Matriz de Objetivos y Destrezas Pci 17-18 Elemental

UNIDAD EDUCATIVA DEL MILENIO “GUANO”
GUANO-CHIMBORAZO-ECUADOR
Barrio la Dolorosa calle Miraflores vía Alacao
uemguano@gmail.com 2901531
SEGUNDO ELEMENTO DE LA PCI
Subnivel Elemental of Educación General Básica
2.- CONTENIDOS DE APRENDIZAJE
MATRIZ DE OBJETIVOS
Objetivo del Subnivel Objetivo del año SEGUNDO TERCERO CUARTO
O.EFL 2.1 Identify some main ideas O.EFL 2.9 Be able to O.EFL 2.2 Assess and appreciate O.EFL 2.3 Independently read level-
and details of written texts, in order to interact in English in a English as an international appropriate texts in English for pure
develop an approach of critical inquiry simple way using basic language, as well as the five enjoyment/entertainment and to
to written and oral texts. expressions and short aspects of English that contribute access information.
O.EFL 2.2 Assess and appreciate phrases in familiar to communicative competence. O.EFL 2.4 Develop creative and
English as an international language, contexts to satisfy O.EFL 2.5 Use in-class library critical thinking skills to foster
as well as the five aspects of English needs of a concrete resources and explore the use of problem-solving and independent
that contribute to communicative type, provided others ICT to enrich competencies in the learning using both spoken and
competence. talk slowly and clearly four skills. written English.
O.EFL 2.3 Independently read level- and are prepared to O.EFL 2.6 Write short descriptive
appropriate texts in English for pure help. and informative texts and use them
enjoyment/entertainment and to as a means of communication and
access information. written expression of thought.
O.EFL 2.4 Develop creative and O.EFL 2.7 Appreciate the use of
critical thinking skills to foster English language through spoken
problem-solving and independent and written literary texts such as
learning using both spoken and poems, rhymes, chants, riddles and
written English. songs, in order to foster
O.EFL 2.5 Use in-class library imagination, curiosity and memory,
resources and explore the use of ICT while developing a taste for
to enrich competencies in the four literature.
skills.
O.EFL 2.6 Write short descriptive and
informative texts and use them as a
means of communication and written

expression of thought.
O.EFL 2.7 Appreciate the use of
English language through spoken and
written literary texts such as poems,
rhymes, chants, riddles and songs, in
order to foster imagination, curiosity
and memory, while developing a taste
for literature.
O.EFL 2.8 Demonstrate a living
relationship with the English language
through interaction with written and
spoken texts, in order to explore
creative writing as an outlet to
personal expression.
O.EFL 2.9 Be able to interact in English
in a simple way using basic
expressions and short phrases in
familiar contexts to satisfy needs of a
concrete type, provided others talk
slowly and clearly and are prepared to
help.
MATRIZ DE DESTREZAS
Criterio esencial de Destreza con criterio de desempeño

evaluación Segundo Tercero Cuarto
CURRICULAR THREAD 1: EFL.2.1.2 Recognize the differences

COMMUNICATION AND between where people live among the
CULTURAL AWARENESS regions of the country in order to
CE.EFL.2.1. Differentiate appreciate their own environment.
between different living (Example: house/apartment,
situations in a variety of country/city, etc.) EFL.2.1.3. Ask
surroundings and express simple basic questions in class about
curiosity about the world the world beyond one’s own
through simple questions. immediate environment in order to
increase their understanding of
different cultures.
EFL 2.1.4. Express curiosity about the
world and other cultures by asking
simple WH- questions in class after
reading and/or participating in
presentations or other group work.
-----------------------
EFL.2.1.4. Express curiosity about the
CE.EFL.2.2. Catalog world and other cultures by asking
everyday objects and simple WH- questions in class after
places in different cultures reading and/or participating in
and recognize ways to act presentations or other group work.
responsibly towards one’s EFL.2.1.5. Recognize ways to relate
environment and responsibly to one’s surroundings at

surroundings home and at school by exhibiting
responsible behaviors towards the
environment. (Example: chores at
home, recycling, etc.)
--------------------
EFL.2.1.1. Exchange basic
CE.EFL.2.3. Make use of introductions and limited personal
basic personal information information in class using simple
and expressions of present tense in order to get to know
politeness in order to their peers. (Example: where one lives
introduce oneself and or goes to school, etc.) EFL.2.1.6.
participate in a short Understand and use common
conversation. expressions of politeness in class while
working in pairs or groups on projects.
(Example: Please, sorry, thank you,
etc.)
---------------------------
EFL.2.1.7. Collaborate in a friendly
E.EFL.2.4. Develop skills of manner by sharing classroom
collaboration by working materials and personal objects while
together on projects and participating in games and activities in
sharing materials while class and on the playground.
expressing personal EFL.2.1.8. Exchange basic personal
preferences with peers preferences with peers in order to
express likes and dislikes
------------------------
EFL.2.1.9. Communicate to peers and
CE.EFL.2.5. Model turn- teacher when something is not
taking and ways to express understood in class through the use of
to others when something simple basic questions.
is not understood to EFL.2.1.10. Recognize when to speak

