UNIDAD EDUCATIVA BILINGÜE “MAURICE RAVEL” MATRIZ DE ALCANCE Y SECUENCIA DE COMPETENCIAS ACADEMICAS A R E A D E INGLES Año Lectivo 2009 - 2010

SECOND GRADE OF BASIC EDUCATION
Sentences o Simple sentences o Word order in sentences o Sentence beginning o Subject verb agreement Nouns o Singular Plural: regular and irregular Proper Countable and uncountable Action verbs

THIRD GRADE OF BASIC EDUCATION
Simple present o Affirmative and negative sentences o Questions o Contractions o Third person singular Present progressive o Affirmative and negative statements o Questions and answers Question words o Ask and answer questions with what, when, where, who, how many, why, how o Auxiliary do and does Simple past o Statements o Regular and irregular verbs Time adverbs o Present: today, now, nowadays, this day, etc. o Past: yesterday, last – o Future: Tomorrow, next – Future o Affirmative sentences with will Adjectives o Possessive: my, your, his, her, its, our,

FOURTH GRADE OF BASIC EDUCATION
Present Simple o Uses: routines, general truths, temporary situations o Ask and answer questions: yes/no, information o Daily activities and routines o Frequency adverbs: always, usually, sometimes, never, often, seldom Linkers o Before, after, when, while, and, but Pronouns o Personal o Impersonal It o Object pronouns: him, her, them, me, you, us, it Review of question words: what, how many, which, how much, when, where, why, how and who. Review of present progressive Simple Past o Use for describing ended actions o Regular and irregular verbs o Auxiliary did o Affirmative and negative sentences o Yes/no questions

K N O W L E D G E

o
o o Verbs o

Adjectives o Common adjectives o Comparatives o Possessive adjectives: my, your, his, her Writing o o o o o Directionality Capital and lower forms Capitalization Punctuation Print and handwriting

Verb to be o Am-Is-Are o Yes/No Questions

bellow. left and right There is / there are o Affirmative. in front of. what. commands. like. Articles o A/an o Some Pronouns o Personal: I. need. any o Much. on the corner of. it. say. many o Describing actions Adjectives o Comparatives o Word order: size. questions. their Comparatives: +er. were Present Simple o Affirmative and negative sentences with see. he’s. these. half Vocabulary o Classroom Language o Numbers 1-1000 o Colors o Family o Parts of the body o Animals o Clothes o Food o Seasons o Feelings and senses o Jobs o Other related to PYP Units o Information questions Affirmative and Negative statements o Contractions I’m. where. quarter to/after. how old. under. you. between. and have. across. between. have Prepositions of place: o In. o Simple past: was. among. next to. that. irregular o Demonstratives Nouns o Singular and plural o Countable and uncountable There is – There are o Affirmative o Negative o Some – any Offers and requests o Make and answer requests with Would you like? And Do you need? The time o Questions with what time o O’clock.o Short answers your. towards. etc. we. adding and subtraction o Animals: environment K N O W L E D G E o o Jobs and duties Other related to PYP Units . in. at. more. inside. when. on. those Prepositions of place o On. exclamations. doesn’t. how many Likes and dislikes o I like / I don’t like Abilities o Can / Can’t Differences between simple present and simple past Infinitive o Use of want. in front of. above. o Capitalizing and punctuation o Naming and telling part Future o Affirmative and negative sentences with will Vocabulary o Classroom Language o Numbers: Math operations. o Auxiliaries do-does: questions and answers. want. behind. you’re. o Follow directions. he. which one/ones. color and shape Sentences o Kinds: Statements. next to. behind. under. they o Distinguish use Present progressive o Use o Affirmative and negative sentences Question words o Who. she. o Contractions don’t. outside. out of. negative o Some. Demonstrative pronouns o This.

with details and with a variety of vocabulary Language will be used in order to create. with creativity and confidence They will use the language precisely.Adopt a personal behaviour that avoid danger from .Plan and carry out activities with efficiency Time Management . organise and think about the knowledge Students will begin to communicate in more than one language S K I L L S Gross Motor abilities .K N O W L E D G E There is – There are o Affirmative Vocabulary o Classroom Objects o Numbers o Shapes o Toys and vehicles o Colors o People and family o Parts of the body o Animals o Clothes o The house o Food o Days of the week o Months of the year o The weather o Feelings and senses o Jobs o Other related to PYP Units SELF CONTROL ABILITIES ORAL COMMUNICATION Students will appreciate how important speaking is Speaking will be used with more responsibility They will participate correctly in discussions They will talk about a great variety of topics Their language will be used in a complex way.Work in abilities where big muscles are used and where the power force is primary Fine Motor abilities . organise and think about the knowledge Students will begin to communicate in more than one language ORAL COMMUNICATION Students will appreciate how important speaking is Speaking will be used with more responsibility They will participate correctly in discussions They will talk about a great variety of topics Their language will be used in a complex way.Work in abilities where small muscles are used Spatial Relationship .Relate the child’s position to the rest of the objects Organization . with details and with a variety of vocabulary Language will be used in order to create.Using time efficiently and adequately Security . with creativity and confidence They will use the language precisely.

