Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Benchmark K 1
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 2
MINEDU -
x ECE - NIVEL 1
MINEDU -
x ECE - NIVEL 1
MINEDU -
x ECE - NIVEL 1
MINEDU -
x ECE - NIVEL 1
Observaciones
* Especificar el significado de
dramatiza. Puede ser interpretado
con grados distintos.
* Describe con dos adjetivos el
carácter de una persona y hasta
seis rasgos físicos de una persona
* ¿Oralmente o por escrito?
* Aclarar los conceptos de
significado y significante.
¿Se puede plantear que sepan un
nombre de refleja lo que las cosas
son?
* Se requiere especificar mejor
este benchmark.
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
* Revisar si han sido incluidos en
algunos de lo benchmarks ya
anotados
Strand Substrand Cod. Benchmark
Reading Reading Unfamiliar 3.2 predict the meaning of and rapidly solve
Words unfamiliar words using different types of
cues, including:
WRITING 1. Developing and 1.1 identify the topic, purpose, and audience
organizing content: for a variety of writing forms
Purpose and
Audience
WRITING 4. Reflecting on
Writing Skills and
Strategies
Metacognition
WRITING Interconnected Skills
WRITING Portfolio
ORAL 1. Listening to 1.1 identify a range of purposes for listen-
COMMUNICATION Understand ing in a variety of situations, formal and
Purpose informal, and set goals related to spe- cific
listening tasks
ORAL Analyzing texts 1.7 analyse oral texts and explain how
COMMUNICATION specific elements in them contribute
to meaning
ORAL Point of View identify the point of view presented in oral
COMMUNICATION texts and ask questions to identify missing or
possible alternative points
of view
READING 1. READING FOR 1.1 read a wide variety of texts from diverse
MEANING: cultures, including literary texts
Variety oF texts
X
(e.g., a series of short sentences can help
communicate a sense of finality: He didn’t.
He couldn’t. He wouldn’t. The matter was
settled. It was time to move on.)
X
X
X
(e.g., use coloured pens and/or cutting and
pasting to identify and move chunks of text
that need to be reordered; add or substitute
words and phrases, including vocabulary
from other subjects and figurative language
such as similes and personification, to
achieve particular effects; adjust sentence X
length and com- plexity to suit the audience
and purpose; check that language is
inclusive and non-discriminatory)
Teacher prompt: “Are your sentences too
long and complicated/too short and
simple/too much the same to appeal to your
X
X
X
X
(e.g., to understand learning strategies
modelled by the teacher during think-alouds;
to develop a response to a commentary on
an issue; to share information and ideas
about a topic with peers during X
conversations, discus- sions, and meetings;
to become familiar with and appreciate the
sounds of differ- ent types of poetry)
(e.g., ask questions to clarify understanding
before responding; affirm and build on the
ideas of others; summarize and respond
constructively to ideas expressed by others; X
use brief vocal prompts to signal agreement
or interest during conversations: Yes; Say
that again, please; Tell me more)
(e.g., ask questions about facts, inferences,
and value judge- ments to focus and clarify
understanding of the themes in an oral text;
summarize and synthesize ideas to deepen
under- standing of an oral text; use self- X
question- ing and predict questions that
might be asked to monitor understanding
while listening)
(e.g., summarize an episode of a favourite
television program for a small group;
X
summarize the ideas in a book read aloud to
the class)
(e.g., ask questions to gener- ate inferences
about an oral text: What would happen if...? X
I wonder what was meant by...?)
(e.g., relate the content of an oral
presentation to that of books, arti- cles,
movies, television shows, or videos on the
same topic; discuss issues related to the X
topic of an oral text; use role play and drama
to explore ideas, emotions, or issues
presented in oral
(e.g., ideas and texts)
information, word choice,
tone of voice, pace of delivery, body
language) X
Teacher prompt: “Did the speaker’s tone of
voice communicate a different message from
his or her actual words?”
(e.g., use drama or role play to explore the
perspective of the minor char- acters in a
play; respond to a speaker who expresses an
alternative point of view on an issue; ask a
variety of people for their views about a
topic)
Teacher prompts: “How would the con- tent X
of this text change if it were pre- sented
from a different point of view?” “How would
the language the author uses need to change
to reflect a differ- ent point of view?” “What
other voices do you think should be heard on
this topic?” “Is the text fair?”
(e.g., the use of emotive language, one-
sided arguments, or exaggerated claims)
X
Teacher prompt: “Why do you think the
speaker repeats that phrase so often?”
