Documente Academic
Documente Profesional
Documente Cultură
ISBN 978-607-727-334-9
Teaching coordinator
Myriam Cornejo Blanno
Instructional design
Teresita del Nio Jess Baranda Yez
Pamela Sabugo Trujillo Programa de informtica y tecnologa
2da edicin
Julio 2014
Production director
Alejandro Flores Ledesma D.R. Grupo Educare, S.A. de C.V., Cerro de
Mesontepec, nmero 83, Colonia Colinas del
Art Director Cimatario, Quertaro, Qro., 2009.
Queda prohibida la reproduccin total o parcial de
Alfredo Salazar De la Vega
esta obra por cualquier medio, sin autorizacin de los
editores.
Illustration coordinator
Mario Martnez Ramrez ISBN Pendiente
Impreso y hecho en Mxico.
Ilustrations Esta es una obra protegida por las leyes internacionales
de derechos de autor. Prohibida la reproduccin total o
Mayra Roxana Cabrera Rodrguez parcial de esta obra y/o los recursos que la acompaan,
Emilio Acevedo Polanco por cualquier medio, sin autorizacin escrita de Grupo
Ins Snchez Granados Educare, S.A. de C.V.
Mara Estrella Ruelas Orona
Editado por Grupo Educare S.A. de C.V.
Impreso por:
Editorial design coordinator
Impresos VaCha
Paola Hivette Nolla Rivera Jos Mara Bustillos no. 59.
Col. Algarn, CP 06880, Mxico, D.F.
Editorial design
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logotipo de Programa de informtica y tecnologa son
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2
Computer and Technology Prefirst
Teaching Basis
Educational computing program
Grupo Educares International Research Center in its commitment to education quality
presentsn the Computer and Technology Program for Prefirst, a different and innovative
way of teaching and learning, with the use of new technologies to maximize and
strengthen the competencies of preschoolers, which serve as the basis to those of superior
levels.
In this manual, designed specifically for you, you will find information and resources
whose main goal is to bring you closer to our program and ease its proper use and
teaching. We hope you find it useful.
Our program is made up of a set of resources and materials designed to fulfill the needs
of a Prefirst schooling level:
3
Activity book for home with
augmented reality.
It reinforces the contents that were taught
in the computer and technologies class
through simple and fun activities according
to the competencies that we look to
develop at this age. The activities are
put into context with a story in English, Activity
so that the student can play a part in book
the characters adventures. Some of the
activities are complemented by augmented
reality elements.
Augmented reality is included in both the students workbook and in the activity
book. Augmented reality allows the production of information, which combines
physical reality with virtual reality, and can be used on several devices, such as the
computer or a mobile. The advantages of including augmented reality in the Prefirst
CTP books are:
They allow the student to interact with the book in a different, fun and much
more dynamic way.
Students motivation and learning are both promoted when working with
technology in printed books.
Images, graphics and photos can be seen from perspectives that the printed
form would not allow, favoring the flexibility of mental images in the preschool
levels.
Space orientation would be stimulated in the preschool age, which is
necessary as the basis of future learning.
4
Useful information and resources for the proper handling and use of the program
and the software
Suggestions of activities that can be carried out with the students
Software
Lastly, we offer the institution a support and professional development service in order
to prepare the teachers in the proper use of the program, as well as to support them in
fulfilling the academic goals and success throughout the school year.
Micrositio
5
Information and Communications Technologies (ICT)
The Prefirst Computer and Technology Program incorporates the use of new
Information and Communications Technologies (ICT), promoting changes in the
traditional ways of teaching and learning, as well as the use of resources and
elements promoting reasoning rather than memorizing.
This is why Grupo Educare has put together a teaching project: the Computer and
Technology Prefirst Program, in order to take advantage of the new technologies in
the educational world, renewing the teaching practices and creating an innovative
alternative for strengthening students learning skills.
Computer uses in education are the means for creating new educational
environments; a resource for acquiring information and discovering facts, principles
or concepts in a non-conventional way; as an approach to new technologies for
teachers and students; as a means for obtaining, augmenting and strengthening
competencies and skills.
The educational software is a resource that promises more effective learning since
its a system that:
Improves and helps with the teaching and learning processes, as it offers
information, demonstrates or simulates, as well as provides an environment for
discovering facts or concepts in a non-conventional way.
Increases the users motivation because it has the potential of impacting the
users.
Enriches the comprehension of the contents due to its usability and the
inclusion of multimedia resources and elements.
Every day, teachers need more resources and strategies for preparing their classes
and to make use of them in order to make learning more meaningful to students. The
design and development of the educational software has become the latent search
of viable alternatives for solving the problems and fulfilling the needs of education
today.
As a result of the scientific and technological advances, nowadays there are
packages of educational software in the market, although they still show a lack of
educational foundations to support such resources. Their graphic and functional
characteristics are attractive, but they need to be enriched with proper contents and
methodologies for creating viable projects that, beyond being attractive to the user
due to its colors, shapes and functionality, because of its adequate programming
and platform, are, above all, a resource that is useful for carrying out the teaching
and learning processes, as is the case of Grupo Educares Preschool Computer and
Technology Software.
The results that can be obtained from educational software depend greatly on the
authentic quality of these three elements. This is how the three dimensions of the
computer culture are carried out:
Learning about the ICT: in its most elemental state, this corresponds to what is
called computer literacy. It refers to learning what is and how to use the computer
6
through other technological resources. To understand its advantages and
disadvantages, by acquiring the basic competencies for its use and application.