They will write initial spelling and phonetic rules .oneself and others Healthy Way of Living .They will write with different purposes . middle and end .Know and apply adequate rules and operative codes. feelings and attitudes found in the books Students will read about technology as reference They will read daily and for longer periods S K I L L S - WRITTEN EXPRESSION They will write with confidence They will use a broader vocabulary They will understand different written expressions They will write with different purposes such as informative or creative They will plan. edit and check their own written expressions (little booklets) They will write correctly daily words and they will increase complex words They will write evenly and legible VISUAL COMMUNICATION VISUAL COMMUNICATION VISUAL COMMUNICATION .Select a behavioural code based in actions and opinions READING COMPREHENSION Students will begin to read simple books with confidence and joy They will use some strategies to decode a text They will discuss stories which they had read and listened They will understand expressed ideas and thoughts They will start using reference books They will participate in daily reading READING COMPREHENSION WRITTEN EXPRESSION . relaxation and practice hygienic and adequate care Behavioural Code . resting.They will write with confidence .They will write daily with different purposes Students will begin to read simple books about fiction and non.They will write simple stories following beginning.They will start spelling correctly daily use words .fiction with confidence They will choose books according to their level and interests They will show interest and appreciation for different kinds of books They will understand and respond to different kinds of ideas. feelings and attitudes found in the books Students will read about technology as reference They will read daily and for longer periods READING COMPREHENSION Students will begin to read simple books about fiction and non.Make good choices in order to equilibrate nutrition.They will start writing evenly and legibly .fiction with confidence They will choose books according to their level and interests They will show interest and appreciation for different kinds of books They will understand and respond to different kinds of ideas. according to the group of people Good Elections . edit and check their own written expressions (little booklets) They will write correctly daily words and they will increase complex words They will write evenly and legibly WRITTEN EXPRESSION They will write with confidence They will use a broader vocabulary They will understand different written expressions They will write with different purposes such as informative or creative They will plan.

Identifying what we want or need to. illustrations.Developing and action planning. elaborating and .Ordering and classifying the information in an . notes. including T. direct observation.Collecting information from different sources. DATA ORGANIZATIONS DATA ORGANIZATIONS DATA ORGANIZATIONS .- They will understand that communication has visual. surveys.V. films. graphs and descriptions.Ordering and classifying the information in an understandable way. graphs and reports. direct observation. such as: real measurements.Getting conclusions of the relations and patterns . diagrams.Developing and action planning. studies. resource books. DATA INTERPRETATION DATA INTERPRETATION DATA INTERPRETATION . elaborating and . direct observation.Collecting information from different sources. graphs and reports. graphs and reports. notes. time lines. that come from organized data.. finding the precise information scheme. time lines.Describing and registering the observations on illustrations. surveys. such as: real measurements. diagrams. illustrations.Describing and registering the observations on . finding the precise information scheme. They will read and use books with deferent kind of composition. verbal and movement aspects. register and present information using different means - They will be exposed to a variety of visual aids They will respond to the visual experiences orally and writing They will recognise the power of the visual means in order to increase their critical thinking They will use visual aids in order to create different projects They will use electronic means as good source of information - They will be exposed to a variety of visual aids They will respond to the visual experiences orally and writing They will recognise the power of the visual means in order to increase their critical thinking They will use visual aids in order to create different projects They will use electronic means as good source of information ASKING QUESTIONS ASKING QUESTIONS ASKING QUESTIONS . studies.Developing and action planning. They will understand that signs and symbols have meaning. films. films.Identifying what we want or need to. studies. resource books. tables. For example: narrative understandable way. . . maps. tables. finding the precise information GATHER DATA GATHER DATA GATHER DATA . asking . DATA REGISTRATION DATA REGISTRATION DATA REGISTRATION . notes. computers and theatre They will look for. For example: narrative descriptions. people and exhibitions. They will start reading different signs around them They will understand visual information. people and exhibitions. asking .Getting conclusions of the relations and patterns . time lines. resource books. such as: real measurements. For example: narrative understandable way. that come from organized data. graphs and diagrams. asking appropriate and convincing questions to research appropriate and convincing questions to research appropriate and convincing questions to research OBSERVING OBSERVING OBSERVING S K I L L S - Using all senses to identify details - Using all senses to identify details - Using all senses to identify details PLANNING PLANNING PLANNING .Describing and registering the observations on . graphs and descriptions.Collecting information from different sources. . maps.Ordering and classifying the information in an .Getting conclusions of the relations and patterns that come from organized data. people and exhibitions. surveys. tables.Identifying what we want or need to. maps. elaborating and scheme.