(e.g., to justify opinions and thinking in
discussion and dialogue groups; to ask
questions or explore solutions to problems in
small groups; to share information or ideas
about a topic with a group; to share data; to X
entertain; to interact in social sit- uations; to
contribute meaningfully and work
constructively in groups)
(e.g., ask questions to clarify understanding
before responding; respond to a group
member’s comment by making a personal
connection to their own experience; show X
awareness of and sensitivity towards the
background and experiences of other group
members when expressing their own views)
(e.g., present an argument that has a clearly
stated purpose, point-by-point development, X
and relevant supporting details)
(e.g., use evocative images, personal
anecdotes, quotations, vocabulary from
curriculum subject areas, and appropriate
technical terminology to achieve particular X
effects)
CCSR
CCSR
CCSR
CCSR
CCSR
CCSR
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
MP-Chile-1
MP-Chile-1
VCSP
VCSP
MP-Chile-1
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
VCSP
CCSR
CCSR
CCSR
CCSR
CCSR
CCSR
CCSR
VCSP
VCSP
VCSP
MP-Chile-1
VCSP
MP-Chile-1
VCSP
MP-Chile-1
MP-Chile-1
MP-Chile-1
(Mod.)
MP-Chile-1
VCSP
VCSP
MP-Chile-1
VCSP
VCSP
Ontario-1
Ontario-1
Ontario-1
VCSP
Ontario-1
Ontario-1
VCSP
VCSP
Ontario-1
VCSP
Ontario-1
Ontario-1
Ontario-1
Observaciones
Idem.
Idem.
Idem.
Idem.
* ¿Cuáles?
* ¿Por escrito, oralmente o con un
organizador?
* Aclarar el benchmark
Strand Cod. Benchmark Content K 1 2
NUMBERS, MAT-K- Sort and classify objects according to two Compare Sets
RELATIONSHIPS 1.1 criteria (color, shape and size) X
AND FUNCTIONS
NUMBERS, MAT-K- Identify compare and describe sets with Compare Sets
RELATIONSHIPS 1.2 more, fewer or the same number of X
AND FUNCTIONS objects.
NUMBERS, MAT-K- Compare objects and identify if they are Compare Sets
RELATIONSHIPS 1.3 the same or different. X
AND FUNCTIONS
NUMBERS, MAT-K- Compare and identify objects that belong Compare Sets
RELATIONSHIPS 1.4 or not belong to a set X
AND FUNCTIONS
NUMBERS, MAT-K- Beguin to make use of one to one Compare Sets
RELATIONSHIPS 1.5 correspondence in counting objects and X
AND FUNCTIONS matching groups of objects
NUMBERS, MAT-K- Identify, complete and create patterns Compare Sets
RELATIONSHIPS 1.6 according to two criteria (color, shape, X
AND FUNCTIONS size)
NUMBERS, MAT-K- Identify and establish the relationship Numbers to 10
RELATIONSHIPS 1.7 between the number and the amount X
AND FUNCTIONS
NUMBERS, MAT-K- Use, read and represent whole numbers to Numbers to 10
RELATIONSHIPS 1.8 10 in a variety of contexts X
AND FUNCTIONS
NUMBERS, MAT-K- Demonstrate understanding of the Numbers to 10
RELATIONSHIPS 1.9 counting concepts of stable order. (from 1 X
AND FUNCTIONS to 10)
NUMBERS, MAT-K- Identify and describe informally the Patterns
RELATIONSHIPS 1.10 repeating nature of patterns, using oral X
AND FUNCTIONS expression.
NUMBERS, MAT-K- Count spontaneously from 1 to 10 Patterns
RELATIONSHIPS 1.11 X
AND FUNCTIONS
NUMBERS, MAT-K- Compare amounts Patterns
RELATIONSHIPS 1.12 X
AND FUNCTIONS
NUMBERS, MAT-K- Recognize amounts of 5 and 10 objects Patterns
RELATIONSHIPS 1.13 without having to count X
AND FUNCTIONS
NUMBERS, MAT-K- Investigate and develop strategies for Number bonds
RELATIONSHIPS 1.14 composing and decomposing quantities to X
AND FUNCTIONS 10
NUMBERS, MAT-K- Investigate addition and subtraction in Addition and
RELATIONSHIPS 1.15 everyday activities through the use or Subtraction
X
AND FUNCTIONS manipulaties, visual models or oral
exploration
NUMBERS, MAT-K- Use ordinal numbers in a varity of Ordinal Numbers
RELATIONSHIPS 1.16 contexts X
AND FUNCTIONS
NUMBERS, MAT-K- Identify the order in a succession of Ordinal Numbers
RELATIONSHIPS 1.17 people or objects and describe their place X
AND FUNCTIONS (first, second, etc)
GEOMETRY, MAT-K- Compare and order two or more objects Length, size,
SPATIAL SENSE 2.1 according to an appropiate measure wight and
X
AND (length, heigth, width, size, capacity) capacity
MEASUREMENT
GEOMETRY, MAT-K- Use measurment terms (long- longer- Length, size,
SPATIAL SENSE 2.2 longest, short-shorter- shortest,tall- taller- wight and
AND tallest, short-shorter- shortes, small - capacity
MEASUREMENT smaller-smallest, big- bigger- biggest, X
light- lighter, heavy- heavier, as heavy as,
hold more, hold less)
GEOMETRY, MAT-K- Demonstrate awareness of non- standard Length, size,
SPATIAL SENSE 2.3 measuring devices (feet, hand spans, wight and
X
AND strings, cubes, etc. And strategies for capacity
MEASUREMENT using them.