Learning with the ICT: this corresponds to innovating in the teaching practices,
taking advantage of the new teaching possibilities that the technological
resources offer as a means to learning significantly and to stimulating the
cognitive development of the students.
Learning from the ICT: this method centers in taking advantage of the
technological resources in order to improve productivity by carrying out the
activities in less time and in a better way.
Educational fields
The above-mentioned resources that make up Grupo Educares Computer and
Technology Prefirst Program, have a joint objective of collaborating in the
strengthening of competencies in the students of this level, understanding a
competency as:
The joint capabilities, that include knowledge, attitudes, abilities and skills that
a person achieves through learning processes and that are demonstrated in their
performance in diverse situations and contexts. (PEP 04)
Technology skills
Knowledge and use of technological resources.
Mathematical thinking
Numbers.
Shape, space and measurement.
7
Artistic expression and appreciation
Musical expression and appreciation.
Corporal expression and dance appreciation.
Plastic expression and appreciation.
Dramatic expression and theatrical appreciation.
In the preschool level the activities are completely focused on stimulating these
three requirements in order to strengthen them and thus guaranteeing the adequate
academic performance in subsequent educational levels, this is why the activities
and resources in the Prefirst Computer and Technology Program consider these three
elements, without exception.
Nobody can learn without perception, attention or lack of memory.
a. Perception
Perception is carried out by different channels which are the means through which
human beings catch and tune in the information they receive from the environment,
by using their senses.
Even if we have all of our senses and we use them to gather information from the
exterior, most people have a dominant channel. nternational investigations indicate
that the sense that is mostly used by human beings to receive information from the
exterior is sight, since through it we have the first and clearest contact with the things
that surround us.
After sight, the sense that is most used is hearing, since through it we can listen to
the information that our surrounding environment offers us. Although the other senses
are used in a lesser percentage, they are also needed to put us into contact with the
world that surrounds us in order to get to know it better.
The above allows us to identify important aspects regarding the way in which
human beings handle the information that we receive from the exterior and the
manner in which we can comprehend and retain it better.
8
Retention
10 % 20 % 30 %
of what they of what they of what they
read listen to see
50 % 70 % 90 %
of what they of what they of what they
see and listen to and listen to and
listen to discuss carry out
3 hours 3 days
later later
70 % 10 %
TEACHING METHODS
72 % -
85 % 65 %
9
From this we can conclude that in addition to the relevance represented by the use
of all the channels for capturing the information as a first step in order to carry out
a learning process, it is important to seek strategies, which allow us to comprehend
and retain it better. The new technologies are excellent teaching and learning
tools for achieving this, for we can send through them information by means of the
two main senses the human being uses to gather information: sight and hearing.
Also, through Grupo Educares Computer Uses in Education Program, we offer the
resources and strategies that enable a better comprehension and retention of the
same information.
b. Attention
Attention is the mental ability through which we prepare our mind and our senses
for the pursuit and selection of information from the environment. Paying attention
is an ability that implies making a personal effort to control internal and external
distractions.
Current statistics show that there is an increase in the number of children with a
difficulty to concentrate, and although there are several theories that try to explain
this disorder, it is a fact that the social and environmental factors have an important
implication, as does a deficient schooling.
In order to understand the nature of attention and thus help to develop it, it is
necessary to take into account the following principles:
The Computer and Technology Prefirst Program takes into account these principles
by offering the user adequate activities in time and adjusted in complexity, in order
to hold the childrens attention and to promote better learning.
c. Memory
Memory is the ability that gives us the opportunity to register, store and remember
experiences, ideas, images, events, feelings, smells, etc.
Thanks to memory we have the opportunity to link the new information we receive
with the one that we already have stored in our brain, we transform it thanks to
memory. If we didnt store information, there wouldnt be any kind of learning.
10
Gagn considers that the learning process consists of three stages in which memory
has a decisive role:
The Prefirst Computer and Technology Program presents activities which stimulate
memory in a manner that is structured sequenced from grade to grade.
Learning needs memory in order to relate the things that have been learned with the
new material, for transforming this information so that later it can be applied. We
can have a greater understanding of how we learn by looking at aspects described
by Constructivism theory.
Constructivism
The activities in the Prefirst Computer and Technology Program are designed with a
constructivist orientation, but what is constructivism? It is a theory that explains that
people learn when they take what they already know and associate it with the new
information that their teacher, parents, peers, books, software, etc. provide.
So, how do we associate the new information with the knowledge we already
possess? We do this through the mental processes that allow us to apprehend,
manipulate and apply this information in different times and places.
Constructivism also tells us that we are all unique and unrepeatable in the sense that
each person has the same mental processes but we use them in a different way, this
is why each person learns in a different manner and pace. This is the reason as to
why a teacher is a companion in a students learning, he/she is the one that helps
him/her to think and does not give him/her all the answers, he/she is the one that
11
makes question so that the student will think about what he/she has to do and how
he/she has to do it. The teacher is the one that prepares the activities so that the
student can make mistakes and learn from them rather than being the one to censor
him/her. In other words, the teacher is a mediator.
When a student knows what he/she has to do, how he/she has to do it and what
he/she has to do in order to not repeat mistakes when he/she makes them, we can
say that their learning is being constructed.
