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OBJETIVES OF YEARS FOR SUBNIVEL MEDIO OF BASIC EDUCATION

5TH 6TH 7TH

Identify the main ideas and details of oral texts, Identify the main ideas and some details of oral O.EFL 3.1 Identify the main ideas and some details of
in order to interact with the classroom partners texts, in order to interact with and develop an written and oral texts, in order to interact with and to
and teacher.(Ref O.EFL 3.1) approach of critical inquiry to a variety of texts. develop an approach of critical inquiry to a variety of texts.
(Ref O.EFL 3.1)

Assess English as an international language, as Assess and appreciate English as an international O.EFL 3.2 Assess and appreciate English as an international
well as the skills that contribute to language, as well as the skills that contribute to language, as well as the skills and subskills that contribute
communicative and pragmatic competence. (Ref communicative and pragmatic competence. (Ref to communicative and pragmatic competence.
O.EFL 3.2) O.EFL 3.2)

Independently read level-appropriate texts in Independently read level-appropriate texts in O.EFL 3.3 Independently read level-appropriate texts in
English for pure enjoyment and entertainment. English for pure enjoyment/entertainment and to English for pure enjoyment/entertainment and to acquire
Ref(O.EFL 3.3) access information. Ref(O.EFL 3.3) and access information.

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

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

Read and write short descriptive texts related to Read and write short descriptive and informative O.EFL 3.6 Read and write short descriptive and informative
personal information or familiar topics and use texts related to personal information or familiar texts related to personal information or familiar topics and
them as a means of communication. Ref(O.EFL topics and use them as a means of use them as a means of communication and written
3.6) communication. Ref(O.EFL 3.6) expression of thought.

Appreciate the use of English language through Appreciate the use of English language through O.EFL 3.7 Appreciate the use of English language through
spoken literary texts such as poems, rhymes, spoken and written literary texts such as poems, spoken and written literary texts such as poems, rhymes,
chants, songs, games and graphic short stories rhymes, chants, songs, games and graphic short chants, songs, games and graphic short stories in order to
in order to foster imagination, curiosity and stories in order to foster imagination, curiosity foster imagination, curiosity and memory, while
memory. Ref(O.EFL 3.7) and memory. Ref(O.EFL 3.7) developing a taste for oral and written literary texts.

Demonstrate an ability to interact and explore Demonstrate an ability to interact with spoken O.EFL 3.8 Demonstrate an ability to interact with written
creative writing as an outlet to personal ex- texts, in order to explore creative writing as an and spoken texts, in order to explore creative writing as an
pression and intercultural competence. outlet to personal expression and intercultural outlet to personal expression and intercultural
Ref(O.EFL 3.8) competence. Ref(O.EFL 3.8) competence.

Be able to interact in English using basic, Be able to interact in English using basic, frequently O.EFL 3.9 Be able to interact in English using basic, frequently
frequently used expressions and short phrases used expressions and short phrases in familiar and used expressions and short phrases in familiar and
in familiar, demonstrating a limited but effective personalized contexts, demonstrating a limited but personalized contexts, demonstrating a limited but effective
command of the spoken language. Ref(O.EFL effective command of the spoken language. command of the spoken language in simple and routine tasks
3.9) Ref(O.EFL 3.9) which require a direct exchange of information.

Demonstrate an ability to use English as a Demonstrate an ability to use English as a means to O.EFL 3.10 Demonstrate an ability to use English as a means
means to interact with groups. Ref(O.EFL 3.10) interact socially in pairs and groups. Ref(O.EFL 3.10) to interact socially and work cooperatively in pairs and
groups.
CRITERIA OF EVALUATION SKILLS WITH CRITERIA PERFORMANCE / YEARS

FIFTH SIXTH SEVENTH

CE.EFL.3.1. Cultivate an awareness of EFL 3.1.1. Ask simple basic EFL 3.1.1. Ask simple basic EFL 3.1.1. Ask simple basic
different cultures and identify similarities and questions in class about the questions in class about the questions in class about the
differences between them through oral and world beyond their own world beyond their own world beyond their own
written literary texts. immediate environment in order immediate environment in order immediate environment in order
to increase their understanding to increase their understanding to increase their understanding
of different cultures. of different cultures. of different cultures.

EFL 3.1.9. Compare and EFL 3.1.9. Compare and EFL 3.1.9. Compare and
contrast oral traditions, myths, contrast oral traditions, myths, contrast oral traditions, myths,
folktales and literature from folktales and literature from folktales and literature from
Ecuador and international Ecuador and international Ecuador and international
regions/cultures and identify regions/cultures and identify regions/cultures and identify
similarities and differences, as similarities and differences, as similarities and differences, as
well as universal cultural well as universal cultural well as universal cultural
themes, through the use of themes, through the use of themes, through the use of
graphic organizers and graphic organizers and graphic organizers and
dramatic enactments in class. dramatic enactments in class. dramatic enactments in class.
EFL 3.1.10. Recognize and EFL 3.1.10. Recognize and EFL 3.1.10. Recognize and
demonstrate an appreciation of demonstrate an appreciation of demonstrate an appreciation of
some commonalities and some commonalities and some commonalities and
distinctions across cultures and distinctions across cultures and distinctions across cultures and
groups (differentiated by groups (differentiated by groups (differentiated by
gender, ability, generations, gender, ability, generations, gender, ability, generations,
etc.) including the students’ etc.) including the students’ etc.) including the students’
own, by asking WH- questions own, by asking WH- questions own, by asking WH- questions
and formulating simple, and formulating simple, and formulating simple,
culturally aware statements. culturally aware statements. culturally aware statements.
CE.EFL.3.2. Recognize and exhibit EFL 3.1.2. Recognize ways to EFL 3.1.2. Recognize ways to EFL 3.1.2. Recognize ways to
responsible behaviors at home, at school and relate responsibly to one’s relate responsibly to one’s relate responsibly to one’s
towards the environment. surroundings at home and at surroundings at home and at surroundings at home and at
school by exhibiting school by exhibiting school by exhibiting
responsible responsible responsible
behaviors towards the behaviors towards the behaviors towards the
environment. environment. environment.
(Example: chores at home, (Example: chores at home, (Example: chores at home,
recycling, etc.) recycling, etc.) recycling, etc.)

EFL 3.1.7. Demonstrate EFL 3.1.7. Demonstrate EFL 3.1.7. Demonstrate


appropriate classroom appropriate classroom appropriate classroom
behaviors by participating in behaviors by participating in behaviors by participating in
small group or whole class small group or whole class small group or whole class
discussions. discussions. discussions.
(Example: being courteous, (Example: being courteous, (Example: being courteous,
respecting respecting respecting
the person and property of the person and property of the person and property of
others, etc.) others, etc.) others, etc.)

CE.EFL.3.3. Interact with others using a EFL 3.1.3. Exchange basic EFL 3.1.3. Exchange basic EFL 3.1.3. Exchange basic
variety of both verbal and nonverbal personal preferences personal preferences personal preferences
communication features and express likes with peers in order to express with peers in order to express with peers in order to express
and dislikes while giving recommendations likes and dislikes. likes and dislikes. likes and dislikes.
in basic yet effective terms.

EFL 3.1.5. Describe, read EFL 3.1.5. Describe, read EFL 3.1.5. Describe, read
about, participate about, participate about, participate
in or recommend a favorite in or recommend a favorite in or recommend a favorite
activity, book, song or other activity, book, song or other activity, book, song or other
interest to various audiences. interest to various audiences. interest to various audiences.
(Example: peers, other classes, (Example: peers, other classes, (Example: peers, other classes,
teachers, other adults, etc.) teachers, other adults, etc.) teachers, other adults, etc.)

