Curricular Objectives of the English as a Foreign Language Area for Subnivel Medio of Educació

By the end of Subnivel Medio of EGB, and as a result of the learning outcomes in the EFL area, learners w
Sublevel 3
Identify the main ideas and some details of written and oral texts, in order to interact with and to de
O.EFL 3.1
critical inquiry to a variety of texts.
Assess and appreciate English as an international language, as well as the skills and subskills that cont
O.EFL 3.2
communicative and pragmatic competence.

O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment and to acce

Develop creative and critical thinking skills to foster problem-solving and independent learning using
O.EFL 3.4 written English.

O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions or solve p

O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or familiar top
means of communication and written expression of thought.
Appreciate the use of English language through spoken and written literary texts such as poems, rhym
O.EFL 3.7 games and graphic short stories in order to foster imagination, curiosity and memory, while developin
written literary texts.
Demonstrate an ability to interact with written and spoken texts, in order to explore creative writing
O.EFL 3.8
personal expression and intercultural competence.
Be able to interact in English using basic, frequently used expressions and short phrases in familiar an
O.EFL 3.9 contexts, demonstrating a limited but effective command of the spoken language in simple and routin
a direct exchange of information.

O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work cooperatively in pairs a
 bnivel Medio of Educación General Básica
mes in the EFL area, learners will be able to:

der to interact with and to develop an approach of

he skills and subskills that contribute to

nt/entertainment and to access information.

d independent learning using both spoken and

s, answer questions or solve problems.

nal information or familiar topics and use them as a

rary texts such as poems, rhymes, chants, songs,

y and memory, while developing a taste for oral and

er to explore creative writing as an outlet to

nd short phrases in familiar and personalized

n language in simple and routine tasks which require

d work cooperatively in pairs and groups.

 Evaluation criteria for English as a

Curricular Thread 1: Co
7mo de bàsica
EFL 3.1.1. Ask simple basic questions in
class about the world beyond their own
immediate environment in order to
increase their understanding of different
cultures.

EFL 3.1.9. Compare and contrast oral

CE.EFL.3.1. Cultivate an awareness of
different cultures and identify
similarities and differences between
them through oral and written literary
texts.
* I.EFL.3.1.1. Learners can show an
awareness of different cultures and
identify similarities and differences
between them through oral and written
literary texts. (I.2, S.2, J.1)
traditions, myths, folktales and
literature from Ecuador and
international regions/cultures and
identify similarities and differences, as
well as universal cultural themes,
through the use of graphic organizers CE.EFL.3.1. Cultivate an awar
and dramatic enactments in class. different cultures and identif
similarities and differences b
them through oral and writte
texts.
EFL 3.1.10. Recognize and demonstrate * Learners can show an awar
an appreciation of some commonalities different cultures and identif
and distinctions across cultures and similarities and differences b
groups (differentiated by gender, ability, them through oral and writte
generations, etc.) including the texts. (I.2, S.2, (ref.I.EFL.3.1.1
students’ own, by asking WH- questions
and formulating simple, culturally aware
statements.

EFL 3.1.2. Recognize ways to relate

CE.EFL.3.2. Recognize and exhibit
responsible behaviors at home, at
school and towards the environment.
* I.EFL.3.2.1. Learners can say ways to
take care of the environment and one’s
surroundings. Learners can identify and
exhibit socially responsible behaviors at
home, at school and towards the
environment. (J.3, S.1)
responsibly to one’s surroundings at
home and at school by exhibiting
responsible behaviors towards the
environment.
(Example: chores at home, recycling,
etc.)
CE.EFL.3.2. Recognize and ex
responsible behaviors at hom
school and towards the envir
* Learners can say ways to ta
the environment and one’s
surroundings. Learners can id
exhibit socially responsible b
home, at school and towards
environment. (J.3, S.1) (ref.I.
CE.EFL.3.2. Recognize and exhibit
responsible behaviors at home, at
school and towards the environment.
* I.EFL.3.2.1. Learners can say ways to
take care of the environment and one’s
surroundings. Learners can identify and
exhibit socially responsible behaviors at EFL 3.1.7. Demonstrate appropriate
home, at school and towards the
environment. (J.3, S.1)
CE.EFL.3.3. Interact with others using a
variety of both verbal and nonverbal
communication features and express
likes and dislikes while giving
recommendations in basic yet effective
terms.
* I.EFL.3.3.1. Learners can employ a
range of verbal and nonverbal
communication features to express likes
and dislikes and can give
recommendations in basic yet effective
terms. (I.3, S.4)
CE.EFL.3.4. Develop the skills to work
collaboratively using a range of verbal
and nonverbal communication features
and apply self-correcting and self-
monitoring strategies in social and
classroom interactions.
* I.EFL.3.4.1. Learners can demonstrate
an ability to work in pairs and small
groups using level-appropriate verbal
and nonverbal communication features
and apply self-correcting and self-
monitoring strategies in social and
classroom interactions. (J.2, J.3, J.4, I.3)
classroom behaviors by participating in
small group or whole class discussions.
(Example: being courteous, respecting
the person and property of others, etc.)
EFL 3.1.3. Exchange basic personal
preferences with peers in order to
express likes and dislikes.
EFL 3.1.5. Describe, read about,
participate in or recommend a favorite
activity, book, song or other interest to
various audiences. (Example: peers,
other classes, teachers, other adults,
etc.)
EFL 3.1.8. Interpret and demonstrate
knowledge of nonverbal and oral
communication features in classroom
activities, and understand the contexts
in which they are used appropriately.
(Example: gestures, body language,
volume, etc.)
EFL 3.1.6. Apply self-correcting and self- monitoring strategies in socia
monitoring strategies in social and
classroom interactions. (Example: asking * Learners can demonstrate
questions, starting over, rephrasing,
exploring alternative pronunciations or level-appropriate verbal and
wording, etc.)
CE.EFL.3.2. Recognize and ex
responsible behaviors at hom
school and towards the envir
* Learners can say ways to ta
the environment and one’s
surroundings. Learners can id
exhibit socially responsible b
home, at school and towards
environment. (J.3, S.1) (ref.I.
CE.EFL.3.3. Interact with oth
variety of both verbal and no
communication features and
likes and dislikes while giving
recommendations in basic ye
terms.
* Learners can employ a rang
and nonverbal communicatio
to express likes and dislikes a
recommendations in basic ye
terms. (I.3, S.4) (ref.I.EFL.3.3.
CE.EFL.3.4. Develop the skills
collaboratively using a range
and nonverbal communicatio
and apply self-correcting and
classroom interactions.
work in pairs and small group
communication features and
correcting and self-monitorin
in social and classroom intera
J.3, J.4, I.3) (ref.I.EFL.3.4.1.)

CE.EFL.3.5. Demonstrate an ability to
use a variety of sources for oral and
written communication in order to
interact with others in social situations.
* I.EFL.3.5.1. Learners can employ
various print and digital sources in order
to communicate with others in oral and
written form in social situations. (J.3,
S.1, S.4)
EFL 3.1.4. Use a variety of oral, print and
electronic forms for social
communication and for writing to
oneself. (Example: friendly notes,
invitations, diary entries, notes to self, CE.EFL.3.5. Demonstrate an a
electronic messages, etc.) use a variety of sources for o
written communication in or
interact with others in social
* Learners can employ variou
digital sources in order to co
with others in oral and writte
social situations. (J.3, S.1, S.4
(ref.I.EFL.3.5.1.)

Curricular Thr

7mo de bàsica
EFL 3.2.1. Infer who is speaking and
what the situation is when listening to
short simple texts, especially when
accompanied by pictures or other visual
aids, or sound effects. (Example:
shopkeeper speaking to a customer who
is buying some fruit.)

CE.EFL.3.6. Listening for Meaning: CE.EFL.3.6. Listening for Mea

Demonstrate an understanding of the Demonstrate an understandi
main idea, speaker and situation in main idea, speaker and situa
spoken texts set in familiar everyday spoken texts set in familiar e
contexts without having to decode every EFL 3.2.2. Be comfortable taking contexts without having to d
word. meaning from spoken texts containing word.
* I.EFL.3.6.1. Learners can grasp the words or sections which are not * Learners can grasp the mai
main idea of spoken texts set in familiar understood. Be aware that spoken texts set in familiar e
everyday contexts and infer changes in understanding spoken texts does not contexts and infer changes in
the topic of discussion as well as who is require decoding every single word. of discussion as well as who
speaking and what the situation is, and what the situation is, wit
without having to decode every word. having to decode every word
(I.3, I.4) (ref.I.EFL.3.6.1.)

EFL 3.2.5. Understand most changes in

the topic of discussion if people speak
slowly.
 EFL 3.2.3. Record key items of specific
information from a heard message or
description, either in written form or by
drawing a picture. (Example: letters of
the alphabet, numbers, quantities,
prices and times, days, dates and
months, etc.)

EFL 3.2.4. Follow and understand short,

straightforward audio messages and/or
the main idea/dialogue of a movie or
cartoon (or other age-appropriate
audio-visual presentations) if delivered CE.EFL.3.7. Listening for Info
CE.EFL.3.7. Listening for Information: slowly and visuals provide contextual Follow and identify key infor
Follow and identify key information in support. (Example: an announcement of short straightforward audio t
short straightforward audio texts related a bus delay, an intercom announcement
to areas of immediate need or interest, at school, a dialogue supported by facial to areas of immediate need o
provided vocabulary is famili
provided vocabulary is familiar and expressions/gestures and appropriate visual support is present, and
visual support is present, and use these intonation, etc.) spoken contributions as mod
spoken contributions as models for their
own. own.
* Learners can record and ide
* I.EFL.3.7.1. Learners can record and information from a spoken m
identify key information from a spoken
message of immediate need or interest EFL 3.2.6. Use other students’ immediate need or interest w
when the message contains frequently contributions in class as models for their message contains frequently
expressions and visual suppo
used expressions and visual support. own. (Example: rules for a game, c
(Example: rules for a game, classroom
instructions, a dialogue in a scene from instructions, a dialogue in a s
a cartoon or movie, etc.) Lea
a cartoon or movie, etc.) Learners can
use other classmate’s contributions in use other classmate’s contrib
class as models for their own
class as models for their own. (I.2, I.3) (ref.I.EFL.3.7.1.)
EFL 3.2.7. Identify the main idea of
short, clear, simple messages and
announcements and understand
sentences and frequently used
expressions related to areas of
immediate relevance. (Example: follow
verbal instructions for a game, ask for
prices at a store, follow simple
classroom instructions, describe places
nearby, etc.)

EFL 3.2.8. Spell out key vocabulary items

using the English alphabet. (Example:
names, colors, animals, possessions,
etc.)

CE.EFL.3.8. Production – Acc

CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate
Intelligibility: Communicate needs
clearly in class by asking questions or clearly in class by asking que
requesting clarification. Dem
requesting clarification. Demonstrate acquisition of skills taught in
acquisition of skills taught in class, such
as being able to spell out wo
as being able to spell out words or use

CE.EFL.3.8. Production – Accuracy and
Intelligibility: Communicate needs
clearly in class by asking questions or
requesting clarification. Demonstrate
acquisition of skills taught in class, such
as being able to spell out words or use
some grammatical structures (albeit
with frequent errors).
* I.EFL.3.8.1. Learners can ask others to
repeat themselves or to say something
in a different way and ask for common
classroom needs. Learners can spell out
words in English and can describe
matters of immediate need or interest
using some grammatical structures
practiced in class (although there may
be errors with tenses, personal
pronouns, prepositions, etc.). (I.3, J.4)
CE.EFL.3.9. Production - Fluency:
Respond to simple questions and
familiar everyday social situations, such hesitantly.
as an invitation or request, relatively
quickly. Spontaneously initiate
interactions in order to express opinions
or give accounts of personal
experiences.
* I.EFL.3.9.1. Learners can answer
simple questions quickly and initiate
basic interaction spontaneously when
given opportunities. (Example: make an EFL 3.2.15. Provide a simple description opportunities. (Example: mak
invitation, give a suggestion, etc.)
Learners can describe simple, familiar simple account of something
situations and talk about past
experiences. (I.3, J.3)
EFL 3.2.11. Ask for someone to repeat CE.EFL.3.8. Production – Acc
themselves or say something in a
Intelligibility: Communicate
different way and ask for common clearly in class by asking que
classroom needs. (Example: getting requesting clarification. Dem
attention or obtaining an object, etc.) acquisition of skills taught in
as being able to spell out wo
some grammatical structures
with frequent errors).
* Learners can ask others to
themselves or to say someth
EFL 3.2.16. Use a series of phrases and different way and ask for com
sentences to describe aspects of classroom needs. Learners ca
words in English and can des
personal background, immediate
environment and matters of immediate matters of immediate need o
need in simple terms using grammatical using some grammatical stru
structures practiced in class (although practiced in class (although t
there may be frequent errors with be errors with tenses, person
tenses, personal pronouns, prepositions, pronouns, prepositions, etc.)
etc.). (ref.I.EFL.3.8.1.)
EFL 3.2.13. Respond to simple questions
in quite a short time and initiate basic
interaction spontaneously when there
are opportunities to speak. Speech is CE.EFL.3.9. Production - Flue
produced a little less slowly and Respond to simple questions
familiar everyday social situa
as an invitation or request, re
quickly. Spontaneously initia
interactions in order to expre
or give accounts of personal
EFL 3.2.14. Make and respond to experiences.
invitations, suggestions, apologies and * Learners can answer simple
requests. quickly and initiate basic inte
spontaneously when given
and/or opinion of a common object or a invitation, give a suggestion,
Learners can describe simple
experienced. (Example: an Ecuadorian situations and talk about pas
celebration, a class trip, a party, a game experiences. (I.3, J.3) (ref.I.EF
played, etc.)