Combining parts to create wholes. . separating into component parts. practical or new ways.Making use of previously acquired knowledge in practical or new ways.Problem solving. communicating and interpreting learning. seeing relationships. being able to construct an argument for each point of view based on knowledge of the other(s). MET COGNITION thought . S K I L L S COMPREHENSION COMPREHENSION COMPREHENSION .Hypothesis formulation and conclusions. remembering in a similar form.Process description . ACQUISITION OF KNOWLEDGE .Hypothesis formulation and conclusions. EVALUATION .Grasping meaning from material learned. creating.Process description . standards and conditions.Gaining specific facts.Concept maps . remembering in a similar form.Concept maps . designing. DIALECTICAL THOUGHT . communicating and interpreting learning.Gathering data and processes. . creating.Thinking about two or more different points of view at the same time.Gaining specific facts. selecting the proper means .Process description . understanding those points of view.Problem solving.Taking knowledge or ideas apart.Making use of previously acquired knowledge in . . MET COGNITION .Combining parts to create wholes. . SYNTHESIS . . SYNTHESIS . ideas. finding unique characteristics. understanding those points of view. .Grasping meaning from material learned.Making judgments or decisions based on chosen criteria.Hypothesis formulation and conclusions.Analyzing one’s own and others’ ANALYSIS . . separating into component parts. EVALUATION .Communicating efficiently what has been learned.Observing drawings . developing and innovating.Problem solving. ideas. designing.Observing drawings . ACQUISITION OF KNOWLEDGE . realizing that other people can also take one’s own point of view. seeing relationships.Combining parts to create wholes.Project design and performance.Making judgments or decisions based on chosen criteria. separating into component parts. SYNTHESIS .Making use of previously acquired knowledge in . MET COGNITION .Making judgments or decisions based on chosen criteria. vocabulary. . DIALECTICAL THOUGHT . creating.Observing drawings . finding unique characteristics.Taking knowledge or ideas apart.Project design and performance. ANALYSIS . developing and innovating. .Gathering data and processes. practical or new ways. realizing that other people can also take one’s own point of view. being able to construct an argument for each point of view based on knowledge of the other(s). . seeing relationships. EVALUATION .Project design and performance. being able to construct an argument for each point of view based on knowledge of the other(s).Thinking about two or more different points of view at the same time. finding unique characteristics. been vocabulary.Analyzing one’s own and others’ thought . APPLICATION APPLICATION APPLICATION . realizing that other people can also take one’s own point of view.Gathering data and processes. developing and innovating. .PRESENTING RESEARCH RESULTS PRESENTING RESEARCH RESULTS PRESENTING RESEARCH RESULTS . understanding those points of view.Concept maps .Communicating efficiently what has selecting the proper means selecting the proper means learned. . communicating and interpreting learning. .Analyzing one’s own and others’ thought ANALYSIS .Communicating efficiently what has been learned. . standards and conditions.Grasping meaning from material learned. DIALECTICAL THOUGHT .Thinking about two or more different points of view at the same time. standards and conditions.Taking knowledge or ideas apart. . designing.

Understanding what behavior is appropriate in a given situation and acting accordingly. leader in some circumstances.Listening sensitively to others. without hurting others. making informed choices about personal values and beliefs.Listening carefully to others. processes. stating one’s opinion without hurting others. RESOLVING CONFLICT RESOLVING CONFLICT RESOLVING CONFLICT . being fair. making decisions .Understanding what behavior is appropriate in a . asking questions. thinking about how one thinks and how one learns. asking . being willing to assume a share of the manner. being a given situation and acting accordingly. a follower in others. recognizing that based on fairness and equality. working towards and obtaining consensus. religions and ideas others’ beliefs. stating one’s opinion may differ from one’s own. A T T I T U D E S .Understanding what behavior is appropriate in a . stating one’s opinion may differ from one’s own. discussing ideas. .Listening sensitively to others. being willing to assume a share of the responsibility. compromising. accepting reacting reasonably to the situation. without hurting others. responsibility. discussing ideas.Taking on and completing tasks in an appropriate . taking turns. taking turns. COOPERATING COOPERATING COOPERATING . VIEWING VIEWING understanding the ways in which images and . viewpoints. being fair.Taking on and completing tasks in an appropriate . consensus.Working cooperatively in a group. ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES . values and images and language interact to convey ideas. RESPECTING OTHERS RESPECTING OTHERS RESPECTING OTHERS . leader in some circumstances.Working cooperatively in a group. responsibility appropriately.Interpreting and analyzing visuals and multimedia. viewing experiences. being a given situation and acting accordingly. being fair. processes. . religions and ideas others’ beliefs. making decisions .Working cooperatively in a group. being a leader in some circumstances.Listening to others. being willing to assume a share of the manner. beliefs. recognizing that based on fairness and equality. compromising.Interpreting and analyzing visuals and language interact to convey ideas. a follower in others.Interpreting and analyzing visuals and multimedia. being courteous . sharing materials. viewpoints. ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY . thinking about how one thinks and how one learns. . sharing materials. recognizing that others’ beliefs. working towards and obtaining questions. viewpoints. making informed choices about personal language interact to convey ideas.Listening to others. thinking about how one thinks and how one learns. VIEWING . responsibility appropriately. to others.processes. working towards and obtaining questions. taking turns. accepting reacting reasonably to the situation. understanding the ways in which beliefs. discussing ideas.Listening sensitively to others. sharing materials. accepting responsibility appropriately. asking . reacting reasonably to the situation.Listening carefully to others. being courteous . about personal viewing experiences. compromising. religions and ideas may differ from one’s own.Listening to others. a follower in others. making decisions based on fairness and equality.Taking on and completing tasks in an appropriate manner.Listening carefully to others. being to others. making informed choices viewing experiences. values and understanding the ways in which images and multimedia. GROUP DECISION-MAKING GROUP DECISION-MAKING GROUP DECISION-MAKING . responsibility. consensus. courteous to others.

