Week 16 English Semana 16 Inglés Semester Review Microsoft® Translator TEKS AND FOCUS Return to...

Week 16 English

Semana 16 Inglés

Semester Review Microsoft® Translator

TEKS AND FOCUS

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What Makes a Good Poem? ¿Qué hace un buen poema?

• What makes a good poem?

• How do audience, purpose, and occasion influence a speaker?

• How would you alter your poetry reading if your audience was comprised of famous poets instead of peers?

• ¿Qué hace un buen poema?

• ¿Como audiencia, el propósito y la ocasión influir un altavoz?

• ¿Cómo cambiaría usted su recital si su público estaba compuesto por Poetas famosos en lugar de pares?

Return to DriverMAIN DRIVERMAIN DRIVER

Review Elements of Poetry and End of Semester Exam REVIEW ALL ON THE REVIEW SHEET

Oxymoron Denotation Connotation Personification Alliteration Assonance Symbol Paradox Hyperbole Metaphor Onomatopoeia Limerick Tone Simile

You will use these more than once

A. All the dishes fell to the floor with a loud clatter.

B. ten tiny tin men tumbled from the shelf

C. Repetition of consonant sounds anywhere within the words.

D. the silky sounds of silence *(“ce” makes the “s” sound, too)

E. Repetition of vowel sounds within words

F. jingle bells tinkle and clink as we sing (short I vowel)

G. a comparison between two seemingly unlike things using Like or As.

H. a comparison of two unlike things without the use of Like or As. The statement

will say something IS the other thing rather than saying it is LIKE it.

I. giving human qualities

J. or abilities to nonhuman things.

K. exaggeration for the purpose of impact or emphasis

L. word pair or combination that expresses a contradiction

M. a statement that expresses a contradiction

N. Words that are spelled so as to imitate noises and sounds we hear.

O. The lonely owl hooted from his perch in the tree.

Review Elements of Poetry and End of Semester Exam REVIEW ALL ON THE REVIEW SHEET

1. Oxímoron 2. Denotación3. Connotación4. Personificación5. aliteración 6. Asonancia7. Símbolo8. Paradoja9. Hipérbole10. Metáfora11. onomatopeya 12. Limerick 13. tono 14. símil

Utilizará estos más de una vez todos

a) lo platos cayó al suelo con un ruido fuerte.

b) diez hombres de lata pequeñitos caído del estante

c) Repetición de sonidos consonantes en cualquier lugar dentro de las palabras.

d) el sedoso sonido de silencio * ("ce" hace la "s", también)

e) Repetición de la vocal suena en palabras

f) Cascabeles de repetición zumbar y tintinean como cantamos (corto I vocal)

g) comparación entre dos aparentemente a diferencia de las cosas con como o

como.

h) una comparación de dos desemejante de cosas sin el uso de como o como.

i) La sentencia dirá que algo es otra cosa más que diciendo que es como él.

j) dar cualidades humanas o habilidades a cosas no humanas.

k) exageración con el propósito de impacto o énfasis

l) una declaración que expresa una contradicción

m) Palabras que se escriben con el fin de imitar ruidos y sonidos que

escuchamos.

n) El buho solitario abucheó desde su percha en el árbol.

REVIEW SHEETFigurative Language is Use your best thinking: ______________________________________________________________________________________________________________

In your own words, what is poetry? (This is a short answer question and requires an outline, proof and 5 sentences.)

Correct the following sentences. i get headaches in brightly lit rooms. will you aisha do that assignment for me yes doctor i willthe $10 million Estate is to be split among my husband daughter son and nephewwe stayed at a Expensive Summer resort

Combine the following sentences into one for each set. Where are you going?What time are you going?When do you expect to return? Ermida ate popcorn at the movies .Ermida ate sweets in the theater.Ermida drank Coca Cola in the cinema. Nevaeh's new haircut is beautiful.Nevaeh fixed her hair each morning.Nevaeh loves her hair.

REVIEW SHEETLenguaje figurado es utilizar tus mejores ideas: ______________________________________________________________________________________________________________En sus propias palabras, ¿qué es poesía? (Esto es una pregunta de respuesta corta y requiere de un esquema, prueba y 5 oraciones).

