OBJETIVES OF YEARS FOR SUBNIVEL MEDIO OF BASIC EDUCATION

5TH 6TH 7TH

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

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

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

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

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

Read and write short descriptive texts related to Read and write short descriptive and informative O.EFL 3.6 Read and write short descriptive and informative
personal information or familiar topics and use texts related to personal information or familiar texts related to personal information or familiar topics and
them as a means of communication. Ref(O.EFL
3.6)
Appreciate the use of English language through
spoken literary texts such as poems, rhymes,
chants, songs, games and graphic short stories
in order to foster imagination, curiosity and
memory. Ref(O.EFL 3.7)
Demonstrate an ability to interact and explore
creative writing as an outlet to personal ex-
pression and intercultural competence.
Ref(O.EFL 3.8)
Be able to interact in English using basic,
frequently used expressions and short phrases
in familiar, demonstrating a limited but effective
command of the spoken language. Ref(O.EFL
3.9)
Demonstrate an ability to use English as a
means to interact with groups. Ref(O.EFL 3.10)
topics and use them as a means of use them as a means of communication and written
communication. Ref(O.EFL 3.6) expression of thought.
Appreciate the use of English language through O.EFL 3.7 Appreciate the use of English language through
spoken and written literary texts such as poems, spoken and written literary texts such as poems, rhymes,
rhymes, chants, songs, games and graphic short chants, songs, games and graphic short stories in order to
stories in order to foster imagination, curiosity foster imagination, curiosity and memory, while
and memory. Ref(O.EFL 3.7) developing a taste for oral and written literary texts.
Demonstrate an ability to interact with spoken O.EFL 3.8 Demonstrate an ability to interact with written
texts, in order to explore creative writing as an and spoken texts, in order to explore creative writing as an
outlet to personal expression and intercultural outlet to personal expression and intercultural
competence. Ref(O.EFL 3.8) competence.
Be able to interact in English using basic, frequently O.EFL 3.9 Be able to interact in English using basic, frequently
used expressions and short phrases in familiar and used expressions and short phrases in familiar and
personalized contexts, demonstrating a limited but personalized contexts, demonstrating a limited but effective
effective command of the spoken language. command of the spoken language in simple and routine tasks
Ref(O.EFL 3.9) which require a direct exchange of information.
Demonstrate an ability to use English as a means to O.EFL 3.10 Demonstrate an ability to use English as a means
interact socially in pairs and groups. Ref(O.EFL 3.10) to interact socially and work cooperatively in pairs and
groups.
CRITERIA OF EVALUATION
CE.EFL.3.1. Cultivate an awareness of
different cultures and identify similarities and
differences between them through oral and
written literary texts.
SKILLS WITH CRITERIA PERFORMANCE / YEARS
FIFTH
EFL 3.1.1. Ask simple basic
questions in class about the
world beyond their own
immediate environment in order
to increase their understanding
of different cultures.
EFL 3.1.9. Compare and
contrast oral traditions, myths,
folktales and literature from
Ecuador and international
regions/cultures and identify
similarities and differences, as
well as universal cultural
themes, through the use of
graphic organizers and
dramatic enactments in class.
EFL 3.1.10. Recognize and
demonstrate an appreciation of
some commonalities and
distinctions across cultures and
groups (differentiated by
gender, ability, generations,
etc.) including the students’
