea. idea about places, people or activities at
school.

W.3.1. recognizes drawings or pictures about

W.3. organizes drawings or pictures
places, people or activities at school within a
within a graphic organizer.
graphic organizer.

W.3.2. classifies drawings or pictures about

W.3. organizes drawings or pictures
places, people or activities at school within a
within a graphic organizer.
graphic organizer.
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Unit 5

My Neighborhood

Assessment Strategy Indicators of learning

L.1. recognizes simple questions which

L.1.1. recognizes simple questions such as
directly concern them such as their name
What is your name?
and where they are from.

L.1. recognizes simple questions which

L.1.2. recognizes simple questions such as
directly concern them such as their name
Where do you live?
and where they are from.

L.1. recognizes simple questions which

L.1.3. recognizes simple questions such as
directly concern them such as their name
What is this place in your community?
and where they are from.

L.1. recognizes simple questions which

L.1.4. recognizes simple questions such as
directly concern them such as their name
Where are you from?
and where they are from.

L.2. recognizes names of community

L.2.1. identifies community helpers.
helpers.

L.2. recognizes names of community L.2.2. recognizes names of community

helpers. helpers.

R.1.1. participates in choral reading

R.1. participates in choral reading.
supported with visual aids.
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Assessment Strategy Indicators of learning

R.2. sequences pictures to show R.2.1. identifies the main idea of a text about
understanding of text heard or read people and places in the community, heard
aloud. or read aloud.

R.2. sequences pictures to show R.2.2. identifies the main events in a text
understanding of text heard or read about people and places in the community,
aloud. heard or read aloud.

R.2. sequences pictures to show R.2.3. sequences pictures of a story about

understanding of text heard or read people and places in the community to show
aloud. understanding of text heard or read aloud.

R.PA.3. identifies the initial phoneme a R.PA.3.1 identifies the initial phoneme /v/ in
spoken word. a spoken word.

R.PA.3. identifies the initial phoneme a R.PA.3.2 identifies the initial phoneme /x/ in
spoken word. a spoken word.

R.PA.3. identifies the initial phoneme a R.PA.3.3 identifies the initial phoneme /z/ in a
spoken word. spoken word.

R.PA.3. identifies the initial phoneme a R.PA.3.4 identifies the initial phoneme /qu/ in
spoken word. a spoken word.

SI.1.1. responds to simple questions “Where

SI.1. responds in a predictable pattern to
is the _____?” about location of places in the
simple questions about familiar things.
community.
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Assessment Strategy Indicators of learning

SI.2.1. Asks for the location of community

SI.2. asks for something when pointing
helpers in the places of the community when
or gesturing.
pointing or gesturing.

SP.1. names some common words or SP.1.1. names some people and places in
objects in familiar environments. the community by a short presentation.

SP.2. uses one or two learned

SP.2.1. uses one or two learned expressions
expressions greeting, farewell, and
of greeting.
politeness.

SP.2. uses one or two learned

SP.2.2. uses one or two learned expressions
expressions greeting, farewell, and
of farewell.
politeness.

SP.2. uses one or two learned

SP.2.3. uses one or two learned expressions
expressions greeting, farewell, and
of politeness.
politeness.

W.1.1. recognizes drawings or pictures about

W.1. organizes drawings or pictures
community places, helpers or prepositions of
within a graphic organizer.
place within a graphic organizer.

W.1.2. classifies drawings or pictures about

W.1. organizes drawings or pictures
community places, helpers or prepositions of
within a graphic organizer.
place within a graphic organizer.
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Assessment Strategy Indicators of learning

W.2.1. identifies an event, character or one

W.2. represents an event or character
main idea from a picture story about places in
from a picture story or one main idea.
the community.

W.2.2 draws a picture/acts out an event or

W.2. represents an event or character character from a picture story or one main
from a picture story or one main idea. idea about places in the community and
activities.

W.3.1. names community places, helpers or

W.3. says words for teacher to write.
prepositions of place for the teacher to write.

Unit 6

Playtime

Assessment Strategy Indicators of learning

L.1. recognizes spoken words similar to L.1.1. identifies spoken words related with
the language with which they are games and fun activities similar to the
familiar. language with which they are familiar.

L.1. recognizes spoken words similar to L.1.2. recognizes spoken words related with
the language with which they are games and fun activities similar to the
familiar. language with which they are familiar.
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Assessment Strategy Indicators of learning

L.2.1. identifies simple instructions for games

L.2. recognizes simple instructions when
and activities when expressed slowly and
expressed slowly and clearly.
clearly.

L.2.2. recognizes simple instructions for

L.2. recognizes simple instructions when
games and activities when expressed slowly
expressed slowly and clearly.
and clearly.

L.3. recognizes words, names, and L.3.1. identifies words related with games
numbers when heard in a short, simple and fun activities, when heard in a short,
recording delivered at a slow pace. simple recording delivered at a slow pace.

L.3. recognizes words, names, and L.3.2. recognizes words related with games
numbers when heard in a short, simple and fun activities, when heard in a short,
recording delivered at a slow pace. simple recording delivered at a slow pace.

L.3. recognizes words, names, and L.3.3. identifies numbers related with games
numbers when heard in a short, simple and fun activities, when heard in a short,
recording delivered at a slow pace. simple recording delivered at a slow pace.

L.3. recognizes words, names, and L.3.4. recognizes numbers related with
numbers when heard in a short, simple games and fun activities, when heard in a
recording delivered at a slow pace. short, simple recording delivered at a slow
pace.

R.1.1. participates in choral reading about

R.1. participates in choral reading. games and fun activities supported with
visual aids. .
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Assessment Strategy Indicators of learning

R.2.1. identifies the main idea of a text about

R.2. sequences pictures to show
games and fun activities, heard or read
understanding of text heard or read.
aloud.

R.2. sequences pictures to show R.2.2. identifies the main events in a text
understanding of text heard or read. about games and fun activities, heard or read
aloud.

R.2. sequences pictures to show R.2.3. sequences pictures of a story about

understanding of text heard or read. games and fun activities, to show
understanding of text heard or read aloud.

R.PA.3 identifies the short vowels in R.PA.3.1. identifies the short vowel /a/ (apple,
spoken word. arm) in a spoken word.

R.PA.3 identifies the short vowels in R.PA.3.2. identifies the short vowel /e/ (egg,
spoken word. elephant) in a spoken word.

R.PA.3 identifies the short vowels in R.PA.3.3. identifies the short vowel /i/
spoken word. (iguana, ice cream) /o/ (on, off) in a spoken
word.

R.PA.3 identifies the short vowels in R.PA.3.4. identifies the short vowel /u/
spoken word. (umbrella, uniform) in a spoken word.

SI.1. asks for something when pointing or SI.1.1. asks about what something is by
gesturing. pointing or gesturing.
 Page 36/ 167

Assessment Strategy Indicators of learning

S.P.1.1. names games and fun activities that

S.P.1. names some common activities in
are acted out by another person or shown in
familiar environments.
an illustration.

S.P.1. names some common activities in S.P.1.2. states instructions orally to play a
familiar environments. game or do a fun activity.

S.P.2. expresses likes and dislikes using S.P.2.1. identifies favorite games and fun
simple, standard expressions. activities.

S.P.2. expresses likes and dislikes using S.P.2.2. names games and fun activities
simple, standard expressions. supported by pictures.

S.P.2. expresses likes and dislikes using S.P.2.3. rehearses ways to express likes and
simple, standard expressions. dislikes about games and fun activities orally
using simple, standard expression.

S.P.2. expresses likes and dislikes using S.P.2.4. expresses likes and dislikes about
simple, standard expressions. games and fun activities orally using simple,
standard expression.

W.1.1. recognizes drawings or pictures about

W.1. organizes drawings or pictures
games and fun activities within a graphic
within a graphic organizer.
organizer.

W.1.2. classifies drawings or pictures about

W.1. organizes drawings or pictures
games and fun activities within a graphic
within a graphic organizer.
organizer.
 Page 37/ 167

Assessment Strategy Indicators of learning

W.2.1. identifies an event, character or one

W.2. represents an event or character
main idea from a picture story about games
from a picture story or one main idea.
and fun activities.

W.2.2. draws a picture/acts out an event or a

W.2. represents an event or character
character or one main idea from a picture
from a picture story or one main idea.
story about games and fun activities.

W.3.1. names games and fun activities for

W.3. says words for teacher to write.
the teacher to write.

Second Grade

Unit 1

Learning Is Fun

Assessment Strategy Indicators of learning

L.1. recognizes basic greetings,

L.1.1. recognizes basic greetings in a short,
farewells, and common expressions
simple school conversation.
of politeness.

L.1. recognizes basic greetings,

L.1.2. recognizes basic farewells in a short,
farewells, and common expressions
simple school conversation.
of politeness.
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Assessment Strategy Indicators of learning

L.1. recognizes basic greetings,

L.1.3. recognizes common expressions of
farewells, and common expressions
politeness in a short, simple school conversation.
of politeness.

L.2. recognizes simple classroom

L.2.1. identifies simple classroom instructions
instructions when expressed slowly
when expressed slowly and clearly.
and clearly.

L.2. recognizes simple classroom

L.2.2. recognizes simple classroom instructions
instructions when expressed slowly
when expressed slowly and clearly.
and clearly.

L.3. recognizes simple questions L.3.1. recognizes simple questions which directly
which directly concern them such concern them such as their name, where they
as their name, where they are from, are from, how they feel at school and likes and
likes and dislikes. dislikes.

R.1.1. answers yes/no questions related to

R.1. answers yes/no questions
favorite school activities in a text heard that is
about text heard.
supported by pictures.

R.2. recognizes some high

R.2.1. identifies some high frequency words and
frequency words and
straightforward phrases in simple texts related to
straightforward phrases in simple
favorite school activities.
texts.
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Assessment Strategy Indicators of learning

R.2. recognizes some high

R.2.2. recognizes some high frequency words
frequency words and
and straightforward phrases in simple texts
straightforward phrases in simple
related to favorite school activities.
texts.

R.PA.3. recognizes each sound of R.PA.3.1. recognizes each sound of letters of the
letters of the alphabet that form a alphabet that form a word focus in the sound of
word. letters A-B supported by picture.

R.PA.3. recognizes each sound of R.PA.3.2. recognizes each sound of letters of the
letters of the alphabet that form a alphabet that form a word focus in the sound of
word. letters C-D supported by picture.

R.PA.3. recognizes each sound of R.PA.3.3. recognizes each sound of letters of the
letters of the alphabet that form a alphabet that form a word focus in the sound of
word. letter E supported by picture.

R.PA.4. identifies the short vowel R.PA.4.1. identifies the short vowel /Ɛ/ in spoken
/Ɛ/ in spoken words. words.

SI.1. uses one or two learned SI.1.1. uses one or two learned expressions of
expressions of greeting, farewell, greeting in short dialogues and conversations in
and politeness. a school context.

SI.1. uses one or two learned SI.1.2. uses one or two learned expressions of
expressions of greeting, farewell, farewell in short dialogues and conversations in a
and politeness. school context.
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Assessment Strategy Indicators of learning

SI.1. uses one or two learned SI.1.3. uses one or two learned expressions of
expressions of greeting, farewell, politeness in short dialogues and conversations
and politeness. in a school context.

SI.2.1. asks a classmate or teacher for schools

SI.2. asks for something when
objects using expressions like May I borrow..?
pointing or gesturing.
when pointing to that object or gesturing.

SI.3. respond in a predictable

SI.3.1. respond to simple questions like What do
pattern to simple questions about
you do at school? about school activities if the
familiar things if the other person
other person speaks slowly and clearly.
speaks slowly and clearly.

SP.1.names some common objects

SP.1.1. names some common school objects
and people in familiar
and personnel when looking at pictures.
environments.

W.1.1. prints/transcribes simple high-frequency

W.1. prints/transcribes simple high-
words related with school language, activities,
frequency words.
parts of the school and personnel.

W.2.1. recognizes drawings or pictures about

W.2. organizes drawings or pictures
classroom objects, school activities, personnel
within a graphic organizer.
and parts of the school.

W.2.2. classifies drawings or pictures about

W.2. organizes drawings or pictures
classroom objects, school activities, personnel
within a graphic organizer.
and parts of the school.
 Page 41/ 167

Unit 2

Healthy Habits

Assessment Strategy Indicators of learning

L.1.1. identifies simple information about healthy

L.1. recognizes simple information
habits like "I need to exercise" if the person
about healthy habits and food if the
speaks slowly and clearly, and when is followed
person speaks slowly and clearly.
by gestures or pictures.

L.1. recognizes simple information L.1.2. recognizes simple information about

about healthy habits and food if the healthy habits like "I need to exercise" if the
person speaks slowly and clearly. person speaks slowly and clearly, and when is
followed by gestures or pictures.

L.1. recognizes simple information L.1.3. identifies simple information about healthy
about healthy habits and food if the food if the person speaks slowly and clearly and
person speaks slowly and clearly. provided visual aids.

L.1. recognizes simple information L.1.4. recognizes simple information about

about healthy habits and food if the healthy food if the person speaks slowly and
person speaks slowly and clearly. clearly and provided visual aids.

L.2.1. identifies simple instructions to be healthy

L.2. recognizes simple instructions
such as “Wash your face”, “sleep well”, or “brush
to be healthy when expressed
your teeth” when expressed slowly and clearly
slowly and clearly.
supported by gestures and pictures.
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Assessment Strategy Indicators of learning

L.2.2. recognizes simple instructions to be

L.2. recognizes simple instructions
healthy such as “Wash your face”, “sleep well”,
to be healthy when expressed
or “brush your teeth” when expressed slowly and
slowly and clearly.
clearly supported by gestures and pictures.

R.1.1. identifies some high frequency words (I,

R.1. recognizes some high
my, this) and straightforward phrases (I wake up;
frequency words and
I brush my teeth) related to healthy habits in
straightforward phrases in simple
simple texts if these words are attached to a
texts.
picture and gestures.

R.1.2. recognizes some high frequency words (I,

R.1. recognizes some high
my, this) and straightforward phrases (I wake up;
frequency words and
I brush my teeth) related to healthy habits in
straightforward phrases in simple
simple texts if these words are attached to a
texts.
picture and gestures.

R.2.1. participates in choral reading about parts

R.2. participates in choral reading
of the body supported with visual aids.

R.PA.3. identifies each sound of R.PA.3.1. identifies each sound of letters of the
letters of the alphabet that form a alphabet that form a word focus on sounds of
word. letters F and G.

R.PA.3. identifies each sound of R.PA.3.2. identifies each sound of letters of the
letters of the alphabet that form a alphabet that form a word focus on sounds of
word. letters H and I
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Assessment Strategy Indicators of learning

R.PA.3. identifies each sound of R.PA.3.3. identifies each sound of letters of the
letters of the alphabet that form a alphabet that form a word focus on sound of
word. letter J.

R.PA.4. identifies the short vowel R.PA.4.1. identifies the short vowel /a/ in spoken
/a/ in spoken word. word.

SI.1. responds in a predictable SI.1.1. responds to simple questions like How

pattern to simple questions about often do you …? about healthy habits if the other
familiar things. person speaks slowly and clearly.

SP.1.1. Uses one or two learned expressions

SP.1. uses one or two learned
about healthy habits and routines in a short
expressions about healthy habits.
presentation.

SP.1.2. Uses one or two learned expressions

SP.1. uses one or two learned
about healthy and unhealthy (junk) food in a
expressions about healthy habits.
short presentation.

