VOCABULARY /VOCABULARIO

Transcripción

1 VOCABULARY /VOCABULARIO Vocabulary skills (Across genres) / Habilidades de vocabulario (Diversos géneros literarios) TEKS: 1.6 Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify words that name actions (verbs) and words that name persons, places, or things (nouns); (B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime); (C) determine what words mean from how they are used in a sentence, either heard or read; (D) identify and sort words into conceptual categories (e.g., opposites, living things); and (E) alphabetize a series of words to the first or second letter and use a dictionary to find words. actions * animals * compound words conceptual categories * dictionary meaning nouns objects opposites (antonyms) * people places similar (synonyms) * verbs * word families acciones animales palabras compuestas categorías conceptuales diccionario significado sustantivos objetos (cosas) opuestos (antónimos) personas lugares similares (sinónimos) verbos familias de palabras alphabetize ordenar alfabéticamente classify (sort) - clasificar determine - determinar

2 SENSORY LANGUAGE/LENGUAJE SENSORIAL TEKS: 1.11 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to: recognize sensory details in literary text. appeals (the reader s senses) images* sensory language* (senses) hearing sight smell taste text evidence* touch invita (al lector a usar los sentidos) imágenes lenguaje sensorial (sentidos) oído vista olfato gusto evidencia del texto tacto conclude* - concluir draw conclusions - sacar conclusiones make inferences (infer) - hacer inferencias (inferir)

3 POETRY/POESÍA TEKS: 1.8 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: respond to and use rhythm, rhyme, and alliteration in poetry. alliteration * humor* images * imagery line narrative poem * poetry repetition* rhyme* rhyming words rhythm* sensory details * (senses) sounds verse* aliteración humor imágenes imaginería renglón/verso poema narrativo poesía repetición rima palabras que riman ritmo detalles sensoriales (senses) sonidos verso conclude* concluir draw conclusions - sacar conclusiones make inferences (infer) - hacer inferencias (inferir) respond responder (to poetry)

4 FICTION TEXT/TEXTO DE FICCIÓN TEKS: 1.9 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and (B) describe characters in a story and the reasons for their actions and feelings. action (character s) beginning character end events* fantasy* feelings fiction* middle plot problem* sequence of events setting solution* text evidence* traits acción (de los personajes) principio/comienzo personaje final eventos/sucesos fantasía sentimientos ficción desarrollo trama/argumento problema secuencia de los sucesos/eventos ambiente solución evidencia del texto características/rasgos compare - comparar* contrast - contrastar* conclude - concluir* describe - describir* draw conclusions - sacar conclusiones identify - identificar* make inferences (infer) hacer inferencias (inferir)

5 LITERARY NON-FICTION TEXT LITERATURA DE NO FICCIÓN TEKS: 1.10 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: determine whether a story is true or a fantasy and explain why. character end events* fantasy* feelings future * literary non-fiction * made-up narrative * past * present * realistic events * text evidence true personaje final eventos/sucesos fantasía sentimientos futuro literatura de no ficción inventados narrativo pasado presente sucesos realistas evidencia del texto verdadero conclude - concluir* draw conclusions sacar conclusiones locate localizar (ubicar) make inferences (infer) hacer inferencias

6 EXPOSITORY (INFORMATIONAL) TEXTO EXPOSITIVO O INFORMATIVO TEKS: 1.14 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) restate the main idea, heard or read; (B) identify important facts or details in text, heard or read; (C) retell the order of events in a text by referring to the words and/or illustrations; and (D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text. bold print caption chart/table colored print expository* facts glossary* graphic organizer* heading illustration* index * informational* italics* main idea letra negrita/negrilla leyenda/ pie de foto tabla (de datos) letra a color expositivo hechos (datos) glosario organizador gráfico encabezado ilustración/dibujo índice informativo itálica idea principal map* photograph* picture real events * sequence of events* subheading summary supporting details text evidence text features timeline title topic mapa fotografía dibujo/imagen sucesos reales (eventos) secuencia de eventos subtítulo resumen detalles de apoyo evidencia del texto características del texto línea cronológica título tópico/tema/asunto conclude - concluir* draw conclusions sacar conclusiones locate localizar (ubicar) make inferences (infer) hacer inferencias summarize - resumir

7 PROCEDURAL TEXT/TEXTO INSTRUCTIVO TEKS: 1.15 Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow written multi-step directions with picture cues to assist with understanding; and (B) explain the meaning of specific signs and symbols (e.g., map features). directions* first how to do something how to make something illustration* information* last maps* materials* multi-step (directions) next photographs * pictures procedural text recipes sequence words signs steps streets supplies symbols * tables* tools then instrucciones/direcciones primero cómo hacer algo cómo preparar algo ilustración/dibujo información por último mapas materiales pasos múltiples después/enseguida fotografías dibujos texto instructivo recetas palabras de secuencia letreros/avisos pasos calles utensilios (materiales) símbolos tablas herramientas/instrumentos luego/entonces/después explain explicar* follow - seguir locate localizar (ubicar)*

8 MEDIA LITERACY/TEXTOS PUBLICITARIOS TEKS: 1.16 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance); and (B) identify techniques used in media (e.g., sound, movement). commercials* entertainment * graphics* images* informational * internet* magazines media literacy newspapers online information sounds effects video games* web page web-based news article comerciales correo electrónico entretenimiento gráficos imágenes informativo la internet (la red) revistas textos publicitarios periódicos/diarios información en línea efectos de sonido juegos de video página de internet artículos de noticias en internet analyze - analizar* conclude concluir* draw conclusions sacar conclusiones evaluate critically evaluar de manera crítica make inferences (infer) hacer inferencias (inferir) text evidence evidencia del texto*

9 THEME AND GENRE- CULTURE AND HISTORY TEMA Y GÉNERO CULTURA E HISTORIA TEKS: 1.7 (Theme and Genre) Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A)connect the meaning of a well-known story or fable to personal experiences; and (B) explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales. TEKS: 1.13 (Culture and History) Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: identify the topic and explain the author's purpose in writing about the text. author s purpose culture* fable* fairy tales folktale legends* moral (lesson) Once upon a time stated purpose theme* They lived happily ever after traditions* propósito del autor cultura fábula cuento de hadas cuento folklórico (costumbre) leyenda moraleja (lección) Érase una vez propósito explícito/indicado tema/asunto Y vivieron felices por siempre tradiciones conclude - concluir* draw conclusions sacar conclusiones identify - identificar* make inferences (infer) hacer inferencias (inferir)