CE.EFL.3.4. Develop the skills to work EFL 3.1.6. Apply self-correcting EFL 3.1.6. Apply self-correcting EFL 3.1.6. Apply self-correcting
collaboratively using a range of verbal and and self- monitoring strategies and self- monitoring strategies and self- monitoring strategies
nonverbal communication features and apply in social and classroom in social and classroom in social and classroom
self-correcting and self-monitoring interactions. (Example: asking interactions. (Example: asking interactions. (Example: asking
strategies in social and classroom questions, starting over, questions, starting over, questions, starting over,
interactions. rephrasing, exploring rephrasing, exploring rephrasing, exploring
alternative pronunciations or alternative pronunciations or alternative pronunciations or
wording, etc.) wording, etc.) wording, etc.)

EFL 3.1.8. Interpret and EFL 3.1.8. Interpret and EFL 3.1.8. Interpret and
demonstrate knowledge demonstrate knowledge demonstrate knowledge
of nonverbal and oral of nonverbal and oral of nonverbal and oral
communication features in communication features in communication features in
classroom activities, and classroom activities, and classroom activities, and
understand understand understand
the contexts in which they are the contexts in which they are the contexts in which they are
used appropriately. (Example: used appropriately. (Example: used appropriately. (Example:
gestures, body language, gestures, body language, gestures, body language,
volume, etc.) volume, etc.) volume, etc.)
CE.EFL.3.5. Demonstrate an ability to use a EFL 3.1.4. Use a variety of oral, EFL 3.1.4. Use a variety of oral, EFL 3.1.4. Use a variety of oral,
variety of sources for oral and written print and electronic forms for print and electronic forms for print and electronic forms for
communication in order to interact with others social communication social communication social communication
in social situations. and for writing to oneself. and for writing to oneself. and for writing to oneself.
(Example: (Example: (Example:
friendly notes, invitations, diary friendly notes, invitations, diary friendly notes, invitations, diary
entries, entries, entries,
notes to self, electronic notes to self, electronic notes to self, electronic
messages, etc.) messages, etc.) messages, etc.)
CE.EFL.3.6. Listening for Meaning: EFL 3.2.1. Infer who is EFL 3.2.1. Infer who is EFL 3.2.1. Infer who is
Demonstrate an understanding of the main speaking and what the speaking and what the speaking and what the
idea, speaker and situation in spoken texts situation is when listening to situation is when listening to situation is when listening to
short simple texts, especially short simple texts, especially short simple texts, especially
set in familiar everyday contexts without when accompanied by when accompanied by when accompanied by
having to decode every word. pictures or other visual pictures or other visual pictures or other visual
aids, or sound effects. aids, or sound effects. aids, or sound effects.
(Example: shopkeeper (Example: shopkeeper (Example: shopkeeper
speaking to a customer who speaking to a customer who speaking to a customer who
is buying some fruit.) is buying some fruit.) is buying some fruit.)
EFL 3.2.2. Be comfortable EFL 3.2.2. Be comfortable EFL 3.2.2. Be comfortable
taking meaning taking meaning taking meaning
from spoken texts containing from spoken texts containing from spoken texts containing
words or sections which are words or sections which are words or sections which are
not understood. Be aware that not understood. Be aware that not understood. Be aware that
understanding spoken texts understanding spoken texts understanding spoken texts
does not require decoding does not require decoding does not require decoding
every single word. every single word. every single word.
EFL 3.2.5. Understand most EFL 3.2.5. Understand most EFL 3.2.5. Understand most
changes in the topic of changes in the topic of changes in the topic of
discussion if people speak discussion if people speak discussion if people speak
slowly. slowly. slowly.
CE.EFL.3.7. Listening for Information: Follow EFL 3.2.3. Record key items of EFL 3.2.3. Record key items of EFL 3.2.3. Record key items of
and identify key information in short specific information specific information specific information
from a heard message or from a heard message or from a heard message or
straightforward audio texts related to areas of
description, description, description,
immediate need or interest, either in written form or by drawing either in written form or by drawing either in written form or by drawing
provided vocabulary is familiar and visual a picture. (Example: letters of the a picture. (Example: letters of the a picture. (Example: letters of the
support is present, and use these spoken alphabet, numbers, quantities, alphabet, numbers, quantities, alphabet, numbers, quantities,
contributions as models for their own. prices and times, days, dates and prices and times, days, dates and prices and times, days, dates and
months, etc.) months, etc.) months, etc.)
EFL 3.2.4. Follow and understand EFL 3.2.4. Follow and understand EFL 3.2.4. Follow and understand
short, straightforward short, straightforward short, straightforward
audio messages and/or the main audio messages and/or the main audio messages and/or the main
idea/dialogue of a movie or cartoon idea/dialogue of a movie or cartoon idea/dialogue of a movie or cartoon
(or other age-appropriate (or other age-appropriate (or other age-appropriate
audio-visual presentations) if audio-visual presentations) if audio-visual presentations) if
delivered slowly and visuals delivered slowly and visuals delivered slowly and visuals
provide contextual support. provide contextual support. provide contextual support.
(Example: an announcement of a (Example: an announcement of a (Example: an announcement of a
bus delay, an intercom bus delay, an intercom bus delay, an intercom
announcement at school, a announcement at school, a announcement at school, a
dialogue supported by facial dialogue supported by facial dialogue supported by facial
expressions/gestures and expressions/gestures and expressions/gestures and
appropriate intonation, etc.) appropriate intonation, etc.) appropriate intonation, etc.)
EFL 3.2.6. Use other students’ EFL 3.2.6. Use other students’ EFL 3.2.6. Use other students’
contributions in class as models for contributions in class as models for contributions in class as models for
their own. their own. their own.
EFL 3.2.7. Identify the main idea of EFL 3.2.7. Identify the main idea of EFL 3.2.7. Identify the main idea of
short, clear, simple messages and short, clear, simple messages and short, clear, simple messages and
announcements and understand announcements and understand announcements and understand
sentences and frequently sentences and frequently sentences and frequently
used expressions related to areas used expressions related to areas used expressions related to areas
of immediate of immediate of immediate
relevance. (Example: follow verbal relevance. (Example: follow verbal relevance. (Example: follow verbal
instructions for a game, ask for instructions for a game, ask for instructions for a game, ask for
prices at a store, follow simple prices at a store, follow simple prices at a store, follow simple
classroom instructions, describe classroom instructions, describe classroom instructions, describe
places nearby, etc.) places nearby, etc.) places nearby, etc.)
CE.EFL.3.8. Production – Accuracy and EFL 3.2.8. Spell out key EFL 3.2.8. Spell out key EFL 3.2.8. Spell out key
Intelligibility: Communicate needs clearly in vocabulary items using the vocabulary items using the vocabulary items using the
class by asking questions or requesting English alphabet. (Example: English alphabet. (Example: English alphabet. (Example:
clarification. Demonstrate acquisition of skills names, colors, animals, names, colors, animals, names, colors, animals,
taught in class, such as being able to spell out possessions, etc.) possessions, etc.) possessions, etc.)
words or use some grammatical structures EFL 3.2.11. Ask for someone to EFL 3.2.11. Ask for someone to EFL 3.2.11. Ask for someone to
(albeit with frequent errors) repeat themselves or say repeat themselves or say repeat themselves or say
something in a different something in a different something in a different
way and ask for common way and ask for common way and ask for common
classroom needs. (Example: classroom needs. (Example: classroom needs. (Example:
getting attention or obtaining an getting attention or obtaining an getting attention or obtaining an
object, etc.) object, etc.) object, etc.)
EFL 3.2.16. Use a series of EFL 3.2.16. Use a series of EFL 3.2.16. Use a series of
phrases and sentences to phrases and sentences to phrases and sentences to
describe aspects of personal describe aspects of personal describe aspects of personal
background, immediate background, immediate background, immediate
environment and matters of environment and matters of environment and matters of
immediate need in simple immediate need in simple immediate need in simple
terms using grammatical terms using grammatical terms using grammatical
structures practiced in class structures practiced in class structures practiced in class
(although there may be (although there may be (although there may be
frequent errors with tenses, frequent errors with tenses, frequent errors with tenses,
personal pronouns, personal pronouns, personal pronouns,
prepositions, etc.). prepositions, etc.). prepositions, etc.).
CE.EFL.3.9. Production - Fluency: Respond EFL 3.2.13. Respond to simple EFL 3.2.13. Respond to simple EFL 3.2.13. Respond to simple
to simple questions and familiar everyday questions in quite a short time questions in quite a short time questions in quite a short time
social situations, such as an invitation or and initiate basic interaction and initiate basic interaction and initiate basic interaction
request, relatively quickly. spontaneously when there are spontaneously when there are spontaneously when there are
Spontaneously initiate interactions in order toopportunities to speak. Speech opportunities to speak. Speech opportunities to speak. Speech
express opinions or give accounts is produced is produced is produced
of personal experiences. a little less slowly and a little less slowly and a little less slowly and
hesitantly. hesitantly. hesitantly.
EFL 3.2.14. Make and respond EFL 3.2.14. Make and respond EFL 3.2.14. Make and respond
to invitations, to invitations, to invitations,
suggestions, apologies and suggestions, apologies and suggestions, apologies and
requests. requests. requests.
EFL 3.2.15. Provide a simple EFL 3.2.15. Provide a simple EFL 3.2.15. Provide a simple
description and/or opinion of a description and/or opinion of a description and/or opinion of a
common object or a simple common object or a simple common object or a simple
account of something account of something account of something
experienced. experienced. experienced.
(Example: an Ecuadorian (Example: an Ecuadorian (Example: an Ecuadorian