own, by asking WH- questions
and formulating simple,
culturally aware statements.
SIXTH
EFL 3.1.1. Ask simple basic
questions in class about the
world beyond their own
immediate environment in order
to increase their understanding
of different cultures.
EFL 3.1.9. Compare and
contrast oral traditions, myths,
folktales and literature from
Ecuador and international
regions/cultures and identify
similarities and differences, as
well as universal cultural
themes, through the use of
graphic organizers and
dramatic enactments in class.
EFL 3.1.10. Recognize and
demonstrate an appreciation of
some commonalities and
distinctions across cultures and
groups (differentiated by
gender, ability, generations,
etc.) including the students’
own, by asking WH- questions
and formulating simple,
culturally aware statements.
SEVENTH
EFL 3.1.1. Ask simple basic
questions in class about the
world beyond their own
immediate environment in order
to increase their understanding
of different cultures.
EFL 3.1.9. Compare and
contrast oral traditions, myths,
folktales and literature from
Ecuador and international
regions/cultures and identify
similarities and differences, as
well as universal cultural
themes, through the use of
graphic organizers and
dramatic enactments in class.
EFL 3.1.10. Recognize and
demonstrate an appreciation of
some commonalities and
distinctions across cultures and
groups (differentiated by
gender, ability, generations,
etc.) including the students’
own, by asking WH- questions
and formulating simple,
culturally aware statements.
CE.EFL.3.2. Recognize and exhibit EFL 3.1.2. Recognize ways to
responsible behaviors at home, at school and relate responsibly to one’s
towards the environment. surroundings at home and at
school by exhibiting
responsible
behaviors towards the
environment.
(Example: chores at home,
recycling, etc.)
EFL 3.1.7. Demonstrate
appropriate classroom
behaviors by participating in
small group or whole class
discussions.
(Example: being courteous,
respecting
the person and property of
others, etc.)
CE.EFL.3.3. Interact with others using a EFL 3.1.3. Exchange basic
variety of both verbal and nonverbal personal preferences
communication features and express likes with peers in order to express
and dislikes while giving recommendations likes and dislikes.
in basic yet effective terms.
EFL 3.1.5. Describe, read
about, participate
in or recommend a favorite
activity, book, song or other
interest to various audiences.
(Example: peers, other classes,
EFL 3.1.2. Recognize ways to
relate responsibly to one’s
surroundings at home and at
school by exhibiting
responsible
behaviors towards the
environment.
(Example: chores at home,
recycling, etc.)
EFL 3.1.7. Demonstrate
appropriate classroom
behaviors by participating in
small group or whole class
discussions.
(Example: being courteous,
respecting
the person and property of
others, etc.)
EFL 3.1.3. Exchange basic
personal preferences
with peers in order to express
likes and dislikes.
EFL 3.1.5. Describe, read
about, participate
in or recommend a favorite
activity, book, song or other
interest to various audiences.
(Example: peers, other classes,
EFL 3.1.2. Recognize ways to
relate responsibly to one’s
surroundings at home and at
school by exhibiting
responsible
behaviors towards the
environment.
(Example: chores at home,
recycling, etc.)
EFL 3.1.7. Demonstrate
appropriate classroom
behaviors by participating in
small group or whole class
discussions.
(Example: being courteous,
respecting
the person and property of
others, etc.)
EFL 3.1.3. Exchange basic
personal preferences
with peers in order to express
likes and dislikes.
EFL 3.1.5. Describe, read
about, participate
in or recommend a favorite
activity, book, song or other
interest to various audiences.
(Example: peers, other classes,
 teachers, other adults, etc.) teachers, other adults, etc.) teachers, other adults, etc.)