W.1. represents an event or W.1.1. draws a picture/acts out an event or a

character from a picture story or character or one main idea from a picture story
one main idea. related to parts of the body.

W.2. organizes drawings or pictures W.2.1. recognizes drawings or pictures about

within a graphic organizer healthy and unhealthy food within a graphic
(sequence or Venn diagram). organizer.
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Assessment Strategy Indicators of learning

W.2.2. classifies drawings or pictures about

healthy and unhealthy food within a graphic
organizer.

W.3. prints/writes simple high- W.3.1. prints/writes simple high-frequency words

frequency words. related to healthy habits.

Unit 3

Home Sweet Home

Assessment Strategy Indicators of learning

L.1. recognizes simple information L.1.1. identifies household items if the person
about a household item if the speaks slowly and clearly, possibly with
person speaks slowly and clearly. accompanying gestures.

L.1. recognizes simple information L.1.2. recognizes simple information about a

about a household item if the household item if the person speaks slowly and
person speaks slowly and clearly. clearly.

L.2.1. recognizes spoken words about nuclear

L.2. recognizes spoken words
family members: mother, father, brother, sister,
similar to the languages with which
baby, if it is supported by pictures, audio or
they are familiar.
video.
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Assessment Strategy Indicators of learning

L.2.2. recognizes spoken words about extended

L.2. recognizes spoken words
family members: grandfather, grandmother,
similar to the languages with which
uncle, aunt, cousin, if it is supported by audio or
they are familiar.
video.

R.1. recognizes some high R.1.1. identifies some high frequency words (I,
frequency words and my, the, and) and straightforward phrases like
straightforward phrases in simple (This is the …, This is my …) about parts of the
texts. house, in simple texts and supported by pictures.

R.1. recognizes some high R.1.2. recognizes some high frequency words (I,
frequency words and my, the, and) and straightforward phrases like
straightforward phrases in simple (This is the …, This is my …) about parts of the
texts. house, in simple texts and supported by pictures.

R.2.1. answers yes/no questions like Does your

R.2. answers yes/no questions sister _____ in the _____? Is there a _____ in
about text heard. the _____? about text heard of family members
doing some activities supported by pictures.

R.PA.3. imitates and identifies each R.PA.3.1. identifies each sound of letters of the
sound of letters of the alphabet that alphabet that form a word focusing on sounds of
form a word. letters K and L.

R.PA.3. imitates and identifies each R.PA.3.2. identifies each sound of letters of the
sound of letters of the alphabet that alphabet that form a word focusing on sounds of
form a word. letters M and N.
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Assessment Strategy Indicators of learning

R.PA.4. identifies the short vowel /I/ R.PA.4.1. identifies the short vowel /I/ inside, in,
in spoken word. kitchen in spoken word.

SI.1. responds in a predictable SI.1.1. responds to simple questions like Where

pattern to simple questions about is the …? about parts of the house and family
familiar things. members attached by a picture.

SP.1. names some common

objects and people in familiar SP.1.1. names some family members.
environments.

SP.1. names some common

objects and people in familiar SP.1.2. names parts of the house.
environments.

SP.2.1.uses one or two learned expressions (In

SP.2. uses one or two learned
my …, there is a …) to locate family members
expressions to locate people and
and furniture & appliances in the house during a
things.
short performance supported.

W.1. represents an event or W.1.1. draws a picture/acts out an event or a

character from a picture story or character or one main idea from a picture story
one main idea. about family activities and chores.

W.2. prints/writes simple high- W.2.1. prints/writes simple high/frequency words

frequency words. related to parts of the house.
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Assessment Strategy Indicators of learning

W.2. prints/writes simple high- W.2.2. prints/writes simple high/frequency words

frequency words. related to family activities and chores.

Unit 4

Loving and Caring Animals

Assessment Strategy Indicators of learning

L.1. recognizes colors, names of L.1.1. identifies names of animals, when heard in
animals, sizes and numbers when a short, simple recording about farm animals and
heard in a short, simple recording pets when delivered at a slow pace and attached
delivered at a slow pace. by a picture.

L.1. recognizes colors, names of L.1.2. recognizes names of animals, when heard
animals, sizes and numbers when in a short, simple recording about farm animals
heard in a short, simple recording and pets when delivered at a slow pace and
delivered at a slow pace. attached by a picture.

L.1. recognizes colors, names of L.1.3. recognizes colors, when heard in a short,
animals, sizes and numbers when simple recording about farm animals and pets
heard in a short, simple recording when delivered at a slow pace and attached by a
delivered at a slow pace. picture.
 Page 48/ 167

Assessment Strategy Indicators of learning

L.1. recognizes colors, names of L.1.4. recognizes sizes, when heard in a short,
animals, sizes and numbers when simple recording about farm animals and pets
heard in a short, simple recording when delivered at a slow pace and attached by a
delivered at a slow pace. picture.

L.1. recognizes colors, names of L.1.5. recognizes numbers, when heard in a

animals, sizes and numbers when short, simple recording about farm animals and
heard in a short, simple recording pets when delivered at a slow pace and attached
delivered at a slow pace. by a picture.

L.2. identifies simple information L.2.1. identifies simple information from

from descriptions of farm and descriptions of farm animals if the person speaks
domestic animals if the person slowly and clearly, when is supported by pictures
speaks slowly and clearly. or video.

L.2. identifies simple information L.2.2. identifies simple information from

from descriptions of farm and descriptions of domestic animals if the person
domestic animals if the person speaks slowly and clearly, when is supported by
speaks slowly and clearly. pictures or video.

R.1.1. identifies some high frequency words and

R.1. recognizes some high
straightforward phrases in simple texts (Dogs
frequency words and
bark, Cows moo, Cats meow) about where
straightforward phrases in simple
animals live and their actions when is facilitated by
texts.
sound and pictures.

R.1.2. recognizes some high frequency words and

R.1. recognizes some high
straightforward phrases in simple texts (Dogs
frequency words and
bark, Cows moo, Cats meow) about where
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Assessment Strategy Indicators of learning

straightforward phrases in simple animals live and their actions when is facilitated by
texts. sound and pictures.

R.2.1. identifies main characters by pointing,

R.2. identifies main characters from
naming or labeling from a picture story about farm
a picture story.
animals that is read aloud.

R.PA.3. identifies each sound of R.PA.3.1. identifies each sound of letters of the
letters of the alphabet that form a alphabet that form a word focusing on sounds of
word. letters O and P.

R.PA.3. identifies each sound of R.PA.3.2. identifies each sound of letters of the
letters of the alphabet that form a alphabet that form a word focusing on sounds of
word. letters Q and R.

R.PA.3. identifies each sound of

R.PA.3.3. identifies the /o/ sound like in on, dog,
letters of the alphabet that form a
horse, long in spoken word.
word.

R.PA.3. identifies each sound of R.PA.3.4. identifies each sound of letters of the
letters of the alphabet that form a alphabet that form a word focusing on letters O,
word. P, Q and R.

R.PA.4. identifies the short vowel R.PA.4.1. identifies the short vowel /Ɔ/ in spoken
/Ɔ/ in spoken word. word.
 Page 50/ 167

Assessment Strategy Indicators of learning

SI.1.1. responds to simple questions like Do

SI.1. responds in a predictable
_____ have feathers or fur? What noise does the
pattern to simple questions about
_____ make? about farm animals supported with
familiar things.
visual aids.

SI.2.1. asks simple questions like What is this? to

SI.2. asks simple questions to get
get information about animals’ names supported
information about animals’ names.
by pictures.

SI.3.1. recognizes familiar from unfamiliar

SI.3. expresses a lack of vocabulary, words, phrases or expressions about
understanding. animals and pets, and how to take care of them
when heard.

SI.3.2. expresses a lack of understanding about

SI.3. expresses a lack of
animals and pets by means of gestures or simple
understanding.
phrases or expressions.

SP.1.1. names some common characteristics of

SP.1. names some common animals like names of farm animals and their
characteristics of animals or objects habitats: This is a…. (horse). Horses live in a
in familiar environments. barn, during a short performance supported by
images or pictures.

SP.1.2. names some common characteristics of

SP.1. names some common
animals and pets in relation to their appearance
characteristics of animals or objects
in a short oral performance supported by images
in familiar environments. Comentado [RCH1]: Falta SP.2. uses one or two learned
or pictures. expressions of animals and plants. See Word of indicators.
 Page 51/ 167

Assessment Strategy Indicators of learning

W.1.1. recognizes drawings or pictures about

W.1. organizes drawings or pictures
animals and pets, where they live and how to
within a graphic organizer.
take care of them within a graphic organizer.

W.1.2. classifies drawings or pictures about

W.1. organizes drawings or pictures
animals and pets, where they live and how to
within a graphic organizer.
take care of them within a graphic organizer.

W.2. prints/writes simple high- W.2.1. prints/writes simple high-frequency words

frequency words. about farm animals and pets.

Unit 5

Fabulous Flora and Fauna

Assessment Strategy Indicators of learning

L.1.1. identifies spoken words about living and

L.1. recognizes spoken words non-living things, similar to the languages with
similar to the languages with which which they are familiar (plant, air, orchid, animal,
they are familiar. rock, park, sun, lake, mountain) when are
presented with pictures or video.
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Assessment Strategy Indicators of learning

L.1.2. recognizes spoken words about living and

L.1. recognizes spoken words non-living things, similar to the languages with
similar to the languages with which which they are familiar (plant, air, orchid, animal,
they are familiar. rock, park, sun, lake, mountain) when are
presented with pictures or video.

L.2. recognizes specific information

about wild animals and their L.2.1. identifies specific information about wild
habitats if the person speaks slowly animals if the person speaks slowly and clearly.
and clearly.

L.2. recognizes specific information

about wild animals and their L.2.2. recognizes specific information about wild
habitats if the person speaks slowly animals if the person speaks slowly and clearly.
and clearly.

L.2. recognizes specific information

L.2.3. identifies specific information about wild
about wild animals and their
animals’ habitats if the person speaks slowly and
habitats if the person speaks slowly
clearly.
and clearly.

L.2. recognizes specific information

L.2.4. recognizes specific information about wild
about wild animals and their
animals’ habitats if the person speaks slowly and
habitats if the person speaks slowly
clearly.
and clearly.

R.1.1. recognizes some high frequency words

R.1. recognizes some high
(big, red, green, small, and beautiful) and
frequency words and
straightforward phrases in simple text about
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Assessment Strategy Indicators of learning

straightforward phrases in simple different kinds of plants, if these words are

text. attached to a picture and highlighted.

R.1.2. recognizes some high frequency words

R.1. recognizes some high
(cut, trees, thrash, rivers, garbage and burn) and
frequency words and
straightforward phrases in simple text about ways
straightforward phrases in simple
to protect Mother Nature, if these words are
text.
attached to a picture and highlighted.

R.2.1. shows understanding of text about

R.2. sequences pictures to show animals and their habitats when heard or read by
understanding of text heard or read. sequencing pictures with a clear beginning,
middle, and end of the story.

R.PA.3. imitates each sound of R.PA.3.1. reproduces each sound of letters of

letters of the alphabet that form a the alphabet that form a word focusing on
word. sounds of letters /S/, /T/.

R.PA.3. imitates each sound of R.PA.3.2. reproduces each sound of letters of

letters of the alphabet that form a the alphabet that form a word focusing on
word. sounds of letters /U/, /V/

R.PA.4. identifies the short vowel R.PA.4.1. identifies the short vowel /ə/ nut,
/ə/ in spoken word. sunny, mud in spoken word.

SI.1. responds in a predictable SI.1.1. responds to simple questions like What

pattern to simple questions about
do (squirrels, butterflies) eat? What do
familiar things.
plants/forest animals need? about plants and
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Assessment Strategy Indicators of learning

trees if the other person speaks slowly and

clearly.

SI.1. responds in a predictable SI.1.2. responds to simple questions like Where

pattern to simple questions about do _____ live? about wild animals and habitats if
familiar things. the other person speaks slowly and clearly.

SP.1. names some common words SP.1.1. names some common words about flora
or objects in familiar environments. and fauna.

SP.2.1. uses one or two learned expressions

SP.2. uses one or two learned
about ways to protect mother nature when
expressions of animals and plants.
performing in class supported by pictures.

W.1.1. recognizes drawings or pictures about

W.1. organizes drawings or pictures
characteristics of living and non-living and
within a graphic organizer.
habitats within a graphic organizer.

W.1.2. classifies drawings or pictures about

W.1. organizes drawings or pictures
characteristics of living and non-living and
within a graphic organizer.
habitats within a graphic organizer.

W.2.1. writes key words about ways to protect

W.2. writes key words to complete
mother nature to complete a story given by the
a story given by the teacher.
teacher and supported by pictures.
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Unit 6

A Change of Scenery

Assessment Strategy Indicators of learning

L.1. recognizes specific information

related to weather conditions, L.1.1. identifies specific information related to
activities and numbers previously typical weather conditions in Costa Rica
learned when heard in a short, previously learned when heard in a short, simple
simple recording delivered at a slow recording delivered at a slow pace.
pace.

L.1. recognizes specific information

related to weather conditions, L.1.2. recognizes specific information related to
activities and numbers previously typical weather conditions in Costa Rica
learned when heard in a short, previously learned when heard in a short, simple
simple recording delivered at a slow recording delivered at a slow pace.
pace.

L.1. recognizes specific information

L.1.3. identifies specific information related to
related to weather conditions,
things to do and see in different weather
activities and numbers previously
conditions in Costa Rica and numbers previously
learned when heard in a short,
learned when heard in a short, simple recording
simple recording delivered at a slow
delivered at a slow pace.
pace.

L.1. recognizes specific information

L.1.4. recognizes specific information related to
related to weather conditions,
things to do and see in different typical weather
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Assessment Strategy Indicators of learning

activities and numbers previously conditions in Costa Rica and numbers previously
learned when heard in a short, learned when heard in a short, simple recording
simple recording delivered at a slow delivered at a slow pace.
pace.

L.2. recognizes simple information L.2.1. Identifies kinds of clothing to wear in

about clothing if the person speaks different weather conditions if the person speaks
slowly and clearly. slowly and clearly.

L.2. recognizes simple information L.2.2. recognizes kinds of clothing to wear in

about clothing if the person speaks different weather conditions if the person speaks
slowly and clearly. slowly and clearly.

R.1. makes predictions based on R.1.1. recognizes vocabulary and words about
cover, title and illustrations with weather conditions heard and seen on cover, title
instructional support. and illustrations with instructional support.

R.1. makes predictions based on R.1.2. makes predictions about weather

cover, title and illustrations with conditions based on cover, title and illustrations
instructional support. with instructional support.

R.2.1. answers yes/no questions about a text

R.2. answers yes/no questions
about clothing and weather conditions when
about text heard.
heard and supported by pictures.

R.PA.3. imitates each sound of

R.PA.3.1. reproduces each sound of letters of
letters of the alphabet that form a
the alphabet that form a word focusing on
word.
sounds /W/ as in water, wolf, watermelon, sound
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Assessment Strategy Indicators of learning

/ks/ as in taxi, ox, six and letters of the alphabet

W, X.

R.PA.3.2. reproduces each sound of letters of

R.PA.3. imitates each sound of
the alphabet that form a word focusing on
letters of the alphabet that form a
sounds /y/ as in yell, yolk, yard, sound /z/ as in
word.
zoo, zipper, zero and letters of the alphabet Y, Z.

