QUARTERLY ACHIEVEMENT EVALUATION PRE-KINDERGARTEN TO KINDERGARTEN A

IDENTITY AND

Recognizes their sexual identity: feminine-masculine 0 0% 0 0%

OA 7 Communicate traits of their gender

identity, roles, sense of belonging and
Comments on what you like about being a man or a woman 0 0% 0 0%
personal qualities.
Identifies and comments on the roles of the people close to the family (role of the
father: takes care of him, takes him to school, etc.). 0 0% 0 0%
QUARTERLY ACHIEVEMENT EVALUATION PRE-KINDERGARTEN TO KINDERGARTEN A
Expresses personal qualities 0 0% 0 0%

Executes the actions 2

toAPPRENTICE
be performed for proper hygiene
ACHIEVED L without adult's suggestion
1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO 0 0% 0 0%

OA 9: communicate their personal wellbeing,

managing their hygiene, food and clothing
practices with independence and progressive
responsibility.
Executes the actions to be performed for proper nutrition (identifies foods for a
balanced diet) without adult suggestion. 0 0% 0 0%
Explain how some actions contribute to caring for people and the environment. For example,

in development
0

total achieved
"you should use sunscreen and a hat to avoid sunburn. 0% 0 0%

development

% ACHIEVED
Total under
Executes actions to be performed to maintain dress practices without adult suggestion
Cross-cutting learning objectives (e.g., tying shoelaces, buttoning vest, etc.) 0 0% 0 0%
learning objective

11
12
13
01
CM m st LT) D 00 CT)
Tells a story or tale, describing the characters and events, according to what he/she
has heard. 0 0% 0 0%
OA1 Communicate to others emotions and verbally expresses emotions and feelings provoked by situations observed in their daily
feelings such as love, fear, joy, prayer environment 0 0% 0 0%
provoked by various situations observed Ask pertinent questions to what you have heard in a conversation or story according to
OA 2: Understand
directly or through oral
tics.texts such as your information needs. 0 0% 0 0%
questions, explanations, stories, instructions
and some abstract concepts in different Verbally expresses emotions and feelings generated by stories, narratives or images. 0 0% 0 0%
communicative situations, identifying the
communicative intentionality of different Executes simple commands 0 0% 0 0%
responds to greetings, questions or executes an instruction given by adults who are not
speakers. part of the group course 0 0% 0 0%
OA2 Demonstrate willingness and confidence Responds coherently to what is asked
to interact with some adults and peers who
0 0% 0 0%
are not part of the course group. responds to greetings and questions from peers in other classes 0 0% 0 0%
Identifies the communicative intention of the different interlocutors (if the intention is
to convince. To dissuade, inform, question or explain) 0 0% 0 0%
Exhibits calmness when sharing with unusual adults and children. 0 0% 0 0%
Identifies phonological attributes of a paragraph : word count 0 0% 0 0%
TONOMY

OA 5 Communicate preferences, opinions,

ideas, in a variety of everyday situations and
Discusses their tastes and preferences for group activities and games. 0 0% 0 0%
games. Identifies phonological
comments attributes
on what pleases of words:
or displeases syllable
him/her segmentation
about a relationship situation with 0 0% 0 0%
peers 0 0% 0 0%
OA: 3 Discover in playful contexts, Identifies the initial sound of a word 0 0% 0 0%
phonological attributes of known words, such
as counting words, segmetation and counting
syllables, identification of final and initial
sounds. Identifies the final sound of a word 0 0% 0 0%
 Composes and decomposes apalbras from what it hears Ex: pelota: pe- lo- ta and vice
versa. 0 0% 0 0%

Marks by percussion the number of syllables of a word 0 0% 0 0%

Relates facts and personal experiences, incorporating some new words recently
known. 0 0% 0 0%

OA4 Communicate orally about topics of

interest, using a varied vocabulary and asks for words you do not know 0 0% 0 0%
incorporating new and relevant words to
different communicative situations.
Reproduces new words from simple oral repertoires 0 0% 0 0%

converses spontaneously, incorporating new words 0 0% 0 0%

OA5 Show interest in discovering the content
and some purposes of different written texts
(manipulating, exploring, making describes contents of written texts (magazines, newspapers, poems, etc.) 0 0% 0 0%
descriptions and conjectures) through daily
contact with some of them, or through the
use of ICTs.
identifies different types of texts by looking at the images (which one?) 0 0% 0 0%

Communicate through a conjecture the communicative intention of a written text. 0 0% 0 0%

answers coherently to questions related to the story or fable heard. 0 0% 0 0%

S
identifies characters in a story or fable 0 0% 0 0%
P
O OA 6 understand the explicit contents of
literary and non-literary texts through describes settings and places where the story takes place 0 0% 0 0%
K attentive listening, describing information
and making inferences and predictions.
E deciphering the actions of the characters 0 0% 0 0%
N
L Ask questions relevant to the story or fable heard. 0 0% 0 0%

Identifies the emotional state of characters according to the story heard. 0 0% 0 0%

associates the vowel grapheme with its respective vowel sound 0 0% 0 0%

joins the drawing of an object or animal that begins with the corresponding vowel 0 0% 0 0%
OA7 Recognize words found in various
media by associating some phonemes
with their Name the vowels written with capital and/or lowercase letters that appear in its name. 0 0% 0 0%
 corresponding graphemes.
Identifies consonants of his/her name, associating their sound to the grapheme (at
least 3) 0 0% 0 0%

Show some figurative words (two or more) that you observe in a known text, for example by
asking Where is the word cat found? the should indicate. 0 0% 0 0%

draw a continuous line garland respecting start and end points 0 0% 0 0%

writes spontaneously, experimenting with writing: marks, drawings, letters and own
signs 0 0% 0 0%

draws straight lines in the direction of writing 0 0% 0 0%

draws wavy lines in the direction of writing 0 0% 0 0%

OA 8 Represent some strokes, letters, signs,

meaningful words and simple legible copies his name trying to follow the shape of the letters. 0 0% 0 0%
messages, using different resources and
media in authentic situations.
copy vowels trying to follow their shape 0 0% 0 0%

copy numbers from 1 to 10 0 0% 0 0%

copy letters of various sizes according to a model (cursive and block letters) 0 0% 0 0%

completes letters, joining sequence of dots 0 0% 0 0%

graphs signs and symbols present in their environment (mathematical signs of

addition, subtraction or weight, symbol to keep silent, traffic signs, among others). 0 0% 0 0%

Verbally express some words in Mapuche language. 0 0% 0 0%

OA 9 Communicate simple messages in
the indigenous language relevant to the
community where he/she lives. Verbally expresses some words in the Aymara language. 0 0% 0 0%

Verbally expresses some words in the Rapa Nui language. 0 0% 0 0%

He sings songs and accompanies his singing with some resources such as musical instruments,
OA 3 Perform songs and musical games,
objects or body parts. For example, feet or palms. 0 0% 0 0%
using in an integrated manner diverse
resources such as voice, body, musical Percusses the rhythm by singing simple children's songs, following the example given
o instruments and objects. by the educator. 0 0% 0 0%
NAT Participate in musical games by playing a song, or respond to the sound of a whistle or
URA
a whistle (when you stop listening to a song, get into a certain position and when
playing a musical chair). 0 0% 0 0%
L

LAT Incorporates in his drawings the details of the human figure (eyelashes,
eyebrows, nails, etc). 0 0% 0 0%
HE
OA 7 Represent through drawing, their ideas,
interests and experiences, incorporating 0
AR details to the human figures or objects of Draw animals from their environment 0% 0 0%
their environment, placing them in basic
TI parameters of spatial organization (up-down,
ST inside-outside). Draw objects in their environment (house, trees, clouds, sun). 0 0% 0 0%

IC
LA He arranges within his creation a logical spatial orientation of the animals, people or objects he
draws (the clouds above, the house below, the tree next to it, etc.). 0 0% 0 0%
N
G describes the obvious physical changes that occur in the growth process of people and
other living beings. 0 0% 0 0%
U OA1: Show interest and wonder in
expanding information about
A changes that occur in the natural Ask questions about the changing seasons of the year. 0 0% 0 0%
GE environment, people, animals,
plants, places and celestial bodies
using different sources and Asks questions related to change processes of people and animals. 0 0% 0 0%
procedures.
Ask questions regarding the name, similarities and differences attributed to the
different celestial bodies (sun-moon-planets). 0 0% 0 0%

formulates conjectures (assumptions) about the causality of natural phenomena from

previous experiences 0 0% 0 0%
OA2 Formulate conjectures and predictions
about the causes or consequences of natural Verbalizes the consequences of natural phenomena based on their previous
phenomena observed from their previous experiences. 0 0% 0 0%
knowledge and experiences.

