E.E.P. No.

895
TOBA NEIGHBORHOOD - NAM QOM
ANNUAL PROJECT
1st 'A'
AÑO: 2022
 ANNUAL PROJECT OF 1st "A"
E.E.P. No. 895 "BARRIO TOBA- NAM QOM" YEAR: 2022

DIRECTORA:MIERES, Carola VICEDIRECTORA:MEDINA, Alejandra

RESPONSIBLE FLORES, Alba Soledad 1st 'A'

The 1st grade 'A' of E.E.P. No. 895 'Barrio Toba- Nam Qom' is a group made up of a total of 27 children, 19
males and 8 females. Out of the total number of students, 21 are indigenous and 6 are Creole. All of them are aged between 6 and 9 years.
Most of the children come from Kindergarten No. 114, some others come from another kindergarten in the area and to a lesser extent.
There are many children who have abandoned their studies in previous years; therefore, they are currently overage.
Los niños en su totalidad pertenecen a un nivel socioeconómico bajo, por lo que sus recursos son mínimos.
DIAGNOSIS The knowledge acquired in the garden and at home is mostly considered good.
At times, the teaching-learning process is challenging with children who have not completed the initial level and with repeaters. But the major
a problem that has been experienced since the beginning of the school year is the reduced class schedule, as due to the building conditions, only
One hour a day is attended.
Most students write, copy their names, day, date, titles by themselves, they are eager, active, affectionate, and show
great interest in learning. As for their adaptation, there were no major inconveniences since it is an active group, very
workers when it comes to doing their tasks and especially very supportive.

As a first-grade primary education teacher, I have the enormous responsibility of teaching children to read and write.
by themselves, a challenging task and moreover gratifying. On this path we always have the theoretical support of different
FOUNDATION approaches that allow us to better understand the literacy process and thus make decisions that optimize our
practices as literacy agents.
I consider it fundamental to take their prior knowledge as a starting point and seek to elevate their potential to the maximum.
also considering as very important influencing aspects, the social reality of each one and the context in which they are
they unfold. Aspects with which we have to coexist daily, seeking to overcome inconveniences that may arise to.
 carry out a significant pedagogical work that allows us to support the educational paths of our children, prioritizing
knowledge, rethinking objectives and readjusting goals, allowing for a favorable action of our teaching role in this cycle
characteristic and particular reading due to not being able to attend classes during the normally stipulated hours, due to not having the
necessary building conditions. For this reason, our children only attend for one hour a day.

MATHEMATICS

Develop confidence in one's own abilities to solve problems and formulate questions.
Acquire attitudes to defend their own points of view, without dismissing the ideas and opinions of others, in order to debate them.
evaluate conclusions.
The recognition and use of natural numbers through their oral designation and written representation.
Recognize geometric bodies and figures based on different mathematical characteristics.
Recognize and use the decimal organization of the number system.
• Reconocer y usar las operaciones con distntos significados en la resolución de problemas.

LANGUAGE
PURPOSE
Acquire the necessary skills to read texts comprehensively and reflect on the content, the authors, and the
resources employed from the different textual typologies.
Encourage respect and interest in the oral and written productions of others.
Increase confidence in their oral and written expression abilities.
Interest in expanding their knowledge and accessing other possible worlds through reading, both inside and outside of school.
Awaken interest in expressing and sharing experiences, ideas, and feelings through oral and written exchanges.
Promote listening, understanding, and enjoyment of poetry, verses, songs, riddles, and other oral poetic genres.
• Propender a la apropiación del sistema de escritura desde los dos pilares del aprendizajes (conciencia fonológica- conciencia
lexical).
• Develop short texts, conventionally written, from a collective and group writing, at a first moment, obtaining
a natural increase in autonomy, allowing them to later produce individually.
Incorporate tools of metalinguistic knowledge, which will allow for the expansion of the school and social universe.
Comprehensive listening and oral production of fictional and non-fictional narratives, as well as descriptions and expositions.
• Foster spaces for reading narratives, poetry, descriptions, and exhibitions, school task instructions and
instrucciones, empleando estrategias adecuadas a los diversos propósitos que persiguen los lectores.
Reflect systematically on some grammatical and textual aspects corresponding to the cycle.
Promote the expansion of vocabulary through comprehension and production of oral and written texts.
 SOCIAL SCIENCES

Build national identity and respect for cultural diversity.