R.PA.4.1. reproduces each sound of letters of

R.PA.4. identifies short vowels in the alphabet that form a word focusing on
spoken words. sounds /ɪ/ (in, kitchen, big, sit), /Ɛ/ (pen, pencil,
red, rest) and /ӕ/ (hand, bad, have)

R.PA.4.2. reproduces each sound of letters of

R.PA.4. identifies short vowels in the alphabet that form a word focusing on
spoken words. sounds /ʌ/ (sun, bug, nut, mud) and /Ɔ/ (dog,
horse, long, on)

SI.1. asks for specific information

SI.1.1. asks for specific information about
about weather conditions, favorite
weather conditions, such as What´s the weather
food, favorite activities and clothing
like ____ (at the beach, in the mountains, at the
using learned expressions of
volcano)? as part of a short conversation.
language.

SI.1. asks for specific information SI.1.2. asks for specific information about favorite
about weather conditions, favorite food, such as What can you eat _____ (at the
food, favorite activities and clothing beach, in the mountains)? as part of a short
conversation.
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Assessment Strategy Indicators of learning

using learned expressions of

language.

SI.1. asks for specific information

SI.1.3. asks for specific information about favorite
about weather conditions, favorite
activities, such as What can you do _____ (at the
food, favorite activities and clothing
beach, in the mountains, in the city)? as part of a
using learned expressions of
short conversation.
language.

SI.1. asks for specific information

about weather conditions, favorite SI.1.4. asks for specific information about
food, favorite activities and clothing clothing, such as What do you wear in the city (at
using learned expressions of the beach)? as part of a short conversation.
language.

SI.2. responds in a predictable S.I.2.1. responds to simple questions like What

pattern to simple questions about can you eat _____ (at the beach, in the
familiar things if the other person mountains)? If the other person speaks slowly
speaks slowly and clearly. and clearly.

SP.1.1. names some clothing to wear in different

SP.1. names some common
weather conditions when presented with
objects in familiar environments.
illustrations.

W.1. represents an event or W.1.1. draws a picture/acts out an event or a

character from a picture story or character or one main idea from a picture story
one main idea. about typical weather conditions in Costa Rica.
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Assessment Strategy Indicators of learning

W.2.1. prints/writes simple high-frequency words

W.2. prints/writes simple high-
about weather conditions, clothing, food and
frequency words.
things to do and see.

Third Grade

Unit 1

Our Family to do list

Assessment Strategy Indicators of learning

L.1. recognizes the most important L.1.1. gets the gist of a straightforward talk about
information in a straightforward talk. household chores.

L.1.2. recognizes the most important

L.1. recognizes the most important
information in a straightforward talk about
information in a straightforward talk.
household chores.

L.2.1. responds to comprehension questions

L.2. responds to comprehension
like “Where is ____? It’s _____ about
questions about key vocabulary
household items location supported by
words (household items location).
pictures.

R.1. gets the gist of short texts in R.1.1. identifies relevant information in short
picture books and illustrated texts in picture books and illustrated material
material. about likes and dislikes in regard to
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Assessment Strategy Indicators of learning

household chores by answering who, what,

where questions about the text orally.

R.1. gets the gist of short texts in R.1.2. gets the gist of short texts in picture
picture books and illustrated books and illustrated material about likes and
material. dislikes in regard to household chores.

R.1.2. uses illustrations to recognize R.1.2.1. recognizes familiar actions and

text topic. vocabulary about household chores.

R.1.2. uses illustrations to recognize R.1.2.2. uses illustrations about household

text topic. chores to recognize text topic.

R.2.1. shows appreciation for short readings

R.2. appreciates readings analyze
about simple requests related to household
and enjoy texts.
chores analyze and enjoy texts.

R.PA.3. blends English graphemes

R.PA.3.1. blends English graphemes and
using knowledge of word parts,
phonemic awareness (CVC words, am word
syllabification and phonemic
family) for creating new words.
awareness.

R.PA.3. blends English graphemes

R.PA.3.2. blends English graphemes and
using knowledge of word parts,
phonemes ab word family for creating new
syllabification and phonemic
words.
awareness.
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Assessment Strategy Indicators of learning

R.PA.3. blends English graphemes

R.PA.3.3. blends English graphemes and
using knowledge of word parts,
phonemic awareness (CVC words, an word
syllabification and phonemic
family) for creating new words.
awareness.

R.PA.3. blends English graphemes

R.PA.3.4. blends English graphemes and
using knowledge of word parts,
phonemic awareness (CVC words, ad word
syllabification and phonemic
family) for creating new words.
awareness.

SI.1.1. answers to basic questions like Can

SI.1. provides one word answers to
you pass me a _____? by using one word
basic questions.
Sure! nothing, nowhere, none.

SI.2. interacts in a simple way SI.2.1. talks in a simple way about the
provided others are prepared to location of household items, working in pairs
repeat, rephrase, and speak slowly. speaking slowly and supported by pictures.

SI.3.1. indicates time for household chores in

SI.3. indicates time in short
short exchanges, in the morning, on
exchanges.
Saturday.

SP.1. talks about the duties each S.P. 1.1. brainstorms simple phrases and
family member has around the sentences about the duties each family
house. member has around the house.
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Assessment Strategy Indicators of learning

SP.1. talks about the duties each S.P.1.2. uses simple phrases and sentences
family member has around the associated to illustrations about duties each
house. family member has around the house to
rehearse.

SP.1. talks about the duties each

SP.1.3. talks about the duties each family
family member has around the
member has around the house.
house.

SP.2. expresses preferences related S.P.2.1. recognizes household chores that

to family duties. he/she likes and dislikes.

SP.2. expresses preferences related S.P.2.2. expresses preferences related to

to family duties. family duties.

W.1.1. copies or prints/writes words related to

W.1. copies or prints/writes words.
household chores.

W.2. fills in gapped texts using a W.2.1. fills in gapped texts using a word list of
word list of familiar words. family chores.
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Unit 2

Families Celebrate Together!

Assessment Strategy Indicators of learning

L.1.1. identifies information about family

L.1. recognizes the most important
celebrations in a straightforward talk
information in a straightforward talk.
supported by pictures.

L.1.2. recognizes the most important

L.1. recognizes the most important
information about family celebrations in a
information in a straightforward talk.
straightforward talk supported by pictures.

L.2. recognizes key vocabulary words L.2.1. recognizes key vocabulary words
by answering questions. about birthday´ s celebration.

L.3.1. recognizes numbers from 1 to 31 in

L.3. recognizes numbers, times and
simple audios about time and dates, if
other pieces of short information, if
given slowly and clearly and supported by
given slowly and clearly.
images.

L.3.2. recognizes times expressions (every

L.3. recognizes numbers, times and
Christmas, every Sunday, for my birthday)
other pieces of short information, if
related to telling time and dates, if given
given slowly and clearly.
slowly, clearly and supported with pictures.
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Assessment Strategy Indicators of learning

R.1. identifies previously encountered R.1.1 identifies high-frequency words about

high-frequency words. time expressions (every, for).

R.1.2 identifies high-frequency words about

R.1. identifies previously encountered
frequency adverbs (always, never,
high-frequency words.
sometimes).

R.2. shows understanding and R.2.1. shows understanding of text heard

enjoyment of text heard or read or read about family celebration by
sequencing pictures. sequencing pictures.

R.2. shows understanding and

R.2.2. shows enjoyment of text heard or
enjoyment of text heard or read
read about family celebration.
sequencing pictures.

R.PA.4. blends English graphemes and R.PA.4.1. blends English graphemes and
phonemes using knowledge of word phonemes –ap word family for creating
parts. new words.

R.PA.4. blends English graphemes and R.PA.4.2. blends English graphemes and
phonemes using knowledge of word phonemes –ag word family for creating
parts. new words.

R.PA.4. blends English graphemes and R.PA.4.3. blends English graphemes and
phonemes using knowledge of word phonemes –op word family for creating
parts. new words.
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Assessment Strategy Indicators of learning

R.PA.4. blends English graphemes and R.PA.4.4. blends English graphemes and
phonemes using knowledge of word phonemes –og word family for creating
parts. new words.

SI.1. talks in a simple way about family

celebrations with a partner using
information like “What is your favorite
SI.1. interacts in a simple way.
celebration?” Do you celebrate Christmas?
Do you celebrate Mother´s day? Do you
celebrate birthdays? Yes, I do/ No, I don’t.

SI.2.1. answers simple questions like When

SI.2. answers simple questions using is your birthday? How do you celebrate …?
individual words, expressions, or short using individual words, expressions, or
sentences. short sentences and working with a
partner.

SP.1. talks about family celebrations SP.1.1. talks about family celebrations and
and traditions. traditions.

SP.1.2. tells time when describing family

SP.1. talks about family celebrations
celebrations like When do you
and traditions.
celebrate__?.

SP.2.1. expresses how they are feeling in

SP.2. expresses how they are feeling.
relation to traditions and celebrations.

W.1.1. copies or prints/writes words related

W.1. copies or prints/writes words.
to family traditions and celebrations.
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Assessment Strategy Indicators of learning

W.2. fills in gapped text using a word W.2.1. recognizes words about family
list. traditions and celebrations in a list.

W.2.2. fills in gapped text about family

W.2. fills in gapped text using a word
traditions and celebrations using a word
list.
list.

Unit 3

May I help you?

Assessment Strategy Indicators of learning

L.1. recognizes simple information L.1.1. recognizes simple information about

about a place. a community helpers.

L.1. recognizes simple information L.1.2. recognizes simple information about

about a place. a community services.

L.2. recognizes numbers, times and L.2.1. recognizes numbers from 1 to 100
other pieces of short information, if in relation to quantity and prices, if given
given slowly and clearly. slowly and clearly supported by pictures.

L.2. recognizes numbers, times and L.2.2. recognizes other pieces of short
other pieces of short information, if information like prices, if given slowly and
given slowly and clearly. clearly.
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Assessment Strategy Indicators of learning

L.3.1. identifies key vocabulary words

about goods and services in the community
L.3. recognizes key vocabulary words
by answering questions like What´s this?
by answering questions.
It´s a/an. Where do I get some …? How
much is it?

L.3.2. recognizes key vocabulary words

about goods and services in the community
L.3. recognizes key vocabulary words
by answering questions like What´s this?
by answering questions.
It´s a/an. Where do I get some …? How
much is it?

R.1.1. identifies high-frequency words like

R.1. identifies previously encountered (this, is, a, and, but, the, he, she, in, at) in a
high-frequency words. reading text about community helpers and
community services.

R.2. shows understanding and R.2.1. shows understanding of text heard

enjoyment of text heard or read or read about community helpers and
sequencing pictures. services.

R.2. shows understanding and R.2.2. shows enjoyment of text heard or

enjoyment of text heard or read read about community helpers and
sequencing pictures. services.

R.PA.3 uses inventive spelling to write R.PA.3.1. uses inventive spelling to write
familiar words. familiar words.
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Assessment Strategy Indicators of learning

R.PA.3.1.1. Blends English graphemes and

R.PA.3.1. blends spoken phonemes to
phonemes –ob, -ip, –ig and -in to form
form two-letter words.
words.

R.PA.3.2. reads English graphemes

R.PA.3.2.1 Reads English graphemes with
with the ending (tion, -sion) and the
the ending (tion, -sion) using knowledge of
phonemes ɜ: / ɔ: using knowledge of
phonemic awareness.
phonemic awareness.

R.PA.3.2. reads English graphemes

R.PA.3.2.2. reads English graphemes in
with the ending (tion, -sion) and the
minimal pair sounds ɜ: / ɔ: using knowledge
phonemes ɜ: / ɔ: using knowledge of
of phonemic awareness.
phonemic awareness.

SI.1.1. asks in a simple way about things

SI.1. interacts in a simple way. he/she can buy at a clothing store with a
partner and supported by pictures.

SI.2.1. answers simple questions like Can

SI.2. answers simple questions using
you help me? How much does it cost? Can
individual words, expressions, or short
I have … please? using individual words,
sentences.
expressions, or short sentences.

SP.1.1. names goods and services in the

SP.1. names goods and services in the community like This is a book. This is a
community with clear pronunciation. doctor with clear pronunciation and support
by pictures.
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Assessment Strategy Indicators of learning

SP.2. provides basic information about SP.2.1. gives basic information about
community and community helpers community helpers and services in short
using visuals. presentation using visuals aids.

W.1.1. copies or prints/writes words related

W.1. copies or prints/writes words. to community helpers and goods and
services in the community.

W.2.1. uses words about good and

W.2. uses emerging knowledge of
services in the community to write
words to write authentic texts.
authentic texts supported by a picture.

Unit 4

Getting Around Town!

Assessment Strategy Indicators of learning

L.1.1. identifies the most important

L.1. identifies the most important information about community places in a
information in a straightforward talk. straightforward talk supported by pictures
or drawings.

L.2.1. responds to comprehension

L.2. responds to comprehension
questions like “Where are you going? about
questions about key vocabulary words.
community places I am going to ….
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Assessment Strategy Indicators of learning

L.3.1. recognizes and follows basic 1 to L.3.1.1. identifies 1 to 2 basic step

2 step instructions from peers for instructions (on the corner, next to, across
getting to a place. from) from peers for getting to a place.

L.3.1. recognizes and follows basic 1 to L.3.1.2. recognizes 1 to 2 basic step

2 step instructions from peers for instructions (on the corner, next to, across
getting to a place. from) from peers for getting to a place.

L.3.1. recognizes and follows basic 1 to L.3.1.3. follows 1 to 2 basic step

2 step instructions from peers for instructions (on the corner, next to, across
getting to a place. from) from peers for getting to a place.

R.1.1. recognizes specific information

R.1. recognizes specific information in
about community places in short text
short text messages including short
messages including short greetings “be
greetings.
careful,” “excuse me.”

R.2.1. shows understanding of texts read

R.2. shows understanding of texts read
about community places by sequencing
sequencing pictures correctly.
pictures correctly.

R.PA.4.1. blends English graphemes and

R.PA.4. blends English graphemes and
phonemes –it and -ill word family to create
phonemes.
new words.

R.PA.4. blends English graphemes and R.PA.4.2. blends English graphemes and
phonemes. phonemes –ug, -ub, -up word family to
create new words.
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Assessment Strategy Indicators of learning

R.PA.4. blends English graphemes and

phonemes.

R.PA.4. blends English graphemes and

phonemes.

R.PA.4.3. blends English graphemes and

phonemes to create new words. Minimal
pair sounds: Y [ j ] as yellow vs J [ dʒ ] as
jello sound

R.PA.4.4. blends English graphemes and

phonemes. Consonants blends (bl, dr, st)
but not limited to create new words.

SI.1.1.uses greetings and leave-taking

SI.1. meets and takes leave of people expressions appropriate when meeting
using appropriate expressions. people in a community place or supported
by pictures.

SI.2. asks for the location of a familiar SI.2.1. asks for the location of community
object. places How can I get…?.

SP.1.1. names some common words about

SP.1. names some common words or different community places like This is my
objects in familiar environments. community and this is the library using
pictures.
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Assessment Strategy Indicators of learning

SP.2.1. describes location of community

SP.2. describes location of familiar
places using short sentences and a
places using short sentences.
community map.

W.1.1. identifies an event, character or one

W.1. represents an event or character
main idea from a picture story about places
from a picture story or one main idea.
in the community.

W.1.2. draws a picture/acts out or writes a

W.1. represents an event or character word about an event or a character or one
from a picture story or one main idea. main idea from a picture story about places
in the community.