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Recognize ways to relate responsibly to one’s
surroundings at home and at school. Ref (EFL 3.1.2.)
Recognize ways to relate responsibly
to one’s surroundings at home and at
school by exhibiting responsible
behaviors. Ref (EFL 3.1.2.)
EFL 3.1.2. Recognize ways to relate
responsibly to one’s surroundings at home
and at school by exhibiting responsible
behaviors towards the environment.
(Example: chores at home, recycling, etc.)
Compare oral traditions, myths, folktales and literature
from Ecuador and identify similarities and differences,
as well as universal cult1ural themes, through the use of
graphic organizers and dramatic enactments in class.
Ref (EFL 3.1.7.)
CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and express likes and dislikes while
giving recommendations in basic yet effective terms.
SKILL WITH CRITERIA PERFORMANCE
5TH
Exchange basic personal preferences. Ref (EFL 3.1.3.)
Describe, read about, participate in or recommend a
favorite activity, book, song or other interest to various
audiences. (Example: peers, other classes, teachers,
other adults, etc.) Ref (EFL 3.1.5.)
Exchange basic personal preferences with peers in
order to express likes and dislikes. Ref (EFL 3.1.3.)
Compare and contrast oral traditions,
myths, folktales and literature from
Ecuador and identify similarities and
differences, as well as universal cultural
themes, through the use of graphic
organizers and dramatic enactments in
class. Ref (EFL 3.1.7.)
YEARS
6TH
Exchange basic personal preferences
with peers in order to express likes. Ref
(EFL 3.1.3.)
Describe, read about, participate in or
recommend a favorite activity, book,
song or other interest to various
audiences. (Example: peers, other
classes, teachers, other adults, etc.) Ref
(EFL 3.1.5.)
Exchange basic personal preferences
with peers in order to express likes and
dislikes. Ref (EFL 3.1.5.)
EFL 3.1.7. Demonstrate appropriate
classroom behaviors by participating in
small group or whole class discussions.
(Example: being courteous, respecting the
person and property of others, etc.)
7TH
EFL 3.1.3. Exchange basic personal
preferences with peers in order to express
likes and dislikes.
EFL 3.1.5. Describe, read about, participate
in or recommend a favorite activity, book,
song or other interest to various audiences.
(Example: peers, other classes, teachers,
other adults, etc.)
EFL 3.1.3. Exchange basic personal
preferences with peers in order to express
likes and dislikes.
CE.EFL.3.4. Develop the skills to work collaboratively using a range of verbal and nonverbal communication features and apply self-
correcting and self-monitoring strategies in social and classroom interactions.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