Corrija las siguientes oraciones.

me da dolores de cabeza en habitaciones brillantemente iluminadas.

que aisha hacer esa tarea para mí

médico sí que lo haré

la finca de $ 10 millones es a dividir entre mi esposo hija hijo y sobrino

nos hospedamos en un resort de verano caro

Combinar las oraciones siguientes en uno solo para cada conjunto.

¿A dónde vas? ¿A qué hora vas? ¿Cuándo espera regresar? Ermida comió palomitas en el cine. Ermida comía dulces en el teatro. Ermida bebió Coca Cola en el cine.

Nuevo corte de pelo de Nevaeh es hermoso. Nevaeh fija su pelo cada mañana. Nevaeh ama su pelo.

REVIEW SHEET

Who What Where When Why How Senses Emotions Other

Write to the following prompt while using your writing strategies. Should Schools Offer Cash Bonuses for Good Test Scores? BY Rebecca Ruiz OCTOBER 4, 2011 5:08 AM October 4, 2011 5:08 am, 11/25/2015,

http://learning.blogs.nytimes.com/2011/10/04/should-schools-offer-cash-bonuses-for-good-test-scores/As part of the National Math and Science Initiative, some high schools have opened up their Advanced Placement courses to all students, and those who score a 3 or higher on the A.P. exam earn a $100 reward, as do their teachers. What do you think of financial incentives to perform well in school? Would you study harder if there were a cash bonus attached to a good grade?

http://learning.blogs.nytimes.com/2011/10/04/should-schools-offer-cash-bonuses-for-good-test-scores/


REVIEW SHEET

Who What Where When Why How Senses Emotions Other

Escribir al siguiente mensaje durante el uso de las estrategias de escritura. ¿Deben escuelas ofrecen bonificaciones en efectivo para las puntuaciones de la prueba?BY Rebecca Ruiz OCTOBER 4, 2011 5:08 AM October 4, 2011 5:08 am, 11/25/2015,


Como parte de la iniciativa de ciencia y matemáticas nacional, algunos colegios han abierto sus cursos de colocación avanzada a todos los estudiantes y los que puntaje 3 o superior en el examen A.P. gana una recompensa de $100, como sus maestros. ¿Qué opinas de incentivos financieros para llevar a cabo bien en la escuela? ¿Estudiar más difícil si hubiera una bonificación en efectivo unida a una buena nota?



Pre-Writing StrategiesBrainstorm words to fit your main idea. Ideas sobre palabras para caber su idea principal.

Make categories for your Words. Hacer categorías para tus palabras

Bubble it out

burbuja hacia fuera

What’s your thesis?

¿Cuál es su tesis?

What transitions will you use between the thoughts?

Qué transiciones va a utilizar entre las oraciones?

Who What Where When Why How Senses

Feelings

Prompt:

¿quién? ¿qué? ¿dónde? ¿cuándo? ¿por qué?

¿como?; sentido sentimiento

MAIN DRIVERMAIN DRIVER

Argument:Which is better Christmas or Thanksgiving?

Introducción

detalles

conclusión

REVIEW SHEETFind the terms in the following in the poem. Some may not be in the poem.

Personification _______________

Alliteration __________________

Assonance ___________________

Symbolism __________________

Metaphor ___________________

Onomatopoeia _______________

Limerick ____________________

Tone _______________________

Simile ______________________

• Include some of the terms above in your analysis of the poem. How does this poem make you feel? What kind of emotion (tone) is the author showing? What do you think this is about?

• (This is a short answer question and requires an outline and 5 sentences.)

REVIEW SHEETEncontrar los términos a continuación en el poema.

Algunos pueden no ser en el poema.

Personificación ___

aliteración ___

asonancia ___

simbolismo ___

metáfora ___

onomatopeya ___

Limerick ___

tono ___

símil __

• Se incluyen algunos de los términos arriba en su análisis del poema. • ¿Cómo este poema te hace sentir? • ¿Qué clase de emoción (tono) muestra el autor? • ¿Qué crees que trata? • (Esto es una pregunta de respuesta corta y requiere un esquema y 5 oraciones).

Your friend is writing in code. Use the context clues, to decode these words: Write the meanings of the words above the unknown words. When you finish, write a

response to your friend using his words. Do not ask what the words mean.

Dear Baba,

OMG! It is early and I am waiting for the tap to get here. I got up just in time. I hopefully will not miss the tap again this morning.

