DOCUMENT RESUME
ED 398 103 SO 026 331
AUTHOR Shih, Tzymei AlexasiaTITLE My Fulbright Experience in Mexico.SPONS AGENCY Center for International Education (ED), Washington,
DC.
PUB DATE Aug 94NOTE 128p.; Some materials may not reproduce well.PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052)
EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Area Studies; Bilingual Education; Catholics;
Culture; Education; Elementary Education; ForeignCountries; Geography; atermediate Grades; *LatinAmericcal Culture; *Latin American History; *LatinAmericans; Multicultural Education; Religion; *SocialStudies
IDENTIFIERS *Mexico
ABSTRACTThis packet shares general impressions and
interpretations of Mexico offered by a participant in a 5-weekFulbright-Hays Seminar. Included are suggestions on how to use thisinformation to open up communication between the school and Mexicanstudents and their parents. In addition to the background informationand statistics, the material also has included personalinterpretations and observations. The packet includes the followingsections: (1) "Geography of Mexico"; (2) "The North and the South";(3) "The Mexican Education System"; (4) "Parent Involvement"; and (5)"Children's Literature." Curriculum guides from Mexico written inSpanish are provided. (EH)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made* from the original document.***********************************************************************
littattvp,
Presented to the staff at El Roble Intermediate SchoolAugust 1994
B y
Tzymei Alexasia (Alex) Shih
BEST COPY AVAIIABLE
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
eid inein e,TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
belh-1-41
U S DEPARTMENT OE EDUCATIONOuter ui Educul anal Hespnrch wig] Inlpeoenuiiii
EDUCATIONAL RESOURCES INFORMATIONXCENTER (ERIC)
This document has been reproducod asreceived from the person or organwationoriginating it
0 Minor changes have been made toimprove reproduction quality
Points of amw or opinions statod in thisdocument do not necessarily representofficial OERI position or policy
Table of ContentLetter to StaffMap of MexicoKey to map
I. Geography of MexicoII The North and the SouthIII. The Mexican Educational System
2
812
A. General and Historical information 12
B. Public School system 13
C. School Days and Hours 14
D. Assessment and Grades 16
E. The Reform 16
Questions 17-19
The Curriculum 20
Spanish 21
Math
Natural Science 21
History 24
Geography 25
Civic Education 25
Art Education 26
Physical Education 26
IV Parent Involvement 27
V. Children's Literature 31
Spanish Language Arts Curriculum GuideMath Curriculum Guide
Physical Education Curriculum Guide
A NOTE TO THE STAFF
Dear Staff,
Since I will not be returning to work with you this year, I am putting together this
packet to share with you what I saw, what I have learned, and what my impressions andinterpretations are of Mexico from the five-week Fulbright-Hays Seminar. Included arealso suggestions on how to use this information better assist the students and to open up
communication between the school and the students and their parents. Of course, there willbe more information on the states that I visited, and maybe very little on other states. Also,
compare to research reports that people take years to complete, this packet merely scratches
the surface, and please feel free to add in information that I have overlooked, and please
share them with your colleagues (and me!)
Please note that in addition to the backgrou Id information and statistics, I have also
included personal interpretations and observations, and this packet is in noway completely /objective. I will try to make it obvious when it is a personal opinion or comment, but just
make a mental note when you are reading.
I hope you will find the information in this packet helpful in understanding a little
more about your Mexican students and their parents. Pleae let me know of any errors or
additions that need to be made. I will leave my new address with Personnel, although
mailing me at my permanent address will be just as efficient.
3.
Sincerely,
Tzymei Alexasia (Alex) Shih
BEST COPY AVAILABLE
Abb
as/lo
tions
BE
L..
Bel
ize
0 F.
. Fed
sral
Dis
tric
tS
L.P
San
Lui
s Po
tosi
BE
S1 C
OPY
AV
AIL
AB
LE
Nam
e of
Sta
teLo
catio
nP
ronu
ncia
tion
key
Cap
ital
Als
o kn
own
for
Agu
asca
lient
esE
4A
-gua
s-ca
-li-E
N-t
es,A
guas
calie
ntes
hot s
prin
gs
Bat
a C
alifo
rnia
(N
ode)
Al,
A2
Mex
ical
iT
ijuna
na.
Bai
a C
alifo
rnia
Sur
A2,
82-
4P
azC
abo
San
Luc
as
Cam
pech
e1-
5
,La
kam
-PE
-che
Cam
pech
e
Coa
huila
S.E
2-3,
F2-
3C
o-a-
who
-I-la
Sal
tillo
,
Col
ima
D5,
E5
ko-L
i-ma
Col
ima
Chi
apas
146,
16
chi-A
H-e
asT
uxtla
Gut
ierr
ez's
ee c
hapt
er 1
Chi
huah
uaC
1-3,
D1-
3ch
i-WA
-wa
Chi
huah
ua_
'see
cha
pter
A
Dis
trito
Fed
eral
(0
F )
(a o
ur W
ash
D.C
.)'s
ee c
hapt
er i
Dur
ango
,F5 03
413
dooR
AN
-go
Dur
ango
Gua
naju
ato
E 4
S. 1
4 5
gua
na-H
UA
.toG
uana
uat
o.
Gue
rrer
oE
S. 1
5-6
.C
hilp
anci
ngo
Hid
algo
F4.
15
Pac
huca
Jalis
cor
D4-
5. E
4-5
ha-L
1S-c
oG
uada
laja
ra's
ee c
hapt
er 1
Mex
ico
F5
ME
-hi-k
oT
oluc
ar
Mic
hoac
anE
5, F
5m
eech
-wa-
KA
NM
orel
ia
Cue
rnav
aca
. 'see
cha
pter
1
Mor
elos
F5
Nay
arit
04T
e si
c
Nue
vo L
eon
F3
Mon
terr
ey
Oax
aca
,G5,
66
wa-
HA
-ka
Oax
aca
'see
cha
pter
1
Pue
bla
FS
, 65
pu-E
h-bl
aP
uebl
a's
ee c
hapt
er 1
Que
reta
ro14
, F5
ke-R
E-t
a-ro
Que
reta
ro
Qui
ntan
a R
ooJ4
, J5
keen
-TA
-na
RO
OC
hetu
mal
*see
ch
ter
1
,San
Lui
s P
otos
iE
4, F
4S
an L
uis
Pot
osi
Sin
aloa
03-4
, 03-
4si
n-aL
O-a
Cul
iaca
n
Son
ora
.81
-3, C
1-3
......
.H
erm
osill
or-
- Tab
asco
145,
15
yilla
parm
osa
Tar
naul
ipas
F3-
4, 6
3-4
ta-m
au-L
I-ea
sCiL
dtac
toria
tlas-
KA
-laT
laxc
ala
rT
laxc
ala
F5,
65
Ver
acru
zG
5, H
5V
E-r
a-cr
uz.
Ja ..
..'s
ee c
hapt
er 1
Yuc
atan
4-5,
J45
oo-c
a-T
AN
Mer
ida
'see
cha
pter
1
Zac
atec
asE
3, 4
sa-k
aTE
H-k
asZ
acat
ecas
old
min
ing
tow
n
BFS
T C
OPY
AV
AB
AB
LE
6
STOGIPARITY
Since I did not visit all 32 states of Mexico, I will not pretend to be an expert here
and give information on all the states, because I would just be copying from a tour book. I
will do my best on the states that I learned something about, and a guide book will always
be good if you ever need to look up more information. As a matter of fact, I strongly
recommend that the school keep a set of guide books or visitor handbook from countries
from where we get lots of students. These usually can be easily obtained from the
consulate of the country or the tourism bureaus. Assign this as extra credit for the
studentsimorhositimmoimmo. If guidebooks are desired, try the budget/student-oriented
guide books published by Berkeley or Harvard, as I found them to me much more down to
earth and people-friendly. The Mexico travel guide published by Fisher Travel Guides Inc.
is also good. After all, you are reading these books to learn about your students, not
(necessarily)where you can go for your next vacation.
When new students from Mexico come% in to register, ask them to write down what
city and what state they came from. Then (on your own later or while they are there), use
the map given to locate the state (Most of our students from Mexico come from Michoacan,
Baja California, and some from Jalisco). Use the information in this paper or a guidebook
to find out the major cities, attractions, foods, folk-arts in that particular state (if available).
This will give you a better understanding of these students' home town.
The next day you see them, name a few of these cities/sites/foods, ask them how to
pronounce these names, ask them whether they live close to (LEsta cerca de (name of
place)? ) or have been to these places, or ask them if they know how to cook this special
dish/make these special crafts. (Of course, the amount of conversation you can have
depends on the language level of the parents and the students. But a little effort on your
side to show that you have learned about their culture does wonders!)
Once you have learned about the state, use the map to determine what "region"
(north or south) the state is in Mexico, and read about the major industries, living
.conditions, religion, health situations in those particular regions. This information will also
assist you in getting a better sense of the cultural baggage and background knowledge that
2
the students came with, and for you to anticipate where their difficulties in adjusting to a
new life here may be. (For example, a child from the North, such as Chihuahua, may find
the Californian desert climate very familiar, but a child from the Tropical South, such as
Oaxaca, may not). This again, will help you suggest interesting topics for writing,
discussions, or just to chat with the students and their parents.
/
19
ChiapasI was not there, but thought I would mention it because the recent uprising has
made this a familiar name. It is mostly mountains and jungles and overwhelmingly
indigenous, with Maya and Olmec cultures. San Cristóbal was the old capital, and I have
been told that this is one of the most beautiful states to drive to, to sight see in.
ChihuahuaThis is the largest state in Mexico. The capital Chihuahua is an old silver mining
town, known also for its cattle ranch. Lots of people in cowboys hats and boots. Hot and
dry. This is the state where the Copper Canyon and the scenic Pacific Railway are located.
The largest indigenous group, the Tarahumaras, also lives here. The father of Mexican
Independence, Father Miguel Hidalgo, was executed by the Spanish here in 1811. It was
also home of General Pancho Villa. whose revolutionary army was decisive in
overthrowing dictator Porfirio Diaz in 1910 and securing victory in the ensuing civil war.
The city was briefly the capital of Mexico in 1864, and in 1865 Benito Juarez, known as
the Abraham Lincoln of Mexico. made it his base during the French invasion of the
country.The dog Chihuahua was onginally developed by the Aztecs and&bred in
Chihuahua. Oh, the state Chihuahua was also the birth place of actor Anthony Quinn.
Pistrito Federal (D,F,)This is not a state. It i% more like our Washington D.C.. The FederalDistrict is
known as Mexico City (just like how we say New York for New York City), the largest
city in the world, and it is also the highest (altitude 7350 ft). It is also the oldest capital in
North and South America. hat ing hetn built by the Aztecs in 1325, called Tenochtitlin.
Today its residents are called Chilangos by other Mexicans with a hint of distaste. The city
is busy, crowded, (1/4 of the sountr's population lives here! That is 20 million people!),
and the air quality was the w.4.1 I ha.c e%er experienced, and it was actually at the
acceptable level since I w :ix-rt in the summer because it was the rainy season!
Mexico city was built on a .wanip. so it is now slowly sinking. All the historical
structures seen at the ZOcalo ( ttIsAn central square) are now with scaffolding on the inside,
water pump in the basement. and people are just frantically doing repairing work to keep
the buildings from sinking ans turther
BEST COPY AVAILABLEi4
Famous places to visit near the Local° are the ruins of Templo Major (the Great
Temple), the Cathedral (there is at least one ii EVERY city. This one is huge and
f gorgeous,but what really interested me was the modem scaffolding inside to keep it from
sinking and the pendulum in the middle to measure the rate it is sinking.)
If you travel away from downtown Mexico City (remember, this is the largest city
in the world, and it takes HOURS) you can visit the Basilica of Our Lady Guadalupe, a
place where a dark virgin Mary appeared. It is a miracle recognized by the Catholic church.
Be ready to climb lots of stairs at high altitude.
My personal favorite is the breathtaking (I mean that literally) pyramids of
Teotihuacan. This is the largest city of the Mesoamerica. When the Aztecs took it over in
the 1300's, they were so impressed by it that they named it Teotihuacdn, "A place wheremen became gods."
,Talisco
I was only there for a few hours at the Guadalajara airport. Guadalajara is
Mexico's second largest city situated on a 5000 focthigh plain. It is also a colonial city,
where 16th century towns with colonial architectures are evident.
Michoacdn
The capital of Michoacdn is Morelia, and one can see the "M" painted as an
aqueduct on the city taxis. I don't think the aqueduct works now (or ever worked),
though. Morelia was charming, with sidewalk cafes, parks of people and vendors, and
CATHEDRALS. However, much of my time in Michoacdn was spend in the little town
called Erongarfcuaro, one of the many little towns around Lake Patzcuaro.
Michoacán is very green during summer, the rainy season. It istonsidered one of
the most beautiful states in Mexico. The pottery and furniture are simply beautiful, and I
love the embroidery work and the linens for dining. The weather was actually pleasantly
cool early mornings and evenings because of the altitude.
Lots of people in Michoacdn move between there and the US. Sometimes the father
of the family comes first, then brings the kids. Sometimes it is just the father traveling
back and forth. It is not uncommon that these people have very nice houses in Michoaan
(they can be easily distinguished) but live in an apartment with ten other people while they
are in the United States. Most of the money made is channeled back to Mexico to help the
family out there. When these people move to the US, they join the people from their own
village here and continues the network. There are areas in California, such as Watsonville,
where most everyone there from Mexico is from the same village in Michoacdn.
12BEST COPY AVAILABLE 5
OaxacaOaxaca is the fifth largest state in Mexico, and one of the poorest. It is at an altitude
of 5000 ft(?),in the rugged Sierra Madres. Very pleasant, very friendly despite the fact that
it IS a tourist jungle. The major indigenous tribes are the Zapotecs and the Mixtec, both,
frum my experience, are much more outgoing than the othertribes that I had met. I did not
see any other state with that maly "gringos." Oaxaca is known for its wonderful crafts,
such as black pottery, carved wooden animals, and gorgeous dresses with hand-woven
lace/embroidery. There are villages where the entire population does ONE type ofcraft for
a living. It was one of my personal favorite state.j.
Oaxaca is the home of numerous archeological ruins, such as Monte Albán (one of
the most imiiressive ancient cities, still being excavated), Yaagul (an ancient fortress city),
and Mit la (a burial center with lavishly decorated tombs)
PueblaKnown for: Mole Poblano, known to many as "that chocolate sauce." Actually,
there in only a little bit of chocolate in the mole p6blano sauce. Of course, since I don't
cook, I really have no idea of the kinds of spices and herbs in there. Ain know is that it is
a real delicacy and takes a lot of work Only stayed there one day. The capital Puebla is a
small town, but with bustling night life (people in the park, on the street shopping, etc.)
Oxintana Roo
It is known for the world's first computer-generated city: Canciin. Need I say
more? Hot, extremely humid, but the water is gorgeous! The two islands, Cozumel and
Isla Mujeres, are the two major islands off the coast of Quintana Roo in the gorgeous
turquois water of the Caribbean. Playa del Carmen is further south of Cancdn, and it is
pretty much a quiet, less touristy and more affordable Canciin with wonderful Pirla Coladas
(the best I've ever had).However, one should not overlook its wonderful archeological sites, such as
Chichen Itz.i and Tuium. Ch when Itza is a city where you can see during-the equinox the
appearance of snake patterja on the main pyramid. It is overwhelmingly impressive, and
full of fascinating stories and legends (which I learned from our wonderful tour guide
Sefior Victor). Then there is Tulum. Tulum is the only archeological site that I visited
where you can go for a sv., tm on the beach after becoming all hot and sweaty from walking
around. The ancient buiidimis stand against the long stretch of turquois water of the
Carribean is simply breathtaking. I have pictures. Parts of the movie "Against all odds"
6
were filmed in Tulum. Although I would not pay the money to see the movie again, I woul4
definitely watch it when it comes on TV just so I can see how they filmed Tulum.
Most of the places we saw were farms, and people lived in huts or houses with
strawhut-like roofs. Most of them had very dim lights at night, and you can see hammocks
hanging in the house (a way to keep cool at night in this weather).
VeracruzHot, humi. I, by the beach, just like big beach towns here in Southern Califoria,
7:0,10Abut on a smaller scale. The Anthropological museum in isp,, the state capital, has lots of
things, including the huge Olmec heads. The garden outside had so manAopical plants
that I could not keep track of how many (let alone-M=1g them).The cafe con leche
served in the busy local restaurant are directly poured from the kettles of milk and coffee.,
and is DELICIOUS! Loved the parks downtown where people hung out at night, where
people of all ages dance to the music, walk, chat, eat....Very festive, warm feeling. Heard
stories about witchcraft being still practiced in areas in Veracruz, and visited a garden
where varieties of herbs that are used by "witch doctors" were grown. I found Veracruz to
be very charming, and this was the first city where I actually felt "wow, I am in a
completely different place!"
Yucatan
Known for: archeological sites such as Uxmal, a personal favorite of mine. It has
one of the most impressive and the steepest pyramids that I had to climb, yet the size of the
place was not overwhelming like some of the others. In many places I stepped so close to
touching the ancient history (many areas are not fenced or blocked off like the other ruins),
it was like traveling back in time.
The capital Merida is called the Paris of (this) continent. Either I went to the wrong
pan of Paris or the tour book lied. 1 saw lots of French influence, but Merida is its own
city with its own characteri.ncs . and it is definitely Mexican. Sight seeing there would
include the city hall, the cathedrals, and others, just like any major city. But the markets
are also very impressive. I Limmocks are for sale anywhere. The local traditional dances
are very interesting. I was impressed by how the dancers were able to dance away with a
serving tray full of water glasses filled to the top.
1,1BEST COPY AVAILABLE
7
1 7E3 MIAMI MID 'TM 31)11712,
To me, underneath all the fierce nationalism and Catholicism that is evident for
people to see everywhere in Mexico, there are many different faces. Besides each state
having its own characteristics and charm, the difference in geography and ethnic groups
between the desert north and the tropical jungle south is just overwhelming. I have also
learned that life style in Mexico is very much determined and affected by the geographical
location, so I am going to attcmpt to summarize some general characteristics of the northern
region and sOuthern region, and give an overall picture of diversity and the drastic, even
shocking contrast between these two regions. According to Dr. Zubierta at the Health
Council, there is a difference of 40 years between the north and the south, a difference that
is disturbing.
Just for reference, when I say North, I am talking about (generally speaking) states
that lie north of the Yucatan peninsula, and the south includes the Yucatan peninsula and
states that lie south of it. I will mention specific states when they do not fall into that
general description.
Physical DifferencesThe north is rather flat and dry, with desert climate similar to California and our
Southwest. The south, however, is humid, mountainous, with rainforests.
Degree of developmentThe north is much closer in industrialization and development to the United States,
whereas the south is closer to South and Central America and more agricultural. This in
turn affects the educational and socio-economic aspects of these regions. Read on.
Density of populationThe highest concentranon is in Mexico City, D.F., then the population thins out as
we move further out from that point. Over 60% of the people in the south live in villages
or rural areas, which by definition has less than 2500 people. Many of these.people are the
8
indigenous people who were relocated to forest areas. In contrast, over 60% of the peoplein the north live in urban areas, which has more than 15,000 people.
Indigenous GroupThere are anywhere from 48 to 54 ethnic groups, depending on the criteria under
which the census was conducted. The indigenous people make up about 9% of the total
Mexican population. Most of these groups can be found in regions along the coast of Gulfof Mexico and in the south, with the most groups being in Oaxaca (18), then Veracruz
(12), then Chiapas (9). The major groups in the south are groups such as the Mayans,
Zapotecs, and some Mixtecs. The largest group, however, is the Tarahumaras in
Chihuahua (saw how they lived in the Copper Canyon region), which has three other
indigenous groups as well.
Most of these people are living in agricultural areas and/or in areas lacking in
resources (due to relocating programs by government to move them to jungle areas, where
land is poor for farming). Many of these people supplement their income by working in
cities, the US, or as migiant workers. Currently in Mexico City there are 2 million
indigenous people, most working the lowest paying jobs.
There are still regions where people speak only their native language and not
Spanish. Bilingual Education in Mexico is left up to the teachers because it is "costly" even
though there is a great need for such a program. Similar to the United States, there is also
often resistance from the parents to put their children in bilingual classes because they want
the children to speak Spanish, since that is the tool to upward mobility in society. The
Tarahumara Indians in Chihuahua (some of the quietest and shyest people I have EVER
met) is the only group that has a developed bilingual curriculum, with text books and
dictionaries.
Since most of the students who come to Claremont are Mestizos (mixed) and not
indigenous, it would make an Interesting topic for discussion or composition for these
students to compare the perception and the treatment by the Mexican society of the
indigenous people to that of the "American" society on immigrants who are limited in
English. By making compan sons, it may help the students see more clearly where they
stand and what transitions they need to make, because they will be looking at the situation
from the role of both mainstream society and the minori
BEST COPYAVAILABLE
9
Literacy RateThe Mexican government issued a report of very high literacy rate, and I am a bit
skeptical of that (see statistics in section III). Literacy rate is higher in the north, with 95%
of the people in the northern region over the age of 15 being literate. However, only 69%
of the people in the south in the same age group are literate. Illiteracy rate is as high as
100% in some rural and indigenous areas.
Living. Conditions:The north has more rooms for the same number of people in one household than tfie
south. In other words, over-crowding is more common in south. More than 50% of the
northern region households have floor covering, potable water, sewage system and
electricity except Sonora. However, with the exception of Mexico City, less than 50% of
the southern region households have all that "luxury." In Mexico city where some of the
richest people in the world live, the HAVES and the HAVE NOTS aie about 50-50. This
is because there are areas around the edge of the Federal District where one can find large
shanty towns, where people are living without electricity, sewage system...etc.
When I first walked by the school of arts in Chihuahua (relatively urban) and saw
that the band had to bring chairs out to practice outside in the tree shade because there is not
a room big enough to hold them, I thought that was kind of sad but not TOG bad. Once I
began hitting the rural areas, however, some of the sights just broke my heart. Many of the
public schools we visited in the rural area do not even have the basic facilities such as
enough tables and chairs. Their "library", if they are lucky, is a box of books for
everyone to share.
We drove by many "houses" (more like huts) while traveling the Yucatan Peninsula
, and most of the houses were either pitch dark or used one dim light bulb to light the
room. I wondered how these kids study (if they do) since many of them work while there
is day light. This may call for a watch on vision problems of kids from the poorer areas.
ReligiortAlthough there is no stow religion, Catholicism is the dominant religion in Mexico,
especially in the northern (Tamaulipas, Chihuahua, Nuevo Leon, etc., at around 86-87% of
population) and the western (Guanajuato, Queretaro, Jalisco, Michoacan, etc, 94-96% of
population) region. The state of Aguascalientes has the highest concentration of Catholics,
with 97.2% of the people being Catholic.
1 y 1 0
The Catholic church is losing member in the southern region, where there is a
strong concentration of indigenous people who practices their own religions. Curiously,
the Protestant influence (the second strongest religion in Mexico) is growing the most
rapidly in these same areas where Catholicism is diminishing. In areas such as Veracruz,
Tabasco Quintana Roo and Chiapas, where about 67-80% of people are Catholic, the
number of people who reported to be Protestants are anywhere from 12% to 16%.
Between 1970 and 1990, the population has gone from 96% Catholic to.89.7%,
while the Protestants went from 1.8% of the population to 4.9%. The Jewish population
remained unchanged. People who declared to have other religions increased from 0.3% to
1.4%, and people who declared "none" on religion went from 1.5% to 3.2%
MISC:Life expectancy is higher in the north, partly because of the better living conditions,
but also because of job security etc. Life expectancy is the lowest in Oaxaca and Chiapas,
two of the poorest southern states. The natality rate is higher in agricultural states (mainly
the south, but also includes Durango), mortality rate is also higher in the south, especially
in, again, Oaxaca and Chiapas. It is mainly due to lack of potable water and working
sewage system. For that reason, the main cause of death in the south is intestinal diseases.
The main cause of death for the industrialized north is heart disease and accidents.