celebration, celebration, celebration,
a class trip, a party, a game a class trip, a party, a game a class trip, a party, a game
played, etc.) played, etc.) played, etc.)
CE.EFL.3.10. Interaction – Interpersonal: EFL 3.2.9. React appropriately EFL 3.2.9. React appropriately EFL 3.2.9. React appropriately
Participate effectively in familiar and to what others say using to what others say using to what others say using
predictable conversational exchanges by verbal/non-verbal back- verbal/non-verbal back- verbal/non-verbal back-
sharing information and reacting appropriately channeling, or by asking further channeling, or by asking further channeling, or by asking further
in basic interpersonal interactions. simple questions to extend the simple questions to extend the simple questions to extend the
interaction. interaction. interaction.
(Example: express interest (Example: express interest (Example: express interest
using facial expression or using facial expression or using facial expression or
simple words with appropriate simple words with appropriate simple words with appropriate
intonation: Oh!, Yes! Thanks. intonation: Oh!, Yes! Thanks. intonation: Oh!, Yes! Thanks.
And you? etc.) And you? etc.) And you? etc.)
EFL 3.2.10. Sustain a EFL 3.2.10. Sustain a EFL 3.2.10. Sustain a
conversational exchange conversational exchange conversational exchange
on a familiar, everyday subject on a familiar, everyday subject on a familiar, everyday subject
when carrying out a when carrying out a when carrying out a
collaborative/paired learning collaborative/paired learning collaborative/paired learning
activity in which there are activity in which there are activity in which there are
specific specific specific
instructions for a task. instructions for a task. instructions for a task.
EFL 3.2.12. Ask and answer EFL 3.2.12. Ask and answer EFL 3.2.12. Ask and answer
questions and exchange questions and exchange questions and exchange
information on familiar topics in information on familiar topics in information on familiar topics in
predictable everyday situations. predictable everyday situations. predictable everyday situations.
(Example: ask for directions, (Example: ask for directions, (Example: ask for directions,
give directions, express a give directions, express a give directions, express a
personal opinion, etc.) personal opinion, etc.) personal opinion, etc.)
CE.EFL.3.11. Demonstrate comprehension of EFL 3.3.1. Understand most of EFL 3.3.1. Understand most of EFL 3.3.1. Understand most of
most of the details of a short simple the details the details the details
online or print text and follow short of the content of a short simple of the content of a short simple of the content of a short simple
instructions in simple experiments and text (online or print). text (online or print). text (online or print).
projects if illustrated through step-by-step EFL 3.3.10. Follow short EFL 3.3.10. Follow short EFL 3.3.10. Follow short
visuals. instructions illustrated instructions illustrated instructions illustrated
through step-by-step visuals in through step-by-step visuals in through step-by-step visuals in
simple experiments and simple experiments and simple experiments and
projects. (Example: projects. (Example: projects. (Example:
simple science experiments, simple science experiments, simple science experiments,
instructions instructions instructions
for an art project, etc.) for an art project, etc.) for an art project, etc.)
CE.EFL.3.12. Display an understanding of EFL 3.3.2. Show understanding EFL 3.3.2. Show understanding EFL 3.3.2. Show understanding
some basic details in short simple cross- of some basic details in short of some basic details in short of some basic details in short
curricular texts from various sources by simple cross-curricular simple cross-curricular simple cross-curricular
matching, labeling and answering texts by matching, labeling and texts by matching, labeling and texts by matching, labeling and
simple questions, and use the information answering simple questions. answering simple questions. answering simple questions.
gathered in order to organize and discuss EFL 3.3.7. Read, gather, view EFL 3.3.7. Read, gather, view EFL 3.3.7. Read, gather, view
relationships between different academic and listen to information from and listen to information from and listen to information from
content areas. various sources in order to various sources in order to various sources in order to
organize and discuss organize and discuss organize and discuss
relationships relationships relationships
between academic content between academic content between academic content
areas. (Example: nonfiction areas. (Example: nonfiction areas. (Example: nonfiction
books for young adults, the books for young adults, the books for young adults, the
Internet, audio and media Internet, audio and media Internet, audio and media
presentations, oral interviews, presentations, oral interviews, presentations, oral interviews,
maps, diagrams, reference maps, diagrams, reference maps, diagrams, reference
books, magazines, etc.) books, magazines, etc.) books, magazines, etc.)
CE.EFL.3.13. Show an ability to identify the EFL 3.3.3. Identify the meaning EFL 3.3.3. Identify the meaning EFL 3.3.3. Identify the meaning
meaning of specific content-based words and of specific of specific of specific
phrases, with the aid of visual support, and content-based words and content-based words and content-based words and
use charts/mind maps to distinguish between phrases, with the aid of visual phrases, with the aid of visual phrases, with the aid of visual
fact/opinion and relevant/irrelevant support. support. support.
information in informational EFL 3.3.4. Distinguish between EFL 3.3.4. Distinguish between EFL 3.3.4. Distinguish between
texts. fact and opinion and relevant fact and opinion and relevant fact and opinion and relevant
and irrelevant information and irrelevant information and irrelevant information
in an informational text through in an informational text through in an informational text through
the use of mind maps/charts. the use of mind maps/charts. the use of mind maps/charts.
CE.EFL.3.14. Select and use reading EFL 3.3.5. Use everyday EFL 3.3.5. Use everyday EFL 3.3.5. Use everyday
strategies to understand and give meaning reference material reference material reference material
to written text while employing a range of in order to select information in order to select information in order to select information
everyday reference materials in order to appropriate appropriate appropriate
determine information appropriate to the to the purpose of an inquiry and to the purpose of an inquiry and to the purpose of an inquiry and
purpose of inquiry and to relate ideas to relate ideas from one written to relate ideas from one written to relate ideas from one written
between written sources. source to another. source to another. source to another.
EFL 3.3.9. Identify and use EFL 3.3.9. Identify and use EFL 3.3.9. Identify and use
reading strategies reading strategies reading strategies
to make text more to make text more to make text more
comprehensible comprehensible comprehensible
and meaningful. (Example: and meaningful. (Example: and meaningful. (Example:
skimming, skimming, skimming,
scanning, previewing, scanning, previewing, scanning, previewing,
predicting, reading for main predicting, reading for main predicting, reading for main
ideas and details, etc.) ideas and details, etc.) ideas and details, etc.)
CE.EFL.3.15. Make and support inferences EFL 3.3.6. Apply learning EFL 3.3.6. Apply learning EFL 3.3.6. Apply learning
from evidence in a text with reference strategies to examine and strategies to examine and strategies to examine and
to features of written English and apply other interpret a variety of written interpret a variety of written interpret a variety of written
learning strategies to examine materials using prior materials using prior materials using prior
knowledge, graphic organizers, knowledge, graphic organizers, knowledge, graphic organizers,
and interpret a variety of written materials. context clues, note taking and context clues, note taking and context clues, note taking and
finding words in a dictionary. finding words in a dictionary. finding words in a dictionary.
EFL 3.3.8. Make and support EFL 3.3.8. Make and support EFL 3.3.8. Make and support
inferences from evidence in a inferences from evidence in a inferences from evidence in a
text with reference to features text with reference to features text with reference to features
of written English. (Example: of written English. (Example: of written English. (Example:
vocabulary, facts, format, vocabulary, facts, format, vocabulary, facts, format,
sequence, relevance sequence, relevance sequence, relevance
of ideas, etc.) of ideas, etc.) of ideas, etc.)
CE.EFL.3.16. Create a simple learning EFL 3.4.1. Make a simple EFL 3.4.1. Make a simple EFL 3.4.1. Make a simple
resource in order to record and practice new learning resource in order to learning resource in order to learning resource in order to
words and demonstrate knowledge of their record and practice new words. record and practice new words. record and practice new words.
meanings. (Example: a picture dictionary, (Example: a picture dictionary, (Example: a picture dictionary,
a word list, set of flashcards, a word list, set of flashcards, a word list, set of flashcards,
etc.) etc.) etc.)
CE.EFL.3.17. Produce a short simple EFL 3.4.2. Write a short simple EFL 3.4.2. Write a short simple EFL 3.4.2. Write a short simple
paragraph to describe people, places, things paragraph paragraph paragraph
and feelings in order to influence an audience to describe yourself or other to describe yourself or other to describe yourself or other
and use linking words to write other narratives people, people, people,
on familiar subjects. animals, places and things, animals, places and things, animals, places and things,
with limited with limited with limited
support. (Example: by support. (Example: by support. (Example: by
answering questions or using answering questions or using answering questions or using
key words) key words) key words)
EFL 3.4.4. Write to describe EFL 3.4.4. Write to describe EFL 3.4.4. Write to describe
feelings/opinions in order to feelings/opinions in order to feelings/opinions in order to
effectively influence an effectively influence an effectively influence an
audience. (Example: persuade, audience. (Example: persuade, audience. (Example: persuade,
negotiate, negotiate, negotiate,
argue, etc.) argue, etc.) argue, etc.)
CE.EFL.3.18. Write a variety of short simple EFL 3.4.3. Write a variety of EFL 3.4.3. Write a variety of EFL 3.4.3. Write a variety of
familiar text-types – online or in print – using short simple short simple short simple
appropriate language, layout and linking text-types, commonly used in text-types, commonly used in text-types, commonly used in
words. print and online, with print and online, with print and online, with
appropriate language and appropriate language and appropriate language and
layout. (Example: write a layout. (Example: write a layout. (Example: write a