CE.EFL.3.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
sharing information and reacting
appropriately in basic interpersonal
interactions.
* I.EFL.3.10.1. Learners can use back-
channeling to react appropriately to
what others say about familiar topics in
predictable, everyday situations and
when carrying out pair work for a
specific task in class. Learners can ask
questions to extend an interpersonal
interaction. (I.3, J.3)
CE.EFL.3.11. Demonstrate
comprehension of most of the details of
a short simple online or print text and
follow short instructions in simple
experiments and projects if illustrated
through step-by-step visuals.
* I.EFL.3.11.1. Learners can understand
most details in a short simple online or
print text and can follow short
instructions in simple experiments and
projects if step-by-step visuals are
provided. (I.3, I.4)
EFL 3.2.9. React appropriately to what
others say using verbal/non-verbal back-
channeling, or by asking further simple
questions to extend the interaction.
(Example: express interest using facial
expression or simple words with
appropriate intonation: Oh!, Yes!
Thanks. And you? etc.)
CE.EFL.3.10. Interaction – Int
Participate effectively in fam
predictable conversational e
EFL 3.2.10. Sustain a conversational sharing information and reac
exchange on a familiar, everyday subject appropriately in basic interpe
when carrying out a collaborative/paired interactions.
learning activity in which there are * Learners can use back-chan
specific instructions for a task. react appropriately to what o
about familiar topics in predi
everyday situations and whe
out pair work for a specific ta
EFL 3.2.12. Ask and answer questions Learners can ask questions to
and exchange information on familiar interpersonal interaction. (I.3
topics in predictable everyday (ref.I.EFL.3.10.1.)
situations. (Example: ask for directions,
give directions, express a personal
opinion, etc.)
Curricu
7mo de bàsica
EFL 3.3.1. Understand most of the
details of the content of a short simple
text (online or print).
CE.EFL.3.11. Demonstrate
comprehension of most of th
a short simple online or print
EFL 3.3.10. Follow short instructions follow short instructions in si
illus-trated through step-by-step visuals experiments and projects if i
in sim-ple experiments and projects. through step-by-step visuals.
(Example: simple science experiments, * Learners can understand m
instructions for an art project, etc.) in a short simple online or pr
can follow short instructions
experiments and projects if s
visuals are provided. (I.3, I.4)
(ref.I.EFL.3.11.1.)
 EFL 3.3.2. Show understanding of some
basic details in short simple cross-
curricular texts by matching, labeling
and answering simple questions.

CE.EFL.3.12. Display an understanding of CE.EFL.3.12. Display an unde

some basic details in short si
some basic details in short simple cross- EFL 3.3.7. Read, gather, view and listen curricular texts from various
curricular texts from various sources by to information from various sources in
matching, labeling and answering simple order to organize and discuss matching, labeling and answ
questions, and use the inform
questions, and use the information relationships between academic content gathered in order to organize
gathered in order to organize and areas. (Example: nonfiction books for discuss relationships betwee
discuss relationships between different young adults, the Internet, audio and
academic content areas. academic content areas.
media presentations, oral interviews, * Learners can match, label a
* I.EFL.3.12.1. Learners can match, label maps, diagrams, reference books, simple questions about basic
and answer simple questions about magazines, etc.)
basic details in a short simple cross- short simple cross-curricular
Learners can organize and di
curricular text. Learners can organize
and discuss information from different information from different so
academic content. (I.2, S.1)
sources of academic content. (I.2, S.1) (ref.I.EFL.3.12.1.)

CE.EFL.3.13. Show an ability to identify CE.EFL.3.13. Show an ability

the meaning of specific content-based EFL 3.3.3. Identify the meaning of the meaning of specific conte
words and phrases, with the aid of visual specific content-based words and words and phrases, with the
support, and use charts/mind maps to phrases, with the aid of visual support. support, and use charts/mind
distinguish between fact/opinion and distinguish between fact/opi
relevant/irrelevant information in relevant/irrelevant informati
informational texts. informational texts.
* I.EFL.3.13.1. Learners can determine EFL 3.3.4. Distinguish between fact and * Learners can determine the
the meaning of specific content-based opinion and relevant and irrelevant of specific content-based wo
words and phrases when accompanied information in an informational text phrases when accompanied
by visual support and distinguish through the use of mind maps/charts. support and distinguish betw
between fact and opinion and relevant and opinion and relevant and
and irrelevant information in information in informational
informational texts through the use of through the use of mind map
mind maps and charts. (I.2, I.3) EFL 3.3.9. Identify and use reading charts. (I.2, I.3) (ref.I.EFL.3.13
strategies to make text more
comprehensible and meaningful. CE.EFL.3.14. Select and use r
CE.EFL.3.14. Select and use reading (Example: skimming, scanning, strategies to understand and
strategies to understand and give previewing, predicting, reading for main meaning to written text whil
meaning to written text while employing ideas and details, etc.)
a range of everyday referenc
a range of everyday reference materials in order to determine inform
in order to determine information
appropriate to the purpose of inquiry appropriate to the purpose o
and to relate ideas between
and to relate ideas between written sources.
sources.
* I.EFL.3.14.1. Learners can identify and * Learners can identify and u
use reading strategies to make written strategies to make written te
comprehensible and meanin
text more comprehensible and Learners can use everyday re
meaningful. Learners can use everyday
reference materials to select materials to select informatio
appropriate to the purpose o
information appropriate to the purpose and to relate ideas from one
of an inquiry and to relate ideas from
source to another. (I.2, S.1)
one written source to another. (I.2, S.1) (ref.I.EFL.3.14.1.)

CE.EFL.3.14. Select and use reading
strategies to understand and give
meaning to written text while employing
a range of everyday reference materials
in order to determine information
appropriate to the purpose of inquiry
and to relate ideas between written
sources.
* I.EFL.3.14.1. Learners can identify and appropriate to the purpose of an inquiry
use reading strategies to make written and to relate ideas from one written
text more comprehensible and
meaningful. Learners can use everyday
reference materials to select
information appropriate to the purpose
of an inquiry and to relate ideas from
one written source to another. (I.2, S.1)
EFL 3.3.5. Use everyday reference
material in order to select information
source to another.
CE.EFL.3.14. Select and use r
strategies to understand and
meaning to written text whil
a range of everyday referenc
in order to determine inform
appropriate to the purpose o
and to relate ideas between
sources.
* Learners can identify and u
strategies to make written te
comprehensible and meanin
Learners can use everyday re
materials to select informatio
appropriate to the purpose o
and to relate ideas from one
source to another. (I.2, S.1)
(ref.I.EFL.3.14.1.)

EFL 3.3.8. Make and support inferences

CE.EFL.3.15. Make and support
inferences from evidence in a text with
reference to features of written English
and apply other learning strategies to
examine and interpret a variety of
written materials.
* I.EFL.3.15.1. Learners can make and
support inferences using evidence from
texts and features of written English
(e.g., vocabulary, format, sequence,
etc.) and apply other learning strategies
in order to examine and interpret a
variety of written materials. (I.2, J.3)
from evidence in a text with reference
to features of written English. (Example:
vocabulary, facts, format, sequence,
relevance of ideas, etc.) CE.EFL.3.15. Make and suppo
inferences from evidence in
reference to features of writt
and apply other learning stra
EFL 3.3.6. Apply learning strategies to examine and interpret a varie
examine and interpret a variety of written materials.
written materials using prior knowledge, * Learners can make and sup
graphic organizers, context clues, note inferences using evidence fro
taking and finding words in a dictionary. and features of written Engli
vocabulary, format, sequenc
apply other learning strategie
to examine and interpret a v
written materials. (I.2, J.3)
(ref.I.EFL.3.15.1.)

7mo de bàsica
CE.EFL.3.16. Create a simple learning
resource in order to record and practice
new words and demonstrate knowledge
of their meanings.
* I.EFL.3.16.1. Learners can make a
simple learning resource in order to
record and practice new words.
(Example: a picture dictionary, a word
list, a set of flashcards, etc.) (I.1, J.4)
EFL 3.4.1. Make a simple learning
resource in order to record and practice
new words.
(Example: a picture dictionary, a word CE.EFL.3.16. Create a simple
list, set of flashcards, etc.)
Curricu
resource in order to record a
new words and demonstrate
of their meanings.
* Learners can make a simple
resource in order to record a
new words. (Example: a pictu
dictionary, a word list, a set o
flashcards, etc.) (I.1, J.4)
(ref.I.EFL.3.16.1.)
 EFL 3.4.2. Write a short simple
paragraph to describe yourself or other
people, animals, places and things, with
limited support. (Example: by answering
CE.EFL.3.17. Produce a short simple questions or using key words) CE.EFL.3.17. Produce a short
paragraph to describe people, places, paragraph to describe people
things and feelings in order to influence things and feelings in order t
an audience and use linking words to an audience and use linking w
write other narratives on familiar EFL 3.4.4. Write to describe write other narratives on fam
subjects. feelings/opinions in order to effectively subjects.
* I.EFL.3.17.1. Learners can write short influence an audience. (Example: * Learners can write short sim
simple paragraphs to describe people, persuade, negotiate, argue, etc.) paragraphs to describe peop
places, animals, things and feelings, with animals, things and feelings,
limited support, while demonstrating an support, while demonstratin
ability to effectively influence an to effectively influence an au
audience and to express everyday to express everyday activities
activities. (I.3, S.1) (ref.I.EFL.3.17.1.)

EFL 3.4.3. Write a variety of short simple

text-types, commonly used in print and
online, with appropriate language and
layout. (Example: write a greeting on a
birthday card, name and address on an
CE.EFL.3.18. Write a variety of short envelope, a URL for a website, an email CE.EFL.3.18. Write a variety o
simple familiar text-types – online or in address, etc.) simple familiar text-types – o
print – using appropriate language, print – using appropriate lan
layout and linking words. layout and linking words.
* I.EFL.3.18.1. Learners can write short EFL 3.4.6. Write a simple narrative with * Learners can write short sim
simple text-types and narratives, online linking words on familiar subjects in types and narratives, online a
and in print, using appropriate language, order to express everyday activities. using appropriate language,
layout and linking words. (I.3, J.2) (Example: free time, descriptions, what linking words. (I.3, J.2) (ref.I.E
happened last weekend, etc.)

EFL 3.4.5. Write a questionnaire or

survey for friends, family or classmates
using WH- questions in order to identify
things in common and preferences.