When it comes to medical care, the difference is drastic between the north and the
south. In areas such as Baja and Mexico City, there is 1.2 to 2.27 doctors per 1000
people. In the south, there is 0.4 to 0.6 doctors per 1000 people. Many children in these
areas do not get vaccinated to be able to fight childhood diseases. In many cases, it is
difficult to get the vaccine to these remote areas, having to keep it cool and with no other
form of transportation but v. alking.
Alcoholism is big in the south (Veracruz, Oaxaca, etc.) but also in Baja California
and Sinaloa. Drug use is also serious in these same states.
L) 1 1
gn. TIM 1`113ZICA\N IEDUCknonc,,,GUSTIEK
General InformationAlthough the Unked States' public education system has been under attack, and
being a teacher I experience many of its problems, spending time in Mexico this summer
made me really appreciate what we have and how far we have come. If I were to ask about
the US educational system. I 444of course hear lots of complaints and problems, but if I
were to ask the question "what do you see that IS working in the system?" I know there
will be a list, also. The picture painted for me of the Mexican public education system was
so dark, so bleak, so hopeless and helpless and so depressing that I had to ask that same
question to different educators and researchers. I did, and the longest answer I got was,
"that is a very good question." The rest of the responses went from a sigh to a shrug to a
shake of the head and "nothing."
It is true that the two educational systems are different, but many problems that I
will describe will sound very familiar to US educators.
In this section I am going to give some statistics on the current situation in the
Mexican public education system to help illustrate some of the problems they have
experienced and why there is a major reform underway. After giving some general
background information of thc Mexican educational system, I will add in details by using a
Q &A format to (hopefully) make locating information easier.
A. Historical Information
Primary education was established in 1879 and secondary in 1889. Under the
dictatorship of Porfirio Diaz, all educational activities were to be guided by a centralized
administrative apparatus. Efforts were made to unify pedagogical contents and methods
BEST COPY AVAILABLE 12
across the different levels and throughout the national territory. However, by the end of
Porfiriato, the emphasis had shifted to college education, and of the one-sixth of the
population that was school age, only one third of them attended primary schools. Even
fewer attended secondary. The expenditures for education was reduced from 7% of the
national budget to 0.9% (versus the current figure of 6% of national budget).
After the Mexican Revolution, the Mexican constitution recognizes that education is
a national responsibility and the responsibility of society as a whole. Since the constitution
of 1917 and under president Alvaro Obregón, emphasis was given to rural, technical, and
teacher education, and there was the establishment of the Ministry of education (Secretaria
de EducaciOn Ptiblica: SEP) in 1921, and the establishment of the Escuela Nacional de
Maestros (a teacher's education program) in 1924. Schools were build at an accelerated
rate, and Mexico has made quite an effort and difference in increase enrollment,decrease
illiteracy, and make schools accessible to all. At the same time, it is also trying to combat the
educational backlog problem.
B. Public School System
A student in the Mexican public educational system would go through six years of
Primary school, three years of Secondary school, and three years of "Prep" school before
going into higher education. All public education, includinit higher education, is "free."
The government develops, prints, and distributes close to 90 million free text books each
year. Although I am told that the teachers can choose not to use the government text
books, there does not seem to be any other resource for the teachers to use, so I am pretty.
sure that most of them follo the curriculum fairly closely. This to me can be beneficial
because it does not matter v. here a student moves to, the text books are the same
everywhere in the country. The problem is, there are areas in the country where there are
no schools, or the books neer get to them...etc.
BEST COPY AVAILABIE3
C. School Day and hours
A typical day in an elementary school begins either at 8 am or 2 pm, depending on
which shift the student is in. There are two shifts per day because of the over-crowding,
lack of facilities and the fact that some students have a work schedule to follow. The 8 am
shift goes till 12:30 or lpm, and the 2 pm shift goes till 6:30 pm. Meal time is not included
in the schedule because these are only half-day classes. On Mondays there is a morning
assembly where the students gather and do flag salute.
A typical secondary school day also has 2 shifts, also. Morning shift begins at 7:30
and goes till 1:45. The afternoon shift begins at 2 pm and ends at 8 pm.
The typical classroom size is anywhere from 60 to 62 students, and there is no
government restrictions on maximum class size. However, I was told that at the secondary
level, the afternoon classes may have only 16 to 20 students because the those hours are
less desired by students.
The students attend school for 200 days a year, 4 hours a day, five days a week.
Specific break down on hours/subject follows:
First and Second rade:
Subject Hours per year Hours per week
Spanish 360 9
Math 240 6
Sod Studies & Science
-
120 3
Art Education 40 1
P.E. 40 1
Total 800 2 0
14
Third through Sixth Grade
[-subject Hours per year Hours per week
Spanish 240
,
6
Math 200 5
Natural Science 120 3
History 60 1.5
Geography 60 1.5
Civic Education 40 1
Art Education 40 1
P.E. 40 1
,Total 800 2 0
In the Secondary Level (listed by subject and hours of instruction per week)
First year second year third year
S .anith 5 5 5
Math 5 5 5
World Histo 3 3
Mexican Histo 3
Geography (Gen) 3
Geo h (Mex) 3
Ed. Orientation (?) 3
Civics 3 2
Intro to Phy and Bio 3
Biolo, 31
2 215
Physics 3
,
3
Chemistry 3
,
3
Foreign Language 3 3 - 3I
Elective 3
Art Appreciation 2 2 2
P.E. ') 2 2
Tech Education 3 3 3
Total , 3 5 3 5
_
3 5
D. Assessment and Grades
Teach= of the same grade level at each school site work together on writing up
monthly tests according to what is covered in each classroom, which is very similar to what
the Japanese educational system does.
Report cards are sent home with the students on a monthly basis. The grading
system uses numbers from 1 - 10, with 10 being the highest/best mark. The parents must
sin the report cards and return them to school. At the end of the year a summary of the
report cards (a final report card) is sent home. This one the parents do keep. Student files
are kept but not at the school but at the local department of education (I was told), and these
files follow the students with each transfer. Ask the parents about the "Calificación" (the
eport cards) and see if they still have them.
E. IlmicfamThere is an educational reform going on that is working towardsdecentralization,
partly because it cuts down on the bureaucracy that onc must go through to get work done,
and partly because of the financial difficulties. What they are using as a model for the
reform is, guess what? The United States public school system.
2J16
F. Ouestionst
Why was the word "free" of "free education" in quotation marks?I was told that the education is free as long as one can afford it. What this means is
that many of the students must work to bring extra income to help the family, and to go to
school means to give up the income that is needed. Many students cannot afford to receive
free education because of the need of the family. In rural and indigenous areas, truancy
and dropout rams are especially high because the family needs the children to work in the
fields. Also, school activities cost money. Unlike the US. where we have bake sales to
raise money, parent in Mexico have to pay money for preparations of special (yet
mandatory) activities, such as mothees day, sports competitions, graduation, etc.
According to some parents of school age children whom I spoke to, the cost does acid up.
How many students DO receive this free education?Of the 14.6 million children attending elementary schools, 72% are in Federal
schools, 22.3% in state institutions, and 5.7% in private schools. Today, primary school
covers about 98% of the children. Nearly 300,000 Mexican children (2% of total, mainly
in rural and indigenous areas) do not have access to schools. Of those completing primary
schools, 83% enroll in secondary schools. Presently, one out of two Mexicans does not
benefit from any instruction beyond the elementary grades. On a side note, 45%, or 6.6
million students do not complete the primary education in the six-year period. In the rural
and indigenous areas it comes close to 80%.
What is the drop-out rate?About 880,000 drop out from elementary schools and 1.7 million students 10 to
14 rars of age are not enrolled in school. Of the 880,000, about 500,000 Children drop
out of elementary school during the first three years (and joins the rank of the illiterate).
Another 380,000 drop out in the next three years of primary school.
What type of teacher training is there? What is the salary like?
In the past, teacher training program is an alternative to attending the prep school
(equivalent to our 10-12 grade level). That was all that was required, but today teachers are
required to attend four years of normal school after finishing "prep" school. Inservices and
workshops beyond this level ts still scarce.
I was not able to get an exact figure on teacher salary, although everyone said it is
very little. Maybe this would give you a better idea: I spoke to a principal ("director") of
tiX
BEST COPY AVAILABLE 17
an elementary school in the state of Michoacan, and he makes about 1200 pesos a month,
which is about US $400. Teachers make less. Granted that the cost of living is lower in
Mexico, but not.by much. These people also have to pay income tax (see question on tax).
Are these schools at least well-staffed and offer the completecurriculum?
Over 15,000 public schools (20% of the total) do not offer the six-year elementary
cuniculum, and more than 16,000 (22%) have only ONE teacher for all school grades.
Are the teachers at least respected?Teaching is often considered a vocational job rather than a career. The degree of
respect a teacher receives depends on many factors, as we all know in the United States.
However, in many rural regions where the teacher is the only person who knows how to
read, these teachers must also take on leadership roles in the community. In cases like
these the teacher earns a lot of respect for his or her active participation in the community.
As for getting the respect for possessing the knowledge and for teaching, I am beginning to
find that these mentality are becoming more and more difficult to find.
What does a principal do as a director of the school?According to this principal, his job is to deal with government and request funds.
The government gives school money for salary and books. If there is any other need, the
principal must either repeatedly go to the government to request funding, "network" with
people who may have influence in getting things done, or go out and find businesses to
donate needed materials. He told me that once the school needed to build a basketball court
for the kids to play on, and he had to first go out and get people to donate gravel and other
necessary material, then after that he had to go out and gather parents and volunteers to help
put the basketball court together.
Doesn't Mexico have a fairly high income tax? Where do all the taxmoney go if there is such a lack of funding?Mexico does charge a very high income tax (about 35-40%). The problem is that
there is no organization there like our IRS that can rack down people, so those who
volu. teer to pay taxes pay a lot, the rest do not pay at all. I was given the figure of 6
million out of 80 million people pay their income tax. I am not sure how accurate this is,
but I wouldn't be surprised if that is the reality from what I have seen and observed in
18
Mexico. The effect of this is evident everywhere in Mexico, from the small areas suchas
major roads are unpaved or unrepaired, etc.
What about the teacher's union? Can't they do something?Mexico has the largest teacher's union in Latin America. However, it is looked at
as a mechanism to control th t.. teachers for that the union leaden are supporters and are
closely affiliated with the PRI (the dominant political party) and this makes strike very
difficult. When it comes time to vote, most people cast their votes based on indebtedness
of a favor done for them rather than voting for a party or a candidate. In other words, if
your supervisor is the person who got you the job, you in a way return this favor or show
support for this person by voting for the supervisor's party, which in general is the PRI.
What do you mean by "the supervisor getting you the -h"?
When one looks for a teaching job, the location is determined by whc.re teachers are
needed (usually in rural areas with no electricity or water), not where the person would like
to teach. The only way to make changes to ensure you get a job that you want is to use
connections, social rotwork, or MONEY. When such a favor is done, that is where the
indebtedness come from.
What educational backlog problems are there?Today in Mexico 4.2 million people over 15 years of age are illiterate.
Approximately 20.2 million adults have not completed elementary education as required by
the constitution, and nearly 16 million more have not finished secondary school. Illiteracy
approaches 100% in geographical zones With high concentration of indigenous groups,
while in other parts of the country it may be close to 2%.
What are the goals for the elementary and secondary educationalreform?
One of the problems .4. ith the old system was that there is no internal coherence
between different levels of schooling, and that the goals and contents are "overambitious"
with gaps and overlaps. Therefore, in addition to decentralizing, reducing bureaucracy,
and increase professional development, the main curriculum goals is to develop a
curriculum with continuity from one level to another, and prepare students to be "reflexive
and critical in their thinking," and to encourage participation and responsibility for their
own actions and decisions. In other words, to move away from the traditional passive
learning to active learning.
19BEST COPY AVAILABLE
2.6
CURRICULUM"%i
I managed to acquire (after running aroundfihe Benjamin Franklin library, making
numerous phone calls in broken Spanish, a taxi ride in rush hour traffic on a Friday/pay
day, and ran three blocks to the ministry of education with five minutes to spare) the new
benational curriculum guidelines of 1994-95 for the primary level and had thought about
including a brief summary of it so that staff and counselors get a better idea of the
educational background the new students from Mexico come with, since we normally do
nots-and will not ever see their report cards from Mexico and have no idea what they have or
have not learned. Sometimes the testing do not show much because these students do not
speak enough English to take the tests.
However, as I began with the translating work, I realized that in order to do a
thorough enough job to summarize what is included in the curriculum, it would take a lot
more time than what I currently have, especially since I have had only minimum training in
Spanish. Nevertheless, I was able to summarize (and I DO mean that) most of the subject
areas in the primary levels except for Math and Langauge Arts (Spanish). I have,
therefore, included these sections for anyone who is interested in browsing them and/or
help translate them to use as future reference, and I apologize for the quality of translation
in some areas, as I am not well-versed in some of the lingo used to know the proper
words.
What I did notice was that the new curriculum developed under the educational
refoun looks a lot like the California state framework, with differences in the language arts
and history, since we are talking about teaching Spanish, not English, and Mexican history
at the upper elementary than US history. There is also a separate section of Geography,
which is integrated into social studies at the first and second grade level, and taught as its
own subject from third grade on.
If you do decide to use the curriculum as a guideline for placement, however, do
remember that this is a guideline to be implemented THIS school year, and it may be
different from the older guideline under which the new student was taught. However, I did
read that the changes are not MAJOR and that the main shift is in emphasis in critical
thinking.
BEST COPY AVALA,..A.
One other important factor to remember when trying to determine what this student
has learned is that the student would have been exposed to everything in the curriculum
guide only if the student has attended a school that followed the curriculum and had
qualified teachers to teach it (and I have shown that in many cases this does not happen). It
may be better to use this information to determine what the student has NOT been exposed
to, apd hence narrow down the possible classes the student may need to be in.
SpanishThe Primary Spanish language arts program focuses on four main areas: The
spoken language, the written language, reading, and language application. The content of
each area builds on and develops what is taught in the previous grade, but all four areas are
covered every year. See program guideline for "Espafiol."
MathSimilar to the Spanish program, the math program includes six main areas. Each of
these areas have sub-topics, and the content under each sub-topic develops with each
grade, but all areas are covered each year. These four main areas and their sub-topics are:
I . The numbers and their functions:natural numbers
2. Measuring: length, width, areas, volumn, time
3. Geometry: location, spacial relation, geometrical figures
4. Graphing
5. Estimation (beginning 3rd grade)
6. "Process of change" (problems dealing wiih proportions).
Natural SdenceEach grade covers five areas: The living things, human body and health, the
'environment and environmental protection, matter and energy change, "science,
technology, and society." In the first and second grade, Natural science, geography,
and civic education are integrated, but I will list what is covered specifically in the
areas mentioned above. (Do note the topics covered in human body and health and also
anything related to water. Then relate that to the health issues covered in Chapter ID.
BEST COPY AVAILABLE
24
First gradeThe living things:
plants and zaimals, their differences, ID plants and animals in the neighborhood,
germination.
Human body and health:how we were and how we are, parts of the body, the senses, good health habits,
safety.
The environment and its protection:the importance of water and its use, how people change nature
Maiter and energy change:the sun, night and day, properties of water
"Science, technology, and society":basic necessities, modern conveniences in a house
Second gradeThe living things:
living and-non-living things, living things and their environment, care for living
things, common functions of plants and animals, land and water creatures,
classification of animals (mammals, etc.)
Human body and health:Structure of human body, nutrition, personal hygene
The environment and its protection:the water, change in atmosphere, deterioration of environment
Matter and energy change:temperature, light change, light and heat, sortie natural phenomenons and their
causes
"Science, technology, and society":sources of food, types of food (natural, processed, etc.), basic needs and scientific
applications.
Third gradeThe living things:
Respiration, water and air and plants, the plants (parts, photosynthesis...etc.), the
food chain.
Hutnan body and health:
2J
digestive, circulatory and respirtory system and their care, nutrition, balanced diet,
illnesses related to digestive system and their causes, potable water and health,
personal safety, simple first-aid.
The environment and its protection:air and water, natural resources, biodegradable and non-biodegradable items
Matter and energy change:. solid, liquid, gas, measurement, classification of objects
"Science, technology, and society":natural resources in the community and the region.
Fourth GradeThe living things:
ecosystem, vertibrates and other, stages of life, characteristics present in adult
, female and male species.
Human body and health:Respirtory diseases, sensory organs, immune system, digestive system, muscles
The environment and its protection:water purification process, national natural resources, the nation's environment
Matter and energy change:chemical and physical changes, heat and temperature, energy sources, motion
"Science, technology, and society":natural resources, basic elements, type and sources of contamination
Fifth gradeThe living things:
The cell, single cell organisms etc., diversity of biological things, artificial
ecosystem, combusuon (?)
Human body and health:nervous system, glans and hormones, reproductive organs, sexual roles, addictions
The environment and its protection:human effect on ecosystem, pollution
Matter and energy change:work (physics), energy, mixtures, simple methods on separating substances,
motion, sound waves, earthquake, types of energy and their uses
"Science, technology, and society":. electricity, magnetism
Sixth gradeThe living things:
evolution, geological eras, fossils
Human body and health:human developmental stages, puberty, human repmduction, health, disaster
training
The environment and its protection:population explosion, influence of technology on ecosystem, disaster preparedness
Matter and energy change:water cycle, atom, molecules, elements, compounds
"Science, technology, and society":simple machines.
BistoryFirst Grade:
personal history, history of family, the school, time, national anthm and
flag, festivals and customs of Mexico.
Second Grade:personal history, history of family, history of the school, time, history of
neighborhood, festivals and customs of Mexico.
Third Grade:Introduction to the study of the past, the eras of Mexican history
Fourth Grade:Pre-colonial Me x ico (major groups and civilizations), Spanish conquest,
colonial, independence, first years of the Republic, Porfiriato; Mexican
revolution. contemporary Mexico
Fifth Grade:Human evoknon of America, Major civilizations in Asia and
Mediterranean. ('I% thzanon in Mesoamerica, Middle ages in Europe,
Renaissam. e 1)1...mery of America. Spanish in America, Imperialism 16-
18 century. independence movement, Mexican Independence,
Independence 01 Spani.h colonies
First Grade:Review of independence of Mexican and other Latin American countries,
international conflicts and loss of territory (e.g. Texas), the reform, French
31BEST COPY AVAILABLE
-1
invasion, restoration of the Republic, European development in 19th
century, Porfiriato (dictatorship of Porfirio Diaz), Mexican Revolution, the
world during Mexican revolution, the world in 1940
GeographyFirt Grade
the school, the neighborhood, cities and country side, time, Our country
Mexicofierand_gradt
School, community, trade, communicaiton between communities, states and
natural geographical boarders of Mexico.
Third GradeMexico, its neighbors, origin and significance of the name, natural
resources, climate, population, economic activities
Fourth GradeSolar system, physical characteristic of Mexico, its natural resources,
population, principle economic activities
Fifth Grade
Sixth Grade
The Universe, the earth, world map, continental drift, Latin America, its
natural resources and economic activities, its population, Mexico's role in
the economics of the American continent
Physical characteristic of the Earth, world environmental issues, natural
resources, world population, cultural diversity. Mexico in the context of the
world
Civic EducationFirst Grade
The children, types of families, the school, the neighborhood, "Our country
Mexico", common traditions and symbolism.
StratuLGradtschool and family (rights of children, abuse), local festivals and customs,
the municiple. Mexico: culture, tradition, patriotic symbols.
BEST COPY AVAILABLE'
32
Third GradeSignificance of name Mexico, individual and organizations, the
. government, the diversity and interdependence of the Mexican population,
equal rights, Patriotism
Fourth VradeThe Federal Republic of Mexico, the constitution, rights of citizens, the
wealth of the country, urban and rural people, forms of communicaiton, the
multi-ethnic and multi-cultural country of Mexico
Fifth Gradethe laws, individual rights, social rights, children's rights, rights of citizens
of the past, Mexico and the world, international relations
Sixth Gradethe Republic of Mexico, the government, democracy, ihe judicial system,
the constitution of 1917, diversity within Mexico, international relations
Art EducationStudents in each grade level are exposed to music, dance, fine arts and drama both
in forms of appreciation and participation.
Physical EducationThe physical education activities fall under four categories: visual-motor skills
development, development of physical ability, basic sports, and health. A copy of the
curriculum guide for this area is included for the reason that many of the activities are listed
by name only, such as "cats and rats", "pineapple and melon"... which I can translate but
do not know how exactly these games are played and what they are to help develop. The
PE teachers may want to use these as extra credits and have the Mexican children describe
or show the group how to play these games (or recommand games from the list given).
3tj
Who is usually "responsible" in the children's education in a family?The mother is the one. Normally the father is the one out working, and the mother
stays home to care for the family and make sure that the children do the homework. They
also are the ones who attend meetings at school. More and more women are now working
also to supplement family income, but the men do not usually get involved with the
children's education.
How valuable is education to the people in Mexico?Although Education means upward mobility, how it is valued varies, depending on
many factors, including the socio-economic situation. Most parents who have the money
woad send their kids to private schools. Public schools in Mexico are not, well,
prestigious. In areas where poverty is an issue (especially among the indigenous people),
the parents want the children to learn Spanish for social and economical progress in the
future, yet when the whole family has to work in order to eat NOW, education just isn't a
priority. (see section HI for more info)
Is there much parents participation in Mexican public schools?Traditionally in Mexico the parents to not participate a whole lot in schools
(meaning coming to school to participate in activities). Education is left up to the teacher,
and since many of the parents have not completed education beyond the primary level (see
statistics in section III), they are often intimidated, or simply do not know what they can do
to become involved in the school (or that their involvement is valuable).
What type of activities do the parents participate in the Most?Activities that do not require physical attendance and are not academic (this is my
personal impression). In Mexico. according to an elementary school principal whom I
spoke to, many of the parents would willingly donate money for graduation parties, but not
so for school equipment. simply because they can see and anticipate where the money will
go and how it will be used to benefit the students better in one case than the other.
27
34
Is there any effort to push for parent involvement in Mexico? If so,what is being done?Currently there is an educational reform going on in Mexico, and one of the focus
areas is parent involvement. In the state of Chihuahua, PTAs are being formed at local and
state level. There are three experimental schools where parent-education courses are
offered at night, so that both parents can come (although most of the moms are housewives
and do not work outside of the home).
But how do they get the parents to show up in the first place?I do not think we can legally do this here in the U.S., but these parent education
courses are OBLIGATORY. The school tells the parents that "if you attend, your child will
(=et better grades." Because the child's grade is at stake, the child drags the parents to go
and keeps tack of the attendance. At the end of the program, the CHILD gets a certificate
of completion.
* So, "GUILT" is the best/most effective way to involve these parents?From what I gather, (especially in a Citholic environment), yes.
* Has there been any success in involving the male parents?There has been some success. Wliat the school does is use the "Machismo" attitude
to their advantage by assigning male parents important titles and make them feel needed,
and they began to help the women parents with the education because they are now "in
charge" and therefore obligated to participate (happily, I might add).
Who teaches these parent education courses? Is the government
funding it?As with the teachers in the United States, many Mexican teachers wish to help the
students and they give their own time to do so. At this time, all these courses are taught by
teachers on a voluntary basis (no additional pay). There is no state or national government
fundini.?
What can we do here in the United States to involve the parents and
show them that their involvement is essential in their children's
education?The best thing to do? PARENT EDUCATION! But until we can have that done
bilingually with focus on specific problems each culture faces, let's begin with something a
28
little easier. Send home letters of invitation (have the kids write them as a class project)
about school functions. Thesc parents may not be as up to date and aware of these events.
Have letters translated into Spanish to invite parents to attend at least "Back-to-school
night" and "Open House." Remember to explain to them specifically the purpose and the
proiedure, and reassure them that they do not need to speak to the teachers,' if they do not
wish to do so. In addition to not being used to getting involved in schools in their own
culture, having to speak English here is intimidating to many parents, even if they do have
the time and the desire to become involved.
What do these parents need to know in addition to what we tell the"American" parents at Back-to-school-night?First of all, SSR teachers! Make sure.they are aware of the existence of the student
handbook, and that there is a calendar in there with school events, and most importantly,
when the grades are due. Let them know to expect a report card IN THE MAIL within a
week of those dates. Let them know the purpose of the student handbook, and reassure
them that if communication is difficult for them in English, the school will fmd interpreters.