Mention some physical reactions of animals and people to various natural phenomena. For
example, prolonged exposure to sun or water, rain, cold or intense heat. 0 0% 0 0%

discovers through exploration the changes that occur in some materials when force, heat or
water is applied to them (e.g., cardboard gets wet when water is applied, cardboard burns when
OA 5 explore the changes or effects that occur set on fire).
in materials when force, heat or water are
0 0% 0 0%
applied to them.
discovers through exploration the causes or consequences that occur in various materials when
force, heat or water is applied to them. Ex: cardboard when burned is destroyed and becomes
ash. 0 0% 0 0%

Dumps garbage in places established for this purpose 0 0% 0 0%

EXPLORATION OF THE

OA 8 Practice some daily actions that

contribute to the care of sustainable
environment, such as waste management, in sort the garbage when throwing it away (glass - paper - organic waste). 0 0% 0 0%
outdoor walks, waste separation, using
containers or papers, planting flowers or
trees.
reuses packaging or paper to make objects of interest to them 0 0% 0 0%

0
EN

Proposes and carries out actions to favor the care of plants (rules). 0% 0 0%
OA1 Understand the roles played by
members of their family and community and
their contribution to the common good
Identifies the roles played by family members 0 0% 0 0%
UNDERSTANDING OF THE SOCIO-CULTURAL ENVIRONMENT

Identifies the roles played by some members of their community 0 0% 0 0%

Verbalizes significant events of their country and community (ephemeris) 0 0% 0 0%

OA5 Communicate some social stories about
significant events of the past, of their
community and of the country, using
resources such as photographs, videos,
utensils or representative objects. represents through theater significant events in the history of chile. 0 0% 0 0%

expresses, using different audiovisual resources, relevant facts of their personal and
community history. 0 0% 0 0%

OA 7 Recognize the importance of the service Dramatizes in their games the activities performed by people in their community. 0 0% 0 0%
provided by institutions, organizations,
places and works of patromonial interest,
such as schools, public transportation,
companies, churches, museums, libraries, 0
among others. Name some activities carried out by people working in institutions in your community. 0% 0 0%

Verbalizes the importance of the service provided by the institutions present in the
community 0 0% 0 0%

recognizes traffic signals: stop signs, crosswalks, traffic lights, etc. 0 0% 0 0%

OA10 Understand protection and safety

standards related to traffic, fire, floods, identifies safety signs: danger, earthquake safe zone, evacuation, etc. 0 0% 0 0%
earthquakes and others relevant to their identifies prohibition signs: no smoking, no crosswalk, no touching, no
geographic context. smoking, no smoking, no smoking, no smoking, no smoking, no smoking, no
smoking, no smoking, no smoking, no smoking, no smoking, no smoking. 0 0% 0 0%

identifies fire signals 0 0% 0 0%

 OA6 Use numbers to count, identify,
quantify and compare quantities up to
20 and to indicate order or position of Classifies items by atsequences
Name numerical least three attributes:
from 0 to shape,
20 size, mass, materiality, etc. 00 0%
0%
0
0
0%
0%
some elements in everyday situations.
OA2 Experiment with various objects
establishing relationships by sorting by two
or three attributes at a time (shape-color- Establishes
Completes serialization
numericalbysequences
length from 0 to 20 00 0%
0%
0
0
0%
0%
size-function-mass-sidedness- etc) and
M sorting by height-width, length, or capacity
to hold 00
A Establishes
Identifiesserialization by height
sets with more or less elements in a range up to 20 0% 0 0%
0% 0 0%
T
H Establish serialization
Graph numbers by capacity
from 0 to 10 to contain (volume) 00 0%
0%
0
0
0%
0%
E
M OA 7 represent numbers and quantities verbally
Displaysexpresses
numbers thefrom
position
0 toof10the object: inside - outside 00 0%
0%
0
0
0%
0%
up to 5 in concrete and pictorial form,
A OA3 Communicate
adding the up
or subtracting position
to 5. of
TI objects and people with respect to a verbally 00
reference point or object, using Reads expresses
numbers the
fromposition
0 to 10of the object: over-under 0%
0%
0
0
0%
0%
C concepts of location (inside/outside-
A above/below/between-in front 00
of/behind); distance (near/far) and verbally
Matches expresses
numbersthewith
position
the of the object: in front
corresponding of- behind
number of
of elements 0% 0 0%
0% 0 0%
L direction (forward/backward/to the
side), in playful situations. 0 0% 0 0%
verbally expresses the position of the object: near-far 0 0% 0 0%

verbally expresses the position of the object: front-to-back 0 0% 0 0%

OA4 Use quantifiers such as: more than, Uses more than- less than quantifiers when comparing number of objects 0 0% 0 0%
less than, equal to, compare quantities
of objects in everyday situations.
Uses quantifier equal to, when comparing number of objects 0 0% 0 0%

Verbally expresses notions before/now/after 0 0% 0 0%

Uses before/now/after sequence relationships in conversations according to

the temporality of situations. 0 0% 0 0%
OA5 Orientate temporally in everyday
situations using notions and relationships of
sequence (before/now/after/at the same Order time sequences 0 0% 0 0%
time, day/night), frequency
(always/times/never) and duration
(long/short). 0
Identifies duration : long/short 0% 0 0%

identifies day and night 0 0% 0 0%

Uses notions of frequency:

EVALUATION OFalways/sometimes/never
PSYCHOMOTOR SKILLS AND INTEGRAL COMMUNICATION AREA PROFESSOR ROSA 0 0% 0 0%

MUÑOZ MORA
Count one by one numbers from 0 to 20 0 0% 0 0%
 2 APPRENTICE ACHIEVED L 1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO

in development

total achieved
development

% ACHIEVED
Total under
Cross-cutting learning objectives
learning objective

11
12
13
01
CM m st LT) D 00 CT)

OA1 Communicate to others emotions and verbally expresses emotions and feelings provoked by situations observed in their daily
feelings such as love, fear, joy, anger environment 0 0% 0 0%
provoked by various situations observed
directly or through tics.

Verbally expresses emotions and feelings generated by stories, narratives or images. 0 0% 0 0%

AND AUTONOMY

Verbally expresses achievements 0 0% 0 0%

OA 10 Communicate to others the challenges
achieved, identifying actions that
contributed to their achievement and
defining new goals. identifies the actions it took to achieve its accomplishments 0 0% 0 0%

Verbally expresses the achievements he/she wants to accomplish (e.g., writing his/her
name). 0 0% 0 0%
IVENCE AND CITYIDENTITY

represents roles of people in their collective games. For example: play police and catch
OA 13 represent in socio-dramatic games, thieves. 0 0% 0 0%
their thoughts and experiences attributing
meanings to objects, people and situations.
Attributes meaning to objects in their environment according to the game they wish to
represent. For example, he plays the mother and uses a chair and says that it is the
doll's or baby's bed. 0 0% 0 0%

Resolves conflicts with peers to reach consensus. For example: he says: you play with
OA 5 Apply peaceful strategies for the
resolution of daily conflicts with other
this toy first and then lend it to me. 0 0% 0 0%
children.

Resolves everyday conflicts without the need for adult mediation 0 0% 0 0%

OA2 Appreciate their body characteristics,
showing interest and care for their well-
being and personal appearance. Discusses the actions you need to take for good personal appearance: washing your clothes,
bathing, combing your hair, keeping your clothes clean. 0 0% 0 0%
Exchange opinions on healthy lifestyles that contribute to the well-being of your body:
nutrition - exercise.
0 0% 0 0%
 Identifies in his body the differences in heart rate in different situations (fear-
physical activity, joy, etc.) 0 0% 0 0%

Identifies parts of the face 0 0% 0 0%

OA3 become aware of their body, of some of

Identifies body parts: shoulder-elbow-knee-ankle 0 0% 0 0%
its internal characteristics (such as heart rate,
breathing), of their scheme and progressively
of their body tone and laterality, by means of Difference between male and female genitalia
games
0 0% 0 0%

Identifies in his body the differences in breathing in different situations (fear -

physical activity, etc). 0 0% 0 0%

Identifies your muscle strength in different situations (muscle contraction) 0 0% 0 0%

Identifies muscle weakness in different situations (relaxation) 0 0% 0 0%

lifts and transports implements (of small or large volumes) to a given

point 0 0% 0 0%

follows simple circuit 0 0% 0 0%

catches a ball when it is thrown at his body 0 0% 0 0%

performs relaxation and tension postures and movements following
OA 7 Solve practical challenges while
guidelines: stretching arms and legs at the same time, lying on the floor
maintaining control, balance, and and closing the eyes 0 0% 0 0%
coordination by combining various
movements, postures, and movements such
as: throwing and catching, moving on throws objects in the desired direction 0 0% 0 0%
inclined planes, following rhythms in a
variety of games.

performs rotational movements of arms, legs, wrists, ankles, etc. 0 0% 0 0%

moves combined postures such as walking, running, tripping, jumping
with momentum, rolling, crouching, ducking, flying, stretching,
hopping on one foot, etc. 0 0% 0 0%

performs forward somersault with assistance 0 0% 0 0%

performs different movements to test and practice the strength of his

musculature: e.g. pulling the rope 0 0% 0 0%
C
O
R
P
O
R
E
A
LI
T
Y
A
 jumps on one foot repeatedly 0 0% 0 0%

Uses categories of spatial location: front-to-back 0 0% 0 0%

OA 9 Use spatial and temporal location

Uses categories of spatial location: next-to-between 0 0% 0 0%
categories, such as:
front/back/next/between, day/night,
today/tomorrow, before/during/after, in Uses time location categories: day and night 0 0% 0 0%
everyday and playful situations.