CE.EFL.3.19. Create a questionnaire or CE.EFL.3.19. Create a questi

survey using WH- question words in survey using WH- question w
order to identify things in common and order to identify things in com
preferences while displaying an ability preferences while displaying
to convey and organize information to convey and organize infor
using facts and details. using facts and details.
* I.EFL.3.19.1. Learners can write * Learners can write question
questionnaires and surveys for peers surveys for peers and family
and family using WH- questions in order questions in order to identify
to identify things in common and common and preferences, w
preferences, while demonstrating an demonstrating an ability to c
ability to convey and organize organize information using fa
information using facts and details in details in order to illustrate d
order to illustrate diverse patterns and patterns and structures in wr
structures in writing. (Example: cause (Example: cause and effect, p
and effect, problem and solution, solution, general-to-specific
general-to-specific presentation, etc.) presentation, etc.) (I.2, S.2)
(I.2, S.2) (ref.I.EFL.3.19.1.)
CE.EFL.3.19. Create a questionnaire or
survey using WH- question words in
order to identify things in common and
preferences while displaying an ability
to convey and organize information
using facts and details.
* I.EFL.3.19.1. Learners can write
questionnaires and surveys for peers
and family using WH- questions in order
to identify things in common and
preferences, while demonstrating an
ability to convey and organize
information using facts and details in
order to illustrate diverse patterns and
structures in writing. (Example: cause
and effect, problem and solution,
general-to-specific presentation, etc.)
(I.2, S.2)
CE.EFL.3.20. Demonstrate an ability to an app to collaborate on a mind map,
use a variety of digital tools during the contribute to a class wiki, etc.)
writing process in order to collaborate
on well-constructed informational texts.
* I.EFL.3.20.1. Learners can effectively
use a range of digital tools during the
writing process in order to collaborate EFL 3.4.7. Use the process of prewriting, order to collaborate on prod
on producing well-constructed
informational texts. (I.3, S.4, J.3)
CE.EFL.3.21. Elaborate personal
responses to both oral and written
literary texts through pictures,
audio/video or ICT in order to evaluate
literary texts using pre-established
criteria, individually or in groups.
* I.EFL.3.21.1. Learners can employ
audio, video, pictures and ICT to
respond to oral and written texts and
use pre-established criteria to evaluate
literary texts individually or in groups.
EFL 3.4.8. Convey and organize
information using facts and details in
order to illustrate diverse patterns and
structures in writing. (Example: cause
and effect, problem and solution,
general-to-specific presentation, etc.)
EFL 3.4.9. Make effective use of a range
of digital tools to write, edit, revise and
publish written work in a way that
supports collaboration. (Example: add
sound or images to a presentation, use
drafting, revising, peer editing and
proofreading (i.e., “the writing process”) J.3) (ref.I.EFL.3.20.1.)
to produce well-constructed
informational texts.
7mo de bàsica
EFL 3.5.1. Use audio, video and pictures
to respond to a variety of literary texts
through online or in-class ICT activities.
CE.EFL.3.19. Create a questi
survey using WH- question w
order to identify things in com
preferences while displaying
to convey and organize infor
using facts and details.
* Learners can write question
surveys for peers and family
questions in order to identify
common and preferences, w
demonstrating an ability to c
organize information using fa
details in order to illustrate d
patterns and structures in wr
(Example: cause and effect, p
solution, general-to-specific
presentation, etc.) (I.2, S.2)
(ref.I.EFL.3.19.1.)
CE.EFL.3.20. Demonstrate an
use a variety of digital tools d
writing process in order to co
on well-constructed informa
* Learners can effectively use
digital tools during the writin
constructed informational te
Curricular Threa
CE.EFL.3.21. Elaborate perso
responses to both oral and w
literary texts through picture
audio/video or ICT in order to
literary texts using pre-estab
criteria, individually or in gro
* Learners can employ audio
pictures and ICT to respond t
written texts and use pre-est
criteria to evaluate literary te
individually or in groups. (I.2,
CE.EFL.3.21. Elaborate personal
responses to both oral and written
literary texts through pictures,
audio/video or ICT in order to evaluate
literary texts using pre-established
criteria, individually or in groups.
* I.EFL.3.21.1. Learners can employ
audio, video, pictures and ICT to
respond to oral and written texts and
use pre-established criteria to evaluate
literary texts individually or in groups.
(I.2, I.3, I.4)
CE.EFL.3.22. Design and produce
picture books, graphic expressions
and/or personal stories by varying
elements of literary texts and adding
imaginative details to real-life stories
and situations in order to create new,
original texts.
* I.EFL.3.22.1. Create picture books,
graphic expressions and personal stories
by adapting elements of literary texts
and adding imaginative details to real-
life stories and situations, using
appropriate vocabulary and features of
the literature learners have read or
heard. (I.3, S.3)
CE.EFL.3.23. Create short, original texts
using a range of resources and other
media, including ICT, in order to
recreate familiar scenes and themes.
* I.EFL.3.23.1. Learners can create and
produce short texts using ICT and/or
other resources at home or at school in
order to recreate familiar scenes and
themes. (I.1, I.3)
EFL 3.5.5. Evaluate literary texts (both
written and oral, online, in video or in
print) according to pre-established
criteria. (Example: completing a
checklist, a chart, a personal response,
etc.)
EFL 3.5.2. Create picture books and/or
other graphic expressions in pairs in
class by varying scenes, characters or
other elements of literary texts.
EFL 3.5.4. Create personal stories by
adding imaginative details to real-life
stories and situations, using appropriate original texts.
vocabulary and elements of the
literature learners have read or heard. expressions and personal sto
EFL 3.5.3. Produce short, creative texts
using ICT and/or other resources at
home or at school in order to recreate
familiar scenes and themes.
CE.EFL.3.21. Elaborate perso
responses to both oral and w
literary texts through picture
audio/video or ICT in order to
literary texts using pre-estab
criteria, individually or in gro
* Learners can employ audio
pictures and ICT to respond t
written texts and use pre-est
criteria to evaluate literary te
individually or in groups. (I.2,
(ref.I.EFL.3.21.1.)
CE.EFL.3.22. Design and pro
picture books, graphic expre
and/or personal stories by va
elements of literary texts and
imaginative details to real-lif
and situations in order to cre
* Create picture books, graph
adapting elements of literary
adding imaginative details to
stories and situations, using a
vocabulary and features of th
learners have read or heard.
(ref.I.EFL.3.22.1.)
CE.EFL.3.23. Create short, or
using a range of resources an
media, including ICT, in orde
recreate familiar scenes and
* Learners can create and pr
texts using ICT and/or other
home or at school in order to
familiar scenes and themes.
(ref.I.EFL.3.23.1.)

CE.EFL.3.24. Organize ideas and relevant
information from literary texts using
group or class brainstorms and/or mind EFL 3.5.9. Engage in collaborative
maps in order to enhance collaborative activities through a variety of student
responses to literature.
* I.EFL.3.24.1. Learners can work in
groups to create brainstorms and/or
draw mind maps to describe and
organize ideas or useful information
from literary texts and create
collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
CE.EFL.3.25. Observe and expand on
the conventions of genre in order to
create a variety of texts that reflect
traditional and popular Ecuadorian
culture and identify select literary
elements in order to relate them to
other works, including the learners’ own literary elements and techniques in
writing.
* I.EFL.3.25.1. Learners can create
stories, poems, songs and plays to
reflect traditional and popular
Ecuadorian culture, observing the
conventions of the genre.
Learners can find and identify selected
literary elements in texts to relate them
to other works and personal
experiences. (S.2, J.1)
EFL 3.5.6. Work in groups to create a
brainstorm and/or draw a mind map to
describe and organize ideas or organize
useful information from literary texts.
groupings to create and respond to
literature and other literary texts.
(Example: small groups, cooperative
learning groups, literature circles,
process writing groups, etc.)
EFL 3.5.8. Create stories, poems, songs,
dances and plays including those that
reflect traditional and popular
Ecuadorian culture, observing the
conventions of the genre. (Example:
purpose, settings, audience, voice,
rhythm, etc.)
EFL 3.5.7. Locate and identify selected elements in order to relate th
texts and relate those elements to those writing.
in other works and to learners’ own
experiences. (Example: setting,
character, plot, theme, point of view,
imagery, foreshadowing, climax, etc.)
CE.EFL.3.24. Organize ideas a
information from literary tex
group or class brainstorms an
maps in order to enhance co
responses to literature.
* Learners can work in group
brainstorms and/or draw min
describe and organize ideas o
information from literary tex
create collaborative response
literature through process w
groups or literature circles. (I
(ref.I.EFL.3.24.1.)
CE.EFL.3.25. Observe and ex
the conventions of genre in o
create a variety of texts that
traditional and popular Ecuad
culture and identify select lit
other works, including the le
* Learners can create stories
songs and plays to reflect tra
popular Ecuadorian culture, o
the conventions of the genre
Learners can find and identif
literary elements in texts to r
to other works and personal
experiences. (S.2, J.1) (ref.I.E
criteria for English as a Foreign Language in Educación General Básica Media
Sublevel 3

lar Thread 1: Communication and cultural awareness

6to de bàsica 5to de b
EFL 3.1.1. Ask simple basic questions in
class about the world beyond their own
immediate environment in order to
increase their understanding of different
cultures. (EGB6)

EFL 3.1.9. Compare and contrast oral

E.EFL.3.1. Cultivate an awareness of
fferent cultures and identify
milarities and differences between
em through oral and written literary
xts.
Learners can show an awareness of
fferent cultures and identify
milarities and differences between
em through oral and written literary
xts. (I.2, S.2, (ref.I.EFL.3.1.1.)
traditions, myths, folktales and
literature from Ecuador and
international regions/cultures and
identify similarities and differences, as
well as universal cultural themes, CE.EFL.3.1. Cultivate an awareness of
through the use of graphic organizers. different cultures and identify
(EGB9)
similarities and differences between
them through oral and written literary
texts.
EFL 3.1.10. Recognize and demonstrate * Learners can show an awareness of
different cultures and attempt to
an appreciation of some commonalities
and distinctions across cultures and identify similarities and differences
groups (differentiated by gender, ability, between them through oral and written
literary texts. (I.2, S.2, J.1)
generations, etc.) including the
students’ own, by asking WH- questions (ref.I.EFL.3.1.1.)
and formulating simple, culturally aware
statements. (EGB9)

EFL 3.1.2. Recognize ways to relate

E.EFL.3.2. Recognize and exhibit
sponsible behaviors at home, at
hool and towards the environment.
Learners can say ways to take care of
e environment and one’s
rroundings. Learners can identify and
hibit socially responsible behaviors at
ome, at school and towards the
nvironment. (J.3, S.1) (ref.I.EFL.3.2.1.)
responsibly to one’s surroundings at
home and at school by exhibiting
responsible behaviors towards the
environment.
(Example: chores at home, recycling,
etc.) (EGB9)
CE.EFL.3.2. Recognize and exhibit
responsible behaviors at home, at
school and towards the environment.
* Learners can say ways to take care of
the environment and one’s
surroundings. Learners can identify and
exhibit socially responsible behaviors at
home, at school and towards the
environment. (J.3, S.1) (ref.I.EFL.3.2.1.)
E.EFL.3.2. Recognize and exhibit CE.EFL.3.2. Recognize and exhibit
sponsible behaviors at home, at responsible behaviors at home, at
hool and towards the environment. school and towards the environment.
Learners can say ways to take care of * Learners can say ways to take care of
e environment and one’s the environment and one’s
rroundings. Learners can identify and surroundings. Learners can identify and
hibit socially responsible behaviors at EFL 3.1.7. Demonstrate appropriate exhibit socially responsible behaviors at
ome, at school and towards the classroom behaviors by participating in home, at school and towards the
nvironment. (J.3, S.1) (ref.I.EFL.3.2.1.) small group or whole class discussions. environment. (J.3, S.1) (ref.I.EFL.3.2.1.)
(Example: being courteous, respecting
the person and property of others, etc.)
(EGB9)

EFL 3.1.3. Exchange basic personal

E.EFL.3.3. Interact with others using a
riety of both verbal and nonverbal
mmunication features and express
es and dislikes while giving
commendations in basic yet effective
rms.
Learners can employ a range of verbal
nd nonverbal communication features
express likes and dislikes and can give
commendations in basic yet effective
rms. (I.3, S.4) (ref.I.EFL.3.3.1.)
preferences with peers in order to
express likes and dislikes. (EGB9)
EFL 3.1.5. Describe, read about,
participate in or recommend a favorite
activity, book, song or other interest to
various audiences. (Example: peers,
other classes, teachers, other adults,
etc.) (EGB9)
CE.EFL.3.3. Interact with others using a
variety of both verbal and nonverbal
communication features and express
likes and dislikes while giving
recommendations in basic yet effective
terms.
* Learners attempt to employ a range of
verbal and nonverbal communication
features to express likes and dislikes and
can give recommendations in basic yet
effective terms. (I.3, S.4) (ref.I.EFL.3.3.1.)

EFL 3.1.8. Interpret and demonstrate

knowledge of nonverbal and oral
communication features in classroom
activities, and understand the contexts
in which they are used appropriately. CE.EFL.3.4. Develop the skills to work
E.EFL.3.4. Develop the skills to work (Example: gestures, body language, collaboratively using a range of verbal
llaboratively using a range of verbal volume, etc.) (EGB9) and nonverbal communication features
nd nonverbal communication features
nd apply self-correcting and self- and apply self-correcting and self-
monitoring strategies in social and
onitoring strategies in social and EFL 3.1.6. Apply self-correcting and self-
assroom interactions. classroom interactions.
monitoring strategies in social and * Learners demonstrate an ability to
Learners can demonstrate an ability to classroom interactions. (Example: asking work in pairs and small groups using
ork in pairs and small groups using questions, starting over, rephrasing,
vel-appropriate verbal and nonverbal exploring alternative pronunciations or level-appropriate verbal and nonverbal
mmunication features and apply self- wording, etc.) (EGB9) communication features and attempt to
apply self-correcting and self-monitoring
rrecting and self-monitoring strategies strategies in social and classroom
social and classroom interactions. (J.2,
3, J.4, I.3) (ref.I.EFL.3.4.1.) interactions. (J.2, J.3, J.4, I.3)
(ref.I.EFL.3.4.1.)

E.EFL.3.5. Demonstrate an ability to
e a variety of sources for oral and
ritten communication in order to
teract with others in social situations.
Learners can employ various print and
gital sources in order to communicate
th others in oral and written form in
cial situations. (J.3, S.1, S.4)
ef.I.EFL.3.5.1.)
EFL 3.1.4. Use a variety of oral, print and
electronic forms for social
communication and for writing to
oneself. (Example: friendly notes,
invitations, diary entries, notes to self, CE.EFL.3.5. Demonstrate an ability to
electronic messages, etc.) (EGB9) use a variety of sources for oral and
written communication in order to
interact with others in social situations.
* Learners can employ various print and
digital sources in order to communicate
with others in oral and written form in
social situations. (J.3, S.1, S.4)
(ref.I.EFL.3.5.1.)

Curricular Thread 2: Oral communication

6to de bàsica
EFL 3.2.1. Infer who is speaking and
what the situation is when listening to
short simple texts, especially when
accompanied by pictures or other visual
aids, or sound effects. (Example:
shopkeeper speaking to a customer who
is buying some fruit.) (EGB6)

E.EFL.3.6. Listening for Meaning: CE.EFL.3.6. Listening for Meaning:

emonstrate an understanding of the Demonstrate an understanding of the
ain idea, speaker and situation in main idea, speaker and situation in
oken texts set in familiar everyday spoken texts set in familiar everyday
ntexts without having to decode every EFL 3.2.2. Be comfortable taking contexts without having to decode every
ord. meaning from spoken texts containing word.
Learners can grasp the main idea of words or sections which are not * Learners can grasp the main idea of
oken texts set in familiar everyday understood. Be aware that spoken texts set in familiar everyday
ntexts and infer changes in the topic understanding spoken texts does not contexts and attempt to infer changes in
discussion as well as who is speaking require decoding every single word. the topic of discussion as well as who is
nd what the situation is, without (EGB6) speaking and what the situation is,
ving to decode every word. (I.3, I.4) without having to decode every word.
ef.I.EFL.3.6.1.) (I.3, I.4) (ref.I.EFL.3.6.1.)

