Compartida por: Diana Schreckenberger
1 voto
| 1177 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 14a |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones que regulan actividades propias de la vida cotidiana escolar | Duración | |||||||
| Aprendizaje esperado | Reconoce propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 8. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. T, explain how if we don’t understand the meaning of a word, we can look it up in a dictionary. T shows a computer dictionary. 3. We can use some of the words from the previous exercise in the computer game: jump, yellow, and, my, big, it, come, for, go , find, not, is, play, where, see, I, we, in, said, make, the, help, blue, me, you, up, here, three, red, funny, look, two, down, to, run, away, little, run, one, a. The previous list includes some of the most popular sight words. Remember learning sight words will help young readers succeed with their reading abilities. If you are a teacher who would like a reminder about sight words (learned by sight, hence the term sight words) here is a link to a great site which will also provide you with a list which includes full archive of sight words articles. This site also contains great information about spelling, grammar, vocabulary, reading skills, composition and you can sign in to their news letter. I hope you find it interesting. Practice with this kind of words will help your student with the rest of the sessions from this block and more. 4. T shows how to navigate site. 10’. 5. T has previously made cards with a word each from the list of school/classroom rules placed in the classroom. Set aside. 6. T, divide the group in teams if the group is a large one. T points at a few words (the amount of words will depend on the size of your group) from the posters and signs for rules in the school and classroom. Make sure the words you point at are the same words you cards of. 7. T asks Ss to look them up in the dictionary. 15’. 8. The team/S who finishes first wins. 9. When Ss find the definitions to the words T writes some of them on the board, this time without using different color markers. 10. T gives one card with a word from the list from the set he/she already made to Ss and asks Ss to place the card before the corresponding definition. T, you can use adhesive tape on the back of the card so it sticks to the board. 11. The team/S with getting more correct wins. 10’. 12. If time allows have students underline upper and lower case letters using different color markers. 5’. |
What are sight words? 
Photographic Dictionary 
Welcome to Wordsmyth kids!
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| Cierre | 00:00 | 13. Say good bye with your regular routine and remind Ss to think about word search using a computer dictionary. 14. T tells Ss: When you get home today you will say, “mom, dad today I learned how to look up words in a computer dictionary”. |
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| Evaluación | Evaluate Ss according to: - S follows instructions accurately. - S recognizes the receptor and purpose of the activity. - Understands non verbal language. - Able to select words to formulate questions/answers. - Pronunciation. - Able to write instructions. - Able to give and understand instructions. - Identifies rules and knows how to use them, and why. - Identifies language/text and corresponding images. - Recognizes vocabulary and new words and finds its meaning in a dictionary. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1178 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 14b |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Project 3. Identifying rhymes. Session 1. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. T plays "five little monkeys" song. T asks Ss if the the words that rhyme. Ss respond. T has some words previously written on the board and among those, writes words that rhyme with bed. T asks Ss to choose from the list of words, six words that rhyme with bed and T writes them on a star-shaped graphic organizer. Sample answers: bed, bled, fed, fled, led, red, sled, Fred, Ted, wed, head, bread, dead and said. Please notice that the last four words are not part of the ed family however they rhyme with bed and will be used for rhyming purposes. 10’. 3. T plays the song "There was an old Lady who swallowed a fly" two times; first while Ss listen. 4. Play it a 3rd time and ask Ss to sing along. 10’. 5. T asks Ss to visit the computer exercise page and follow the story "There was an old Lady who swallowed a fly". Ss will follow the story while you read/sing it aloud or while they do individual reading/singing depending on their level. 6. After Ss finish reading each page, T asks Ss to point for him/her the words that rhyme (fly, why, die, spider, inside her, wriggled and jiggled, absurd, bird, dog, hog, goat, throat, how, cow, horse, of course). T writes and circles each word on the board. 20’ If time allows do it 2 times. |
There was an old Lady who swallowed a fly computer exercise 
There was an old Lady who swallowed a fly song 
Rhymes 
Word families 
Five little monkeys
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| Cierre | 00:00 | 7. Say good bye with your regular routine and remind Ss to sing "the Lady who swallowed a fly" song. 8. T tells Ss: When you get home today you will say, “mom, dad today I learned a song called There was an old Lady who swallowed a fly.” |
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1179 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 14C |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 2. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. T plays the song "There was an old Lady who swallowed a fly" one time. 3. After singing T asks Ss to visit the web page he/she indicates because “we” are going to create a book to show the story of the old Lady who swallowed a fly. T, this is going to be a long process, be prepared. I recommend you have at least one book ready to show the Ss how is going to look like when it’s finished. 4. If printing is a problem, then have the pages ready for Ss to color them and put the books together. If time is not enough -depending on the size of your class-, instead of visiting the web page just make the books. 5. Remember we want to stress the rhymes found in this song, while having fun. It rhymes! words that rhyme fly, why, die, spider, inside her, wriggled and jiggled, absurd, bird, dog, hog, goat, throat, how, cow, horse, of course. 6. If time allows have students circle the rhyming words the same way you did it the previous session. |
There was an old Lady who swallowed a fly computer exercise
There was an old Lady who swallowed a fly song
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| Cierre | 00:00 | 7. Ask students to bring material for a craft to be done the following session: two brown pipe cleaners and five round magnets, one bigger than the other four. The big magnet is to make the head and the other four to be the hands, feet and tail of the monkeys; if magnets are not easy to find, request black pipe cleaners, one per student and make circles with the black pipe cleaners instead. I’m showing a link to a picture of pipe cleaners in different colors so it is clear what I’m talking about. 8. Say good bye with your regular routine and remind Ss to sing "the Lady who swallowed a fly" song. 9. T tells Ss: When you get home today you will say, “mom, dad today I made a book about the song called There was an old Lady who swallowed a fly.” |
Monkey craft 
Crafts for kids
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
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