Apply self-correcting strategies in classroom
interactions. (Example: asking questions, starting over,
rephrasing, exploring alternative pronunciations or
wording, etc.) Ref (EFL 3.1.6.)
Interpret and demonstrate knowledge of nonverbal
communication features in classroom activities.
(Example: gestures, body language, volume, etc.)
Ref(EFL 3.1.8.)
CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in order to interact with others in social
situations.
Apply self-correcting and self-
monitoring strategies in classroom
interactions. (Example: asking
questions, starting over, rephrasing,
exploring alternative pronunciations or
wording, etc.) Ref (EFL 3.1.6.)
Interpret and demonstrate knowledge of
nonverbal and oral communication
features in classroom activities.
(Example: gestures, body language,
volume, etc.) Ref(EFL 3.1.8.)
EFL 3.1.6. Apply self-correcting and self-
monitoring strategies in social and classroom
interactions. (Example: asking questions,
starting over, rephrasing, exploring
alternative pronunciations or wording, etc.)
EFL 3.1.8. Interpret and demonstrate
knowledge of nonverbal and oral
communication features in classroom
activities, and understand the contexts in
which they are used appropriately. (Example:
gestures, body language, volume, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

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

SKILL WITH CRITERIA PERFORMANCE

YEARS
 5TH
Record key items of specific information from a heard
message or description. Ref(EFL 3.2.3.)
Follow and understand short, straightforward audio messages
and/or the main idea/dialogue of a movie or cartoon (or other
age-appropriate audio-visual presentations) Ref EFL 3.2.4.)
EFL 3.2.6. Use other students’ contributions in class as
models for their own.
Identify the main idea of short, clear, simple messages and
announcements.Ref(EFL 3.2.7.)
CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs clearly in class by asking questions or requesting clarification.
Demonstrate acquisition of skills taught in class, such as being able to spell out words or use some grammatical structures (albeit with
frequent errors)
SKILL WITH CRITERIA PERFORMANCE
6TH
Record key items of specific information from
a heard message or description, either in
written form or by drawing a picture.
(Example: letters of the alphabet, numbers,
quantities, prices and times, days, dates and
months, etc.) Ref (EFL 3.2.3.)
Follow and understand short, straightforward
audio messages and/or the main
idea/dialogue of a movie or cartoon (or other
age-appropriate audio-visual presentations)
if delivered slowly and visuals provide
contextual support. Ref EFL 3.2.4.)
EFL 3.2.6. Use other students’ contributions
in class as models for their own.
Identify the main idea of short, clear, simple
messages and announcements and
understand sentences and frequently used
expressions related to areas of immediate
relevance. Ref(EFL 3.2.7.)
YEARS
7TH
EFL 3.2.3. Record key items of specific
information from a heard message or description,
either in written form or by drawing a picture.
(Example: letters of the alphabet, numbers,
quantities, prices and times, days, dates and
months, etc.)
EFL 3.2.4. Follow and understand short,
straightforward audio messages and/or the main
idea/dialogue of a movie or cartoon (or other age-
appropriate audio-visual presentations) if
delivered slowly and visuals provide contextual
support. (Example: an announcement of a bus
delay, an intercom announcement at school, a
dialogue supported by facial expressions/gestures
and appropriate intonation, etc.)
EFL 3.2.6. Use other students’ contributions in
class as models for their own.
EFL 3.2.7. Identify the main idea of short, clear,
simple messages and announcements and
understand sentences and frequently used
expressions related to areas of immediate
relevance. (Example: follow verbal instructions for
a game, ask for prices at a store, follow simple
classroom instructions, describe places nearby,
etc.)
 5TH 6TH 7TH

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

Use a series of phrases and sentences to describe Use a series of phrases and sentences EFL 3.2.16. Use a series of phrases and
aspects of personal background, immediate to describe aspects of personal sentences to describe aspects of personal
environment and matters of immediate need in simple background, immediate environment background, immediate environment and
terms. Ref(EFL 3.2.16.) and matters of immediate need in simple matters of immediate need in simple terms
terms using grammatical structures using grammatical structures practiced in
practiced in class Ref(EFL 3.2.16.) class (although there may be frequent errors
with tenses, personal pronouns, prepositions,
etc.).
CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such as an invitation or request,
relatively quickly. Spontaneously initiate interactions in order to express opinions or give accounts of personal experiences.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

EFL 3.2.15. Provide a simple description and/or opinion EFL 3.2.15. Provide a simple description EFL 3.2.15. Provide a simple description
of a common object or a simple account of something and/or opinion of a common object or a and/or opinion of a common object or a
experienced. simple account of something simple account of something experienced.
(Example: an Ecuadorian celebration, a class trip, a experienced. (Example: an Ecuadorian celebration, a class
party, a game played, etc.) (Example: an Ecuadorian celebration, a trip, a party, a game played, etc.)
class trip, a party, a game played, etc.)
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by sharing
information and reacting appropriately in basic interpersonal interactions.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.2.9. React appropriately to what others say using
verbal/non-verbal back-channeling, or by asking further
simple questions to extend the interaction.
(Example: express interest using facial expression or
simple words with appropriate intonation: Oh!, Yes!
Thanks. And you? etc.)
EFL 3.2.10. Sustain a conversational exchange on a
familiar, everyday subject when carrying out a
collaborative/paired learning activity in which there are
specific instructions for a task.
EFL 3.2.9. React appropriately to what
others say using verbal/non-verbal back-
channeling, or by asking further simple
questions to extend the interaction.
(Example: express interest using facial
expression or simple words with
appropriate intonation: Oh!, Yes!
Thanks. And you? etc.)
EFL 3.2.10. Sustain a conversational
exchange on a familiar, everyday
subject when carrying out a
collaborative/paired learning activity in
which there are specific instructions for
a task.
EFL 3.2.9. React appropriately to what
others say using verbal/non-verbal back-
channeling, or by asking further simple
questions to extend the interaction.
(Example: express interest using facial
expression or simple words with appropriate
intonation: Oh!, Yes! Thanks. And you? etc.)
EFL 3.2.10. Sustain a conversational
exchange on a familiar, everyday subject
when carrying out a collaborative/paired
learning activity in which there are specific
instructions for a task.
EFL 3.2.12. Ask and answer questions and exchange EFL 3.2.12. Ask and answer questions EFL 3.2.12. Ask and answer questions and
information on familiar topics in predictable everyday and exchange information on familiar exchange information on familiar topics in
situations. topics in predictable everyday situations. predictable everyday situations.
(Example: ask for directions, give directions, express a (Example: ask for directions, give (Example: ask for directions, give directions,
personal opinion, etc.) directions, express a personal opinion, express a personal opinion, etc.)
etc.)
CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print text and follow short instructions in simple
experiments and projects if illustrated through step-by-step visuals.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