improve comprehension and when to listen while working in
and/or intelligibility in pairs or small groups in class by
conversations. following classroom instructions and
simple commands.
--------------------------
EFL.2.2.1. Understand meanings
CURRICULAR THREAD 2: expressed in short dialogues
ORAL COMMUNICATION on familiar topics, as well as basic
(LISTENING AND spoken instructions
SPEAKING) and simple questions about self,
people, animals, or
CE.EFL.2.6. Listening for things, especially when spoken slowly
Meaning: Understand the and clearly. (Example:
main ideas in short simple greetings, short phrases, basic range
spoken texts that include of classroom instructions,
familiar vocabulary and are common personal information
set in everyday contexts questions: What’s
your name? etc.)
EFL.2.2.2. Infer who is speaking and
what the situation
is when listening to short simple texts,
especially when
accompanied by pictures or other
visual aids, or sound
effects. (Example: shopkeeper
speaking to a customer
who is buying some fruit.)
EFL.2.2.6. Enjoy extensive listening in

English. (Example:
listen to stories, watch short movies,
experience song lyrics
or poetry, etc.)
EFL.2.2.7. Be comfortable taking
meaning from spoken
texts containing words or sections
which are not understood.
Be aware that understanding spoken
texts does not
require decoding every word.
-------------------------
EFL2.2.3. Recognize familiar names,
CE.EFL.2.8. Production - words, and short
Pronunciation: Produce phrases about simple everyday topics
individual words and short whether heard in
phrases clearly enough isolation or within short, simple
that other people can spoken texts describing
usually understand them people and objects. (Example:
easily. vocabulary about self, family,
friends and immediate surroundings
at school and
home, adjectives for color and size,
etc.)
EFL.2.2.4. Identify items of specific
information within simple
messages or from short and simple
descriptions about
familiar contexts, especially if visual
support is provided.
(Example: letters of the alphabet,
numbers, prices and times,

days, dates and months, etc.)
EFL.2.2.5. Record key items of specific
information from a
heard message or description, either
in written form or by
drawing picture. (Example: letters of
the alphabet, numbers,
quantities, prices and times, days,
dates and months,
etc.).
--------------------------------------------
CE.EFL.2.9. Production - EFL.2.2.8. Imitate individual English
Fluency: Utterances are language sounds,
sometimes produced especially those phonemes which do
slowly but use appropriate not exist in the student’s
words and phrases to own L1, both in isolation and within
express basic ideas, initiate key vocabulary
conversations and respond items. (Example: /ŋ/ /ð/ /ʌ/ /i:/ and in
to questions, including words like singing,
some chunks of language these, up, sea, etc.)
and short sentences. EFL.2.2.9. Spell out key vocabulary
items using the English
alphabet. (Example: names, colors,
animals, possessions,
etc.)
EFL.2.2.10 Clap, move, chant, or sing
along with short
authentic English language rhymes or
songs, approximating
English rhythm and intonation once
familiar with the

text. (Example: jump or clap in time to
jump-rope rhymes,
do the actions to action songs or short
rhythmic poems,
enunciating some of words in time
with the rhythm, etc.)
---------------------------------------------------
CE.EFL.2.10. Interaction – EFL.2.2.11. Produce simple, mainly
Interpersonal: Participate isolated utterances using very short
effectively in basic phrases and sometimes individual
interpersonal interactions words, possibly with slow and/or
in everyday contexts, hesitant delivery. (Example: words,
provided the interlocutor phrases and short sentences about
speaks slowly and clearly. people, animals, things, etc.)
(Example: requesting,
introducing, responding, EFL.2.2.12. Respond to simple
etc.) questions in quite a short time and
initiate basic interaction
spontaneously when there are
opportunities to speak. Speech is
produced a little less slowly and
hesitantly.
--------------------------------------------
CURRICULAR THREAD 3: EFL.2.2.13. Understand and use basic