EFL 3.2.5. Understand most changes in

the topic of discussion if people speak
slowly. (EGB6)
 EFL 3.2.3. Record key items of specific
information from a heard message or
description, either in written form or by
drawing a picture. (Example: letters of
the alphabet, numbers, quantities,
prices and times, days, dates and
months, etc.) (EGB6)

EFL 3.2.4. Follow and understand short,

straightforward audio messages and/or
the main idea/dialogue of a movie or
cartoon (or other age-appropriate
E.EFL.3.7. Listening for Information: audio-visual presentations) if delivered CE.EFL.3.7. Listening for Information:
llow and identify key information in slowly and visuals provide contextual Follow and identify key information in
ort straightforward audio texts related support. (Example: an announcement of short straightforward audio texts related
areas of immediate need or interest, a bus delay, an intercom announcement to areas of immediate need or interest,
ovided vocabulary is familiar and at school, a dialogue supported by facial provided vocabulary is familiar and
sual support is present, and use these expressions/gestures and appropriate visual support is present, and use these
oken contributions as models for their intonation, etc.) (EGB6) spoken contributions as models for their
wn. own.
Learners can record and identify key * Learners can record and attempt to
formation from a spoken message of identify key information from a spoken
mmediate need or interest when the message of immediate need or interest
essage contains frequently used EFL 3.2.6. Use other students’ when the message contains frequently
pressions and visual support. contributions in class as models for their used expressions and visual support.
xample: rules for a game, classroom own. (EGB6) (Example: rules for a game, classroom
structions, a dialogue in a scene from instructions, a dialogue in a scene from
cartoon or movie, etc.) Learners can a cartoon or movie, etc.) Learners
e other classmate’s contributions in attempt to use other classmate’s
ass as models for their own. (I.2, I.3) contributions in class as models for their
ef.I.EFL.3.7.1.) own. (I.2, I.3) (ref.I.EFL.3.7.1.)
EFL 3.2.7. Identify the main idea of
short, clear, simple messages and
announcements and understand
sentences and frequently used
expressions related to areas of
immediate relevance. (Example: follow
verbal instructions for a game, ask for
prices at a store, follow simple
classroom instructions, describe places
nearby, etc.) (EGB6)

EFL 3.2.8. Spell out key vocabulary items

using the English alphabet. (Example:
names, colors, animals, possessions,
etc.) (EGB6)

E.EFL.3.8. Production – Accuracy and CE.EFL.3.8. Production – Accuracy and

telligibility: Communicate needs Intelligibility: Communicate needs
early in class by asking questions or clearly in class by asking questions or
questing clarification. Demonstrate requesting clarification. Demonstrate
quisition of skills taught in class, such acquisition of skills taught in class, such
being able to spell out words or use as being able to spell out words or use
E.EFL.3.8. Production – Accuracy and
telligibility: Communicate needs
early in class by asking questions or
questing clarification. Demonstrate
quisition of skills taught in class, such
being able to spell out words or use
me grammatical structures (albeit
th frequent errors).
Learners can ask others to repeat
emselves or to say something in a
fferent way and ask for common
assroom needs. Learners can spell out
ords in English and can describe
atters of immediate need or interest
ing some grammatical structures
acticed in class (although there may
e errors with tenses, personal
onouns, prepositions, etc.). (I.3, J.4)
ef.I.EFL.3.8.1.)
E.EFL.3.9. Production - Fluency:
espond to simple questions and
miliar everyday social situations, such hesitantly. (EGB6)
an invitation or request, relatively
uickly. Spontaneously initiate
teractions in order to express opinions
give accounts of personal
periences.
Learners can answer simple questions
uickly and initiate basic interaction
ontaneously when given
pportunities. (Example: make an
vitation, give a suggestion, etc.)
arners can describe simple, familiar
uations and talk about past
periences. (I.3, J.3) (ref.I.EFL.3.9.1.)
EFL 3.2.11. Ask for someone to repeat CE.EFL.3.8. Production – Accuracy and
themselves or say something in a Intelligibility: Communicate needs
different way and ask for common clearly in class by asking questions or
classroom needs. (Example: getting requesting clarification. Demonstrate
attention or obtaining an object, etc.) acquisition of skills taught in class, such
(EGB6) as being able to spell out words or use
some grammatical structures (albeit
with frequent errors).
* Learners can ask others to repeat
themselves or to say something in a
EFL 3.2.16. Use a series of phrases and different way and ask for common
sentences to describe aspects of classroom needs. Learners can spell out
personal background, immediate words in English and can describe
environment and matters of immediate matters of immediate need or interest
need in simple terms using grammatical using some grammatical structures
structures practiced in class (although practiced in class (although there may
there may be frequent errors with be errors with tenses, personal
tenses, personal pronouns, prepositions, pronouns, prepositions, etc.). (I.3, J.4)
etc.). (EGB6) (ref.I.EFL.3.8.1.)
EFL 3.2.13. Respond to simple questions
in quite a short time and initiate basic
interaction spontaneously when there
are opportunities to speak. Speech is
CE.EFL.3.9. Production - Fluency:
produced a little less slowly and Respond to simple questions and
familiar everyday social situations, such
as an invitation or request, relatively
quickly. Spontaneously initiate
interactions in order to express opinions
or give accounts of personal
EFL 3.2.14. Make and respond to
invitations, suggestions, apologies and experiences.
requests. (EGB6) * Learners can answer simple questions
and initiate basic interaction when
given opportunities. (Example: make an
EFL 3.2.15. Provide a simple description
and/or opinion of a common object or a invitation, give a suggestion, etc.)
Learners can describe simple, familiar
simple account of something
experienced. (Example: an Ecuadorian situations and attempt to talk about past
celebration, a class trip, a party, a game experiences. (I.3, J.3) (ref.I.EFL.3.9.1.)
played, etc.) (EGB6)

E.EFL.3.10. Interaction – Interpersonal:
articipate effectively in familiar and
edictable conversational exchanges by
aring information and reacting
ppropriately in basic interpersonal
teractions.
Learners can use back-channeling to
act appropriately to what others say
bout familiar topics in predictable,
eryday situations and when carrying
ut pair work for a specific task in class.
arners can ask questions to extend an
terpersonal interaction. (I.3, J.3)
ef.I.EFL.3.10.1.)
Curricular Thread 3: Reading
E.EFL.3.11. Demonstrate
mprehension of most of the details of
short simple online or print text and
llow short instructions in simple
periments and projects if illustrated
rough step-by-step visuals.
Learners can understand most details
a short simple online or print text and
n follow short instructions in simple
periments and projects if step-by-step
suals are provided. (I.3, I.4)
ef.I.EFL.3.11.1.)
EFL 3.2.9. React appropriately to what
others say using verbal/non-verbal back-
channeling, or by asking further simple
questions to extend the interaction.
(Example: express interest using facial
expression or simple words with
appropriate intonation: Oh!, Yes!
Thanks. And you? etc.) (EGB6)
CE.EFL.3.10. Interaction – Interpersonal:
Participate effectively in familiar and
predictable conversational exchanges by
sharing information and reacting
EFL 3.2.10. Sustain a conversational
exchange on a familiar, everyday subject appropriately in basic interpersonal
when carrying out a collaborative/paired interactions.
learning activity in which there are * Learners attempt to use back-
specific instructions for a task. (EGB6) channeling to react appropriately to
what others say about familiar topics in
predictable, everyday situations and
when carrying out pair work for a
EFL 3.2.12. Ask and answer questions specific task in class. Learners attempt
and exchange information on familiar to ask questions to extend an
topics in predictable everyday interpersonal interaction. (I.3, J.3)
situations. (Example: ask for directions, (ref.I.EFL.3.10.1.)
give directions, express a personal
opinion, etc.) (EGB6)
6to de bàsica
EFL 3.3.1. Understand most of the
details of the content of a short simple
text (online or print). (EGB6)
CE.EFL.3.11. Demonstrate
comprehension of most of the details of
a short simple online or print text and
EFL 3.3.10. Follow short instructions follow short instructions in simple
illustrated through step-by-step visuals experiments and projects if illustrated
in simple experiments and projects. through step-by-step visuals.
(Example: simple science experiments, * Learners can understand most details
instructions for an art project, etc.) in a short simple online or print text and
(EGB6) can follow short instructions in simple
experiments and projects if step-by-step
visuals are provided. (I.3, I.4)
(ref.I.EFL.3.11.1.)
 EFL 3.3.2. Show understanding of some
basic details in short simple cross-
curricular texts by matching, labeling
and answering simple questions. (EGB6)
E.EFL.3.12. Display an understanding of CE.EFL.3.12. Display an understanding of
me basic details in short simple cross- some basic details in short simple cross-
rricular texts from various sources by EFL 3.3.7. Read, gather, view and listen curricular texts from various sources by
atching, labeling and answering simple to information from various sources in matching, labeling and answering simple
uestions, and use the information order to organize and discuss questions, and use the information
thered in order to organize and relationships between academic content gathered in order to organize and
scuss relationships between different areas. (Example: nonfiction books for discuss relationships between different
ademic content areas. young adults, the Internet, audio and academic content areas.
Learners can match, label and answer media presentations, oral interviews, * Learners can match, label and answer
mple questions about basic details in a maps, diagrams, reference books, simple questions about basic details in a
ort simple cross-curricular text. magazines, etc.) (EGB6) short simple cross-curricular text.
arners can organize and discuss Learners attempt to organize and
formation from different sources of discuss information from different
ademic content. (I.2, S.1) sources of academic content. (I.2, S.1)
ef.I.EFL.3.12.1.) (ref.I.EFL.3.12.1.)

CE.EFL.3.13. Show an ability to identify

E.EFL.3.13. Show an ability to identify
e meaning of specific content-based EFL 3.3.3. Identify the meaning of the meaning of specific content-based
words and phrases, with the aid of visual
ords and phrases, with the aid of visual specific content-based words and support, and use charts/mind maps to
pport, and use charts/mind maps to phrases, with the aid of visual support.
stinguish between fact/opinion and distinguish between fact/opinion and
(EGB6) relevant/irrelevant information in
levant/irrelevant information in
informational texts.
formational texts. * Learners attempt to determine the
Learners can determine the meaning EFL 3.3.4. Distinguish between fact and
specific content-based words and opinion and relevant and irrelevant meaning of specific content-based
information in an informational text words and phrases when accompanied
hrases when accompanied by visual by visual support and distinguish
pport and distinguish between fact through the use of mind maps/charts.
between fact and opinion and relevant
nd opinion and relevant and irrelevant (EGB6)
formation in informational texts and irrelevant information in
informational texts through the use of
rough the use of mind maps and mind maps and charts. (I.2, I.3)
arts. (I.2, I.3) (ref.I.EFL.3.13.1.) EFL 3.3.9. Identify and use reading (ref.I.EFL.3.13.1.)
strategies to make text more
E.EFL.3.14. Select and use reading comprehensible and meaningful. CE.EFL.3.14. Select and use reading
rategies to understand and give (Example: skimming, scanning, strategies to understand and give
eaning to written text while employing previewing, predicting, reading for main meaning to written text while employing
range of everyday reference materials ideas and details, etc.) (EGB6) a range of everyday reference materials
order to determine information in order to determine information
ppropriate to the purpose of inquiry appropriate to the purpose of inquiry
nd to relate ideas between written and to relate ideas between written
urces. sources.
Learners can identify and use reading * Learners can identify and attempt to
rategies to make written text more use reading strategies to make written
mprehensible and meaningful. text more comprehensible and
arners can use everyday reference meaningful. Learners attempt to use
aterials to select information everyday reference materials to select
ppropriate to the purpose of an inquiry information appropriate to the purpose
nd to relate ideas from one written of an inquiry and to relate ideas from
urce to another. (I.2, S.1) one written source to another. (I.2, S.1)
ef.I.EFL.3.14.1.) (ref.I.EFL.3.14.1.)
E.EFL.3.14. Select and use reading
rategies to understand and give
eaning to written text while employing
range of everyday reference materials
order to determine information
ppropriate to the purpose of inquiry
nd to relate ideas between written
urces.
Learners can identify and use reading appropriate to the purpose of an inquiry
rategies to make written text more
mprehensible and meaningful.
arners can use everyday reference
aterials to select information
ppropriate to the purpose of an inquiry
nd to relate ideas from one written
urce to another. (I.2, S.1)
ef.I.EFL.3.14.1.)
E.EFL.3.15. Make and support
ferences from evidence in a text with
ference to features of written English
nd apply other learning strategies to
amine and interpret a variety of
ritten materials.
Learners can make and support
ferences using evidence from texts
nd features of written English (e.g.,
cabulary, format, sequence, etc.) and
pply other learning strategies in order
examine and interpret a variety of
ritten materials. (I.2, J.3)
ef.I.EFL.3.15.1.)
Curricular Thread 4: Writing
6to de bàsica
E.EFL.3.16. Create a simple learning
source in order to record and practice list, set of flashcards, etc.) (EGB6)
ew words and demonstrate knowledge
their meanings.
Learners can make a simple learning
source in order to record and practice
ew words. (Example: a picture
ctionary, a word list, a set of
ashcards, etc.) (I.1, J.4)
ef.I.EFL.3.16.1.)
CE.EFL.3.14. Select and use reading
strategies to understand and give
meaning to written text while employing
a range of everyday reference materials
in order to determine information
appropriate to the purpose of inquiry
EFL 3.3.5. Use everyday reference and to relate ideas between written
material in order to select information sources.
* Learners can identify and attempt to
and to relate ideas from one written use reading strategies to make written
source to another. (EGB6) text more comprehensible and
meaningful. Learners attempt to use
everyday reference materials to select
information appropriate to the purpose
of an inquiry and to relate ideas from
one written source to another. (I.2, S.1)
(ref.I.EFL.3.14.1.)
EFL 3.3.8. Make and support inferences
from evidence in a text with reference
to features of written English. (Example:
vocabulary, facts, format, sequence,
relevance of ideas, etc.) (EGB6) CE.EFL.3.15. Make and support
inferences from evidence in a text with
reference to features of written English
and apply other learning strategies to
EFL 3.3.6. Apply learning strategies to examine and interpret a variety of
examine and interpret a variety of written materials.
written materials using prior knowledge, * Learners attempt to make and support
graphic organizers, context clues, note inferences using evidence from texts
taking and finding words in a dictionary. and features of written English (e.g.,
(EGB6) vocabulary, format, sequence, etc.) and
attempt to apply other learning
strategies in order to examine and
interpret a variety of written materials.
(I.2, J.3) (ref.I.EFL.3.15.1.)
5to de b
EFL 3.4.1. Make a simple learning
resource in order to record and practice
new words.
(Example: a picture dictionary, a word CE.EFL.3.16. Create a simple learning
resource in order to record and practice
new words and demonstrate knowledge
of their meanings.
* Learners can make a simple learning
resource in order to record and practice
new words. (Example: a picture
dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
(ref.I.EFL.3.16.1.)