W.2.1. answers simple questions like

W.2. answers simple questions using
Where is the library? using individual
individual words, expressions, or short
words, expressions, or short sentences and
sentences
supported by a picture.
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Unit 5

Fun Places and Spaces

Assessment Strategy Indicators of learning

L.1. recognizes the names of outdoor L.1.1. identifies the names of outdoor
and indoor activities. activities if is supported by pictures.

L.1. recognizes the names of outdoor L.1.2. recognizes the names of outdoor
and indoor activities. activities if is supported by pictures.

L.1. recognizes the names of outdoor L.1.3. identifies the names of indoor
and indoor activities. activities if are show visual aids.

L.1. recognizes the names of outdoor L.1.4. recognizes the names of indoor
and indoor activities. activities if are show visual aids.

L.2.1. recognizes what is being said about

L.2. recognizes what is being said
indoor and outdoor activities if people
provided people speak slowly and
speak slowly and carefully and using visual
carefully
aids.

L.3. follows simple instructions L.3.1. follows simple instructions to do

including directions. indoor activities supported by pictures.
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Assessment Strategy Indicators of learning

L.3.2. follows simple directions to do

L.3. follows simple instructions
outdoor activities getting to a place
including directions.
supported by pictures.

R.1. recognizes main points in short R.1.1. gets the gist of a short text in picture
texts in picture books and illustrated books and illustrated material about the
material. indoor and outdoor activities.

R.1. recognizes main points in short R.1.2. recognizes main points in short texts
texts in picture books and illustrated in picture books about indoor and outdoor
material. activities.

R.PA.2.1. imitates each sound of the letters

R.PA.2. imitates the letters of the of the alphabet in words related to indoor
alphabet in order. and outdoor activities right after the teacher
using pictures, songs, chants.

R.PA.2.1.1. reads English graphemes and

R.PA.2.1. reads English graphemes phonemes using knowledge of word parts,
and phonemes using knowledge of syllabification and phonemic
word parts, syllabification and awareness.Blends English graphemes and
phonemic awareness. phonemes. Consonants blends (ng) ending
to create new meaning.

R.PA.2.1. reads English graphemes

R.PA.2.1.2. reads English graphemes and
and phonemes using knowledge of
phonemes using knowledge of word parts,
word parts, syllabification and
syllabification and phonemic awareness
phonemic awareness. blends English graphemes and phonemes
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Assessment Strategy Indicators of learning

–un, -ut word family to create new

meaning.

R.PA.2.1. reads English graphemes R.PA.2.1.3. reads English graphemes and

and phonemes using knowledge of phonemes using knowledge of word blends
word parts, syllabification and English graphemes and phonemes –et
phonemic awareness. word family to create new meaning.

R.PA.2.1. reads English graphemes R.PA.2.1.4. reads English graphemes and

and phonemes using knowledge of phonemes using knowledge of word blends
word parts, syllabification and English graphemes and phonemes –eg
phonemic awareness. word family to create new meaning.

SI.1.1. talks in a simple way about What do

SI.1. interacts in a simple way. you like to do in your free time? supported
by pictures.

SI.2.1. answers simple questions like Do

SI.2. answers simple questions using
you like playing …? about leisure activities
individual words, expressions, or short
using individual words, expressions, or
sentences.
short sentences and supported by pictures.

SP.1.1. describes instructions for playing

SP.1. describes instructions for playing
games using visual aids to support the
games.
description.

SP.2. expresses preferences about SP.2.1. expresses preferences about spare

spare time activities time activities.
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Assessment Strategy Indicators of learning

W.1.1. copies or prints/writes words related

W.1. copies or prints/writes words.
to outdoor and indoor activities.

W.2.1. fills in gapped text about playing

W.2. fills in gapped text using a word
games instructions using adverbs of a word
list of familiar words.
list and according with the pictures.

Unit 6

Welcome to Costa Rica

Assessment Strategy Indicators of learning

L.1. recognizes most of a short story L.1.1. gets the gist of a short story about
when it is read slowly and clearly. the diversity of Costa Rica.

L.1.2. recognizes main events in a well-

L.1. recognizes most of a short story
structured short story about the diversity of
when it is read slowly and clearly.
Costa Rica.

L.2. identifies specific information to

L.2.1. gets the gist of a short audio about
answer questions about key vocabulary
attractions in Costa Rica.
words.

L.2. identifies specific information to L.2.2. identifies specific information to

answer questions about key vocabulary answer questions about key vocabulary
words. words related to attractions in Costa Rica.
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Assessment Strategy Indicators of learning

L.3.1. gets the gist of short oral exchanges

L.3. identifies numbers and times in which includes numbers and times about
short oral exchanges. possible ways to get to tourist attractions in
Costa Rica.

L.3.2. identifies numbers and times in short

L.3. identifies numbers and times in
oral exchanges about attractions in Costa
short oral exchanges.
Rica.

R.1. Reads simple, short texts, word by

R.1.1. gets the gist of short simple texts
word and picks out the main
about tourist attractions in Costa Rica.
information.

R.1. Reads simple, short texts, word by R.1.2. recognizes the main information in
word and picks out the main short texts about tourist attractions in Costa
information. Rica.

R.2.1. blends phonemes and letters in

R.2. blends phonemes and letters in
spoken/written words to read words, en
spoken/ written words to read words.
and ed word family.

R.2. blends phonemes and letters in R.2.2. blends phonemes and letters in
spoken/ written words to read words. spoken/written words to read words, ell
and all word family.

R.2. blends phonemes and letters in

R.2.3. blends phonemes and letters in
spoken/ written words to read words.
spoken/written words to read words,
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Assessment Strategy Indicators of learning

practicing minimal pair sounds: æ / ʌ (cat /

cut)

R.2. blends phonemes and letters in R.2.4. blends phonemes and letters in
spoken/ written words to read words. spoken/written words to read words,
practicing vowel consonant combinations to
form several words: /m/, /s/, /a/, /t/, /n/,/p/

SI.1.1. interacts orally with classmates

SI.1. meets and takes leave of people
using expressions to meet and leave of
using appropriate expressions.
people as a form of rehearsal.

SI.1. meets and takes leave of people SI.1.2 uses appropriate expressions to
using appropriate expressions. meet people in short oral exchanges about
Costa Rica diversity.

SI.1. meets and takes leave of people SI.1.3. uses appropriate expressions to
using appropriate expressions. leave of people in short oral exchanges
about Costa Rica diversity.

SI.2.1. brainstorms questions, words,

phrases and sentences with classmates to
SI.2. interacts in a simple way.
interact orally about attractions in Costa
Rica.

SI.2. interacts in a simple way. SI.2.2. rehearses orally with classmates

using questions, words, phrases and
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Assessment Strategy Indicators of learning

sentences to interact about attractions in

Costa Rica.

SI.2.3. interacts in a simple way about

SI.2. interacts in a simple way.
attractions in Costa Rica.

SP.2.1. provides one word answers to

SP.2. provides one word answers to basic questions about tourist destinations
basic questions. and attractions in Costa Rica as part of a
short oral interaction.

SP.1.1. provides basic information about

SP.1. provides basic information about
things people enjoy more in Costa Rica
familiar things and ideas.
when another person asks him/her about it.

W.1.1. brainstorms main ideas with the

W.1. prints/writes simple descriptions of help of the teacher to describe tourist
everyday objects. destinations (e.g., a brief description of
their country and its touristic attractions).

W.1.2. prints/writes simple descriptions of

W.1. prints/writes simple descriptions of everyday objects like tourist destinations
everyday objects. (e.g., a brief description of their country and
its touristic attractions).

W.2.1. copies or prints/writes words about

W.2. copies or prints/writes words. tourist attractions in Costa Rica
accompanied by pictures.
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 Page 81/ 167

Assessment Strategies and Indicators of Learning for II

Cycles

Fourth Grade

Assessment strategies Indicators

L.1. recognizes isolated, familiar words L.1.1. identifies isolated, familiar words
and phrases when listening to clear, related with weather and seasons
slow, and basic texts. when listening to clear, slow, and basic
texts.

L.1.2. recognizes isolated phrases

about weather and seasons when
listening to clear, slow, and basic texts

L.2. recognizes familiar phrases and

high frequency vocabulary in graphic L.2.1. identifies familiar words and
organizers or word banks. phrases related with weather and
clothes when listening to clear, slow,
and basic text being read aloud.

L.2.2.recognizes phrases and high

frequency vocabulary related with
weather and clothes.
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Assessment strategies Indicators

R.1. recognizes much of what is written R.1.1.identifies five key words in short
in short, simple texts. descriptive texts about clothes,
seasons and activities after first
reading.

R.1.2.identifies three main details in

short descriptive texts about clothes,
seasons and activities after second
reading.

R.2. follows a set of clear-cut R.2.1. sequences a story about

instructions. seasons and clothes by following a set
or instructions and characteristics
given in the text.

R.2.2. elaborates a handcraft/drawing

related with the clothes a person wears
according to weather conditions based
on instructions in the text.

R.3. R.3. recognizes most of what R.3.1. identifies the main characters of
occurs in a well-structured short story a text about weather, seasons and
and main characters. clothing.
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Assessment strategies Indicators

R3.2.recognizes main events in a well-

structured short story.

R.PA.4. reads words by decoding

R.PA.1.1. identifies onsets and rhymes
English graphemes and phonemes.
in a set of familiar words to decode a
set of word families when reading.

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

the ones that do not belong to a word
family.

R.PA.1.3. reads words by decoding

graphemes and phonemes using
knowledge of onsets and rhymes.

SI.1. provides basic information about SI.1.1. responds to basic information

familiar things and ideas during questions about weather, season and
different types of exchanges. personal preferences.

SI.2.1. provides one-word response to

questions like: How is the weather
SI.2. provides one word answers to
today? How was the weather
basic questions during a dialogue,
yesterday? What´s your favorite
exchange, interview or survey.
season? What´s your favorite clothes
to wear in summer?
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Assessment strategies Indicators

SI.3. asks for clarification of unknown

words and expressions during SI.3.1 recognizes known from unknown
dialogues and conversations. words and expressions about weather,
seasons and clothing when interacting
with teacher and peers.

SI.3.2 asks for clarification of unknown

words and expressions about weather,
seasons and clothing when interacting
with teacher and peers.

SP.5. talks about a familiar topic in a SP.1.1 brainstorms ideas about a

short presentation. familiar topic for preparing a short
presentation by completing a mind
map.

SP.1.2. organizes the main ideas of the

talk using complete sentences to be
shared with a partner or teacher in oral
form.

SP.1.3.talks about favorite type of

weather, type of clothing and favorite
activity s/he can practice during a short
oral presentation using pictures or a
video.
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Assessment strategies Indicators

W.1. labels charts, diagrams, and

maps.

W1.1 recognizes vocabulary related

with weather, clothing and activities.

W.1.2.labels key vocabulary related to

weather clothes and activities into a
graphic organizer or chart supported
with pictures.

W.2. applies conventions of standard W.2.1. uses correct capitalization of the

English. pronoun “I” and proper names.

W.2.2. writes sentences about favorite

season, type of clothes and activities
using correct punctuation and
capitalization.

L.1. recognizes short and clear,

L.1.1. identifies basic information about
explanations when delivered slowly.
a national park delivered slowly by
completing missing words in a text.

L.1.2. recognizes short and clear,

explanations about a national park
when delivered slowly.
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Assessment strategies Indicators

L.2. recognizes the main points in

L.2.1. identifies key words and phrases
short, simple stories and reports.
about wild life and flora found in a
national park.

L.2.2. recognizes the main ideas

presented in a video/ story or a
conversation about a national park.

L.3. recognizes the most important

points in a straightforward talk or
presentation. L.3.1. gets the gist of the most
important points in a straightforward
talk or presentation about a national
park´s description.

L.3.2. recognizes the most important

key words and points in a
straightforward talk or presentation
about a national park´s description.

R.1. recognizes much of what is written

in short, simple texts on subjects with R.1.1. identifies five key words in short
which they are familiar and/or in which descriptive texts about national parks
they are interested. after first reading.

R.1.2. identifies three main details in

short descriptive texts about national
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Assessment strategies Indicators

parks and activities there after second

reading.

R.2. comprehends a reading by R.2.1. selects a favorite text from a set

analyzing it and enjoy texts. of texts about national parks before
reading.

R.2.2.makes predictions about the

content of the text by completing a
KWL Chart.

R.2.3.answers a set of questions after

first reading.

R.2.4.selects from a set of sentences

which ones are true or false after
second reading.

R.3. follows a set of clear-cut R.3.1. makes a sign with pictures to

instructions. give instructions to people about what
to do and not to do when visiting a
national park from a text read.

R.PA.4. distinguishes short vowel R.PA.1.1. identifies short vowel sounds

sounds in medial positions of words. in medial position of words.

R.PA.2.2. writes the letter of the sound

heard to complete a word in medial
position.
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Assessment strategies Indicators

R.PA.5. reads words decoding English

graphemes and phonemes using
R.PA.2.1.writes the letter of the sound
knowledge of phonemic awareness.
heard to complete a word in medial
position.

R.PA.2.2. creates new words with the

–ot and –at ending and reads them
aloud.

SI.1. asks straightforward questions in

familiar situations and understands the SI.1.1. asks simple questions to their
responses in an info-gap activity. partners’/ family members using
pictures about natural places they
visited (What place is this? When did
you go? What did you see?

SI.1.2. answers simple questions to

their partners’/ family members using
pictures about natural places they
visited (What place is this? When did
you go? What did you see?

SI.2. exchanges information about

everyday matters using simple S.I.2.1 asks questions related with

vocabulary during dialogues and national parks such as location,

conversations. attractions, prices and favorite

activities.
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Assessment strategies Indicators

S.I.2.2 responds to questions related

with national parks such as location,
attractions, prices and favorite
activities.

SI.2.3. exchanges information about

everyday matters using simple
vocabulary during dialogues and
conversations.

SP.1. expresses common feelings SP.1.1. identifies personal feelings

during an oral presentation. about the experience of visiting a
national park. (e.g., “I was cold”; “I was
excited”, “I was happy”) supported by
pictures.

SP.1.2. tells a simple story about a visit

to a national park/ natural place
including some feelings about the
experience. (e.g., “I was cold”; “I was
excited”, “I was happy”) supported by
pictures.

W.1. engages in the writing process:

W.1.1 brainstorms ideas about
pre-drafting, drafting when writing
activities to do in a national park and
sentences.
organize them in a graphic organizer or
mind map provided by the teacher.
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Assessment strategies Indicators

W.1.2.writes a first draft of a short

sentences about a visit to a national
park under pictures or images following
a sentence/patterned text frame.

W.1.3. edits the short descriptive

sentences by revising the correct
punctuation and capitalization in each
sentence using a rubric provided by the
teacher as a guide.

W.2. uses simple sentences and

expressions to describe people and
things. W.2.1. brainstorms ideas using key
words and phrases to describe people,
flora and fauna during a visit to a
national park.

W.2.2.writes a short description using

simple sentences to describe people
and things during a visit done to a
national park.

L.1. recognizes the main points in

L.1.1.identifies the main points is a
simple, clear, and short audio
short audio about a trip to a farm.
announcements and messages.
 Page 91/ 167

Assessment strategies Indicators

L.1.2.makes a list of things people

have to take to a trip to a farm from
conversation/ description/ video heard.

L.2.1. identifies key vocabulary words

and phrases about farm activities after
first listening to a video or teacher´s
description.