READING greetings, leave-taking
expressions, and other simple
CE.EFL.2.11. Identify and everyday phrases to facilitate
understand individual interpersonal interaction, to introduce
every-day words, phrases, others, and
and sentences, including to name things. (Example: Thank-you,

instructions. Can I help you? This
is [name], etc.)
EFL.2.2.14. Ask and answer basic
personal information
questions, as well as simple questions
about other people,
animals, and possessions, provided
the interaction is slow
and clear. (Example: Where do you
live? Do you have a
bicycle?, etc.)
EFL.2.2.16. Say when they do not
understand and ask for
slower or clearer repetition where
required. (Example: Sorry?
Could you say that again, etc.)
EFL.2.2.17. React appropriately to
what others say using
verbal/non-verbal backchanneling, or
by asking further
simple questions to extend the
interaction. (Example: express
interest using facial expression or
simple words with
appropriate intonation: Oh!, Yes!
Thanks. And you? etc.)
-------------------------------------------------
CE.EFL.2.12. Understand EFL.2.3.1. Demonstrate basic reading
the gist and details in short comprehension skills by identifying
simple written texts the meaning of individual words,
(online or print). phrases, and sentences, including

simple written instructions.
CE.EFL.2.13. Understand
the content in a variety of -----------------------------------------
well-known text types, EFL.2.3.2. Read a short simple text
both print and online, (online or print) and demonstrate
using the layout and understanding of the gist and some
artwork for support; basic details of the content.
recognize typical signs and EFL.2.3.3. Understand most of the
symbols found in the text details of the content of a short simple
types. text (online or print).
-----------------------------------------------
CE.EFL.2.14. Demonstrate
familiarity with study EFL.2.3.4. Understand the content in
resources (both print and simple short written environmental
digital). (Example: a print text types, using artwork,
picture dictionary, some symbols, and layout for support.
flashcards of known (Example: price tags, signs, notices (No
words, or a word list.) eating, etc.), candy wrappers, etc.).
----------------------------------------------
CE.EFL.2.15. Learn to read EFL.2.3.5. Show the ability to use a
graphs, diagrams, charts, simple learning resource. (Example: a
and other kinds of graphic small set of flashcards, a picture-based
organizer. Demonstrate dictionary (online or print), or a simple
understanding of a text word list)
presented in the form of a
graphic organizer (both

print and digital).
CE.EFL.2.16. Understand -------------------------------------------------

the main ideas in short EFL.2.3.6. Understand the content of a
simple written texts on simple graphic organizer (online or
cross-curricular subjects, print). (Example, Venn Diagrams,
both print and digital. charts, and labeled diagrams.)
(Example: art, science,
music, math, history, etc.)
------------------------------------------------
CURRICULAR THREAD 4: EFL.2.3.7. Read and understand the
WRITING main ideas in a short
CE.EFL.2.17. Write simple simple text on a cross-curricular topic.
words, phrases, and (Example: art, music,
sentences to demonstrate history, etc.)
knowledge of spelling, EFL.2.3.8. Show understanding of
punctuation, capitalization some basic details in
and handwriting / short simple cross-curricular texts by
typography, and identify matching, labeling,
their meanings. and answering simple questions.
EFL.2.3.9. Identify the meaning of
specific content-based
words and phrases, with the aid of
visual support.
EFL.2.3.10. Read a variety of simple
text types and graphic
organizers used to present cross-
curricular information
(Example: instructions, graphs,
diagrams, charts, plans or
maps, etc.)
------------------------------------------
EFL.2.4.1 Know how to spell simple
English words correctly,
CE.EFL.2.18. Writing in demonstrating awareness of sound-
order to perform letter relationships.
controlled practice of (Example: sea, mean, bee, etc.)
vocabulary and grammar EFL.2.4.2. Make a simple learning
items. resource, in order to record
and practice new words. (Example: a
picture dictionary,
a word list, set of flashcards, etc.)
EFL.2.4.3. Write simple words, phrases
and sentences with
correct use of standard writing
mechanics. (Example: spelling,
punctuation, capitalization, and
writing by hand and/
or on the computer.
.----------------------------------------------
EFL.2.4.3. Write simple words,
CE.EFL.2.19. Convey some phrases, and sentences
simple ideas, facts or with correct use of standard writing
opinions in a simple mechanics. (Example:
sentence or short spelling, punctuation, capitalization,
paragraph, using basic and writing by hand
vocabulary and structures. and/or on the computer.