greeting on a birthday card, greeting on a birthday card, greeting on a birthday card,
name and address on an name and address on an name and address on an
envelope, a URL for a website, envelope, a URL for a website, envelope, a URL for a website,
an email address, etc.) an email address, etc.) an email address, etc.)
EFL 3.4.6. Write a simple EFL 3.4.6. Write a simple EFL 3.4.6. Write a simple
narrative with linking words on narrative with linking words on narrative with linking words on
familiar subjects in order to familiar subjects in order to familiar subjects in order to
express everyday activities. express everyday activities. express everyday activities.
(Example: free time, (Example: free time, (Example: free time,
descriptions, what happened descriptions, what happened descriptions, what happened
last weekend, etc.) last weekend, etc.) last weekend, etc.)
CE.EFL.3.19. Create a questionnaire or EFL 3.4.5. Write a EFL 3.4.5. Write a EFL 3.4.5. Write a
survey using WH- question words in order to questionnaire or survey questionnaire or survey questionnaire or survey
identify things in common and preferences for friends, family or classmates for friends, family or classmates for friends, family or classmates
while displaying an ability to convey and using using using
organize information using facts and details. WH- questions in order to WH- questions in order to WH- questions in order to
identify things in common and identify things in common and identify things in common and
preferences. preferences. preferences.
EFL 3.4.8. Convey and EFL 3.4.8. Convey and EFL 3.4.8. Convey and
organize information organize information organize information
using facts and details in order using facts and details in order using facts and details in order
to illustrate diverse patterns to illustrate diverse patterns to illustrate diverse patterns
and structures and structures and structures
in writing. (Example: cause and in writing. (Example: cause and in writing. (Example: cause and
effect, problem and solution, effect, problem and solution, effect, problem and solution,
general- general- general-
to-specific presentation, etc.) to-specific presentation, etc.) to-specific presentation, etc.)
CE.EFL.3.20. Demonstrate an ability to use a EFL 3.4.7. Use the process of EFL 3.4.7. Use the process of EFL 3.4.7. Use the process of
variety of digital tools during the writing prewriting, prewriting, prewriting,
process in order to collaborate on well- drafting, revising, peer editing drafting, revising, peer editing drafting, revising, peer editing
constructed informational texts. and proofreading (i.e., “the and proofreading (i.e., “the and proofreading (i.e., “the
writing process”) to produce writing process”) to produce writing process”) to produce
well-constructed informational well-constructed informational well-constructed informational
texts. texts. texts.
EFL 3.4.9. Make effective use EFL 3.4.9. Make effective use EFL 3.4.9. Make effective use
of a range of digital tools to of a range of digital tools to of a range of digital tools to
write, edit, revise and publish write, edit, revise and publish write, edit, revise and publish
written work in a way that written work in a way that written work in a way that
supports collaboration. supports collaboration. supports collaboration.
(Example: add sound or images (Example: add sound or images (Example: add sound or images
to a presentation, use an app to to a presentation, use an app to to a presentation, use an app to
collaborate on a mind map, collaborate on a mind map, collaborate on a mind map,
contribute to a class wiki, etc.) contribute to a class wiki, etc.) contribute to a class wiki, etc.)
CE.EFL.3.21. Elaborate personal responses EFL 3.5.1. Use audio, video EFL 3.5.1. Use audio, video EFL 3.5.1. Use audio, video
to both oral and written literary texts through and pictures to respond to a and pictures to respond to a and pictures to respond to a
pictures, audio/video or ICT in order to variety of literary texts through variety of literary texts through variety of literary texts through
evaluate literary texts using pre-established online or in-class ICT activities. online or in-class ICT activities. online or in-class ICT activities.
criteria, individually or in groups. EFL 3.5.5. Evaluate literary EFL 3.5.5. Evaluate literary EFL 3.5.5. Evaluate literary
texts (both written texts (both written texts (both written
and oral, online, in video or in and oral, online, in video or in and oral, online, in video or in
print) according print) according print) according
to pre-established criteria. to pre-established criteria. to pre-established criteria.
(Example: completing a (Example: completing a (Example: completing a
checklist, a chart, a personal checklist, a chart, a personal checklist, a chart, a personal
response, etc.) response, etc.) response, etc.)
CE.EFL.3.22. Design and produce picture EFL 3.5.2. Create picture EFL 3.5.2. Create picture EFL 3.5.2. Create picture
books, graphic expressions and/or personal books and/or other graphic books and/or other graphic books and/or other graphic
stories by varying elements of literary texts expressions in pairs in class by expressions in pairs in class by expressions in pairs in class by
and adding imaginative details to real-life varying scenes, characters or varying scenes, characters or varying scenes, characters or
stories and situations in order to create new, other elements of literary texts. other elements of literary texts. other elements of literary texts.
original texts. EFL 3.5.4. Create personal EFL 3.5.4. Create personal EFL 3.5.4. Create personal
stories by adding imaginative stories by adding imaginative stories by adding imaginative
details to real-life stories and details to real-life stories and details to real-life stories and
situations, using appropriate situations, using appropriate situations, using appropriate
vocabulary and elements of the vocabulary and elements of the vocabulary and elements of the
literature literature literature
learners have read or heard. learners have read or heard. learners have read or heard.
CE.EFL.3.23. Create short, original texts EFL 3.5.3. Produce short, EFL 3.5.3. Produce short, EFL 3.5.3. Produce short,
using a range of resources and other media, creative texts using ICT and/or creative texts using ICT and/or creative texts using ICT and/or
including ICT, in order to recreate familiar other resources at home or at other resources at home or at other resources at home or at
scenes and themes. school in order to recreate school in order to recreate school in order to recreate
familiar scenes and themes. familiar scenes and themes. familiar scenes and themes.
CE.EFL.3.24. Organize ideas and relevant EFL 3.5.6. Work in groups to EFL 3.5.6. Work in groups to EFL 3.5.6. Work in groups to
information from literary texts using group or create a brainstorm and/or create a brainstorm and/or create a brainstorm and/or
draw a mind map to describe draw a mind map to describe draw a mind map to describe
class brainstorms and/or mind maps in order and organize ideas or organize and organize ideas or organize and organize ideas or organize
to enhance collaborative responses to useful information from literary useful information from literary useful information from literary
literature. texts. texts. texts.
EFL 3.5.9. Engage in EFL 3.5.9. Engage in EFL 3.5.9. Engage in
collaborative activities through collaborative activities through collaborative activities through
a variety of student a variety of student a variety of student
groupings to create and groupings to create and groupings to create and
respond respond respond
to literature and other literary to literature and other literary to literature and other literary
texts. (Example: small groups, texts. (Example: small groups, texts. (Example: small groups,
cooperative cooperative cooperative
learning groups, literature learning groups, literature learning groups, literature
circles, circles, circles,
process writing groups, etc.) process writing groups, etc.) process writing groups, etc.)
CE.EFL.3.25. Observe and expand on the EFL 3.5.7. Locate and identify EFL 3.5.7. Locate and identify EFL 3.5.7. Locate and identify
conventions of genre in order to create a selected selected selected
variety of texts that reflect traditional and literary elements and literary elements and literary elements and
popular Ecuadorian culture and identify select techniques in texts and relate techniques in texts and relate techniques in texts and relate
literary elements in order to relate them to those elements to those in those elements to those in those elements to those in
other works, including other works and to learners’ other works and to learners’ other works and to learners’
the learners’ own writing. own experiences. own experiences. own experiences.
(Example: setting, character, (Example: setting, character, (Example: setting, character,
plot, theme, point of view, plot, theme, point of view, plot, theme, point of view,
imagery, foreshadowing, imagery, foreshadowing, imagery, foreshadowing,
climax, etc.) climax, etc.) climax, etc.)
EFL 3.5.8. Create stories, EFL 3.5.8. Create stories, EFL 3.5.8. Create stories,
poems, songs, dances and poems, songs, dances and poems, songs, dances and
plays including those that plays including those that plays including those that
reflect traditional and popular reflect traditional and popular reflect traditional and popular
Ecuadorian Ecuadorian Ecuadorian
culture, observing the culture, observing the culture, observing the
conventions of the genre. conventions of the genre. conventions of the genre.
(Example: purpose, settings, (Example: purpose, settings, (Example: purpose, settings,
audience, voice, rhythm, etc.) audience, voice, rhythm, etc.) audience, voice, rhythm, etc.)
MATRIZ DE DESAGREGACIÓN DE D.C.D.
CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences between them through oral and written
literary texts.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Ask simple basic questions in class about the world. Ref Ask simple basic questions in class EFL 3.1.1. Ask simple basic questions in
(EFL 3.1.1.) about the world beyond their own class about the world beyond their own
immediate environment. Ref (EFL immediate environment in order to increase
3.1.1.) their understanding of different cultures.
Compare oral traditions, myths, folktales and literature Compare and contrast oral traditions, EFL 3.1.9. Compare and contrast oral
from Ecuador and identify similarities and differences, myths, folktales and literature from traditions, myths, folktales and literature from
as well as universal cultural themes, through the use of Ecuador and identify similarities and Ecuador and international regions/cultures
graphic organizers and dramatic enactments in class. differences, as well as universal cultural and identify similarities and differences, as
Ref (EFL 3.1.9.) themes, through the use of graphic well as universal cultural themes, through the
organizers and dramatic enactments in use of graphic organizers and dramatic
class. Ref (EFL 3.1.9.) enactments in class.