L.2. recognizes the most important

points in a straightforward talk or
L.2.2. recognizes the most important
presentation.
points about farm activities of an audio
text after second listening.

R.1.recognizes much of what is written

in short, simple texts. R.1.1.identifies the main ingredients of
a recipe from an authentic text.

R.1.2. sequences the main steps of a

recipe to prepare the dish.

R.2. locates important information in

R.2.1. identifies signal words that
simple text. indicate sequential/ chronological order
(i.e., first, next, finally) in a text.
 Page 92/ 167

Assessment strategies Indicators

R.PA.3. reads words and sentences R.PA.1.1.identifies contraction forms in

blending English graphemes and short texts as it is read aloud by the
phonemes. teacher.

R.PA.1.2. reads aloud with the teacher

focusing on contractions (e.g., doesn’t,
didn’t aren't, it's...) and the sounds of
the graphemes (A, H, L, J)

R.PA.1.3. identifies two syllable words

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

R.PA.1.4. reads aloud of spelled two-

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

R.PA.1.5.reads aloud minimal pair

sounds: s / z.

SI.1. asks others about what they like SI.1.1. asks questions to others about
to eat or drink. what they like to eat or drink at the
restaurant like: May I have your order,
please? What would you like to drink?
What would you want to eat?
 Page 93/ 167

Assessment strategies Indicators

SI.2 exchanges information about SI.2.1 brainstorms ideas with peers

everyday matters using simple about favorite recipe and food using
vocabulary (e.g., favorite food, recipe). key vocabulary and sentence frames
related with farming/buying food/
cooking food.

SI.2.2. asks and answer questions with

peers about favorite recipe and food
using key vocabulary and sentence
frames related with farming/buying
food/ cooking food.

SI.3 exchanges information about

SI.3.1. exchanges information about
everyday matters using simple
favorite recipe and food using key
vocabulary (e.g., favorite food, recipe).
vocabulary and sentence frames
related with farming/buying food/
cooking food.

SP.1. talks briefly about familiar topics.

SP.1.1 brainstorms ideas about
activities at the farm for preparing a
short presentation.

SP.1.2. organizes the ideas using

complete sentences to share it in oral
form.
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Assessment strategies Indicators

SP.1.3. talks shortly about activities at

a farm.

SP.2. describes basic aspects of their

day-to-day life. SP.2.1.identifies the activities that can
be done at the farm into a chronogram.

SP.2.2. describes basic aspects of

personal day-to-day life when visiting
the farm.

SP.3. presents with a group, a topic

SP.3.1. brainstorms ideas with a group
sentence and two to three details.
related to farm activities and products
that include main ideas and two to
three details.

SP.3. 2.creates a group presentation

related to farm activities and products
that includes main ideas and two to
three details.

SP.3.3. talks with a group about farm

activities and products to an audience.

W.1. uses simple sentences and W.1.1. lists expressions and words
expressions to describe things. useful to describe things.
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Assessment strategies Indicators

W.1.2. writes short descriptive

sentences about their food preferences
using key words and expressions to
describe things.

W.2.1. brainstorms ideas in written

form about activities at the farm market
and food preferences using simple
sentences and expressions.

W.2. composes short sentences and

notes for describing activities at the
W.2.2. writes short descriptive
farm and food preferences.
sentences about activities at the farm
market and food preferences.

L1. recognizes short, clear, and simple

instructions and explanations. L.1.1. identifies some common
diseases and symptoms from pictures
as they are listened to in a video/ audio
or said by the teacher.

L.1.2. arranges descriptive pictures

about diseases following instructions
during second listening.
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Assessment strategies Indicators

L2. recognizes the most important

points in a straightforward talk or
presentation. L2.1. gets the gist of the most
important points in a straightforward
talk or presentation about symptoms
and treatments of common diseases.

L2.2. recognizes the most important

key words and points in a
straightforward talk or presentation
about symptoms and treatments of
common diseases.

R1. recognizes and enjoys different

R.1.1. recognizes short descriptions or
types of texts.
conversations about diseases and
symptoms in different types of texts.

R.1.2. expresses personal feelings

about diseases and symptoms in texts
that have been read.

R2. recognizes much of what is written

in short simple texts by identifying main
points.

R.2.1. identifies key vocabulary and

phrases in texts about diseases,
symptoms and treatment.
 Page 97/ 167

Assessment strategies Indicators

R.2.2.transfers main details read into a

graphic organizer or conceptual.

R.PA.3. reads words by decoding

R.PA.1.1.pronounces specific words
English graphemes and phonemes.
with the letter and sounds (V, SH, U, Z)
in short texts after choral reading.

R.PA.1.2.repeats the words and

sounds (V, SH, U, Z) in sentences after
they are pronounced by the teacher.

R.PA.1.3.identifies words that contain

the sound and letters (V, SH, U, Z)
when reading them aloud.

R.PA.1.4. reads aloud chants or stories

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

SI.1. states single directions, advice / SI.1.1.gives simple commands or

commands. directions to help someone who is sick.

SI.1.2.gives two advices to someone

who is sick to get better.

SI.2. provides and accepts advice. SI.2.1. provides advice to others to get
healthy using forms for giving advices.
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Assessment strategies Indicators

SI.2.2. accepts advice from others to

get healthy using forms for receiving
advices.

SP.1. presents with a group, topic

sentence and two to three details SP.1.1.brainstorms ideas about ways
related to being healthy. to stay healthy in oral form.

SP.1.2. organizes ideas in the form of

a topic sentence and two to three
supporting details about ways to stay
healthy.

S.P.1.3. explains how to stay healthy

developing a topic sentence supported
by three details.

SP.2. describes common diseases,

symptoms and treatments.

S.P.2.1.braintorms key words and

phrases to describe common diseases,
symptoms and treatments.

S.P.2.2. organizes ideas using

complete sentences to describe a
common disease, its symptoms and
the possible treatments.
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Assessment strategies Indicators

SP.2.3. describes a common disease,

its symptoms and the possible
treatments in an oral presentation.

W.1. prepares simple reminders or

W.1.1. brainstorms useful information
notes for personal use.
to include in a reminder for personal
use as a form of pre-writing.

W.1.2. writes a short note or reminder

about a medicine to be taken based on
a pattern provided by the teacher.

W.2. copies dates and facts from short,

simple text.
W.2.1. copies dates and facts from
short, simple text.

L.1. recognizes basic phrases that

L.1.1. identifies basic phrases related
denote position and can understand with natural disasters that denote
simple instructions including directions. position (under, over, beside) after first
listening.

L.1. 2. identifies two-step instructions

to follow during a natural disaster (e.g.,
on the second floor, near the window,
after the next person) after second
listening.
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Assessment strategies Indicators

L.1.3. recognizes basic phrases that

denote position and simple instructions
including directions related with a
natural disaster.

L.2. recognizes others’ expression of

L.2.1. identifies basic feelings
feelings.
expressed after experiencing a natural
disaster after first listening.

L.2.2. recognizes people’s expression

of feelings after experiencing a natural
disaster after second listening.

R.1. recognizes short text messages R.1.1. identifies the characteristics of

as well as short greetings. short texts messages like
announcements and warnings related
with natural disasters.

R.1.2.identifies the characteristics of

short greetings from different types of
texts.

R.1.3 recognizes the characteristics of

a short text like an announcement or
warning as a well as short greetings
from different types of texts.

R.2. reads with fluency and accuracy. R.2.1.reads a short text or narration
about natural disasters with good
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Assessment strategies Indicators

intonation and speed to make it

comprehensible.

R.2.2. reads words and sentences

related to natural disasters with good
pronunciation and with attention to
punctuation pauses.

R.2.3.reads with accuracy and fluency

a short text related to natural disasters
to support comprehension of listener.

R.PA.3 produces and reads English R.PA.1.1.pronounces specific words

sounds /-ed/ /-ing/ with the endings and sounds /-ed/ /-ing/
and / s/ / θ/ in short texts after choral
/ s/ / θ/
reading.

R.PA.1.2. identifies the word endings

and sounds/-ed/ /-ing// s/ / θ/ in
sentences after they are pronounced
by the teacher.

R.PA.1.3. reads sentence focusing on

pronunciation of the English sounds /-
ed/ /-ing/
/ s/ / θ/.
 Page 102/ 167

Assessment strategies Indicators

SI.1. asks others simple questions S.I.1.1 asks simple questions to a

concerning personal opinions or their partner about personal opinions when
interests. facing a natural disaster.

SI.2. asks how to express something in SI.2. 1.asks teacher and peers how to
another language. express something related with natural
disasters in English using formulaic
expressions such as: How do you say
in English…? What is the meaning
of…? in English?

SI.2.2. asks how to express something

in another language related with
natural disasters.

SI.3. expresses common feelings

SI.3.1. says two feelings experienced
during an event.
when facing two different types of
natural disasters.

SP.1. talks about a familiar topic in a

SP.1.1.brainstorms ideas about ways
short presentation.
to stay safe during a natural disaster in
oral form.

S.P.1.2. organizes ideas in the form of

a topic sentence and two to three
supporting details about ways to stay
safe during a natural disaster.
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Assessment strategies Indicators

S.P.1.3. talks about ways to stay safe

during a natural disaster.

SP.2. states single step directions/

commands using words and phrases in SP.2.1.identifies in oral form key
conversations, dialogues or oral phrases and commands for giving
presentations. instructions during a natural disaster.

SP.2.2.describes three steps to stay

safe during a specific type of natural
disaster using commands.

W.1. composes short sentences

W.1.1. brainstorms main ideas about
expressing needs and preferences. preferences and future plans as a form
of pre-writing.

W.1.2.makes an outline to organize the

main ideas about preferences and
future plans using phrases and simple
sentences.

W.1.3. makes a draft of text by writing

complete sentences for each main
idea.

W.2. composes short messages like

W.2.1.brainstorms phrases,
instructions, signs and warnings.
expressions and information used for
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Assessment strategies Indicators

making signs and warnings before

writing.

W.2.2. creates a draft of a sign or

warning following a pattern given by
the teacher or searched on the web.

W.2.3. edits the sign or warning by

checking grammar, spelling,
punctuation and capitalization.

L.1. recognizes the main points in L1.1. gets the gist of a simple audio
short, simple stories and reports. story or report about people and
places.

L.1.2. recognizes the main points in a

short simple story or report related with
people and places.

L.2. recognizes phrases and high

L.2.1. identifies phrases and high
frequency vocabulary related to areas
frequency vocabulary related to
of personal interest by circling them in
personal preferences.
songs, conversations among others.

L.2.2. recognizes phrases and high

frequency vocabulary related to
personal preferences.
 Page 105/ 167

Assessment strategies Indicators

R.1. recognizes and enjoys texts. R.1.1. responds to questions

completing diagrams and/or maps
about places and activities.

R.1.2. examines the main points of text

about places and activities for making
decisions and recommendations.

R.1.3. connects personal feelings and

experiences with the text read.

R.2. recognizes most of what occurs in

a well-structured short story by R.2.1. gets the gist of the story about
ordering the events in a story travelling plans.
coherently.

R.2.2. identifies the story’s main

characters.

R.2.3.recognizes main events in a well-

structured short story about travel
plans.

R.PA.3.1. identifies minimal pair

R.PA.3. identifies English sounds /ɜ: // sounds: /ɜ: // ɔ:
ɔ:/ æ/ / ʌ/ and decodes words.
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Assessment strategies Indicators

R.PA.3.2.reads minimal pair sounds:

/ɜ: // ɔ:

R.PA.3.3. identifies minimal pair

sounds: æ/ / ʌ/

R.PA.3.4.reads minimal pair sounds:

æ/ / ʌ/

P.PA.3.5. reads vowel consonant

combinations to form several words

S.I.1. asks others about their likes and S.I.1.1. asks others about their likes
dislikes. and dislikes.

SI.1.2. asks others about they like or

dislike in an informal conversation
about places to visit.

SI.2. asks straightforward questions in

SP.2.1.identifies the basic aspects of a
familiar situations and understand the
personal narration about a future event
responses during dialogues and
supported.
conversations.

SP.1. describes basic aspects of an

event in an oral presentation. SP.1.2.describes the basic details of a
personal travel plan supported.
 Page 107/ 167

Assessment strategies Indicators

W.1. writes a short text related to W.1.1. brainstorms main ideas about
personal vacation plan. preferences and future travel plans as
a form of pre-writing.

W.1.2.makes an outline to organize the

main ideas about preferences and
future travel plans using phrases and
simple sentences.

W.1.3. makes a draft of text by writing

complete sentences for each main
idea.

W.1.4. edits a text by checking

grammar, spelling, punctuation and
capitalization to make sure it is well-
written.

W.2. applies conventions of standard W.2.1.1.uses capital letters at the

English. beginning of sentences, with proper
nouns, and the first person singular
when writing short texts.

W.2.1.2.writes periods at the end of

sentences.
 Page 108/ 167

Indicators Fifth Grade

Assessment Strategies Indicators of learning

L.1.1. identifies isolated, familiar words

L1. recognizes isolated, familiar words
and phrases to describe nature when
and phrases when listening to clear,
listening to clear, slow, and basic text
slow, and basic text being read aloud.
with slow clear pronunciation.

L1.2 recognizes isolated, familiar

words and phrases about nature when
listening to clear, slow, and basic texts.

L.2. recognizes phrases and high L.2.1.identifies high frequency

frequency vocabulary related to theme vocabulary and phrases about nature
by selecting them from texts/ by selecting them from texts/
word/phrase banks. word/phrase banks.

L.2.2.recognizes phrases and high

frequency vocabulary related with
nature.

R.1. recognizes much of what is written R1.1.identifies familiar words, key

in short, simple texts which they are vocabulary and phrases in a text related
familiar with and interested. to ways to take care of the environment.
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R.1.2 recognizes the main ideas of a

text about ways to take care of the
environment.

R.2. follows a set of clear-cut

R.2.1. recognizes some clear cut
instructions, especially if there are
instructions presented in different short
pictures or diagrams to illustrate the
texts.
most important steps.

R2.2. sequences a set of clear-cut

instructions to protect nature in short
texts using pictures or diagrams.

R.PA. 3. Decodes English graphemes R.PA 3.1 identifies long vowel sound
and phonemes using knowledge of /ai/ and /ei/.in different types of
word parts, syllabification and spellings of words when reading words,
phonemic awareness. sentences and short texts.

R.PA 3.2. produces long vowel sound

/ai/ and /ei/.in different types of
spellings of words when reading words,
sentences and short texts.

R.PA 3.3 identifies long vowel sound /i/

and /u/.in different types of spellings of
words when reading words, sentences
and short texts.
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R.PA 3.4. produces long vowel sound

/i/ and /u/.in different types of spellings
of words when reading words,
sentences and short texts.

R.PA 3.5 identifies multisyllabic words

in texts.

R.PA 3.6. Segments words into

syllables by identifying its parts when
reading and decoding texts.

SI.1.1. recognizes the difference

between strength and weakness
SI.1.indicates strengths and related to the theme and language
weaknesses of personal or human function individually or with other
actions on the environment. peers.

SI. 1.2. brainstorms strengths and

weaknesses with peers in oral form
related to personal or human actions
on the environment.

SI.1.3. names two strengths of

personal or human actions on the
environment using complete sentences
when talking to a peer or in a group
interaction.
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SI.1. 4. names two weaknesses of

personal or human actions on the
environment using complete sentences
when talking to a peer or in a group
interaction.