presentation and representation. interpreting and utilizing symbols.Selecting an appropriate course of action or . FINE-MOTOR SKILLS .Recognizing the meaning of visual and kinesthetic kinesthetic communication. SPATIAL AWARENESS . relaxation and exercise. relation to oneself or each other. recognizing and communication.Engaging in personal behavior that avoids SAFETY SAFETY placing oneself or others in danger or at risk.Using time effectively and appropriately. . rest. ORGANIZATION .Constructing visuals and multimedia for a range of .Knowing and applying appropriate rules or .Making informed choices to achieve a balance in . communicating of purposes and audiences.Planning and carrying out activities effectively.Making informed choices to achieve a balance in appropriate hygiene and self-care. rest. presentation and representation. NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION . .Displaying sensitivity to the position of objects in SPATIAL AWARENESS SPATIAL AWARENESS relation to oneself or each other. practicing nutrition.Knowing and applying appropriate rules or CODES OF BEHAVIOR CODES OF BEHAVIOR operating procedures of groups of people. recognizing and creating signs.Using time effectively and appropriately. using appropriate technology for effective media. rest.Knowing and applying appropriate rules or operating procedures of groups of people. CODES OF BEHAVIOR . using appropriate technology for effective presentation and representation. appropriate hygiene and self-care. TIME MANAGEMENT TIME MANAGEMENT . creating signs. behaviour based on fact or opinion.Engaging in personal behavior that avoids placing oneself or others in danger or at risk.Using time effectively and appropriately.Planning and carrying out activities effectively.Recognizing the meaning of visual and kinesthetic .Displaying sensitivity to the position of objects in relation to oneself or each other.Constructing visuals and multimedia for a range purposes and audiences. HEALTHY LIFESTYLE . practicing . . nutrition.Selecting an appropriate course of action or . ORGANIZATION ORGANIZATION .Exhibiting skills in which precision in delicate FINE-MOTOR SKILLS FINE-MOTOR SKILLS muscle systems is required.A T T I T U D E S PRESENTING PRESENTING PRESENTING . relaxation and exercise. interpreting and utilizing symbols.Exhibiting skills in which precision in delicate muscle systems is required. oneself or others in danger or at risk.Engaging in personal behavior that avoids placing . communicating information and ideas through a variety of visual information and ideas through a variety of visual information and ideas through a variety of visual media. .Recognizing the meaning of visual and . communicating purposes and audiences. relaxation and exercise.Constructing visuals and multimedia for a range of . recognizing and creating signs. TIME MANAGEMENT . SAFETY .Displaying sensitivity to the position of objects in . behaviour based on fact or opinion. interpreting and utilizing symbols. communication.Selecting an appropriate course of action or behaviour based on fact or opinion. practicing appropriate hygiene and self-care. operating procedures of groups of people. .Making informed choices to achieve a balance in HEALTHY LIFESTYLE HEALTHY LIFESTYLE nutrition. using appropriate technology for effective media. . muscle systems is required.Planning and carrying out activities effectively. INFORMED CHOICES INFORMED CHOICES INFORMED CHOICES .Exhibiting skills in which precision in delicate . .