Recognize an appreciation of some commonalities and Recognize and demonstrate an EFL 3.1.10. Recognize and demonstrate an
distinctions across cultures and groups (differentiated by appreciation of some commonalities and appreciation of some commonalities and
gender, ability, generations, etc.) Ref (EFL 3.1.10.) distinctions across cultures and groups distinctions across cultures and groups
(differentiated by gender, ability, (differentiated by gender, ability, generations,
generations, etc.) including the students’ etc.) including the students’ own, by asking
own, by asking WH- questions. Ref WH- questions and formulating simple,
(EFL 3.1.10.) culturally aware statements.

CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and towards the environment.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Recognize ways to relate responsibly to one’s Recognize ways to relate responsibly EFL 3.1.2. Recognize ways to relate
surroundings at home and at school. Ref (EFL 3.1.2.) to one’s surroundings at home and at responsibly to one’s surroundings at home
school by exhibiting responsible and at school by exhibiting responsible
behaviors. Ref (EFL 3.1.2.) behaviors towards the environment.
(Example: chores at home, recycling, etc.)
Compare oral traditions, myths, folktales and literature Compare and contrast oral traditions, EFL 3.1.7. Demonstrate appropriate
from Ecuador and identify similarities and differences, myths, folktales and literature from classroom behaviors by participating in
as well as universal cult1ural themes, through the use of Ecuador and identify similarities and small group or whole class discussions.
graphic organizers and dramatic enactments in class. differences, as well as universal cultural (Example: being courteous, respecting the
Ref (EFL 3.1.7.) themes, through the use of graphic person and property of others, etc.)
organizers and dramatic enactments in
class. Ref (EFL 3.1.7.)

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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Exchange basic personal preferences. Ref (EFL 3.1.3.) Exchange basic personal preferences EFL 3.1.3. Exchange basic personal
with peers in order to express likes. Ref preferences with peers in order to express
(EFL 3.1.3.) likes and dislikes.