EFL.2.4.4. Write simple words,
phrases, and sentences for
controlled practice of language items.
--------------------------------------------------
EFL.2.4.5. Write simple sentences on
CE.EFL.2.20. Complete a familiar topics to
simple survey form or communicate basic ideas.
questionnaire by providing EFL.2.4.6. Write a short simple
personal details. Write a paragraph to convey some
variety of simple written simple facts about people, animals,
text types, used in print or places, things, yourself
online, with appropriate or others, with the support of a model
layout and language. text. (Example: where
(Examples: message on a they live, what they do, etc.)
greeting card, name and EFL.2.4.7. Write a short simple
address on an envelope, paragraph to describe
an email address, etc.) yourself or other people, animals,
places and things, with limited
support. (Example: by answering
questions or using
key words).
--------------------------------------------
CURRICULAR THREAD 5: EFL.2.4.8. Complete a basic survey or
LANGUAGE THROUGH THE a questionnaire by
ARTS providing personal details.
CE.EFL.2.21. Distinguish EFL.2.4.9. Write a variety of short
key information in stories simple text types, commonly
and other age-appropriate used in print and online, with
literary texts, both oral and appropriate language

written. and layout. (Example: write a greeting
on a birthday card,
name and address on an envelope, a
URL for a website, an
email address, etc.)
-------------------------------------------------
CE.EFL.2.22. Describe and EFL.2.5.1. Identify key information
write about emotions and such as events, characters, and
responses to literary texts objects in stories and other age-
through words and images, appropriate literary texts if there is
or other media (video, visual support.
audio) on class or school
bulletin boards and expand
on ideas and responses to
texts read/seen/heard in
by participating in
songs/chants, TPR
activities and playground
games.
------------------------------------------
CE.EFL.2.23. Display an EFL.2.5.2. Express emotions and
affinity for a variety of feelings using basic adjectives
literary texts by and related images through written
responding within a range work on the
of physical, cognitive, and school or class bulletin board.
attitudinal manners, and EFL.2.5.3. Use audio, video, and
vary elements of a literary pictures to respond to a
text to create a new text. variety of literary texts through online

or in-class ICT activities.
EFL.2.5.6. Generate and expand ideas
by responding in
a fun and playful manner to oral and
written texts in order
to increase enjoyment of the language
through TPR, playground
games, and songs and chants.
----------------------------------------------
EFL.2.5.4. Listen to and read short
CE.EFL.2.24. Communicate narratives and/or other
ideas and experiences and oral and written literary texts in class
create short original texts (with a preference for
through a range of authentic texts) in order to stimulate
resources and other imagination, curiosity
media, including ICT and a love for literature.
EFL.2.5.7. Create picture books and/or
other graphic expressions
in pairs in class by varying scenes,
characters, or
other elements of literary texts.
-------------------------------------------------
CE.EFL.2.25. Implement a EFL.2.5.5. Apply ICT and/or other
range of creative thinking resources to communicate
skills to show a respect for simple thoughts in small groups.
sharing and accepting EFL.2.5.8. Produce short, creative
different ideas in texts using ICT and/or
brainstorms and pair work. other resources at home or at school

in order to recreate
familiar scenes and themes.
------------------------------------------
EFL.2.5.9. Use creative thinking skills
to learn how to share
CE.EFL.2.7. Listening for and respect all ideas through
Information: Follow short brainstorming activities
and simple spoken texts and pair work in class
that include familiar _________

vocabulary and are set in
everyday contexts. Identify
key items of information
within the text, and record
or act upon them.
NOTA: Distribuir las destrezas y el mismo procedimiento de desagregar y/o gradar para los diferentes años.

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UNIDAD EDUCATIVA DEL MILENIO “GUANO”

SEGUNDO ELEMENTO DE LA PCI

Subnivel Elemental of Educación General Básica

2.- CONTENIDOS DE APRENDIZAJE

Objetivo del Subnivel Objetivo del año SEGUNDO TERCERO CUARTO

means of communication and written

Criterio esencial de Destreza con criterio de desempeño

CURRICULAR THREAD 1: EFL.2.1.2 Recognize the differences

environment and responsibly to one’s surroundings at

is not understood to EFL.2.1.10. Recognize when to speak

EFL.2.2.6. Enjoy extensive listening in

numbers, prices and times,

familiar with the

CURRICULAR THREAD 3: EFL.2.2.13. Understand and use basic

and sentences, including to name things. (Example: Thank-you,

(online or print). phrases, and sentences, including

graphic organizer (both

CE.EFL.2.16. Understand -------------------------------------------------

vocabulary and structures. and/or on the computer.

literary texts, both oral and appropriate language

text to create a new text. variety of literary texts through online

brainstorms and pair work. other resources at home or at school

that include familiar _________

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