Spanish Language Arts and Reading.4.10.D

The student is expected to

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;

Artes del lenguaje y lectura en español.4.10.D

Se espera que el estudiante

describa cómo el uso que hace el autor de las imágenes, del lenguaje literal y figurado, tales como los símiles y las metáforas, y de los recursos sonoros, tales como la aliteración y la asonancia, logran 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.

when two or more words, close to one another within a phrase or sentence, repeat the same vowel sound, but start with different consonant sounds (e.g., high, sight, lie)
The creation of mental images through language, or imagery, is a common characteristic of good writing. Students should recognize and communicate how authors purposely use action words or detailed descriptions of people, places, and things to paint vivid scenes in the minds of readers.
Figurative language refers to language not intended to be taken literally but layered with meaning using imagery. Authors often make comparisons through similes, metaphors, and other types of figurative language. Students can recognize that these comparisons are effective because they connect to a reader’s senses and prior experiences. For example, when an author uses a noun in a metaphor (e.g., my bedroom is a disaster), the reader automatically associates the noun (disaster) with a sight, sound, smell, taste or even touch. By using one noun to describe another, the author creates instant pictures in the minds of readers. These mental pictures help the reader understand a passage or text.
the use of words, phrases, and sentences in their real or actual sense
a subtle comparison in which the author describes two seemingly dissimilar things using words that are not meant to be taken literally (e.g., Time is a dressmaker specializing in alterations.) An extended metaphor carries the comparison through several lines, parts, or the whole text.
a figure of speech in which two things that are essentially different are likened to each other, usually using the words like or as (e.g., “O my love is like a red, red rose”)
Authors can make words more meaningful through the purposeful use of various sound devices. Students are expected to recognize that authors use sound devices, such as alliteration and assonance, to achieve specific purposes. For example, an author using alliteration, or words that begin with the same sound (e.g., big bad bear), may be striving to attract the reader’s attention to those words or to create rhythm.
Repetición de los mismos sonidos al comienzo de dos o más palabras adyacentes para enfatizar la unión de las palabras y crear un sonido rítmico (por ej., Tres tristes tigres; Mi mamá me mima).
Coincidencia de las vocales de dos o más palabras a partir de la vocal acentuada (por ej., El que tiene tienda, que la atienda).
Basado en la letra de un texto y el sentido propio y exacto de las palabras empleadas en él. Esto quiere decir que no se tiene en cuenta el sentido figurado o sugerido.
Comparación sutil en la que el autor describe a una persona o cosa usando palabras que no deben ser tomadas literalmente (por ej., sus ojos son dos luceros).
Comparación que expresa una semejanza entre dos cosas que son esencialmente distintas, a partir de utilizar las palabras “como” “cual” y “tal como” (por ej. tus verdes ojos como el mar).

Research

Palmer, B. C., Shackelford, V. S., Miller, S. C., & Leclere, J. T. (2006). Bridging two worlds: reading comprehension, figurative language instruction, and the English-language learner. Journal of Adolescent & Adult Literacy, 50(4), 258+. Retrieved from https://link.galegroup.com/apps/doc/A156736307/PROF?u=tea&sid=PROF&xid=4ec470e1

Summary: Recognizing that figurative language is a challenge for EL students, the authors consider ways to transition students from modeled practice steps in interpreting figurative language when reading to self-assessed interpretations. Specific strategies and examples are provided, including discussing with students about the importance of figurative language and its contexts.