GEOMETRY, MAT-K- Demostrate, through investigation, a Length, size,
SPATIAL SENSE 2.4 beggining understanding of the use of wight and
X
AND non-stard units of the same size. capacity
MEASUREMENT
GEOMETRY, MAT-K- Explore, identify, name, sort and compare shapes
SPATIAL SENSE 2.5 2 dimensional shapes (circle, square,
AND triangle, rectangle, oval, diamond) and 3 X
MEASUREMENT dimensional figures (cone, sphere, cube
and rectangular block)
GEOMETRY, MAT-K- Identify and describe, using common shapes
SPATIAL SENSE 2.6 geometric terms, 2d shapes and 3d
X
AND figures through investigation with concrete
MEASUREMENT material.
GEOMETRY, MAT-K- Recognize the relationship between 2 shapes
SPATIAL SENSE 2.7 dimensional shapes and 3 dimensional
X
AND figures in objects and pictures.
MEASUREMENT
GEOMETRY, MAT-K- Compose pictures, and build designs, shapes
SPATIAL SENSE 2.8 shapes and patterns using 2 dimensional
X
AND shapes.
MEASUREMENT
GEOMETRY, MAT-K- Demonstrate and understanding of basic spatial
SPATIAL SENSE 2.9 spatial relationships and movements. relationships
X
AND
MEASUREMENT
GEOMETRY, MAT-K- Identify positions of objects (on-under, spatial
SPATIAL SENSE 2.10 between, behind - in front of,in-out,near- relationships
X
AND far,before-after,left-right having another
MEASUREMENT object as a reference)
DATA MAT-K- Collect objects or data and make simple picture
MANAGEMENT 3.1 representations of their observations,using graphs
X
AND concrete graphs.
PROBABILITY
DATA MAT-K- Respond to and pose questions about data simple picture
MANAGEMENT 3.2 collection and graphs graphs
X
AND
PROBABILITY
NUMBERS, MAT-1- Use number bonds to compose and
RELATIONSHIPS 1.1 decompose numbers up to 20 in a variety X
AND FUNCTIONS of ways.
NUMBERS, MAT-1- represent, compare, and order whole
RELATIONSHIPS 1.2 numbers to 100, using a variety of tools
AND FUNCTIONS (e.g., connecting cubes, ten frames, base
ten materials, number lines, hundreds X
charts) and contexts (e.g., real-life
experiences, number stories);
NUMBERS, MAT-1- read and print in words whole numbers to
RELATIONSHIPS 1.3 one hundred, using meaningful contexts X
AND FUNCTIONS (e.g., story- books, posters)
NUMBERS, MAT-1- count forward and backwards by 1’s, 2’s,
RELATIONSHIPS 1.4 5’s, and 10’s up to 100, using a variety of
AND FUNCTIONS tools and strategies (e.g., move with
steps; skip count on a number line; place X
counters on a hun dreds chart; connect
cubes to show equal groups; count objects
NUMBERS, MAT-1- in sets, etc.) using concrete materials,
demonstrate,
RELATIONSHIPS 1.5 the concept of one-to-one correspondence X
AND FUNCTIONS between number and objects when
NUMBERS, MAT-1- counting;and describe various coins (5
Identify
RELATIONSHIPS 1.6 soles, 2 soles, 1 sol, 50 centimos, 20
AND FUNCTIONS cetimos, 10 centimos andd 5 centimos), X
using coin manipulatives or draw ings, and
state their value.