Recognize ideas, practices, and values that allow living together and recognizing oneself as part of Argentine society.
• Know different ways in which geographical spaces are organized: local and extralocal, near and far, urban and
rural.
Identify some environmental and territorial issues at the local-regional scale, promoting environmental awareness.
Participate and understand through experiences of the meaning of different celebrations that evoke relevant events
for the different societies of the past and present.

NATURAL SCIENCES

Understanding the existence of a great variety of living beings that share some common characteristics and others that are different.
that are used to group them.
To know the existence of a great diversity of living beings with specific behaviors and ways of life linked to
environment in which they live, identifying some of their basic needs and generating new criteria to group them.
Understand the existence of a wide variety of materials and their uses for different purposes, according to their properties.
• Conceptualize the landscape as the set of observable elements of the environment (including water, air, land, the
sky, living beings) recognizing their diversity, some of their changes and possible causes, as well as the uses that people
they make of them.
Recognize the diversity of landforms present in the landscapes and understand the changes, cycles, and aspects.
constants of the landscape and of the sky.
• Understand some atmospheric phenomena and that the stars are located outside the Earth, identifying them.
apparent movements of the sun and the moon and their frequency, the use of cardinal points as a method of spatial orientation.

KNOWLEDGE
 AREA: MATHEMATICS
AXES

Recognition and use of the regularities of the oral and written number series to read, write, compare, and order numbers
The NUMBER up to 50 in meaningful contexts.
Regularities in the Production of additive and multiplicative compositions and decompositions of numbers up to two digits to solve
numerical series problems involving the analysis of writing in different contexts of use.
Use of natural numbers of one and two digits through their oral designation and written representation when comparing quantities.
numbers.
Identification of regularities in the numerical series and analyzing the positional value in significant contexts when reading, writing,
compare numbers of one, two, and three digits and operate with them.

THE OPERATIONS: Use of addition and subtraction (with and without difficulty) in solving simple problems.
Addiction, subtraction,
multiplication and
division.

AREA: LANGUAGE

AXIS: READING - The vowels (in the 4 types of letters)

DEED The alphabet (in the 4 types of letters)
The consonants (M, P, L, S, D, N, F, T, R, RR, B, V), formation of simple words using the consonants.
Formation of simple words and reading of them through images.
Reading comprehension

AREA: SOCIAL SCIENCES

AXIS THE SOCIETIES AND Immediate Geographical Spaces neighborhoods, schools, city
THE SPACES The city and the rural area. Human and rural activities.
GEOGRAPHIC

AXIS THE SOCIETIES A Basic relationship between local, provincial, and national history through commemorations.
THROUGH TIME The national symbols.

Social groups and their identity: family, school, roles, fears, and affections.
Relationship of kinship.
TRAINING AXIS Social agreements: good treatment and bad treatment.
ETHICS AND CITIZENSHIP Cultural diversity:
Los grupos sociales inmediatos: la familia, los amigos, la escuela. Los miedos. Los afectos.
Customs in peer groups: social coexistence agreements. Agreements and organization of groups. Discrimination.
Communication and expression (related to language).

AREA: NATURAL SCIENCES

AXIS LIVING BEINGS, Animals: form of feeding.

DIVERSITY Protected animals.
UNITY Plants: parts. Germination.
INTERRELATIONS AND The human body: parts. Care and prevention of the body.
CHANGES Sexual education (ESI).

TEACHING STRATEGIES
 Comprehension reading of texts.
Preparation of glossaries.
Image reading
Storytime
Dramatization
Dialogue
Problem solving individually and in groups.
Group discussion of strategies and resolution methods.
Utilization of technology for the construction of new knowledge.

CRITERIA AND EVALUATION INSTRUMENTS

Evaluation Criteria
Participation in learning tasks. Assessment instruments:
Attitudes of respect, cordiality, and companionship. Direct observation.
Willingness to work in a team. Objective test.
Written evaluations. Multiple completions.
Complete, neat, and organized notebook.
Care of work elements.

RESOURCES

Bibliographic material
Printed material produced by the teacher
Tiza, borrador, pizarrón, revista, diarios, lamina, mapas
BIBLIOGRAPHIES

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