Uses temporal location categories: today-tomorrow 0 0% 0 0%

Uses temporal location categories: before-during-after 0 0% 0 0%

He sings songs and accompanies his singing with some resources such as musical instruments,
objects or body parts. For example, feet or palms. 0 0% 0 0%
OA 3 Perform songs and musical games,
using in an integrated manner diverse
resources such as voice, body, musical Percusses the rhythm by singing simple children's songs, following the example given
instruments and objects. by the educator. 0 0% 0 0%

Participate in musical games by playing a song, or respond to the sound of a whistle or

a whistle (when you stop listening to a song, get into a certain position and when
playing a musical chair). 0 0% 0 0%
He expresses in his drawings his experiences and interests using
OA 5 to plastically represent emotions, ideas, different types of lines, shapes and colors to represent his ideas (he
experiences and interests through lines, draws a sun, a person, a tree, etc.). 0 0% 0 0%
shapes, colors, textures with resources and
supports in plane and volume.
Models people, animals and objects of your interest 0 0% 0 0%
0 0% 0 0%
 I
C OA 6 Act with progressive independence, I
:
expanding their repertoire of actions,
O according to their needs and interests. QUARTERLY ACHIEVEMENT EVALUATION MIDDLE MIDDLE MAJOR B :
collaborates with his colleagues in tidying up toys and work materials 0 0% 0 0%
E
XI
Pulls clothes up and down when going to the restroom 0 0% 0 0%
S 2 APRENDIZALE ACHIEVED L 1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO
T
uses the glass to drink water without being prompted to do so. 0 0% 0 0%
E
N
C identifies your belongings 0 0% 0 0%

in development
0

total achieved
Acknowledges their sexual identity: boy-girl 0% 0 0%

development
A

% ACHIEVED
Total under
N
D says his name 0 0% 0 0%
learning objective

11
12
13
14
15
01
CM m st LT)
CI D 00 0

OA 7 Communicate features of their

TI identity, such as their name, body states expresses
Verbally his name and surname and feelings produced by some games
the emotions 0 0% 0 0%
Z OA1
characteristics,
Verbally and gender different of interest to him: joy, sorrow, sadness, fear
and others.
bodily represent 0 0% 0 0%
emotions and feelings in their games.
E expresses
Express bodily
bodily differences
the emotions andbetween
feelingsboys and girls:
produced genitalia,
by some games of 0 0% 0 0%
N their interest (role playing). 0 0% 0 0%
names to
Attempts personal
controlcharacteristics
his emotions in(what he/shethat
situations likes to do,
make himfavorite food,
S etc.)
uncomfortable: when a peer takes away a toy, he does not respond by 0 0% 0 0%
HI hitting, crying or screaming. 0 0% 0 0%
P comments on their body characteristics: hair color, eye color, height, etc. 0 0% 0 0%
Follow established rules of coexistence: greetings and farewells. 0 0% 0 0%
OA2 Show willingness to regulate their
ID emotions and feelings, according to their Participates in group 0
Follows established rulesactivities and games
of coexistence: throws waste in the trash 0% 0 0%
E own needs, those of others and some
OA1 Participate
agreements in group
for group activities and
functioning. without suggesting it. 0 0% 0 0%
games with their peers, conversing, Identify "off-limits" areas: do not investigate inside furniture, do not take
N exchanging belongings, cooperating shares 0
toys whiletoys with peers
performing variable activity periods, among others. 0% 0 0%
TI 0 0% 0 0%
T Converses with peers during game time 0 0% 0 0%
Y Follow established rules of coexistence: use the word please. 0 0% 0 0%
A Participates in activities and pedagogical outings, asking about what he
observes
at the and does
beginning of thenot know.
school day, leaves his or her report card and 0 0% 0 0%
N communication notebook on the teacher's desk. 0 0% 0 0%
D OA2 Enjoy instances of social interaction Establishes a conversation with non-regular adults, stating what he/she
AUTONOMY

with diverse people in their community. knows about a topic when asked. 0 0% 0 0%
hangs his backpack on the coat rack without suguerile 0 0% 0 0%
Manifests intention to participate in activities that are proposed to him/her for
learning: verbalize what he/she did, show a drawing, etc. 0 0% 0 0%
keeps his belongings 0 0% 0 0%
Resolves difficulties with peers by turning to the adult, avoiding crying,
hitting and fighting. 0 0% 0 0%
 OA5 Initiate in the peaceful resolution of
EN conflicts, dialoguing about the situation, Modifies behavior in response to an adult's request or dialogue 00 0% 0 0%
expressing opinions and proposing Executes simple instructions 0% 0 0%
SI listening,
actions to solve it simple messages such as
OA 2 Understand
O explicit instructions, explanations and apologizes when hequestions
makes a mistake 00 0% 0 0%
answers simple in a consistent manner
N questions related to objects, people,
actions, time and place, identifying the
0% 0 0%

OF communicative intentionality of different proposes ideas to avoid situations that provoke conflict. For example,
interlocutors. when a toy is taken
Understands simpleaway, he proposes
explanations to ask forthe
by executing it asaction
a favor. 00 0%
0%
0
0
0%
0%
TH
It responds to the communicative intentionality in a coherent way to the
E OA 6 Demonstrate willingness to practice questions: who is he, what is his name, what do you want, what
00
SO basic coexistence agreements that regulate Follow agreed rules for the game: no taking away toys, no fighting
happened.
Follows agreed-upon rules in everyday situations: sitting in his/her chair
0%
0% 00 0%
0%
daily situations and games.
CI properly,
identifiesnot fighting
sound over
source bytoys, keeping
indicating or quiet when where
verbalizing the adult
thegives
soundanis
O- instruction,
coming frometc. 00 0%
0% 00 0%
0%
CU OA3 Identify some attributes of sounds from
different sound sources such as intensity identifies actions in images or representations : sitting properly in your
LT (loud-soft), speed, fast-slow, etc. chair
Identifies by verbalizing or indicating loud-soft sounds 00 0%
0% 00 0%
0%
UR
AL identifies
Identifiesactions in images
by verbalizing oror representations
indicating the speed: using the wastebasket
of sound fast-slow 00 0%
0% 00 0%
0%
OA4 Progressively recognize the meaning of
EN OAdifferent images,
8 Recognize logos,and
correct symbols actions identifies actions in images or representations: maintaining order in the
of their
incorrect
VI fordaily
theenvironment in different media
harmonious coexistence of the row
Identifies product labels: candies, juices, milk, among others. 00 0%
0% 00 0%
0%
(including
group, whichthe use in
occur of different
ICTs). social and
R play situations. identifies
Identifiesactions in images
logos (brand) or representations:
of their asking for agas
immediate environment: favor and
stations,
O saying thank you
toys, diapers, among others. 00 0%
0% 00 0%
0%
N
Identifies symbols present in their immediate environment: poison - no
M identifies
smoking,actions in images
hospital, or representations : no shouting
among others. 00 0%
0% 00 0%
0%
EN OA1 Describe common activities in their
community, such as shopping, playing in the Describes the activities involved in shopping. For example: what I bought,
T square, traveling by bus, among others, identifies actions it,
where I bought in who
images orfor
paid correct representations:
it, among others. no fighting 00 0%
0% 00 0%
0%
pointing out their participation in them.
Describes the activities you do when you travel: where you go, who you
SPO uses the present
go with, tense
when you go,inetc.
his conversations 00 0%
0% 00 0%
0%
KEN
Describes the activities they do in the park: playing with their friends,
LAN sings
flyingsongs
kites,inplaying
an understandable
on the slides,way
etc. 00 0%
0% 00 0%
0%
GUA
OA 1 Express oneself orally, using simple uses sentences
Identify with apresent
institutions structure that makes
in their what itpolice,
community; is trying to
firemen,
GE OA5 Identify
sentence significant
structures instructions
and respecting in their communicate
basic understandable
hospitals, schools. 00 0%
0% 00 0%
0%
environment, describing representative
grammatical patterns in different daily
activitiesand
situations andgames.
routines that take place in
them. Describe activities performed by members of the institutions. For example, the
expresses itself
carabineros holdusing age-appropriate
parades, structure
have a musical band, carry out prevention activities and 0 0% 0 0%
capture criminals. 0 0% 0 0%
tells a story or tale, describing characters and events with elements of
time and place with the aid of 0 0% 0 0%
Copying two-element body patterns (jump-turn) 0 0% 0 0%

recites rhymes of at least one stanza 0 0% 0 0%

Copies body patterns of three elements (jump-turn-walk). 0 0% 0 0%
OA1 Reproduce sound, visual,
gestural, body or other patterns of two copies sound patterns of three elements (clapping-shouting-silence) 0 0% 0 0%
or three elements.
copies visual patterns of three elements (circle-square). Triangle) 0 0% 0 0%

Copies two-element gesture patterns (smile-eye) 0 0% 0 0%

Copies gestural patterns of three elements (smile-anger-sadness). 0 0% 0 0%

OA2 Experiment with different objects Classifies objects by two attributes: shape - color 0 0% 0 0%
establishing relationships by sorting by
two attributes at a time (shape, color,
among others) and sorting by height sorts elements from longest to shortest by length or height 0 0% 0 0%
or length.

sorts elements from smallest to largest by length or height 0 0% 0 0%

0 0% 0 0%
 ntercam an or belong to, cooperate or EVALUATION OF THE PSYCHOMOTOR AND INTEGRAL COMMUNICATION AREA - ARTISTIC LANGUAGES TEACHER
Converses with peers during game time 0 0% 0 0%

Resolves difficulties with peers by turning to the adult, avoiding crying,

hitting and fighting. 0 0% 0 0%
2 APPRENTICE ACHIEVED L 1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO
R OA5 Initiate in the peaceful resolution of Modifies behavior in response to an adult's request or dialogue 0 0% 0 0%
conflicts, dialoguing about the situation,
A listening, expressing opinions and proposing apologizes when he makes a mistake 0 0% 0 0%
LI actions to solve it