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

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

YEARS

5TH 6TH 7TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

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

CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while employing a range of everyday
reference materials in order to determine information appropriate to the purpose of inquiry and to relate ideas between written sources.

SKILL WITH CRITERIA PERFORMANCE

 YEARS

5TH 6TH 7TH

EFL 3.3.5. Use everyday reference material in order to EFL 3.3.5. Use everyday reference
select information appropriate to the purpose of an material in order to select information
inquiry and to relate ideas from one written source to appropriate to the purpose of an inquiry
another. and to relate ideas from one written
source to another.
EFL 3.3.9. Identify and use reading strategies to make EFL 3.3.9. Identify and use reading
text more comprehensible and meaningful. (Example: strategies to make text more
skimming, scanning, previewing, predicting, reading for comprehensible and meaningful.
main ideas and details, etc.) (Example: skimming, scanning,
previewing, predicting, reading for main
ideas and details, etc.)
CE.EFL.3.15. Make and support inferences from evidence in a text with reference to features of written English and apply other learning
strategies to examine and interpret a variety of written materials.
EFL 3.3.5. Use everyday reference material
in order to select information appropriate to
the purpose of an inquiry and to relate ideas
from one written source to another.
EFL 3.3.9. Identify and use reading
strategies to make text more comprehensible
and meaningful. (Example: skimming,
scanning, previewing, predicting, reading for
main ideas and details, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.4.1. Make a simple learning resource in order to EFL 3.4.1. Make a simple learning EFL 3.4.1. Make a simple learning resource
record and practice new words. resource in order to record and practice in order to record and practice new words.
(Example: a picture dictionary, a word list, set of new words. (Example: a picture dictionary, a word list, set
flashcards, etc.) (Example: a picture dictionary, a word of flashcards, etc.)
list, set of flashcards, etc.)
CE.EFL.3.17. Produce a short simple paragraph to describe people, places, things and feelings in order to influence an audience and use
linking words to write other narratives on familiar subjects.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