E.EFL.3.17. Produce a short simple
ragraph to describe people, places,
ings and feelings in order to influence
n audience and use linking words to
rite other narratives on familiar
bjects.
Learners can write short simple
ragraphs to describe people, places, persuade, negotiate, argue, etc.) (EGB6)
nimals, things and feelings, with limited
pport, while demonstrating an ability
effectively influence an audience and
express everyday activities. (I.3, S.1)
ef.I.EFL.3.17.1.)
E.EFL.3.18. Write a variety of short
mple familiar text-types – online or in
int – using appropriate language,
yout and linking words.
Learners can write short simple text-
pes and narratives, online and in print,
ing appropriate language, layout and
king words. (I.3, J.2) (ref.I.EFL.3.18.1.)
E.EFL.3.19. Create a questionnaire or
rvey using WH- question words in
der to identify things in common and
eferences while displaying an ability
convey and organize information
ing facts and details.
Learners can write questionnaires and
rveys for peers and family using WH-
uestions in order to identify things in
mmon and preferences, while
emonstrating an ability to convey and
ganize information using facts and
etails in order to illustrate diverse
tterns and structures in writing.
xample: cause and effect, problem and
lution, general-to-specific
esentation, etc.) (I.2, S.2)
ef.I.EFL.3.19.1.)
EFL 3.4.2. Write a short simple
paragraph to describe yourself or other
people, animals, places and things, with
limited support. (Example: by answering CE.EFL.3.17. Produce a short simple
questions or using key words) (EGB6) paragraph to describe people, places,
things and feelings in order to influence
an audience and use linking words to
write other narratives on familiar
EFL 3.4.4. Write to describe subjects.
feelings/opinions in order to effectively * Learners can write short simple
influence an audience. (Example: paragraphs to describe people, places,
animals, things and feelings, with some
support, while attempting to
demonstrate an ability to effectively
influence an audience and to express
everyday activities. (I.3, S.1)
(ref.I.EFL.3.17.1.)
EFL 3.4.3. Write a variety of short simple
text-types, commonly used in print and
online, with appropriate language and
layout. (Example: write a greeting on a
birthday card, name and address on an CE.EFL.3.18. Write a variety of short
envelope, a URL for a website, an email simple familiar text-types – online or in
address, etc.) (EGB6) print – using appropriate language,
layout and linking words.
* Learners can write short simple text-
EFL 3.4.6. Write a simple narrative with types and narratives, online and in print,
linking words on familiar subjects in
attempting to use appropriate language,
order to express everyday activities. layout and linking words. (I.3, J.2)
(Example: free time, descriptions, what (ref.I.EFL.3.18.1.)
happened last weekend, etc.) (EGB6)
EFL 3.4.5. Write a questionnaire or
survey for friends, family or classmates
using WH- questions in order to identify
things in common and preferences.
(EGB6)
CE.EFL.3.19. Create a questionnaire or
survey using WH- question words in
order to identify things in common and
preferences while displaying an ability
to convey and organize information
using facts and details.
* Learners can write questionnaires and
surveys for peers and family using WH-
questions in order to identify things in
common and preferences, while
attemptint to demonstrate an ability to
convey and organize information using
facts and details in order to illustrate
diverse patterns and structures in
writing. (Example: cause and effect,
problem and solution, general-to-
specific presentation, etc.) (I.2, S.2)
(ref.I.EFL.3.19.1.)
E.EFL.3.19. Create a questionnaire or CE.EFL.3.19. Create a questionnaire or
rvey using WH- question words in EFL 3.4.8. Convey and organize survey using WH- question words in
der to identify things in common and information using facts and details in order to identify things in common and
eferences while displaying an ability order to illustrate diverse patterns and preferences while displaying an ability
convey and organize information structures in writing. (Example: cause to convey and organize information
ing facts and details. and effect, problem and solution, using facts and details.
Learners can write questionnaires and general-to-specific presentation, etc.) * Learners can write questionnaires and
rveys for peers and family using WH- (EGB9) surveys for peers and family using WH-
uestions in order to identify things in questions in order to identify things in
mmon and preferences, while common and preferences, while
emonstrating an ability to convey and attemptint to demonstrate an ability to
ganize information using facts and convey and organize information using
etails in order to illustrate diverse facts and details in order to illustrate
tterns and structures in writing. diverse patterns and structures in
xample: cause and effect, problem and writing. (Example: cause and effect,
lution, general-to-specific problem and solution, general-to-
esentation, etc.) (I.2, S.2) specific presentation, etc.) (I.2, S.2)
ef.I.EFL.3.19.1.) (ref.I.EFL.3.19.1.)

EFL 3.4.9. Make effective use of a range

of digital tools to write, edit, revise and
publish written work in a way that
supports collaboration. (Example: add
sound or images to a presentation, use
E.EFL.3.20. Demonstrate an ability to an app to collaborate on a mind map, CE.EFL.3.20. Demonstrate an ability to
e a variety of digital tools during the contribute to a class wiki, etc.) (EGB9) use a variety of digital tools during the
riting process in order to collaborate writing process in order to collaborate
n well-constructed informational texts. on well-constructed informational texts.
Learners can effectively use a range of * Learners attempt to use a range of
gital tools during the writing process in digital tools during the writing process in
der to collaborate on producing well- EFL 3.4.7. Use the process of prewriting, order to collaborate on producing
nstructed informational texts. (I.3, S.4, drafting, revising, peer editing and informational texts. (I.3, S.4, J.3)
3) (ref.I.EFL.3.20.1.) proofreading (i.e., “the writing process”) (ref.I.EFL.3.20.1.)
to produce well-constructed
informational texts. (EGB6)

Curricular Thread 5: Language through the Arts

6to de bàsica
EFL 3.5.1. Use audio, video and pictures
to respond to a variety of literary texts
through online or in-class ICT activities.
(EGB6)
E.EFL.3.21. Elaborate personal CE.EFL.3.21. Elaborate personal
sponses to both oral and written responses to both oral and written
erary texts through pictures, literary texts through pictures,
udio/video or ICT in order to evaluate audio/video or ICT in order to evaluate
erary texts using pre-established literary texts using pre-established
iteria, individually or in groups. criteria, individually or in groups.
Learners can employ audio, video, * Learners can employ audio, video,
ctures and ICT to respond to oral and pictures and ICT to respond to oral and
ritten texts and use pre-established written texts and attempt to use pre-
iteria to evaluate literary texts established criteria to evaluate literary
dividually or in groups. (I.2, I.3, I.4) texts individually or in groups. (I.2, I.3,
E.EFL.3.21. Elaborate personal
sponses to both oral and written
erary texts through pictures,
udio/video or ICT in order to evaluate
erary texts using pre-established
iteria, individually or in groups.
Learners can employ audio, video,
ctures and ICT to respond to oral and
ritten texts and use pre-established
iteria to evaluate literary texts
dividually or in groups. (I.2, I.3, I.4)
ef.I.EFL.3.21.1.)
E.EFL.3.22. Design and produce
cture books, graphic expressions
nd/or personal stories by varying
ements of literary texts and adding
maginative details to real-life stories
nd situations in order to create new,
iginal texts.
Create picture books, graphic
pressions and personal stories by
dapting elements of literary texts and
dding imaginative details to real-life
ories and situations, using appropriate
cabulary and features of the literature
arners have read or heard. (I.3, S.3)
ef.I.EFL.3.22.1.)
E.EFL.3.23. Create short, original texts EFL 3.5.3. Produce short, creative texts
ing a range of resources and other
edia, including ICT, in order to
create familiar scenes and themes.
Learners can create and produce short
xts using ICT and/or other resources at
ome or at school in order to recreate
miliar scenes and themes. (I.1, I.3)
ef.I.EFL.3.23.1.)
EFL 3.5.5. Evaluate literary texts (both
written and oral, online, in video or in
print) according to pre-established
criteria. (Example: completing a
checklist, a chart, a personal response,
etc.) (EGB6)
EFL 3.5.2. Create picture books and/or
other graphic expressions in pairs in
class by varying scenes, characters or
other elements of literary texts. (EGB6) CE.EFL.3.22. Design and produce
EFL 3.5.4. Create personal stories by
adding imaginative details to real-life and situations in order to create new,
stories and situations, using appropriate original texts.
vocabulary and elements of the
literature learners have read or heard.
(EGB6)
using ICT and/or other resources at
home or at school in order to recreate
familiar scenes and themes. (EGB6)
CE.EFL.3.21. Elaborate personal
responses to both oral and written
literary texts through pictures,
audio/video or ICT in order to evaluate
literary texts using pre-established
criteria, individually or in groups.
* Learners can employ audio, video,
pictures and ICT to respond to oral and
written texts and attempt to use pre-
established criteria to evaluate literary
texts individually or in groups. (I.2, I.3,
I.4) (ref.I.EFL.3.21.1.)
picture books, graphic expressions
and/or personal stories by varying
elements of literary texts and adding
imaginative details to real-life stories
* Create picture books, graphic
expressions and personal stories by
attempting to adapt elements of simple
literary texts and adding imaginative
details to real-life stories and situations,
attempting to use appropriate
vocabulary and features of the literature
learners have read or heard. (I.3, S.3)
(ref.I.EFL.3.22.1.)
CE.EFL.3.23. Create short, original texts
using a range of resources and other
media, including ICT, in order to
recreate familiar scenes and themes.
* Learners can create and produce short
texts using ICT and/or other resources at
home or at school in order to recreate
familiar scenes and themes. (I.1, I.3)
(ref.I.EFL.3.23.1.)
 EFL 3.5.6. Work in groups to create a
brainstorm and/or draw a mind map to
describe and organize ideas or organize
useful information from literary texts.
(EGB6) CE.EFL.3.24. Organize ideas and relevant
E.EFL.3.24. Organize ideas and relevant
formation from literary texts using information from literary texts using
oup or class brainstorms and/or mind EFL 3.5.9. Engage in collaborative group or class brainstorms and/or mind
maps in order to enhance collaborative
aps in order to enhance collaborative activities through a variety of student responses to literature.
sponses to literature. groupings to create and respond to
Learners can work in groups to create literature and other literary texts. * Learners can work in groups to create
brainstorms and/or draw mind maps to
ainstorms and/or draw mind maps to (Example: small groups, cooperative describe and attempt to organize ideas
escribe and organize ideas or useful learning groups, literature circles,
process writing groups, etc.) (EGB6) or useful information from simple
formation from literary texts and
eate collaborative responses to literary texts and attempt to create
collaborative responses to literature
erature through process writing through process writing groups or
oups or literature circles. (I.4, S.4, J.3)
literature circles. (I.4, S.4, J.3)
ef.I.EFL.3.24.1.) (ref.I.EFL.3.24.1.)

EFL 3.5.8. Create stories, poems, songs,

dances and plays including those that
reflect traditional and popular
Ecuadorian culture, observing the
E.EFL.3.25. Observe and expand on conventions of the genre. (Example: CE.EFL.3.25. Observe and expand on
e conventions of genre in order to purpose, settings, audience, voice, the conventions of genre in order to
eate a variety of texts that reflect rhythm, etc.) (EGB6) create a variety of texts that reflect
aditional and popular Ecuadorian traditional and popular Ecuadorian
lture and identify select literary culture and identify select literary
ements in order to relate them to EFL 3.5.7. Locate and identify selected elements in order to relate them to
her works, including the learners’ own literary elements and techniques in other works, including the learners’ own
riting. texts and relate those elements to those writing.
Learners can create stories, poems, in other works and to learners’ own * Learners can create stories, poems,
ngs and plays to reflect traditional and experiences. (Example: setting, songs and plays to reflect traditional and
opular Ecuadorian culture, observing character, plot, theme, point of view, popular Ecuadorian culture, attempting
e conventions of the genre. imagery, foreshadowing, climax, etc.) to observe the conventions of the genre.
arners can find and identify selected (EGB6) Learners attempt to find and identify
erary elements in texts to relate them selected literary elements in texts to
other works and personal relate them to other works and personal
periences. (S.2, J.1) (ref.I.EFL.3.25.1.) experiences. (S.2, J.1) (ref.I.EFL.3.25.1.)
 5to de bàsica
vate an awareness of
es and identify
differences between
ral and written literary
how an awareness of
es and attempt to
ties and differences
hrough oral and written
2, S.2, J.1)
ognize and exhibit
aviors at home, at
ards the environment.
ay ways to take care of
t and one’s
earners can identify and
esponsible behaviors at
and towards the
.3, S.1) (ref.I.EFL.3.2.1.)
EFL 3.1.1. Ask simple basic questions in
class about the world beyond their own
immediate environment in order to
increase their understanding of different
cultures. (EGB5)
EFL 3.1.9. Compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
international regions/cultures and
attempt to identify similarities and
differences, as well as universal cultural
themes, through the use of graphic
organizers. (EGB5)
EFL 3.1.10. Recognize and demonstrate
an appreciation of some commonalities
and distinctions across cultures and
groups including the students’ own, by
asking WH- questions and formulating
simple, culturally aware statements.
(EGB5)
EFL 3.1.2. Recognize ways to relate
responsibly to one’s surroundings at
home and at school by exhibiting
responsible behaviors towards the
environment. (EGB5)
 EFL 3.1.7. Demonstrate appropriate
classroom behaviors by participating in
small group or whole class discussions.
(EGB5)

EFL 3.1.3. Exchange basic personal

ract with others using a
verbal and nonverbal
features and express
s while giving
ns in basic yet effective
preferences with peers in order to
express likes and dislikes. (EGB5)
EFL 3.1.5. Describe, read about,
participate in or recommend a favorite
activity, book, song or other interest to
various audiences. (EGB5)

mpt to employ a range of

erbal communication
ess likes and dislikes and
mendations in basic yet
(I.3, S.4) (ref.I.EFL.3.3.1.)