T proposes ideas to avoid situations that provoke conflict. For example,

in development
Y 0

total achieved
when a toy is taken away, he proposes to ask for it as a favor. 0% 0 0%

development

% ACHIEVED
Total under
A
N identifies actions in images or representations : using the wastebasket 0 0% 0 0%
D

11
12
13
14
15
01
CM m st LT) D 00 0

M identifies actions in images or representations : using the wastebasket

keeps his belongings 00 0%
0% 0
0 0%
0%
O OA 8 Recognize correct and incorrect actions identifies actions in images or representations: maintaining order in the
identity and coexistence

V
for the harmonious coexistence of the
group,
OA 6 Actwhich
with occur in different
progressive independence,
row
social and collaborates with colleagues in tidying up toys and work materials 00 0%
0% 0
0 0%
0%
E play situations.
expanding their repertoire of actions, identifies
Pulls actions
clothes up andindown
images or representations:
when asking for a favor and
going to the restroom 00 0% 0 0%
according to their needs and interests. saying thank you 0% 0 0%
M
E uses the glass to drink water without being prompted to do so.
identifies actions in images or representations : no shouting
00 0%
0%
0
0
0%
0%
N identifies your belongings 0 0% 0 0%
T identifies actions in images or correct representations: no fighting 0 0% 0 0%
OA 12 represent their thoughts and
experiences, attributing meanings to recognizes
Attributes physical
meaning characteristics
to objects of his
or elements or environment
in the her body (eye color,
in play tc ) 0 0% 0 0%
C objects or elements
OA 2 Recognize the of their
main and physical situations.
environment,
parts hair, skin,For example:
hair uses a tree branch and says it is a spoon.
color, etc.).
using imagination
characteristics in play
of the bodysituations.
and their recognizes the main functions of body parts: head, eyes, nose,
O functions in everyday and play situations. mouth, mouth, ears, hands, legs, feet, etc. 00 0%
0% 00 0%
0%
E uses clampingripping
Participates in different
group activities handling situations
and games 00 0%
0% 00 0%
0%
OA1 Participate in group activities and
XI games with peers, conversing, :.uuL:.
uses clamp
shares gripping
toys with peers in different handling situations 00 0%
--------------------------------------------- 0% 00 0%
0%
S uses the clamp to tear paper with tweezers 0 0% 0 0%
T
arranges blocks neatly vertically and horizontally 0 0% 0 0%
E
N OA5 To improve fine visual-motor uses the pencil to make purposeful strokes 0 0% 0 0%
coordination through the use of various
C objects, toys and utensils. It starts with cutting with scissors following straight lines. 0 0% 0 0%

E Insert a string into small holes (stringing beads). 0 0% 0 0%

A Grip small objects with tweezers 0 0% 0 0%
N
D screws and unscrews bottle caps, screws, among others. 0 0% 0 0%
CI accelerates, spins and stops when playing games 0 0% 0 0%
TI walks on a line while maintaining balance 0 0% 0 0%
 movements, postures and
displacements in different directions
and in various daily situations and moves in different postures while dodging small obstacles 0 0% 0 0%
games, with and without implements.
moves by combining postures such as: walking, running,
climbing, rolling or jumping 0 0% 0 0%
CORPO

expresses his emotions corporeally through mimics 0 0% 0 0%

identifies in everyday situations front-to-back 0 0% 0 0%
OA 8 uses spatial and temporal location identifiaca in everyday situations: up-down 0 0% 0 0%
categories, such as: front/back, up/down,
inside/outside, before/after, fast/slow, in identifies in everyday situations inside-outside 0 0% 0 0%
everyday and playful situations.
identifies in everyday situations before-after 0 0% 0 0%
identifies in everyday situations fast-slow 0 0% 0 0%

expresses his emotions bodily through theatrical games 0 0% 0 0%

ARTISTIC LANGUAGE

OA 4 Express bodily sensations and

emotions by experimenting with mime, expresses his emotions bodily through rounds, dances and
dances.
theater games, rounds, dances and dances. 0 0% 0 0%
OA 5 express emotions, ideas and expresses ideas and experiences through painting 0 0% 0 0%
experiences through plastic arts by
experimenting with pictorial, graphic expresses ideas and experiences through drawing 0 0% 0 0%
and modeling resources. expresses ideas and experiences through modeling 0 0% 0 0%
OA 7 Represent through drawing, diverse
elements of their environment, draws human figure (tadpole: circles, vertical and horizontal lines to
incorporating closed figures, intentional create arms and feet, eyes, mouth) 0 0% 0 0%
strokes and first sketches of the human
figure. Draw circles and defined lines giving them meanings. 0 0% 0 0%
0 0% 0 0%
I QUARTERLY ACHIEVEMENT EVALUATION MIDDLE MIDDLE MAJOR B
D
Pulls clothes up and down when going to the restroom 0 0% 0 0%
E
N 2 APRENDIZALE ACHIEVED L 1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO
TI uses the glass to drink water without being prompted to do so. 0 0% 0 0%

identifies your belongings 0 0% 0 0%

Acknowledges their sexual identity: boy-girl 0 0% 0 0%

in development

total achieved
development
0

% ACHIEVED
says his name 0% 0 0%

Total under
OA 7 Communicate features of their states his name and surname
identity, such as their name, body learning objective s 0 0% 0 0%

11
12
13
14
15
01
CM m LT) o 00 0
characteristics, gender and others.
Verbally expresses the emotions and feelings produced by some games of interest to
expresses
OA1 Verbally and bodily represent him:
different emotions and feelings in
bodily differences
joy, sorrow, between boys and girls: genitalia,
sadness, fear 00 0%
0% 00 0%
0%
their games.
Express bodily the emotions and feelings produced by some games of their interest
names
(role personal characteristics (what he/she likes to do, favorite food, etc.)
playing). 00 0%
0% 00 0%
0%

Expresses verbally the emotions produced by daily situations: fear, happiness,

OA3 Recognize in themselves, in
comments
sadness, on their
sorrow, body characteristics: hair color, eye color, height, etc.
anger 00 0%
0% 00 0%
0%
other people and in story
characters emotions such as:
sadness, fear, joy, sorrow and Controlsexpresses
Verbally bladder emotions
sphincterobserved in peers or close adults 00 0%
0% 00 0%
0%
anger.

identifies by verbalizing the state of mind of the characters in a story: sadness, fear,
controls
joy, anal
sorrow, sphincter
anger. 00 0%
0% 00 0%
0%

at the beginning of the school day, leave your child's pencil and communication
OA 9 manifest progressive
eats alone
notebook on the teacher's desk. 00 0%
0% 00 0%
0%
independence in feeding, waking
and sleeping practices, dressing,
00
body and oral hygiene, and pulls out garments
evacuation. hangs his backpack onby
theitself
coat rack without suguerile 0%
0% 00 0%
0%
AUTONOMY

identifies
keeps your belongings
his belongings 00 0%
0% 00 0%
0%
OA 6 Act with progressive
independence, expanding their
repertoire of actions, according to keeps his or her belongings without adult's suggestion
their needs and interests. collaborates with his colleagues in tidying up toys and work materials 00 0%
0% 00 0%
0%

hangs backpack on coat hanger without adult's suggestion 0 0% 0 0%

 OA 8 Appreciate their identity
characteristics, strengths and
abilities.
Verbalize your strengths and abilities. For example "I am good for....." 0 0% 0 0%

C Participates in group activities and games 0 0% 0 0%

OA1 Participate in group activities
O and games with their peers,
E conversing, exchanging belongings,
cooperating shares toys with peers 0 0% 0 0%
XI
S 0
Converses with peers during game time 0% 0 0%
T
E Participates in activities and pedagogical outings, asking about what he observes and
N does not know. 0 0% 0 0%
OA2 Enjoy instances of social
C interaction with diverse people in Establishes a conversation with non-regular adults, stating what he/she knows about
E their community. a topic when asked. 0 0% 0 0%
A
Manifests intention to participate in activities that are proposed to him/her for learning:
verbalize what he/she did, show a drawing, etc. 0 0% 0 0%

OA 6 Demonstrate willingness to
practice basic coexistence Follow agreed rules for the game: no taking away toys, no fighting 0 0% 0 0%
agreements that regulate daily
situations and games.
Follows agreed-upon rules in everyday situations: sitting in his/her chair properly, not
fighting over toys, keeping quiet when the adult gives an instruction, etc. 0 0% 0 0%

identifies actions in images or representations : sitting properly in your chair 0 0% 0 0%

identifies actions in images or representations : using the wastebasket 0 0% 0 0%

OA 8 Recognize correct and

incorrect actions for the identifies actions in images or representations: maintaining order in the row 0 0% 0 0%
harmonious coexistence of the
group, which occur in different
social and play situations. identifies actions in images or representations: asking for a favor and saying thank
you 0 0% 0 0%

identifies actions in images or representations : no shouting 0 0% 0 0%

identifies actions in images or correct representations: no fighting 0 0% 0 0%

OA 2 Recognize the main parts and

physical characteristics of their recognizes physical characteristics of your body (color of eyes, hair, etc. ) 0 0% 0 0%
body and its functions in everyday
situations and in play.
recognizes the main functions of body parts: head, eyes, nose, mouth,
mouth, ears, hands, legs, feet, etc. 0 0% 0 0%

uses clamp gripping in different handling situations 0 0% 0 0%

uses the clamp to tear paper with tweezers 0 0% 0 0%

arranges blocks neatly vertically and horizontally 0 0% 0 0%

OA5 To improve fine visual-motor

coordination through the use of
uses the pencil to make deliberate strokes 0 0% 0 0%
various objects, toys and utensils.