NUMBERS, MAT-1- Use coins in different contexts (i.e. tell the
RELATIONSHIPS 1.7 amount, buy, give change, etc.) X
AND FUNCTIONS
NUMBERS, MAT-1- Solve word problems including adition and
RELATIONSHIPS 1.8 subtraction in cents and soles X
AND FUNCTIONS
NUMBERS, MAT-1- Identify the order in a succession of
RELATIONSHIPS 1.9 people or objects and describe their X
AND FUNCTIONS places( from first to tenth)
NUMBERS, MAT-1- Use ordinal numbers to tenth in
RELATIONSHIPS 1.10 meaningful contexts. X
AND FUNCTIONS
NUMBERS, MAT-1- Understand that adding means grouping
RELATIONSHIPS 1.11 or putting together X
AND FUNCTIONS
NUMBERS, MAT-1- Use different estragies when adding:
RELATIONSHIPS 1.12 counting on, making 10, using number X
AND FUNCTIONS bonds, re- grouping, using a place value
NUMBERS, MAT-1- chart)
Understand that subtracting means taking
RELATIONSHIPS 1.13 away X
AND FUNCTIONS
NUMBERS, MAT-1- Use different strategies when subtracting:
RELATIONSHIPS 1.14 counting on, counting backwards, using
X
AND FUNCTIONS number bonds, re-grouping, using a place
value chart.
NUMBERS, MAT-1- Solve a variety of problems involving the
RELATIONSHIPS 1.15 addition and subtraction of whole numbers
X
AND FUNCTIONS to 100, using concrete materials and
drawings (e.g., pictures, number lines and
NUMBERS, MAT-1- bar models)
Solve problems using a variety of mental
RELATIONSHIPS 1.16 strategies (e.g., one more than, one less X
AND FUNCTIONS than, counting on, counting back,
Measurement, MAT-1- doubles);
Demonstrate an understanding of the use
Geometry and 2.1 of non-standard units of the same size X
spatial sense (e.g., straws, index cards) for measuring.
Measurement, MAT-1- Estimate, measure (i.e., by placing non-
Geometry and 2.2 standard units repeatedly, without
X
spatial sense overlaps or gaps), and record lengths,
heights, and distances
Measurement, MAT-1- Estimate, measure, and describe the mass
Geometry and 2.3 of an object, through investigation using X
spatial sense non-standard units
Measurement, MAT-1- Estimate, measure, and describe the
Geometry and 2.4 passage of time, through investigation
spatial sense using non- standard units (e.g., number of X
sleeps; number of claps; number of flips
of a sand timer);
Measurement, MAT-1- Compare two or three objects using mea-
Geometry and 2.5 surable attributes (length, height, mass),
spatial sense and describe the objects using relative X
terms (shorter - shortest, longer - longest,
taller, tallest, havier-heaviest, lighter -
Measurement, MAT-1- lightest)
Compare and order objects by their lineal
Geometry and 2.6 measurements, using the same non- X
spatial sense standard unit
Measurement, MAT-1- Construct, using a variety of strategies,
Geometry and 2.7 tools for measuring lengths, heights, and
X
spatial sense distances in non-standard units (e.g., foot-
prints on cash register tape or on connect-
Measurement, MAT-1- ing
Tell cubes);
and write time to the hour and to the
Geometry and 2.8 half hour using demonstration digital and X
spatial sense analogue clocks
Measurement, MAT-1- Identify and describe common two-
Geometry and 2.9 dimensional shapes (circle, square,
spatial sense rectangle, triangle, oval, diamond) and
three dimensional figures (cube, cone, X
cylinder, sphere and rectangular prism)
usng concrete material and pictorial
Measurement, MAT-1- representation
Compose and describe pictures, designs,
Geometry and 2.10 and patterns by combining two- X
spatial sense dimensional shapes.
Measurement, MAT-1- Locate shapes in the enviroment.