John and I are going to the vimoe kuck wops Saturday ta 10:00. I am so wooped. I can’t wait to see those big taps drive over the lesser taps. I will wait for you if you think you may go fu rdy. I like to get splopplop at the vimoe kuck wops, so be sure to bring fizzle.

Juan and I went plankrailing yesterday. I crashed firmly. You should have seen me. It was wallydoodle. I rolled around on the sidewalk and laughed. It’s a wooped thing that I had on a helmet, knee and elbow pads.

During lunch, we are going plankrailing again. I hope the teachers don’t get irate fu rdy for rolling around. That would be totally swines!

Well, there’s the tap. I better go. I am wooped. See You Saturday?

I hope,

Ryan

Tu amigo está escribiendo en código. Utilizar las pistas de contexto para descifrar estas palabras: escriba los significados de las palabras por encima de las palabras desconocidas.

Cuando termine, escriba una respuesta a su amigo con sus palabras. No pidas lo que significan las palabras.

Estimado Baba,

OMG! Es temprano y estoy esperando la llave llegar hasta aquí. Me levanté justo a tiempo. Esperemos que no extrañaré el grifo esta mañana. John y yo vamos a las vimoe kuck wops el sábado ta 10:00. Estoy tan wooped.

No puedo esperar para ver esos grandes grifos en coche sobre los grifos menor. Voy a esperar para usted si usted piensa que usted puede ir fu rdy. Me gustaria obtener splopplop en el vimoe kuck wops, así que asegúrese de traer fizzle.

Juan y yo fuimos a plankrailing de ayer. Se estrelló con firmeza. Usted debe me han visto. Fue wallydoodle. Me enrollado alrededor en la acera y se echó a reír. Es una cosa de wooped que tenía en las plataformas de un casco, rodilleras y coderas.

Durante el almuerzo, vamos plankrailing otra vez. Espero que los profesores no te fu furioso rdy para rodar alrededor. Eso sería totalmente cerdos! Bueno, es el grifo. Mejor me voy. Soy wooped. ¿Nos vemos el sábado?

Espero, Ryan

REVIEW SHEET• Library Book: Answer the following questions about your library

book. • Book: _________________________________ Author: ___________ • Devise a way to_____?• How would you compile the facts for__?• Discuss the pros and cons of __________.• How could you verify_________?• Read the following passage using your reading strategies, and answer the

questions which follow. (Released STAAR Passage.)

REVIEW SHEET• Libro de la biblioteca: • Contesta las siguientes preguntas sobre el libro de la biblioteca.

¿Libro: ___ • autor: ___ • idear un forma to___? • ¿Cómo se compila el for__ de hechos? • Discutir los pros y los contras de ___. • ¿Cómo podría usted verify___?

• Lea el siguiente pasaje usando tus estrategias de lectura y responder a las preguntas que siguen. (STAAR liberado paso.)

REVIEW SHEET

• Context clues are • bits of _________________from the text that, when • combined with ___________________, • allow you to _________________ the meaning of unknown words

• As a reader you must • put together ________ from sentences surrounding the unknown word • make an intelligent “________” about the definition.

• Look it up in the thesaurus. • Find a ______________ and • write it_______ the word

• Three types of context clues• ______________ context clues• ______________ context clues• ______________ context clues

REVIEW SHEET

Claves de contexto son pedacitos de ___ del texto que,

cuando se combina con ___, le permiten a ___

el significado de palabras desconocidas como lector que debe

poner ___ conjunto de oraciones que rodean la palabra desconocida

hacer una inteligente "___" acerca de la definición. Buscar en el

Diccionario de sinónimos. Encontrar un ___ y escribirlo

___ los tres tipos de palabra de contexto pistas ___

contexto pistas ___ contexto pistas ___ claves de contexto

REVIEW SHEET

Direct definition context clues The definition of the word you don’t know is right here in the text!"

EXAMPLES:

There are many theories, or ideas, about what made the Ice Ages happen.

In this sentence the word “________” tells us that _______ are different thoughts people have about something.

After a time, glaciers, or slowly moving rivers of ice, formed over many parts of the Earth.

In this sentence the words “________________” tell us what _______________ are.

Synonym context clues are words ______________________________.

EXAMPLES:

After seeing the picture of the starving children, we felt compassion or pity for their suffering.

In this sentence the word “______” tells us that _________ means to have understanding for.

Mary admonished her students and they knew they were in hot water for their actions.

In this sentence the words “_______” tell us that _________ means cautioned or scolded.