It starts with cutting with scissors following straight lines. 0 0% 0 0%

Insert a string into small holes (stringing beads). 0 0% 0 0%

Grip small objects with tweezers 0 0% 0 0%

screws and unscrews bottle caps, screws, among others. 0 0% 0 0%

identifies in everyday situations front-to-back 0 0% 0 0%

OA 8 uses spatial and temporal identifiaca in everyday situations: up-down 0 0% 0 0%

location categories, such as:
front/back, up/down,
inside/outside, before/after,
fast/slow, in everyday and playful identifies in everyday situations inside-outside 0 0% 0 0%
situations.

identifies in everyday situations before-after 0 0% 0 0%

identifies in everyday situations fast-slow 0 0% 0 0%

uses the present tense in his conversations 0 0% 0 0%

sings songs in an understandable way 0 0% 0 0%

 OA 1 Express oneself orally, using uses sentences with a structure that makes what it is trying to communicate
simple sentence structures and
respecting basic grammatical understandable 0 0% 0 0%
patterns in different daily
situations and games.
expresses itself using age-appropriate structure 0 0% 0 0%

tells a story or tale, describing characters and events with elements of time and place
with the aid of 0 0% 0 0%

recites rhymes of at least one stanza 0 0% 0 0%

C
OS Executes simple instructions 0 0% 0 0%
RP OA 2 Understand simple messages
PO such as explicit instructions,
O explanations and questions related answers simple questions in a coherent manner 0 0% 0 0%
K to objects, people, actions, time
RE
and place, identifying the
communicative intentionality of
EN different interlocutors. Understands simple explanations by executing the action 0 0% 0 0%
AL
LI It responds to the communicative intentionality in a coherent way to the questions: who is he,
what is his name, what do you want, what happened. 0 0% 0 0%
T
Y
A identifies sound source by indicating or verbalizing where the sound is coming from 0 0% 0 0%
OA3 Identify some attributes of
sounds from different sound
sources such as intensity (loud-
soft), speed fast-slow Identifies by verbalizing or indicating loud-soft sounds 0 0% 0 0%

Identifies by verbalizing or indicating the speed of sound fast-slow 0 0% 0 0%

OA4 Progressively recognize the
meaning of different images, logos,
symbols of their daily environment
in different media (including the Identifies product labels: candies, juices, milk, among others. 0 0% 0 0%
use of ICTs).
Identifies logos (brand) of its immediate environment: gas stations, toys, diapers,
among others. 0 0% 0 0%

Identifies symbols present in their immediate environment: poison - no smoking,

hospital, among others. 0 0% 0 0%
OA 6 Comprehend from attentive
listening explicit contents of
literary and non-literary texts, answers simple questions based on a story: what happened, what is its
recognizing central ideas, pointing name? What did he do, among others? 0 0% 0 0%
out preferences, making simple
descriptions, asking questions
about the content.
identifies actions of the characters in a story 0 0% 0 0%
 describes characters and places where the story takes place 0 0% 0 0%

identifies the central idea of a literary and non-literary text 0 0% 0 0%

OA 8 Produce their own graphic
signs in playful situations.
Performs free strokes in different directions (vertical-horizontal). 0 0% 0 0%

intentionally draws arasbesques (circular and linear) 0 0% 0 0%

makes straight strokes in the direction of writing 0 0% 0 0%

OA 3 perform songs and musical
games, experimenting with
different resources such as voice,
body, musical instruments and sings songs 0 0% 0 0%
objects.
Participates in musical games by playing the indication he hears in a song, or
I responds to the sound of a whistle or a whistle (by stopping listening to a song,
O moving into a certain position, e.g., by playing a song, or by playing a song in a certain
position, e.g., by playing a whistle or a whistle. when playing musical chairs) 0 0% 0 0%
N
O
F sings songs using a musical instrument 0 0% 0 0%
OA 7 Represent through drawing,
T diverse elements of their
environment, incorporating closed draws human figure (tadpole: circles, vertical and horizontal lines to create arms and
H figures, intentional strokes and first feet, eyes, mouth) 0 0% 0 0%
sketches of the human figure.
E
N Draw circles and defined lines giving them meanings. 0 0% 0 0%
A OA 2 Verbally communicate
characteristics of elements and
T landscapes of their natural Identify celestial bodies that are part of their natural environment: the sun and the
environment, such as celestial moon, expressing verbally some characteristics. 0 0% 0 0%
U bodies, hills, desert, flora; and
R phenomena such as tidal waves,
earthquakes, storms, droughts.
A Identify the planet earth by verbalizing some of its characteristics. 0 0% 0 0%

L Identifies natural phenomena: earthquakes, storms and tidal waves and the consequences they
produce in their immediate natural environment (earthquakes or earthquakes can destroy
E houses). 0 0% 0 0%
N
VI
verbalizes the importance of water and air to people, animals and plants 0 0% 0 0%
R
OA 9 Recognize that air and water
O are vital elements for people, verbalizes some factors that cause air pollution (smoke from industries, burning of pastures,
N animals and plants. smoke from vehicles, etc.) 0 0% 0 0%
 plants, and which are elements
that can be found with or without
EXPLORAC

contamination. Verbalizes consequences that occur in people exposed to contaminated water and air
environments (contaminated water and air cause diseases). 0 0% 0 0%

Identifies the different uses of water 0 0% 0 0%

OA 4 Recognize significant events
of their personal and family history
CULTURAL ENVIRONMENT

in diverse situations, such as: Identifies and describes family photographs: birth, important celebrations, vacations,
family conversations, stories of a outings, among others.
community agent, visits to places,
0 0% 0 0%
NSION OF THE SOCIO-

observation of photographs,
among others.
describes important events experienced in a pedagogical view. 0 0% 0 0%

OA5 Identify significant institutions

in their environment, describing Identify institutions present in their community; police, firemen, hospitals, schools. 0 0% 0 0%
representative activities and
routines that take place in them.
Describe activities performed by members of the institutions. For example, the carabineros hold
parades, have a musical band, carry out prevention activities and capture criminals. 0 0% 0 0%

Copying two-element body patterns (jump-turn) 0 0% 0 0%

Copies body patterns of three elements (jump-turn-walk). 0 0% 0 0%

OA1 Reproduce sound, visual,

gestural, body or other copies sound patterns of three elements (clapping-shouting-silence) 0 0% 0 0%
patterns of two or three
elements.
copies visual patterns of three elements (circle-square). Triangle) 0 0% 0 0%

Copies two-element gesture patterns (smile-eye) 0 0% 0 0%

Copies gestural patterns of three elements (smile-anger-sadness). 0 0% 0 0%

OA2 Experiment with different Classifies objects by two attributes: shape - color 0 0% 0 0%
objects establishing
relationships by sorting by two
attributes at a time (shape,
color, among others) and sorts elements from longest to shortest by length or height 0 0% 0 0%
sorting by height or length.

sorts elements from smallest to largest by length or height 0 0% 0 0%

OA 3 Describe the position of
objects with respect to a point Verbalizes the position of an object according to a reference point: it is in/it
u is outside of 0 0% 0 0%
object of reference, using
concepts of location and Verbalizes the position of an object according to a reference point: is on top
distance such as: inside/outside, of/is below 0 0% 0 0%
above/below, near/far away
verbalizes the position of an object according to a reference point: it is close
to/it is far away from 0 0% 0 0%

uses the notion of before-after time orientation in his conversations in a

logical way. 0 0% 0 0%
OA 4 Orientate temporally in
everyday situations, through use in your conversations the notion of today-tomorrow spatial orientation
the progressive use of some in a logical way. 0 0% 0 0%
notions and sequence
relationships, such as:
before/after, day/night, uses in his conversations the notion of day-night spatial orientation in a
today/tomorrow. logical way. 0 0% 0 0%

Order temporal sequences of two to three sheets. 0 0% 0 0%

Uses quantifiers such as: a lot/ a little in their descriptions. 0 0% 0 0%

OA 5 Use quantifiers such as:
more/less, a lot/little, all/none,
when comparing quantities of
objects in everyday situations. uses quantifiers such as: all/ none in its descriptions 0 0% 0 0%

Uses quantifiers plus/minus in its descriptions. 0 0% 0 0%

one at a time to an extent not exceeding 10 0 0% 0 0%

OA 6 Progressively use numbers

to count, identify, quantify and identifies quantities of elements by counting within a range not exceeding 10 0 0% 0 0%
compare quantities up to 10,
and to indicate order or position
of some elements in everyday
situations or games. elements of a set and compares by defining where there is more or less 0 0% 0 0%

uses in his conversations the use of numbers to determine the position of an

object or person. For example: he is the first, I am the second. 0 0% 0 0%

Oa 7 Progressively represent
numbers and quantities in draws number of elements as indicated by the number in a range up to 10 0 0% 0 0%
concrete and pictorial form up
to 10. read numbers from 1 to 10 0 0% 0 0%
shows numbers from 1 to 10 0 0% 0 0%
0 0% 0 0%
M
AT
H
E
M
AT
IC
AL
T
HI
N
 C EVALUATION OF THE PSYCHOMOTOR AND INTEGRAL COMMUNICATION AREA - ARTISTIC LANGUAGES TEACHER
O
EX uses the glass to drink water without being prompted to do so. 0 0% 0 0%

IS 2 APPRENTICE ACHIEVED L 1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO

TE identifies your belongings 0 0% 0 0%
N
CE OA 12 represent their thoughts and
experiences, attributing meanings

in development
A Attributes meaning to objects or elements in the environment in play situations. For

total achieved
to objects or elements of their

development
environment, using imagination in example: uses a tree branch and says it is a spoon.