He/she is the one that tries to keep the learning from staying only in
the classroom, he/she creates moments for the students to identify which situations
or problems can be solved from the things they learned in other moments in their
everyday or school life.
He/she
creates an
enjoyable
environment
for learning.
Nobody can
learn if they do
not feel well,
welcomed and
respected.
12
About the program
The educational software is one of the resources with the highest potential
which the new technologies offer, as it is a tool that facilitates the learning and
teaching processes by offering information, displays or simulations, as well as
by providing an environment for the discovery of facts, principles or concepts
in a non-conventional way, through the use of the computer. The educational
software manifests its impact by increasing the users motivation and by easing the
comprehension of contents due to its usability and by including multimedia resources
and elements, considering multimedia resources as those elements which use
jointly and simultaneously different means, such as images, sounds and text, in the
transmission of information.
Observe
In the Observe sections, students will be able to identify
different concepts and ideas through the pictures and
words that are presented in a brief video, which will
allow them to activate their previous knowledge, insert it
into the topic and awaken their interest for further leaning.
13
Practice
Students will be able to interact with the computer in a
guided manner. In this second section, activities will be
carried out under the we do it together principle, for the
students will carry out exercises that are allusive to the topic
they are working on, by following instructions.
Apply
The students will be able to interact autonomously with the
computer. Activities will be carried out under the I do it
on my own principle, for the students must complete the
exercises independently in the practice section, allowing
them to reinforce and evaluate the acquired knowledge.
In an attempt to take full advantage of this resource, a series of activities that the
student must carry out can be found in the students book and in the activity book for
home. These activities are made up of a variety of exercises in which the students
will exercise diverse competencies and will be able to follow instructions (both oral
and written), in a second language: English.
273-31-8
ISBN 978-607-7
a Chehaibar
leen y Carlos Zeped
Ral Calao Rebou
14
PIT - Prefirst - Index
Session Subject Page
15
Visual instructions
Color Watch
Circle Connect
In order to see the augmented reality, you necessarily need to count with a device with an Android or iOS
(iPod or iPhone) operating system. You will need to download Grupo Educares augmented
reality app, from the Play Store or App Store online shops, according to the operating system
that your device uses.
Once inside the app store, search for the following words:Grupo Educare or PIT
and find the app which corresponds to the book you will use (it varies from grade
to grade) and install it. Once installed in your device, execute the app and follow
the provided instructions.
16
1 The computer lab
Computer Class
Key K089
Seessio
Session
S
1
ession
on
Educational field: Technology skills.
Color the icons that correspond to the computer lab rules that you saw in the
story Computer Class. Competency/Skill:
The student understands that there are external criteria, rules, and
conventions that regulate his/her conduct in the different areas in which he/
she participates
Teaching resources
Fixed resources: Students workbook and school supplies.
K089
Computer class 9
Alternative resources: Digital platform.
Software: Computer Class.
Shortcut key: K089
Mental processes: Logical thinking.
Values: Following rules.
Activity to carry out: Color and comment.
Look at icons.
Comment each one and what they represent with the students.
Color in their workbook the icons that correspond to the rules in the
computer lab that they saw in the Computer Class software.
Suggestions:
Use the software to go over the computer lab rules with the children.
Draw the icons corresponding to the rules in a poster board,
cut them in pieces and hand them to the children (previously,
dive them in three teams) so they can put them together.
Ask each group to explain the rule corresponding
to the icon they put together.
Rules:
Do not touch cables or electric inputs.
Do not run.
Do not play inside the lab.
Do not eat or drink liquids in the lab.
Enter the lab in an orderly fashion.
NOTE
Each teacher can add the rules he/she deems necessary.
Seessio
Session
S ession
on Educational field: Technology skills.
2
Complete each puzzle by pasting the correct name next to each part of the
computer. The missing pieces can be found in the cut-out section. With the
help of your teacher, read each name before pasting it.
Competency/Skill:
Monitor The student gradually becomes more autonomous
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
Software: Parts of the computer.
K085
Parts of the computer 11 Shortcut key: K085
Mental processes: Analysis and synthesis.
Values: Autonomy.
Activity to carry out: Cutting, pasting and reading.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic.
Cut-out the illustrations in the cut-out section corresponding to this lesson.
With the help of their teacher, read each name of the illustration that they
cut-out, before gluing it.
In their work book, put together each of the puzzles by gluing each part of
the computer next to their name.
Suggestions:
Use the software to go over the parts of the computer with the children.
Ask different children to go to the blackboard to draw the part of the
computer you mention (Monitor, C.P.U., Keyboard, Mouse, Speakers)
Make lottery boards with pictures of the parts of a
computer. We suggest one per pair of students.
Play lottery by naming the different parts of the computer.
Session
S
3
ion
io
o
Educational field: Technology skills.
Take a look at each picture. With help from your teacher, read the words under
each one and circle the one that matches the action it represents. Competency/Skill:
The student gradually becomes more autonomous
Write Read Connect
Teaching resources
Fixed resources: Students workbook and school supplies.
See Color Jump
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic.
Look at each one of the pictures in the workbook,.
Read with the teacher the words that are found under each picture.
Circle the word that corresponds to the action depicted in each picture.
Suggestions:
Use the software to go over the parts of the computer with the children.
