Curricular Thread 1: Communication and cultural awareness

1 BGU 2 BGU 3 BGU

EFL 5.1.1 Display an EFL 5.1.1 Display an EFL 5.1.1 Display an
understanding of the understanding of the understanding of the
practices of own culture by relationship between the relationship between the
recognizing and sharing practices and perspectives practices and perspectives
cultural experiences and of own culture by of different cultures by
ideas. recognizing and sharing recognizing and sharing
cultural experiences and cross-cultural experiences
ideas. and ideas.
EFL 5.1.2 Demonstrate EFL 5.1.2 Demonstrate EFL 5.1.2 Demonstrate
mindfulness, empathy, mindfulness, empathy, mindfulness, empathy,
tolerance and an overall tolerance and an overall tolerance and an overall
respect for the integrity of respect for the integrity of respect for the integrity of
cultures in daily classroom cultures in daily classroom cultures in daily classroom
activities. activities. activities.
EFL 5.1.3 Find parallels EFL 5.1.3 Find parallels EFL 5.1.3 Find parallels
of Ecuadorian cultural between Ecuadorian between Ecuadorian
referents among cultural and political cultural and political
Ecuadorian regions by referents by talking about referents and those of
talking about holidays, holidays, symbols, other countries by talking
symbols, customs and customs and schooling. about holidays, symbols,
schooling. customs and schooling.
EFL 5.1.4 Identify how EFL 5.1.4 Identify and EFL 5.1.4 Identify and
cultural and language interpret how cultural and interpret how cultural and
patterns in English are language patterns in language patterns in
used when exchanging English are used when English are used when
ideas on familiar topics exchanging ideas on exchanging ideas on
according to a B1.1 level. familiar topics according familiar topics according
(Example: slang, idioms, to a B1.1 level. (Example: to a B1.2 level. (Example:
humor, levels of formality, slang, idioms, humor, slang, idioms, humor,
etc.) levels of formality, etc.) levels of formality, etc.)
EFL 5.1.5 Identify EFL 5.1.5 Identify and EFL 5.1.5 Identify,
cultural products from discuss cultural products discuss and analyze
Ecuador and use them to from Ecuador and beyond cultural products from
explore the perspectives of and use them to explore Ecuador and beyond and
the culture. the perspectives of the use them to explore the
culture. perspectives of the culture.
EFL 5.1.6 Demonstrate an EFL 5.1.6 Demonstrate an EFL 5.1.6 Demonstrate an
ability to make informed ability to make informed ability to make informed
choices about and take choices about and take choices about and take
action on issues of action on issues of action on issues of
prejudice and prejudice and prejudice and
discrimination. discrimination. discrimination.
EFL 5.1.7 Interpret EFL 5.1.7 Interpret and EFL 5.1.7 Interpret and
knowledge of nonverbal demonstrate knowledge of demonstrate knowledge of
and oral communication nonverbal and oral nonverbal and oral
features by applying them communication features by communication features by
in appropriate contexts. applying them in applying them in
(Example: use of stress, appropriate contexts. appropriate contexts.
intonation, pace, etc.) (Example: use of stress, (Example: use of stress,
intonation, pace, etc.) intonation, pace, etc.)
EFL 5.1.8 Discover and EFL 5.1.8 Discover and EFL 5.1.8 Discover and
employ alternative ways of employ alternative ways of employ alternative ways of
saying things in social and saying things in social and saying things in social and
classroom interactions. classroom interactions. classroom interactions.
EFL 5.1.9 Communicate EFL 5.1.9 Communicate EFL 5.1.9 Communicate
information and ideas information and ideas information and ideas
effectively to diverse effectively to diverse effectively to diverse
audiences using a variety audiences using a variety audiences using a variety
of media and formats. of media and formats. of media and formats.
EFL 5.1.10 Take initiative EFL 5.1.10 Take initiative EFL 5.1.10 Take initiative
in a discussion in a in a discussion in a in a discussion in a
positive way by being positive way by being positive way by being
sensitive to the nuances of sensitive to the nuances of sensitive to the nuances of
peers’ comments, peers’ comments, peers’ comments,
reactions and responses reactions and responses reactions and responses
(both verbal and (both verbal and (both verbal and
nonverbal). nonverbal). nonverbal).
EFL 5.1.11 Apply self- EFL 5.1.11 Apply self- EFL 5.1.11 Apply self-
correcting and peer- correcting and self- correcting and self-
correcting strategies in monitoring strategies in monitoring strategies in
social and classroom social and classroom social and classroom
interactions by adjusting interactions by adjusting interactions by adjusting
presentation and language presentation and language presentation and language
production to effectively production to effectively production to effectively
express opinions and make express opinions and make express opinions and make
evaluations. (Example: evaluations. (Example: evaluations. (Example:
asking questions, starting asking questions, starting asking questions, starting
over, rephrasing, exploring over, rephrasing, exploring over, rephrasing, exploring
alternative pronunciations, alternative pronunciations, alternative pronunciations,
etc.) etc.) etc.)