SI.2.1 recognizes known from unknown

words and expressions related with the
environment when interacting with
SI.2. asks for clarification of unknown teacher and peers by playing word
words and expressions. games.

SI.2.2 asks for clarification of unknown

words and expressions related with the
environment when interacting with
teacher and peers.

SP.1.1 brainstorms ideas about

SP.1. talks about a familiar theme in a environmental problems and ways for
short presentation, prepared in taking care of the environment when
advance. preparing a short presentation.

SP.1.2. organizes the main ideas of the

talk using complete sentences to be
shared with a partner or teacher in oral
form.

SP.1.3. exchanges the most important

ideas of the talk with a family relative or
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peer as a form of rehearsal supported

with pictures.

SP.1.4.talks about environmental

problems and ways to protect the
environment in a short presentation,
prepared in advance.

W.1.1. recognizes vocabulary related

with human actions and consequences
W.1. labels charts, diagrams, and in the environment by labelling names
maps. under pictures or diagrams.

W.1. 2.labels charts, diagrams, and

maps to connect words and ideas
related with human actions and
consequences in the environment.

W.2.1.uses capital letters at the

beginning of sentences, with proper
W.2.applies conventions of standard
nouns, and the first person singular
English when writing short texts.
when writing short texts related with
the environment.

W.2.2.writes periods at the end of

sentences.

L1. recognizes short, clear, and simple L1.1. identifies short, clear, and simple
instructions and explanations when instructions and explanations about
delivered slowly (e.g., how to dance a town activities when delivered slowly
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particular rhythm or elaborate a craft or (e.g., how to dance a particular rhythm

typical dish). or elaborate a craft or typical dish).

L1.2 recognizes short, clear, and

simple instructions and explanations
about town activities when delivered
slowly.

L2. recognizes the main points in short,

simple stories and reports when there L2.1. gets the gist of a short simple
is some previous understanding of the stories and reports about town places
topic and if they are read slowly, clearly and activities after first listening.
and possibly repeated.

L2.2. recognizes the main points in

short, simple stories and reports about
town places and activities when there
is some previous understanding of the
topic and if they are read slowly, clearly
and possibly repeated.

L.3.recognizes the most important L3.1. gets the gist of the most
points in a straightforward talk or important points in a straightforward
presentation, accompanied with talk or presentation about places and
drawings and/or diagrams, provided activities in the community provided
there was some previous familiarity there was some previous familiarity
with the topic. with the topic.
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L.3.2.recognizes the most important

key points in a straightforward talk or
presentation, about places and
activities in the community
accompanied with drawings and/or
diagrams, provided there is some
previous familiarity with the topic .

R1. recognizes much of what is written

R.1.1. gets the gist in short simple texts
in short, simple texts on subjects with
about community, places and traditions
which they are familiar and/or in which
when reading a text.
they are interested.

R.2.1 recognizes main ideas in short

R2. comprehends reading, analyzes simple texts about community, places
and enjoys texts. and traditions.

R.2.2. gets the gist in short simple texts

after first reading.

R.2.3. responds to questions

completing diagrams and/or maps.

R.2.4. examines the main points of

texts for making decisions and
recommendations about best places
and activities in the community.
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R3. follows a set of clear-cut R.3.1. recognizes some clear cut

instructions, especially if there are instructions presented in different short
pictures or diagrams to illustrate the texts about location and main
most important steps attractions in the community.

R.3.2. sequences information about a

set of clear-cut instructions related with
location and main attractions in the
community, especially if there are
pictures or diagrams to illustrate the
most important steps.

R3.3. follows a set of clear-cut

instructions, especially if there are
pictures or diagrams to illustrate the
most important steps.

R.PA.1.1. recognizes phonemes for

R.PA.1. distinguishes phonemes for inflectional ending (-ing) in sets of
inflectional endings (-ing, -ed and –s). words.

R.PA.1.2. recognizes phonemes for

inflectional endings (-ed) by selecting
words heard with that phoneme.

R.PA.1.3. recognizes phonemes for

inflectional endings (-s) by selecting
words heard with that phoneme.
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R.PA.1.4. distinguishes phonemes for

inflectional endings (-ing, -ed and –s).

SI.1. asks straightforward questions in SI.1.1 responds to questions related

familiar situations and understand the traveling around the community, the
responses. province or the country.

SI.1.2.asks straightforward questions

to peers and friends about activities
around their community and province.

SI.2. exchanges information about

SI.2. 1. asks simple questions about
everyday matters using simple
topics such as favorite sports, holidays,
vocabulary (e.g., favorite sports,
music and food.
holidays, music, and food).

SI.2. 2.responds to simple questions

about topics such as favorite sports,
holidays, music and food.

SP.1.1. recognizes different

vocabulary, phrases and expressions
about giving short advices and
recommendations about places to visit
SP.1. expresses short advices and in the community and in the country in
recommendations. an oral interaction.

SP.1.2. gives short advices and

recommendations about places to visit
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in the community and in the country in

a real life situation.

W.1. engage the writing process: pre- W.1.1 brainstorms a list of main ideas
drafting, drafting. for topic as a form of pre-writing.

W.1.2.makes an outline to organize the

main ideas using phrases and short
sentences.

W.1.3. creates a draft of text writing

complete sentences for each main idea
and supporting details.

W.2. uses simple sentences and

W.2.1. identifies vocabulary,
expressions to describe such things as
expressions and sentence frames to
their surroundings, their holidays,
describe people, places and things in
important event and the people around
the community and country.
them.

W.2.2 describes such things as their

surroundings, their holidays, important
event and the people around them with
simple sentences and expressions.

L.1. recognizes the main points in L1.1. gets the gist of simple audio
simple, clear, and short audio messages about technology and
announcements and messages. electronic devices.
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L.1.2. recognizes the main points in

simple, clear, and short audio
announcements and messages about
uses of technology and electronic
devices.

L.2. recognizes the most important L1.1. gets the gist of the most
points in a straightforward talk or important points in a straightforward
presentation, accompanied with talk or presentation about technology
drawings and/or diagrams, provided and electronic devices provided there
there was some previous familiarity was some previous familiarity with the
with the topic. topic.

L.1.2.recognizes the most important

key points in a straightforward talk or
presentation, about technology and
electronic devices accompanied with
drawings and/or diagrams, provided
there is some previous familiarity with
the topic.

R.1. recognizes much of what is written

R1.1. gets the gist of short simple texts
in short, simple texts on subjects with
about technology and electronic
which they are familiar and/or in which
devices.
they are interested.

R.1.2. recognizes general ideas and

much of what is written in short, simple
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texts related with uses of technology

and electronic devices.

R.2.1 recognizes key vocabulary in

R.2. locates important information in short simple texts such as greetings,
simple texts ( e. greetings, times, times, dates and discourse markers
dates, discourse markers in a video or related with technology and ways to
radio advertisement or dialogue) take care of electronic devices.

R.2.2. locates important information in

simple texts related with technology
and ways to take care of electronic
devices (e.g., greetings, times, dates,
discourse markers, in a video or radio
advertisement or dialogue).

R.PA.3.1. produces sounds

R.PA.3. reads contractions and word represented by single-lettered
endings -tion, --sion in different consonant and vowel graphemes (too,
sentences and texts my, me, by) when reading sentences.

R.PA.3.2.identifies roots of words with

common, prefixes un-, dis-, mega-,
micro-, re-, pre-. in sentences and
short texts.

R.PA.3.3.reads roots of words with

common prefixes un-, dis-, mega-,
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Assessment Strategies Indicators of learning

micro-, re-, pre-. in sentences and

short texts.

R.PA.3.4.identifies roots of words with

common, suffixes like -ful, -ly, -able, -
less, -ment and including the endings
-tion, -sion in words and sentences.

R.PA.3.5.reads roots of words with

common, suffixes like -ful, -ly, -able, -
less, -ment and including the endings
-tion, -sion.

R.PA.3.6. reads contractions. (e.g.,

haven't, aren't, it's, etc.) in different
sentences and texts.

SI.1.1. elaborates a draft of a

telephone conversation with a clerk in
gadget store in a collaborative way
S.I .1. participates in a short telephone using questions, key words and
conversation prepared in advance. phrases.

SI.1.2. interacts with a peer a role-play

of a telephone conversation with a
clerk in gadget store using questions,
key words and phrases as a form of
rehearsal.
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S.I.2. 1. asks and responds to

S.I.2. expresses common greetings, questions about greetings and
leave-takings and personal interests in personal interests related with
relation to technology in short technology in short dialogues and
dialogues and conversations. conversations.

S.I.2.2. expresses common greetings,

leave-takings and personal interests in
relation to technology in short
dialogues and conversations.

S.P. 1.1. brainstorms simple phrases

S.P. 1. talks briefly about familiar and sentences about uses of
topics, such as technology. technology in daily life

S.P.1.2. uses simple phrases and

sentences about uses of technology in
daily life as a form or rehearsal.

SP.1.3. talks briefly about uses of

technology in daily life using complete
sentences.

W.1.1 brainstorms main ideas about

W.1. composes short texts expressing uses and ways to take care of personal
uses and ways to take care of personal technological devices as a form of pre-
technological devices. writing.
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W.1.2.makes an outline to organize the

main ideas about uses and ways to
take care of personal technological
devices using phrases and simple
sentences.

W.1.3. writes a draft of text with

complete sentences for each main
idea.

W.1.4. edits the draft by checking

grammar, spelling, punctuation and
capitalization to make sure it is well-
written.

W.2.1 writes a short dialogue or

W.2. composes short dialogues, advertisements related to technological
advertisements related to technological devices and its uses following a pattern
devices and its uses. provided by the teacher.

W.2.2. edits his/her own dialogues and

advertisements related to technological
devices and its uses checking correct
use of capitalization, punctuation,
grammar and spelling.

L.1. recognizes the most important L1.1. gets the gist of the most
points in a straightforward talk or important points in a straightforward
presentation, accompanied with talk or presentation about healthy
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drawings and/or diagrams, provided lifestyles provided there was some

there is some previous familiarity with previous familiarity with the topic.
the topic.

L.1.2.recognizes the most important

key points in a straightforward talk or
presentation, about healthy lifestyles
accompanied with drawings and/or
diagrams, provided there is some
previous familiarity with the topic.

L.2. recognizes short, clear, and simple L.2.1. gets the gist of short clear simple
instructions and explanations when instructions about being healthy when
delivered slowly (e.g., first, you add... delivered slowly. (e.g., first... then...
then, you mix...). besides…).

L.2.2. recognizes short, clear, and

simple instructions about being healthy
when delivered slowly (e.g., first, you
add... then, you mix...).

L.2.3. gets the gist of short clear simple

explanations about food when
delivered slowly. (e.g., first... then...
besides…).

L.2.4. recognizes short, clear, and

simple explanations about preparing
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food when delivered slowly (e.g., first,

you add... then, you mix...).

R1. comprehends reading, analyzes R.1.1. responds to questions about

and enjoys texts. healthy lifestyles.

R.1.2. examines the main points of

texts for making decisions and
recommendations about healthy
lifestyles.

R.1.3. connects personal feelings and

experiences with the texts read.

R2. understands much of what is

written in short, simple texts on R.2.1. gets the gist of short simple
subjects with which they are familiar texts about healthy lifestyles.
and/or in which they are interested.

R.2.2. recognizes much of what is

written in short, simple texts on
subjects related to healthy living.

R.PA.1. shows knowledge of phonemic PA.1.1.identifies words with the

awareness by reading consonant consonant blends (bl, st, and tr) in
blends (bl, st, and tr) sentences and short texts.

PA.1.2.reads words with the blends (bl,

st, and tr) in short texts.
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P.A.2.1. identifies the pronunciation of

R.PA.2. shows knowledge of phonemic endings /t/ and /d/ in regular past tense
awareness by pronouncing the sound words when listening and when
/-t//-d/ at the end of words. reading to sets of words and
sentences.

P.A.2.2. produces the endings /t/ and

/d/ when reading words and sentences
that represent regular past tense verbs.

SI.1.1.discusses single step directions/

commands about how to stay healthy
SI.1. states single step directions/ with words and phrases in a pair or
commands using words and phrases. group interaction.

SI.1.2. states single step directions/

commands about how to stay healthy
with words and phrases in a pair or
group interaction.

SI.2.1. brainstorms ideas with a group

SI.2. presents a dialogue with a group,
related to giving advice and staying in
it has main ideas and two to three
good shape that includes main ideas
details.
and two to three details.

SI.2. 2.creates a dialogue with a group

related to giving advice and staying in
good shape that includes main ideas
and two to three details.
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SI.2.3. interacts with peers dialogues

and conversations related with giving
advice and staying in good shape as a
form of rehearsal.

SI.2.4. performs a dialogue with a

group which includes main ideas and
two to three details related to giving
advice and staying in good shape.

SI.3.1 makes suggestions about

healthy lifestyles to others using
SI.3. makes and accepts suggestions. complete simple sentences.

SI.3.2. accepts suggestions about

healthy lifestyles from others using
complete sentences or phrases.

SP.1. describes their favorite recipe, SP.1.1. brainstorms the ingredients of

how to prepare it, and possible length a favorite recipe using phrases and
of time and nutritious value. sentences supported with pictures.

SP.1.2. identifies nutritional value of

ingredients of favorite recipe using
phrases and sentences supported with
pictures in an oral interaction.
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SP.1.3. uses appropriate vocabulary,

phrases and sentences to describe
cooking steps in an oral exchange.

SP. 1.4. uses sequence adverbs when

explaining how to prepare favorite
recipe. ( first, second, third, next,
finally)

SP.1.5. describes favorite recipe, to an

audience based on a prompt.

W1. prepares simple reminders or W.1.1. identifies the main points to

notes for personal use (e.g., diary, include in a personal note/reminder
journal, homework book). using an outline or mind map.

W.1.2. uses polite phrases and

expressions when making a reminder
such as: I wish to let you know, please,
remember to… Just a friendly
reminder, please do not forget… thank
you… when writing a reminder.

W.1.3. writes a simple reminder and

personal note to someone using
sentence frames studied in class
based on a prompt.
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W2. copies dates and facts from short, W.2.1 identifies dates and facts from
simple text. short, simple text.

W.2.2. copies dates and facts from

short, simple text in charts and graphs.

L1. recognizes the main points in short,

simple stories and reports when there
is some previous understanding of the L.1.1 gets the gist in short, simple
topic and if they are read slowly, clearly stories and reports if they are read
and possibly repeated. slowly, clearly and possibly repeated.

L1.2. recognizes the main points in

short, simple stories and reports when
there is some previous understanding
of the topic and if they are read slowly,
clearly and possibly repeated.

L2. recognizes phrases and high L.2.1. identifies phrases and high
frequency vocabulary related to areas frequency vocabulary related to
of personal interest. favorite story when heard.

L.2.2. recognizes phrases and high

frequency vocabulary about favorite
book/ novel/ fairytale.

R.1.1. responds to questions

R.1. comprehends readings, analyzes completing diagrams and/or maps
and enjoys texts. about favorite story or book.
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R.1.2. examines the main points of

favorite story for making decisions and
recommendations.

R.1.3. connects personal feelings and

experiences with the story read.

R2. recognizes most of what occurs in

a well-structured short story and the
story’s main characters. R.2.1. gets the gist of the story.

R2.2. identifies the story’s main

characters.

R.2.3.recognizes main events in a well-

structured short story.