Antonym context clues are words around a difficult word that mean the opposite or nearly the opposite as the word.

EXAMPLE:

Joe was reluctant to take the job of captain of the team. He was afraid that the time it would take would hurt his grades. On the other hand, Billy was eager for the chance to be the team captain.

In this sentence the words “_________________” and “_________” tell us that Billy feels the opposite of Joe, therefore, reluctant means ______________.

REVIEW SHEET

Contexto de definición directa pistas la definición de la palabra que no sabes que está aquí en el texto!"

EJEMPLOS: Hay muchas teorías o ideas sobre lo que hizo que las edades de hielo ocurren.

En esta frase la palabra "___" nos dice que ___ son diferentes pensamientos que tienen las personas

sobre algo.

Después de un tiempo, los glaciares o lentamente mueve ríos de hielo, formado en muchas partes de la

tierra. En esta frase que las palabras "___" nos dicen qué ___ son. Claves del contexto sinónimos son

palabras ___.

EJEMPLOS: Después de ver la foto de los niños hambrientos, sentimos compasión o lástima por su

sufrimiento. En esta frase la palabra "___" nos dice que ___ significa tener entendimiento para. María

amonestó a sus estudiantes y ellos sabían que estaban en agua caliente para sus acciones. En esta

frase las palabras "___" nos dicen que significa ___ advirtió o regañados.

Claves del contexto antónimo son palabras alrededor de una palabra difícil que significan lo opuesto o

casi lo opuesto a la palabra.

EJEMPLO: Joe era reacio a tomar el trabajo de capitán del equipo. Tenía miedo que el tiempo que se

tardaría lastimaría sus calificaciones. Por otro lado, Billy estaba ansioso por la oportunidad de ser el

capitán del equipo. En esta frase las palabras "___" y "___" nos dice que Billy siente lo contrario de Joe,

por lo tanto, medios reacios ___.

Peer Editing Steps

1. Compliment the author: What are a few things that you liked about the author’s writing?

2. Make specific suggestions regarding the author’s• Word choice• Use of details• Organization• Sentence length• Topic

3. Mark corrections on a separate piece of paper• Look for spelling, grammar, and punctuation mistakes.In addition, remember to:• Stay positive! • Be specific!


Peer Editing Steps Peer Edición Pasos

1. ¿Cuáles son algunas cosas que te ha gustado sobre la escritura del autor?

2. hacer sugerencias específicas acerca del autor palabra opción uso de datos organización sentencia longitud tema

3. Correcciones de la marca en un pedazo separado de papel buscan errores de puntuación, ortografía y gramática. Además, recuerde: estancia positiva! Ser específico.


Correct the following sentences. #1 it was the Night before christmas and all throgh the house not a creature was stiring, not even a Mouse

And then in a twinkling, I heard on the roof The prancing and pawing of each little hoof.

just like when you see dry leaves fly in a wild wind when they get to a wall they fly straight up..

i knew in a moment it must be st nick


Corrija las siguientes oraciones. #1Coincidir con la frase de español a la frase inglesa.

it was the Night before christmas and all throgh the house not a creature was stiring, not even a Mouse

And then in a twinkling, I heard on the roof The prancing and pawing of each little hoof.

just like when you see dry leaves fly in a wild wind when they get to a wall they fly straight up..

i knew in a moment it must be st nick

Así que a la casa superior del volaban , Con el trineo lleno de juguetes - y San Nicolás también

Y luego en volandas , oí en el tejado La cabriolas y manoseo de cada pequeño casco.

que en un momento que debe ser mella del st nick

con mamá en su pañuelo y yo en mi gorra acababa establecido para una larga siesta

inviernos al igual que cuando ves hojas secas volar en un huracán salvaje cuando llegan a una pared vuelan hacia arriba

Era la noche antes de Navidad y todos throgh la casa no una criatura se movía, ni siquiera un ratón


SENTENCE COMBINATION #2Combine the sets of sentences into 1. Microsoft® Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase.

It was discovered that the egg came before the chicken.It was discovered that the chicken came before the egg.Later, it was discovered that a dinosaur laid the first egg

It was the night before Christmas and the house was quiet.It was the night before Halloween and the house was quiet.It was the night before Thanksgiving and the turkeys were yelling.

He called the reindeer by name, Donner.He called the reindeer by name, Blitzen.He called the reindeer by name,

Comet.