Curricular thread 2: Oral Communication

1st BGU 2nd BGU 3rd BGU

EFL Deduce the meanings of Deduce the meanings of Differentiate and deduce
5.2.1 familiar phrases and unfamiliar phrases and the meanings of
words from a context words from a context unfamiliar phrases and
containing familiar containing familiar words from a context
elements. (Example: elements. (Example: containing familiar
colloquial greetings, colloquial greetings, elements. (Example:
exclamations, exclamations, colloquial greetings,
interjections, etc.) interjections, etc.) exclamations,
interjections, etc.)
EFL define the main idea and Identify the main idea Identify and discuss the
5.2.2 some details of and some details of main idea and details of
interviews reporting on recorded news reports, recorded news reports,
 seasonal festivities, food interviews reporting on documentaries and
and international seasonal festivities, interviews reporting on
customs, climate, environmental issues, seasonal festivities,
weather, etc., where the food and international environmental issues,
visuals support the customs, climate, food and international
commentary. weather, etc., where the customs, climate,
visuals support the weather, etc., where the
commentary. visuals support the
commentary.
EFL Distinguish the main Determine the main Infer the main conclusion
5.2.3 conclusion in texts which conclusion in texts which in texts which clearly
clearly argue a point of clearly argue a point of argue a point of view in
view. view in order to make order to make informed
decisions about one’s decisions about one’s
own opinion and reaction own opinion and reaction
to the text. to the text.
EFL Find important Find the most important Categorize the most
5.2.4 information in print or information in print or important information in
online sources in order to online sources in order to print or online sources in
support an idea (Example: support an idea or order to support an idea
Internet search engines, argument. (Example: or argument. (Example:
online advertising, online Internet search engines, Internet search engines,
or print timetables, web online advertising, online online advertising, online
pages, posters, adverts, or print timetables, web or print timetables, web
catalogues, etc.) pages, posters, adverts, pages, posters, adverts,
catalogues, etc.) catalogues, etc.)
EFL Assess, the quality of Assess, compare the Assess, compare and
5.2.5 written texts and visual quality of written texts evaluate the quality of
presentations using and visual presentations written texts and visual
different criteria and ICT using different criteria presentations using
tools related to the and ICT tools related to different criteria and ICT
organization, subject area the organization, subject tools related to the
and purpose of a text. area and purpose of a organization, subject area
(Examples of text types: text. (Examples of text and purpose of a text.
illustrations, charts, types: letters to the (Examples of text types:
advertisements, etc.) editor, illustrations, editorials, letters to the
charts, advertisements, editor, political speeches,
etc.) illustrations, charts,
advertisements, etc.)
EFL Display an appreciation of Display an appreciation of Display an appreciation of
5.2.6 the language by the language by the language by
interacting with a variety interacting and engaging interacting and engaging
of digital and print texts with a variety of digital with a variety of digital
and resources to and print texts and and print texts and
promote and strengthen resources and by resources and by
literacy skills and selecting these materials selecting and evaluating
language acquisition. as a means to promote these materials as a
and strengthen literacy means to promote and
skills and language strengthen literacy skills
acquisition. and language acquisition.
EFL Distinguish complexities Detect complexities in Detect complexities and
5.2.7 in information presented information presented in discrepancies in
 in both print and online both print and online information presented in
references and resources. references and resources. both print and online
references and resources.
EFL Identify the main points Identify and describe the Identify and understand
5.2.8 in straightforward texts main points in the main points in
on subjects of personal straightforward texts on straightforward texts on
interest. subjects of personal subjects of personal
interest or familiar interest or familiar
academic topics. academic topics.
EFL Skim and scan reference Skim and scan reference Skim and scan reference
5.2.9 materials, in print or materials, in print or materials, in print or
online, in order to online, in order to online, in order to
identify information that identify information that identify information that
might be of practical use might be of practical use might be of practical use
for one’s own research for one’s own research for one’s own research
and academic needs. and academic needs. and academic needs.