Geometry and 2.11 X
spatial sense
Measurement, MAT-1- Describe the relative locations of objects
Geometry and 2.12 or people using positional language. X
spatial sense
Data MAT-1- Read primary data presented in concrete
management and 3.1 graphs and pictographs, and describe the
X
probability data using comparative language (more
than, less than)
Data MAT-1- Pose and answer questions about collected
management and 3.2 data X
probability
Data MAT-1- Collect and organize primary data that is
management and 3.3 categorical (that can be organized into
probability categories based on qualities) and display
the data using one-to-one
correspondence, prepared templates of X
concrete graphs and pictographs (with
titles and labels), and a variety of
recording methods (e.g., arranging
objects, placing stickers, drawing pictures,
making tally marks)
Singapore
I Math
Singapore
III Math
Singapore
III Math
Singapore
III Math
Singapore
III Math
Singapore
III Math
Singapore
I Math
Singapore
I Math
Singapore
I Math
Singapore
I Math
Singapore
III Math
Singapore
I Math
Singapore
IV Math
Singapore
Math
IV
Singapore
IV Math
Singapore
IV Math
Singapore
Math
III
Singapore
Math
III
Singapore
Math
III
Singapore
Math
III
Singapore
Math
II
Singapore
Math
II
Singapore
Math
II
Singapore
Math
IV
Singapore
Math
Singapore
Math
I singapore
math
I-IV singapore
math
I singapore
math
I singapore
math
I singapore
math
IV singapore
math
IV singapore
math
IV singapore
math
II singapore
math
II singapore
math
I - IV singapore
math
I - IV singapore
math
I - IV singapore
math
I - IV singapore
math
II singapore
math
III singapore
math
III singapore
math
III singapore
math
III singapore
math
III singapore
math
III singapore
math
III singapore
math
III singapore
math
IV singapore
math
IV singapore
math
III singapore
math
III singapore
math
III singapore
math
IV singapore
math
IV singapore
math
IV singapore
math
MINEDU -
ECE - Nivel 2
MINEDU -
ECE - Nivel 2
MINEDU -
ECE - Nivel 2
MINEDU -
ECE - Nivel 2
MINEDU -
ECE - Nivel 1
MINEDU -
ECE - Nivel 1
MINEDU -
ECE - Nivel 1
MINEDU -
ECE - Nivel 1
Observaciones
Biology Skills and strategies SCI-K- Know that there are living things (Humans,
to increase scientific 1.1 animals and plants) and things that have x
knowledge. never been alive.
Biology Skills and strategies SCI-K-
to increase scientific 1.2 Know that plants are living things. x
knowledge.
Biology Skills and strategies SCI-K-
Know that plants need light and water to
to increase scientific 1.3 x
grow.
knowledge.
Biology Skills and strategies SCI-K-
Identify orally the five sensen. (sight, smell,
to increase scientific 1.4 x
touch, taste and hear)
knowledge.
Biology Skills and strategies SCI-K- Recognise and name the main external parts
to increase scientific 1.5 of the body. (Head, neck, trunk, arms, x
knowledge. hands, legs and feet)
Biology Skills and strategies SCI-K-
Know that humans and other animals
to increase scientific 1.6 x
produce offspring which grow into adults.
knowledge.
Biology Analize information, SCI-K- Identify orally and graphically the major
critical thinking and 1.7 parts of a plant, looking at real plants and x
problem solving. models. (Roots, stem, leaves, flower, fruits
Biology Analize information, SCI-K- and seeds)
Explore how seeds grow into flowering
critical thinking and 1.8 plants. x
problem solving.
Biology Investigation and SCI-K- Explore ways that different animals and
x
experimental skills. 1.9 plants inhabit local environments.
Biology Investigation and SCI-K- Explore how human senses enable humans
experimental skills. 1.10 and other animals to be aware of the world x
around them.
Chemistry Skills and strategies SCI-K- Identify the characteristics of different
to increase scientific 2.1 materials.(Wood, plastic, paper, glass and x
knowledge. metal.)
Chemistry Analize information, SCI-K-
Recognise and name common materials.
critical thinking and 2.2 x
(Wood, plastic, paper, glass and metal.)
problem solving.
Chemistry Analize information, SCI-K-
Sort objects into groups based on the
critical thinking and 2.3 x
properties of their materials.
problem solving.
Chemistry Investigation and SCI-K- Use senses to explore and talk about
experimental skills. 2.4 different materials.(Wood, plastic, paper, x
glass and metal.)
Physics Skills and strategies SCI-K-
to increase scientific 3.1 Can identify, many sources of sound. x
knowledge.
Physics Skills and strategies SCI-K-
Know that we hear when sound enters our
to increase scientific 3.2 x
ear.
knowledge.
Physics Analize information, SCI-K-
Identify a force as a push or a pull that
critical thinking and 3.3 x
causes an object to move.
problem solving.
Physics Analize information, SCI-K- Can recognise that when things speed up,
critical thinking and 3.4 slow down or change direction there is a x
problem solving. cause.
Physics Analize information, SCI-K-
Can recognise that as sound travels from a
critical thinking and 3.5 x
source it becomes fainter.
problem solving.
Physics Investigation and SCI-K- Explore, talk about and describe the
experimental skills. 3.6 movements of familiar things. x
(Fast/slow/turn/swing/go around)
Biology/ Investigation and SCI-K-I Ask questions, make predictions and
Chemistry/ experimental skills. contribute to discussions about how to seek x
Physics answers.
Biology/ Investigation and SCI-K-I Explore and observe in order to collect
Chemistry/ experimental skills. evidence (measurements and observations) x
Physics to answer questions.
Biology/ Investigation and SCI-K-I Compare what happened with predictions.