Notes to teachers CAN be written in Spanish if necessary. Put them at ease.
* And then? How do we involve these parents in other activities ifEnglish is a problem?My suggestions is to invite the parents to participate in school activities first through
FOOD. Yes, have them participate in bake sales by cooking (not selling, unless they
volunteer), and make a big deal about the wondirful international varieties of foods we
have To many of these parents, they do not know whether their version of "cookies" and
"snacks" would suit the American palette, so instead of making them feel they have to cook
"American", make a big deal about how ethnic desserts are welcome. Remember to always
follow up with a phone call or a thank you note.
What about, you know, those "unknown" ingredients?If you are afraid of the unknown ingredients, specify that "most buyers prefer
something sweet, with lots of sugar or chocolate... do you have something like that in your
culture?" Trust me, you won't regret it.
BEST COPY AVABABLE
29
But we only have bake sale twice a year. That's hardly anyparticipation.
You can also have kids bring in food for their special holidays and give a
presentation. Depending on the subject, it can be a unit on health and nutrition, a unit on
corn, a unit on how heat energy can be used, a unit on different properties of matter (and
what happens when you mix them)... I am sure you can come up with something. I have
never had any trouble coming up with excuses to have food in my class (yes, I love to eat,
can you tell?). Or, better yet, have the parents cook IN CLASS (if the kid can serve as
interpreter). Then you will sample more than just snacks and cookies, but great dishes. If
you really have the time and resource, host a small international food festival at the school
site. I know the Claremont Colleges do that every year, but not many of our Mexican
students' parents are affiliated with the colleges.
* What if .our bake sale or the current unit has a theMe and we onlywant "American" cooking?If cookies and brownies are the only baked goods wanted, then have a few different
recipes and send the recipes home. Many of the students and parents enjoy trying out new
recipes. It also takes the pressure of choosing a "good" American recipe off of them. I
have sent home recipes from colonial days for extra credit at around Thanksgiving (or
when we are learning about the 13 colonies), and the results were delicious. It is not only a
way to involve parents but to teach a little 'aft of American culture to them as well.
3
30
LiEramanta_mmunizzi
Is literature easily accessihle to children? QIN
No. First of all, there are few publications for children. Secondly, some of the
largest chain bookstores that I went to did not even cany children's books for the reason
that "there is no market." Books are also expensive (price comparable to U.S.). Most
people spend money on renting videos. Video rental stores can be seen even in the smallest
rand towns (that we were able to get to. I am sure they do not exist in areas where one
must walk hours to get to). As a result, there is not an abundance of children's literature,
andit is even more difficult to find good children's literature in Mexico. As of today, the
situation is that the number of books for children is less than the number of children in
Mexico.
What about the libraries in Mexico?We visited a few libraries on school sites (private schools) and the collections there
is quite small. Most public schools employees we spoke to were eager/desperate for
donations for books. Since we did not visit public libraries, we asked a publisher of
children's literature what type of books the library has for children and adolescents, and his
reply was "It's a mystery."
Where do children get the chance to read if books are so scarce?I am told that most children are exposed to reading for the first time in school, and
these reading assignments are from the text and are generally followed by exams. That
would make me really interested in reading, wouldn't you?
So where do I go to find good children's literature in Spanish?If "written in Spanish" is the only criteria, Spain publishes a wonderful collection
of children's literature. That would be where I would look. However, beware that Spain
is an European country and the language may be different from the Spanish spoken here on
the American Continent The background and content mayalso be difficult to relate to in
some cases. Use caution when choosing books. Don't just buy them because they are in
Spanish.
36 31
Do you have any suggestions?The publisher that I spoke to gave some names and book titles from Mexico that
looked very good. These books resemble the current children's literature in the U.S. more
than the traditional Mexican children's literature, which generally is either traditional
folklore, with religious themes and/or moral values.
Authors and titles:
Books written by Teresa Castello:5 who uses the name Pascual Corona reflect
country life in Mexico. She uses the name Pascual Corona because that was the name of
her nanny, who told her many stories. Her stories are "rich, full of poetry, recipes,
rhymes, and riddles." El Pozo de los Ratones is, I was told, the Mexican version
of 1001 lights that reminiscent the tales of the Grimm brothers, but at the same time very
Mexican, including parts about people preparing tamales.
Emilio Carballido has a very interesting book called El Pizarro:5n Magico (The magic
chalk board), where magic came out from playing with the words written on the board. It
is a very good book for children learning letter sounds and see what can happen when one
repraces a letter in a word (e.g. cat -> mat).
Juan Villoro has not written many children's books. He is an well-known Mexican
author who writes mostly for adults, but he is concerned about the lack of children's
literature. The twO books he has written are kaLcalminiu_scattas (a story for little kids)
andi,a fatRilosa guitarra del doctor Zipper (for young people).
Another interesting book is written by Magolo Cardenas. The name of the book is
called No era el tinico Noe. The story is similar to Noah's ark, but there was one from
each continent, including one from a fantasy continent carrying imaginary creatures such as
unicorns. It is a story about animals, geography, and the joy ofreading. mada_gsmila
vienm_yinara is a historical novel for young people, written also by Cardenas about the
life of a young woman during the conquest of Mexico.
Alicia Molina has published one book so far, called El agujero negro, a story that
she invented for her daughter. There is even a song now about the story.
BEST COPY AVAILABLE32
Carlos Pellicer has written and illustrated many books, including Los Zapatos de
Jima (Juan's shoes), a favorite of the publisher I spoke to, and Julieta y su caja de colores
(Julieta and her box of colors/color palette), a very cute book on colors and the magical
things Julieta can do with her paint brush.
One thing I found interesting was that no matter how small the town, how poor the
region, EVERY HOUSE HAS A TELEVISION! (Granted, again, that these were regions
that I was able to reach as a traveler, not as an anthropologist. But it is not uncommon to
put the purchase of a TV above other essentials). Some of these houses looked like they
would crash any minute because of the giant satellite dish (about as wide as the roof, and at
least half as high as the house in some cases) sitting on top of it.
Ntass media is powerful in Mexico. There is a variety of shows on TV, but the
invasion of Hollywood is everywhere. The prime time shows are alinost all shows from
the U.S.(dubbed, very well done, I might add), including Beverly Hills 90210, Saved by
the Bell, Mission Impossible, and some old shows that you don't even remember anymore.
The cartoons are generally from Japan (mainly sci-fi ones) or the U.S (cute little kiddy
cartoons).. There are Mexican versions of "Good Morning America" shows in the
morning, and there is news in Spanish. The only other Mexican products I saw.on prime
time were the game shows and SOAP OPERAS (ever wondered what happened to Eric
Estrada?)
I have often wondered that since mass media is so powerful, maybe if closed
captions is made available for all shows, it would help (at least somewhat) with the
illiteracy rate? It will not help those who do not speak Spanish (they do not usually own a
TV anyway), but imagine the number of people this can reach.
Also, I have found that teaching through video has worked very well for my
Mexicr Idds. Now I know wh .4111111111111L
BEST COPY AVAILABLE
4 0 33
Lvr
mai
rsos
viar
amm
rrIM
Icw
ilIM
MW
SIff
iIMIN
WM
A
4 3
Prog
ram
as
Ir,
-,17
93:9
4.i
rim
ergr
ad()
Leng
ua h
abla
da
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Des
arro
llo d
e la
pro
nunc
iack
in y
la f
luid
ez e
n la
expr
esiO
n
Pred
icci
on d
e se
cuen
cias
en
elco
men
kio
de te
xtcs
Com
pren
si6n
v tr
ansr
msi
On
deO
rden
es e
inst
nicc
ione
s
Des
arro
llo d
e la
cap
acid
ad p
ara
expr
esar
idea
s y
com
enta
rios
pro
pios
Situ
acio
nes
com
unic
ativ
as
Con
vers
ació
nC
onve
rsac
ión
sobr
e te
mas
fib
res,
fedo
ras
y pr
efe-
renc
ias
resp
ecto
a p
rogr
amas
de
radi
o y
tele
visl
imA
utop
rese
ntac
ión
fren
te a
l gro
pe
Nar
raci
ón-
Nar
raci
ónin
divi
dual
y c
olec
tiva
de v
iven
cias
ysu
ceso
s ce
rcan
os
Des
crip
ción
-D
escr
ipci
ón d
e im
ágen
es e
n lib
ros
pa r
a an
tici
pa r
el c
onte
nido
de
text
os-
Jueg
os c
onde
scri
pcio
nes
para
adi
vina
r de
qué
oqu
ien
se tr
ata
Ent
revi
stas
- Ju
egos
de s
imul
ació
n de
ent
revi
stas
Dis
cusi
On
- E
xpre
siO
nde
opi
nion
es e
n re
unio
nes
de g
rupo
Rec
urso
s oi
l ver
bale
s-
Exp
resi
on e
inte
rpre
taci
on d
e m
ensa
jes
med
ant
ela
num
ica
Com
pren
siO
n de
inst
rucc
ione
s-
Part
icip
aciO
n en
jueg
os q
ue r
equi
eran
dar
y c
orn-
pren
der
órde
nes
Len
gua
escr
itaC
onoc
imie
ntos
, hab
ilida
des
y ac
titud
es
Rep
rese
ntac
iiin
conv
enci
onal
de
las
voca
les
enle
t ra
scri
pt y
cur
siva
Rep
rese
ntac
iem
conv
enci
onal
de
las
letr
as "
p", "
I", "
s",
rim
, "d"
y "
t" e
n le
tra
scri
pt y
cur
siva
Rep
rese
ntac
ión
conv
enci
onal
de
las
letr
as "
r",
"rr"
,"c
", "
q", "
b", "
v", "
n", "
ft",
"f"
, yen
letr
a sc
ript
ycu
rsiv
a
Rep
rese
ntac
ión
conv
enci
onal
de
las
letr
as "
ch",
"h"
,"I
I", "
y", "
g", "
z", "
x", "
w",
"k"
en
letr
a sc
ript
ycu
rsiv
a
Dir
ecci
onal
idad
de
la 'e
scri
tura
ra-
La
sepa
raci
ón e
ntre
pal
abra
s"
BE
ST C
OPY
AV
AIL
AB
LE
4 4
Plan
y p
rogr
amas
de
estu
dio:
Pri
mar
ia
El e
spac
io e
ntre
letr
as e
n la
letr
a sc
ript
Iden
tific
ació
n y
uso
de m
aytis
cula
inic
ial e
n el
nom
-br
e pr
opio
y a
l ini
cio
de p
árra
fos
lden
tific
ació
n de
l pun
to f
inal
y de
l pun
to y
apa
rte
Cor
npre
nsió
n de
la le
ctur
a de
ora
cion
esy
text
os b
reve
s
Lec
tura
en
voz
alta
de
text
os e
labo
rado
spo
r lo
sal
umno
s y
de m
ater
iale
s im
pres
os
Rec
onoc
imie
nto
de la
esc
ritu
ra c
onyi
una
form
a de
com
unic
ació
n
Situ
acio
nes
com
unic
ativ
as
Lec
tura
lnte
rpre
taci
ón d
e ilu
stra
cion
es-
Cor
npar
ació
n de
pal
abra
s po
r su
mór
nero
de
tetr
asy
por
la le
tra
con
la c
lue
empi
ezan
- L
ectu
ra d
el n
ombr
e pr
opio
Com
pa
raci
ón d
e pa
labr
as p
a ra
des
cubr
ir la
repr
e-se
ntac
ión
conv
enci
onal
de
las
tetr
asL
ocal
izac
ión
de p
alab
ras
cono
cida
s en
text
osId
entif
icac
ión
y le
ctur
a de
pal
abra
s fa
mili
ares
- L
ectu
ra y
com
enta
rio
de te
xtos
bre
ves
escr
itos
por
los
nitio
s-
Esc
ucha
r y
.seg
uir
lect
uras
hec
has
por
el m
aest
roy
los
alum
nos
Exp
lora
ción
libr
e de
div
erso
s m
ater
iale
s es
crito
s
Red
acci
ón-
Esc
ritu
ra d
el n
ombr
e pr
opio
- E
scri
tura
de
pala
bras
y o
raci
ones
- R
ed a
ccic
in e
ilus
trac
ión
de. t
exto
s
32
- E
labo
raci
ón d
e re
cado
s ut
iliza
ndod
ibuj
os y
pa
la-
bras
- In
icia
ción
en
la c
orre
cció
n de
text
os p
ropi
os p
o-ni
endo
ate
nció
n al
uso
de
may
liscu
las e
n no
mbr
espr
opio
s y
al u
so d
el p
unto
fin
al
Rec
reac
ión
liter
aria
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Ate
nció
n y
segu
imie
nto
en la
aud
ició
n de
text
os
Part
icip
ació
n en
lect
uras
rea
lizad
as p
or e
l mae
stro
Cui
dado
en
el m
anej
o de
los
libro
s
Situ
acio
nes,
com
unic
ativ
as
Aud
ició
nA
udic
ión
de te
xtos
infa
ntile
s na
rrad
oso
leid
ospo
r el
mae
stro
Ela
bora
ción
de
dibu
jos
alus
ivos
a lo
s te
xtos
esc
u-ch
ados
Lec
tura
Part
icip
aciti
n de
l alu
mi,o
en la
lect
ura
jue
elm
aest
ro r
ealic
e, a
ntic
ipan
do p
alab
ras
y co
nten
i-do
con
bas
e en
lo q
ue e
l niti
o es
cuch
e-
Lec
tura
com
enta
da d
e te
xtos
ilus
trad
os
Cre
ació
nR
edac
ciO
n co
lect
iva
de c
uent
osy
de d
idlo
gos
con
base
en
la le
ctur
a de
otr
oste
xtos
- C
reac
ión
de r
imas
con
bas
e en
otr
as y
a co
noci
das
Rec
reac
ión
Tra
nsfo
rmac
ión
de f
inal
es d
e cu
ento
s
Fsj)
atio
l
sc('n
itica
ciO
nPa
rt ic
ipac
ión
en ju
egos
,ro
ndas
y c
anto
s
I )e
clam
aciO
n de
rim
as y
poe
ms
Rep
rese
ntac
ion
depe
rson
ajes
con
ocid
osde
la
liter
atur
a in
fant
ilE
scen
ific
aciO
n de
cue
ntos
uti
lizan
do ti
tere
s y
miis
-
cara
s el
abor
adas
por
los
!lin
os
lueg
(P C
On
pala
bras
1 ta
bale
ogoa
s v
.khv
inan
ras
Re
flex
ion
sobr
ela
leng
ua
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Rec
onok
till
1(1
Ik V
uso
initi
al d
e la
s te
rmin
aeio
nes
guy
gene
raln
wot
ein
dica
n ge
nero
y n
umer
o
Obs
erva
ciO
n de
l ord
en ti
ela
s pa
labr
as e
n un
a or
aciO
n
Iden
tific
acio
n y
uso
deal
guno
s si
nOni
mos
!den
t I f
ieac
iOn
y us
ode
ora
cion
es a
t irm
ativ
as v
neg
a-
tivas
Situ
acio
nes
com
unic
ativ
as
Tod
as la
s qu
e se
pro
pici
an p
ara
el tr
abaj
o en
los
otro
s
ejes
Jueg
os c
on p
alab
ras
4'II
BE
ST
CO
PY
AV
AIL
AB
LE
opor
tirSe
gund
o gr
ado
94-9
5
Len
gua
habl
ada
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Mej
oram
ient
o de
lapr
onun
ciac
iOn
v Ia
flu
idez
en
la
expr
esiO
n
Flui
der
en d
v co
nver
saci
ones
I m
ciac
ton
en la
e \
posi
t 141
nde
tem
as
Form
ulac
It I
n de
pre
gunt
asso
bre
tem
as e
sree
ifie
os
Situ
acio
nes
com
unic
ativ
as
Con
vers
aciO
nln
terc
ambi
o de
opi
nion
es e
ntre
pequ
enos
gru
pos
de a
lum
nus
a pa
rt i
r de
lale
ctur
a de
text
os u
otr
osm
ater
iale
s, p
rete
renc
ias
enm
ater
ia d
e pr
ogra
mas
tele
visi
vos
rad
iotO
meo
s v
otro
s te
mas
eleg
idos
cole
etiv
amen
teD
iAlo
gos
sobr
eane
cdot
asla
mili
ares
y p
erso
nale
s
Nar
raci
On
-N
arra
cion
de
suce
sos
yvi
venc
ias,
de
hist
oria
sre
a le
s o
fict
icia
s,in
cluy
endo
per
sona
jes
y si
gu ie
n-
do u
na s
ecue
ncia
cro
nolo
gica
Des
cri p
c i O
nD
escr
ipci
On
de o
bjet
os, p
erso
nas,
luga
res
y de
ilust
raci
ones
de
1ibr
os, d
esta
cand
o ra
sgos
impo
r-
tant
esJu
egos
par
a ad
iv in
ar a
qui
én o
clue
se
desc
ribe
334
8
Plan
y p
rogr
amas
de
estu
dio:
Pri
mar
ia
Dis
cusi
On
Dis
cusi
tin e
n gr
upo
para
tom
ar a
cuer
das
unto
s de
inte
rés
com
unre
Exp
osic
ion
Exp
osic
ion
ante
el e
quip
o so
bre
tem
as p
revi
a-m
ente
aco
rdad
osFo
rmul
ació
n de
pre
gunt
as a
invi
tado
s al
sal
on d
eci
tric
Len
gua
escr
ita
Con
ochn
ient
os, h
abili
dade
s y
actit
udes
Lec
tura
y r
edac
ción
de
orac
ione
s y
text
os b
reve
s
Lec
tura
de
dive
rsos
tipo
s de
text
o, id
entif
ican
do s
usdi
fer
enci
as
Ant
icip
aciO
n de
l con
teni
do s
ecue
ncia
l de
un te
xto
apa
rtir
de
su p
arte
inic
ial
lden
tific
aciO
n de
l tem
a de
un
text
o
Red
acci
On
tie te
xtos
sob
re te
tnas
der
ivad
os d
e la
lect
ura
de d
escr
ipci
ones
y a
par
tir d
e un
a an
écdo
ta
Ela
bora
ciO
n po
r es
crito
de
preg
unta
s so
bre
tem
aspr
eest
able
cido
s
Rec
onoc
imie
nto
y us
o de
l esp
acio
ent
re la
s pa
labr
as
Uso
de
may
Osc
ulas
en
nom
bres
pro
pios
, des
pués
de
punt
o y
al p
rinc
ipio
de
la o
raci
ón
Iden
tific
ació
n de
los
sign
os d
e in
terr
ogac
iOn
49C
ompr
ensi
On
de in
stru
ccio
nes
escr
itas
34
Situ
acio
nes
com
unka
tivas
Lec
tura
- L
ectu
ra d
e le
t rer
os y
a v
isos
com
unes
en
la lo
ca li
dad
Aud
iciO
n de
lect
uras
hec
has
por
el m
aest
roD
educ
cion
del
tem
a de
un
text
o ob
serv
ando
las
ilust
raci
ones
- C
ompr
ensi
On
de in
stru
ccio
nes
eser
itas,
bre
ves
ypr
ecis
as, p
a ra
Ile
var
a ca
b()
algt
in ju
ego
t rad
icio
-na
l o d
e m
esa
- L
ectu
ra e
n vo
z a
lta d
e te
xtos
bre
ves
Red
acci
On
- R
edac
ciO
n in
divi
dual
y e
n eq
uipo
de
letr
eros
yav
isos
sem
ejan
tes
a lo
s qu
e se
iden
tific
aron
en
lalo
calid
ad-R
edw
acci
On
tie p
regu
ntas
sob
re u
n te
ma
dete
r-m
inad
o po
r lo
s ni
nos
Red
acci
On
tie c
onw
ntar
ios
form
ulad
os e
n eq
uipo
acer
ca d
el te
ma
de lo
s te
xtos
leid
os p
or e
l mae
stro
- R
edac
ciO
n e
inte
rcam
bio
de n
wns
ajes
wis
os, r
e-ca
dos
y ca
rtas
ent
re lo
s co
mpa
fier
os d
el g
rupo
oes
cuel
aO
bser
vaci
On
de im
agen
es v
si i
des
crtp
ciO
npo
res
crito
- R
evis
iOn
y au
toco
rrec
ciO
n de
text
os p
ara
veri
fica
rel
uso
de
letr
as m
aytis
cula
s y
del p
unto
y co
mpr
o-ba
r qu
e la
s pa
labr
as e
stén
cor
rect
amen
tese
para
-da
s y
com
plet
as
Rec
reac
icin
lite
rari
a
CO
noci
mie
ntos
, hab
ilida
des
y ac
titud
es
Aud
ició
n de
text
os50
Esp
anol
Part
icip
ació
n en
lect
uras
rea
lizad
as p
or e
l mae
stro
Red
acci
ón y
lect
ura
de p
oem
as y
cuen
:os
Cui
dado
en
el r
nane
jo d
elo
s lib
ros
Com
pren
sión
del s
igni
fica
do d
e re
fran
es y
cop
las
t rad
icio
na le
s
Dis
cusi
On
sobr
e el
sen
tido
de r
efra
nes
trad
icio
nale
s
Situ
aciO
nes
com
unic
ativ
as
Aud
io O
nA
udic
iOn
de c
uent
os, l
eyen
das
y po
erna
sle
idos
pore
l mae
stro
Lec
tura
- L
ectu
ra d
e cu
ento
s y
poem
asde
um
nin
o a
otro
nino
- 1.
ectu
ra e
n vo
zal
ta d
e po
emas
y c
uent
oses
crito
s
por
los
'lino
s. I
nter
cam
bio
de te
xtos
escr
itos
por
los
nino
s pa
ra q
ue lo
s ilu
stre
n
Cre
aciii
n-
Red
acc
ion
indi
vidu
al y
cok
ctiv
a de
cue
ntos
,ilu
s-
triin
dolo
s co
n di
bujo
s y
reco
rtes
- C
reac
iOn
dellm
as a
par
tirde
pal
abra
s da
das
Rec
reac
ión
- E
n eq
uipo
,ca
mbi
ar lo
s di
Mog
os d
e hi
stor
ieta
spa
ra p
rodu
cir
hist
oria
s di
fere
ntes
- T
rans
form
ació
n en
voz
alta
del
fin
al d
e un
cue
nto
Fsce
nifi
caci
On
Rep
reN
enta
cttin
de
un c
uent
om
edia
nte
dibu
jos
Rep
rew
ntak
ion
del t
ema
de u
n te
xto
med
tant
eiti
aliig
.is v
Mff
illt .
1
Ref
lexi
ón s
obre
la le
ngua
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Uso
de
las
term
inac
ione
s qu
e ge
nera
lmen
tein
dica
n
géne
ro y
rai
mer
old
entif
icac
ión
en o
raci
ones
de
la p
erso
na q
uere
aliia
la a
cciO
n
Iden
ti fi
caci
On
y us
° de
ora
cion
es a
firm
ativ
as y
neg
a -
tivas
Obs
erva
ciO
n de
l ord
en d
e la
s pa
Lib
ras
en la
ora
ciO
n
lden
tific
aciim
de
algu
nos
sinO
nim
os y
antO
nim
os
Am
plia
ciO
n de
lvo
cabu
lari
o a
trav
es d
e la
ela
bora
-ci
on d
e ca
mpu
s se
miin
ticos
Situ
acio
nes
com
unic
ativ
as
Tod
as la
s qu
e se
pro
pici
an p
ara
el tr
abaj
o en
los
otro
s
cies
Jueg
os c
on p
alab
ras
pa r
aca
mbi
a r
el p
erso
n* p
rin-
cipa
l en
un c
uent
o o
unre
lato
Rev
isio
n y
auto
corr
ecci
On
de te
xtos
Ela
bora
ciO
n de
cam
pus
sem
iintic
os s
ob!
las
cer-
cane
s a
los
alum
nus:
ofi
cios
,ani
ma
les,
I r
u tis
, obj
etos
de u
so e
scol
ar
Em
pleo
de
las
pala
bras
incl
uida
s en
un
cam
pose
miin
tico
para
la r
edac
cion
de
cuen
tos,
poe
mas
0hi
stor
ieta
s
3552
Plan
y p
rogr
amas
de
estu
dio:
Pri
mar
ia
9Ort
ir c
iei Ter
cer
grad
o93
-94
Len
gua
habl
ada
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Flui
dez
en e
l des
arro
llo d
e di
álog
os, n
arra
cion
es,
desc
ripc
ione
s y
corn
enta
rios
sob
re u
n te
ma
kxpo
sici
on d
e te
mas
con
el a
poyo
de
dive
rsos
mat
e-ri
a le
s y
recu
rsos
grá
fico
s
Ade
cuac
ión
del t
ono
y vo
lum
en d
e vo
z en
las
d iv
er-
sas
situ
acio
nes
com
unic
ativ
as
Nor
mas
de
inte
rven
ción
en
disc
usio
nes.