Ask the children what it is they like to do most on the computer.
Make a mental map on the blackboard or on a poster board with
the word computer in the middle and the functions around it.
Ask some children to go up to the front of the
class and explain the map to their peers.
Seessio
Session
S ession
on Educational field: Technology skills.
4
a. Write your name on the line.
b. Color the keys that matches the letters in your name.
c. On the second keyboard, identify the letters that form the word rainbow
Competency/Skill:
and color them.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Write their name on the line.
Color the keys corresponding to the letters in their name.
Identify on the second keyboard of the exercise, the letters in the Word
rainbow and color them.
Suggestions:
Use the software to go over the correct use of a keyboard with the children.
Make 4 sets of flashcards with the letters in the
alphabet, one capital letter per flashcard.
Use one set to go over all the letters. Show one flashcard after
another to the children and ask them to name the letter or sound.
Divide the group into 4 teams, give one set of flashcards to each one
and ask them to order them according to the order on the keyboard.
Session
S
5
ion
io
o
Educational field: Technology skills.
a. Color the left button on each mouse.
b. Circle the type of mouse you use frequently and draw it in the
box.
Competency/Skill:
The student gradually becomes more autonomous
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
Software: Space adventure with Peluches (Alien station).
14 Space adventure with peluches
K097
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
Free answer
Suggestions:
Show the children a mouse and model for them the
correct position of a hand on the mouse.
Ask the children the functions of the mouse.
Explain to the chldren the use of the left and right buttons on the mouse.
Session
S ion
io
o
Educational field: Personal and social development.
6
Color each part of the face with the specified color. Competency/Skill:
The student acknowledges his qualities and abilities.
Hair
Eyes
Nose
Teaching resources
Mouth
Ears
Eyebrows
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Listen to the teachers instructions.
Color each part of the clowns face, with the color that the teacher
indicates.
Suggestions:
Use the software to go over the parts of the face with the children.
Sing a song related to the parts of the body, an example
could be the song Head and shoulders.
Name the different parts of the face and ask
the children to touch their own.
Team the children up in pairs and ask them to touch
the part of their partners face that you say.
Seessio
Session
S
7
ession
on
Educational field: Language and communication.
Read each word with the help of your teacher and match each picture with its
name. Competency/Skill:
Eyes
The student interprets or infers the content of different texts using his/her
Mouth
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Read each Word with the help of the teacher.
Match each picture with its name.
Check the answers.
Suggestions:
Use the software to go over the parts of the body with the children.
Prepare flashcards to go over the parts of the body vocabulary.
We recommend writing one word per letter sized flashcard.
Show the cards to the group and name them. Show
them again and ask the children to name them.
Distribute the cards to some children and name
them one and at a time to ask for them.
Session
S
8
ion
io
o
Educational field: Mathematical thinking.
Circle the figure that corresponds to both groups and draw it in the center.
Competency/Skill:
The student recognizes and names the characteristics of objects, forms and
geometric shapes.
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
18
K103
Buttons
Software: Buttons / Basic grammar (colors) / Space Adventure with
Peluches.
Shortcut key: K103, K053, K097
Mental processes: Mental representation.
Values: Responsibility.
Activity to carry out: Circling and drawing.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the elements in each group.
K103
Buttons 19
Suggestions:
Use the software to go over the colors with the children
and carry out correspondence exercises.
Explain to the children what a Venn diagram is.
Draw a large Venn diagram that is visible for the whole group with
two groups of shapes that are similar to the ones in the exercise.
On a separate piece of paper, ask the children to
draw the shape corresponding to the intersection.
Session
S
9
ion
io
o
Educational field: Exploration and understanding of the world.
Write in the box under each animal, the first letter of the habitat to which it
belongs. Competency/Skill:
The student observes living beings and natural elements, and what happens
in natural phenomena
OCEAN DESERT POLE
Teaching resources
Fixed resources: Students workbook and school supplies.
FARM HOUSE
Alternative resources: Digital platform.
20
K092
Meet the animals
Software: Meet the animals, spell the animals.
Shortcut key: K092 and K014
Mental processes: Transitive thinking.
Values: Drawing.
Activity to carry out: Color and comment.
D P O
Procedure: Explore and handle the software carefully. After finishing using
F
the interactive software, ask the students to open their workbook on the page
H F P D
Write the initial of the corresponding habitat in the box under each animal.
Suggestions:
Use the software to identify the different habitats and their animals.
Write the names of the habitats in 5 poster
boards, one habitat per poster board.
Give the children one fourth of a sheet of paper and ask them to
draw their favorite animal and to paste them on the correct habitat.
Look at the different poster boards and name the animals on each one.
Session
S ion
io
o
Educational field: Personal and social development.
10
Read each word with help from your teacher. Keep your human body stickers
at hand. Place each sticker on its name when you hear your teacher naming it.
Look at the boys picture if you have any doubts.
Competency/Skill:
The student acknowledges his qualities and abilities.
Teaching resources
Head
Stomach Chest
Left
arm
Left
leg
Right
arm
Right
leg
Fixed resources: Students workbook and school supplies.
Left Left Right Right
Alternative resources: Digital platform.
hand foot hand foot
Software: Parts of the body / Clothing and parts of the body bingo.
22
K089
Parts of the body
Shortcut key: K089 and K083
Mental processes: Identification.
Values: Autonomy.