Se descubrió que el huevo se presentó ante el pollo. Se descubrió que el pollo vino antes de que el huevo. Más tarde, se descubrió que un dinosaurio puso el primer huevo

Era la noche antes de la Navidad y la casa estaba en silencio. Era la noche antes de Halloween y la casa estaba en silencio. Era la noche antes de Acción de Gracias y los pavos estaban gritando .

Llamó a los renos por nombre, Donner . Llamó a los renos por nombre, Blitzen . Llamó a los renos por su nombre , el cometa .


SENTENCE COMBINATION #2Combine the sets of sentences into 1. Microsoft® Translator COMBINACIÓN de la frase en su papel se combinan las oraciones siguientes en una frase. Coincidir con la frase de español a la frase inglesa.

It was discovered that the egg came before the chicken.It was discovered that the chicken came before the egg.Later, it was discovered that a dinosaur laid the first egg

It was the night before Christmas and the house was quiet.It was the night before Halloween and the house was quiet.It was the night before Thanksgiving and the turkeys were yelling.

He called the reindeer by name, Donner.He called the reindeer by name, Blitzen.He called the reindeer by name,

Comet.

Se descubrió que el huevo se presentó ante el pollo. Se descubrió que el pollo vino antes de que el huevo. Más tarde, se descubrió que un dinosaurio puso el primer huevo

Era la noche antes de la Navidad y la casa estaba en silencio. Era la noche antes de Halloween y la casa estaba en silencio. Era la noche antes de Acción de Gracias y los pavos estaban gritando .

Llamó a los renos por nombre, Donner . Llamó a los renos por nombre, Blitzen . Llamó a los renos por su nombre , el cometa .


READINGREAD THE FOLLOWINGREADER’S CORNERANALYZE THISINFORMATION ABOUT THE AUTHORREADING STRATEGIES: END ZONE TO END ZONEQUESTIONS TO ASK DURING READINGRETELLING STRATEGIESQUESTIONS TO ANSWER AFTER READING

ANALYZEEVALUATECREATECHARACTERIZATION

READ/SORT: BEGIN MIDDLE END‘TWAS THE NIGHT BEFORE CHRISTMAS DECODE – SEQUENCING AND RHYME SORT

READ: ‘TWAS THE NIGHT BEFORE CHRISTMASSPANISH ‘TWAS THE NIGHT BEFORE CHRISTMASNEWSPAPER CHOICES MAGAZINE

ACTIVITIES: SPANISH/ENGLISH CHRISTMAS TERMSSEARCH FOR LITERARY ELEMENTS IN POEMACTIVITY WITH POEM SENTENCE CORRECTIONSCOMIC STRIP READING COMPREHENSION

QUESTIONS TO ANSWER AFTER READING• ANALYZE• EVALUATION• CREATE• RECALL• CHARACTERISTICS• INDEPENDENT READING PROJECT

MAIN DRIVERMAIN DRIVERREADINGREADING MAIN DRIVER

Read the Following

Your choice of books. – Independent Reading

Project due Friday.

Su elección de los libros . - lectura Independiente

Proyecto debido Viernes


10 minutes a dayIndependent – alone time to work skills.Reading Skills are developed through Independent Reading.Questions to answer after the reading. Reading journal Teacher conference.

10 minutos al día Independiente – tiempo a solas para trabajar habilidades. Habilidades de Lectura se desarrollan a través de la lectura independiente. Preguntas para responder después de la lectura. diario de la lectura Conferencia del profesor.

ANALYZE THIS_______Using your strategies read “________________________________.” Using complete sentences, write three ideas that you noticed while reading. Add your own “diction/voice/tone.” Do not copy the information.

Usando sus estrategias leen " ________________________________ . " El uso de oraciones completas , escribir tres ideas que usted notado durante la lectura. Añada su propia " dicción / voz / tono. " No copie la información

_______________________________________________________________________________________________________________________________________________________________________________________Find three sentences in ________ that support the ideas above. “__” Encuentra tres frases en ________________ que apoyan las ideas anteriores . " _______ "

_______________________________________________________________________________________________________________________________________________________________________________________What did you think or feel about the subject?

¿Qué es lo que usted piensa o siente sobre el tema?