Res
peto
al
turn
o
Plan
eaci
ón y
rea
lizac
ión
de e
ntre
vist
as
Situ
acio
nes
com
unic
ativ
as
Nar
raci
tinN
arra
citin
de
suce
sos
y vi
venc
ias,
tie
hist
oria
sre
ales
o f
ictic
ias,
incl
uyen
do p
erso
nale
s si
gu ie
n-do
una
sec
uenc
ia c
rono
logi
ca
Des
crip
ción
- D
escr
ipci
On
de o
bjet
os, p
erso
nas,
luga
res
e ilu
s-tr
acio
nes
de li
bros
pon
iend
o at
enci
ón e
n lo
s de
ta-
lies
y de
stac
ando
ras
gos
impo
rtan
tes
y ac
titud
esde
per
sona
s
Dis
cusi
ónD
iscu
siem
en
grup
o pa
ra to
mar
acu
erdo
s so
bre
asun
tos
de in
teré
s co
mun
, res
peta
ndo
el tu
rno
acor
dado
par
a in
terv
enir
Exp
osic
ión
Exp
osic
ión
de te
mas
tom
ados
de
las
asig
natu
ras
del p
lan
de e
stud
ios
Ent
revi
sta
- Si
rnul
ació
n de
situ
acio
nes
para
rea
lizar
ent
revi
s-ta
s fi
ctic
ias
Len
gua
escr
ita
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Lec
tura
en
voi a
lta ti
e te
xtos
pro
pios
, tle
los
com
pa-
fier
os y
tom
ados
de
I ib
ros
Ela
bora
ciO
n de
res
timen
es d
e te
xtos
Inte
rcar
nhio
de
men
saje
s es
crito
s po
r lo
s al
umno
s
Dat
os d
e id
enti1
icac
i6n
de u
na c
arta
: des
tinat
ario
yre
mite
nte
Con
ocin
nent
o de
d iv
erso
s us
os d
el (
mie
n a
I la
b0 ic
o
Con
ocim
ient
o tie
LI
unhd
ad d
el d
it t i
. vita
no
luso
iden
tific
aci6
n tie
las
part
e,. p
rint
Ira
k.. t
ic u
n lih
ro
lden
tific
ació
n de
las
part
es p
rinc
ipa
les
de u
n pe
ritit
i ico
Bei
sque
da d
e in
form
acie
m e
n lib
ros
de c
onsu
lta
Ela
bora
ciem
de
fich
as b
iblio
gráf
icas
ele
men
ta le
s (c
onau
tor
y tit
ulo)
Lec
tura
de
inst
ruct
ivos
sim
ples
Man
ejo
de la
div
isio
n si
lcib
ica
Uso
de
las
letr
as "
R",
"r"
-y "
rr"
BE
ST C
OPY
AV
AIL
AB
LE
Uso
de
las
sila
bas
"ca"
,"co
","c
u","
que"
,"qu
i"
Uso
de
las
letr
as "
b" y
"v"
Uso
de
las
sila
bas
"ga"
, "go
","g
u", "
gue"
, "gu
i",
gue
,gu
t
Uso
de
los
sign
os d
e in
terr
ogac
ion
yex
clam
ació
n
Uso
del
a co
ma
Situ
acio
nes
com
unic
ativ
as
Esc
ri tu
ra-
Inte
rcam
biu
de m
ensa
jes
escr
itos
por
los
alum
nos
- R
edac
ción
de d
escr
ipci
ones
y n
arra
cion
es c
onte
ma
libre
o d
eter
min
ado
por
el g
rupo
- R
evis
ion
y a
uto
corr
ecci
on d
e te
xtos
con
ayu
da d
eldi
ccio
nari
o-
Ela
bora
ción
por
esc
rito
de
inst
rucc
ione
s pa
radi
-
vers
os f
ines
Lec
tura
- C
ompr
ensi
On
yse
guim
ient
o de
inst
rucc
ione
s pa
ra
real
izar
div
ersa
s ac
tivid
ades
: arm
ar u
n ob
jeto
,ju
gar,
hac
er u
n ex
peri
men
to-
lden
tific
ació
nde
dif
eren
tes
tipos
de
text
o us
ados
en la
esc
uela
y e
n la
calle
: let
rero
s, li
stas
, not
icia
s,m
ensa
jes,
avi
sos,
anu
ncio
s-
Com
para
ción
del p
erio
dico
con
otr
os m
ater
iale
ses
crito
s
Téc
nica
s de
est
udio
- E
labo
raci
ónde
un
dicc
iona
rio
pers
onal
con
las
defi
nici
ones
esc
rita
s po
r lo
s al
umno
s. E
nriq
ue-
cim
ient
o co
ntin
uo d
el m
ism
o-
Rec
onoc
imie
nto
de la
util
idad
del
titu
lo y
el s
ubti-
tulo
en
bs te
xtos
y s
u ap
licac
iOn
en te
xtos
pro
pios
-E
labo
raci
On
de r
est.i
men
es a
pa
rti r
de
la d
istin
cbn
de la
s id
eas
prin
cipa
les
de u
n te
xto
Bib
liote
ca-C
lasi
fica
ciO
n de
los
libro
s y
mat
eria
les
del R
incO
nde
Lec
tura
o b
iblio
teca
del
aul
a y
elab
orac
ión
dela
s co
rres
pond
ient
es f
icha
s bi
blio
graf
icas
Rec
reac
ión
liter
aria
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Apr
ecia
ciO
n y
expl
orac
kin
del s
igni
fica
do d
etr
abal
en-
guas
, adi
vina
nzas
, dic
hos,
chis
tes,
can
ckm
es; c
opla
s,ve
rsos
y le
yend
as d
e la
liter
atur
a po
pula
r tr
adic
iona
l
Cre
ació
n de
text
os li
tera
rios
en
form
a in
divi
dual
yco
bctiv
aC
reac
iOn
de d
istin
tas
vers
ione
ssob
re u
n m
ism
o cu
en-
to y
de
hist
orie
tas
sobr
e un
tem
a da
do
Rep
rese
ntac
ión
de c
uent
os
Situ
acio
nes
com
unic
ativ
as
Rec
reac
iOn
- L
ectu
rain
divi
dual
, por
par
ejas
y p
or e
quip
os d
elo
s lib
ros
disp
onib
les
en e
l Rin
cón
de L
ectu
ra o
en
la b
iblio
teca
del
aul
a-
Inve
stig
ació
nso
bre
canc
ione
s, c
opla
s y
vers
osen
tre
los
fam
iliar
es o
con
ocid
os d
e lo
s al
umno
s-
Tra
nsfo
rmac
iOn
de c
uent
os m
odif
ican
do e
l fin
al,
algü
n pe
rson
aje
o al
guna
situ
aciO
n
Cre
acki
n-
Ele
cciO
n de
un
tem
a o
cuen
to p
a ra
la e
labo
raci
ónde
his
tori
etas
5 6
37
INIM
MIN
IMIN
IEN
1111
1111
1111
1Pl
an V
pro
gram
a.-
de e
...tu
dio.
Pri
mar
ia
Rec
Opt
lat 1
011
Iet
trob
alen
guas
, adi
vina
nias
, di-
h<.s
v c
hist
es, c
ompa
raci
On
entr
e el
los
C id
entif
i-ca
tion
de s
us e
lern
ento
s ca
ract
eris
ticos
Ref
lexi
ón d
e la
leng
ua
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
0R
econ
ocim
ient
o de
pal
abra
s in
dige
nas
de u
so c
o-nu
in e
n el
esp
anol
hab
lado
en
la lo
calid
ad
lden
tific
ació
n de
l suj
eto
y el
pre
dica
do e
n la
s or
acio
nes
Rec
onoc
imie
nto
y us
o de
los
sust
antiv
os y
de
los
adje
tivos
cal
ific
ativ
os
Rec
onoc
imie
nto
y us
o de
los
verb
os; r
econ
ocim
ient
ode
los
tiem
pos
verb
ales
: pre
sent
e, p
asad
o y
futu
ro
Rec
onoc
hnie
nto
de la
s or
acio
nes
inte
rrog
ativ
as y
exc
lam
ativ
as
(den
t ifi
caci
im d
e si
ruin
imos
y a
nton
imos
Rec
onoc
imie
nto
y us
i &lc
pal
abra
s ho
mO
ninf
as
Am
plia
ción
del
voc
abul
ario
a p
artir
de
la e
labo
ra-
ción
de
cam
pos
sern
ántic
os
Situ
acio
nes
com
unic
ativ
as
Tod
as la
s ge
nera
das
para
trab
ajar
el c
onte
nido
de
los
otro
s ej
es
5 38
Or*
°94-
95C
uart
o gr
ado
Len
gua
habl
ada
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Exp
osic
km y
dis
cush
in s
obre
tern
as d
e di
vers
as a
sig-
natu
ras
Dis
cusi
ón y
arg
umen
taci
ón. l
.a f
unci
(in
del c
oord
i-na
dor
de d
iscu
si6n
Def
inic
ión
de a
cver
dos
v de
sact
ierd
os e
n la
expr
e-sk
in d
e op
inio
nes
Ref
lexi
ón s
obre
los
cam
bios
en
la c
omun
icac
ión
oral
en d
istin
tas
sit u
acio
nes
v co
n di
stin
tas
pers
onas
Plan
eaci
On
y re
aliz
acki
n de
ent
revi
stas
bas
adas
engu
ione
s
Situ
acio
nes
com
unic
ativ
as
Nar
raci
ón v
des
crip
tion
Nar
raci
On
y de
scri
pc.(
in t.
eS
litI.
, rea
les
o I
ict
rios
, cuk
iand
o la
sec
uenc
ia lO
gica
y h
i des
crip
ciim
de a
mbi
ente
s y
actit
udes
Dis
cusk
in y
arg
umen
taci
ón-
Dis
cusi
ón y
arg
umen
taci
ón s
abre
un
tem
a de
inte
résc
omiin
pre
sent
ado
por-
un a
lum
noo
Arg
umen
taci
ón p
or m
edio
de
preg
unta
sy
resp
uest
as, r
espe
tand
oel
turn
o pa
ra in
terv
enir;
defin
ici6
n de
acu
erdo
s y
desa
cuer
dos
entr
e lo
sal
umno
s58
1
Esp
añol
Exp
osic
iOn
- E
labo
raci
ónde
not
as y
esq
uem
as p
ara
la e
xpos
i-ci
on d
e te
mas
- E
xpos
ició
nor
al d
e te
mas
de
dive
rsas
asi
gnat
uras
cuid
ando
la c
lari
dad
de la
s id
eas
Ent
revi
sta
- R
ealiz
ació
nde
ent
revi
stas
par
a co
noce
r la
opi
-ni
On
de o
tras
per
sona
s so
bre
un te
ma
espe
cifi
co-
Ela
bora
ciO
n en
equi
po d
e gu
ione
s pa
ra e
ntre
vis-
tas
con
prop
osito
s de
fini
dos
Com
enta
rios
ora
les
sobr
e el
res
ulta
do d
e la
s en
-tr
ey is
tas
Len
gua
escr
ita
Con
ocim
ient
os, h
abili
dade
s y
activ
idad
es
Iden
tific
aciO
n de
los
tipos
fun
dam
enta
le's
de
text
o y
de lo
s ob
jetiv
os d
e su
lect
ura
El u
so d
e la
leng
ua e
scri
ta e
n la
com
unic
ació
n a
dist
anci
a. E
l tel
egra
ma
Man
ejo
e id
entif
icac
ión
de la
s pa
rtes
del
dic
cion
ario
Rec
onoc
imie
nto
y us
o de
fue
ntes
esc
rita
s de
info
rma-
cion
Ela
bora
ciO
n de
res
ümen
es s
obre
tem
as v
isto
s en
otra
s as
igna
tura
s, lo
caliz
ando
las
idea
s ce
ntra
les
deun
text
o
Red
acci
ón d
e in
stru
ccio
nes
ujU
so d
eH
hH
Uso
de
las
letr
as "
R",
"r"
, y "
rr"
Uso
de
las
sila
bas4
'ca"
, "co
", "
cu",
"qu
e", "
qui"
Uso
de
las
sila
bas
"ga"
, "go
", "
gu",
"gu
e", "
gui"
, "gi
ie",
Iden
tific
aciO
n y
uso
del a
cent
o pr
os6d
ico
y or
togr
a-fi
co
Uso
del
pun
to y
apa
rte,
del
pun
to f
inal
y la
com
a
Uso
de
los
sign
os d
e ad
mir
aciO
n y
de in
terr
ogac
ión
Situ
acio
nes
com
unic
ativ
as
Esc
ritu
ra-
Esc
ritu
ra d
e ca
rtas
, ide
ntif
ican
do la
s pa
rtes
for-
mal
es d
el te
xto
- E
labo
raci
On
de m
ensa
jes
y ca
rtel
es p
ara
anun
ciar
even
tos
esco
lare
s o
de la
com
unid
ad
Lec
tura
Lec
tura
de
indi
ces,
intr
oduc
ciO
n y
cont
rapo
rtad
apa
ra a
ntic
ipar
el c
onte
nido
de
text
o de
un
libro
- Se
guim
ient
o y
elab
orac
iOn
de in
stru
ccio
nes
eneq
uipo
s pa
ra a
rmar
obj
etos
, ela
bora
r pl
atill
os u
orga
niza
r al
gün
jueg
o
Téc
nica
s de
est
udio
- D
iscu
siO
n en
equ
Ipo
acer
ca d
e la
s fu
ente
s es
crita
sde
info
rmac
ión
adec
uada
s pa
ra c
ada
tare
aE
labo
raci
ón d
e re
stim
enes
de
text
os s
obre
tem
asde
las
otra
s as
igna
tura
s. C
onfr
onta
ciO
n de
los
mis
mos
y d
iscu
sión
sob
re la
técn
ica
empl
eada
para
hac
erlo
s-
Iden
tific
aciti
n de
losd
ifer
ente
s tip
os d
e in
form
ació
nqu
e co
ntie
ne e
l dic
cion
ario
y s
us p
osib
les
usos
39
Plan
y p
rogr
amas
de.
est
udio
: Pri
mar
ia
Ela
bora
ciO
n, a
lo la
rgo
del a
lio e
scol
ar, d
el d
icci
o-na
rio
del
gru
po, c
on la
s de
fini
cion
es d
e lo
s al
um-
nos
1.ec
tura
sel
ectiv
a de
cap
itulo
s a
part
es d
e un
text
o,pa
ra e
labo
rar
un tr
abaj
o es
cola
r-
Com
para
ción
de
las
part
es y
la o
rgan
izac
ion
delo
s te
xtos
en
libro
s, p
erió
dica
s y
revi
stas
I3ib
liote
caO
rgan
izac
kin
de f
iche
ros
de lo
s m
ater
iale
s ex
is-
tent
es e
n el
aul
a, p
or te
ma
y po
r tit
ulo
- L
ocal
izac
kin
de b
iblio
teca
sacc
esib
les
e in
vest
iga-
cion
sab
re la
s no
rmas
de
uso
de s
us m
ater
iale
s
Rec
reac
ión
1it2
rari
a
Con
odm
ient
os, h
abili
dade
s y
actit
udes
Cre
acki
n de
cue
ntos
y p
oem
as
Cre
aciO
n de
ad
ivin
anza
s y
trab
alen
guas
Rec
opila
ciO
n y
repr
esen
taci
On
de le
yend
as y
de
otro
ste
xtos
Ela
bora
ciO
n de
diA
logo
s a
part
ir d
e te
xtos
leid
os a
reda
ctad
os p
or lo
s al
umno
s
Prác
tica
de la
poe
sfa
cora
l, cu
idan
do e
l ton
o y
eivo
lum
en d
e la
voz
Situ
acio
nes
com
unic
ativ
as
Lec
tura
- L
ectu
ra d
e te
xtos
ela
bora
dos
por
los
alum
nos,
ert
form
a in
divi
dual
, en
pare
jas
y po
r eq
uipo
s. I
lus-
trac
iem
en
equi
po d
e al
guno
s te
xtos
4(1
Cre
aciO
nC
reac
iOn
de a
d iv
inan
zas
y tr
abal
engu
as a
par
tirde
otr
os y
a co
noci
dos
- C
reac
ión
de c
anci
ones
, cop
las
y ve
rsos
pop
ular
esa
part
ir d
e ot
ros
sem
ejah
tes
- E
labo
rack
in d
e di
alog
os p
ara
repr
esen
tar
text
osle
idos
en
clas
e
Esc
enif
icac
ión
- E
scen
ific
acki
n co
n tit
eres
de
text
os e
labo
rado
spo
r lo
s a
lum
nos
- R
epre
sent
acio
n de
leye
ndas
rec
opila
das
y se
lec-
cion
adas
por
el g
rupo
- E
lecc
iOn
de u
n po
ema
para
pre
sent
arlo
com
opo
esia
cor
alO
rgan
izac
iOn
entr
e lo
s a
lu m
nos
pa r
a se
lecc
iona
rvo
ces
y at
ribu
ir p
apel
es
Ref
lexi
ón s
obre
la le
ngua
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Iden
tific
aciO
n de
tipo
s de
var
iaci
ones
reg
iona
les
del
espa
nol (
voca
bula
rio,
pro
nunc
iack
)n, t
onah
dad,
ex-
pres
ione
s)
Iden
tific
acki
n de
las
expr
esio
nes
y el
voc
abul
ario
utili
zado
s al
hab
lar
en s
ituac
ione
s di
stin
tas
Rec
onoc
imie
nto
y us
o ad
ecua
do d
e ar
ticul
os, a
djet
vos
y pr
onom
bres
Rec
onoc
imie
nto
de la
con
cord
anci
a de
gen
era
y m
i-m
ero
en s
usta
ntiv
os, a
djet
ivos
y v
erbo
s
Uso
en
reda
ccio
nes
de p
alab
ras
sinO
nim
asy
antó
ni-
mas
Esp
añol
Rec
onoc
imie
nto
y us
ode
las
orac
ione
sim
pera
tivas
Rec
onoc
imie
nto
y us
ode
l suj
eto
táci
to
Uso
en
reda
ccio
nesd
e lo
s tie
mpo
spre
sent
e,pr
etér
ito
y fu
turo
Situ
acio
nes
com
unic
ativ
as
Tod
as la
s qu
e se
gen
eren
para
elt
raba
jo e
n lo
s ot
ros
ejes
, pa
rtic
ular
men
tela
rev
isio
n y
auto
corr
ecci
On
de
text
os
O9o
ttlr w
e93
-94
Qui
nto
grad
o
Len
gua
habl
ada
Con
ocim
ient
os,há
bilid
ades
y a
ctitu
des
Nor
mas
de
inte
rven
ción
en
conv
ersa
cion
es f
orm
ales
Cap
acid
ad d
ede
scri
pciO
n or
al d
e ra
sgos
fisi
cos
y de
cond
ucia
Exp
osic
iOn
indi
vidu
al y
por
equi
po d
e te
mas
Est
rate
gias
par
are
aliz
ar in
form
es,
repo
rtes
y r
esti-
men
es o
rate
s
Uso
del
voca
bula
rioa
decu
ado
para
sit
uaci
ones
esp
e-
cifi
cas:
dif
eren
cia
entr
ete
rmin
os c
otid
iano
s y
espe
-
cial
izad
os
Plan
eaci
On,
rea
lizac
iOn,
anal
isis
y p
rese
ntac
iOn
de
entr
evis
tas
('ont
rol d
el to
nt)
yvo
lunw
nvo
z
Situ
acio
nes
com
unic
ativ
as
Nar
raci
ónIn
venc
ión
de u
n ar
gum
ento
apa
rtir
de
un te
ma
dado
, rea
l iza
do in
divi
dual
men
te, e
n pa
reja
sopo
r
equi
po
Des
crip
ci6n
-D
escr
ipci
ón d
e pe
rson
ajes
cono
cido
s, d
e su
s ra
s-
gos
fisi
cos,
de s
u .c
ondu
cta
yde
sus
est
ados
de
Ani
mo,
par
a es
crib
ir u
nte
xto
o re
aliz
ar u
ngu
ión
tea
trai
6 44
1
Plan
v p
rogr
ams
de e
stud
io: P
rim
aria
Exp
osic
ion
Plan
eaci
On
indi
vidu
al y
por
equ
ipos
, elig
iend
o el
t it u
lo a
deco
ado,
la f
orm
a de
des
arro
llo y
las
con-
clus
ione
s-
Ihis
qued
a de
info
rmac
ion
en la
s fu
ente
s ad
ecua
-(l
asC
uida
do d
e ut
iliza
r el
voc
abul
ario
idci
neo
para
loqu
e se
qui
ere
com
unic
ar
Ent
rev
ista
Ent
revi
sta
a pe
rson
as d
e la
com
unid
ad p
ara
obte
-ne
r in
for
mac
ion.
Rea
lizac
ion
de r
epor
tes
yan
ãli-
sis
de lo
s m
ism
os
Dis
cusi
i'm-
Arg
umen
taci
ón y
fund
amen
taci
ón d
e po
ntos
de
vist
a co
n te
ma
a el
ecci
ón d
e lo
s al
umnu
sD
iscu
sión
sob
re lo
s m
ensa
jes
de lo
s m
edio
s de
difu
sion
mas
iva,
con
fron
taci
on c
on la
rea
lidad
Len
gua
escr
ita
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
I )i
ccki
n, I
hi i
dct,
volu
men
y e
nton
aciO
n en
la le
ctur
aen
vol
. alta
La
est r
uct u
ra
de d
iver
sos
tipos
de
text
o: te
xtos
Ii t
era-
rios
, ins
truc
tivos
, inf
orm
ativ
os, p
erio
dist
icos
Iden
tific
ació
n de
rel
acio
nes
caus
ales
des
crita
s en
dife
rent
es ti
pos
de te
xto
Dis
cern
irni
ento
de
las
idea
s pr
inci
pale
s y
de a
poyo
en u
n te
xt()
6E
labo
raci
ón y
uso
de
rest
imen
es
42
Ela
bora
ciO
n de
apo
ntes
de(
lase
, dis
crim
inan
th, i
deas
por
su im
port
anci
a
Man
ejo
de a
brev
iatu
ras
usua
ks e
n el
dic
t lon
a ri
o
Uso
de
fich
as b
iblio
graf
icas
Uso
de
fich
as d
e tr
abaj
o
Uso
de
"m"
ante
s de
"b"
y "
p", y
de
"n"
ante
s de
"v"
el
Uso
de
la le
tra
"11-
inte
rmed
ia
Uso
de
los
dos
ptin
tiv,
Cla
sh ic
aciO
n de
las
pala
bras
por
su
sila
ba tO
nica
Fscr
itura
cor
rect
a de
pal
abra
s qu
e co
nten
gan
"v"
0
Situ
acio
nes
com
unic
ativ
as
Lec
tura
L('c
tor.
) de
te.to
s(W
(' ,,c
,) 1
1111
\ .vr
.ohl
e Ia
estr
ut tu
ra to
ok),
sub
toul
os. o
thod
o, io
n, id
eas
cent
ral
e....