Chemistry/ experimental skills. x
Physics
Biology/ Investigation and SCI-K-I Model and communicate ideas in order to
Chemistry/ experimental skills. share, explain and develop them. x
Physics
Can identify similarities and differences
Biology Skills and strategies SCI-1-
between local environments and know about
to increase scientific 1.1
some of the ways in which these affect the x
knowledge.
animals and plants that are found there.
Chemistry Skills and strategies SCI-1- Know how the shapes of some materials can
to increase scientific 2.1 be changed by squashing, bending, twisting x
knowledge. and/or stretching.
Chemistry Skills and strategies SCI-1-
Know that some materials occur naturally
to increase scientific 2.2 x
and others are man-made.
knowledge.
Chemistry Skills and strategies SCI-1-
to increase scientific 2.3
knowledge. Know that every material has specific
x
properties (e.g. hard, soft, shiny).
Chemistry Investigation and SCI-1- Explore and describe the way some everyday
experimental skills. 2.7 materials change when they are heated or x
cooled.
Physics Skills and strategies SCI-1- Know that pushes and pulls are examples of
to increase scientific 3.1 forces.Know that forces can be measured x
knowledge. with forcemeters.
Physics Skills and strategies SCI-1- Can identify different light sources including
to increase scientific 3.2 the Sun. (Light bulb, candle, torches, and x
knowledge. flashlight)
Physics Skills and strategies SCI-1-
to increase scientific 3.3 Know that darkness is the absence of light. x
knowledge.
Physics Skills and strategies SCI-1-
to increase scientific 3.4 Can (be able to) identify shadows. x
knowledge.
Physics Analize information, SCI-1-
critical thinking and 3.5
Can recognise the components of simple
problem solving. x
circuits involving cells (batteries).
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
Ontario
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
CIE - Primary
Observaciones
Human
Animal/plant/living/alive/non-living/
food/water/pets/farm/human/family
real/eat/drinK/ask/say/tell / answer /
guess (predict) / look/compare/share.
animal / plant /living/alive / non-
living /food / water
Human / animal
move / grow
senses – sight/seeing, touch/feel,
taste, smell, hear/ing
head – eyes, ears, nose, mouth, hair
body/arms – shoulders
legs – knees
feet – toes
Scientific Enquiry
look / guess (predict) /compare
write/draw
measure
material/object:
hard/soft/shiny
rough/smooth
magnet/magnetic/non-magnetic
attract/ed /absorbent/waterproof
1 1
1 1
1 1
1 1
1 1
1 1
1 1
1 1
2 2
2 2
2 2
2 2
2 2
2 2
2 2
2 2
2 2
2 2
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
1 1
1 1
1 1
1 1
1 1
4 4
4 4
1 1
2 2
2 2
2 2
2 2
2 2
2 2
2 2
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
1 1
1 1
1 1
1 1
1 1
1 1
2 2
2 2
2 2
2 2
2 2
2 2
2 2
2 2
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
Observaciones
* Repetido en No. 8
* Repetido en No. 9
* Repetido en No. 21
Repetido en No. 14
Repetido en No. 15
Repetido
Repetido
Repetido
Repetido
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
VCSP
x
Observaciones
Con ayuda o soporte, busca MAT-1- Use ordinal numbers to tenth in SCI-1-
información sobre 1.10 meaningful contexts. 2.3
acontecimientos y datos
específicos.
Con ayuda o soporte, recopila MAT-1- Understand that adding means SCI-1-
información pertinente de 1.11 grouping or putting together 2.4
manera textual y gráfica.
Redacta cuentos cortos a partir MAT-1- Use different strategies when SCI-1-
de relatos históricos. 1.14 subtracting: counting on, 2.7
counting backwards, using
number bonds, re-grouping,
using a place value chart.
Utiliza categorías temporales MAT-1- Solve a variety of problems SCI-1-
simples como antes y después, 1.15 involving the addition and 3.1
ayer, hoy y mañana, pasado, subtraction of whole numbers to
presente y futuro para ubicarse 100, using concrete materials
en el tiempo. and drawings (e.g., pictures,
number lines and bar models)
Ordena secuencias temporales MAT-1- Solve problems using a variety SCI-1-
simples y líneas de tiempo, 1.16 of mental strategies (e.g., one 3.2
referidas a su vida cotidiana, su more than, one less than,
entorno inmediato y la historia counting on, counting back,
de su país. doubles);
Identifica ambientes de su aula MAT-1- Demonstrate an understanding SCI-1-
y colegio a través del uso de 2.1 of the use of non-standard units 3.3
planos. of the same size (e.g., straws,
index cards) for measuring.