R.P.A. demonstrates knowledge of

phonemic awareness by pronouncing R.P.A.1.recognizes the pronunciation
sounds /s / z/in initial position and/ŋk / of sounds /s/ and /z/ in initial position of
ŋ/ in final position and the diagraphs words by coloring the words that have
(th, sh, ph) in initial position. the sounds as they are heard.

R.P.A.2. pronounces the sounds /s/

and /z/ in initial position of words
correctly by reading a set of words.

R.P.A.3. identifies the pronunciation of

sounds /nk/, / ŋ/ in final position of
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Assessment Strategies Indicators of learning

words by coloring the words that have

the sound as they are heard.

R.P.A.4. pronounces the sounds /nk/

and / ŋ/ in final position of words.

R.P.A.5. identifies the pronunciation of

the diagraphs (th, sh, ph) in initial
position by circling the words that have
the diagraphs as they are heard.

R.P.A.6. pronounces the diagraphs (th,

sh, ph) in initial position of words.

SI.1.1. asks others about a book or

SI.1. asks others about what they like short story they like or dislike in an
and dislike. informal conversation.

S.I.2.1 asks information questions

SI.2 exchanges information about related with the content of short story
everyday matters using simple or fable read in an exchange with a
vocabulary. partner or group.

S.I.2.2.responds to questions related

with the content of short story or fable
read in an exchange with a partner or
group.
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SP.1.1.identifies the basic aspects of a

story, fairy tale or fable such as plot
and main characters when supported
SP.1. describes basic aspects of a by pictures, drawings or a mind map
story, fairy tale or fable. using basic vocabulary and phrases.

SP.1.2. retells the basic events of a

story, fairy tale or fable such as main
characters and plot when supported by
pictures, drawings or a mind map using
simple sentences.

W1. writes, with the help of W.1.1.brainstorms main ideas of

illustrations, a little short story or fairy favorite story or fairy tale as a form of
tale. pre-writing.

W.1.2. makes an outline to organize

the main ideas of favorite story or fairy
tale using phrases and simple
sentences.

W.1.3. makes a draft of text by writing

complete sentences for each main idea
connected with liking words such as…
next, then, after, finally with the help of
illustrations.

W.1.4. edits a text of a short story or

fairy tale supported with pictures or
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drawings checking for correct

grammar, spelling, punctuation and
capitalization.

W.2.1.uses capital letters at the

beginning of sentences, proper nouns
W2. applies conventions of standard and first person singular when writing
English when writing a short text. the story.

W.2.2.writes a period at the end of

sentences.

L.1.1.identifies greetings, expressions

L1. recognizes others’ preferences
of politeness and people’s preferences
including greetings and expressions of
when listening to oral exchanges or
politeness.
texts.

L.1.2.recognizes greetings,
expressions of politeness and people’s
when listening to oral exchanges or
texts.

L2. recognizes phrases and high L.2.1. identifies phrases and high
frequency vocabulary related to areas frequency vocabulary related to
of personal interest. hobbies and fun activities.

L.2.2. recognizes phrases and high

frequency vocabulary related to
hobbies and favorite activities.
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R1. reads with fluency and accuracy. R.1.1.reads a short text or narration
(i.e., accuracy, intonation, and attention with good intonation and speed to
to punctuation). make it comprehensible.

R.1.2. reads words and sentences

related with hobbies and favorite
activities with good pronunciation and
with attention to punctuation pauses.

R.1.3.reads with accuracy and fluency

a short text related with hobbies and
pastimes to support comprehension of
listener.

R.1.1. responds to questions

completing diagrams and/or maps
R1. comprehends readings, analyzes about people´s hobbies and favorite
and enjoys texts. pastimes.

R.1.2. examines the main points of text

about people´s hobbies and favorite
pastimes for making decisions and
recommendations.

R.1.3. connects personal feelings and

experiences with the text read.

R.P.A.1. produces the 44 phonemes R.P.A.1.1. produces the 44 English

with verbal modeling and visual cues phonemes with verbal modelling from
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Assessment Strategies Indicators of learning

and practices minimal pair sounds: s / the teacher or a video and when
θ looking to visual cues.

R.P.A.1.2. recognizes the

pronunciation of minimal pair sounds: s
/ θ as they appear in list of words or
sentences.

R.P.A.1.3.reads words and sentences

that contain the minimal pair sounds: s
/θ

R.P.A.2. distinguishes spoken rhyming R.P.A.2.1. recognizes spoken rhyming

words from non-rhyming words. (e.g., words from non-rhyming words by
run, sun versus run, man, etc.). reading them aloud.

R.P.A.2. 2. classifies spoken rhyming

words from non-rhyming words. (e.g.,
run, sun versus run, man, etc.) by
circling the rhyming words.

SI.1. 1. asks others simple questions

SI.1. asks others simple questions concerning their homes (village/town)
concerning their homes (village/town) or their interests (e.g., Where do you
or their interests (e.g., Where do you live? What do you like?) in an informal
live? What do you like?). exchange.

SI.2.1. asks teacher and peers how to

SI.2. asks how to express something in
express something in English using
another language.
formulaic expressions such as: How do
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you say in English…? What is the

meaning of…. in English?

SP.1.1.identifies the basic aspects of a

personal narration about a past event
SP.1. describes basic aspects of an supported by pictures using drawings
event. or a mind map.

SP.1.2.describes the basic details of a

personal event narrated in the past
supported by pictures using drawings
or a mind map.

SP.2. talks about a familiar topic in a SP.1.1. brainstorms main ideas about
short presentation. hobbies and future plans.

SP. 1.2. speaks with simple phrases

and sentences to describe favorite
hobbies and future plans for the
weekend to a partner or friend.

SP.1.3. talks about his favorite hobbies

and future plans in a short presentation
to family, friends and class.

W.1.1. brainstorms main ideas about

W.1. composes short texts expressing preferences and future plans as a form
wants and preferences. of pre-writing.
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W.1.2.makes an outline to organize the

main ideas about preferences and
future plans using phrases and simple
sentences.

W.1.3. makes a draft of text by writing

complete sentences for each main
idea.

W.1.4. edits a text by checking

grammar, spelling, punctuation and
capitalization to make sure it is well-
written.

W.2.1.brainstorms phrases,
W.2. composes short invitations using expressions and information used for
simple language. making invitations before writing.

W.2.2. creates a draft of an invitation

following a pattern given by the teacher
or searched on the web.

W.2.3. edits the invitation by checking

grammar, spelling, punctuation and
capitalization before turning it in.
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Indicators Sixth Grade

Assessment Strategies Indicators of learning

L.1.1. identifies relevant information

L.1.gets the main idea of a short text (who, what) in a short text that
when read aloud clearly and slowly. describes people’s achievements and
personal characteristics when read
aloud clearly and slowly.

L.1.2. gets the main idea of a short text

about people’s achievements and
personal characteristics when read
aloud clearly and slowly.

L.2. gets the gist of a presentation on a L.2.1. gests the gist of a presentation
topic when the subject is familiar to describing superheroes when the
them and it is delivered slowly and subject is familiar to them and it is
clearly. delivered slowly and clearly.

R.1.1. identifies text features such as

titles, headings or illustrations that
R.1. distinguishes the important provide information about the topic of
information in everyday visual text. the text.

R.1.2. identifies relevant ideas in an

everyday visual text that describes
people’s achievements and personal
characteristics.
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Assessment Strategies Indicators of learning

R.1.3. distinguishes important

information from supporting details in
an everyday visual text about people’s
achievements and personal
characteristics.

R.2.1. gets the gist of a patterned,

R.2. reads patterned and predictable comparing and contrasting text, about
text. heroic actions.

R.2.2. identifies specific information

from both types of texts.

R.2.3. gets the gist of a predictable text

describing heroic actions.

R.2. reads patterned and predictable R.2.3. identifies the purposes of both
text. texts, comparing and contrasting one.

R.PA.3.1. distinguishes single letters,

consonant blends, consonant digraphs,
R.PA.3. demonstrates knowledge of and diphthongs. (e.g. Changing lives,
phonemic awareness by reading short bravery, save, fire) when reading short
texts aloud. texts aloud.

R.PA.3.2. blends single letters,

consonant blends, consonant digraphs,
and diphthongs. (e.g. Changing lives,
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Assessment Strategies Indicators of learning

bravery, save, fire) when reading short

texts aloud.

R.PA.4. applies knowledge of basic

syllabication rules when decoding two-
R.PA.4.1. identifies syllables in two- or
or three-syllable and compound words
three-syllable and compound words.
(e.g., su/per, sa/cri/fice, su/per/he/ro,
com/mu/ni/ty, bra/ve/ry).

R.PA.4.2. Decoding two- or three-

syllable and compound words (e.g.,
sa/cri/fice, su/per/he/ro, com/mu/ni/ty).

SI.1.1. brainstorms with a partner

vocabulary, phrases and questions to
ask and respond about someone’s
SI.1. provides some information achievements and personal
concerning special or famous people. characteristics.

SI.1.2. responds to questions about

people’s achievements and personal
characteristics.

SI.2.1. makes a list of questions related

SI.2. asks for information as well as to the description of superheroes with a
offer simple explanations to others. partner.
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Assessment Strategies Indicators of learning

SI.2.2. makes a list of characteristics or

actions that make someone a
superhero.

SI.2.3. asks questions to request

information about the characteristics of
superheroes.

SI.2.4. explains what characteristics

make someone a superhero.

SP.1. provides a short, simple account W.1.1. brainstorms characteristics and

of something experienced. actions of different types of heroes.

W.1.2. makes an outline to organize

the main ideas about the
characteristics and actions of different
types of heroes.

W.1.3. writes a draft of a

text/paragraph about characteristics
and actions of different types of
heroes.

W.1.4. edits the descriptions of

different types of heroes and actions by
checking correct use of capitalization,
punctuation, grammar and spelling.
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Assessment Strategies Indicators of learning

W.2. describes various aspects of life W.2.1. brainstorms various aspects of

and achievements of different types of life and achievements of different types
heroes. of heroes.

W.2.2. writes a draft of text/paragraph

that describes various aspects of life
and achievements of different types of
heroes.

W.2.3. edits the draft by checking use

of capitalization, punctuation, grammar
and spelling.

L1.1. identifies the general idea of

L.1. recognizes the general idea of
overheard conversations related with
overheard conversations.
preferences and technological gadgets.

L1.2 recognizes the general idea of

overheard conversations related with
preferences and technological gadgets.

L2.1. gets the gist of a discussion

L.2. identifies changes in the topic of related with technology safety rules if
discussion if people speak slowly. people speak slowly.

L2.2. identifies the main points in a

discussion related with technology
safety rules if people speak slowly.
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Assessment Strategies Indicators of learning

L.2.3. identifies changes in the topic of

discussion related with technology
safety rules if people speak slowly

R.1.1. gets the gist of short simple

texts related with how to use
R.1. comprehends readings, analyzes technological gadgets and their
and enjoys texts. applications.

R.1.2. responds to questions related

with how to use technological gadgets
and their applications.

R.1.3. examines the main points of

texts related with how to use
technological gadgets and their
applications.

R.1.4. connects personal feelings and

experiences with the texts read about
how to use technological gadgets and
their applications.

R.2. Understands the main points in a R.2.1. gets the gist of short simple
straightforward personal texts for making suggestions and
communication giving tips for using technology.
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Assessment Strategies Indicators of learning

R.2.2 recognizes main ideas in short

simple texts for making suggestions
and giving tips for using technology.

R.PA.3.1. Segments words into

syllables using knowledge of phonemic
R.PA.3. Establishes knowledge of awareness including the sounds
phonemic awareness by segmenting represented by consonant blends,
words into syllables. consonant/vowel diagraphs (e.g., th,
sh, ck as in trick, pick, show, shelter,
think, them, then).

R.PA.3.2. decodes multi-syllabic words

diphthongs (e.g., ea, ie, ee as in email,
gamer, computer) and r-controlled
vowels.

R.PA.3.3. decodes compound words

(smartphone).

R.PA.3.4. segments words into

syllables using knowledge of phonemic
awareness including the sounds
represented by consonant blends,
consonant/vowel diagraphs, and multi-
syllabic words diphthongs.
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Assessment Strategies Indicators of learning

SI.1. 1. brainstorms types of questions

SI.1. Asks appropriate questions during that can be used in a conversation to
a conversation to ensure the other ensure the other person understands
person understands them. them.

SI.1.2.asks simple questions to check

comprehension of message when
describing the steps for using
technological gadgets.

SI.2. takes part in simple social SI.2.1. asks simple questions about
interactions asking people about uses preferences related with uses
of technology. technological gadgets.

SI.2. 2.responds to simple questions

about preferences related with uses
technological gadgets.

SP.1.1. brainstorming ideas about a

SP.1. provides a short, simple account personal experience using
of something experienced. technological gadgets.

SP.1.2. makes an outline of main ideas

for describing a personal experience
using technological gadgets.

SP.1.3. rehearses a short talk for

describing a personal experience using
technological gadgets.
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Assessment Strategies Indicators of learning

SP.1.4. talks about a personal

experience about using technological
gadgets.

W.1.1 brainstorms a list of main ideas

to describe safety rules for using
W.1. exchanges useful information with technology when writing an e-mail or a
friends in emails or short notes/texts. short note to friend.

W.1.2.makes an outline to organize the

main ideas using phrases and short
sentences.

W.1.3. creates a draft of text by writing

complete sentences for each main idea
and supporting details.

W.2. uses simple grammatical W.2.1. identifies grammatical misuses

structures. of sentences in a written text.

W.2.2. edits a piece of writing by

checking correct use of sentence
frames when describing safety rules for
. using technology.

L.1. recognizes the dialogue of a L.1.1. gets the gist of a short dialogue
movie, cartoon or documentary. of a movie, cartoon or documentary.
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Assessment Strategies Indicators of learning

L.1.2. Recognizes the type of dialogue

that is heard: a movie, cartoon or
documentary.

L.2.1. gets the topic of simple

L.2. recognizes simple procedural procedural explanations if given slowly
explanations if given slowly and clearly. and clearly.

L.2.2. Gets keywords, phrases and

expressions in simple procedural
explanations if given slowly and clearly.

R.1.1. identifies text features such as

R.1. uses knowledge of first language titles, headings or illustrations that
to aid in understanding the second provide information to make predictions
language. related to what the text may be about.

R.1.2. gets the gist of a text.

R.1.3. identifies cognates in the text.

R.1.4. Identifies specific information in

the text.

R.2. follows instructions as part of daily R.2.1. gest the gist of simple
activities. instructions.

R.2.2. recognizes key words, phrases

and expressions in simple instructions.
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Assessment Strategies Indicators of learning

R.2.3. Labels pictures that contain

instructions.

R.3. recognizes short instructions R.3.1. gets the gist of short instructions
illustrated through step-by-step visuals. illustrated through step-by-step visuals.

R.3.2.labels short instructions

illustrated through step-by-step visuals.

R.3.3 recognizes important information

in short instructions illustrated through
step-by-step visuals.

R.PA.4.1. identifies minimal pair

R.PA. 4.1 reads words and sentences sounds: /ʃ / /tʃ/ in words and
to demonstrate knowledge of phonemic sentences.
awareness.

R.PA.4.2. articulates minimal pair

sounds:/ ʃ // tʃ/ in words and sentences.

R.PA.4.3. reads minimal pair sounds: /ʃ

/ / tʃ / in words and sentences to
demonstrate knowledge of phonemic
awareness.