Ide
a, d
i.ar
il\ 4
1
Frag
nwin
aciii
ntin
li..1
11i.n
pma
la S
eCtll
'Ilt l
a tit
' par
iah
I, .1
1di
.L
I,
rela
cion
es c
ausa
les
- E
xam
en y
disc
usiO
n ac
erca
de
los
aspe
ctos
gra
fi-
cos
de u
n te
xto
y su
s si
gnif
icad
os (
negr
itas,
cur
si-
vas,
pan
talla
s, f
lech
as, e
tcet
era)
- C
onoc
imie
nto
de a
lgun
asan
tolo
gias
pa
ra r
econ
o-ce
r su
s ca
ract
eris
ticas
. Ela
bora
ción
de
una
anto
lo-
gia
que
cont
enga
trab
ajos
esc
olar
es
Red
acci
On
- R
edac
ciO
nin
divi
dual
y co
lect
iva
de te
xtos
, con
si-
BE
ST
CO
PY
AV
AIL
AB
LE
Esp
ant I
I
dera
ndo
titul
o, s
ecue
ncia
yre
laci
ón e
ntre
idea
s,
con
aten
ciO
n a
la e
xpos
icio
nde
las
rela
cion
es
caus
ales
Bib
liote
caC
lasi
fica
ciO
n tie
los
libro
s y
mat
eria
lesd
el R
incó
n
de L
ectu
ra o
bibl
iote
ca d
el a
ula
yel
abor
ació
nco
rres
pond
ient
e de
fic
has
bibl
iogr
ãfic
as c
ompl
e-
tas
(a u
tor,
titu
lo,e
d ito
rial
, lug
ar d
eed
ició
n y
ailo
)
-1:
.tabl
ecir
nien
to d
e re
glas
par
ael
pre
stam
o a
do-
nut I
li('
Pt I
blit
at I
OM
'sI
bt I
et in
est
ola
r I
hst u
sion
tie s
lit; c
arac
teri
stic
as
v or
gam
/aci
tmtie
su
publ
icac
itin
repa
rtie
ndo
ta-
reas
tie
retia
cciim
Tec
nica
s de
est
udio
-E
labo
rack
m d
e re
stim
enes
yno
tas
de c
lase
, me-
dian
te la
dis
tinci
On
de id
eas
prin
cipa
les
yde
apo
yo
Uso
del
res
urne
n pa
rael
abor
ar f
icha
s de
trab
ajo
-C
onfr
onta
ción
de
apun
tes
real
izad
os p
or d
istin
-
tos
alum
nus
yar
ia li
sis
tie la
s te
cnic
as p
ara
elab
o-
rarl
os
Rec
reac
ión
liter
aria
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Rec
reac
ión
deac
onte
cim
ient
os a
par
tirde
cró
niva
s,
nove
las
y re
lato
shi
stO
rico
s
Poes
ia c
oral
.O
rgan
izac
ion,
pre
sent
aciO
n y
uso
de
recu
rsos
mat
eria
les
Ela
bora
ción
y r
epre
sent
ació
nde
obr
as d
e te
atro
Situ
acio
nes
com
unic
ativ
as
Lec
tura
-L
ectu
ra o
ral f
rent
eal
equ
ipo
o al
gru
popa
ra
expr
esar
lose
stad
os e
moc
iona
ksco
rres
pond
ien-
tes
al te
xto
-L
ectu
ra c
orne
ntad
a y
com
part
ida
(en
pare
jas,
equ
[10
o gr
upo)
de te
xtos
ele
gido
s po
rlo
s al
umnu
s
Cre
ació
nR
edac
cion
col
ectiv
ade
gui
ones
par
apr
esen
tar
obra
s tie
teat
ro
basa
ndos
e en
lect
ura
de n
ane
s, c
uida
ndti
la s
ecue
ncia
!O
gled
Cre
acio
n de
per
m m
ajes
pa
ratth
ras
de te
at r
o
-E
labo
ratio
n ct
ilect
iva
de c
uent
( is
Rec
reac
kin
Cam
bio
de p
erso
nale
s y
tran
stor
mac
i6n
de c
ir-
cuns
tanc
ias
y t i
na le
sde
nar
raci
ones
leid
as
Esc
enif
icac
ión
-R
epre
sent
ació
n de
dia
logo
sex
trai
dos
de te
xtos
hter
ario
sId
entil
icac
iOn
tie la
scar
acte
rist
icas
de
algU
n pe
r-
sona
le d
e la
lite
ratu
ra p
ara
inte
rpre
tarl
o en
cla
se
Ref
lexi
ón s
obre
Ila
leng
ua
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Rec
onoc
imie
nto
de a
lgun
asva
rian
tes
Iing
Uis
ticas
del e
span
ol d
eter
min
adas
por
la r
egio
n ge
ogrA
fica
o
por
la e
dad
de lo
s ha
blan
tes
Dif
eren
ciac
iOn
y us
o de
pala
bras
sim
ples
, cor
npue
s-
tas
y de
riva
das
43
68
Plan
ypr
ogra
mas
de
estu
dio:
l'ri
mar
ia
Am
plia
ción
del
voc
abul
ario
a tr
avés
de
la e
labo
ra-
ciO
n de
cam
pos
sem
antic
os r
elac
iona
dos
con
tem
asse
lecc
iona
dos
de la
sas
igna
tura
s de
est
e gr
ado
Uso
de
pron
ombr
es d
emos
trat
ivos
Uso
de
las
conj
unci
ones
"y",
"e"
, "o"
, "u"
Uso
de
las
prep
osic
ione
s "a
","
de"
y "c
on"
Rec
onoc
imie
nto
y us
o de
los
tiem
pos
copr
etér
ito y
posp
rete
rito
de
indi
cativ
o
Situ
acio
nes
com
unic
ativ
as
Tod
as la
s que
se
gene
ren
para
el t
raba
jo e
n lo
s ot
ros
ejes
, pa
rt ic
ula
rmen
te, l
a re
visi
ony
auto
corr
ecci
ón d
ete
xtos
44
par*
lye
94-9
5Se
xto
grad
o
Len
gua
habl
ada
Con
ocim
ient
os, h
abili
dade
sy
actit
udes
Plan
eaci
ón d
e ex
poic
ione
so
pres
enta
cion
es o
rate
s;el
abor
ació
n de
esqu
emas
par
a ex
posi
ciO
nU
so d
eap
oyos
par
a in
terv
enci
ones
ora
tes:
car
tele
s,di
bujo
s, m
irni
ca, o
bjet
osU
so d
el v
ocab
ular
ioad
ecua
dopa
ra s
ituac
ione
s es
pe-
cifi
cas:
dif
eren
cia
entr
e te
rmin
os c
otid
iano
sy
espe
-ci
aliz
ados
Fori
nula
ción
y ex
posi
ciO
n de
juic
ios
pers
onal
es s
o-br
e al
gtin
tem
a el
egid
opo
r lo
s al
umno
s
Segu
imie
nto
y re
gist
ro c
rono
lOgi
co d
e no
ticia
s de
radi
oy
tele
visi
On
sobr
e te
mas
pre
viam
ente
aco
rda-
dos
Pnic
tica
del d
ebat
e
Man
ejo
de g
estio
nes
y en
trev
ista
,, pa
ra s
olic
itar
info
rmac
ion,
trab
ajo,
pa r
o ha
cer
recl
amac
ione
s o
pres
enta
r qu
ejas
Situ
acio
nes
com
unic
ativ
as
Exp
osic
ión
- Pr
epar
ar e
n eq
uipo
expo
sici
ones
par
a al
guna
de
las
asig
natu
ras:
ela
bora
ciO
n de
un p
lan
de tr
abaj
o;di
scus
ión
sobr
e la
s fu
ente
s de
info
rmac
ión
nece
-sa
rias
; dis
trib
ució
n de
tdre
as
Esp
añol
Com
enta
rios
sob
re la
s ex
posi
cion
espr
esen
tada
sy
eval
ució
nde
l esq
uem
a qu
e si
guió
ele
quip
° pa
ra
expo
ner;
ela
bora
ciO
nde
esq
uem
as a
ltern
ativ
os
Dis
cusi
ónPr
epar
ació
n de
deb
ates
sob
re te
mas
de in
teré
spa
re lo
s al
umno
s.D
istr
ibuc
ión
de ta
reas
y f
unci
o-ne
s. I
nfor
mac
ión
sobr
e la
med
nica
del
deb
ate
Dis
cusi
em a
pro
pósi
to d
e la
sdi
stin
tas
form
as d
ein
terv
enci
em o
ral y
la m
aner
ade
hac
erla
s m
ásef
ectiv
as a
trav
es d
el a
poyo
de
recu
rsos
gráf
icos
Ent
rev
ista
Jueg
o de
sim
ulac
ión
de e
ntre
vist
as e
nsi
tuac
ione
sco
rnun
icat
ivas
ext
raes
cola
res
Segu
imie
nto
de n
otic
ias
- E
lecc
ión
de n
otic
ias
Impo
rtan
tes
para
seg
uir
sude
sarr
ollo
y d
esen
lace
. Sel
ecci
ón d
ela
s té
cnic
as y
recu
rsos
a e
mpl
ear
para
regi
stra
r la
s no
ticia
s.E
xpos
ició
n an
te e
l gru
po d
e la
sse
cuen
cias
com
-pl
etas
Len
gua
escr
ita
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Loc
aliz
ació
n de
ias
idea
s pr
inci
pale
s, c
onba
se e
n la
estr
uctu
ra f
orm
al d
e lo
s te
xtos
:in
trod
ucci
ón, d
esa-
rrol
lo, c
oncl
usio
n
Ded
ucci
ón d
e la
est
ruct
ura
lOgi
ca d
e lo
spá
rraf
os,
esta
blec
iend
o id
eas
prin
cipa
les
y de
apo
yo
Red
acc
ión
de te
xtos
pa
rtie
ndo
de u
n es
quem
apre
de-
term
inad
o
Ela
bora
ción
de
guio
nes
para
sin
tetiz
arte
xtos
Com
para
ción
de
técn
icas
par
a to
mar
nota
s de
una
expo
sici
ón o
ral
Con
ocim
ient
o de
la c
orre
spon
denc
iaus
ual p
a ra
sol
i-
cita
r in
form
ació
n, p
rese
ntar
una
quej
a o
hace
r un
aso
licitu
d.
Fam
iliar
izac
ión
con
los
mat
eria
les
deco
nsul
ta m
i-is
corn
unes
: dic
cion
ario
s,en
cicl
oped
ias,
per
ieid
icos
, li-
bros
Red
acci
On
de n
otic
ias
esco
lare
s y
dela
cor
nuni
dad
am
aner
a de
art
icul
ospe
riod
istic
os y
de
notic
ias
radi
ofem
icas
o te
levi
siva
s
Con
ocim
ient
o de
las
norm
as d
e us
o de
lasb
iblio
teca
spu
blic
ast s
ot ic
itud,
lnsr
lpW
ni, e
mpl
eode
cau
l log
os,
prés
tam
o en
sal
a o
a do
rnic
ilio
Fam
iliar
izac
ión
y us
o de
inst
ruct
ivos
yfo
rmat
os d
em
anej
o co
nnin
Con
solid
aciO
n en
el r
econ
ocim
ient
o de
lasi
laba
tem
i-
ca y
la a
plic
ació
n de
las
regl
as d
e ac
entu
acie
m
Con
solid
ació
n en
la a
plic
aciO
n de
las
norm
as o
rto-
gráf
icas
rel
ativ
as a
l:U
so d
e "x
", "
s", "
z"; d
e "
b" y
de
"v";
de "
h"in
term
edia
y a
l ini
cio
de p
alab
ras
- U
sode
las
sila
bas
"ce"
, "ci
" y
de "
ge",
"gi
", "
gue"
,
Situ
acio
nes
com
unic
ativ
as
Lec
tura
- L
ectu
rade
cap
itulo
s de
libr
os, d
e ar
ticu
los
peri
o-di
stic
os y
de
divu
lgac
iOn.
Dis
cusi
em e
n eq
uipo 42
Plan
y p
rogr
amas
de
estu
dio:
Pri
mar
ia
acer
ca d
e la
fun
d& d
e la
intr
oduc
ción
, el d
esar
ro-
110
y hi
con
clus
ion.
Aná
lisis
de
la s
ecue
ncia
de
Firr
afos
de
un te
xto
Dis
tinci
ón d
e la
s id
eas
prin
cipa
les y
de
apoy
oI
ectu
ra d
e no
ticia
s de
l per
iodi
coy
reco
pila
ción
de n
ot ic
ias
escu
chad
as e
n ra
dio
o te
levi
sion
. Aná
-lis
is d
e su
est
ruct
ura
Rec
olec
cion
de
form
atos
e in
stru
ctiv
os d
eus
oco
min
. Aná
lisis
de
su e
stru
ctur
ay
de la
s in
dica
-cl
ones
par
a lle
narl
os, s
egui
r la
s in
stru
ccio
nes
yej
ecut
ar la
s ta
reas
Red
acci
ón-
Ela
bora
ciO
n de
esq
uem
as d
etal
lado
s de
red
acci
ónde
text
os s
obre
tem
as d
e ot
ras
asig
natu
ras
Solic
itar
por
escr
ito in
form
ació
na
depe
nden
cias
ofic
iale
s so
bre
trám
ites
y ge
stio
ries
Bib
liote
caO
rgan
izac
iOn
de v
isita
s gu
iada
sa
hibl
iote
cas,
hem
erot
ecas
0 c
ent r
os d
e do
cum
enta
ciO
nC
onoc
imie
nto
inic
ial d
e la
s fo
rmas
de
cata
loga
-ci
ón d
e lib
ros
Tec
nica
s de
est
udio
- Pr
epar
aciO
n en
equ
ipo
de tr
abaj
os e
scri
tos
que
requ
iera
n de
inve
stig
ació
n-
Thi
sque
da d
e la
s fu
ente
s in
dica
das
Ela
bora
ciO
n de
res
timen
es p
or r
educ
ciem
, a p
artir
de la
dis
tinci
On
de id
eas
prin
cipa
les
- E
labo
raci
On
de r
estim
enes
par
afra
sean
do lo
ste
xtos
Loc
aliz
ació
n de
idea
s pr
inci
pale
spa
ra o
rgan
izar
un g
uión
de
sint
esis
7346
Rec
reac
ión
liter
aria
Con
ocim
ient
os, h
abili
dade
s y
actit
udes
Des
crip
ciO
n en
text
os n
arra
tivos
de
las
t rad
icio
nes
yfi
esta
s po
pula
res
de la
loca
lidad
. Rec
opila
ciO
nen
una
anto
logi
a
Ela
bora
ción
de
prop
tiest
aspa
ra o
rgan
izar
eve
ntos
artis
ticos
y c
ultu
rale
s en
la e
scue
la
Situ
acio
nes
com
unic
ativ
as
Lec
tura
- L
ectu
ra f
rent
e al
gru
po d
e te
xtos
ele
gido
s po
r lo
sal
umno
s, u
tiliz
ando
la e
nton
acio
n ad
ecua
da
Esc
enif
icac
kmSi
mul
adO
n de
ent
revi
stas
con
los
pers
onal
es d
eob
ras
eleg
idas
por
los
alum
nus
Act
ivid
ades
Cul
tura
les
- H
abor
acio
n co
lect
iva
de p
lane
s de
trah
ajo
para
orga
niza
rcer
emom
aso
fest
wai
t., d
iNtr
ibut
ion
de(a
reas
, rea
lizac
iM ti
e la
s m
ism
as-
lnve
stig
acio
n so
bre
las
trad
ition
e, in
a ar
raig
adas
en la
loca
lidad
. Asi
sten
cia
a lie
stas
trad
icio
nale
slo
cale
s, e
ntre
vist
asco
n pe
rson
as q
ue m
ante
ngan
cier
tas
trad
icio
nes,
esc
ritu
ra d
e ca
ncio
nes
y co
plas
,de
scri
pciO
n de
dan
zas
Ref
lexi
ón s
obre
la le
ngua
Con
ocim
ient
os, h
abili
dade
sy
actit
udes
Ref
lexi
ón y
aná
lisis
sob
re la
s_di
vers
asva
rian
tes
del
espa
tiol (
geog
ráfi
cas,
gen
erac
iot t
a le
s, s
ocio
cultu
ra
les)
BE
ST
CO
PY
AV
AIL
AB
LE
7
11.1
601
Loc
aliz
Aci
On
de a
port
es d
e ot
ras
leng
uas
al e
spañ
ol:
galic
ism
os, a
nglic
ism
os. V
alor
ació
nde
l car
ácte
r ne
gati-
vo o
pos
itivo
de
la in
corp
orac
ión
dees
asap
orta
dofi
es
Los
tiem
pos
verb
ales
: rna
tices
de s
igni
fica
do e
ntre
el
copr
eter
ito y
el p
ospr
etér
ito
A m
plia
ción
del
voc
abul
ario
atr
avés
de
la f
orm
ació
nde
can
lpos
ser
nant
icos
apa
rtir
Ic
térm
inos
poc
ous
uale
s y
de te
cnic
ism
os
Uso
de
las
conj
unci
ones
"y",
"e"
, "o"
, "u"
Uso
de
las
prep
osic
ione
s "a
","c
on",
"de
", "
desd
e",
"hac
ia"
Situ
acio
nes
com
unic
ativ
as
Tod
as la
s in
dica
das
pa r
a tr
abaj
arel
con
teni
do d
e lo
sot
ros
ejes
, fun
dam
enta
lmen
tela
s re
feri
das
a re
visi
on
y au
toco
rrec
ciO
nde
red
acci
ones
Rec
opila
cion
esc
rita
ogr
abad
a de
mue
stra
sde
d is
t in-
tas
form
as d
e ha
blar
ele
spar
iol (
repo
rtes
de
entr
evis
-ta
s, C
otac
ione
s a
l ver
una
pel
icul
a 0
un p
rogr
ama
dete
levi
siO
n, f
icha
s co
n ci
tas
de te
xt(
)s)
para
pres
enta
rse
fren
te a
l gru
po y
dis
cutir
sob
re &
las
Lec
tura
de
text
os s
elec
cion
ados
por
el m
aest
ro e
n lo
scu
a le
s se
use
nab
unda
ntem
ente
pa
labr
as p
rove
nien
-te
s de
otr
as le
ngua
s.D
educ
citin
de
su s
ign
ific
ado
deac
uerd
o al
con
text
o y
refl
exiO
n so
bre
suef
ecto
en
laex
pres
iOn
I .e
ctur
a de
text
os s
elec
cion
ados
por
el m
aest
ro d
on-
de s
e em
plee
n te
cnic
ism
os d
e us
o co
mO
n(i
nstr
ucti-
vos,
art
icul
os d
edi
vulg
aciO
n, p
or e
jem
plo)
.)e
d ut
.ciO
n de
su
sign
ilica
do ti
e ac
uerd
oal
con
text
o
47
R14
Ay
BE
ST C
OPY
AV
AIL
AB
LE
111111"Prir" ""r
ortir
93-9
4
Prog
ram
as
Prim
er g
rado
Los
nin
nero
s, s
usre
laci
ones
y s
us
oper
acio
nes
Ntim
eros
nat
ural
es
Los
ntim
eros
del
1 al
100
-C
onte
os-
Agr
upam
ient
os y
desa
grup
amie
ntos
en
dece
nas
y un
idad
esL
ectu
ra y
esc
ritu
ra-O
rden
de
la s
erie
ntim
eric
a
-A
ntec
esor
y s
uces
orde
un
ntim
ero
-V
alor
pos
icio
nal
Intr
oduc
ción
a lo
s nt
imer
osor
dina
les
Plan
team
ient
o y
reso
luci
ónde
pro
blem
as s
enci
llos
de s
uma
y re
sta
med
iant
e di
vers
ospr
oced
imie
ntos
,
sin
hace
rtr
ansf
orm
acio
nes
Liv
Jiff
-'
Alg
oritm
o co
nven
cion
alde
la s
uma
y de
la r
esta
sin
tran
sfor
mac
ione
s
Med
ició
n
Lon
gitu
des
y ir
eas
Wok
com
para
cion
de
long
itude
s, d
e fo
rma
dire
cta
y ut
i-
lizan
do u
n in
term
edia
rio
CoM
para
ción
de
lasu
perf
icie
de
dos
figu
ra: n
orsu
perp
osic
ión
y re
cubr
imie
nto
Med
ici&
de
long
itude
sut
iliza
ndo
unid
ades
de
firl
ie-'1
ciid
a ar
bitr
aria
s
Cap
anda
d, p
eso
y tie
mpo
Com
para
ción
dir
ecta
de
laca
paci
dad
de r
ecip
ient
es
Com
para
ción
dir
ecta
del
pes
ode
dos
obj
etos
, Uso
de
la b
alan
za p
ara
com
para
rel
pes
o de
dos
obje
tos
Med
ici6
n de
la c
apac
idad
yel
pes
o de
obj
etos
util
i-za
ndo
unid
ades
de
med
ida
arbi
trar
ias
Uso
de
los
térm
inos
:"an
tes
y de
spue
s"; "
ayer
,hoy
y
mai
lana
"; y
"m
afta
na,
tard
e y
noch
e", a
soci
ados
aac
tivid
ades
cot
idia
nas
.1.1
4
Las
act
ivid
ades
que
se
real
izan
en
una
sem
ana
Geo
met
ria
1,24
tU
bica
ción
esp
acia
l(c
_
Ubi
caci
ón-
Del
alu
mno
en
rela
cion
con
su
ento
rno
-D
el a
lum
no e
n re
laci
ón c
onot
ros
sere
s u
obje
tos
- D
eob
jeto
s o
sere
s en
tre
si
.r.
;..,
- U
so d
e la
s ex
pres
ione
s "a
rrib
a, a
bajo
, ade
lant
e,at
rás,
der
echa
, izq
uier
da"
Intr
oduc
ción
a la
rep
rese
ntac
ión
de d
espl
azam
ient
osso
bre
el p
iano
Cue
rpos
geo
mét
rico
s
Rep
rese
ntac
ión
de o
bjet
os d
el e
ntor
no m
edia
nte
di-
. ver
sos
proc
edim
ient
os
C la
sifi
caci
ón d
e ob
jeto
s oc
uerp
osba
jodi
stin
tosc
rite
rios
(por
eje
mpl
o, lo
s qu
e ru
edan
y lo
s qu
e no
rue
dan)
Con
stru
cció
n de
a lg
unos
cue
rpos
med
iant
e di
vers
ospr
oced
imie
ntos
(pl
astil
ina,
pop
otes
u o
tros
)
Figu
ras
geom
étri
cas
Rep
rodu
cció
n pi
ctór
ica
de f
orm
as d
iver
sas
Rec
onoc
imie
nto
de c
ircu
los,
cua
drad
os, r
ecta
ngu
los
y tr
iiing
ulos
en
dive
rsos
obj
etos
Iden
tific
ació
n de
line
as r
ecta
s y
curv
as e
n ob
jeto
s de
len
torn
o
Tra
zo d
e fi
gura
s di
vers
as u
tiliz
ando
la r
egla
Ela
bora
ción
de
grec
as
Tra
tam
ient
o de
la in
form
ació
nPl
ante
amie
nto
y re
solu
ción
de
prob
lem
as s
enci
llos
que
requ
iera
n re
cole
cció
n, r
egis
tro
y or
gani
zaci
ónde
info
rmac
ión,
util
izan
do p
icto
gram
as
Res
oluc
ión
de p
robl
emas
y e
labo
raci
ón d
e pr
egun
tas
senc
iHas
que
pue
dan
resp
onde
rse
a pa
rtir
de
una
ilust
raci
ón
58
81
copO
rtit
cf.