Reconoce el mapa del Perú MAT-1- Estimate, measure (i.e., by SCI-1-
dentro de América del Sur y sus 2.2 placing non- standard units 3.4
límites. repeatedly, without overlaps or
gaps), and record lengths,
heights, and distances
Reconoce en un globo terráqueo MAT-1- Estimate, measure, and SCI-1-
las porciones de agua y de 2.3 describe the mass of an object, 3.5
tierra y las asocia con los through investigation using non-
conceptos de océanos y standard units
continentes.
Ubica en el mapa del Perú el MAT-1- Estimate, measure, and SCI-1-
medio geográfico donde se 2.4 describe the passage of time, 3.6
desarrollaron las culturas through investigation using non-
prehispánicas estudiadas. standard units (e.g., number of
sleeps; number of claps;
number of flips of a sand
timer);
Formula preguntas y responde MAT-1- Compare two or three objects SCI-1-
acerca de cómo era la vida en el 2.5 using mea- surable attributes 3.7
pasado. (length, height, mass), and
describe the objects using
relative terms (shorter -
shortest, longer - longest, taller,
tallest, havier-heaviest, lighter -
lightest)
Elabora una secuencia MAT-1- Compare and order objects by
cronológica teniendo en cuenta 2.6 their lineal measurements,
las etapas de la historia del using the same non-standard
Perú. unit
Explore and research exercise MUS-1- Reconoce el pulso como valor EFI-1-
and the adequate, varied diet 1.3 rítmico en canciones. 1.3
needed to keep healthy.
Observe and talk about their MUS-1- Utiliza la técnica de respiración EFI-1-
observation of the weather, 1.4 para cantar adecuadamente. 1.4
recording their reports of
weather data.
Know that every material has MUS-1- Comprende que el sonido puede EFI-1-
specific properties (e.g. hard, 1.10 distinguirse según su 2.5
soft, shiny). intensidad.
Sort objects into groups based MUS-1- Reconoce sonidos fuertes y EFI-1-
on the properties of their 1.11 suaves. Es capaz de 2.6
materials. reproducirlos con su voz e
instrumentos de percusión.
Can recognise that some MUS-1- Reconoce los valores (tiempos) EFI-1-
materials can dissolve in water. 1.12 dados a cada símbolo (negra, 2.7
blanca y redonda).
Explore and describe the way MUS-1- Controla la intensidad de su voz EFI-1-
some everyday materials 1.14 al cantar. 2.9
change when they are heated or
cooled.
Know that pushes and pulls are MUS-1- Identifica auditivamente algunas EFI-1-
examples of forces.Know that 1.15 de las obras de Mozart y 2.10
forces can be measured with expresa los sentimientos que les
forcemeters. producen.
Can identify different light MUS-1- Reconoce el pulso como valor EFI-1-
sources including the Sun. 1.16 rítmico en canciones. 3.1
(Light bulb, candle, torches, and
flashlight)
Know that darkness is the MUS-1- Comprende que el sonido puede EFI-1-
absence of light. 1.17 distinguirse según su altura. 3.2
Can (be able to) identify MUS-1- Reconoce sonidos graves y EFI-1-
shadows. 1.18 agudos. Es capaz de 3.3
reproducirlos con su voz y/o
flauta.
Can recognise the components MUS-1- Reconoce los valores (tiempos) EFI-1-
of simple circuits involving cells 1.19 dados a cada símbolo (redonda, 3.4
(batteries). blanca, negra y corcheas).
Know how a switch can be used MUS-1- Relaciona la duración del sonido EFI-1-
to break a circuit. 1.20 con las figuras musicales. 4.1
Explore how forces can change MUS-1- Utiliza la técnica de respiración EFI-1-
the shape of objects. 1.21 para cantar adecuadamente. 4.2
Demuestra su orientacion
espacial (adelante-atrás, lejos-
cerca, alrededor, sobre-debajo)
en referencia a personas o
materiales estando en
movimiento (según comandos).
Conoce plenamente su derecha
- izquierda en relacion con
objetos o materiales al realizar
sus actividades motrices, con
cambio de orientacion.
Ejecuta correctamente el
rodamiento atrás sobre una
colchoneta, apoyando las manos
para realizar la salida en
posicion arrodillada.
Ejecuta ejercicios diversos en
forma de circuito con pausas de
descanso breves (10-20 seg.)
por espacio de 7 a 10 minutos
(mantener un ritmo moderado).
Demuestra atencion y
concentracion al realizar sus
actividades motrices.
COM ENG HUM
Cod. Benchmark Cod. Benchmark Cod.
HUM MAT SCI
Benchmark Cod. Benchmark Cod.