% ACHIEVED
N

Total under
play situations.
D
CI 0 0% 0 0%

11
12
13
14
15
01
CM m st LT) D 00 CT)
TI
ZE Participates in group activities and games 0 0% 0 0%
OA1 Participate in group activities keeps his belongings 0 0% 0 0%
NS and games with their peers,
HI conversing, exchanging belongings,
cooperating shares toys with peers 0 0% 0 0%
P collaborates with colleagues in tidying up toys and work materials 0 0% 0 0%
OA 6 Act with progressive
vencia

independence, expanding their

repertoire of actions, according to Converses with peers during game time 0 0% 0 0%
id their needs and interests. Pulls clothing up and down when going to the toilet 0 0% 0 0%
en Resolves difficulties with peers by turning to the adult, avoiding crying, hitting and
tit fighting. 0 0% 0 0%

y OA5 Initiate in the peaceful

resolution of conflicts, dialoguing Modifies behavior in response to an adult's request or dialogue 0
an about the situation, listening, 0% 0 0%
d expressing opinions and proposing
actions to solve it
 identifies actions in pictures or correct representations: no fighting 0 0% 0 0%

recognizes physical characteristics of your body (color of eyes, hair, etc. ) 0 0% 0 0%

OA 2 Recognize the main parts and
physical characteristics of the body
and their functions in everyday and recognizes the main functions of body parts: head, eyes, nose, mouth, ears,
play situations. hands, legs, feet, etc. 0 0% 0 0%

uses clamp gripping in different handling situations 0 0% 0 0%

uses clamp gripping in different handling situations 0 0% 0 0%

uses the clamp to tear paper with tweezers 0 0% 0 0%

arranges blocks neatly vertically and horizontally 0 0% 0 0%

OA5 To improve fine visual-motor

coordination through the use of
uses the pencil to make deliberate strokes 0 0% 0 0%
various objects, toys and utensils.

It starts with cutting with scissors following straight lines. 0 0% 0 0%

Insert a string into small holes (stringing beads). 0 0% 0 0%

Grip small objects with tweezers 0 0% 0 0%

screws and unscrews bottle caps, screws, among others. 0 0% 0 0%

accelerates, spins and stops when playing games 0 0% 0 0%

walks on a line while maintaining balance 0 0% 0 0%

OA 6 Acquire control and
balance in movements,
postures and displacements in jumps on one foot repeatedly 0
different directions and in 0% 0 0%
various daily situations and
games, with and without
implements. moves in different postures while dodging small obstacles 0 0% 0 0%
C
O
R
P
O
R
E
A
LI
T
Y
A
 moves by combining postures such as: walking, running, climbing,
rolling or jumping 0 0% 0 0%

expresses his emotions bodily through mimicry 0 0% 0 0%

identifies in everyday situations front-to-back 0 0% 0 0%

OA 8 uses spatial and temporal identifiaca in everyday situations: up-down 0 0% 0 0%

location categories, such as:
front/back, up/down,
inside/outside, before/after,
fast/slow, in everyday and playful identifies in everyday situations inside-outside 0 0% 0 0%
situations.

identifies in everyday situations before-after 0 0% 0 0%

identifies in everyday situations fast-slow 0 0% 0 0%

expresses his emotions bodily through theatrical games 0 0% 0 0%

OA 4 Express bodily sensations and
emotions by experimenting with
mime, theater games, rounds,
dances and dances. expresses his emotions bodily through rounds, dances and dances. 0 0% 0 0%
ARTISTIC LANGUAGE

OA 5 express emotions, ideas expresses ideas and experiences through painting 0 0% 0 0%

and experiences through
plastic arts by experimenting
with pictorial, graphic and expresses ideas and experiences through drawing 0 0% 0 0%
modeling resources.

expresses ideas and experiences through modeling 0 0% 0 0%

OA 7 To represent through
drawing, diverse elements of their
environment, incorporating closed draws human figure (tadpole: circles, vertical and horizontal lines to create arms and
figures, intentional strokes and feet, eyes, mouth) 0 0% 0 0%
first sketches of the human figure.

Draw circles and defined lines giving them meanings. 0 0% 0 0%

0 0% 0 0%
I ID control their emotions in situations that make them uncomfortable. For I
: E example, QUARTERLY ACHIEVEMENT
when a child takes EVALUATION
away a toy, he does not respond PRE-KINDERGARTEN
by hitting or TO KINDERGARTEN A :
screaming. 0 0% 0 0%
N
TI
Apologizes when wrong 0 0% 0 0%
T 2 APPRENTICE ACHIEVED L 1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO
Y
OA 5 Communicate preferences, opinions, ideas, in a Discusses their tastes and preferences for group activities and games. 0 0% 0 0%
A variety of everyday situations and games.
N comments on what pleases or displeases him/her about a relationship
situation with peers 0 0% 0 0%

Recognizes their sexual identity: feminine-masculine 0 0% 0 0%

in development
Comments on what you like about being a man or woman 0

total achieved
OA 7 Communicate traits of their gender identity, 0% 0 0%

development

% ACHIEVED
roles, sense of belonging and personal qualities.

Total under
Identifies and comments on the roles of the people close to the family (role of
the father: takes care of him, takes him to school, etc.). 0 0% 0 0%
Cross-cutting learning objectives learning objective

11
12
13
01
CM m st LT) D 00 0

Expresses personal qualities 0 0% 0 0%

verbally expresses emotions and feelings provoked by situations observed in
OA1 Communicate to others emotions and feelings their daily environment
such as love, fear, joy, prayer provoked by various
0 0% 0 0%
Executes the actions to be performed for proper hygiene without adult's
situations observed directly or through tics. suggestion 0 0% 0 0%
Verbally expresses emotions and feelings generated by stories, narratives or
images. 0 0% 0 0%
Executes the actions to be performed for proper nutrition (identifies foods for
OA 9: communicate their personal wellbeing, a balanced diet) without adult suggestion. 0 0% 0 0%
managing their hygiene, food and clothing practices responds to greetings, questions or executes an instruction given by adults
with independence and progressive responsibility. who are not part of the group course 0 0% 0 0%
OA2 Demonstrate willingness and confidence to Explain how some actions contribute to caring for people and the environment. For
interact with some adults and peers who are not part example, "you should use sunscreen and a hat to avoid sunburn. 0 0% 0 0%
of the course group. responds to greetings and questions from peers in other classes 0 0% 0 0%
Executes actions to be performed to maintain dress practices without adult
suggestion (e.g., tying shoelaces, buttoning vest, etc.) 0 0% 0 0%
Exhibits calmness when sharing with unusual adults and children. 0 0% 0 0%
OA4 express their emotions and feelings, self-
regulating them according to their own needs, those Verbally expresses achievements 0 0% 0 0%
of others and the norms of group functioning.
OA 10 Communicate to others the challenges use the word pro favor when requesting assistance 0 0% 0 0%
achieved, identifying actions that contributed to their
achievement and defining new goals. identifies the actions it took to achieve its accomplishments 0 0% 0 0%
raise your hand to request a turn to ask a question. 0 0% 0 0%
Verbally expresses the achievements he/she wants to accomplish (e.g., writing
his/her name). 0 0% 0 0%
keeps your workstation tidy 0 0% 0 0%

< Shares with other children and adults characteristics of their own culture 0 0% 0 0%
5 sits properly in his chair 0 0% 0 0%
OA11 Appreciate the diversity of people and their
ways of life, such as physiognomic, linguistic, religious Interchanges knowledge about ways of life and singularities of some peoples
and gender singularities, among others. belonging to their culture: Mapuche-Aymara. Among others 0 0% 0 0%
 other
shares experiences on the definition of roles and functions within their family
nucleus on gender identity (men and women can develop equality in socially
adjudicated roles). 0 0% 0 0%

Participate in collective games by organizing roles for each participant. 0 0% 0 0%

OA1 Participate in collaborative activities and games,
planning, strategizing for a common purpose and
assuming progressive responsibility for them. Participate in the creation of rules in a collective game. 0 0% 0 0%

Assumes role agreed upon by the group 0 0% 0 0%

listens attentively to the situations experienced by peers and adults 0 0% 0 0%

OA3 Show empathy and solidarity in situations
experienced by peers or observed in texts or ICTs,
practicing actions of listening, support and
collaboration. Collaborates with peers and adults without being required to do so. 0 0% 0 0%

Shows interest in helping and comforting classmates when he/she observes

that they are sad, suffer falls, among others. 0 0% 0 0%

Respect established rules within the room: (sit down, ask for the floor....). 0 0% 0 0%

OA6 Respect norms and agreements created

collaboratively with peers and adults for the well-
Greetings upon arrival 0 0% 0 0%
being of the group
He bids farewell to his colleagues and adults 0 0% 0 0%

Respects agreements established by the group: decisions, turns, games,

among others. 0 0% 0 0%

provides ideas before and during the development of games and collective
OA8 Understand that some of their actions and
decisions regarding the development of collective
projects 0 0% 0 0%
games and projects influence those of their peers.
Accepts ideas before and during the development of games and collective
projects. 0 0% 0 0%