94-9
5Se
gund
o gr
ado
Los
rui
mer
os, s
us r
elac
ione
sy
sus
oper
acio
nes
Ntim
eros
nat
ural
es
Los
mim
eros
de
tres
cif
ras
- C
onte
os-
Agr
upam
ient
os y
des
agru
pam
ient
os e
n ce
nte-
nas,
dec
enas
y u
nida
des
- L
ectu
ra y
esc
ritu
ra-
El o
rden
de
la s
erie
num
éric
a-
Ant
eces
or y
suc
esor
de
un m
imer
o-
Val
or p
osic
iona
l
Uso
de
mim
eros
ord
inat
es e
n co
ntex
tos
fam
iliar
espa
ra e
l alu
mno
Plan
team
ient
o y
reso
luci
On
de d
iver
sos
prob
lem
asde
sum
a y
rest
a co
n m
imer
os h
asta
de
tres
cif
ras,
utili
zand
o di
vers
os p
roce
dim
ient
os
Alg
oritm
o co
nven
cion
al d
e la
sum
a y
rest
a, c
ontr
ansf
orm
acio
nes
Intr
oduc
ción
a la
mul
tiplic
ació
n m
edia
nte
reso
luci
ónde
pro
blem
as q
ue im
pliq
uen
agru
parn
ient
osy
arre
glos
rect
angu
lare
s, u
tiliz
ando
div
erso
s pr
oced
imie
ntos
Esc
ritu
ra c
onve
ncio
nal d
e la
mul
tiplic
ació
n (c
on m
i-m
eros
de
una
cifr
a)
Con
stru
cció
n de
l cua
dro
de m
ultip
licac
ione
s
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
de
repa
rto
de o
bjet
os
82
Mat
emát
icas
Med
ició
n
Lon
gitu
des
y ar
eas
Med
ició
n de
long
itude
s y
supe
rfic
ies
utili
zand
orn
edid
as a
rbitr
aria
s
Com
para
ción
y o
rden
amie
nto
de v
aria
slo
ngitu
des
yar
eas
r1),
AIn
trod
ucci
on a
l uso
de
la r
egla
grad
uada
cor
no in
s-tr
umen
to q
ue p
erm
ite c
ompa
rar
long
itude
s
Cap
acid
ad, p
eso
y tie
mpo
Uso
de
la b
alan
za p
ara
com
para
rel
pes
o de
obj
etos
Med
ició
n de
la c
apac
idad
y e
l pes
ode
obj
etos
util
i-za
ndo
unid
ades
de
med
ida
arbi
trar
irs
&ft
Com
para
ciO
n y
orde
nam
ient
o de
var
ios
obje
tos
yre
cipi
ente
s, ti
e ac
uerd
o co
n su
pes
o y
suca
paci
dad
Uso
del
cal
enda
rio:
mew
s, s
eman
as y
d la
s
Geo
met
ria
Ubi
caci
ón e
spac
ial
Ubi
caci
ón-
Del
alu
mno
en
rela
ción
con
su
ento
rno
- D
elal
umno
en
rela
ción
con
otr
os s
eres
uob
jeto
s
- D
eob
jeto
s o
sere
s en
tre
si
Los
pun
tos
card
inal
es
Rep
rese
ntac
ion
de d
espl
azam
ient
osso
bre
el p
iano
1 ra
vect
os, c
amin
os v
labe
rint
osR
ecor
rith
)sto
man
doen
ctie
nta
punt
( sd
e re
fere
ncia
Cue
rpos
geo
mét
rico
s
Rep
rese
ntac
ión
de c
uerp
os y
obj
etos
del
ent
omb
utili
zand
o di
vers
os p
roce
dim
ient
os
Cla
sifi
Cac
ión
de o
bjet
os o
cue
rpos
geo
met
rico
s ba
jo.d
istin
tos
crite
rios
(po
r ej
empl
o, c
aras
pla
nas
y ca
ras
redo
ndas
)
Con
stru
cció
n de
alg
unos
cue
rpos
usa
ndo
caja
s o
cubo
s
Figu
ras
geom
etri
cas
Tra
zo d
e fi
gura
s di
vers
as u
tiliz
ando
la r
egla
Con
stru
cció
n y
tran
sfor
mac
ión
de f
igur
as a
par
tirde
otra
s fi
gura
s bz
isic
as
Cla
sifi
caci
ón d
e di
vers
as f
igur
as g
eom
kric
asba
jodi
stin
tos
crite
rios
(po
r ej
empl
o, la
dos
curv
os y
lado
sre
ctos
, ntim
ero
de la
dos)
,,
,D
ill*
y co
nstr
ucci
on ti
e m
otiv
os u
tiliz
ando
tigur
asge
omét
rica
s
Tra
tam
ient
o de
la in
fonn
ació
nIn
terp
reta
ción
de
la in
form
ació
n co
nten
ida
enilu
s-tr
acio
nes,
reg
istr
os y
pic
togr
amas
senc
illos
Res
oluc
ión
e in
ven
ciei
n de
pro
blem
as s
enci
llose
labo
ra-
dosa
par
tirde
la in
forr
naci
ónqu
eapo
rta
unai
lust
raci
On
inve
nció
n de
pro
blem
as a
par
tir d
eex
pres
ione
s nu
-m
eric
as d
adas
8 4
59
Plan
y p
rogr
amas
de
estu
dio:
Pri
mar
ia
900
cf.
93-9
4T
erce
r gr
ado
Los
ntim
eros
, sus
rel
acio
nes
y su
s op
erac
ione
s
Ntim
eros
nat
ural
es
Los
inim
eros
de
cuat
ro c
ifra
s-
Con
teos
Agr
upam
ient
os y
des
agru
pam
ient
os e
n m
illar
es,
cent
enas
, dec
enas
y u
nida
des
- L
ectu
ra y
esc
ritu
ra-
El o
rden
de
la s
erie
num
éric
a-
Ant
eces
or y
suc
esor
de
un in
imer
o-
Val
or p
osic
iona
l
Lec
tura
y e
scri
tura
de
ruir
nero
s or
dina
les
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
más
com
plej
os d
e su
ma
y re
sta
con
rnim
eros
has
ta d
etr
esci
fras
, util
izan
dodi
vers
ospr
oced
imie
ntos
(por
ejem
-pl
o, p
robl
emas
de
busq
ueda
de
falta
ntes
o p
robl
emas
que
requ
iera
r: d
os o
pera
cion
es p
ara
su s
oluc
iOn)
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
div
erso
sde
mul
tiplic
ació
n co
n nt
imer
os h
asta
de
dos
cifr
as,
med
iant
e di
stin
tos
proc
edim
ient
os
Alg
oritm
o co
nven
cion
al d
e la
mul
tiplic
ació
n
Mul
tiplic
aciO
n de
mim
eros
term
inad
os e
n ce
ros
Plan
team
ient
o y
reso
luci
ón d
e di
vers
os p
robl
emas
de d
ivis
ion,
con
ntim
eros
has
ta d
e tr
es c
ifra
s m
edia
n-te
pro
cedi
mie
ntos
no
conv
enci
onal
es (
por
ejem
plo,
608
6
solu
cion
es c
on a
poyo
de
dibu
jos,
sum
a ite
rada
, res
tao
mul
tiplic
ació
n)
Alg
oritm
o de
la d
ivis
ion
con
mim
eros
de
dos
cifr
asen
tre
una
cifr
a
Ntim
eros
fra
ccio
nari
os
Intr
oduc
ción
de
la n
ocio
n de
fra
cciO
n en
cas
os s
enci
-lb
sej
empl
o, m
edio
s, c
ua d
os y
oct
avos
) m
edia
nte
activ
idad
es d
e re
part
o y
med
ició
n de
long
itude
s
Com
para
ción
de
frac
cion
es s
enci
llas
rep
tada
sco
n m
ater
ial c
oncr
eto,
par
a ob
serv
ar la
equ
ival
enci
aen
tre
frac
cion
es
Rep
rese
ntac
ión
conv
enci
onal
de
las
frac
cion
es
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
que
impl
quen
sum
a de
fra
ccio
nes
senc
illas
, med
iant
e m
ani-
pula
ción
de
mat
eria
l
Med
ició
nL
ongi
tude
s y
Are
as
Med
iciO
n y
com
para
ciO
n de
Are
as u
tiliz
ando
uni
da-
des
de m
edid
a ar
bitr
aria
s y
retic
ulas
Res
oluc
ión
de p
robl
emas
sen
cillo
s qu
e im
pliq
uen
elus
o de
uni
dade
s de
med
ida
conv
enci
onal
es: e
l me-
tro,
el c
entim
etro
y e
l cen
timet
ro c
uadr
ado
Com
para
ción
y o
rden
amie
nto
de lo
ngitu
des
y ar
eas
utili
zand
o m
edid
as c
onve
ncio
nale
s
Res
oluc
iOn
de p
robl
emas
sen
cillo
s qu
e im
pliq
uen
lam
edic
ión
de lo
ngitu
des
utili
zand
o el
med
io m
etro
yel
cua
rto
de m
etro
8 6
8'i
Mat
emát
icas
Res
oluc
ión
de p
robl
emas
sen
cillo
s qu
eim
pliq
uen
elus
o de
inst
rum
ento
sde
med
ició
n: e
l met
ro s
in g
ra-
duar
y la
reg
la g
radu
ada
en c
entim
etro
s
Cap
acid
ad, p
eso
y tie
mpo
Med
ici&
del
pes
o y
la c
apac
idad
utili
zand
o el
kilo
,el
med
io k
ilo, e
l cua
rto
de k
ilo, e
llitr
o, e
l med
io li
tro
y el
cua
rto
de li
tro
El a
tio, l
os m
eses
, las
sem
anas
ylo
s df
as
Uso
del
cal
enda
rio
para
pro
gram
arac
tivid
ades
eid
entif
icar
fec
has
Lec
tura
del
rel
oj d
e m
anec
illas
:hor
as y
min
utos
Uso
de
expr
esio
nes:
"m
edia
hor
a" y
"un
cuar
to d
e ho
ra"
Uso
de
inst
rum
ento
s de
med
ició
n: la
bal
anza
y e
l rel
oj
Geo
met
ria
Ubi
caci
ón e
spac
ial
Rep
rese
ntac
ión
en e
l pia
no d
e la
ubic
ació
n de
ser
es y
obje
tos
del e
ntom
b in
med
iato
Rep
rese
ntac
ión
de d
espl
azam
ient
osso
bre
el p
iano
:tr
ayec
tos
tom
ando
en
cuen
ta p
unto
sde
ref
eren
da
Dis
eiio
, lec
tura
e in
terp
reta
ción
de c
roqu
is
Obs
erva
ción
y r
epre
sent
ació
n de
obje
tos
desd
e di
-ve
rsas
per
spec
tivas
Cue
rpos
geo
mét
rico
s
Car
acte
rist
icas
de
los
cuer
pos
(por
ejem
plo,
mim
ero
de c
aras
, for
ma
de la
s ca
ras)
,.
Intr
oduc
ci6n
a la
.con
stru
cció
n de
cub
os u
tiliz
ando
dive
rsos
pro
cedi
mie
ntos
Rep
rese
ntac
ión
graf
ica
de c
uerp
os y
obj
etos
Figu
ras
geom
etri
cas
Cla
sifi
caci
ón d
e cu
adri
hite
ros
y tr
iáng
ulos
a p
artir
de
sus
cara
cter
fstic
as:
ipal
dad
de s
us la
dos,
par
alel
is-
mo,
per
pend
icul
arid
ad y
sim
etri
a
Con
stru
cció
n y
tran
sfor
mac
ión
de f
igur
as a
par
tirde
otra
s fi
gura
s bä
sica
s
Sim
ettla
Eje
s de
sim
etrf
a de
una
fig
ura
(ide
ntif
icac
ión
ytr
azo)
Con
stru
cció
n y
repr
oduc
ción
de
figu
ras
med
iant
edi
vers
os p
roce
dim
ient
os
Tra
zo d
e lin
eas
pa r
alel
as y
per
pend
icul
ares
med
ian-
te d
obla
do d
e pa
pel
Uso
de
la r
egla
par
a tr
azar
line
as y
figu
ras
Tra
tam
ient
o de
la in
form
ació
n
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
senc
illos
en lo
s qu
e se
req
uier
are
cole
ctar
y r
egis
trar
info
rma-
ción
per
iódi
cam
ente
Inve
nció
n y
reda
cció
n de
pre
gunt
as a
par
tir d
e en
un-
ciad
os q
ue c
ontie
nen
dato
s nu
mér
icos
Res
oluc
ión
e in
venc
ión
de p
regu
ntas
ypr
oble
mas
senc
illos
que
pue
dan
reso
lver
se c
on lo
sda
tos
que
cont
iene
una
ilus
trac
ión
8 *1
J
Pred
icci
óny
azar
Pred
icci
On
de h
echo
s y s
uces
os e
n si
tuac
ione
s se
nd-
lias
en la
squ
e no
inte
rvie
ne e
l aza
rId
entif
icac
ión
y re
aliz
ació
n de
jueg
os e
n lo
squ
ein
terv
iene
o n
o in
terv
iene
el
azar
8962
BE
ST C
OPY
AV
AIL
AB
LE
oPcs
dirc
494
-95
Cua
rto
grad
o
Los
mim
eros
, sus
rel
acio
nes
y su
s op
erac
ione
s
Ntim
eros
nat
ural
es
Los
mim
eros
de
cinc
o ci
fras
- L
ectu
ray
escr
itura
- A
ntec
esor
y su
ceso
r de
tin
mim
ero
- C
onst
rucc
ión
de s
erie
snu
mér
icas
- V
alor
pos
icio
nal
- L
os n
timer
os e
n la
rec
tanu
mer
ica
Reg
las
pa r
a la
esc
ritu
ra d
e lo
s nt
imer
osor
d in
a le
s y s
uus
o en
dif
eren
tes
con
text
os
#.Pl
ante
amie
nto
y re
solu
cion
de
prob
lem
as d
iver
sos,
mis
com
plej
os, d
esu
ma
y re
sta
con
nfim
eros
has
tade
cin
co c
ifra
s
Plan
team
ient
oy
reso
luci
on d
e pr
oble
mas
d i
vers
osde
mul
tiplic
ació
n
Plan
team
ient
oy
reso
luci
em d
e pr
oble
mas
de
divi
-sk
in, m
edia
nte
dive
rsos
proc
edim
ient
osA
lgor
itmo
de la
div
isio
n, c
on d
ivis
or h
asta
de d
osci
fras
Ntim
eros
fra
ccio
nari
os
Frac
cion
amie
nto
delo
ngitu
des
para
intr
oduc
ir n
ue-
vas
frac
cion
es (
por
ejem
plo,
terc
ios,
quin
tos
y se
xtos
)D
iver
sos
recu
rsos
para
enc
ontr
ar la
equ
ival
enci
aen
tre
algu
nas
frac
cion
es
90
91
Mat
emát
icas
Frac
cion
es c
on d
enom
inad
or 1
0,10
0 y
1000
Com
para
ción
de
fraC
cion
es m
ante
nien
do c
onst
ante
el n
umer
ador
o e
l den
omM
ador
Ubi
caci
On
de f
racc
ione
s en
la r
ecta
num
éric
a
Plan
tear
nien
to y
res
oluc
ión
depr
oble
mas
que
impl
i-qu
en s
uma
y re
sta
de f
racc
ione
s co
n de
nom
inad
ores
igua
les
Alg
oritm
o co
nven
cion
al d
e la
sum
a y
rest
a de
fra
c-
cion
es c
on ig
uald
enom
inad
or
Ntim
eros
dec
imal
es
Lec
tura
y e
scri
tura
de
cant
idad
es c
on p
unto
dec
imal
hast
a ce
ntés
imos
, aso
ciad
os a
cont
exto
s de
din
ero
y
med
iciô
nPl
ante
amie
nto
y re
solu
ción
de
prob
lem
as d
e su
ma
y
rest
a de
niim
eros
deci
mal
es a
soci
ados
a c
onte
xtos
dedi
nero
y m
edic
ión
Med
ició
n
Lon
gitu
des,
are
as y
vol
timen
es
Res
oluc
ión
de p
robi
,mia
s qu
eim
pliq
uen
la m
edic
ión
de lo
ngitu
des
utili
zand
oel
met
ro, e
l dec
imet
ro,e
l
cent
imet
ro y
el m
ilim
etro
com
oun
idad
es d
e m
edid
a
Intr
oduc
cion
del
kilO
met
ro c
omo
la u
nida
d qu
e pe
r-
mite
med
ir g
rand
esdi
stan
cias
y r
ecor
rido
s la
rgos
Intr
oduc
cion
a la
noc
ión
devo
lum
en m
edia
nte
di-
vers
as c
onst
rucc
ione
s en
.las
que
se u
tilic
en c
ajas
ocu
bos
de m
asa
o pl
astih
na
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
dive
rsos
que
impl
ique
n el
cálc
ulo
de p
erim
etro
s
Med
ici&
del
are
a de
fig
uras
de
lado
s re
ctos
,ut i
lizan
-
do c
uadr
icul
asR
esol
ució
n de
pro
blem
asqu
e im
pliq
uen
la m
edic
ión
desu
perf
icie
s co
n el
cen
timet
ro y
el m
etro
cuad
rado
.
Intr
oduc
ción
a la
for
mul
a de
l are
a de
lrec
tang
ulo,
el
cuad
rado
y e
l tri
angu
lo
Res
oluc
ión
de p
robl
enia
s qu
eim
pliq
uen
el u
so d
ein
stru
men
tos
de m
edic
iOn:
la r
egla
grad
uada
en
mili
met
ros
y la
cin
ta m
étri
ca
Cap
acid
ad, p
eso
y tie
mpo
Situ
acio
nes
senc
illas
que
ilus
tren
el u
so d
el m
ililit
ro y
el
mili
gram
o (p
or e
jem
plo,
em
paqu
esde
med
icam
en-
tos)
Uso
del
rel
oj y
el c
alen
dari
o
El l
ustr
o, la
déc
ada,
el s
iglo
,el m
ileni
o,t4
^
Uso
de
inst
rum
ento
s de
med
iciO
n: la
bci
scul
a, r
eci-
pien
tes
grad
uado
s en
mih
litro
s y
cent
ilitr
os p
ara
med
ir li
quid
os
Geo
met
ria
Ubi
caci
ón e
spac
ial
Rep
rese
ntac
ión
de p
unto
s y
desp
laza
nhen
tos
en e
l
pian
o
Dis
eilo
, lec
tura
e in
terp
reta
ción
de c
roqu
is y
pia
nos
Lec
tura
e in
terp
reta
ciem
de
map
as
92h3
Cue
rpos
gco
mét
rico
s
Cla
sifi
caci
ón d
e cu
erpo
s ge
omét
rico
s ba
jo lo
s cr
ite-
rios
: for
ma
de la
s ca
ms,
nfu
nero
de
cara
s, m
imer
o de
vert
ices
y n
umer
o de
ari
stas
Act
ivid
ades
par
a in
trod
ucir
la c
onst
rued
& d
ecu
er-
pos
geom
étri
cos
(por
eje
mpl
o, m
edia
nte
el tr
azo
defo
rros
con
res
tric
cion
es)
Figu
ras
geom
itric
as
Com
para
ción
de
fing
ulos
, en
form
a di
rect
a y
con
inte
rmed
iari
o
Uso
del
tran
spor
tado
r en
la m
edic
ión
de a
ngul
os
Cla
sifi
caci
ón d
e fi
gura
s ge
omét
rica
s a
part
ir d
el m
i-m
ero
de la
dos,
niu
nero
de
lado
s ig
uale
s, f
ingu
los
igua
les
y ni
uner
o de
eje
s de
sim
etri
a
Rec
onoc
imie
nto
de d
ifer
ente
s tr
iáng
ulos
res
pect
o a
sus
lado
s y
angu
los
(tri
ángu
lo is
ósce
les,
esc
alen
o y
equi
láte
ro; t
rián
gulo
rec
táng
ulo)
Tra
zo d
e la
s al
tura
s de
los
tria
ngul
os (
caso
s se
ncill
os)
Com
posi
ci&
y d
esco
mpo
sici
& d
e fi
gura
s ge
omét
rica
s
Tra
zo d
e lin
eas
para
lela
s y
perp
endi
cula
res
utili
zan-
do d
iver
sos
proc
edim
ient
os
Tra
zo d
el c
ircu
lo u
tiliz
ando
una
cue
rda
Tra
tam
ient
o de
la in
form
ació
n
Rec
olec
ción
y r
egis
tro
de d
atos
pro
veni
ente
s de
laob
serv
ació
n
64
J.4
93
Rep
rese
ntac
i& d
e in
form
ació
n en
tabl
as d
e fr
ecue
n-ci
a y
gráf
icas
de
barr
as
Uso
de
la f
recu
enci
a ab
solu
taen
el m
anej
o de
lain
form
ació
n
Aná
lisis
e in
terp
reta
ción
de
la in
form
ació
npr
ove-
nien
te d
e un
a pe
quen
a en
cues
ta
Proc
esos
de
cam
bio
Prob
lem
as s
enci
llos
que
intr
oduz
can
al a
lum
noa
lael
abor
ació
n de
tabl
as d
e va
riac
ión
prop
orci
onal
Pred
icci
ón y
aza
rR
egis
tros
de
los
resu
ltado
s de
exp
erim
ento
s a le
ator
ios
Rep
rese
ntac
ión
de lo
s re
sulta
dos
de u
n ex
peri
men
toal
eato
rio
en ta
blas
y g
ráfi
cas
Uso
de
las
expr
esio
nes
"más
pro
babl
e" y
"m
enos
prob
able
" en
la p
redi
cció
n de
res
ulta
dos
Rea
lizac
i& d
e ju
egos
o e
xper
imen
tos
cuyo
s re
sulta
-do
s de
pend
en d
el a
zar
BE
ST C
OPY
AV
AIL
AB
LE
94
Mat
emat
it
opor
tfr
93-9
4Q
uint
o gr
ado
Los
ntim
eros
, sus
rela
cion
esy
sus
oper
acio
nes
Ntim
eros
nat
ural
es
Los
ntim
eros
de
seis
cifr
asL
ectu
ra y
esc
ritu
ra-
Ant
eces
or y
suc
esor
de
unnt
imer
o-
Con
stru
cció
n de
ser
ies
num
éric
as-
Val
or p
osic
iona
l-
Los
mim
eros
en
la r
ecta
num
éric
a
Los
ntim
eros
rom
anos
Plan
team
ient
o y
reso
luci
ón d
epr
oble
mas
que
con
duz-
can
a la
desc
ompo
sici
ón d
e un
ntim
ero
ensu
man
dos
o
fact
ores
Plan
team
ient
o y
reso
luci
ónde
pro
blem
as q
ue im
pli-
quen
dos
o m
ásop
erac
ione
s co
n nt
imer
osna
tura
les
Uso
de
la c
alcu
lado
ra e
nla
res
oluc
iOn
de p
robl
emas
Ntim
eros
fra
ccio
nari
os
Frac
cion
amie
nto
de lo
ngitu
des
para
intr
oduc
ir n
ue-
vas
frac
cion
es(p
or e
jem
plo,
sép
timos
yno
veno
s)
Uti
lizac
ión
de d
iver
sos
recu
rsos
para
mos
trar
laeq
ui-
vale
ncia
de
algu
nas
frac
cion
es
Plan
team
ient
o y
reso
luci
ónde
pro
blem
as c
on f
rac-
clon
es c
upsd
enom
inad
ores
sea
n 10
, 100
y10
00
Act
ivid
ades
par
a in
trod
ucir
las
frac
cion
es m
ixta
s
Ubi
caci
On
de f
racc
ione
s en
la r
ecta
nurn
éric
a
Plan
team
ient
o y
reso
luci
ón d
epr
oble
mas
de
sum
ay
rest
a de
frac
cion
es c
on d
enom
inad
ores
igua
les
ydi
fere
ntes
, med
iant
e la
equ
ival
enci
ade
fra
ccio
nes
Alg
oritm
o de
la s
uma
y de
la r
esta
de f
racc
ione
sut
iliza
ndo
equi
vale
ncia
s
Em
pleo
de
la f
racc
ión
com
dra
zón
y co
mo
divi
sion
,en
situ
acio
nes
senc
illas
Cál
culo
de
porc
enta
jes
med
iant
e di
vers
os p
roce
di-
mie
ntos
Ntim
eros
dec
imat
es
Lec
tura
y e
scri
tura
de
ntim
eros
deci
mal
es, a
soci
ados
a di
vers
os c
onte
xtos
Com
para
ciO
n y
orde
n en
los
ntim
eros
dec
imat
es
Equ
ival
enci
a en
tre
deci
mos
, cen
tesi
mos
ym
ilesi
mos
Plan
team
ient
o y
reso
luci
On
depr
oble
mas
div
erso
sde
sum
a y
rest
a de
ntim
eros
deci
mat
es h
asta
rnilé
si-
mos
Plan
team
ient
o y
reso
luci
ón d
epr
oble
mas
de
mul
ti-pl
icac
ión
de n
timer
os d
ecim
ales
Plan
team
ient
o y
reso
luci
ón d
epr
oble
mas
de
divi
-si
ón d
e nt
imer
os n
atur
ales
con
coci
ente
has
ta c
enté
-
..im
os
Plan
team
ient
oyre
solu
ciO
ndep
robl
emas
dedi
visi
Ond
ent
imer
os d
ecim
ates
ent
rent
imer
os n
atur
ales
---
Uso
de
la c
alcu
lado
ra p
ara
reso
lver
pro
blem
as
9665
Med
ició
n
Lon
gitu
des,
Are
as y
vol
timen
es
I'lan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
que
irnp
liqu
en e
l cA
lcul
o de
l per
imet
ro d
e po
ligon
os y
de
figu
ras
curv
iline
as u
tiliz
ando
div
erso
s pr
oced
imie
ntos
Res
olud
ón d
e pr
oble
mas
que
impl
ique
n el
cA
lcul
o de
lA
rea
de p
olig
onos
, tra
peci
os y
rom
boid
es p
or d
esco
m-
posi
ción
en
cuad
rado
s, tr
iang
ulos
y r
ecta
ngul
os
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
que
impl
i-qu
en e
l cA
lcul
o de
Are
as u
tiliz
ando
el m
etro
cua
dra-
do, e
l dec
imet
ro c
uadr
ado
y el
cen
timet
ro c
uadr
ado
El k
ilóm
etro
cua
drad
o co
mo
unid
ad d
e m
edid
a pa
ra
expr
esar
la s
uper
fici
e de
gra
ndes
ext
ensi
ones
Rel
ació
n en
tre
el p
erim
etro
y e
l Are
a de
una
fig
ura
Var
iaci
ón d
el A
rea
de u
na f
igur
a en
fun
ción
de
lam
edid
a de
sus
lado
s
A p
rox
imac
ión
del A
rea
de p
olig
onos
i rr
egu
la r
es y
de
figu
ras
curv
iline
as u
tiliz
ando
cua
dric
ulas
Med
ició
n de
l vol
umen
del
cub
oy d
e al
guno
s pr
ism
asm
edia
nte
el c
onte
o de
uni
dade
s di
bica
s
El c
entim
etro
ctib
ico
com
o un
idad
de
med
ida
del
volu
men
Intr
oduc
ción
al e
stud
io s
iste
mA
tico
del s
iste
ma
me-
tric
o de
cim
al: m
ültip
los
y su
bmtil
tiplo
s de
l met
ro
Cap
acid
ad, p
eso
y tie
mpo
Re
laci
On
ei a
re la
cap
acid
ad y
el v
olum
en; r
elac
ión
entr
e el
ded
met
ro c
tibic
o y
el li
tro
66
9Pi
Rel
acio
nes
entr
e ia
hor
a, lo
s m
inut
os y
los
segu
ndos
,as
ocia
das
a la
res
oluc
ion
tie p
robl
emas
(co
nvem
ones
)
Uso
de
inst
rum
ento
s de
med
ició
n: e
l din
arnó
met
ro y
la b
Asc
ula
Intr
oduc
ción
al e
stud
io s
iste
mA
tico
del s
iste
ma
me-
tric
o de
cim
al: m
tiltip
los
y su
bint
iltip
los
del l
itro
y de
lgr
amo
Geo
met
ria
Ubi
caci
ón e
spac
ial
Intr
oduc
ción
de
los
ejes
de
coor
dena
das
cart
esia
nas
para
ubi
car
sere
s u
obje
tos
en m
apas
o c
roqu
is
Las
coo
rden
adas
de
un p
unto
Cue
rpos
geo
mét
rico
s
Con
stni
aiin
y a
rmad
o de
pat
nnes
de
cubo
s y
pris
tmis
Figu
ras
geom
étri
cas
Tra
zo d
e fi
gura
s ut
iliza
ndo
la r
egla
v la
esc
uadr
a
Uso
de
la r
egla
, esc
uadr
a y
com
pAs
para
traz
ar f
igu-
ras
a pa
rtir
de
ejes
de
sim
etri
a, li
neas
par
alel
as y
perp
endi
cula
res
Uso
del
com
pAs
para
traz
ar c
ircu
los
Cla
sifi
caci
ón d
e fi
gura
s ut
iliza
ndo
dive
rsos
ci i
teri
os(p
or e
jem
plo,
igua
ldad
de
Ang
ulos
, igu
alda
d de
la-
dos,
par
alel
ism
o y
sim
etri
a)-,
( (I
CC
onst
rucc
ión
de f
igur
as a
eka
a (
caso
s se
ncill
os)
98
Mat
emát
icas
Tra
tam
ient
o de
ila
info
rmac
ión
Org
aniz
acio
n de
lain
iorm
ació
n en
tabl
as, d
iagr
amas
,gr
afic
as d
e ba
rras
opi
ctog
ram
as
Aná
lisis
de
las
tend
enci
as e
ngr
afic
as d
e ba
rras
:pr
omed
ios,
val
or m
ásfr
ecue
nte,
la m
edia
na
Rec
opila
ciO
n y
anA
lisis
de
info
rmac
ión
de d
iver
sas
fuen
tes
Proc
esos
de
cam
bio
Ela
bora
ción
de
tabl
as d
eva
riac
ión
prop
orci
onal
y n
opr
opor
cion
a I
para
res
olve
rpr
oble
mas
Rel
acio
nes
entr
e lo
s da
tosd
e un
a ta
bla
de p
ropo
rcio
-
nalid
ad d
irec
ta
Ela
bora
ción
de
grA
fica
sde
var
iaci
ón p
ropo
rcio
nal y
nopr
opor
cion
al
Plan
team
ient
oy r
esol
ució
nde
pro
blem
as d
e po
rcen
taje
Pre
dicc
ión
y az
arPr
oble
mas
que
impl
ique
nar
regl
os 0
per
mut
acio
nes
de d
os o
tres
obj
etos
.L
ista
de
resu
ltado
spo
sibl
es
Uso
de
diag
ram
asde
Arb
ol p
ara
reso
lver
prob
lem
as
de c
onte
o. L
ista
de
resu
ltado
s po
sibl
es
Exp
erim
ento
s al
eato
rios
yan
ális
is d
e lo
s re
sulta
dos
posi
bles
y d
e lo
s ca
sos
favo
rabl
es
iden
tific
ació
n de
la m
ayor
o m
enor
prob
abili
dad
de
los
even
tos
Iopt
ifif
ro.