Activity to carry out: Reading and placing stickers.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Read each Word with the teacher.
Unstick the stickers of the human body.
Place each sticker on the name of the human body, when they hear their
teacher naming it.
Suggestions:
Use the software to go over the parts of the body with the children.
Dance and sing songs related to the parts of the
body, an example could be Hockey Pockey.
Show the children a large silhouette of a person. You
could draw the outline of a child on paper if you wish.
Hand out flashcards with the names of the different parts of the body to
the children and ask them to glue them on the silhouette on the correct spot.
Seessio
Session
S
11
ession
on
Educational field: Language and communication.
a. Complete the first two sentences with this or that.
b. Read the other two sentences and draw what is missing in each box. Competency/Skill:
The student interprets or infers the content of different texts using his/her
knowledge of written materials and of the writing system.
This is a dog. That is a bee.
Teaching resources
Fixed resources: Students workbook and school supplies.
This is a cat. This is a star.
Alternative resources: Digital platform.
K053
Basic gramar 23
Software: Basic gramar.
Shortcut key: K053
Mental processes: Differentiation.
Values: Commitment.
Activity to carry out: Reading and drawing.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the pictures.
First, complete the first two sentences with this or that.
Afterwards, read the following 2 sentences and draw in each box whatever
is missing.
Suggestions:
Use the software to show the children the difference between this and that.
Give each child a piece of Candy or a small object,
such as a cookie or a marble, and ask them to raise it and
say: This is a (name the object that was given)
Glue in different parts of the classroom, a drawing of a bird, a bee or
a star. Point to it and say: That is a (name the picture that was glued)
Ask the children to name something close to them saying
This and something that is far saying That.
Session
S ion
io
o Educational field: Mathematical thinking.
12
Cross out the figure that does not belong in each group. Competency/Skill:
rotinoM The student recognizes and names the characteristics of objects, forms and
geometric shapes.
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
24
K053
Basic grammar Software: Basic grammar (colors) / Space Adventure with Peluches (Blue
Planet, Lost in Space).
Shortcut key: K053 and K097
Mental processes: Differentiation.
Values: Commitment.
Activity to carry out: Crossing out.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at each picture.
Fin the elements that make one picture different to the others.
Tell apart the picture that is not like the others.
Cross-out the picture that does not belong in each group.
Suggestions:
Use the software to go over the differentiation of colors with the children.
Ask the group how they knew which was the correct
planet or which was the spaceship that was different.
Make bicolored planets for one half of the group,
and corresponding aliens for the other half.
Hand them out to the children and ask them to find their partner.
Seessio
Session
S
13
ession
on
Educational field: Exploration and understanding of the world.
Look at each room of the house and place the corresponding sticker. Read
each sentence carefully and circle the part that completes it. Competency/Skill:
In the The student understands the relationship between the present and past
of his/her family and community through objects, everyday situations and
we talk to others. we wash up.
In the
I can eat. I do my homework.
cultural practices.
In the
Teaching resources
we talk to others. we wash up.
Fixed resources: Students workbook and school supplies.
K021
Bingo parts of the house 25
Alternative resources: Digital platform.
Software: Visit my house / Meet my house / Parts of the house bingo.
Shortcut key: K095, K023 and K021
Mental processes: Classification.
Values: Collaboration.
In the
Activity to carry out: Observing, placing stickers, reading and circling.
I enjoy dinner. I sleep.
In the
Procedure: Explore and handle the software carefully. After finishing using
she prepares food. she rests.
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at each room in the house.
K021
26 Bingo parts of the house
Suggestions:
Use the software to identify the parts of the
house and the things we do there.
Name different actions such as sleeping, eating, chatting,
bathing, etc. and ask the group or a specific child to name
the part of the house corresponding to that action.
Ask the children to draw themselves in their favorite part
of their house and write a sentence that describes their
drawing. For example: In the bedroom I sleep.
Ask some children to present their drawing to the others.
Seessio
Session
S ession
on
Educational field: Personal and social development.
14
14
Draw the outline of your hand in the box. Color the thumb yellow, the middle
finger red and the little finger pink. Write 4 on your index finger and draw a
ring on your ring finger.
Competency/Skill:
Monitor The student acknowledges his qualities and abilities.
Teaching resources
Free answer
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
Software: Parts of the body / Clothing and parts of the body bingo.
K089
Parts of the body 27 Shortcut key: K089 and K083
Mental processes: Identification.
Values: Constructive criticism.
Activity to carry out: Drawing and coloring.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Draw the outline of their right hand in the box.
Color the thumb yellow, the middle finger red and the little finger pink.
Write the number 4 on their index finger.
Draw a ring on their ring finger.
Suggestions:
Use the software to go over the names of the fingers with the children.
Count the children using your fingers.
Name each pair of fingers and ask the children to clap
with them. First theyll clap using only their thumbs.
Brainstorm about the things we can do with our
hands (play the piano, the guitar, etc.)
Session
S
15
ion
io
o
Educational field: Language and communication.
Look at each picture. Read the sentences with the help of your teacher and
write on the line the sentence that matches to the picture. Competency/Skill:
The student interprets or infers the content of different texts using his/her
These are my flowers.
Those are flowers.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at each picture.
Read the sentences with the help of the teacher.
Choose the sentence which corresponds to the picture.
Write on the line the sentence which corresponds to the picture.