SCI-2-
1.1
SCI-2-
1.2
SCI-2-
1.3
SCI-2-
1.4
SCI-2-
1.5
SCI-2-
1.6
SCI-2-
1.7
SCI-2-
1.8
SCI-2-
2.1
SCI-2-
2.1
SCI-2-
2.1
SCI-2-
3.1
SCI-2-
3.2
SCI-2-
3.3
SCI ART EFI
Benchmark Cod. Benchmark Cod.
Know and write plant parts: MUS-2- Reconoce el pulso como valor
roots, leaves, stems and 1.1 rítmico en piezas musicales.
flowers.
Know that water is taken in MUS-2- Identifica los valores (tiempos)
through the roots and 1.2 dados a cada figura musical
transported through the stem. (negra, blanca, redonda).
Know that plants need healthy MUS-2- Reproduce los valores (tiempos)
roots, leaves and stems to grow 1.3 dados a cada figura musical
well. (negra, blanca, redonda).
Know that that plant growth is MUS-2- Utiliza la técnica de respiración
affected by temperature. 1.4 para cantar adecuadamente.
Sort living things into groups, MUS-2- Controla la intensidad de su voz
using simple features and 1.5 al cantar.
describe rationale for groupings.
Know life processes common to MUS-2- Identifica auditivamente algunas
humans and animals include 1.6 de las obras de Haendel y
nutrition (water and food), expresa los sentimientos que les
movement, growth and producen.
reproduction.
Know life processes common to MUS-2- Reconoce los valores (tiempos)
humans and animals include 1.7 dados a cada figura musical
nutrition (water and food), (redonda, blanca, negra y
movement, growth and corcheas).
reproduction.
Know that some foods can be MUS-2- Comprende que el sonido puede
damaging to health e.g. very 1.8 distinguirse según su altura.
sweet and fatty foods.
Discuss why materials are MUS-2- Reconoce sonidos graves y
chosen for specific purposes on 1.9 agudos. Es capaz de
the basis of their properties. reproducirlos con su voz y
Can sort materials according to MUS-2- flauta.
Conoce las familias de
properties. 1.10 instrumentos musicales e
identifica algunos de cada
Explore how some materials are MUS-2- familia.
Conoce instrumentos de
magnetic, but many are not. 1.11 cuerdas.
Explore how forces can make MUS-2- Utiliza la técnica de respiración
objects start or stop moving. 1.12 para cantar adecuadamente.
Explore how forces including MUS-2- Controla la intensidad de su voz
friction can make objects move 1.13 al cantar.
faster or slower or change
direction.
Model how the spin of the Earth MUS-2- Identifica auditivamente algunas
leads to day and night e.g. with 1.14 de las obras de Beethoven y
a different sized balls and a expresa los sentimientos que les
torch. producen.
MUS-2- Comprende que el sonido puede
1.15 medirse según su duración.
MUS-2- Reconoce los valores (tiempos)
1.16 dados a cada figura musical
(redonda, blanca, negra y
corcheas).
MUS-2- Conoce el pentagrama y las
1.17 notas musicales
MUS-2- Comprende que cada
1.18 instrumento aparte de
diferenciarse por su altura o
intensidad tiene un sonido
MUS-2- característico.
Utiliza la técnica de respiración
1.19 para cantar adecuadamente.
MUS-2- Controla la intensidad de su voz
1.20 al cantar.
MUS-2- Interpreta canciones sencillas
1.21 en la flauta dulce utilizando las
figuras musicales que conoce.
MUS-2- Identifica auditivamente algunas
1.22 de las obras de Schubert y
expresa los sentimientos que les
producen.
MUS-2- Conoce las familias de
1.23 instrumentos musicales e
identifica algunos de cada
MUS-2- familia.
Conoce instrumentos de viento.
1.24
MUS-2- Reconoce el pulso como valor
1.25 rítmico en canciones.
MUS-2- Recuerda los valores (tiempos)
1.26 dados a cada símbolo (redonda,
blanca, negra y corcheas).
MUS-2- Relaciona la duración del sonido
1.27 con las figuras musicales.
MUS-2- Conoce las familias de
1.28 instrumentos musicales e
identifica algunos de cada
MUS-2- familia.
Utiliza adecuadamente los
1.29 instrumentos de percusión que
posee.
MUS-2- Utiliza la técnica de respiración
1.30 para cantar adecuadamente.
MUS-2- Controla la intensidad de su voz
1.31 al cantar.
MUS-2- Identifica auditivamente algunas
1.32 melodías de Prokofiev y expresa
los sentimientos que les
producen.
EFI
Benchmark