94-9
5Se
xto
grad
o
Los
mim
eros
, sus
rela
cion
es y
sus
oper
acio
nes
Ntim
eros
nat
urai
es
Los
mim
eros
nat
ural
es-
Lec
tura
y e
scri
tura
-A
ntec
esor
y s
uces
or d
e un
mim
ero
-C
onst
rucc
ión
de s
erie
s nu
mér
icas
-V
alor
pos
icio
nal
- L
osm
imer
os e
n la
rec
ta n
umér
ica
Ref
lexi
ón s
obre
las
regl
as d
elsi
stem
a de
num
erac
ión
deci
mal
Mül
tiplo
s de
un
mim
ero
Min
imo
com
iin m
ültip
lo
Plan
team
ient
o y
reso
luci
ónde
pro
blem
as d
iver
sos
cuya
sol
ució
nim
pliq
ue d
os o
mat
s op
erac
ione
s
Uso
de
la c
alcu
lado
ra e
nla
res
oluc
ión
de p
robl
emas
Ntim
eros
fra
ccio
nari
os
Ubi
caci
ón d
e fr
acci
ones
en
la r
ecta
num
éric
a
Equ
ival
enci
a y
orde
n en
tre
las
frac
cion
es
Plan
team
ient
o y
reso
luci
ón d
epr
oble
mas
de
sum
a y
rest
a de
fra
ccio
nes
mix
tas
Con
vers
ion
de f
racc
ione
sm
ixta
s a
impr
opia
s y
vice
-
vers
a
±)
In O
M11
1111
-- O
N O
M M
I M
N O
N N
S M
I M
N M
I M
I U
M M
I11
1
67
Er
plia
ppro
omm
asm
itudi
Niin
unis
an
1211
NM
NM
NM
NIB
1111
1111
111
1113
Sim
plif
icac
iOn
de f
racc
ione
s
Plan
team
ient
o y
reso
luci
On
de p
robl
emas
de
sum
a y
rest
a de
fra
ccio
nes
con
deno
min
ador
es d
istin
tos
med
iant
e el
cA
lcul
o de
l den
omin
ador
com
un
N ti
mer
os d
ecim
ales
Lec
tura
y e
scri
tura
de
rulm
eros
dec
imal
es
Ubi
caci
On
de m
imer
os d
ecim
ates
en
la r
ecta
num
éric
a
Esc
ritu
ra e
n fo
rma
de f
racc
ión
de m
imer
os d
ecim
a-te
s; e
scri
tura
dec
imal
de
algu
nas
frac
cion
es
Plan
team
ient
o y
reso
luci
On
de p
robl
emas
de
sum
a y
rest
a co
n m
imer
os d
ecim
ales
has
ta m
ilési
mos
Plan
team
ient
o y
reso
luci
On
de p
robl
emas
de
mul
ti-pl
icac
iOn
de m
imer
os d
ecim
ales
has
ta m
ilési
mos
Plan
team
ient
o y
reso
luci
On
de p
robl
emas
de
divi
-si
On
de m
imer
os d
ecim
ates
ent
re m
imer
os n
atur
a le
s
Exp
resi
On
de p
orce
ntaj
es e
n nt
imer
os d
ecim
ales
Uso
de
la c
alcu
lado
ra p
ara
reso
lver
pro
blem
as
Med
ició
n
Lon
gitu
des,
are
as y
vol
timen
es
Peri
met
ro d
el c
ircu
lo
Uso
de
form
ulas
par
a re
solv
er p
robl
emas
que
impl
i-qu
en e
l cál
culo
de
area
s de
dif
eren
tes
figu
ras
Uso
de
la h
ectá
rea
en la
res
oluc
ión
de p
robl
emas
Plan
team
ient
o y
reso
luci
On
de p
robl
emas
sen
cillo
squ
e im
pliq
uen
el c
álcu
lo d
el v
olum
en d
e cu
bos
y de
algu
nos
pris
mas
med
iant
e el
con
teo
de u
nida
des
ctib
icas
Form
ula
para
cal
cula
r el
vol
umen
del
cub
oy
deal
guno
s pr
ism
as
Var
iaci
6n d
el A
rea
de u
na f
igur
a en
fun
ción
de
lam
edid
a de
sus
lado
s
CA
lcul
o de
l Are
a to
tal d
e pr
ism
as
Prof
undi
zaci
On
en e
l est
udio
del
sis
tem
a rn
étri
code
cim
al: m
Olti
plos
y s
ubm
Olti
plos
del
met
ro; a
lgu-
nos
mO
ltipl
os y
sub
mül
tiplo
s de
l met
ro c
uadr
ado
yde
l met
ro a
ibic
o
Rel
ació
n en
tre
las
unid
ades
de
long
itud
del s
iste
ma
mét
rico
dec
imal
y e
l sis
tem
a in
glés
(m
etro
y y
arda
,ce
ntim
etro
y p
ulga
da, c
entim
etro
y p
ie, k
ilOm
etro
ym
illa
terr
estr
e)
Cap
acid
ad, p
eso
y tie
mpo
Prob
lem
as q
ue im
pliq
uen
conv
ersi
On
de u
nida
des
de ti
empo
mes
, sem
ana,
dia
, hor
a, m
inut
o y
segu
ndo)
Intr
oduc
cion
a a
lgun
os a
spec
tos
de la
his
tori
a de
hi.
med
iciO
n
Prof
undi
zaci
On
en e
l est
udio
del
Sis
tem
a M
étri
coD
ecim
al: m
Olti
plos
y s
ubm
ültip
los
del l
itro
y de
lgr
amo
La
tone
lada
com
o un
idad
de
med
ida
Rel
ació
n en
tre
las
unid
ades
de
capa
cida
d y
peso
del
sist
ema
mét
rico
dec
imal
y e
l sis
tem
a in
gles
(lit
ro y
galo
n, k
ilogr
amo
y lib
ra)
BE
ST C
OPY
AV
AII
AB
LE
Mat
emát
icas
Geo
met
ria
Ubi
caci
ón e
spac
ial
Con
stru
cció
n a
esca
la d
e cr
oqui
s de
l ent
orno
Uso
de
los
ejes
de
coor
dena
das
cart
esia
nas
Lec
tura
de
rnap
as
Cue
rpos
geo
mét
rico
s
Con
stru
cció
n y
arm
ado
de p
atro
nes
de p
rism
as,
cilin
dros
y p
irám
ides
Figu
ras
geom
étri
cas
Con
stru
cció
n de
fig
uras
a e
scal
aR
econ
ocim
ient
o de
las
sem
ejan
zas
ydi
fere
ncia
s en
-tr
e do
s fi
gura
s a
esca
laC
onst
ruc
ción
de
figu
ras
a pa
rt i
rde
sus
dia
gona
les
Cla
sifi
caci
6n d
e fi
gura
s ut
iliza
ndo
dive
rsos
crite
rios
(por
vje
mpl
o, ta
rnaf
io d
e su
sla
dos,
mim
ero
de la
dos,
med
ida
de s
us A
ngul
os, m
imer
ode
ver
tices
, par
es d
ela
dos
pa r
a le
los,
dia
gona
les
igua
les,
dia
gona
les
dife
ren-
tes,
pun
tos
de in
ters
ecci
ónde
las
diag
onal
es, m
imer
ode
eje
s de
sim
etri
a, e
tcet
era)
Con
stru
cció
n y
repr
oduc
cion
de f
igur
as u
tiliz
ando
dos
o m
ás e
jes
de s
imet
ria
Tra
zo y
rep
rodu
ccio
n de
figu
ras
utili
zand
o re
gla
yco
mpa
s
Tra
tam
ient
o de
la in
form
ació
n(
)rga
niza
ci6n
de
la in
form
aciO
n en
tabl
as, d
iagr
amas
,gr
a fi
cas
de b
arra
s o
pict
ogra
rnas
MN
MN
IIII
IIII
In N
M M
I M
N N
M N
M
Aná
lisis
de
las
tend
enci
as e
n gr
áfic
as d
e ba
rras
:pr
omed
ios,
val
or m
ás f
recu
ente
, la
med
iana
Uso
de
la f
recu
enci
a re
lativ
a en
la r
esol
ució
nde
prob
lem
asR
ecop
ilaci
ón y
aná
lisis
de
info
rrna
ción
de
dive
rsas
fuen
tes
Aná
lisis
de
prob
lem
as e
n lo
s gu
e se
est
able
zca
siha
ysu
fici
ente
info
rmac
iOn
para
pod
er r
esov
erlo
s y
sedi
stin
ga e
ntre
dat
os n
eces
ario
s y
dato
sir
rele
vant
es
Proc
esos
de
cam
bio
Plan
team
ient
o y
reso
luci
ón d
e pr
oble
mas
que
impl
i-qu
en la
ela
bora
ción
de
tabl
as y
grá
fica
s de
var
iaci
ónpr
opor
cion
al y
no
prop
orci
onal
AnA
lisis
de
las
tend
enci
as e
n ta
blas
de
vari
ació
npr
opor
cion
al y
no
prop
orci
onal
Rel
ació
n en
tre
situ
acio
nes
de v
aria
ciO
n y
las
tabl
as y
gráf
icas
cor
resp
ond
ient
es
El v
alor
uni
tari
o co
mo
proc
edim
ient
o pa
rare
solv
erci
erto
s pr
oble
mas
de
prop
orci
onal
idad
Los
pro
duct
os c
ruza
dos
com
o m
étod
o pa
ra c
ompr
o-ba
r si
hay
o n
o pr
opor
cion
alid
ad
Plan
team
ien
to y
res
oluc
ión
de p
robl
emas
de p
orce
ntaj
e
Pred
icci
tin y
aza
rR
egis
tro
en ta
blas
y g
ráfi
cas
de lo
sre
sulta
dos
dedi
vers
os e
xper
imen
tos
alea
tori
os y
awl,"
0,
Uso
de
diag
rarn
as d
e A
thol
pa
ra c
onta
rel
ntim
ero
dere
sulta
dos
posi
bles
en
expe
rim
ento
ssen
cillo
sI
Oil
69
MR
inN
M M
IN10
.
P minsippiR am
ar
ems
was
ow
mita
sim
ions
usam
aim
wila
sam
y pr
ogra
mas
e e
stud
io: P
rim
aria
Com
para
ciO
n de
dos
eve
ntos
a pa
rtir
del
mim
ero
deca
sos
favo
rabl
es s
in c
uant
ific
arsu
pro
babi
lidad
Ani
ilisi
s e
inte
rpre
taci
on d
e gr
áfic
aspa
ra h
acer
pre
-d
icci
ones
11)6
e004
101
"WO
OM
MIM
MIN
IIMP
RIV
III".
.g.IM
PIN
IP"'"
4100
1141
1111
1111
1./W
er"
BE
ST C
OPY
AV
AIL
AB
LE
tt
9011
1,
,,41;
mow
1
us e
ta o
n em
sm
aiam
iis
mle
s
or*
go93
-94
on u
m a
m a
s m
a am
oil a
m
Prog
ram
as
Prim
er g
rado
Des
arro
llo p
erce
ptiv
o-m
otri
zE
xplo
raci
ón d
e di
fere
ntes
for
mas
de
ecitt
ilibr
io c
or-
pora
lE
jerc
icio
s:C
amin
ar, t
rota
r o
gate
ar y
det
erte
rse
cuan
do s
ein
diqu
e, e
lirni
nand
o pu
ntos
de
apoy
o
Exp
lora
ción
de
posi
bilid
ades
de
mov
imie
ntos
con
uno
y ot
ro la
do d
el c
uerp
oE
jerc
icio
s:-
Lan
zar,
man
ipul
ar, a
trap
ar y
rod
ar u
n ob
jeto
con
una
y ot
ra m
ano
- Sa
ltar,
pat
ear
yro
dar
un o
bjet
o co
n un
o y
otro
pie
Exp
erim
enta
ción
del
ritm
o in
tern
oE
jerc
icio
:D
espl
azar
nien
tos
en f
orrn
a lib
re
Exp
lora
ción
de
tray
ecto
rias
y d
irec
cion
esE
jerc
icio
s:-
Acc
ione
sal
fre
nte,
atr
as, c
erca
, lej
os, a
dent
ro,
afue
ra e
n di
fere
ntes
tray
ecto
rias
y d
irec
cion
es a
part
ir d
el c
uerp
o
1_ 0
a
Coo
rdin
ació
n de
mov
imie
ntos
com
bina
dos
Eje
rcic
ios:
- L
anza
r ob
jeto
slig
eros
hac
ia a
rrib
a y
dar
una
palm
ada,
gir
ar o
toca
r al
guna
par
te d
el c
uerp
oan
tes
de q
ue e
l obj
eto
regr
ese
a la
s m
anos
Con
ocim
ient
o de
pos
tura
s ad
ecua
das
para
que
laco
lum
na v
erte
bral
man
teng
a la
pos
ició
n ve
rtic
alE
jerc
icio
s:A
cost
arse
, rec
arga
rse
en u
na p
ared
, par
arse
es-
pald
a co
n es
pald
a co
n ot
ros
com
paiie
ros
Con
trac
ción
y r
elaj
ació
l de
dife
rent
es p
arte
s de
lcu
erpo
Jueg
o:"E
l rob
ot":
tens
ar y
afl
ojar
par
tes
del c
uerp
o
Man
ifes
taci
ón d
e la
res
pira
ción
torA
cica
- T
omar
air
e po
rla
nar
iz y
exp
ulsa
rlo
al g
rita
r un
nom
bre,
al s
ilbar
o a
l sop
lar
haci
a al
gtin
obj
eto
- In
flar
glo
bos
Des
arro
llo d
e la
s ca
paci
dade
s fi
skas
Man
ifes
taci
ón d
e la
fue
rza
gene
ral
Eje
rcic
ios:
- Ja
lar
y em
puja
rob
jeto
s gt
ande
s y
liger
os-
Jala
r un
a ra
jade
car
ton,
rod
ar u
na ll
anta
Jueg
os d
irig
idos
: (i;P
c*,,'
ief-
- "D
oiia
Bia
nca"
- "A
la r
ueda
de
san
Mig
uel"
Man
ifes
taci
ón d
e ve
loci
dad
de r
eacc
ión
Jueg
os:
- "P
olic
ias
yla
dron
es"
- "M
ar y
tierr
a"ho
Plan
y p
rogr
amas
de
estu
dio:
Pri
mar
ia
"Rel
evos
"-
"Lan
zade
ras"
Man
ifes
taci
ón d
e re
sist
enci
a en
acc
ione
s co
ntin
uas
(cam
inar
, tro
tar,
cor
rer
sin
dete
ners
e)po
r tr
es m
inu-
tos Ju
egos
:-
"La
roiia
"-
"Los
enc
anta
dos"
sin
bas
es
Flex
ibili
dad
en m
ovim
ient
osam
plio
sque
invo
lucr
enar
ticul
acio
nes
y m
tiscu
los
de to
do e
l cue
rpo
Jueg
o:-
Imita
r m
ovim
ient
os d
e an
imal
esE
jerc
icio
:-
Sent
arse
con
las
pier
nas
sepa
rada
s, tr
atan
do d
eto
car
el p
iso
con
la f
rent
e
Form
ació
n de
port
iva
bási
ca
Rea
lizac
ión
de m
ovim
ient
os b
ásic
os p
ara
la in
icia
-ci
ón a
l dep
orte
Eje
rcic
ios:
):-.
4.vl
,`,..
611
4-
Car
nina
r,o,
cof
fer,
sal
tar,
lanz
ar, t
repa
r, p
atea
r,at
rapa
r, r
epta
r, c
on g
lobo
s, p
elot
as d
e vi
nil
o de
pap
el
Prot
ecci
ón d
e la
sal
ud
La
educ
ació
n fi
sica
com
o ac
tivid
ad s
alud
able
y d
edi
vers
ion
Impo
rtan
cia
de la
hig
iene
des
pues
de
la p
ráct
ica
deej
erci
cios
o d
epor
tes
156
t
1101
1.0,
1111
1111
---1
1111
-- O
M 1
1111
1.-.
1Mea
llillh
erA
llevr
111
1111
.1.ap
s9.1
.09.