comparing. o Articles: definite. o WHEN and WHILE Present Perfect Tense o Affirmative. could and couldn't. etc o One and ones . proper. o Punctuation and capitalization o Subject and predicate: noun and verb Review of Simple Present and Past Tense o Affirmative. negative and interrogative. manner. Sentences o Kinds: declarative. o Form past simple sentences using ago. indefinite. may. direction. Past Progressive o affirmative and negative sentences and questions o Past progressive vs. negative and questions Infinitive o As objects Imperative o Give and follow instructions Directions o Give and follow instructions Numbers o Dates o Phone numbers o Addresses o Measurements Like to express analogy would like Paragraphs Linkers Review and expansion of pronouns o Subject o Object o Possessive o Reflexive: Myself. Modals o Can and can't. place. mass. himself. Present Progressive SIXTH GRADE OF BASIC EDUCATION Parts of Speech o Pronouns: subject and object o Nouns: singular and plural. herself. location. time. progressive tenses. agent o Prepositional phrases K N O W L E D G E Adverbs of Frequency Past Progressive o Affirmative. o Use the two forms in contrast. o Should and shouldn’t. interrogative and exclamatory. etc. simple past o Use of ‘while’ Gerunds o Use o Infinitive vs. Past Simple. etc. o Adjectives: types and use. o Affirmative. common.FIFTH GRADE OF BASIC EDUCATION Review of tenses: o Present Simple. Present Perfect Review and expansion of question forms: o Interview and survey Review and expansion of Adjectives and Adverbs o Form and function o Comparison o Adverbial and adjective phrase and clause Impersonal It Gerunds o As a noun where appropriate o After certain verbs and expressions Transitive and intransitive verbs o direct and indirect object Review of numbers o Ordinal o Dates o Large numbers Use the -er of agent First Conditional Review and expansion of prepositions o Time. o There is/ There are/ There was and There were. o Adverbs: frequency. demonstrative. negative and interrogative o Past Simple vs. negative and questions. gerund o For and to SEVENTH GRADE OF BASIC EDUCATION Review Tenses: simple vs. would and wouldn’t. imperative.

some. may. have to. no. might. bit. any. must o Phrasal modals: have to.Some and any Clauses with when and than Future o ‘Going to’ and ‘Will’ o Affirmative and negative sentences and questions o Talk about future plans.Related terms o Communication-Related terms o Technology. etc. a carton. Review and expansion of Modal Verbs o Structure and use o Can. could. and should Vocabulary o Descriptions o Instructions o United States Currency o Time-Related words o Physical descriptions o Descriptive adjectives o Free time activities – Chores o Food o Countries – Nationalities o Health –Related words o Animals-Related words o Inventions o Celebrations o Ordinal numbers o Hobbies o Dance styles o o . Vocabulary o Leisure activities o Vacations and travel o Linking words o Nouns as adjectives. o Large numbers. be able to Vocabulary o Occupations and Professions o Opposites o Sports o The future o Travel o City and countryside o Food nutrition and health o Amusement parks o Entertainment o Other related to PYP units o Technology –related words o Space-Related words o Guinness world records o Mysterious places o Movie terms K N O W L E D G E Express obligations o Must. o Means of transportation o Food and restaurants. etc. should. would. a little. ought to. o A few.related terms o Inventions o Products o Places o Countries – Nationalities o Music-Related words Passive Voice o Structure and use Phrasal Verbs o Structure and use Content words and Quantifiers o A spoon of. a pinch of. o Chores o Media o TV programs and related nouns o House and home o Natural Disasters o Entertainment o Other related to PYP Units o Family –Related words o Physical descriptions o Expressions of frequency o Hobbies o Crafts – Related words o Materials and tools o Shopping terms o Items to wear o Weather.

entertain and influence in others They will understand that oral expression is an instrument to learn and to have fun as well They will interact with confidence in different situations They will use a broad variety of language structures and characteristics to present ideas and information They will adapt the expressions and comprehension strategies to the context.They will write with fluency and efficiency in WRITTEN COMMUNICATION .Students will read correctly a great variety of .They will appreciate the differences between structures and styles of fiction and non-fiction structures and styles of fiction and non-fiction .They will write with fluency and efficiency in WRITTEN EXPRESSION .They will recognize and appreciate different kinds of literary elements. ORAL COMMUNICATION Students will acquire conscience of oral expression. . kinds of literary elements. the purpose and the receiver They will reflection about communication in order to control and evaluate their own knowledge.They will understand what authors want to say and . entertain and influence in others They will understand that oral expression is an instrument to learn and to have fun as well They will interact with confidence in different situations They will use a broad variety of language structures and characteristics to present ideas and information They will adapt the expressions and comprehension strategies to the context. forms and structures.They will recognize and appreciate different kinds . ORAL COMMUNICATION Students will acquire conscience of oral expression. about how it helps them to build the meaning and how to communicate with others They will talk with responsibility in order to inform. argument and analyze them. . about how it helps them to build the meaning and how to communicate with others They will talk with responsibility in order to inform. about how it helps them to build the meaning and how to communicate with others They will talk with responsibility in order to inform. forms and structures. . the purpose and the receiver They will reflection about communication in order to control and evaluate their own knowledge. argument and analyze them. L L S - S K I L L S WRITTEN COMMUNICATION WRITTEN COMMUNICATION .They will understand what authors want to say they will start recognizing meaning beyond words and they will start recognizing meaning beyond . .They will find and use different research material to guide their investigation WRITTEN EXPRESSION .They will find and use different research material to guide their investigation WRITTEN EXPRESSION .They will write with fluency and efficiency in .They will understand what authors want to say and they will start recognizing meaning beyond words . .Students will read correctly a great variety of books with the purpose of getting a whole comprehension of the book. entertain and influence in others They will understand that oral expression is an instrument to learn and to have fun as well They will interact with confidence in different situations They will use a broad variety of language structures and characteristics to present ideas and information They will adapt the expressions and comprehension strategies to the context.They will appreciate the differences between .They will find and use different research material words to guide their investigation .They will recognize and appreciate different of literary elements.They will appreciate the differences between structures and styles of fiction and non-fiction . . the purpose and the receiver They will reflection about communication in order to control and evaluate their own knowledge. argument and analyze them. comprehension of the book.They will be able to distinguish details about . forms and structures.They will be able to distinguish details about characters. characters.S K I ORAL COMMUNICATION Students will acquire conscience of oral expression.Students will read correctly a great variety of books with the purpose of getting a whole books with the purpose of getting a whole comprehension of the book.They will be able to distinguish details about characters.