Describe, read about, participate in or recommend a Describe, read about, participate in or EFL 3.1.5. Describe, read about, participate
favorite activity, book, song or other interest to various recommend a favorite activity, book, in or recommend a favorite activity, book,
audiences. (Example: peers, other classes, teachers, song or other interest to various song or other interest to various audiences.
other adults, etc.) Ref (EFL 3.1.5.) audiences. (Example: peers, other (Example: peers, other classes, teachers,
classes, teachers, other adults, etc.) Ref other adults, etc.)
(EFL 3.1.5.)
Exchange basic personal preferences with peers in Exchange basic personal preferences EFL 3.1.3. Exchange basic personal
order to express likes and dislikes. Ref (EFL 3.1.3.) with peers in order to express likes and preferences with peers in order to express
dislikes. Ref (EFL 3.1.5.) likes and dislikes.
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Apply self-correcting strategies in classroom Apply self-correcting and self- EFL 3.1.6. Apply self-correcting and self-
interactions. (Example: asking questions, starting over, monitoring strategies in classroom monitoring strategies in social and classroom
rephrasing, exploring alternative pronunciations or interactions. (Example: asking interactions. (Example: asking questions,
wording, etc.) Ref (EFL 3.1.6.) questions, starting over, rephrasing, starting over, rephrasing, exploring
exploring alternative pronunciations or alternative pronunciations or wording, etc.)
wording, etc.) Ref (EFL 3.1.6.)
Interpret and demonstrate knowledge of nonverbal Interpret and demonstrate knowledge of EFL 3.1.8. Interpret and demonstrate
communication features in classroom activities. nonverbal and oral communication knowledge of nonverbal and oral
(Example: gestures, body language, volume, etc.) features in classroom activities. communication features in classroom
Ref(EFL 3.1.8.) (Example: gestures, body language, activities, and understand the contexts in
volume, etc.) Ref(EFL 3.1.8.) which they are used appropriately. (Example:
gestures, body language, volume, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Use a variety of oral forms for social communication and Use a variety of oral and print forms for EFL 3.1.4. Use a variety of oral, print and
for writing to oneself. (Example: friendly notes, social communication and for writing to electronic forms for social communication
invitations, diary entries, notes to self, electronic oneself. (Example: friendly notes, and for writing to oneself. (Example: friendly
messages, etc.)Ref (EFL 3.1.4.) invitations, diary entries, notes to self, notes, invitations, diary entries, notes to self,
electronic messages, etc.) Ref (EFL electronic messages, etc.)
3.1.4.)
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and situation in spoken texts set in familiar
everyday contexts without having to decode every word.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Infer who is speaking and what the situation is when Infer who is speaking and what the EFL 3.2.1. Infer who is speaking and what
listening to short simple texts or sound effects. situation is when listening to short the situation is when listening to short
(Example: shopkeeper speaking to a customer who is simple texts, especially when simple texts, especially when accompanied
buying some fruit.) Ref(EFL 3.2.1.) accompanied by pictures or other by pictures or other visual aids, or sound
visual aids, or sound effects. Ref(EFL effects. (Example: shopkeeper speaking to
3.2.1.) a customer who is buying some fruit.)
Be comfortable taking meaning from spoken texts Be comfortable taking meaning from EFL 3.2.2. Be comfortable taking meaning
containing words or sections which are not spoken texts containing words or from spoken texts containing words or
understood. Ref(EFL 3.2.2.) sections which are not understood. Be sections which are not understood. Be
aware that understanding spoken aware that understanding spoken texts
texts. Ref(EFL 3.2.2.) does not require decoding every single
word.
Understand most changes in the topic of discussion. Understand most changes in the topic EFL 3.2.5. Understand most changes in
Ref(EFL 3.2.5.) of discussion if people speak slowly. the topic of discussion if people speak
Ref(EFL 3.2.5.) slowly.

CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward audio texts related to areas of immediate
need or interest, provided vocabulary is familiar and visual support is present, and use these spoken contributions as models for their own.

SKILL WITH CRITERIA PERFORMANCE

YEARS
5TH 6TH 7TH

Record key items of specific information from a heard Record key items of specific information from EFL 3.2.3. Record key items of specific
message or description. Ref(EFL 3.2.3.) a heard message or description, either in information from a heard message or description,
written form or by drawing a picture. either in written form or by drawing a picture.
(Example: letters of the alphabet, numbers, (Example: letters of the alphabet, numbers,
quantities, prices and times, days, dates and quantities, prices and times, days, dates and
months, etc.) Ref (EFL 3.2.3.) months, etc.)
Follow and understand short, straightforward audio messages Follow and understand short, straightforward EFL 3.2.4. Follow and understand short,
and/or the main idea/dialogue of a movie or cartoon (or other audio messages and/or the main straightforward audio messages and/or the main
age-appropriate audio-visual presentations) Ref EFL 3.2.4.) idea/dialogue of a movie or cartoon (or other idea/dialogue of a movie or cartoon (or other age-
age-appropriate audio-visual presentations) appropriate audio-visual presentations) if
if delivered slowly and visuals provide delivered slowly and visuals provide contextual
contextual support. Ref EFL 3.2.4.) support. (Example: an announcement of a bus
delay, an intercom announcement at school, a
dialogue supported by facial expressions/gestures
and appropriate intonation, etc.)
EFL 3.2.6. Use other students’ contributions in class as EFL 3.2.6. Use other students’ contributions EFL 3.2.6. Use other students’ contributions in
models for their own. in class as models for their own. class as models for their own.

Identify the main idea of short, clear, simple messages and Identify the main idea of short, clear, simple EFL 3.2.7. Identify the main idea of short, clear,
announcements.Ref(EFL 3.2.7.) messages and announcements and simple messages and announcements and
understand sentences and frequently used understand sentences and frequently used
expressions related to areas of immediate expressions related to areas of immediate
relevance. Ref(EFL 3.2.7.) relevance. (Example: follow verbal instructions for
a game, ask for prices at a store, follow simple
classroom instructions, describe places nearby,
etc.)
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)

SKILL WITH CRITERIA PERFORMANCE

YEARS
5TH 6TH 7TH

EFL 3.2.8. Spell out key vocabulary items using the EFL 3.2.8. Spell out key vocabulary EFL 3.2.8. Spell out key vocabulary items
English alphabet. (Example: names, colors, animals, items using the English alphabet. using the English alphabet. (Example:
possessions, etc.) (Example: names, colors, animals, names, colors, animals, possessions, etc.)
possessions, etc.)
EFL 3.2.11. Ask for someone to repeat themselves or EFL 3.2.11. Ask for someone to repeat EFL 3.2.11. Ask for someone to repeat
say something in a different way and ask for common themselves or say something in a themselves or say something in a different
classroom needs. (Example: getting attention or different way and ask for common way and ask for common classroom needs.
obtaining an object, etc.) classroom needs. (Example: getting (Example: getting attention or obtaining an
attention or obtaining an object, etc.) object, etc.)

Use a series of phrases and sentences to describe Use a series of phrases and sentences EFL 3.2.16. Use a series of phrases and
aspects of personal background, immediate to describe aspects of personal sentences to describe aspects of personal
environment and matters of immediate need in simple background, immediate environment background, immediate environment and
terms. Ref(EFL 3.2.16.) and matters of immediate need in simple matters of immediate need in simple terms
terms using grammatical structures using grammatical structures practiced in
practiced in class Ref(EFL 3.2.16.) class (although there may be frequent errors
with tenses, personal pronouns, prepositions,
etc.).
CE.EFL.3.9. Production - Fluency: 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 experiences.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.2.13. Respond to simple questions in quite a EFL 3.2.13. Respond to simple EFL 3.2.13. Respond to simple questions in
short time and initiate basic interaction spontaneously questions in quite a short time and quite a short time and initiate basic
when there are opportunities to speak. Speech is initiate basic interaction spontaneously interaction spontaneously when there are
produced a little less slowly and hesitantly. when there are opportunities to speak. opportunities to speak. Speech is produced a
Speech is produced a little less slowly little less slowly and hesitantly.
and hesitantly.
EFL 3.2.14. Make and respond to invitations, EFL 3.2.14. Make and respond to EFL 3.2.14. Make and respond to invitations,
suggestions, apologies and requests. invitations, suggestions, apologies and suggestions, apologies and requests.
requests.