LI
T Listens to the opinions of peers on a proposed topic 0 0% 0 0%

Y
A Give your opinion on a topic under discussion. 0 0% 0 0%
N
D Negotiates in front of a preferred activity or materials to be used 0 0% 0 0%
OA 10 Progressively recognize essential requirements
M of democratic practices such as: listening to divergent
opinions, respect for others, respect for turn-taking,
O respect for the agreements of the majority. Organizes and develops tasks to be carried out by the group jointly 0 0% 0 0%
C
O
Evaluates the actions at the end of the collective work. 0 0% 0 0%
R OA2 To appreciate their body characteristics,
P showing interest and care for their wellbeing and
personal appearance. Discusses the actions you need to take for good personal appearance: washing your
clothes, bathing, combing your hair, keeping your clothes clean. 0 0% 0 0%
Exchange opinions on healthy lifestyles that contribute to the well-being of
your body: nutrition - exercise.
0 0% 0 0%

Paint respecting the established margin 0 0% 0 0%

Cut out with scissors following straight lines. 0 0% 0 0%

Cut out with scissors following curved lines 0 0% 0 0%

Stamps following delimited lines 0 0% 0 0%

OA6 Coordinate with greater precision and efficiency Fills a figure without going outside the outline
fine motor skills in function of their exploration and
0 0% 0 0%
play interests.
Folds paper in three or more parts 0 0% 0 0%

Proper use of the pencil for graphing 0 0% 0 0%

Builds figures with assembling blocks 0 0% 0 0%

Tears paper along straight and curved lines 0 0% 0 0%

Edging following straight and curved lines 0 0% 0 0%

Uses spatial location categories: front-to-back 0 0% 0 0%

Uses categories of spatial location: next-to-between 0 0% 0 0%

Uses time location categories: day and night 0 0% 0 0%

OA 9 Use spatial and temporal location categories,
such as: ahead/behind/next to/between, day/night,
today/tomorrow, before/during/after, in everyday
and playful situations. Uses temporal location categories: today-tomorrow 0 0% 0 0%
 Uses temporal location categories: before-during-after 0 0% 0 0%

Tells a story or tale, describing the characters and events, according to what
he/she has heard. 0 0% 0 0%

Ask pertinent questions to what you have heard in a conversation or story

OA 2: Understand oral texts such as questions, according to your information needs. 0 0% 0 0%
explanations, stories, instructions and some abstract
concepts in different communicative situations,
identifying the communicative intentionality of Executes simple commands 0 0% 0 0%
different speakers.

Responds coherently to what is asked 0 0% 0 0%

Identifies the communicative intention of the different interlocutors (if the

intention is to convince. To dissuade, inform, question or explain) 0 0% 0 0%

Relates facts and personal experiences, incorporating some new words

recently known. 0 0% 0 0%

OA4 Communicate orally about topics of interest,

using a varied vocabulary and incorporating new and
asks for words you do not know 0 0% 0 0%
relevant words to different communicative situations.
Reproduces new words from simple oral repertoires 0 0% 0 0%

converses spontaneously, incorporating new words 0 0% 0 0%

OA5 Show interest in discovering the content and
some purposes of different written texts
(manipulating, exploring, making descriptions and 0
conjectures) through daily contact with some of them, describes contents of written texts (magazines, newspapers, poems, etc.) 0% 0 0%
or the use of ICTs.

identifies different types of texts by looking at the images (which one?) 0 0% 0 0%

Communicate through a conjecture the communicative intention of a written

text. 0 0% 0 0%

answers coherently to questions related to the story or fable heard. 0 0% 0 0%

identifies characters in a story or fable 0 0% 0 0%

OA 6 understand the explicit contents of literary and
non-literary texts through attentive listening,
describing information and making inferences and
predictions. describes settings and places where the story takes place 0 0% 0 0%
A
JE
deciphering the actions of the characters 0 0% 0 0%
V
E
Ask questions relevant to the story or fable heard. 0 0% 0 0%
R
LE
N
Identifies the emotional state of characters according to the story heard. 0 0% 0 0%
G
associates the vowel grapheme with its respective vowel sound 0 0% 0 0%

joins the drawing of an object or animal that begins with the corresponding
vowel 0 0% 0 0%
OA7 Recognize words found in different media
by associating some phonemes with their Name the vowels written with capital and/or lowercase letters that appear in
corresponding graphemes. its name. 0 0% 0 0%

Identifies consonants of his/her name, associating their sound to the

grapheme (at least 3) 0 0% 0 0%

Show some figurative words (two or more) that you observe in a known text, for
example by asking Where is the word cat found? the should indicate. 0 0% 0 0%

draws continuous lines of garlands respecting start and end points 0 0% 0 0%

writes spontaneously, experimenting with writing: marks, drawings, letters,

and own signs 0 0% 0 0%

draws straight lines in the direction of writing 0 0% 0 0%

draws wavy lines in the direction of writing 0 0% 0 0%

OA 8 Represent some strokes, letters, signs,

meaningful words and simple legible messages, using
copies his name trying to follow the shape of the letters. 0 0% 0 0%
different resources and media in authentic situations.
copies vowels trying to follow their shape 0 0% 0 0%

copy numbers from 1 to 10 0 0% 0 0%

copy letters of various sizes according to a model (cursive and block letters) 0 0% 0 0%

completes letters, joining sequence of dots 0 0% 0 0%

graphs signs and symbols present in their environment (mathematical signs of
addition, subtraction or weight, symbol to keep silent, traffic signs, among
others). 0 0% 0 0%

He sings songs and accompanies his singing with some resources such as musical
instruments, objects or body parts. For example, feet or palms. 0 0% 0 0%
 OA 3 Perform songs and musical games, using in an
integrated manner diverse resources such as voice, Percusses the rhythm by singing simple children's songs, following the
body, musical instruments and objects. 0
example given by the educator. 0% 0 0%
EX
PL
O Participate in musical games by playing a song, or respond to the sound of a
whistle or a whistle (when you stop listening to a song, get into a certain
RA position and when playing a musical chair). 0 0% 0 0%
TI Incorporates in his drawings the details of the human figure
O (eyelashes, eyebrows, nails, etc). 0 0% 0 0%
N OA 7 Represent through drawing, their ideas,
OF interests and experiences, incorporating details to the Draw animals from their environment 0 0% 0 0%
human figures or objects of their environment,
TH placing them in basic parameters of spatial
organization (up-down, inside-outside).
E Draw objects in their environment (house, trees, clouds, sun). 0 0% 0 0%
N
AT He arranges within his creation a logical spatial orientation of the animals, people or
objects he draws (the clouds above, the house below, the tree next to it, etc.). 0 0% 0 0%
UR
AL formulates conjectures (assumptions) about the causality of natural
phenomena from previous experiences 0 0% 0 0%
EN OA2 Formulate conjectures and predictions about the
causes or consequences of natural phenomena
VI observed from their previous knowledge and Verbalizes the consequences of natural phenomena based on their previous
experiences. experiences. 0 0% 0 0%
R
O Mention some physical reactions of animals and people to various natural phenomena.
For example, prolonged exposure to sun or water, rain, cold or intense heat. 0 0% 0 0%
N
M Identifies different uses of solar energy: solar panels, solar cookers, among others, and
EN
OA3 Recognize the importance of water and solar
energy for human, animal and plant life through their contribution to human life. 0 0% 0 0%
direct experiences or ICTs.
T identifies different types of water use (electricity, drinking, watering plants, bathing,
etc.) and their contribution to human and animal life 0 0% 0 0%
ARTI discovers through exploration the changes that occur in some materials when force,
heat or water is applied to them (e.g., cardboard gets wet when water is applied,
STIC OA 5 explore the changes or effects that occur in
materials when force, heat or water are applied to cardboard burns when set on fire). 0 0% 0 0%
LAN them. discovers through exploration the causes or consequences that occur in various
materials when force, heat or water is applied to them. Ex: cardboard when burned is
GUA
destroyed and becomes ash. 0 0% 0 0%
GE
describes physical changes evident in the growth process of people and living beings. (in
persons stages. Childhood - youth - adulthood - old age and their characteristics) 0 0% 0 0%
OA7 Describe similarities and differences regarding
characteristics, basic needs and changes that occur in
the growth process in humans, animals and plants. mentions basic needs for the growth process of people: food, shelter, among others. 0 0% 0 0%

mentions basic needs for the growth process of animals and plants 0 0% 0 0%

Dumps garbage in places established for this purpose 0 0% 0 0%

 OA 8 Practice some daily actions that contribute to
the care of sustainable environment, such as waste
management, in outdoor walks, waste separation, sort the garbage when throwing it away (glass - paper - organic waste). 0 0% 0 0%
using containers or papers, planting flowers or trees.

reuses packaging or paper to make objects of interest to them 0 0% 0 0%

Proposes and carries out actions to favor the care of plants (rules). 0 0% 0 0%
OA1 Understand the roles played by members of
their family and community and their contribution to
the common good Identifies the roles played by family members 0 0% 0 0%
UNDERSTANDING OF THE SOCIO-CULTURAL