EFL 3.1.8. Interpret and attempt to

demonstrate knowledge of nonverbal
and oral communication features in
classroom activities, and understand the
elop the skills to work contexts in which they are used
using a range of verbal appropriately. (EGB5)
ommunication features
orrecting and self-
tegies in social and
actions. EFL 3.1.6. Attempting to apply self-
onstrate an ability to correcting and self-monitoring strategies
d small groups using in social and classroom interactions.
e verbal and nonverbal (EGB5)
features and attempt to
cting and self-monitoring
ial and classroom
2, J.3, J.4, I.3)
 EFL 3.1.4. Use a variety of oral, print and
electronic forms for social
communication and for writing to
oneself. (EGB5)
monstrate an ability to
sources for oral and
nication in order to
hers in social situations.
employ various print and
n order to communicate
ral and written form in
. (J.3, S.1, S.4)

5to de bàsica
EFL 3.2.1. Attempt to infer who is
speaking and what the situation is when
listening to short simple texts, especially
when accompanied by pictures or other
visual aids, or sound effects. (EGB5)

ning for Meaning:

understanding of the
ker and situation in
in familiar everyday
t having to decode every EFL 3.2.2. Begin to be comfortable
taking meaning from spoken texts
rasp the main idea of containing words or sections which are
in familiar everyday not understood. Be aware that
empt to infer changes in understanding spoken texts does not
ussion as well as who is require decoding every single word.
hat the situation is, (EGB5)
to decode every word.
L.3.6.1.)

EFL 3.2.5. Attempt to understand most

changes in the topic of discussion if
people speak slowly. (EGB5)
 EFL 3.2.3. Record key items of specific
information from a heard message or
description, either in written form or by
drawing a picture. (EGB5)

EFL 3.2.4. Follow and understand short,

straightforward audio messages and/or
the main idea/dialogue of a movie or
cartoon (or other age-appropriate
ning for Information: audio-visual presentations) if delivered
tify key information in slowly and visuals provide contextual
rward audio texts related support. (EGB5)
ediate need or interest,
ulary is familiar and
present, and use these
tions as models for their

ecord and attempt to

rmation from a spoken
mediate need or interest
age contains frequently EFL 3.2.6. Attempt to use other
s and visual support. students’ contributions in class as
for a game, classroom models for their own. (EGB5)
ialogue in a scene from
vie, etc.) Learners
other classmate’s
class as models for their
ef.I.EFL.3.7.1.)
EFL 3.2.7. Identify the main idea of
short, clear, simple messages and
announcements and attempt to
understand sentences and frequently
used expressions related to areas of
immediate relevance. (EGB5)

EFL 3.2.8. Spell out key vocabulary items

using the English alphabet. (EGB5)

duction – Accuracy and

ommunicate needs
y asking questions or
fication. Demonstrate
ills taught in class, such
spell out words or use
 EFL 3.2.11. Ask for someone to repeat
themselves or say something in a
different way and ask for common
classroom needs. (EGB5)

EFL 3.2.16. Use a series of phrases and

sentences to describe aspects of
personal background, immediate
environment and matters of immediate
need in simple terms using grammatical
structures practiced in class (although
there may be frequent errors with
tenses, personal pronouns, prepositions,
etc.). (EGB5)

EFL 3.2.13. Respond to simple questions

in quite a short time and initiate basic
interaction when there are
duction - Fluency: opportunities to speak. Speech is
ple questions and produced a little less slowly and
y social situations, such hesitantly. (EGB5)
or request, relatively
neously initiate
rder to express opinions
of personal EFL 3.2.14. Make and respond to
invitations, suggestions, apologies and
nswer simple questions requests. (EGB8)
c interaction when
ties. (Example: make an EFL 3.2.15. Provide a simple description
a suggestion, etc.) and/or opinion of a common object or a
scribe simple, familiar simple account of something
ttempt to talk about past experienced. (EG58)
3, J.3) (ref.I.EFL.3.9.1.)
 EFL 3.2.9. Attempt to react
appropriately to what others say using
verbal/non-verbal back-channeling, or
by asking further simple questions to
extend the interaction. (EGB5)

eraction – Interpersonal:
ctively in familiar and
versational exchanges by
tion and reacting EFL 3.2.10. Attempt to sustain a
basic interpersonal conversational exchange on a familiar,
everyday subject when carrying out a
mpt to use back- collaborative/paired learning activity in
act appropriately to which there are specific instructions for
about familiar topics in a task. (EGB5)
ryday situations and
ut pair work for a
lass. Learners attempt EFL 3.2.12. Ask and answer questions
to extend an and exchange information on familiar
teraction. (I.3, J.3) topics in predictable everyday
.) situations. (EGB5)

5to de bàsica
EFL 3.3.1. Understand most of the
details of the content of a short simple
text (online or print). (EGB5)

monstrate
of most of the details of
nline or print text and
ructions in simple EFL 3.3.10. Follow short instructions
d projects if illustrated illustrated through step-by-step visuals
-step visuals. in simple experiments and projects.
understand most details (EGB5)
e online or print text and
instructions in simple
d projects if step-by-step
ded. (I.3, I.4)
.)
 EFL 3.3.2. Show understanding of some
basic details in short simple cross-
curricular texts by matching, labeling
and answering simple questions. (EGB5)
play an understanding of
ils in short simple cross-
from various sources by EFL 3.3.7. Read, gather, view and listen
ng and answering simple to information from various sources in
use the information order to attempt to organize and discuss
er to organize and relationships between academic content
ships between different areas. (EGB5)
nt areas.
match, label and answer
s about basic details in a
ss-curricular text.
pt to organize and
tion from different
emic content. (I.2, S.1)
.)

ow an ability to identify
specific content-based
ses, with the aid of visual EFL 3.3.3. Identify the meaning of
e charts/mind maps to specific content-based words and
ween fact/opinion and phrases, with the aid of visual support
ant information in (EGB5).
xts.
mpt to determine the EFL 3.3.4. Attempt to distinguish
cific content-based between fact and opinion and relevant
ses when accompanied and irrelevant information in an
t and distinguish informational text through the use of
d opinion and relevant mind maps/charts. (EGB5)
nformation in
xts through the use of
charts. (I.2, I.3)
.) EFL 3.3.9. Identify and attempt to use
reading strategies to make text more
ect and use reading comprehensible and meaningful. (EGB5)
derstand and give
tten text while employing
day reference materials
rmine information
he purpose of inquiry
eas between written

dentify and attempt to

tegies to make written
rehensible and
rners attempt to use
nce materials to select
ropriate to the purpose
d to relate ideas from
rce to another. (I.2, S.1)
.)
 EFL 3.3.5. Attempt to use everyday
reference material in order to select
information appropriate to the purpose
of an inquiry and to relate ideas from
one written source to another. (EGB5)

EFL 3.3.8. Make and attempt to support

inferences from evidence in a text with
reference to features of written English.
(EGB5)
ke and support
evidence in a text with
tures of written English
learning strategies to
erpret a variety of EFL 3.3.6. Apply learning strategies to
s. examine and attempt to interpret a
mpt to make and support variety of written materials using prior
g evidence from texts knowledge, graphic organizers, note
written English (e.g., taking and finding words in a dictionary.
mat, sequence, etc.) and (EGB5)
y other learning
er to examine and
ty of written materials.
L.3.15.1.)

5to de bàsica
EFL 3.4.1. Make a simple learning
resource in order to record and practice
new words.
eate a simple learning (Example: a picture dictionary, a word
er to record and practice list, set of flashcards, etc.) (EGB5)
demonstrate knowledge
gs.
make a simple learning
er to record and practice
ample: a picture
rd list, a set of
(I.1, J.4)
.)
 EFL 3.4.2. Write a short simple
paragraph to describe yourself or other
people, animals, places and things, with
oduce a short simple some support. (EGB5)
scribe people, places,
ngs in order to influence
d use linking words to
atives on familiar
EFL 3.4.4. Write to describe
write short simple feelings/opinions in order to attempt to
escribe people, places, influence an audience. (EGB5)
and feelings, with some
ttempting to
ability to effectively
dience and to express
ties. (I.3, S.1)
.)

EFL 3.4.3. Attempt to write a variety of

short simple text-types, commonly used
in print and online, with appropriate
language and layout. (EGB5)
ite a variety of short
ext-types – online or in
propriate language,
ng words.
write short simple text-
tives, online and in print, EFL 3.4.6. Write a simple narrative with
se appropriate language, linking words on familiar subjects in
ng words. (I.3, J.2) order to express everyday activities.
.) (EGB5)

EFL 3.4.5. Write a questionnaire or

survey for friends, family or classmates
using WH- questions in order to identify
things in common and preferences.
(EGB5)
eate a questionnaire or
H- question words in
y things in common and
le displaying an ability
rganize information
details.
write questionnaires and
s and family using WH-
er to identify things in
eferences, while
emonstrate an ability to
anize information using
in order to illustrate
and structures in
e: cause and effect,
ution, general-to-
ation, etc.) (I.2, S.2)
.)
 EFL 3.4.8. Convey and attempt to
organize information using facts and
details in order to illustrate diverse
patterns and structures in writing.
(EGB5)

EFL 3.4.9. Attempt to make effective use

of a range of digital tools to write, edit,
revise and publish written work in a way
that supports collaboration. (EGB5)
monstrate an ability to
digital tools during the
in order to collaborate
cted informational texts.
mpt to use a range of
ng the writing process in
rate on producing EFL 3.4.7. Attempt to use the process of
xts. (I.3, S.4, J.3) prewriting, drafting, revising, peer
.) editing and proofreading (i.e., “the
writing process”) to produce
informational texts. (EGB5)

5to de bàsica
EFL 3.5.1. Use audio, video and pictures
to respond to a variety of literary texts
through online or in-class ICT activities.
(EGB5)
borate personal
th oral and written
ough pictures,
CT in order to evaluate
ng pre-established
ually or in groups.
employ audio, video,
to respond to oral and
d attempt to use pre-
eria to evaluate literary
y or in groups. (I.2, I.3,
 EFL 3.5.5. Attempt to evaluate literary
texts (both written and oral, online, in
video or in print) according to pre-
established criteria. (EGB5)

EFL 3.5.2. Create picture books and/or

other graphic expressions in pairs in
class by varying scenes, characters or
sign and produce other elements of simple literary texts.
raphic expressions (EGB5)
stories by varying
rary texts and adding
ails to real-life stories EFL 3.5.4. Create personal stories by
n order to create new, adding imaginative details to real-life
stories and situations, attempting to use
books, graphic appropriate vocabulary and elements of
personal stories by the literature learners have read or
dapt elements of simple heard. (EGB5)
d adding imaginative
fe stories and situations,
se appropriate
features of the literature
ad or heard. (I.3, S.3)
.)

eate short, original texts EFL 3.5.3. Produce short, creative texts
resources and other using ICT and/or other resources at
g ICT, in order to home or at school in order to recreate
r scenes and themes. familiar scenes and themes. (EGB5)
reate and produce short
nd/or other resources at
ol in order to recreate
and themes. (I.1, I.3)
.)
 EFL 3.5.6. Work in groups to create a
brainstorm and/or draw a mind map to
describe and attempt to organize ideas
or organize useful information from
ganize ideas and relevant literary texts. (EGB5)
m literary texts using
rainstorms and/or mind EFL 3.5.9. Engage in collaborative
o enhance collaborative activities through a variety of student
erature. groupings to attempt to create and
work in groups to create respond to literature and other literary
d/or draw mind maps to texts. (EGB5)
empt to organize ideas
ation from simple
d attempt to create
sponses to literature
writing groups or
s. (I.4, S.4, J.3)
.)

EFL 3.5.8. Create stories, poems, songs,

dances and plays including those that
reflect traditional and popular
Ecuadorian culture, and attempting to
bserve and expand on observe the conventions of the genre.
of genre in order to (EGB5)
of texts that reflect
popular Ecuadorian
ntify select literary
er to relate them to EFL 3.5.7. Locate and attempt to identify
luding the learners’ own selected literary elements and
techniques in texts and relate those
reate stories, poems, elements to those in other works and to
to reflect traditional and learners’ own experiences. (Example:
rian culture, attempting setting, character, plot, theme, point of
onventions of the genre. view, imagery, foreshadowing, climax,
pt to find and identify etc.) (EGB5)
elements in texts to
other works and personal
2, J.1) (ref.I.EFL.3.25.1.)
 Evaluation criteria for English as a Foreign Language in Educación Gene
Sublevel 3
Curricular Thread 1: Communication and cultural
Indicators for the performa
Evaluation Criteria
7mo de bàsica 6to de bàsica
I.EFL.3.1.1. Learners can show an Learners can show an awarenes
awareness of different cultures and different cultures and identify
CE.EFL.3.1. Cultivate an awareness of identify similarities and differences similarities and differences betw
different cultures and identify between them through oral and written them through oral and written li
similarities and differences between literary texts. (I.2, S.2, J.1) texts. (I.2, S.2, (ref.I.EFL.3.1.1.)
them through oral and written literary
texts.