Suggestions:
Use the software to show the children the
difference between these and those.
Show the children 4 flashcards, one for each Word (this, that, these,
those). Read them while showing them and ask the children to repeat.
Remind the children that we use this when it is a single object
that is close, and that when we talk about a single object or one
person that is far away. Explain that these is the same as that but
for when we are talking about many things, and those is the same
as that but when you talk about more than one person or thing.
Ask the group to divide into girls and boys. When the girls are on
one side, ask the boys to point at the girls and say Those are the girls.
Ask the girls to point at the boys and say Those are the boys.
Seessio
Session
S
16
ession
on
Educational field: Mathematical thinking.
Color the squares purple, the big circles yellow, the small circles blue, the
triangles green, the big rectangles red and the small rectangles orange. Competency/Skill:
The student recognizes and names the characteristics of objects, shapes and
geometric figures.
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
K100
Geometric figures with Cascabel 29
Software: Geometric figures with Cascabel / Basic grammar (shapes) /
Harrys farm.
Shortcut key: K100, K053 and K091
Mental processes: Identification.
Values: Initiative.
Activity to carry out: Coloring.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Explore the exercise.
Identify the geometric figures of the drawing.
Locate the color that is required to mark each figure.
Suggestions:
Use the software to go over the geometric figures with the children.
Show the children a paper square, and ask them to say things
that have that shape and write them inside the square.
Show the children a paper circle, and ask them to say things
that have that shape and write them inside the circle.
Show the children a paper rectangle, and ask them to say things
that have that shape and write them inside the rectangle.
Session
S
17
ion
io
o
Educational field: Exploration and understanding of the world.
a. Circle with yellow the things that belong in the kitchen.
b. Circle with red the things that belong in the dining room.
c. Circle with blue the things that belong in the living room.
d. Circle with green the things that belong in the study.
Competency/Skill:
The student understands the relationship between the present and past
e. Circle with purple the things that belong in the bedroom.
f. Circle with orange the things that belong in the bathroom.
g. Circle with black the things that belong in the garage.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the objects that are presented.
Read the first phrase with the students.
Locate the classification criteria that is requested.
Identify the color with which they have to circle the objects with the required
criteria.
Suggestions:
Use the software to go over the objects in the
house vocabulary with the children.
Take flashcards with pictures of the objects in the
house to go over the vocabulary Show the flashcards to
the children and name each object at a time.
Hand out the flashcards to the children and ask for them in return by
naming the objects or by asking different children to name an object.
Once you have all the flashcards back, hand them out again.
Name the different parts of the house and wait for the children with
the flashcards that correspond to each one, hand them back.
Seessio
Session
S
18
ession
on
Educational field: Personal and social development.
Cross out the things that dont belong in each row, depending on the weather.
Competency/Skill:
Monitor The student understands that there are external criteria, rules, and
conventions that regulate his/her conduct in the different areas in which he/
she participates.
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
K094
Clothing 31
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Check with the teacher the pictures on each row.
Locate the climate that is presented on each row.
Cross-out the picture that does not correspond in each row, according to the
weather.
Suggestions:
Use the software to go over the clothes and accessories
of different times or places with the children.
Ask the children what is their favorite place or season.
Ask the children to make a drawing of themselves using
the correct clothes in their favorite place or season.
Ask some children to go up to the front to explain their drawing.
Session
S ion
io
o Educational field: Language and communication.
19
Look at each picture and place in each oval the corresponding sticker. Read
the stickers with the help of your teacher.
Competency/Skill:
I am Buttons. The student interprets or infers the content of different texts using his/her
You
knowledge of written materials and of the writing system.
You are
are Juggles.
Juggles.
Teaching resources
They are Paola
and Diego.
Fixed resources: Students workbook and school supplies.
We
We are
are friends.
friends.
Alternative resources: Digital platform.
32
K053
Basic grammar Software: Basic grammar.
Shortcut key: K053
Mental processes: Differentiation.
Values: Commitment.
Activity to carry out: Observing, placing stickers and reading.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at each picture.
Read the sentences that are inside each of the stickers oval.
Identify to which picture it belongs.
Place the sticker that corresponds to the illustration in each oval.
Suggestions:
Use the software to show the children the meaning of I, you,
we, they. Explain the difference of use of each pronoun.
Model the use of the phrase I am (say your name) for the children.
Ask the children to say their name using the phrase I am.
Ask the children top pair up, point to their partner and say You are
Ask children to hug each other and say We are friends.
Seessio
Session
S ession
on
Educational field: Mathematical thinking.
20
2 0
Circle the pictures that match the opposites written in each box. Competency/Skill:
Full Empty
The student recognizes and names the characteristics of objects, forms and
geometric shapes.
On Under
Teaching resources
Fixed resources: Students workbook and school supplies.
Long Short
Alternative resources: Digital platform.
K053 K101
Number, form and space with Cascabel 33 Software: Number, form and space with Cascabel.
Shortcut key: K101
Mental processes: Differentiation.
Values: Commitment.
Activity to carry out: Reading and circling.
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the pictures.
Notice the differences between the objects shown.
Read with teacher the words that are on top of each group of pictures.
Circle the pictures corresponding to the opposites written in each box.
Suggestions:
Use the software to go over the opposites with the
children and brush up on the English vocabulary.
Ask the children what an opposite is.