EFL 3.2.15. Provide a simple description and/or opinion EFL 3.2.15. Provide a simple description EFL 3.2.15. Provide a simple description
of a common object or a simple account of something and/or opinion of a common object or a and/or opinion of a common object or a
experienced. simple account of something simple account of something experienced.
(Example: an Ecuadorian celebration, a class trip, a experienced. (Example: an Ecuadorian celebration, a class
party, a game played, etc.) (Example: an Ecuadorian celebration, a trip, a party, a game played, etc.)
class trip, a party, a game 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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.2.9. React appropriately to what others say using EFL 3.2.9. React appropriately to what EFL 3.2.9. React appropriately to what
verbal/non-verbal back-channeling, or by asking further others say using verbal/non-verbal back- others say using verbal/non-verbal back-
simple questions to extend the interaction. channeling, or by asking further simple channeling, or by asking further simple
(Example: express interest using facial expression or questions to extend the interaction. questions to extend the interaction.
simple words with appropriate intonation: Oh!, Yes! (Example: express interest using facial (Example: express interest using facial
Thanks. And you? etc.) expression or simple words with expression or simple words with appropriate
appropriate intonation: Oh!, Yes! intonation: Oh!, Yes! Thanks. And you? etc.)
Thanks. And you? etc.)
EFL 3.2.10. Sustain a conversational exchange on a EFL 3.2.10. Sustain a conversational EFL 3.2.10. Sustain a conversational
familiar, everyday subject when carrying out a exchange on a familiar, everyday exchange on a familiar, everyday subject
collaborative/paired learning activity in which there are subject when carrying out a when carrying out a collaborative/paired
specific instructions for a task. collaborative/paired learning activity in learning activity in which there are specific
which there are specific instructions for instructions for a task.
a task.
EFL 3.2.12. Ask and answer questions and exchange EFL 3.2.12. Ask and answer questions EFL 3.2.12. Ask and answer questions and
information on familiar topics in predictable everyday and exchange information on familiar exchange information on familiar topics in
situations. topics in predictable everyday situations. predictable everyday situations.
(Example: ask for directions, give directions, express a (Example: ask for directions, give (Example: ask for directions, give directions,
personal opinion, etc.) directions, express a personal opinion, express a personal opinion, etc.)
etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.3.1. Understand most of the details of the content EFL 3.3.1. Understand most of the EFL 3.3.1. Understand most of the details of
of a short simple text (online or print). details of the content of a short simple the content of a short simple text (online or
text (online or print). print).

EFL 3.3.10. Follow short instructions illustrated through EFL 3.3.10. Follow short instructions EFL 3.3.10. Follow short instructions
step-by-step visuals in simple experiments and projects. illustrated through step-by-step visuals illustrated through step-by-step visuals in
(Example: simple science experiments, instructions for in simple experiments and projects. simple experiments and projects. (Example:
an art project, etc.) (Example: simple science experiments, simple science experiments, instructions for
instructions for an art project, etc.) an art project, etc.)

CE.EFL.3.12. Display an understanding of some basic details in short simple cross-curricular texts from various sources by matching,
labeling and answering simple questions, and use the information gathered in order to organize and discuss relationships between
different academic content areas.
SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH


EFL 3.3.2. Show understanding of some basic details in EFL 3.3.2. Show understanding of some EFL 3.3.2. Show understanding of some
short simple cross-curricular texts by matching, labeling basic details in short simple cross- basic details in short simple cross-curricular
and answering simple questions. curricular texts by matching, labeling texts by matching, labeling and answering
and answering simple questions. simple questions.
Read, gather, view and listen to information from various Read, gather, view and listen to EFL 3.3.7. Read, gather, view and listen to
sources in order to organize. Ref(EFL 3.3.7.) information from various sources in information from various sources in order to
order to organize and discuss organize and discuss relationships between
relationships between academic content academic content areas. (Example:
areas. Ref(EFL 3.3.7.) nonfiction books for young adults, the
Internet, audio and media presentations, oral
interviews, maps, diagrams, reference books,
magazines, etc.)
CE.EFL.3.13. Show an ability to identify the meaning of specific content-based words and phrases, with the aid of visual support, and use
charts/mind maps to distinguish between fact/opinion and relevant/irrelevant information in informational texts.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.3.3. Identify the meaning of specific content- EFL 3.3.3. Identify the meaning of EFL 3.3.3. Identify the meaning of specific
based words and phrases, with the aid of visual support. specific content-based words and content-based words and phrases, with the
phrases, with the aid of visual support. aid of visual support.

EFL 3.3.4. Distinguish between fact and opinion and EFL 3.3.4. Distinguish between fact and EFL 3.3.4. Distinguish between fact and
relevant and irrelevant information in an informational opinion and relevant and irrelevant opinion and relevant and irrelevant
text through the use of mind maps/charts. information in an informational text information in an informational text through
through the use of mind maps/charts. the use of mind maps/charts.

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.

SKILL WITH CRITERIA PERFORMANCE


YEARS

5TH 6TH 7TH

EFL 3.3.5. Use everyday reference material in order to EFL 3.3.5. Use everyday reference EFL 3.3.5. Use everyday reference material
select information appropriate to the purpose of an material in order to select information in order to select information appropriate to
inquiry and to relate ideas from one written source to appropriate to the purpose of an inquiry the purpose of an inquiry and to relate ideas
another. and to relate ideas from one written from one written source to another.
source to another.
EFL 3.3.9. Identify and use reading strategies to make EFL 3.3.9. Identify and use reading EFL 3.3.9. Identify and use reading
text more comprehensible and meaningful. (Example: strategies to make text more strategies to make text more comprehensible
skimming, scanning, previewing, predicting, reading for comprehensible and meaningful. and meaningful. (Example: skimming,
main ideas and details, etc.) (Example: skimming, scanning, scanning, previewing, predicting, reading for
previewing, predicting, reading for main main ideas and details, etc.)
ideas and details, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.3.6. Apply learning strategies to examine and EFL 3.3.6. Apply learning strategies to EFL 3.3.6. Apply learning strategies to
interpret a variety of written materials using prior examine and interpret a variety of examine and interpret a variety of written
knowledge, graphic organizers, context clues, note written materials using prior knowledge, materials using prior knowledge, graphic
taking and finding words in a dictionary. graphic organizers, context clues, note organizers, context clues, note taking and
taking and finding words in a dictionary. finding words in a dictionary.
EFL 3.3.8. Make and support inferences from evidence EFL 3.3.8. Make and support inferences EFL 3.3.8. Make and support inferences from
in a text with reference to features of written English. from evidence in a text with reference to evidence in a text with reference to features
(Example: vocabulary, facts, format, sequence, features of written English. (Example: of written English. (Example: vocabulary,
relevance of ideas, etc.) vocabulary, facts, format, sequence, facts, format, sequence, relevance of ideas,
relevance of ideas, etc.) etc.)
CE.EFL.3.16. Create a simple learning resource in order to record and practice new words and demonstrate knowledge of their meanings.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.4.1. Make a simple learning resource in order to EFL 3.4.1. Make a simple learning EFL 3.4.1. Make a simple learning resource
record and practice new words. resource in order to record and practice in order to record and practice new words.
(Example: a picture dictionary, a word list, set of new words. (Example: a picture dictionary, a word list, set
flashcards, etc.) (Example: a picture dictionary, a word of flashcards, etc.)
list, set of flashcards, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.4.2. Write a short simple paragraph EFL 3.4.2. Write a short simple EFL 3.4.2. Write a short simple paragraph
to describe yourself or other people, animals, places paragraph to describe yourself or other to describe yourself or other people,
and things, with limited support. (Example: by answering people, animals, places and things, with animals, places and things, with limited
questions or using key words) limited support. (Example: by answering support. (Example: by answering questions
questions or using key words) or using key words)
EFL 3.4.4. Write to describe feelings/opinions in order to EFL 3.4.4. Write to describe EFL 3.4.4. Write to describe
effectively influence an audience. (Example: persuade, feelings/opinions in order to effectively feelings/opinions in order to effectively
negotiate, argue, etc.) influence an audience. (Example: influence an audience. (Example: persuade,
persuade, negotiate, argue, etc.) negotiate, argue, etc.)
CE.EFL.3.18. Write a variety of short simple familiar text-types – online or in print – using appropriate language, layout and linking words.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.4.3. Write a variety of short simple text-types, EFL 3.4.3. Write a variety of short EFL 3.4.3. Write a variety of short simple
commonly used in print and online, with appropriate simple text-types, commonly used in text-types, commonly used in print and
language and layout. (Example: write a greeting on a print and online, with appropriate online, with appropriate language and layout.
birthday card, name and address on an envelope, a language and layout. (Example: write a (Example: write a greeting on a birthday
URL for a website, an email address, etc.) greeting on a birthday card, name and card, name and address on an envelope, a
address on an envelope, a URL for a URL for a website, an email address, etc.)
website, an email address, etc.)
EFL 3.4.6. Write a simple narrative with linking words on EFL 3.4.6. Write a simple narrative with EFL 3.4.6. Write a simple narrative with
familiar subjects in order to express everyday activities. linking words on familiar subjects in linking words on familiar subjects in order to
(Example: free time, descriptions, what happened last order to express everyday activities. express everyday activities. (Example: free
weekend, etc.) (Example: free time, descriptions, what time, descriptions, what happened last
happened last weekend, etc.) weekend, etc.)