CE.EFL.3.2. Recognize and exhibit
responsible behaviors at home, at
school and towards the environment.
I.EFL.3.2.1. Learners can say ways to
take care of the environment and one’s
surroundings. Learners can identify and
exhibit socially responsible behaviors at
home, at school and towards the
environment. (J.3, S.1)
Learners can say ways to take ca
the environment and one’s
surroundings. Learners can iden
exhibit socially responsible beha
home, at school and towards the
environment. (J.3, S.1) (ref.I.EFL.

I.EFL.3.3.1. Learners can employ a range Learners can employ a range of

CE.EFL.3.3. Interact with others using a of verbal and nonverbal communication and nonverbal communication f
variety of both verbal and nonverbal features to express likes and dislikes and to express likes and dislikes and
communication features and express can give recommendations in basic yet recommendations in basic yet eff
likes and dislikes while giving effective terms. (I.3, S.4) terms. (I.3, S.4) (ref.I.EFL.3.3.1.)
recommendations in basic yet effective
terms.

I.EFL.3.4.1. Learners can demonstrate Learners can demonstrate an ab

an ability to work in pairs and small work in pairs and small groups u
CE.EFL.3.4. Develop the skills to work groups using level-appropriate verbal level-appropriate verbal and non
collaboratively using a range of verbal and nonverbal communication features communication features and ap
and nonverbal communication features and apply self-correcting and self- correcting and self-monitoring s
and apply self-correcting and self- monitoring strategies in social and in social and classroom interacti
monitoring strategies in social and classroom interactions. (J.2, J.3, J.4, I.3) J.3, J.4, I.3) (ref.I.EFL.3.4.1.)
classroom interactions.

CE.EFL.3.5. Demonstrate an ability to
use a variety of sources for oral and
written communication in order to
interact with others in social situations.
I.EFL.3.5.1. Learners can employ various
print and digital sources in order to
communicate with others in oral and
written form in social situations. (J.3,
S.1, S.4)
Learners can employ various pri
digital sources in order to comm
with others in oral and written fo
social situations. (J.3, S.1, S.4)
(ref.I.EFL.3.5.1.)

Curricular Thread 2: Oral communicatio

7mo de bàsica 6to de bàsica
I.EFL.3.6.1. Learners can grasp the main Learners can grasp the main idea
idea of spoken texts set in familiar spoken texts set in familiar ever
CE.EFL.3.6. Listening for Meaning: everyday contexts and infer changes in contexts and infer changes in th
Demonstrate an understanding of the the topic of discussion as well as who is of discussion as well as who is sp
main idea, speaker and situation in speaking and what the situation is, and what the situation is, withou
spoken texts set in familiar everyday without having to decode every word. having to decode every word. (I.
contexts without having to decode every (I.3, I.4) (ref.I.EFL.3.6.1.)
word.

I.EFL.3.7.1. Learners can record and Learners can record and identify
identify key information from a spoken information from a spoken mess
message of immediate need or interest immediate need or interest whe
when the message contains frequently message contains frequently use
CE.EFL.3.7. Listening for Information: used expressions and visual support. expressions and visual support.
Follow and identify key information in (Example: rules for a game, classroom (Example: rules for a game, class
short straightforward audio texts related instructions, a dialogue in a scene from instructions, a dialogue in a scen
to areas of immediate need or interest, a cartoon or movie, etc.) Learners can a cartoon or movie, etc.) Learne
provided vocabulary is familiar and use other classmate’s contributions in use other classmate’s contributi
visual support is present, and use these class as models for their own. (I.2, I.3) class as models for their own. (I.
spoken contributions as models for their (ref.I.EFL.3.7.1.)
own.
 I.EFL.3.8.1. Learners can ask others to Learners can ask others to repea
repeat themselves or to say something themselves or to say something
in a different way and ask for common different way and ask for commo
CE.EFL.3.8. Production – Accuracy and classroom needs. Learners can spell out classroom needs. Learners can s
Intelligibility: Communicate needs words in English and can describe words in English and can describ
clearly in class by asking questions or matters of immediate need or interest matters of immediate need or in
requesting clarification. Demonstrate using some grammatical structures using some grammatical structu
acquisition of skills taught in class, such practiced in class (although there may practiced in class (although ther
as being able to spell out words or use be errors with tenses, personal be errors with tenses, personal
some grammatical structures (albeit pronouns, prepositions, etc.). (I.3, J.4) pronouns, prepositions, etc.). (I.
with frequent errors). (ref.I.EFL.3.8.1.)

I.EFL.3.9.1. Learners can answer simple Learners can answer simple que
CE.EFL.3.9. Production - Fluency: questions quickly and initiate basic quickly and initiate basic interac
Respond to simple questions and interaction spontaneously when given spontaneously when given
familiar everyday social situations, such opportunities. (Example: make an opportunities. (Example: make a
as an invitation or request, relatively invitation, give a suggestion, etc.) invitation, give a suggestion, etc
quickly. Spontaneously initiate Learners can describe simple, familiar Learners can describe simple, fa
interactions in order to express opinions situations and talk about past situations and talk about past
or give accounts of personal experiences. (I.3, J.3) experiences. (I.3, J.3) (ref.I.EFL.3
experiences.

I.EFL.3.10.1. Learners can use back- Learners can use back-channelin

channeling to react appropriately to react appropriately to what othe
what others say about familiar topics in about familiar topics in predicta
CE.EFL.3.10. Interaction – Interpersonal: predictable, everyday situations and everyday situations and when ca
Participate effectively in familiar and when carrying out pair work for a out pair work for a specific task
predictable conversational exchanges by specific task in class. Learners can ask Learners can ask questions to ex
sharing information and reacting questions to extend an interpersonal interpersonal interaction. (I.3, J.
appropriately in basic interpersonal interaction. (I.3, J.3) (ref.I.EFL.3.10.1.)
interactions.

Curricular Thread 3: Reading

7mo de bàsica 6to de bàsica
I.EFL.3.11.1. Learners can understand Learners can understand most d
CE.EFL.3.11. Demonstrate most details in a short simple online or a short simple online or print tex
comprehension of most of the details of print text and can follow short can follow short instructions in s
a short simple online or print text and instructions in simple experiments and experiments and projects if step
follow short instructions in simple projects if step-by-step visuals are visuals are provided. (I.3, I.4)
experiments and projects if illustrated provided. (I.3, I.4) (ref.I.EFL.3.11.1.)
through step-by-step visuals.
 I.EFL.3.12.1. Learners can match, label Learners can match, label and an
and answer simple questions about simple questions about basic de
CE.EFL.3.12. Display an understanding of basic details in a short simple cross- short simple cross-curricular tex
some basic details in short simple cross- curricular text. Learners can organize Learners can organize and discu
curricular texts from various sources by and discuss information from different information from different sourc
matching, labeling and answering simple sources of academic content. (I.2, S.1) academic content. (I.2, S.1)
questions, and use the information (ref.I.EFL.3.12.1.)
gathered in order to organize and
discuss relationships between different
academic content areas.

I.EFL.3.13.1. Learners can determine the Learners can determine the mea
meaning of specific content-based specific content-based words an
CE.EFL.3.13. Show an ability to identify words and phrases when accompanied phrases when accompanied by v
the meaning of specific content-based by visual support and distinguish support and distinguish between
words and phrases, with the aid of visual between fact and opinion and relevant and opinion and relevant and irr
support, and use charts/mind maps to and irrelevant information in information in informational tex
distinguish between fact/opinion and informational texts through the use of through the use of mind maps a
relevant/irrelevant information in mind maps and charts. (I.2, I.3) charts. (I.2, I.3) (ref.I.EFL.3.13.1.)
informational texts.

I.EFL.3.14.1. Learners can identify and Learners can identify and use re
use reading strategies to make written strategies to make written text m
text more comprehensible and comprehensible and meaningful
CE.EFL.3.14. Select and use reading meaningful. Learners can use everyday Learners can use everyday refer
strategies to understand and give reference materials to select materials to select information
meaning to written text while employing information appropriate to the purpose appropriate to the purpose of an
a range of everyday reference materials of an inquiry and to relate ideas from and to relate ideas from one wri
in order to determine information one written source to another. (I.2, S.1) source to another. (I.2, S.1)
appropriate to the purpose of inquiry (ref.I.EFL.3.14.1.)
and to relate ideas between written
sources.

I.EFL.3.15.1. Learners can make and Learners can make and support
support inferences using evidence from inferences using evidence from
CE.EFL.3.15. Make and support texts and features of written English and features of written English (
inferences from evidence in a text with (e.g., vocabulary, format, sequence, vocabulary, format, sequence, e
reference to features of written English etc.) and apply other learning strategies apply other learning strategies in
and apply other learning strategies to in order to examine and interpret a to examine and interpret a varie
examine and interpret a variety of variety of written materials. (I.2, J.3) written materials. (I.2, J.3)
written materials. (ref.I.EFL.3.15.1.)

Curricular Thread 3: Writing

7mo de bàsica 6to de bàsica
CE.EFL.3.16. Create a simple learning
resource in order to record and practice
new words and demonstrate knowledge
of their meanings.
I.EFL.3.16.1. Learners can make a simple
learning resource in order to record and
practice new words. (Example: a picture
dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
Learners can make a simple lear
resource in order to record and
new words. (Example: a picture
dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
(ref.I.EFL.3.16.1.)

CE.EFL.3.17. Produce a short simple
paragraph to describe people, places,
things and feelings in order to influence
an audience and use linking words to
write other narratives on familiar
subjects.
I.EFL.3.17.1. Learners can write short Learners can write short simple
simple paragraphs to describe people, paragraphs to describe people, p
places, animals, things and feelings, with animals, things and feelings, wit
limited support, while demonstrating an support, while demonstrating an
ability to effectively influence an to effectively influence an audie
audience and to express everyday to express everyday activities. (I
activities. (I.3, S.1) (ref.I.EFL.3.17.1.)

CE.EFL.3.18. Write a variety of short I.EFL.3.18.1. Learners can write short Learners can write short simple
simple familiar text-types – online or in simple text-types and narratives, online types and narratives, online and
print – using appropriate language, and in print, using appropriate language, using appropriate language, layo
layout and linking words. layout and linking words. (I.3, J.2) linking words. (I.3, J.2) (ref.I.EFL.

CE.EFL.3.19. Create a questionnaire or
survey using WH- question words in
order to identify things in common and
preferences while displaying an ability
to convey and organize information
using facts and details.
I.EFL.3.19.1. Learners can write
questionnaires and surveys for peers
and family using WH- questions in order
to identify things in common and
preferences, while demonstrating an
ability to convey and organize
information using facts and details in
order to illustrate diverse patterns and
structures in writing. (Example: cause
and effect, problem and solution,
general-to-specific presentation, etc.)
(I.2, S.2)
Learners can write questionnaire
surveys for peers and family usin
questions in order to identify thi
common and preferences, while
demonstrating an ability to conv
organize information using facts
details in order to illustrate dive
patterns and structures in writin
(Example: cause and effect, prob
solution, general-to-specific
presentation, etc.) (I.2, S.2)
(ref.I.EFL.3.19.1.)

CE.EFL.3.20. Demonstrate an ability to
use a variety of digital tools during the
writing process in order to collaborate
on well-constructed informational texts.
I.EFL.3.20.1. Learners can effectively use Learners can effectively use a ra
a range of digital tools during the writing digital tools during the writing p
process in order to collaborate on order to collaborate on producin
producing well-constructed constructed informational texts.
informational texts. (I.3, S.4, J.3) J.3) (ref.I.EFL.3.20.1.)

Curricular Thread 5: Language through the


CE.EFL.3.21. Elaborate personal
responses to both oral and written
literary texts through pictures,
audio/video or ICT in order to evaluate
literary texts using pre-established
criteria, individually or in groups.
7mo de bàsica
I.EFL.3.21.1. Learners can employ audio,
video, pictures and ICT to respond to
oral and written texts and use pre-
established criteria to evaluate literary
texts individually or in groups. (I.2, I.3,
I.4)
6to de bàsica
Learners can employ audio, vide
pictures and ICT to respond to o
written texts and use pre-establ
criteria to evaluate literary texts
individually or in groups. (I.2, I.3
(ref.I.EFL.3.21.1.)

CE.EFL.3.22. Design and produce
picture books, graphic expressions
and/or personal stories by varying
elements of literary texts and adding
imaginative details to real-life stories
and situations in order to create new,
original texts.
I.EFL.3.22.1. Create picture books,
graphic expressions and personal stories
by adapting elements of literary texts
and adding imaginative details to real-
life stories and situations, using
appropriate vocabulary and features of
the literature learners have read or
heard. (I.3, S.3)
Create picture books, graphic
expressions and personal stories
adapting elements of literary tex
adding imaginative details to rea
stories and situations, using app
vocabulary and features of the li
learners have read or heard. (I.3
(ref.I.EFL.3.22.1.)

CE.EFL.3.23. Create short, original texts
using a range of resources and other
media, including ICT, in order to
recreate familiar scenes and themes.
I.EFL.3.23.1. Learners can create and
produce short texts using ICT and/or
other resources at home or at school in
order to recreate familiar scenes and
themes. (I.1, I.3)
Learners can create and produce
texts using ICT and/or other reso
home or at school in order to re
familiar scenes and themes. (I.1,
(ref.I.EFL.3.23.1.)