surveys.They will give opinions about television programs.They will respond to the visual aids orally and . surveys.They will respond to the visual aids orally and writing. resource books.They will work with different materials to plan and .Collecting information from different sources.They will identify stereotypes .They will identify stereotypes visual meaning . surveys.They will understand the design effect in the visual meaning . films. as: real measurements.Collecting information from different sources. maps. . studies. people studies. asking . such .Identifying what we want or need to. studies. such as: real measurements. resource books. finding the precise information scheme. films. films and video ASKING QUESTIONS ASKING QUESTIONS ASKING QUESTIONS .They will recognize the implications of the and carry out the different projects commercial means .They will work with different materials to plan . using specific vocabulary and . using specific vocabulary and terminology .They will work with different materials to plan and carry out the different projects .Collecting information from different sources. such as: real measurements. elaborating and scheme.They will give opinions about television programs. direct observation.They will show an appropriate behavior when they .They will give opinions about television programs.- different styles They will adapt different written styles and structures to their work They will show awareness of the receiver They will use complementary details and efficient vocabulary They will vary the structure and length of the sentences They will use the corresponding structure with independence and confidence They will develop their own voice and style - different styles They will adapt different written styles and structures to their work They will show awareness of the receiver They will use complementary details and efficient vocabulary They will vary the structure and length of the sentences They will use the corresponding structure with independence and confidence They will develop their own voice and style - different styles They will adapt different written styles and structures to their work They will show awareness of the receiver They will use complementary details and efficient vocabulary They will vary the structure and length of the sentences They will use the corresponding structure with independence and confidence They will develop their own voice and style VISUAL COMMUNICATION VISUAL COMMUNICATION . resource books. direct observation.Developing and action planning.They will show an appropriate behavior when see different visual aids they see different visual aids .They will understand the design effect in the . maps. asking appropriate and convincing questions to research appropriate and convincing questions to research appropriate and convincing questions to research S K I L L OBSERVING - OBSERVING OBSERVING Using all senses to identify details - Using all senses to identify details - Using all senses to identify details PLANNING PLANNING PLANNING . using specific vocabulary and terminology writing.They will understand the design effect in the visual terminology meaning .They will respond to the visual aids orally and writing. finding the precise information scheme. asking .They will show an appropriate behavior when they see different visual aids . elaborating and . maps. finding the precise information GATHER DATA GATHER DATA GATHER DATA .Developing and action planning. .They will identify stereotypes carry out the different projects .Developing and action planning. films and video VISUAL COMMUNICATION . elaborating and . direct observation. commercial means films and video .They will recognize the implications of the .They will recognize the implications of the commercial means .Identifying what we want or need to.Identifying what we want or need to.