Say several words, such as full, on, long, few, big, open,
straight, round, in front, inside, etc. and ask different children to
say the opposite, or the whole group can say it together.
Write on flashcards the different opposites, one Word per flashcard.
Hand them out to the children and ask them to find their opposite.
Session
S
21
21
ion
io
o
Educational field: Exploration and understanding of the world.
Read carefully and color the means of transportation that complete each
sentence correctly. Competency/Skill:
rotinoM
To go from my house to the school I use the The student acknowledges and shares the importance of human actions in
the improvement of family life, in school and in the community.
To go from Mexico to USA I should use an
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
34
K096
Means of transportation
Software: Means of transportation
Shortcut key: K096
Mental processes: Classification.
Values: Initiative.
To go fishing with my dad I need a
Activity to carry out: Reading and coloring.
Procedure: Explore and handle the software carefully. After finishing using
To go with my classmates to the zoo, we
need a
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
K096
Read each sentence carefully.
Means of transportation 35
Suggestions:
Use the software to get to know the different
means of transportation and their uses.
Ask the children how they would classify the different
means of transportation. For example, in order to cover long
or short distances, old or new, with or without tires, big or
small, land, aerial or water transportation. Discuss it.
Pick a classification and make a chart.
Ask the children to draw their favorite means of
transportation and to classify it using the chart.
Session
S
22
22
ion
io
o
Educational field: Language and communication.
Look at each picture and draw a line to the pronoun that describes it.
Competency/Skill:
The student interprets or infers the content of different texts using his/her
knowledge of written materials and of the writing system.
He She it
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
Software: Basic grammar.
K053
36 Basic grammar
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at each picture.
Read each pronoun with the teacher.
Draw a line from the picture to the pronoun it describes.
Suggestions:
Use the software to show the children the meaning of he,
she, it. Explain the difference of use of each pronoun.
Place on a table several flashcards with the Word
he and others with the word she.
Ask the group to go up to the front and take
the card that corresponds to them.
Model the use of it in a sentence. For example: It is a
computer. Ask the children to say another sentence.
Seessio
Session
S ession
on
Educational field: Mathematical thinking.
23
23
Write a 7-digit telephone number in the blue boxes. Write one number per
box. Color the number of squares corresponding to each number. Lastly, color
the keys corresponding to the telephone next to the chart.
Competency/Skill:
Phone number is:
The student uses numbers in diverse situations that imply jeopardizing the
Free answer
principles of counting.
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
K053
The animal show 37 Software: The animal show / Harrys farm / Basic grammar (numbers) /
The Circus Orchestra / Space Adventure with Peluches.
Shortcut key: K093, K091, K053,K102 and K097
Mental processes: Identification.
Values: Autonomy.
Activity to carry out: Drawing and coloring.
Suggestions:
Use the software to go over the numerical series with the children.
Brainstorm about the places where numbers can be
found in the school, in their house, in the city.
Make flashcards with numbers from 1 to 10, glue them on the
blackboard. Ask the children to close their eyes and remove one
number. Ask which one is missing. Repeat this exercise several times.
Say different numbers from 1 to 10 and ask
the children to clap that many times.
Session
S
24
24
ion
io
o
Educational field: Exploration and understanding of the world.
a. Look at the tools and draw in the box the profession to which they
belong.
b. Afterwards, identify the womans trade and draw in the other box the things
she needs for work.
Competency/Skill:
The student acknowledges that human beings are different, that we are all
important and have different skills for taking part in society.
Free answer
Teaching resources
Free answer
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
Software: Trades and Professions.
K098
38 Trades and Professions
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the pictures with the tools.
Imagine to which trade it belongs.
Draw inside the box the profession those tools belong to.
Afterwards, identify the profession of the woman in the picture.
Imagine the tools she needs for work.
Draw inside the box the tools she needs for work.
Suggestions:
Use the software to get to know the different trades and their work tools.
Ask the children to draw a picture of the profession
they would like to have when they grow up.
Ask the children to show their drawings explaining which is
the function of the profession and the tools they would use.
Seessio
Session
S
25
25
ession
on
Educational field: Language and communication.
Write the name of each picture on the lines using the letters in the box.
Competency/Skill:
eblsatl
The student identifies some of the characteristics of the writing system.
Teaching resources
Belt Ball
Fixed resources: Students workbook and school supplies.
ecprat
Alternative resources: Digital platform.
Carpet Car Software: Using the key board, cats, spell the fruits, spell the vegetables.
Shortcut key: K088, K013, K042 and K043
K013
Using the key board 39
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the letters that are found in the boxes.
Acknowledge the pictures that are shown.
Choose the correct letters to write the name of each object.
Write on the line the name of each object using the letters in the box.
Suggestions:
Make flashcards with the name and drawing of
the following words: belt, ball, carpet, car.
Show and read the flashcards to the children so
they can get acquainted with the vocabulary.
Make flashcards with the following letters: e, b, l, s, a, t, e, c, p, r.
Ask some children to put the words together by using the cards.
Work with the software.
Session
S
26
26
ion
io
o
Educational field: Mathematical thinking.
Complete each sum by drawing in the box the indicated number of candies.
Afterwards answer the sum by circling the correct number. Competency/Skill:
The student poses and solves problems in situations that imply adding,
+ =
10
13 14
comparing and distributing objects.
7 6
Teaching resources
+ = 9
11
12
Fixed resources: Students workbook and school supplies.