CE.EFL.3.24. Organize ideas and relevant I.EFL.3.24.1. Learners can work in Learners can work in groups to c
information from literary texts using groups to create brainstorms and/or brainstorms and/or draw mind m
group or class brainstorms and/or mind draw mind maps to describe and describe and organize ideas or u
maps in order to enhance collaborative organize ideas or useful information information from literary texts a
responses to literature. from literary texts and create create collaborative responses t
collaborative responses to literature literature through process writin
through process writing groups or groups or literature circles. (I.4,
literature circles. (I.4, S.4, J.3) (ref.I.EFL.3.24.1.)
CE.EFL.3.25. Observe and expand on
the conventions of genre in order to
create a variety of texts that reflect
traditional and popular Ecuadorian
culture and identify select literary
elements in order to relate them to
other works, including the learners’ own
writing.
I.EFL.3.25.1. Learners can create stories,
poems, songs and plays to reflect
traditional and popular Ecuadorian
culture, observing the conventions of
the genre.
Learners can find and identify selected
literary elements in texts to relate them
to other works and personal
experiences. (S.2, J.1)
Learners can create stories, poe
songs and plays to reflect traditi
popular Ecuadorian culture, obs
the conventions of the genre.
Learners can find and identify se
literary elements in texts to rela
to other works and personal
experiences. (S.2, J.1) (ref.I.EFL.3
 guage in Educación General Básica Media

ation and cultural awareness

rs for the performance criteria
6to de bàsica 5to de bàsica
arners can show an awareness of
fferent cultures and identify
milarities and differences between
em through oral and written literary
xts. (I.2, S.2, (ref.I.EFL.3.1.1.)
Learners can show an awareness of
different cultures and attempt to
identify similarities and differences
between them through oral and written
literary texts. (I.2, S.2, J.1)
(ref.I.EFL.3.1.1.)

arners can say ways to take care of
e environment and one’s
rroundings. Learners can identify and
hibit socially responsible behaviors at
ome, at school and towards the
nvironment. (J.3, S.1) (ref.I.EFL.3.2.1.)
Learners can say ways to take care of
the environment and one’s
surroundings. Learners can identify and
exhibit socially responsible behaviors at
home, at school and towards the
environment. (J.3, S.1) (ref.I.EFL.3.2.1.)

arners can employ a range of verbal Learners attempt to employ a range of

nd nonverbal communication features verbal and nonverbal communication
express likes and dislikes and can give features to express likes and dislikes and
commendations in basic yet effective can give recommendations in basic yet
rms. (I.3, S.4) (ref.I.EFL.3.3.1.) effective terms. (I.3, S.4) (ref.I.EFL.3.3.1.)

arners can demonstrate an ability to Learners demonstrate an ability to work

ork in pairs and small groups using in pairs and small groups using level-
vel-appropriate verbal and nonverbal appropriate verbal and nonverbal
mmunication features and apply self- communication features and attempt to
rrecting and self-monitoring strategies apply self-correcting and self-monitoring
social and classroom interactions. (J.2, strategies in social and classroom
3, J.4, I.3) (ref.I.EFL.3.4.1.) interactions. (J.2, J.3, J.4, I.3)
(ref.I.EFL.3.4.1.)
 arners can employ various print and
gital sources in order to communicate
th others in oral and written form in
cial situations. (J.3, S.1, S.4)
ef.I.EFL.3.5.1.)
ral communication
6to de bàsica
arners can grasp the main idea of
oken texts set in familiar everyday
ntexts and infer changes in the topic
discussion as well as who is speaking
nd what the situation is, without
ving to decode every word. (I.3, I.4)
ef.I.EFL.3.6.1.)
arners can record and identify key
formation from a spoken message of
mmediate need or interest when the
essage contains frequently used
pressions and visual support.
xample: rules for a game, classroom
structions, a dialogue in a scene from
cartoon or movie, etc.) Learners can
e other classmate’s contributions in
ass as models for their own. (I.2, I.3)
ef.I.EFL.3.7.1.)
Learners can employ various print and
digital sources in order to communicate
with others in oral and written form in
social situations. (J.3, S.1, S.4)
(ref.I.EFL.3.5.1.)
5to de bàsica
Learners can grasp the main idea of
spoken texts set in familiar everyday
contexts and attempt to infer changes in
the topic of discussion as well as who is
speaking and what the situation is,
without having to decode every word.
(I.3, I.4) (ref.I.EFL.3.6.1.)
Learners can record and attempt to
identify key information from a spoken
message of immediate need or interest
when the message contains frequently
used expressions and visual support.
(Example: rules for a game, classroom
instructions, a dialogue in a scene from
a cartoon or movie, etc.) Learners
attempt to use other classmate’s
contributions in class as models for their
own. (I.2, I.3) (ref.I.EFL.3.7.1.)
 arners can ask others to repeat
emselves or to say something in a
fferent way and ask for common
assroom needs. Learners can spell out
ords in English and can describe
atters of immediate need or interest
ing some grammatical structures
acticed in class (although there may
e errors with tenses, personal
onouns, prepositions, etc.). (I.3, J.4)
ef.I.EFL.3.8.1.)
arners can answer simple questions
uickly and initiate basic interaction
ontaneously when given
pportunities. (Example: make an
vitation, give a suggestion, etc.)
arners can describe simple, familiar
uations and talk about past
periences. (I.3, J.3) (ref.I.EFL.3.9.1.)
arners can use back-channeling to
act appropriately to what others say
bout familiar topics in predictable,
eryday situations and when carrying
ut pair work for a specific task in class.
arners can ask questions to extend an
terpersonal interaction. (I.3, J.3)
ef.I.EFL.3.10.1.)
ad 3: Reading
6to de bàsica
arners can understand most details in
short simple online or print text and
n follow short instructions in simple
periments and projects if step-by-step
suals are provided. (I.3, I.4)
ef.I.EFL.3.11.1.)
Learners can ask others to repeat
themselves or to say something in a
different way and ask for common
classroom needs. Learners can spell out
words in English and can describe
matters of immediate need or interest
using some grammatical structures
practiced in class (although there may
be errors with tenses, personal
pronouns, prepositions, etc.). (I.3, J.4)
(ref.I.EFL.3.8.1.)
Learners can answer simple questions
and initiate basic interaction when
given opportunities. (Example: make an
invitation, give a suggestion, etc.)
Learners can describe simple, familiar
situations and attempt to talk about past
experiences. (I.3, J.3) (ref.I.EFL.3.9.1.)
Learners attempt to use back-channeling
to react appropriately to what others
say about familiar topics in predictable,
everyday situations and when carrying
out pair work for a specific task in class.
Learners attempt to ask questions to
extend an interpersonal interaction. (I.3,
J.3) (ref.I.EFL.3.10.1.)
5to de bàsica
Learners can understand most details in
a short simple online or print text and
can follow short instructions in simple
experiments and projects if step-by-step
visuals are provided. (I.3, I.4)
(ref.I.EFL.3.11.1.)
 arners can match, label and answer
mple questions about basic details in a
ort simple cross-curricular text.
arners can organize and discuss
formation from different sources of
ademic content. (I.2, S.1)
ef.I.EFL.3.12.1.)
arners can determine the meaning of
ecific content-based words and
hrases when accompanied by visual
pport and distinguish between fact
nd opinion and relevant and irrelevant
formation in informational texts
rough the use of mind maps and
arts. (I.2, I.3) (ref.I.EFL.3.13.1.)
arners can identify and use reading
rategies to make written text more
mprehensible and meaningful.
arners can use everyday reference
aterials to select information
ppropriate to the purpose of an inquiry
nd to relate ideas from one written
urce to another. (I.2, S.1)
ef.I.EFL.3.14.1.)
arners can make and support
ferences using evidence from texts
nd features of written English (e.g.,
cabulary, format, sequence, etc.) and
pply other learning strategies in order
examine and interpret a variety of
ritten materials. (I.2, J.3)
ef.I.EFL.3.15.1.)
ad 3: Writing
6to de bàsica
Learners can match, label and answer
simple questions about basic details in a
short simple cross-curricular text.
Learners attempt to organize and
discuss information from different
sources of academic content. (I.2, S.1)
(ref.I.EFL.3.12.1.)
Learners attempt to determine the
meaning of specific content-based
words and phrases when accompanied
by visual support and distinguish
between fact and opinion and relevant
and irrelevant information in
informational texts through the use of
mind maps and charts. (I.2, I.3)
(ref.I.EFL.3.13.1.)
Learners can identify and attempt to use
reading strategies to make written text
more comprehensible and meaningful.
Learners attempt to use everyday
reference materials to select
information appropriate to the purpose
of an inquiry and to relate ideas from
one written source to another. (I.2, S.1)
(ref.I.EFL.3.14.1.)
Learners attempt to make and support
inferences using evidence from texts
and features of written English (e.g.,
vocabulary, format, sequence, etc.) and
attempt to apply other learning
strategies in order to examine and
interpret a variety of written materials.
(I.2, J.3) (ref.I.EFL.3.15.1.)
5to de bàsica
 arners can make a simple learning
source in order to record and practice
ew words. (Example: a picture
ctionary, a word list, a set of
ashcards, etc.) (I.1, J.4)
ef.I.EFL.3.16.1.)
Learners can make a simple learning
resource in order to record and practice
new words. (Example: a picture
dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
(ref.I.EFL.3.16.1.)

arners can write short simple Learners can write short simple
ragraphs to describe people, places, paragraphs to describe people, places,
nimals, things and feelings, with limited animals, things and feelings, with some
pport, while demonstrating an ability support, while attempting to
effectively influence an audience and demonstrate an ability to effectively
express everyday activities. (I.3, S.1) influence an audience and to express
ef.I.EFL.3.17.1.) everyday activities. (I.3, S.1)
(ref.I.EFL.3.17.1.)

arners can write short simple text-
pes and narratives, online and in print,
ing appropriate language, layout and
king words. (I.3, J.2) (ref.I.EFL.3.18.1.)
Learners can write short simple text-
types and narratives, online and in print,
attempting to use appropriate language,
layout and linking words. (I.3, J.2)
(ref.I.EFL.3.18.1.)

arners can write questionnaires and Learners can write questionnaires and
rveys for peers and family using WH- surveys for peers and family using WH-
uestions in order to identify things in questions in order to identify things in
mmon and preferences, while common and preferences, while
emonstrating an ability to convey and attemptint to demonstrate an ability to
ganize information using facts and convey and organize information using
etails in order to illustrate diverse facts and details in order to illustrate
tterns and structures in writing. diverse patterns and structures in
xample: cause and effect, problem and writing. (Example: cause and effect,
lution, general-to-specific problem and solution, general-to-
esentation, etc.) (I.2, S.2) specific presentation, etc.) (I.2, S.2)
ef.I.EFL.3.19.1.) (ref.I.EFL.3.19.1.)

arners can effectively use a range of Learners attempt to use a range of

gital tools during the writing process in digital tools during the writing process in
der to collaborate on producing well- order to collaborate on producing
nstructed informational texts. (I.3, S.4, informational texts. (I.3, S.4, J.3)
3) (ref.I.EFL.3.20.1.) (ref.I.EFL.3.20.1.)

uage through the Arts

 6to de bàsica
arners can employ audio, video,
ctures and ICT to respond to oral and
ritten texts and use pre-established
iteria to evaluate literary texts
dividually or in groups. (I.2, I.3, I.4)
ef.I.EFL.3.21.1.)
5to de bàsica
Learners can employ audio, video,
pictures and ICT to respond to oral and
written texts and attempt to use pre-
established criteria to evaluate literary
texts individually or in groups. (I.2, I.3,
I.4) (ref.I.EFL.3.21.1.)

eate picture books, graphic Create picture books, graphic

pressions and personal stories by expressions and personal stories by
dapting elements of literary texts and attempting to adapt elements of simple
dding imaginative details to real-life literary texts and adding imaginative
ories and situations, using appropriate details to real-life stories and situations,
cabulary and features of the literature attempting to use appropriate
arners have read or heard. (I.3, S.3) vocabulary and features of the literature
ef.I.EFL.3.22.1.) learners have read or heard. (I.3, S.3)
(ref.I.EFL.3.22.1.)

arners can create and produce short Learners can create and produce short
xts using ICT and/or other resources at texts using ICT and/or other resources at
ome or at school in order to recreate home or at school in order to recreate
miliar scenes and themes. (I.1, I.3) familiar scenes and themes. (I.1, I.3)
ef.I.EFL.3.23.1.) (ref.I.EFL.3.23.1.)

arners can work in groups to create
ainstorms and/or draw mind maps to
escribe and organize ideas or useful
formation from literary texts and
eate collaborative responses to
erature through process writing
oups or literature circles. (I.4, S.4, J.3)
ef.I.EFL.3.24.1.)
Learners can work in groups to create
brainstorms and/or draw mind maps to
describe and attempt to organize ideas
or useful information from simple
literary texts and attempt to create
collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
(ref.I.EFL.3.24.1.)
 arners can create stories, poems, Learners can create stories, poems,
ngs and plays to reflect traditional and songs and plays to reflect traditional and
opular Ecuadorian culture, observing popular Ecuadorian culture, attempting
e conventions of the genre. to observe the conventions of the genre.
arners can find and identify selected Learners attempt to find and identify
erary elements in texts to relate them selected literary elements in texts to
other works and personal relate them to other works and personal
periences. (S.2, J.1) (ref.I.EFL.3.25.1.) experiences. (S.2, J.1) (ref.I.EFL.3.25.1.)