Identifies the roles played by some members of their community 0 0% 0 0%

OA2 Appreciate diverse forms of life of communities
of the country and the world in the past and present
such as: housing, landscapes, food, customs, Mention characteristics of the stages of the history of Chile (last century-present) in
identifying through various sources of graphic terms of clothing, food, landscapes, housing, means of transportation, among others. 0 0% 0 0%
ENVIRONMENT

documentation and audovisula, its relevant Mention characteristics that differentiate the indigenous peoples present in
characteristics. your country in terms of food, clothing, type of housing, geographical location
they inhabit. 0 0% 0 0%

Verbalizes similarities and differences between past and present lifestyles 0 0% 0 0%

Dramatizes in their games the activities performed by people in their

OA 7 Recognize the importance of the service community. 0 0% 0 0%
provided by institutions, organizations, places and
works of patromonial interest, such as schools, public Name some activities carried out by people working in institutions in your
transportation, companies, churches, museums, community. 0 0% 0 0%
libraries, among others.
Verbalizes the importance of the service provided by the institutions present
in the community 0 0% 0 0%

creates by means of percussion sound patterns of three elements (APPLAUSE-

QUIET-APPLAUSE) 0 0% 0 0%
OA 1 Create sound, visual, gestural or other patterns
of two or three elements.
creates three-element gestural patterns (smile-anger-sadness) 0 0% 0 0%

distinguishes visual patterns of at least three elements (figures on a

background) 0 0% 0 0%

verbally expresses the position of the object: inside - outside 0 0% 0 0%

OA3 Communicate the position of objects and verbally expresses the position of the object: over-under
0 0% 0 0%
people with respect to a reference point or
object, using concepts of location
(inside/outside-above/below/between-in front verbally expresses the position of the object: in front of- behind of 0 0% 0 0%
of/behind); distance (near/far) and direction
(forward/backward/to the side), in playful
situations. verbally expresses the position of the object: near-far 0 0% 0 0%
 verbally expresses the position of the object: front-to-back 0 0% 0 0%

OA4 Use quantifiers such as: more than, less 0

than, equal to, compare quantities of objects in Uses more than- less than quantifiers when comparing number of objects 0% 0 0%
everyday situations.
Uses quantifier equal to, when comparing number of objects 0 0% 0 0%

Verbally expresses notions before/now/after 0 0% 0 0%

Uses before/now/after sequence relationships in conversations according to

the temporality of situations. 0 0% 0 0%

OA5 Orientate temporally in everyday situations

M using notions and relationships of sequence Order time sequences 0 0% 0 0%
(before/now/after/at the same time, day/night),
A frequency (always/times/never) and duration
T (long/short). Identifies duration : long/short 0 0% 0 0%
H
E 0
identifies day and night 0% 0 0%
M
A
Uses notions of frequency: always/sometimes/never 0 0% 0 0%
TI
C
Count one by one numbers from 0 to 20 0 0% 0 0%
A
L OA6 Use numbers to count, identify, quantify
and compare quantities up to 20 and to Name numerical sequences from 0 to 20 0 0% 0 0%
indicate order or position of some elements in
everyday situations.
Completes numerical sequences from 0 to 20 0 0% 0 0%

Identifies sets with more or less elements in a range up to 20 0 0% 0 0%

Graph numbers from 0 to 10 0 0% 0 0%

OA 7 represent numbers and quantities up to 5 Displays numbers from 0 to 10 0 0% 0 0%

in concrete and pictorial form, adding or
subtracting up to 5.
Reads numbers from 0 to 10 0 0% 0 0%

Matches numbers with the corresponding number of elements 0 0% 0 0%

Copies three-dimensional objects from different perspectives: up, sideways,

AAO AL:~-A- .I--. L- .I. I-. down. 0 0% 0 0%
 epresenting the objects below through
drawings, photographs or ICTs, formulating Represent by modeling figures from different perspectives: above, below,
conjectures about their discoveries from the side 0 0% 0 0%

Identify in photographs from which point the image is taken (top, side,
bottom). 0 0% 0 0%

identifies the operation to be performed to solve a problem (add or subtract) 0 0% 0 0%

OA 12 Communicate the development process
in solving concrete problems, identifying the verbalizes the process carried out to find the answer (should I add or subtract
question, actions and possible answers. elements to the given drawing) 0 0% 0 0%

answers the question: How many are there? How many were left? 0 0% 0 0%
0 0% 0 0%

EVALUATION OF PSYCHOMOTOR SKILLS AND INTEGRAL COMMUNICATION AREA

2 APRENDIZALE ACHIEVED L 1 LEARNING IN DEVELOPMENT D LEARNING UNOBSERVED NO OBSERVED NO

in development

total achieved
development

% ACHIEVED
Total under
Cross-cutting learning objectives learning objective

11
12
13
01
CM m st LT) D 00 0

verbally expresses emotions and feelings provoked by situations observed in

OA1 Communicate to others emotions and feelings
such as love, fear, joy, anger provoked by various
their daily environment 0 0% 0 0%
NTITY AND AUTONOMY

situations observed directly or through tics. Verbally expresses emotions and feelings generated by stories, narratives or
images. 0 0% 0 0%
Verbally expresses achievements 0 0% 0 0%
OA 10 Communicate to others the challenges
achieved, identifying actions that contributed to their identifies the actions it took to achieve its accomplishments 0 0% 0 0%
achievement and defining new goals.
Verbally expresses the achievements he/she wants to reach (e.g.: write
his/her name). 0 0% 0 0%

represents roles of people in their collective games. For example: play police
OA 13 to represent in socio-dramatic games, their and catch thieves. 0 0% 0 0%
C thoughts and experiences by attributing meanings to
objects, people and situations.
O Attributes meaning to objects in their environment according to the game
they wish to represent. For example, he plays the mother and uses a chair and
R says that it is the doll's or baby's bed. 0 0% 0 0%
P
O Resolves conflicts with peers to reach consensus. For example: he says: you
OA 5 Apply peaceful strategies for the resolution of
R daily conflicts with other children. play with this toy first and then lend it to me. 0 0% 0 0%
E
A Resolves everyday conflicts without the need for adult mediation 0 0% 0 0%
OA2 Appreciate their body characteristics, showing
LI interest and care for their well-being and personal Discusses the actions you need to take for good personal appearance: washing your
appearance. clothes, bathing, combing your hair, keeping your clothes clean. 0 0% 0 0%
T Exchange opinions on healthy lifestyles that contribute to the well-being of
Y your body: nutrition - exercise.
0 0% 0 0%
A
Identifies in his body the differences in heart rate in different
N situations (fear-physical activity, joy, etc.) 0 0% 0 0%
D Identifies parts of the face 0 0% 0 0%
M
Identifies body parts: shoulder-elbow-knee-ankle 0 0% 0 0%
O OA3 become aware of their body, of some of its Difference between male and female genitalia 0 0% 0 0%
V internal characteristics (such as heart rate, breathing),
of their scheme and progressively of their body tone
E and laterality, by means of games Identifies in his body the differences in breathing in different
situations (fear - physical activity, etc). 0 0% 0 0%
M
E Identifies your muscle strength in different situations (muscle
contraction) 0 0% 0 0%
N
T Identifies muscle weakness in different situations (relaxation) 0 0% 0 0%

CO lifts and transports implements (small or large volumes) to a

EX given point 0 0% 0 0%
IST follows simple circuit 0 0% 0 0%
EN
catches a ball when it is thrown at his body 0 0% 0 0%
CE
AN
performs relaxation and tension postures and movements
D
following guidelines: stretching arms and legs at the same time,
CI lying on the floor and closing the eyes 0 0% 0 0%
TIZ
EN throws objects in the desired direction 0 0% 0 0%
SH performs rotational movements of arms, legs, wrists, ankles,
IP etc. 0 0% 0 0%
OA 7 Solve practical challenges while maintaining
control, balance and coordination by combining moves combined postures such as walking, running, tripping,
various movements, postures, and movements such
as: throwing and catching, moving on inclined planes, jumping with momentum, rolling, crouching, ducking, flying,
following rhythms in a variety of games. stretching, hopping on one foot, etc. 0 0% 0 0%
 performs forward somersault with assistance 0 0% 0 0%

performs different movements to test and practice the strength

of his musculature: e.g. pulling the rope 0 0% 0 0%
jumps on one foot repeatedly 0 0% 0 0%
Uses categories of spatial location: front-to-back 0 0% 0 0%
OA 9 Use spatial and temporal location categories, Uses categories of spatial location: next-to-between 0 0% 0 0%
such as: ahead/behind/next to/between, day/night,
today/tomorrow, before/during/after, in everyday Uses time location categories: day and night 0 0% 0 0%
and playful situations.
Uses temporal location categories: today-tomorrow 0 0% 0 0%
Uses temporal location categories: before-during-after 0 0% 0 0%

He sings songs and accompanies his singing with some resources such as musical
instruments, objects or body parts. For example, feet or palms. 0 0% 0 0%

OA 3 Perform songs and musical games, using in an Percusses the rhythm by singing simple children's songs, following the
integrated manner diverse resources such as voice, example given by the educator. 0 0% 0 0%
body, musical instruments and objects.

Participate in musical games by playing a song, or respond to the sound of a

whistle or a whistle (when you stop listening to a song, get into a certain
position and when playing a musical chair). 0 0% 0 0%

OA 5 to plastically represent emotions, ideas,

experiences and interests through lines, shapes, He expresses his experiences and interests in his drawings using
colors, textures with resources and supports in plane different types of lines, shapes and colors to represent his ideas
and volume.
(he draws a sun, a person, a tree, etc.). 0 0% 0 0%
Models people, animals and objects of your interest 0 0% 0 0%
0 0% 0 0%