9 3 Alternative resources: Digital platform.
Software: Harrys farm (Barn of delights)
K091
40 Harrys farm
Procedure: Explore and handle the software carefully. After finishing using
+ =
15
25 16
the interactive software, ask the students to open their workbook on the page
10 5
11 3
Suggestions:
Use the software to brush up on recognizing numbers and counting.
Ask the children to solve several sums by using mental
arithmetic. The teacher can say them out loud or can have them
written on pieces of paper and show them to the group.
Hand out flashcards with the numbers from 7 to 15 to one half
of the group, one number per flashcard. Hand out to the other half
flashcards with groups of 7, 8, 9, 10, 11, 12, 13, 14 or 15 objects.
Ask the children to find their partner.
Session
S ion
io
o
27
27
Read each word. Write them on the line in order to form a sentence.
Educational field: Language and communication.
is Paola happy. Competency/Skill:
Paola is happy
The student identifies some of the characteristics of the writing system.
cat is fat. This
This cat is fat.
Teaching resources
Fixed resources: Students workbook and school supplies.
big jet. That a is
That is a big jet. Alternative resources: Digital platform.
Software: Basic grammar.
K053
42 Basic grammar
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the pictures.
Read each Word.
Organize the words in order to form a sentence with a logical order.
Write on the line a sentence with a logical order.
Suggestions:
Use the software to show examples of sentences to the children. Emphasize
that the sentences must begin with a capital letter and end with a period.
Take a box with some objects such as these: an
apple, a ball, a car, a stuffed animal, etc.
Ask some children to take out an object and say a
sentence in English to describe that object.
Write the sentences on the blackboard as they say
them out loud and read them with the children.
Seessio
Session
S
28
28
ession
on
Educational field: Mathematical thinking.
Look at the pattern in each series, circle the part that is repeated and place the
corresponding stickers in order to form a pattern. Competency/Skill:
The student identifies patterns in a sequence through criteria of repetition
and increase.
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
Software: Harrys farm / Space Adventure with Peluches.
K091
Space Adventure with Peluches 43
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at the pattern in each series.
Circle the part that is repeated.
Place the stickers corresponding to each pattern.
Suggestions:
Use the software to brush up on the concept of a pattern.
Ask the children what a pattern is.
Ask the children to draw a pattern and give it to a peer.
When everyone has the pattern that their peers drew,
ask them to circle the part that is repeated.
Session
S ion
io
o
29
29
Color the dinosaur on the left, the dinosaur in front of the tree, and the
dinosaur inside the egg. Educational field: Mathematical thinking.
Competency/Skill:
The student pieces together reference systems relating to a special location.
Teaching resources
Fixed resources: Students workbook and school supplies.
Alternative resources: Digital platform.
44 Number, form and space with Cascabel
K101
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Listen to the instructions.
Color the dinosaur on the left.
Color the dinosaur that is in front of the tree.
Color the dinosaur that is inside of the egg.
Suggestions:
Use the software to brush up on the vocabulary
related to the location of an object.
Take a stuffed animal to the classroom and place it in
different positions regarding you and name each of them.
Call some children up to the front so they can place
the stuffed animal where you tell them to.
Say the following words: in front, outside, right,
down and ask the children to say the opposite.
Seessio
Session
S ession
on
30
3 0
Color Mirs painting by following the color code.
1
Educational field: Artistic expression and appreciation.
Competency/Skill:
2
3
5 5
3 3
2
5
4
The student communicates feelings and ideas that emerge within him/
5
5 5
3 1
5
1 5
4
photographs.
5 3
5 2 4 1 3
1 2 5
5 5 2 5
5 1
3 5 3
5
5 5
Teaching resources
3
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at Mirs painting.
Color the painting by following the color code.
Suggestions:
Use the software to present the topic and go over the shapes and colors.
Explain to the children which are the primary colors and ask them
which colors come out when combining the primary colors.
Ask the children to look at Mirs painting and
to say which colors and shapes they see.
Briefly tell them about Mirs life.
Session
S ion
io
o
31
31
Draw your face in the center of the painting in order to make your own version
of Leonardo Da Vincis painting titled The Mona Lisa. Educational field: Artistic expression and appreciation.
Free
Competency/Skill:
answer
The student communicates feelings and ideas that emerge within him/
her when contemplating paintings, sculptures, architectural works and
photographs.
i Leonardo Da Vinci (1503) The Mona Lisa [Painting].
From http://en.wikipedia.org/wiki/File:Mona_Lisa.jpg
Teaching resources
46 Visit the museum
K127
Procedure: Explore and handle the software carefully. After finishing using
the interactive software, ask the students to open their workbook on the page
corresponding to the topic. The students must:
Look at what is missing in the painting.
Draw their face in the center of the painting to make their own version of
Leonardo Da Vincis painting titled The Mona Lisa.
Suggestions:
Use the software to present the topic and go over the shapes and colors.
Explain to the children which colors are considered
happy and which are considered sad.
Talk about Leonardo Da Vincis life and the meaning of the painting.
Ask the children to make a self portrait showing an angry or sad face.
Using the
4 keyboard Technology skills The student becomes more autonomous.
Means of transportation
Classification Reading and coloring
Shortcut key: k096
Harrysfarm (Barn of
delights). Shortcut key: Logical reasoning Drawing and circling
k091