Curricular Thread 3: Reading

1 BGU 2 BGU 3 BGU

EFL 5.3.1 EFL 5.3.1 EFL 5.3.1
Find specific predictable Find specific predictable Find specific predictable
information in short, information in short, information in short,
simple texts in a range of simple texts in a range of simple texts in a range of
age- and level-appropriate age- and level-appropriate age- and level-appropriate
topics. (Example: topics. (Example: topics. (Example:
biographies, news articles, biographies, news articles, biographies, news articles,
narratives, memoirs and narratives, memoirs and narratives, memoirs and
personal accounts, formal personal accounts, formal personal accounts, formal
letters and emails, etc.) letters and emails, etc.) letters and emails, etc.)
EFL 5.3.2 EFL 5.3.2 EFL 5.3.2
Identify the reading Identify the use reading Identify and use reading
strategies to make strategies to make strategies to make
informative and narrative informative and narrative informative and narrative
texts comprehensible and texts comprehensible and texts comprehensible and
meaningful. (Example: meaningful. (Example: meaningful. (Example:
skimming, scanning, skimming, scanning, skimming, scanning,
previewing, reading for previewing, reading for previewing, reading for
main ideas and details, main ideas and details, main ideas and details,
using structural and using structural and using structural and
context clues, cognates, context clues, cognates, context clues, cognates,
format, sequence, etc.) format, sequence, etc.) format, sequence, etc.)
EFL 5.3.3 EFL 5.3.3 EFL 5.3.3
Determine the main Determine the main Determine the main
conclusion in texts which conclusion in texts which conclusion in texts which
clearly argue a point of clearly argue a point of clearly argue a point of
view in order to make view in order to make view in order to make
informed decisions about informed decisions about informed decisions about
one’s own opinion. one’s own opinion and one’s own opinion and
reaction to the text. reaction to the text.
 EFL 5.3.4 EFL 5.3.4 EFL 5.3.4
Find the most important Find the most important Find the most important
information in print or information in print or information in print or
online sources in order to online sources in order to online sources in order to
support an idea. (Example: support an idea or support an idea or
Internet search engines, argument. (Example: argument. (Example:
online advertising, online Internet search engines, Internet search engines,
or print timetables, web online advertising, online online advertising, online
pages, posters, adverts, or print timetables, web or print timetables, web
catalogues, etc.) pages, posters, adverts, pages, posters, adverts,
catalogues, etc.) catalogues, etc.)
EFL 5.3.5 EFL 5.3.5 EFL 5.3.5
Assess, the quality of Assess and compare the Assess, compare and
written texts and visual quality of written texts and evaluate the quality of
presentations using visual presentations using written texts and visual
different criteria and ICT different criteria and ICT presentations using
tools related to the tools related to the different criteria and ICT
organization, subject area organization, subject area tools related to the
and purpose of a text. and purpose of a text. organization, subject area
(Examples of text types: (Examples of text types: and purpose of a text.
editorials, letters to the editorials, letters to the (Examples of text types:
editor, political speeches, editor, political speeches, editorials, letters to the
illustrations, charts, illustrations, charts, editor, political speeches,
advertisements, etc.) advertisements, etc.) illustrations, charts,
advertisements, etc.)
EFL 5.3.6 EFL 5.3.6 EFL 5.3.6
Display an appreciation of Display an appreciation of Display an appreciation of
the language by interacting the language by interacting the language by interacting
and engaging with a and engaging with a and engaging with a
variety of digital and print variety of digital and print variety of digital and print
texts and resources and by texts and resources and by texts and resources and by
selecting materials as a selecting these materials as selecting and evaluating
means to promote literacy a means to promote and these materials as a means
skills and language strengthen literacy skills to promote and strengthen
acquisition. and language acquisition. literacy skills and
language acquisition.
EFL 5.3.7 Determine EFL 5.3.7 Determine EFL 5.3.7 Detect
complexities in complexities and complexities and
information presented in discrepancies in discrepancies in
both print and online information presented in information presented in
references and resources. both print and online both print and online
references and resources. references and resources.
EFL 5.3.8 EFL 5.3.8 EFL 5.3.8
Identify the main points in Identify and understand Identify and understand
straightforward texts on the main points in the main points in
subjects of personal straightforward texts on straightforward texts on
interest or familiar topics. subjects of personal subjects of personal
interest or familiar topics. interest or familiar
academic topics.
EFL 5.3.9 EFL 5.3.9 EFL 5.3.9
Skim and scan reference Skim and scan reference Skim and scan reference
materials, in print or materials, in print or materials, in print or
online, in order to identify online, in order to identify online, in order to identify
information that might be information that might be information that might be
of practical use for one’s of practical use for one’s of practical use for one’s
own research and own research and own research and
academic needs. academic needs. academic needs.