_______________________________________________________________________________________________________________________________________________________________________________________


LITERATURE HOMEWORK

READING AND WRITING

VOCABULARY GAMES

ASSESSMENT DEAR

RETURN TO DRIVERPREVIOUS NEXT

ASSESSMENTS: VOCABULARY AND DEW

COMPARE / CONTRAST Author Biography

Author Biography Name of the author: _________ Autor nombre de la biografía del autorWhere he/she is from: ________________________ donde él o ella es deWhere he/ she lives presently: _________________ donde él / ella vive en la actualidad How many articles were written? ________________ ¿cómo muchos artículos fueron escritos? Tell me about his/her family____________________ Me dicen acerca de su familia

About the Author of the Poem sobre el autor del poema Name of the author: ______________________________ el nombre del autor: Where s/he is from: ______________________________ donde es de: ___ Where he/ she lives presently: _______________________ donde él / ella vive actualmente How many books were written? _______________________ ¿cómo se escribieron muchos libros?Tell me about his/her family ________________________ Hábleme de su / su familia

Pulling the Threads Together Tirando de los hilos Juntos _________ is a book that celebrates the __. _____ Es un libro que celebra la __ .

Before you read, read _____________________ Antes de leer , leer ______________ to see another way in which people felt. to ver otra forma en que la gente se sentía. With a partner, use the space below to compare and Con un compañero , utilice el espaciocontrast the two pieces of reading. de abajo para comparar y contrastar Ways they are alike las dos piezas de la lectura.Ways they are different Antes de leer, leer

Formas son diferentes

ASSESSMENT DEAR


Different Alike Different

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END ZONE

LITERATURE HOMEWORK

READING AND WRITING

VOCABULARY GAMES

ASSESSMENT DEAR

RETURN TO DRIVERPREVIOUS NEXT


END ZONE TO END ZONE

Reading Strategies to help you comprehend what you’re reading.

Highlight and read the:title, subtitle, words you do not know and any captions under any pictures.highlight the question and circle any key words. Look up words you don’t recognize.

Read the passage through once.

Write down what it is about?

Read the passage again, and go “in zone to in zone” after each paragraph. Write a note next to the paragraph about what it means and anything else you notice.

Combine small paragraphs together into a summary.

Look at your questions and read.

Eliminate two wrong answers.

Chose the answer that works the best.

END ZONE TO END ZONE

Estrategias de lectura para ayudarle a comprender lo que lees. Resalte y leer el: título, subtítulo, palabras que no sabes y cualquier leyendas bajo cualquier imágenes. destacar la cuestión y las palabras clave del círculo.

Buscar palabras que no reconoce. Lea el pasaje a través de una vez.¿Escribir lo que se trata? Lea el pasaje otra vez y van "en la zona a en la zona" después de cada párrafo. Escribir una nota al lado del párrafo sobre lo que significa y cualquier cosa aviso. Combinar juntos los párrafos pequeños en un resumen. Mirar tus preguntas y leer. Eliminar dos respuestas incorrectas. Elige la respuesta que funciona mejor.

ASSESSMENT DEAR


MAIN DRIVER

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIaww7q28McCFUXNgAodqioPaw&url=http://www.freeclipartnow.com/recreation/sports/soccer/&psig=AFQjCNGL_sIm4VbvDFFDTzs2lodygRd01Q&ust=1442110408039372

ASKING QUESTIONS DURING READING:

HACER PREGUNTAS DURANTE LA LECTURA:

Before During After

ANTES DURANTE DESPUÉS

Ask questions before, during and after reading. Ask Questions…When you are curious about something. When you want to make a prediction. When you want to clarify something. When you want to think deeper about the topic.Great readers ask questions to help them comprehend.

Preguntas antes, durante y despues de la lectura. Hacer preguntas…Cuando eres curioso acerca de alga.Cuando usted quiere hacerun prediccion. Cuando quiere aclara algo.Cuando quieres pensar mas profundamente sobre el tema. Grandes lectores preguntas para ayudarles a comprender / entender.

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RETELLING STRATEGIES


Retelling Strategies


Begin, Middle, End• Michael • Saul

• Mr. Elder

• gave candy canes to the children

• threw candy at the parade

• and it scared Mr. Elder to death

• Jaqui

• and watched the children open the gifts

• and lit a candle

• at the restaurant

• with red and green ribbons

• and were warm all night

• during the story

• at Grandmas’ house

• grabbed a cup of hot chocolate

• Mrs. Coultas

• followed an elf.