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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.4.5. Write a questionnaire or survey EFL 3.4.5. Write a questionnaire or EFL 3.4.5. Write a questionnaire or survey
for friends, family or classmates using survey for friends, family or classmates using
WH- questions in order to identify things in common and for friends, family or classmates using WH- questions in order to identify things in
preferences. WH- questions in order to identify things common and preferences.
in common and preferences.
EFL 3.4.8. Convey and organize information using facts EFL 3.4.8. Convey and organize EFL 3.4.8. Convey and organize information
and details in order to illustrate diverse patterns and information using facts and details in using facts and details in order to illustrate
structures in writing. (Example: cause and effect, order to illustrate diverse patterns and diverse patterns and structures in writing.
problem and solution, general- to-specific presentation, structures in writing. (Example: cause (Example: cause and effect, problem and
etc.) and effect, problem and solution, solution, general- to-specific presentation,
general- to-specific presentation, etc.) etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.4.7. Use the process of prewriting, drafting, EFL 3.4.7. Use the process of EFL 3.4.7. Use the process of prewriting,
revising, peer editing and proofreading (i.e., “the writing prewriting, drafting, revising, peer editing drafting, revising, peer editing and
process”) to produce well-constructed informational and proofreading (i.e., “the writing proofreading (i.e., “the writing process”) to
texts. process”) to produce well-constructed produce well-constructed informational texts.
informational texts.
Make effective use of a range of digital tools to write, Make effective use of a range of digital EFL 3.4.9. Make effective use of a range of
edit, revise and publish written work .Ref (EFL 3.4.9.) tools to write, edit, revise and publish digital tools to write, edit, revise and publish
written work in a way that supports written work in a way that supports
collaboration. Ref(EFL 3.4.9.) collaboration. (Example: add sound or
images to a presentation, use an app to
collaborate on a mind map, contribute to a
class wiki, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH


EFL 3.5.1. Use audio, video and pictures to respond to EFL 3.5.1. Use audio, video and EFL 3.5.1. Use audio, video and pictures to
a variety of literary texts through online or in-class ICT pictures to respond to a variety of respond to a variety of literary texts through
activities. literary texts through online or in-class online or in-class ICT activities.
ICT activities.
EFL 3.5.5. Evaluate literary texts (both written and oral, EFL 3.5.5. Evaluate literary texts (both EFL 3.5.5. Evaluate literary texts (both
online, in video or in print) according to pre-established written and oral, online, in video or in written and oral, online, in video or in print)
criteria. (Example: completing a checklist, a chart, a print) according to pre-established according to pre-established criteria.
personal response, etc.) criteria. (Example: completing a (Example: completing a checklist, a chart, a
checklist, a chart, a personal response, personal response, etc.)
etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.5.2. Create picture books and/or other graphic EFL 3.5.2. Create picture books and/or EFL 3.5.2. Create picture books and/or other
expressions in pairs in class by varying scenes, other graphic expressions in pairs in graphic expressions in pairs in class by
characters or other elements of literary texts. class by varying scenes, characters or varying scenes, characters or other elements
other elements of literary texts. of literary texts.
EFL 3.5.4. Create personal stories by adding EFL 3.5.4. Create personal stories by EFL 3.5.4. Create personal stories by adding
imaginative details to real-life stories and situations, adding imaginative details to real-life imaginative details to real-life stories and
using appropriate vocabulary and elements of the stories and situations, using appropriate situations, using appropriate vocabulary and
literature learners have read or heard. vocabulary and elements of the elements of the literature learners have read
literature learners have read or heard. or heard.

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.

SKILL WITH CRITERIA PERFORMANCE

YEARS
5TH 6TH 7TH

EFL 3.5.3. Produce short, creative texts using ICT EFL 3.5.3. Produce short, creative texts EFL 3.5.3. Produce short, creative texts
and/or other resources at home or at school in order to using ICT and/or other resources at using ICT and/or other resources at home or
recreate familiar scenes and themes. home or at school in order to recreate at school in order to recreate familiar scenes
familiar scenes and themes. and themes.
CE.EFL.3.24. Organize ideas and relevant information from literary texts using group or class brainstorms and/or mind maps in order to
enhance collaborative responses to literature.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.5.6. Work in groups to create a brainstorm and/or EFL 3.5.6. Work in groups to create a EFL 3.5.6. Work in groups to create a
draw a mind map to describe and organize ideas or brainstorm and/or draw a mind map to brainstorm and/or draw a mind map to
organize useful information from literary texts. describe and organize ideas or organize describe and organize ideas or organize
useful information from literary texts. useful information from literary texts.
EFL 3.5.9. Engage in collaborative activities through a EFL 3.5.9. Engage in collaborative EFL 3.5.9. Engage in collaborative activities
variety of student groupings to create and respond to activities through a variety of student through a variety of student groupings to
literature and other literary texts. (Example: small groupings to create and respond to create and respond to literature and other
groups, cooperative learning groups, literature circles, literature and other literary texts. literary texts. (Example: small groups,
process writing groups, etc.) (Example: small groups, cooperative cooperative learning groups, literature
learning groups, literature circles, circles, process writing groups, etc.)
process writing groups, etc.)
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.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH


EFL 3.5.7. Locate and identify selected literary elements EFL 3.5.7. Locate and identify selected EFL 3.5.7. Locate and identify selected
and techniques in texts and relate those elements to literary elements and techniques in texts literary elements and techniques in texts and
those in other works and to learners’ own experiences. and relate those elements to those in relate those elements to those in other works
(Example: setting, character, plot, theme, point of view, other works and to learners’ own and to learners’ own experiences.
imagery, foreshadowing, climax, etc.) experiences. (Example: setting, (Example: setting, character, plot, theme,
character, plot, theme, point of view, point of view, imagery, foreshadowing,
imagery, foreshadowing, climax, etc.) climax, etc.)
EFL 3.5.8. Create stories, poems, songs, dances and EFL 3.5.8. Create stories, poems, EFL 3.5.8. Create stories, poems, songs,
plays including those that reflect traditional and popular songs, dances and plays including those dances and plays including those that reflect
Ecuadorian culture, observing the conventions of the that reflect traditional and popular traditional and popular Ecuadorian culture,
genre. (Example: purpose, settings, audience, voice, Ecuadorian culture, observing the observing the conventions of the genre.
rhythm, etc.) conventions of the genre. (Example: (Example: purpose, settings, audience,
purpose, settings, audience, voice, voice, rhythm, etc.)
rhythm, etc.)