Curricular Thread 4: Writing

DESAGREGACIÓN_SKILLS AND PERFORMANCE CRITERIA

1° BGU 2° BGU 3° BGU

EFL 5.4.1 Critically evaluate EFL 5.4.1 Critically evaluate EFL 5.4.1 Critically evaluate
information from references, information from references, information from references,
including those found on the including those found on the including those found on the
web. web, and recommend print web, and recommend print
sources to other learners. and digital sources to other
learners.
EFL 5.4.2 Identify a variety of EFL 5.4.2 Identify a variety of EFL 5.4.2 Identify a variety of
types and formats of types and formats of types and formats of
potential resources. potential resources and the potential resources and the
value of each for use in the value, purpose and audience
educational domain. of each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/popular,
current/historical, etc.)
EFL 5.4.3 Apply new and EFL 5.4.3 Apply new and EFL 5.4.3 Apply new and
prior knowledge in order to prior knowledge in order to prior knowledge in order to
plan and create texts. plan and create texts and plan and create texts and
determine if the new determine if the new
knowledge adds value to knowledge adds value to or
prior information. contradicts prior
information.
EFL 5.4.4 Select and make EFL 5.4.4 Select and make EFL 5.4.4 Select and make
effective use of a range of effective use of a range of effective use of a range of
digital tools to write and edit digital tools to write, edit, digital tools to write, edit,
written work in a way that and revise written work in a revise and publish written
supports collaboration, way that supports work in a way that supports
learning and productivity. collaboration, learning and collaboration, learning and
productivity. productivity. (Example:
image editing, GoogleDrive,
infographic makers, audio
and video editing,
presentation apps, etc.)
EFL 5.4.5 Justify and explain EFL 5.4.5 Justify and explain EFL 5.4.5 Justify and explain
the rationale for a position the rationale for a position the rationale for a position
on an argument, using on an argument, using on an argument, using
persuasive language and persuasive language, tone, persuasive language, tone,
tone through essays, movie and evidence through evidence and well-developed
reviews, and brochures. essays, editorials, movie and arguments through essays,
book reviews. editorials, movie and book
reviews, position papers and
brochures.
EFL 5.4.6 Produce emails EFL 5.4.6 Produce emails and EFL 5.4.6 Produce emails,
describing personal blog posts describing blog posts, and podcasts
experiences and feelings. personal experiences and describing personal
feelings. experiences and feelings.
EFL 5.4.7 Use the process of EFL 5.4.7 Use the process of EFL 5.4.7 Use the process of
prewriting, drafting, revising, prewriting, drafting, revising, prewriting, drafting, revising,
peer editing and peer editing and peer editing and
proofreading (i.e., “the proofreading (i.e., “the proofreading (i.e., “the
writing process”) to produce writing process”) to produce writing process”) to produce
well-constructed summaries. well-constructed reports. well-constructed essays.
EFL 5.4.8 Create an effective EFL 5.4.8 Create an effective EFL 5.4.8 Create an effective
voice, using the descriptive voice, using the persuasive voice, using compare and
writing style appropriate to and expository writing styles contrast and narrative
different audiences, appropriate to different writing styles appropriate to
purposes and settings, and audiences, purposes and different audiences,
adjust this style as settings, and adjust these purposes and settings, and
necessary. styles as necessary. adjust these styles as
necessary.
EFL 5.4.9 Use a variety of EFL 5.4.9 Use a variety of EFL 5.4.9 Use a variety of
oral forms for writing to oral and print forms for oral, print and electronic
others or for writing for self, writing to others or for forms for writing to others or
applying the conventions of writing for self, applying the for writing for self, applying
social writing. (Example: conventions of social writing. the conventions of social
notes, invitations, emails, (Example: notes, invitations, writing. (Example: notes,
blog entries and comments, emails, blog entries and invitations, emails, blog
notes to self, etc.) comments, notes to self, entries and comments, notes
etc.) to self, etc.)