CE.EFL.3.19. Create a questionnaire or survey using WH- question words in order to identify things in common and preferences while
displaying an ability to convey and organize information using facts and details.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.4.5. Write a questionnaire or survey
for friends, family or classmates using
WH- questions in order to identify things in common and
preferences.
EFL 3.4.5. Write a questionnaire or
survey
for friends, family or classmates using
WH- questions in order to identify things
in common and preferences.
EFL 3.4.5. Write a questionnaire or survey
for friends, family or classmates using
WH- questions in order to identify things in
common and preferences.
EFL 3.4.8. Convey and organize information using facts EFL 3.4.8. Convey and organize
and details in order to illustrate diverse patterns and information using facts and details in
structures in writing. (Example: cause and effect, order to illustrate diverse patterns and
problem and solution, general- to-specific presentation, structures in writing. (Example: cause
etc.) and effect, problem and solution,
general- to-specific presentation, etc.)
CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing process in order to collaborate on well-constructed
informational texts.
SKILL WITH CRITERIA PERFORMANCE
YEARS
5TH 6TH
EFL 3.4.7. Use the process of prewriting, drafting, EFL 3.4.7. Use the process of
revising, peer editing and proofreading (i.e., “the writing prewriting, drafting, revising, peer editing
process”) to produce well-constructed informational and proofreading (i.e., “the writing
texts. process”) to produce well-constructed
informational texts.
Make effective use of a range of digital tools to write, Make effective use of a range of digital
edit, revise and publish written work .Ref (EFL 3.4.9.) tools to write, edit, revise and publish
written work in a way that supports
collaboration. Ref(EFL 3.4.9.)
CE.EFL.3.21. Elaborate personal responses to both oral and written literary texts through pictures, audio/video or ICT in order to evaluate
literary texts using pre-established criteria, individually or in groups.
SKILL WITH CRITERIA PERFORMANCE
YEARS
5TH 6TH
EFL 3.4.8. Convey and organize information
using facts and details in order to illustrate
diverse patterns and structures in writing.
(Example: cause and effect, problem and
solution, general- to-specific presentation,
etc.)
7TH
EFL 3.4.7. Use the process of prewriting,
drafting, revising, peer editing and
proofreading (i.e., “the writing process”) to
produce well-constructed informational texts.
EFL 3.4.9. Make effective use of a range of
digital tools to write, edit, revise and publish
written work in a way that supports
collaboration. (Example: add sound or
images to a presentation, use an app to
collaborate on a mind map, contribute to a
class wiki, etc.)
7TH
EFL 3.5.1. Use audio, video and pictures to respond to EFL 3.5.1. Use audio, video and
a variety of literary texts through online or in-class ICT pictures to respond to a variety of
activities. literary texts through online or in-class
ICT activities.
EFL 3.5.5. Evaluate literary texts (both written and oral, EFL 3.5.5. Evaluate literary texts (both
online, in video or in print) according to pre-established written and oral, online, in video or in
criteria. (Example: completing a checklist, a chart, a print) according to pre-established
personal response, etc.) criteria. (Example: completing a
checklist, a chart, a personal response,
etc.)
CE.EFL.3.22. Design and produce picture books, graphic expressions and/or personal stories by varying elements of literary texts and
adding imaginative details to real-life stories and situations in order to create new, original texts.
EFL 3.5.1. Use audio, video and pictures to
respond to a variety of literary texts through
online or in-class ICT activities.
EFL 3.5.5. Evaluate literary texts (both
written and oral, online, in video or in print)
according to pre-established criteria.
(Example: completing a checklist, a chart, a
personal response, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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

CE.EFL.3.23. Create short, original texts using a range of resources and other media, including ICT, in order to recreate familiar scenes
and themes.

SKILL WITH CRITERIA PERFORMANCE

YEARS
 5TH 6TH 7TH

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

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

EFL 3.5.6. Work in groups to create a brainstorm and/or EFL 3.5.6. Work in groups to create a EFL 3.5.6. Work in groups to create a
draw a mind map to describe and organize ideas or brainstorm and/or draw a mind map to brainstorm and/or draw a mind map to
organize useful information from literary texts. describe and organize ideas or organize describe and organize ideas or organize
useful information from literary texts. useful information from literary texts.
EFL 3.5.9. Engage in collaborative activities through a EFL 3.5.9. Engage in collaborative EFL 3.5.9. Engage in collaborative activities
variety of student groupings to create and respond to activities through a variety of student through a variety of student groupings to
literature and other literary texts. (Example: small groupings to create and respond to create and respond to literature and other
groups, cooperative learning groups, literature circles, literature and other literary texts. literary texts. (Example: small groups,
process writing groups, etc.) (Example: small groups, cooperative cooperative learning groups, literature
learning groups, literature circles, circles, process writing groups, etc.)
process writing groups, etc.)
CE.EFL.3.25. Observe and expand on the conventions of genre in order to create a variety of texts that reflect traditional and popular
Ecuadorian culture and identify select literary elements in order to relate them to other works, including the learners’ own writing.

SKILL WITH CRITERIA PERFORMANCE

YEARS

5TH 6TH 7TH

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