• watched a holiday movie

• went to the Christmas party

• baked a dozen Christmas cookies

• Mrs. Moore

• ______ (your name)

Coincidir con la frase de español a la frase inglesa.

dio dulces cañas a los niños lanzaron dulces en el desfile y miedo el Sr. Elder muerte

y observó que los niños abren los regalos

y encendió una vela

en el restaurante con cintas rojas y verdes

y eran caliente toda la noche

durante la historia en casa de abuelas cogió una taza de caliente chocolate

seguido un elfo. visto que una

película de vacaciones fui a la

fiesta de Navidad al horno

galletas de Navidad una docena

_______(tu nombre)


Begin, Middle, End• Michael • Saul

• Mr. Elder

• gave candy canes to the children

• threw candy at the parade

• and it scared Mr. Elder to death

• Jaqui

• and watched the children open the gifts

• and lit a candle

• at the restaurant

• with red and green ribbons

• and were warm all night

• during the story

• at Grandmas’ house

• grabbed a cup of hot chocolate

• Mrs. Coultas

• followed an elf.

• watched a holiday movie

• went to the Christmas party

• baked a dozen Christmas cookies

• Mrs. Moore

• ______ (your name)

dio dulces cañas a los niños lanzaron dulces en el desfile y miedo el Sr. Elder muerte

y observó que los niños abren los regalos

y encendió una vela

en el restaurante con cintas rojas y verdes

y eran caliente toda la noche

durante la historia en casa de abuelas cogió una taza de caliente chocolate

seguido un elfo. visto que una

película de vacaciones fui a la

fiesta de Navidad al horno

galletas de Navidad una

docena _______(tu nombre)


Sequencing and matching Rhymes

‘Twas the Night before Christmas sort/sequenceWhich rhyme sets go together? What came first?‘

'Twas the night before Christmas, when all thro' the house,Not a creature was stirring, not even a mouse;

And Mama in her 'kerchief, and I in my cap,Had just settled our brains for a long winter's nap-

As dry leaves before the wild hurricane fly,When they meet with an obstacle, mount to the sky;

With a little old driver, so lively and quick,I knew in a moment it must be St. Nick.

"Now! Dasher, now! Dancer, now! Prancer, and Vixen,"On! Comet, on! Cupid, on! Donner and Blixen:“

More rapid than eagles his coursers they came,And he whistled, and shouted, and called them by name:

When out on the lawn there arose such a clatter,I sprang from the bed to see what was the matter.

Away to the window I flew like a flash,Tore open the shutters, and threw up the sash.

The children were nestled all snug in their beds,While visions of sugar plums danced in their heads,

The stockings were hung by the chimney with care,In hopes that St. Nicholas soon would be there;

The moon on the breast of the new fallen snow,When, what to my wondering eyes should appear,

But a miniature sleigh, and eight tiny rein-deer,To the top of the porch! to the top of the wall!

"Now dash away! dash away! dash away all!"Gave the luster of mid-day to objects below;

So up to the house-top the coursers they flew,With the sleigh full of Toys - and St. Nicholas too:


‘Twas the Night before Christmas sort/sequenceWhich rhyme sets go together? What came first?

A bundle of toys was flung on his back,And he look'd like a peddler just opening his pack:

And laying his finger aside of his noseAnd giving a nod, up the chimney he rose.

He sprung to his sleigh, to his team gave a whistle,And away they all flew, like the down of a thistle:

He was dress'd all in fur, from his head to his foot,And his clothes were all tarnish'd with ashes and soot;

A wink of his eye and a twist of his headSoon gave me to know I had nothing to dread.

His eyes - how they twinkled! his dimples how merry,His cheeks were like roses, his nose like a cherry;

He spoke not a word, but went straight to his work,And fill'd all the stockings; then turn'd with a jerk,

And then in a twinkling, I heard on the roofThe prancing and pawing of each little hoof.

The stump of a pipe he held tight in his teeth,And the smoke it encircled his head like a wreath.

He was chubby and plump, a right jolly old elf,And I laugh'd when I saw him in spite of myself;

He had a broad face, and a little round bellyThat shook when he laugh'd, like a bowl full of jelly:

But I heard him exclaim, ere he drove out of sight-Happy Christmas to all, and to all a good night.