R.PA.4.1. identifies cognates and false

cognates in words and sentences.
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Assessment Strategies Indicators of learning

R.PA.4.2. gets meaning of cognates

and false cognates in sentences.

R.PA.4.3. reads cognates and false

cognates in words and sentences to
demonstrate knowledge of phonemic
awareness.

R.PA.4.2 reads words and sentences

R.PA.4.1. identifies initial, medial or
to demonstrate knowledge of phonemic
final graphemes in words.
awareness.

R.PA.4.2. deletes initial, medial or final

graphemes to create new words.

R.PA.4.3. substitutes initial, medial or

final graphemes in words to create new
words.

R.PA.4.4. adds initial, medial or final

graphemes in words to create new
words.

R.PA.4.5. reads new words and

sentences created to demonstrate
knowledge of phonemic awareness.

R.PA.4.1. identifies affixes in base

words in context.
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Assessment Strategies Indicators of learning

R.PA.4.2. creates new words using

derivational affixes and prefixes and
inflectional suffixes.

R.PA.4.3. reads affixes in base words

in context to demonstrate knowledge of
phonemic awareness

SI.1.1. brainstorms vocabulary,

phrases and questions to ask for
SI.1. asks for information as well as information as well as offer simple
offer simple explanations to others. explanations to others.

SI.1.2. makes a list of single words,

phrases, and expressions to ask for
information and offer explanations.

. SI.1.3. asks questions to others.

SI.1.4. offers simple explanations to

others.

SP.1.1. brainstorms words, phrases or

SP.1. describes using simple words, sentences to express his/her opinion of
their opinion of a situation or event. a situation or event.

SP.1.2. organizes ideas in sentences to

express his/her opinion of a situation or
event.
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Assessment Strategies Indicators of learning

SP.1.3. describes using simple words,

his/her opinion of a situation or event.

SP.2. produces a summary of a short SP.2.1. brainstorms the most important

story expressed in a simple sequence aspects of a short story such as who,
of events. where and what.

SP.2.2. organizes ideas in sentences

according to what happened in the
story.

SP.2.3. summarizes the short story in a

simple sequence of events.

W.1. writes straightforward text on W.1.1. brainstorms key words, phrases

topics familiar to them using and expressions to write a
appropriate transitional words such as straightforward text that describes
‘and’, ‘but’ and’ because’ cause and effect relationships.

W.1.2. makes an outline to organize

the main ideas in a straightforward text
that describes cause and effect
relationships.

W.1.3. drafts a text that describes

cause and effect using appropriate
transitional words such as ‘and’, ‘but’
and’ because’.
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Assessment Strategies Indicators of learning

W.1.4 revises the text to look for

mistakes related to subject-verb
Agreement, capitalization, spelling, and
basic punctuation and appropriate
transitional words such as ‘and’, ‘but’
and’ because’.

W.1.5. edits a text that describes cause

and effect relationships.

W.2.1. brainstorms key words, phrases

W.2.uses simple grammatical
and expressions to describe how litter
structures to write a short text.
affects the environment.

W.2.2. makes an outline to organize

the main ideas about how litter affects
the environment.

W.2.3. drafts a text/paragraph using

simple grammatical structures to
describe how litter affects the
environment.

W.2.4. revises the text/paragraph to

look for mistakes related to subject-
verb Agreement, capitalization,
spelling, and basic punctuation and
content.
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Assessment Strategies Indicators of learning

W.2.5.edits a text that describes how

litter affects the environment.

L1.1. identifies simple procedural

L.1. recognizes simple procedural explanations about the rainforest if
explanations if given slowly and clearly. delivered slowly and clearly.

L1.2 recognizes simple procedural

explanations about the rainforest if
delivered slowly and clearly.

L2.1. identifies the general idea of

L.2. recognizes the general idea of overheard conversations related with
overheard conversations. the rainforest.

L1.2 recognizes the general idea of

overheard conversations related with
the rainforest.

R.1.1. recognizes much of what is

written in short, simple texts on
subjects related with rainforest
R.1. comprehends reading, analyzes preservation and personal
and enjoys texts. responsibility.

R.1.2. examines the main points of

texts for making decisions and
recommendations about rainforest
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Assessment Strategies Indicators of learning

preservation and personal

responsibility.

R.1.3. connects personal feelings and

experiences with the texts read about
rainforest preservation and personal
responsibility.

R.1.1.reads a short text or narration

R.PA.3. reads with fluency and with good intonation and speed to
accuracy. make it comprehensible.

R.1.2. reads words and sentences

related with the rainforest and its
preservation with good pronunciation
and with attention to punctuation
pauses.

R.PA.4. distinguishes between sounds

PA.1.1.identifies words with the sounds
/v / b/ in words.
/v / b/ in words.

PA.1.2. compares similarities and

differences between the sounds /b/ and
/v/ when heard in words.

P.A.1.3. pronounces sounds /v/ and /b/

in words.
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Assessment Strategies Indicators of learning

SI.1.1.brainstorms types of questions

to request other people’s opinion about
SI.1. asks other students to confirm current situation of the rainforest and
solutions to problems. possible solutions.

SI.1.2.asks other students ‘opinions

about current situation of the rainforest
and possible solutions.

SP.1. describes, using simple words, SP.1.1. brainstorms ideas related to

their opinion of a situation or event. ways to rescue the rainforest.

SP. 1.2.outlines with simple phrases

and sentences personal opinion about
ways to rescue the rainforest.

SP.1.3. describes with simple phrases

and sentences personal opinion about
ways to rescue the rainforest in a
presentation to family, friends and
class.

SP.2.1. brainstorms high frequency

SP.2. provides a simple description of vocabulary and phrases to describe the
a studied object. rainforest.

SP.2.2. describes with simple

vocabulary and sentences the
rainforest.
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Assessment Strategies Indicators of learning

W.1. engages in the writing process W.1.1. brainstorms main ideas about
during pre-writing, drafting, editing and ways to rescue the rainforest as a form
simple publications. of pre-writing.

W.1.2.makes an outline to organize the

main ideas about ways to rescue the
rainforest.

W.1.3. makes a draft of text by writing

complete sentences for each main
idea.

W.1.4. edits a text by checking

grammar, spelling, punctuation and
capitalization to make sure it is well-
written.

W.2. devises a timeline for a topic. W.2.1. devises a timeline for a topic.

W.2.2. lists the most important topics a

text.

W.2.3. arranges the topics in a logical

sequence.

W.3.1.uses capital letters at the

W.1. applies conventions of standard
beginning of sentences, proper nouns
English (e.g., advertisement, labeling a
and first person singular when writing a
photo essay).
description of actions.
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Assessment Strategies Indicators of learning

W.3.2. writes a period at the end of

sentences describing actions.

W.3.3.writes sentences describing

actions using correct grammar and
spelling.

L.1. follows verbal instructions for an

L.1.1. identifies key words to follow
activity when spoken clearly and
verbal instructions for an activity.
slowly.

L.1.2. recognizes key words to follow

verbal instructions for an activity.

L.1.3. follows verbal instructions for an

activity when spoken clearly and
slowly.

L.2. recognizes a presentation on a L.2.1. gets the gist of a presentation

topic when the subject is familiar. describing actions and items to
organize a party.

L.2.2. Identifies actions and items to

organize a party in a description.

L.2.3. recognizes actions and items to

organize a party in a description.
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Assessment Strategies Indicators of learning

R.1. recognizes the main information in R.1.1. gets the gist of short articles and
short articles and reports reports that describe location.

R.1.2. recognizes the main information

in short articles and reports that
describe location.

R.2. recognizes short instructions R.2.1. identifies key words in short

illustrated through step-by-step visuals. instructions illustrated through step-by-
step visuals.

R.2.2. recognizes short instructions

illustrated through step-by-step visuals.

R.PA.3. produces the sounds ɪ / i: v / b R.P.A.3.1. recognizes the sounds ɪ / i

through phonemic awareness. through phonemic awareness

R.P.A.3.2. reads words and sentences

that contain the minimal pair sounds ɪ /
i.

R.P.A.3.1. recognizes the sounds ɪ / i

through phonemic awareness.

R.P.A.3.2. reads words and sentences

that contain the minimal pair sounds ɪ /
i.
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Assessment Strategies Indicators of learning

R.P.A.3.1. recognizes the sounds v / b

through phonemic awareness.

R.P.A.3.2. reads words and sentences

that contain the minimal pair sounds v /
b.

SI.1.1. brainstorms individually words

SI.1. asks for a word to be spelled out. that describe location to dictate to a
classmate.

SI.1.2. asks for words that describe

location to be spelled out.

SP.1.1. brainstorms words, phrases or

SP.1. provides a simple description of sentences to describe actions and items
a common object or event. to organize a party.

SP.1.2. organizes ideas in phrases or

sentences to describe actions and
items to organize a party.

SP.1.3. describes in a simple way

actions and items to organize a party.

SP.2. provides a short, simple account SP.1.1. brainstorms words, phrases or

of something experienced. sentences to describe something
experienced at a party.
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Assessment Strategies Indicators of learning

SP.1.2. organizes ideas in phrases or

sentences to describe something
experienced at a party.

SP.1.3. describes in a short and simple

way actions related to something
experienced at a party.

W.1.1. elaborates a graphic organizer

or diagram to take notes based on the
W.1. writes down key words and information requested or purpose for
phrases during an oral presentation. listening.

W.1.2. identifies the gist of the oral

presentation.

W.1.3. writes down key words and

phrases during an oral presentation
about the description of a location.

W.2.1.uses capital letters at the

beginning of sentences, proper nouns
W.2.applies conventions of standard and first person singular when writing a
English. description of actions.

W.2.2. writes a period at the end of

sentences describing actions.
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Assessment Strategies Indicators of learning

W.2.3.writes sentences describing

actions using correct grammar and
spelling.

L.1.1. identifies relevant information

L.1. recognizes the general idea of (who, what) of a text that describes
overheard conversations. future plans and events.

L.1.2. recognizes the general idea of

an overheard conversation that
describes future plans and events.

L.2.1. gets the gist of a short text that

L.2. recognizes the main idea of a
expresses feelings and emotions
short text when read aloud clearly and
related to future plans when read aloud
slowly.
clearly and slowly.

L.2.2. recognizes the main idea of a

short text that expresses feelings and
emotions related to future plans when
read aloud clearly and slowly.

R.1.1. identifies the gist of a

R.1. recognizes the main points in a straightforward personal
straightforward personal communication that describes and
communication. supports opinions.

R.1.2. recognizes the main points of a

.
straightforward personal
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Assessment Strategies Indicators of learning

communication that describes and

supports opinions.

R.2. gets the gist of short text using R.2.1. identifies relevant information
everyday reference material. (who, what) of a text describing
hypothetical ideas.

R.2.2. gets the gist of a short text

describing hypothetical ideas.

R.PA.4. reads and pronounces words

R.PA.4.1. recognizes words by
accurately applying phonemic
applying phonemic awareness
awareness knowledge.
knowledge.

R.PA.4.2. organizes scrambled words

by using knowledge of word order
(syntax) to confirm decoding of text.

R.PA.4.3. reads and pronounces

words accurately applying phonemic
awareness knowledge.

R.PA.4.1 recognizes the same initial,

R.PA.4. reads and pronounces words final and medial sounds in single and
accurately applying phonemic two-syllable words. (e.g. can, call,
awareness knowledge. computer, act, action, back)

R.PA.4.2. reads and pronounces words

that begin with the same initial, final and
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Assessment Strategies Indicators of learning

medial sounds in single and two-

syllable words accurately applying
phonemic awareness knowledge.

R.PA.4.1.recognizes common
contractions in sentences and texts.

R.PA.4.2 reads common contractions in

sentences and texts accurately applying
phonemic awareness knowledge.

R.PA.4.1. recognizes the same initial,

final and medial sounds in single and
two-syllable words. (e.g. can, call,
computer, act, action, back)

R.PA.4.2. reads and pronounces words

that begin with the same initial, final and
medial sounds in single and two-
syllable words accurately applying
phonemic awareness knowledge.

SI.1.1. brainstorms questions in pairs

SI.1. asks appropriate questions during
or groups to ask during a conversation
a conversation.
describing future plans and events.

SI.1.2. rehearses questions in pairs or

groups to ask during a conversation
describing future plans and events.
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Assessment Strategies Indicators of learning

SI.1.3. asks appropriate questions

during a conversation that describes
future plans and events.

SI.2.1. brainstorms, in pairs, different

SI.2. asks someone to repeat himself phrases or expressions to ask
or herself or say something a different someone to repeat himself of herself or
way. say something in a different way when
describing hypothetical ideas.

SI.2.2. asks someone to repeat himself

or herself or say something in a
different way when describing
hypothetical ideas.

SI.3.2. brainstorms, in pairs, different

phrases or expressions to ask other
SI.3. ask other students to confirm students to confirm solutions to
solutions to problems. problems and support opinions.

SI.3.3. asks other students to confirm

solutions to problems using appropriate
phrases and expressions.

SP.1. produces a summary of a short

SP.1.1. identifies relevant information
story/event expressed in a simple
(who, what, where, when, why) of a
sequence of events
short story/event expressed in a simple
sequence of events.
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Assessment Strategies Indicators of learning

SP.1.2. writes down phrases or

sentences based on the relevant
information of a short story/event
expressed in a simple sequence of
events.

SP.1.3. organizes the relevant

information according to what
happened in a short story/event
expressed in a simple sequence of
events.

SP.1.4. produces a summary of a short

story/event expressed in a simple
sequence of events based on the
relevant information.

W.1.1. brainstorms key words and

W.1. exchanges useful information with
phrases to express feelings and
friends in emails or short notes.
emotions related to future plans.

W.1.2. writes down notes, phrases or

sentences expressing feelings and
emotions related to future plans.

W.1.3. edits the notes, phrases or

sentences by checking for correct use
of simple grammatical structures,
spelling, punctuation and capitalization
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Assessment Strategies Indicators of learning

W.1.4. exchanges useful information

with friends in emails or short notes
expressing feelings and emotions
related to future plans.

W.2.1. brainstorms key words and

phrases to tell a simple story that
W.2. tell a simple story. describes hypothetical ideas using the
past tense and sequential adverbs.

W.2.2. makes an outline to organize

the main ideas to tell a simple story
that describes hypothetical ideas using
the past tense and sequential adverbs.

W.2.3. makes a draft of text/paragraph

to tell a simple story that describes
hypothetical ideas using the past tense
and sequential adverbs.

W.2.4. edits a text that tells a simple

story describing hypothetical ideas by
checking for correct use of simple
grammatical structures, spelling,
punctuation capitalization and
sequential adverbs.
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Assessment Strategies Indicators of learning

W.3.1 gets the gist of a text that

W.3. writes a summary sentence of a describes and supports opinions about
text’s main ideas. a specific topic.

W.3.2. identifies the most important

aspects such as who, where and what
of a text that describes and supports
opinions about a specific topic.

W.3.3. produces a summary sentence

of a text’s main ideas.

References

Ministerio de Educación Pública. (2015). Respuestas a las consultas más frecuentes en

el proceso de evaluación de los aprendizajes. http://bit.ly/3ALFPOv
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Ministerio de Educación Pública. (2018). Reglamento de Evaluación de los

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Ministerio de Educación Pública. (2020). Lineamientos técnicos para la elaboración de

la prueba escrita en el marco de transformación curricular. http://bit.ly/3GIZkez

Ministerio de Educación Pública. (2021). Guidelines on how to write indicators of

learning for the suggested pedagogical mediation of the English curriculum.
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