Concept maps .Ordering and classifying the information in an . . that come from organized data.Making use of previously acquired knowledge in .Gathering data and processes. selecting the proper means . notes.Process description . tables. practical or new ways. . illustrations. S K I L L COMPREHENSION COMPREHENSION COMPREHENSION . finding component parts.Observing drawings . ACQUISITION OF KNOWLEDGE . .Ordering and classifying the information in an understandable way.Making use of previously acquired knowledge in practical or new ways. graphs and reports.Gaining specific facts.Hypothesis formulation and conclusions. time lines. . .Grasping meaning from material learned.Hypothesis formulation and conclusions.Problem solving. ACQUISITION OF KNOWLEDGE . vocabulary. remembering in a similar form.Gaining specific facts.Gathering data and processes.Concept maps . tables.Observing drawings . and exhibitions.Project design and performance. DATA ORGANIZATIONS DATA ORGANIZATIONS DATA ORGANIZATIONS . PRESENTING RESEARCH RESULTS .Gathering data and processes. finding component parts. APPLICATION APPLICATION APPLICATION . remembering in a similar form. separating into component parts. For example: narrative understandable way. .Problem solving. DATA INTERPRETATION DATA INTERPRETATION DATA INTERPRETATION . graphs and descriptions. time lines. finding . ANALYSIS ANALYSIS ANALYSIS . diagrams.people and exhibitions. vocabulary. separating into .Hypothesis formulation and conclusions. tables. communicating and interpreting learning. For example: narrative understandable way.Process description . seeing relationships.Taking knowledge or ideas apart. ideas. notes. .Taking knowledge or ideas apart. ACQUISITION OF KNOWLEDGE .Grasping meaning from material learned.Getting conclusions of the relations and patterns . ideas. illustrations.Describing and registering the observations on .Problem solving. notes. seeing relationships.Getting conclusions of the relations and patterns .Gaining specific facts. PRESENTING RESEARCH RESULTS PRESENTING RESEARCH RESULTS . .Describing and registering the observations on . communicating and interpreting learning.Grasping meaning from material learned. . graphs and diagrams. graphs and reports. graphs and reports. diagrams. that come from organized data. seeing relationships. selecting the proper means .Describing and registering the observations on illustrations. films. graphs and descriptions.Communicating efficiently what has been learned. . S DATA REGISTRATION DATA REGISTRATION DATA REGISTRATION .Process description .Observing drawings . . been vocabulary.Taking knowledge or ideas apart.Ordering and classifying the information in an . ideas. remembering in a similar form.Communicating efficiently what has selecting the proper means learned. .Making use of previously acquired knowledge in . time lines. separating into .Concept maps . communicating and interpreting learning. practical or new ways.Communicating efficiently what has been learned. .Project design and performance. people and exhibitions.Getting conclusions of the relations and patterns that come from organized data.Project design and performance. For example: narrative descriptions.

creating.Thinking about two or more different points of view at the same time. DIALECTICAL THOUGHT DIALECTICAL THOUGHT DIALECTICAL THOUGHT . unique characteristics. designing. EVALUATION EVALUATION EVALUATION . understanding those points of view. - Recognizing the meaning of visual and kinaesthetic communication. criteria.Making judgments or decisions based on chosen criteria. realizing that other people can also take one’s own point of view. using appropriate technology for effective media.Thinking about two or more different points of . NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION NON-VERBAL COMMUNICATION - Recognizing the meaning of visual and kinaesthetic communication. recognizing and creating signs. how one learns. one learns. creating.Analyzing one’s own and others’ thought . thinking about how one thinks and how one learns. developing and innovating. interpreting and utilizing symbols. interpreting and utilizing symbols. making informed choices about personal viewing experiences. language interact to convey ideas.Thinking about two or more different points of .Combining parts to create wholes. people can also take one’s own point of view.Interpreting and analyzing visuals and multimedia. viewing experiences. . thinking about how one thinks and how processes. understanding those view at the same time. recognizing and creating signs. effective presentation and representation. - Recognizing the meaning of visual and kinaesthetic communication. standards and conditions. using appropriate technology for effective presentation and representation. designing. developing and innovating. unique characteristics.Interpreting and analyzing visuals and multimedia. communicating of purposes and audiences. creating. making informed choices beliefs. presentation and representation.Interpreting and analyzing visuals and . values and beliefs.unique characteristics. VIEWING VIEWING VIEWING . S K I L L PRESENTING PRESENTING PRESENTING . .Constructing visuals and multimedia for a range . about personal viewing experiences.Making judgments or decisions based on chosen . understanding the ways in which understanding the ways in which images and language interact to convey ideas. recognizing and creating signs. designing. being able to construct an of view. making informed choices about personal values and beliefs. being able to construct an argument for each point of view based on knowledge of the argument for each point of view based on each point of view based on knowledge of the other(s). developing and innovating. . communicating purposes and audiences. one’s own point of view.Constructing visuals and multimedia for a range of . standards and conditions. standards and conditions. understanding those points view at the same time. realizing that other people can also take knowledge of the other(s).Combining parts to create wholes.Making judgments or decisions based on chosen . . interpreting and utilizing symbols. thinking about how one thinks and processes.Constructing visuals and multimedia for a range of purposes and audiences. S SYNTHESIS SYNTHESIS SYNTHESIS . criteria. communicating information and ideas through a variety of visual information and ideas through a variety of visual information and ideas through a variety of visual media.Analyzing one’s own and others’ thought processes. realizing that other other(s). understanding the ways in which images and multimedia. values and images and language interact to convey ideas.Combining parts to create wholes.Analyzing one’s own and others’ thought . being able to construct an argument for points of view. using appropriate technology for media. MET COGNITION MET COGNITION MET COGNITION .

