Axes of the program

Axes of the program

PRIMERO LEE is a model that incorporates all different components of language, which facilitates the work of teachers within their classrooms. The pedagogical material of Primero LEE ensures real impact in learning.

By working from a perspective of systemic support to all those involved in the learning process (principal, school administrators, teachers, students, and parents); by counting on an interactive and innovative methodology focused on learning; by strengthening and supporting the continuous teachers’ professional development; by working with stragglers on time; and by implementing a system that monitors results and offers support to the school administration (focused on pedagogical management), we can achieve children comprehensively reading and writing in first grade.


6 Axes of the program

The Program


Primero LEE is a contextualization of the Effective Core Reading Programs, and its structure is based on the current theory about the teaching of comprehensive reading and writing, and uses a model that works in a balanced way all the components of language within classrooms. Primero LEE focuses especially in reading comprehension and vocabulary, two key components for the development of language that require an explicit and systematic instruction by the teacher in order to obtain effective learning results.



Primero LEE In the case of 1 st, 2 nd, 3 rd and 4 th grades, we need 10 classroom-hours per week and 90-minute daily classes for the installation of the methodology of Primero LEE. Every class of Primero LEE is divided in three blocks or steps of effective teaching and learning.
In the case of Pre-Kinder and Kindergarten, Primero LEE is applied during the entire day. Every day is divided in three moments of effective teaching and learning. We work all areas of the Preschool Education curriculum, with a focus on language skills.



The three blocks in Primero LEE help teachers systematize the teaching of the curriculum required by the Ministry of Education; present an order to develop the effective process of teaching and learning; and finally, allow students internalize a daily and effective working routine.

Primero LEE supports teachers and students with pedagogical materials designed for each one of the activities. The program delivers didactic materials for the children, pedagogical materials for the classroom, a Classroom Library with a variety of quality books, a Daily Planner for the teacher with the daily activities for the entire year in detail, books with worksheets for the students, writing notebooks (calligraphy), and for the Special Education Teacher, Primero LEE+ planner, and books with working sheets for the Primero LEE+ students.

Model of Professional Development


Primero LEE’s model of professional development ensures the improvement of practices within
classrooms and installs technical capacity at the school level. In order to obtain the former, we do
the following activities with teachers and school administrators:
1. Systematic hands-on trainings based on the “doing” and not on the “observing”
2. Implementation of tutoring and monitoring system within the classroom
3. Feedback to the professional practices of all those involved in the students’ learning processos.




Primero LEE’s training is performed by a multidisciplinary team of professionals who understand school culture, and who have an excellent technical and human quality.

Fundación Crecer con Todos contemplates five on-site training workshops for the implementation of the program Primero LEE.

The final goal of the training model is to grant teachers and school administrators with tools to implement didactic strategies of Primero LEE in their classrooms. From this perspective, our workshops include blocks of concept presentations which are characterized by being:

  • Briefs: expository presentations correspond to only one framed part of the workshop.
  • Simple: they are in an easy and accessible language for any teacher.

  • Interactive: the speaker invites participants to ask questions and to comment during the
  • Light: their format is visually attractive and synthetizes the key ideas and messages during the workshop.

Without a doubt, presentations are necessary. However, our ultimate goal is that participants be able to put to practice the pedagogical strategies and in this way, facilitating its installation. For that reason, our training includes the following types of formative activities:

  • Modeling
  • Exemplification
  • Show of Primero LEE pedagogical materials and its use in the different steps of our
  • Analysis of practical cases designed especially for each theme
  • Videos with testimonies
  • Videos with cases to do diagnoses and analyses
  • Individual work, in pairs, in group, and as a whole
  • Practical exercises, guided by orientation guidelines that use the support materials of Primero LEE


Tutoring and monitoring

Primero LEE introduces a committed monitoring system to teachers within classrooms. Primero LEE tutors weekly attend the classroom during the entire academic year, and their role is:

  • Tutoring and monitoring for the installation of teachers’ Daily Planning.
  • Helps teachers with the implementation of the classroom norms to count with a favorable
    environment for learning
  • Weekly feedback about the implementation of teaching practices, according to the pedagogical strategies of Primero LEE
  • Analysis of students’ learning results with Primero LEE Monitoring System, and definition of remedial strategies for the improvement of learning

School Administration Support

Primero LEE Primero LEE systematically supports school administration to achieve, in the short term, the school language learning goals, and in the long term, the installation of technical capacity within the school.