As I drew in my head, and was turning around,Down the chimney St. Nicholas came with a bound:

His droll little mouth was drawn up like a bow,And the beard of his chin was as white as the snow;


"Twas The Night Before Christmas”

Key: "Twas The Night Before Christmas”

'Twas the night before Christmas, when all thro' the house,Not a creature was stirring, not even a mouse;The stockings were hung by the chimney with care,In hopes that St. Nicholas soon would be there;

The children were nestled all snug in their beds,While visions of sugar plums danc'd in their heads,And Mama in her 'kerchief, and I in my cap,Had just settled our brains for a long winter's nap-

When out on the lawn there arose such a clatter,I sprang from the bed to see what was the matter.Away to the window I flew like a flash,Tore open the shutters, and threw up the sash.

The moon on the breast of the new fallen snow,Gave the lustre of mid-day to objects below;When, what to my wondering eyes should appear,

But a minature sleigh, and eight tiny rein-deer,

With a little old driver, so lively and quick,I knew in a moment it must be St. Nick.More rapid than eagles his coursers they came,And he whistled, and shouted, and call'd them by name:

"Now! Dasher, now! Dancer, now! Prancer, and Vixen,"On! Comet, on! Cupid, on! Dunder and Blixem;"To the top of the porch! to the top of the wall!"Now dash away! dash away! dash away all!"

As dry leaves before the wild hurricane fly,When they meet with an obstacle, mount to the sky; So up to the house-top the coursers they flew,With the sleigh full of Toys - and St. Nicholas too:


"Twas The Night Before Christmas”

And then in a twinkling, I heard on the roofThe prancing and pawing of each little hoof.As I drew in my head, and was turning around,Down the chimney St. Nicholas came with a bound:

He was dress'd all in fur, from his head to his foot,And his clothes were all tarnish'd with ashes and soot;A bundle of toys was flung on his back,And he look'd like a peddler just opening his pack:

His eyes - how they twinkled! his dimples how merry,His cheeks were like roses, his nose like a cherry;His droll little mouth was drawn up like a bow,And the beard of his chin was as white as the snow;

The stump of a pipe he held tight in his teeth,And the smoke it encircled his head like a wreath.He had a broad face, and a little round bellyThat shook when he laugh'd, like a bowl full of jelly:

He was chubby and plump, a right jolly old elf,And I laugh'd when I saw him in spite of myself;A wink of his eye and a twist of his headSoon gave me to know I had nothing to dread.

He spoke not a word, but went straight to his work,And fill'd all the stockings; then turn'd with a jerk,And laying his finger aside of his noseAnd giving a nod, up the chimney he rose.

He sprung to his sleigh, to his team gave a whistle,And away they all flew, like the down of a thistle:But I heard him exclaim, ere he drove out of sight-Happy Christmas to all, and to all a good night.

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Spanish Twas the night before Christmas and all through the casa, not a creature was stirring - ¡Caramba! ¿Qué pasa? Los niños were tucked away in their camas, some in long underwear, some in pijamas, while hanging the stockings with mucho cuidado, in hopes that old Santa would feel obligado, to bring all children, both buenos and malos, a nice batch of dulces and other regalos. Outside in the yard there aroseun gran grito, and I jumped to my feet like a frightened cabrito. I ran to the window and looked out afuera, and who in the world do you think that he era? Saint Nick in a sleigh and a big red sombrero, came dashing along like a loco bombero. And pulling his sleigh instead ofvenados, were eight little burros approaching volando. I watched as they came and this quaint little hombre, was shouting and whistling and calling by nombre: ''Ay Pancho, ay Pepe, ay Cuco, ay Beto, ay Chato, ay Chopo, Maruco, y Nieto!'' Then standing erect with his hands on his pecho, he flew to the top of our very own techo, with his round little belly like a bowl of jalea, he struggled to squeeze down our old chimenea. Then huffing and puffing at last in our sala, with soot smeared all over his suit de gala, he filled all the stockings with lively regalos, none for the ninos that had been very malos. Then chuckling aloud, seeming very contento, he turned like a flash and was gone como el viento, and I heard him exclaim, y ¡esto es verdad! Merry Christmas to all, ¡y Feliz Navidad!


TEKS COPIED FROM EDUPHORIAENGLISH 1, 3, 4 READING 2, ESOL 1 &2CAREER

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Week 16 English Semana 16 Inglés Semester Review Microsoft® Translator TEKS AND FOCUS Return to...

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