5th THREAD - LANGUAGE THROUGH THE ARTS

1 BGU 2 BGU 3 BGU
EFL 5.5.1. Elaborate EFL 5.5.1. Show personal EFL 5.5.1. Compare and
personal and formal and formal responses to present personal and
responses to and and interpretations of formal responses to and
interpretations of published texts and the interpretations of
published texts and the works of peers, referring published literary texts and
works of peers, referring to details and features of the works of peers,
to features of the text. the text. (Example: text referring to details and
(Example: text ideas, structure, ideas, events, features of the text.
events, vocabulary, etc.) vocabulary, etc.) (Example: text structure,
plot, ideas, events,
vocabulary, etc.)
EFL 5.5.2. Predict in EFL 5.5.2. Make
order to demonstrate predictions and establish a EFL 5.5.2. Make
levels of meaning of texts few levels of meaning of predictions, inferences and
presented in digital form, texts presented orally or in deductions to demonstrate
including meanings. digital form, including different levels of meaning
(Example: identifying, literal meanings. of literary texts presented
word choice, symbols, (Example: summarizing, orally or in digital form,
etc.) identifying, word choice, including literal and
symbols, points of view, implied meanings.
etc.) (Example: summarizing,
explaining and identifying,
word choice, symbols,
points of view, etc.)

EFL 5.5.3. Figure out EFL 5.5.3. Distinguish EFL 5.5.3. Identify and
features of literary genres, and explain the distinctive explain the distinguishing
periods and traditions, and features of literary genres, features of diverse literary
use those features to aid periods and traditions, and genres, periods and
comprehension and use those features to aid traditions, and use those
discussion of literary texts. comprehension and features to aid
discussion of literary texts. comprehension,
interpretation and
discussion of literary texts.

EFL 5.5.4. Read aloud EFL 5.5.4. Read aloud EFL 5.5.4. Read aloud
with confidence, fluency with confidence, accuracy, with confidence, accuracy,
and expression to fluency and expression to fluency and expression to
understand and convey demonstrate understanding demonstrate understanding
meaning. and to convey an and to convey an
interpretation of meaning interpretation of meaning

EFL 5.5.6. Analyze one’s EFL 5.5.6. Analyze and EFL 5.5.6. Evaluate one’s
own and others’ work, estimate one’s own and own and others’ work,
individually on the basis others’ work, individually individually and
of a criteria, and recognize and collaboratively, on the collaboratively, on the
how chosen criteria affect basis of a variety of basis of a variety of
evaluation. (Examples of criteria, and recognize how criteria, and recognize how
criteria: use of English chosen criteria affect chosen criteria affect
grammar and vocabulary, evaluation. (Examples of evaluation. (Examples of
register, creative, etc.) criteria: use of English criteria: clarity of ideas,
grammar and vocabulary, use of English grammar
register, originality, visual and vocabulary, register,
presentation, etc.) originality, visual
presentation, etc.)
EFL 5.5.7. Individual EFL 5.5.7. EFL 5.5.7. Collaboratively
produce criteria for Collaboratively produce produce criteria for
recognizing texts and the criteria for differencing evaluating literary texts
 literary texts and the group and the effectiveness of
work participation. group work.

EFL 5.5.8. Contribute to EFL 5.5.8. Contribute to

team projects to replicate team projects to produce
learner effectiveness. works and solve problems original works and solve
while negotiating and problems while effectively
managing interactions to negotiating and managing
achieve social and interactions to accomplish
EFL 5.5.8. Contribute to classroom tasks. social and classroom tasks.
team projects to replicate
works and try solving
problems while
interactions to achieve EFL 5.5.9. Engage in
social and classroom EFL 5.5.9. Engage in collaborative activities
tasks. collaborative activities through a variety of
through a variety of student groupings to share,
student groupings to share, reflect on, express and
express opinions and interpret opinions and
evaluations of a range of evaluations of a range of
EFL 5.5.9. Engage in literary texts. (Example: literary texts. (Example:
collaborative activities small groups, cooperative small groups, cooperative
through of student learning groups, literature learning groups, literature
groupings to share, circles, process writing circles, process writing
express opinions and groups, etc.) groups, etc.)
distinguish literary texts.
(Example: small groups,
literature circles, etc.)
EFL 5.5.10. Evaluate a EFL 5.5.10. Evaluate and
literary text (written, oral, recommend a literary text
online, in video or in print) (written, oral, online, in
or a favorite activity to a video or in print) or a
peer. favorite activity to a peer.
EFL 5.5.10. Recognize a
literary text (written, oral,
online, in video or in
print) or a favorite activity
to a peer.