These support activities are done at the administration level. This support includes the curriculum-pedagogical aspects associated with the implementation of Primero LEE within the classroom.

The support system includes two school administration leadership workshops focused on the teaching-learning, observation of pedagogical practices focused on the analysis of the advances in learning and its results, and the definition of remedial strategies for the improvement of the
implementation of the program in the school.

This work is done monthly between the Primero LEE Program Coordinator and the school

Learning Evaluation and Monitoring

Evaluation is an essential part of the process of teaching-learning, that informs us about the advances of children, and about the effective implementation of the educational practices. Primero LEE has a continuous evaluation system to monitor the progress of each one of its students.

For this goal, the program counts with a “Guideline of Achievement Indicators”. This guideline defines the starting profile of the students, their progress halfway in the academic year, and thefinal expected results for 1 st grade students.”. Esta Pauta define el perfil de entrada, de mediados de año, y el perfil de salida esperado para los alumnos de 1° Básico.

The final results of a Primero LEE student have been defined based on the standards of national and international language programs, and based on the Progress Maps of the Ministry of Education.

The Guideline of Achievement Indicators are grouped in the following criteria:

  • Oral expression and comprehension
  • Initial reading
  • Reading mastery
  • Language reflection
  • Reading comprehension
  • Recreational reading
  • Calligraphy

To obtain the expected final results in a Primero LEE student, the program counts with the following system of evaluation:

Dictations, weekly tests, and exams at the end of each theme unit. These evaluations become the students grade. These evaluations are articulated with the Daily Teacher Planner, and with the Book of Worksheets for the student, which are given for each theme unit of the program. The results of these evaluations are transformed into achievement levels. This system allows us to have clarity on which children are progressing and those who need more support and in which specific aspects.

“Guidelines for Individual Evaluations”. This guideline is completed by the teacher and the Primero LEE tutor during the weekly meeting they hold outside class. With this guideline, they review how students are advancing in each one of the language aspects covered by the program. The comparison list is focused on those aspects of language that are not possible to be evaluated through a test or a dictation, but that are equally important to know how students are progressing in the axes of reading, writing, and oral communication.

Primero LEE+

Not all children learn at the same pace or in the same way. Primero LEE takes over this diversity and provides proper stimulation and learning support with its reinforcement program Primero LEE+. This reinforcement program is articulated with the work the student does within the classroom, and the Special Education Teacher is responsible for implementing it with the Primero LEE+ Planning Book and the Primero LEE+ student Book of Worksheets.

We will monitor the progress and achievements of the students through in-classroom evaluations, such as theme unit exams, dictations, tests, and direct observation. Based on this analysis, Primero LEE+ students will be given more autonomy and less support, until they are transferred to continue learning with their classmates with Primero LEE.

Parents involvement

Parents are the first educational agents for children, and as such, they must be active in what is going on within the classroom. Parents role is to support and complement the learning of their children, as far as they can.

Primero LEE involves parents in their children’s development of language by inviting them to participate in activities within the classroom at some points during the year, and also through workshops during parents’ meetings. They are invited to honor and to recognize the works and advances in the learning of their children.

The program determines three times during the year when parents visit the classroom to participate in an activity related to the theme unit that is being taught (April, June, November). In addition to this, in April there is a symbolic ceremony of the beginning of the year, where parents are invited, the program is presented, and they are invited to sign a letter in which they commit to actively participate in the learning process of their children. Finally, in December, there is a closing ceremony of end of the year, where the students’ achievements are celebrated, and the results of Primero LEE are commented.