Displaying sensitivity to the position of objects in relation to oneself or each other. SAFETY S K I L L S - Engaging in personal behavior that avoids placing oneself or others in danger or at risk. ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY ACCEPTING RESPONSIBILITY . stating one’s opinion without hurting others. ORGANIZATION . SAFETY . being willing to assume a share of the appropriate manner.Listening sensitively to others.Knowing and applying appropriate rules or CODES OF BEHAVIOR CODES OF BEHAVIOR operating procedures of groups of people. ORGANIZATION .Engaging in personal behavior that avoids placing SAFETY oneself or others in danger or at risk.Knowing and applying appropriate rules or operating procedures of groups of people. stating one’s opinion may differ from one’s own.Taking on and completing tasks in an . being willing to assume a share of the responsibility. responsibility. SPATIAL AWARENESS . recognizing that based on fairness and equality.Taking on and completing tasks in an appropriate .S FINE-MOTOR SKILLS .Exhibiting skills in which precision in delicate FINE-MOTOR SKILLS muscle systems is required. .Selecting an appropriate course of action or INFORMED CHOICES INFORMED CHOICES behaviour based on fact or opinion. rest.Planning and carrying out activities effectively. recognizing that based on fairness and equality. without hurting others. COOPERATING COOPERATING COOPERATING A T T . relaxation and exercise. operating procedures of groups of people. making decisions . RESPECTING OTHERS RESPECTING OTHERS RESPECTING OTHERS . SPATIAL AWARENESS . share of the responsibility. viewpoints. appropriate hygiene and self-care.Using time effectively and appropriately.Planning and carrying out activities effectively. ORGANIZATION .Planning and carrying out activities effectively.Selecting an appropriate course of action or behaviour based on fact or opinion. HEALTHY LIFESTYLE .Making informed choices to achieve a balance in HEALTHY LIFESTYLE HEALTHY LIFESTYLE nutrition.Listening sensitively to others. practicing . INFORMED CHOICES .Exhibiting skills in which precision in delicate muscle systems is required. practicing appropriate hygiene and self-care. .Knowing and applying appropriate rules or . viewpoints. behaviour based on fact or opinion. stating one’s opinion differ from one’s own.Using time effectively and appropriately. TIME MANAGEMENT . being willing to assume a manner.Displaying sensitivity to the position of objects in SPATIAL AWARENESS relation to oneself or each other. .Exhibiting skills in which precision in delicate muscle systems is required.Displaying sensitivity to the position of objects in relation to oneself or each other. rest.Using time effectively and appropriately. . CODES OF BEHAVIOR . recognizing that others’ beliefs. making decisions based on fairness and equality.Making informed choices to achieve a balance in appropriate hygiene and self-care. nutrition.Making informed choices to achieve a balance in . rest. TIME MANAGEMENT . - Engaging in personal behavior that avoids placing oneself or others in danger or at risk. without hurting others. viewpoints.Taking on and completing tasks in an appropriate manner. TIME MANAGEMENT .Listening sensitively to others. religions and ideas may may differ from one’s own. religions and ideas others’ beliefs. relaxation and exercise. relaxation and exercise.Selecting an appropriate course of action or . FINE-MOTOR SKILLS . religions and ideas others’ beliefs. practicing nutrition. making decisions .

consensus. taking turns. - Understanding what behavior is appropriate in a given situation and acting accordingly. being fair.Listening to others. a follower in others. asking questions. a follower in others. taking turns. working towards and obtaining questions. being fair. being . discussing ideas. reacting reasonably to the situation.Listening carefully to others.Listening to others. compromising. being a leader in some circumstances. working towards and obtaining consensus. responsibility appropriately. GROUP DECISION-MAKING GROUP DECISION-MAKING GROUP DECISION-MAKING . . accepting responsibility appropriately. accepting reacting reasonably to the situation.I T U D E S Working cooperatively in a group. taking to others. . ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES ADOPTING A VARIETY OF GROUP ROLES - Working cooperatively in a group. discussing ideas.Listening carefully to others.Listening carefully to others.Working cooperatively in a group. compromising. working towards and obtaining questions. turns.Listening to others. sharing materials. asking . being courteous to others. . consensus. a follower in others. responsibility appropriately. RESOLVING CONFLICT RESOLVING CONFLICT RESOLVING CONFLICT . accepting reacting reasonably to the situation. sharing materials. - - Understanding what behavior is appropriate in a given situation and acting accordingly. asking . compromising. being a leader in some circumstances. - Understanding what behavior is appropriate in a given situation and acting accordingly. being a leader in some circumstances. being courteous courteous to others. being fair. sharing materials. discussing ideas.

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