Spanish Language Arts.3.10.C

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The student is expected to

explain the author's use of print and graphic features to achieve specific purposes;

Artes del lenguaje y lectura en español.3.10.C

Se espera que el estudiante

explique cómo usa el autor los aspectos impresos y gráficos para lograr propósitos específicos;

TEKS Talk - SLA Authors Purpose image

Knowledge and Skills Statement

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

Durante la lectura en voz alta, señale una variedad de aspectos impresos y gráficos. Obtenga respuestas de los estudiantes sobre preguntas relacionadas con estos aspectos.

Preguntas que se pueden hacer:

  • ¿Cómo la foto/ilustración/gráfica ayuda al lector a que entienda el texto?
  • ¿Por qué la palabra ____ está en itálicas?
  • ¿De qué manera apoya el texto y ayuda al lector?
  • ¿De qué forma la información en la sección ___ se relaciona con la idea central del texto?
  • ¿Por qué la(s) palabra(s) ____ está(n) escrita(s) en negritas?


Further Explanation

Este ejemplo de evaluación requiere que los estudiantes examinen en detalle cómo los autores usan intencionalmente aspectos impresos, tales como pie de foto, negritas y elementos gráficos, como fotografías, por diversas razones. Conforme los estudiantes examinan estos aspectos presentes en un texto, ellos deben poder determinar la efectividad de su uso y las razones de que fueron empleados.

Students should examine in detail how authors purposely use print features, such as sections and bold print, as well as graphic features, such as photographs and illustrations, for a variety of reasons. For example, authors of informational texts often include bolded or italicized font to support understanding by calling attention to important words and phrases. Likewise, timelines can help a reader by presenting key dates and events in a visual format.

Research

1. Jennings, K. A., Rule, A. C., & Vander Zanden, S. M. (2014). Fifth graders' enjoyment, interest, and comprehension of graphic novels compared to heavily-illustrated and traditional novels. International Electronic Journal of Elementary Education, 6(2), 257–274. Retrieved from https://eric.ed.gov/?q=graphic+novels&ft=on&id=EJ1053749

Summary:  Researchers explore the effectiveness of graphic novels as a way to address student interests and include visual media in the curriculum. Graphic novels were identified as one way to successfully bring multimodal texts in the classroom. The study concludes that reading graphic novels increased student discussion and story comprehension. The heavily illustrated novel scored higher in the study assessment than the traditional novel.

2. Monnin, K. (2010). Teaching media literacy with graphic novels. New Horizons in Education. 58(3), 78–84 Retrieved from https://eric.ed.gov/q=author%27s+use+of+print+and+graphic+features+to+serve+purpose&pr=on&ft=on&id=EJ966661

Summary:  This article reviews current media literacy research and its emphasis on defining media literacy texts as texts that rely on both print literacies and image literacies. The conclusion is that novels rely on both print literacies and image literacies, so they qualify as media literacy texts and can be taught as such in K-12 classrooms.