1em
mor
nial
Pin
g010
1111
1rom
mill
iallm
*
Impo
rtan
cia
del d
esca
nso
para
rec
uper
ar e
nerg
ia
Impo
rtan
cia
de c
uida
r el
luga
r do
nde
se r
ealiz
a la
activ
idad
fis
ica
1
INE
L. am
sans
mom
sam
eam
enem
snam
ossa
r aw
l am
am
am
pE
ms
an 1
aim
Edu
caci
ón F
isic
a
par*
cr*
94-9
5Se
gund
o gr
ado
Des
arro
llo p
erce
ptiv
o-m
otri
z
Iden
tific
ació
n de
l equ
ilibr
ioE
jerc
icio
s:-
Dif
eren
tes
form
as d
ede
spla
zam
ient
o en
Are
asde
limita
das
por
Han
tas,
figu
ras
o lin
eas
mar
cada
sso
bre
el p
iso,
dis
min
uyen
dopu
ntos
de
apoy
o
Man
ifes
taci
ón d
e m
ovim
ient
o co
nun
o y
otto
lado
del c
uerp
oE
jerc
icio
s:-
Lan
zar,
atr
apar
,go
lpea
r, b
otar
, man
ipul
ar c
onun
a y
otra
man
o-
Pate
ar,g
irar
y s
alta
r co
n un
o y
otro
pie
, a p
ie f
irm
e
y co
nde
spla
zam
ient
os
Exp
erim
enta
ción
del
ritm
oin
tern
o y
estim
ulac
ión
del e
xter
noE
jerc
icio
s:-
Sa!t
ar la
cue
rda
libre
men
te-
Salta
rla
cue
rda
sigu
iend
o un
arn
elod
ia
Ori
enta
ción
en
eles
paci
o y
el ti
empo
-D
espl
azam
ient
os: a
fuer
a,ad
entr
o, a
trás
,ade
lan-
te, a
rrib
a, a
bajo
Coo
rdin
acié
n de
mov
imie
ntos
secu
enci
ados
Jueg
o:-
"El m
arin
ero"
Iden
tific
ació
n de
pos
tura
sde
l cue
rpo
para
evi
tar
lesi
ones p
Eje
rcic
ios:
- D
epi
e, s
enta
dos,
aco
stad
os
Rel
ajac
ión
y co
ntra
cció
nm
uscu
lar
utili
zand
o es
ti-m
ulos
vis
uale
s y
audi
tivos
Jueg
o:-
"Los
enan
os"
Res
pira
ción
abd
omin
alE
jerc
icio
s:-In
spir
ació
n y
espi
raci
ón p
orla
boc
a, tr
atan
do d
em
ante
ner
un g
lobo
o u
napl
uma
en e
l air
e al
espi
rar
Des
arro
llo d
e la
sca
paci
dade
s fi
sica
s
Man
ifes
taci
ón d
e fu
erza
en
dife
rent
es p
arte
s de
lcu
erpo
: bra
zos,
pier
nas,
abd
omen
y to
rso
Eje
rcic
ios:
- Ja
lar
oem
puja
r ob
jeto
s de
dife
rent
e vo
lum
en c
ondi
vers
as p
arte
s de
l cue
rpo
Man
ifes
taci
ón d
e ve
loci
dad
enca
rrer
as c
orta
s(qu
in-
ce m
etro
s)Ju
egos
:w
.if1,
- "P
ifia
s y
sana
tas"
-"L
anza
dera
"-"
Man
ilas
calie
ntes
""A
citr
ón d
e un
fan
dang
o"
Est
imul
ació
n de
la r
esis
tenc
ia e
nac
cion
es c
ontin
uas
de tr
es m
inut
osJu
egos
:-
"El
pari
uelo
"-
"Rob
ar b
ande
ra"
-"P
ásal
a"t 4
157
v pr
ogra
tnas
de
cstu
dio:
l'ri
mar
ia
Fstin
iula
ción
de
la f
lex
ibili
dad
en m
ovim
ient
os a
m-
plio
sE
jerc
icio
s:M
ovim
ient
os c
ircU
lare
s co
n lo
s br
azos
ext
endi
-do
sFl
exio
nes,
torc
ione
s, e
x te
nsio
nes
y ro
taci
ones
con
extr
emid
ades
sup
erio
res,
infe
rior
es y
tron
co
Form
ació
n de
port
iva
bási
ca
Jueg
os o
rgan
izad
os p
ara
la in
icia
ción
en
la p
ráct
ica
del d
epor
teE
jerc
icio
s:-
Man
ipul
ació
n de
pel
otas
de
vini
l sim
ilare
s a
las
que
se u
san
en e
l fut
bol,
volib
ol y
bei
sbol
Mov
irn
lent
os b
ásic
os id
entif
icad
os c
oma
fun.
la m
en-
tos
&po
rtiv
osE
jerc
icio
s:-
Pate
ar,
salta
r, b
otar
y la
nzar
, util
izan
do p
elot
asde
vin
il
Prot
ecci
ón d
e la
sal
ud
La
activ
idad
fis
ica
com
a m
edia
par
a co
nser
var
la
salu
d
Impo
rtan
cia
de la
hig
iene
par
a la
cons
erva
ción
de
la
salu
d-
La
impo
rtan
cia
del d
esca
nso
para
rec
uper
aren
ergi
a
Imp(
Ian
cia
de c
uida
r el
med
ic,
-C
uid
ado
del e
spac
io e
n el
que
se
real
iza
la a
ctiv
i-da
d fi
sica
y la
rec
reat
iva
som
e ge
war
r-am
eve
sorw
iIhi
giM
pRiP
400.
8110
11/1
usi
ora
us a
s as
ime
ass
no o
w n
o4am
3 W
WI
Edu
caci
ón F
isic
a
Opo
dir
93-9
4T
erce
r gr
ado
Des
arro
llo p
erce
ptiv
o-m
otri
z
Equ
ilibr
io c
orpo
ral e
n di
fere
ntes
pian
os u
sand
o el
tact
o, e
l oid
o y
la v
ista
Jueg
o:"L
as e
stat
uas
de m
arfi
l". T
rota
r,C
am in
ar y
ado
p-
tar
post
uras
con
veni
das
de a
ntem
ano
Exp
erim
enta
ción
del
pre
dom
inio
mot
orE
jerc
icio
s:L
anza
r, a
trap
ar, r
odar
,go
lpea
r, b
otar
y p
atea
rpe
lota
s de
vin
il o
de p
apel
Exp
erir
nent
ació
n de
l ritm
o in
tern
o y
exte
rno
en f
or-
ma
alte
rnad
a en
jueg
os tr
adic
iona
les
com
o"L
as
silla
s" y
"L
as a
rdill
as e
n el
bosq
ue"
Est
ruct
urac
ión
del e
spac
io y
el ti
empo
-A
ccio
nesq
ue in
volu
cren
d ir
ecci
ôn,t
raye
ctor
ia, u
bi-
caci
On,
dis
tanc
ia, d
imen
siO
n y
velo
cida
d, in
ter-
actu
ando
con
sus
com
paile
ros
Mov
imie
ntos
sec
uenc
iado
s co
ndi
fere
ntes
par
tes
del
cuer
poE
jerc
icio
:-Sa
ltar
una
cuer
da d
os v
eces
,to
mar
la c
on u
nam
ano
y gi
rarl
a po
rarr
iba
de la
cab
eza
y de
spué
spo
r ab
ajo
delo
s pi
es, s
alta
ndo
Con
ocim
ient
o y
dife
renc
iaci
ónde
la c
ontr
acci
On
y la
rela
jaci
On
Eje
rcic
io:
- E
mpu
jar
una
pare
d co
n br
azos
, pie
rnas
o e
spal
day
lueg
o re
laja
r es
tas
part
esde
l cue
rpo
Res
pira
ción
mix
ta (
torá
cica
y a
bdom
inal
)-
Eje
rcic
ios
de in
spir
ació
n y
espi
raci
6n n
asal
ybu
cal
Jueg
o:-
"Fut
bolit
o so
plad
o" c
on b
olita
s de
pap
el
Des
arro
llo d
e la
s ca
paci
dade
s fi
sica
s
Fort
alec
imie
nto
de la
fue
rza
en b
razo
s, p
iern
as,a
b-
dom
en y
tors
o-
Eje
rcic
ios
liger
os p
or ti
empo
s co
rtos
(de
tres
aci
nco
repe
ticio
nes)
- R
epta
r,sa
lto d
e ra
na, l
agar
tijas
Fort
alec
imie
nto
de la
vel
ocid
ad e
n ca
rrer
asco
rtas
Jueg
o:-
"Gat
os y
rat
ones
"E
jerc
icio
s:-S
enta
dos
o ac
osta
dos,
mov
er b
razo
s y
pier
nas
con
rapi
dez
dura
nte
diez
seg
undo
s;se
ntad
os e
n un
asi
lls o
ban
ca, g
olpe
ar a
ltern
ada
yrp
idam
ente
el
piso
con
los
pies
, dur
ante
diez
seg
undo
s
Est
imul
aciO
n de
la r
esis
tenc
ia e
nac
cion
es c
ontin
uas
dura
nte
cinc
o m
inut
os e
n ju
egos
trad
icio
nale
s
Est
imul
aciO
n de
la f
lexi
bilid
ad e
nm
ovim
ient
os a
m-
plio
s in
volu
cran
do a
rtic
ulac
ione
s y
müs
culo
s de
todo
el c
uerp
oE
jerc
icio
:-
Des
arro
llo d
e la
hab
ilida
d en
el m
anej
o de
cue
r-da
s, li
ston
es y
aro
s
Plan
y p
rogr
amas
de
estu
dio:
Pri
mar
ia
Form
ació
n de
port
iva
bási
ca
Est
ruct
urac
idn
de f
unda
men
tos
depo
rtiv
osE
jerc
icio
s:C
ombi
naci
ón d
e m
ovim
ient
os c
omo
cam
inar
,co
rrer
, lan
zar,
pat
ear,
sal
tar,
atr
apar
en
jueg
ospr
edep
ortiv
os
Prot
ecci
ón d
e la
sal
ud
La
activ
idad
fis
ica
com
o un
a fo
rma
de li
bera
r la
tens
ion
nerv
iosa
Impo
rtan
cia
de la
hig
iene
per
sona
l ant
es y
des
pués
del e
jerc
icio
fis
ico
Impo
rtan
cia
del c
uida
do d
el m
edio
am
bien
te p
ara
cons
erva
r la
sal
ud
160
"
0por
tir94
-95
Cua
rto
grad
o
Des
arro
ilo p
erce
ptiv
o-m
otri
z
Eje
rcic
ios
para
man
tene
r el
equ
ilibr
io c
orpo
ral s
inem
plea
r la
vis
taE
jerc
icio
:-
Con
los
ojos
cerr
ados
, des
plaz
arse
en
un a
rea
dete
rmin
ada
- C
ambi
os d
e po
sici
ón: a
cost
arse
, sen
tars
e, p
erm
a-ne
cer
de p
ie e
hin
cars
eseg
tin s
e in
diqu
e, v
igila
ndo
el e
quili
brio
Jueg
o:-
"La
galli
naci
ega"
Perc
epci
On
de la
con
trac
ción
y r
elaj
ació
n al
eje
rcita
rla
res
pira
ci6n
Eje
rcic
ios:
Sost
ener
en
el a
ire
una
pelo
tita
de p
apel
al s
opla
r-
le c
on u
n po
pote
- Si
lbar
repe
tidam
ente
Exp
erim
enta
ciO
n de
l ritm
o ex
tern
o en
acc
ione
s qu
ein
volu
cren
ori
enta
ciO
n y
sinc
roni
zaci
On
Eje
rcic
ios:
Des
plaz
amie
ntos
por
tiem
pos
dete
rmin
ados
cor
n-bi
nand
o di
recc
ión,
dis
tanc
ia y
ubi
caci
ón e
nac
tivid
ades
rec
reat
ivas
Jueg
o:-
"Al s
on q
uele
s to
quen
bai
len"
- "E
lm
arin
ero"
"El d
irec
tor
de o
rque
sta"
Ado
pció
r, d
e Po
stur
as c
orpo
rale
s ad
ecua
das
els
Nur
--
" er
r, o
w /M
Pai
rlow
irva
dir
f
tam
s am
Is1.
1 at
ais
' im
sil E
NO
am
eai
rl'61
.'1.
111.
1111
1111
111M
111.
1111
111=
1111
1111
1E
duca
ción
Fis
ica
- A
ccio
nes
yju
egos
invo
lucr
ando
dif
eren
tes
posi
-ci
ones
, sen
tado
, aco
stad
o, h
inca
do, d
e pi
e
Des
arro
llo d
e la
s ca
paci
dade
s fi
sica
s
Man
ifes
taci
ón d
e fu
erza
enf
atiz
ando
gru
pos
mus
cu-
lare
s, b
razo
s, p
iern
as, a
bdom
en y
tors
oA
ctiv
idad
es r
ecre
ativ
as in
divi
dual
es, p
or p
arej
a o
equi
poqu
e im
pliq
uenj
alar
y em
puja
r, s
alta
r y
lanz
arJu
egos
:-
"jal
arla
cue
rda"
"Los
gal
litos
"
Man
ifes
taci
ón d
e la
vel
ocid
ad e
n m
ovim
ient
os v
a-ri
ados
Eje
rcic
ios:
Car
rera
s de
qui
nce
a ve
inte
met
ros.
- T
res
salto
s y
una
roda
da, t
res
paso
s y
un g
iro
Sent
ados
en
una
silla
gol
pear
alte
rnad
umen
te e
lpi
so c
on lo
s pi
es lo
más
ráp
ido
posi
ble
dura
nte
quin
ce s
egun
dos
o E
stim
ulac
iem
de
lare
sist
enci
a co
n tr
ote
cont
inuo
dura
nte
cinc
o m
inut
osE
jerc
icio
:T
rota
r va
rian
do d
irec
cion
es
Est
imul
ació
n de
la f
lexi
bilid
ad e
n ar
ticul
acio
nes
yim
iscu
los
del c
uerp
oE
jerc
icio
:M
ovim
ient
os d
e fl
exió
n, to
rsio
n y
exte
nsio
n en
cuel
lo, b
razo
s, tr
onco
y p
iern
as
Form
ació
n de
port
iva
basi
ca
* Fo
rmac
ion
defu
ndam
ento
s de
port
ivos
- Ju
egos
orga
niza
dos
y pr
edep
ortiv
os u
tiliz
ando
mat
eria
l no
regl
amen
tari
oE
jerc
icio
s:-
Com
bina
cion
es d
e m
ovim
ient
os c
on p
elot
as, d
iri-
gido
s a
la f
orm
aciO
n de
cua
tro
fund
amen
tos
delo
s de
port
es b
asic
os: b
otar
y p
asar
, con
duci
r y
pate
ar, s
alta
r y
bloq
uear
, gir
ar y
lanz
ar
Dep
orte
esc
olar
Eje
rcic
io:
- R
eafi
rmac
ión
de la
técn
ica
de c
amin
ar y
cor
rer
alpa
rtic
ipar
en
jueg
os p
rede
port
ivos
Prot
ecci
ón d
e la
sal
ud
Cam
bios
que
exp
erim
enta
el o
rgan
ism
o du
rant
e y
desp
ués
de la
act
ivid
ad f
isic
a: f
recu
enci
a re
spir
ato-
ria,
pul
so y
suc
lOra
ción
Impo
rtan
cia
de la
hig
iene
per
sona
l ant
es y
des
pués
de la
act
ivid
ad f
isic
a
Aco
ndic
iona
mie
nto
de a
reas
par
a re
aliz
ar la
act
ivi-
dad
fisi
ca
116
1
Plan
y p
rogr
amas
de
estu
dio:
Prim
aria
I00"
w-c
idQ
uint
o gr
ado
93-9
4
Des
arro
llo p
erce
ptiv
o-m
otri
z
Exp
erim
enta
ción
del
equ
ilibr
ioco
rpor
al e
mpl
eand
oel
tact
o y
el o
ido
sin
que
inte
rven
ga la
vis
taE
jerc
icio
:D
i rig
irse
ham
un
punt
ode
term
inad
o co
n lo
s oj
osce
rrad
os, g
uián
dose
por
el
soni
do y
el t
acto
Jile
gos:
"Pis
ta c
iega
"-Ju
egos
que
req
uier
an p
ostu
ras
espe
cifi
cas
para
lanz
ar, s
alta
r, p
atea
r, c
amin
ar y
cor
rer
Perc
epci
ón d
e la
con
trac
ción
yre
laja
ción
al r
espi
rar
Est
iram
ient
os d
el c
uerp
o ai
insp
irar
y r
elaj
aciO
n
al e
spir
ar
Sinc
roni
zaci
On
de m
ovim
ient
osqu
ein
volu
cren
ori
en-
taci
On,
trav
ecto
ria,
dire
cciO
n v
ubic
aciO
n,si
guie
ndo
un r
itmo
prop
io o
ext
erno
Fier
cici
os:
-M
ovim
ient
os s
3mul
t6ne
osde
pie
rnas
, bra
zos
Vca
dera
a u
n ri
tmo
riip
ido;
est
ira
mie
n to
de
braz
os
y pi
erna
s a
tinri
tmo
lent
o o
vice
vers
a
Des
plaz
amie
ntos
cam
inan
do,
corr
iend
o, s
alta
n-
162 i
"Pis
a la
"
do a
l fre
nte,
a tr
6s, a
los
lado
s, e
n lin
ea r
ecta
, cur
va,
zig-
zag,
ade
ntro
, afu
era,
abaj
o, a
rrib
a, e
n si
tua-
clon
es d
e ju
ego
Jueg
o:-
Wili
kaga
nuM
INV
IAM
PB-1
111.
1111
.111
1111
1-11
4111
=Z
IPT
IZIC
1=11
=1:
111e
ll
Eje
rcic
ios
de u
bica
ción
y o
rien
taci
ón q
ueco
nten
gan
los
elem
ento
s de
dis
tanc
ia,d
irec
ciem
y tr
ayec
tori
a,
en a
ctiv
idad
esde
inic
iaci
ón d
epor
tiva
Des
arro
lio d
e la
s ca
paci
dade
sfi
sica
s
Man
ifes
taci
ón d
e fu
erza
en
dife
rent
es g
rupo
s m
us-
cula
res
Eje
rcic
ios:
- D
epi
erna
s, a
bdom
en, b
razo
s y
tors
o-
Mov
imie
ntos
ráp
idos
de
siet
e a
nuev
ere
petic
io-
nes
-D
espl
azam
ient
o en
cua
iro
punt
osde
apo
yo d
u-ra
nte
trei
nta
segu
ndos
, con
trei
nta
segu
ndos
de
desc
anso
Man
ifes
taci
ón d
e ve
loci
dad
Eje
rcic
ios:
- C
arre
rasd
e ve
inte
rne
tros
en u
nm
inim
ode
tiem
po
- T
res
salto
s y
una
roda
da, t
res
paso
s y
ungi
ro,
bici
clet
as d
e qu
ince
seg
undo
s
Est
imul
acio
n de
la r
esis
tenc
ia e
n ac
tiv
idad
cim
stan
te
Eje
rcic
ii)s:
De
trot
e, c
amin
ata
v ca
rrer
aen
sur
erhi
ies
pian
os d
ifer
ente
s du
rant
e m
ete
mm
utos
Est
imul
ació
n de
la f
lexi
bilid
adm
ovili
zand
o la
s ar
ti-
cula
cion
es y
müs
culo
s de
todo
el c
uerp
o
Eje
rcic
io:
- D
epi
e co
n la
s m
anos
entr
elaz
adas
, pas
ar u
napi
erna
y lu
ego
la o
tra
entr
eio
s br
azos
y r
egre
sar
a la
pos
ició
nin
icia
l
um a
m u
s Im
om
.nor
paaw
asie
.- a
s. -
NM
Eli
NM
NW
MI I
OW
SIM
UM
IMO
Form
ació
n de
port
iva
bási
ca
Form
ació
n de
fun
dam
ento
s de
port
ivos
- Pr
áctic
ade
jueg
os o
rgan
izad
os y
pre
depo
rtiv
osqu
e de
sarr
olle
n en
el a
lurr
ino
habi
lidad
es te
cnic
aspa
ra la
prá
ctic
a de
los
depo
rtes
bás
icos
Eje
rcic
ios:
- B
otar
un
baló
n co
n m
ano
dere
cha
e iz
quie
rda
sin
desp
laza
mie
nto
y co
n de
spla
zam
ient
o: c
amin
an-
do, l
uego
trot
ando
par
a te
rmin
ar c
orri
endo
l'rac
tica
de d
epor
tes
bAsi
cos,
tie
conj
unto
e in
divi
-d
uale
s, e
n kr
, que
se
utili
cen
los
fund
amen
tos
depo
r-liv
es a
tiquu
ldos
y s
e ap
lique
n la
s re
glas
de
jueg
o
Prot
ecci
ón d
e la
sal
ud
Iden
tific
aciO
n de
l pul
soE
jerc
icio
:-
Salta
r en
un
mis
mo
luga
r, d
espu
és, c
uand
o se
indi
que,
bus
car
y en
cont
rar
el p
ulso
Impo
rtan
cia
de la
hig
iene
per
sona
l y la
hig
iene
de
laes
cuel
a
1?
Edu
caci
ón F
isic
a
09or
tir c
fe
94-9
5Se
xto
grad
o
Des
anol
lo p
erce
ptiv
omot
riz
Con
solid
ació
n de
l equ
ilibr
io c
orpo
ral c
on e
jerc
icio
sco
mbi
nado
s:E
jerc
icio
:-
Cor
rer
seis
met
ros
fibr
es, r
odar
al f
rent
e, s
alta
rco
n m
edio
gir
o y
regr
esar
al p
unto
de
part
ida
Jueg
o:"A
rom
óv il
"M
anif
esta
ckin
de
la r
elaj
aciO
n co
mo
part
e im
port
an-
te d
e la
res
pira
ciO
nJu
ego:
"El m
ulie
co d
e al
ambr
e"E
jecu
ción
de
mov
imie
ntos
invo
lucr
ando
sin
cro-
niza
ción
, ori
enta
ción
, tra
yect
oria
, dir
ecci
ón y
ubi
ca-
ción
com
bina
ndo
ritm
o in
tern
o y
exte
rno
Eje
rcic
io e
n ci
rcui
to:
- C
orre
r de
scri
bien
do u
natr
ayec
tori
a cu
rva,
sal
tar
con
pies
junt
os e
n zi
g-za
g, r
odar
al f
rent
e en
dife
rent
es p
osic
ione
s, la
nzar
un
obje
to h
acia
arr
i-ha
, pis
ar c
on u
no y
otr
o pi
e el
cen
tro
de u
nas
Ilan
tas
disp
uest
as e
n hi
lera
, reg
resa
r al
pun
to d
epa
rtid
a co
rrie
ndo
haci
a at
rás
en li
nea
rect
aJu
ego:
"Lo
que
hace
la m
ano
hare
la tr
as"
Des
arro
llo d
e la
s ca
paci
dade
s fi
sica
s
Fort
alec
imie
nto
de la
fue
rza
en d
ifer
ente
s gr
upos
mus
cu f
ares
Eje
rcic
ios:
163
Plan
y p
rogr
arna
s de
est
udio
: Pri
mar
ia
Em
puja
r, ja
lar,
tran
spor
tar,
lanz
ar o
bjet
os d
e di
-ve
rsoS
pes
os e
n di
fere
ntes
pos
icio
nes,
con
bra
zos
y pi
erna
s-
De
abdo
men
y to
rso;
de
siet
e a
nuev
e re
petic
io-
nes,
com
bina
ndo
trei
nta
segu
ndos
de
ejer
cici
oco
n tr
eint
a de
des
cans
oE
jerc
itaci
ón d
e m
tiscu
los
abdo
min
ales
ein
terc
osta
les
para
for
tale
cer
la r
espi
raci
ón
Des
arro
llo d
e la
vel
ocid
adE
jerc
icio
s:C
arre
ras
de v
eint
e a
vein
ticin
co m
etro
s en
un
min
imo
de ti
empo
Jueg
os q
ue im
pliq
uen
carr
eras
cor
tas:
rel
evos
,be
isbo
l
Est
imul
ació
n de
la r
esis
tenc
ia e
n ac
tivid
ad c
onst
ante
Eje
rcic
ios:
- C
amin
ar, t
rota
r, c
orre
r en
area
s y
supe
rfic
ies
dife
rent
es s
in p
arar
, dur
ante
die
z m
inut
os-
Est
imul
ació
n de
la f
lexi
bilid
ad e
n ej
erci
cios
que
hap
n tr
abaj
ar m
üscu
los
y a
rtic
ulac
ione
s de
todo
el c
uerp
o
Form
ació
n de
port
iva
bisi
ca
Prác
tica
de ju
egos
org
aniz
ados
y p
rede
port
ivos
Eje
rcic
ios:
- "B
otib
ol",
vole
ibol
por
terc
ias,
"el
que
met
e su
gol
pa r
a"
Eje
cuci
ón d
e fu
ndam
ento
sdep
ortiv
os e
n si
tuac
ione
sde
jueg
oE
jerc
icio
:"M
inih
ol"
164
Prot
ecci
ón d
e la
sal
ud
Impo
rtan
cia
del e
jerc
icio
par
a ay
udar
al d
esar
rollo
fisi
co d
el c
uerp
o
Impo
rtan
cia
de la
hig
iene
per
sona
l y d
e la
hig
iene
en
la c
omun
idad
Impo
rtan
cia
de m
ante
ner
en c
ondi
cion
es a
decu
adas
el lu
gar
dond
e se
rea
liza
la a
ctiv
idad
fis
ica