Spanish Language Arts and Reading.6.3.A

The student is expected to

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

Artes del lenguaje y lectura en español.6.3.A

Se espera que el estudiante

utilice recursos impresos o digitales para determinar el significado, la división en silabas, la pronunciación, el origen de las palabras y las partes de la oración;

TEKS Talk - SLA Vocabulary image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

Meaning is determined when students search for and find a clear understanding of an unfamiliar word or concept. If a dictionary is available in print or digital format, students can look up the unknown word to decide which of the entries best applies to the way the word is being used in the text. However, when dictionaries are not available, students need to use different strategies to figure out the meaning of the unfamiliar word. For example, students may use their knowledge about prefixes and suffixes, Greek and Latin roots, or synonyms and antonyms to determine the meaning of an unknown word.
a category assigned to a word based on its syntactical function; the eight primary parts of speech include noun, pronoun, verb, adjective, adverb, conjunction, and preposition
in speech or writing, the division of words into syllables
Students should use both print and digital resources, such as dictionaries, encyclopedias, and diverse types of literary and academic texts, to develop a robust vocabulary. Students should learn the unique characteristics and capabilities of different types of resources. In some instances, print resources foster the development of note-taking skills, whereas digital resources expand knowledge from a multimodal perspective that may involve photographs, videos, and music.
the initial place(s) and historical era(s) in which a word was derived and developed

Research

Dalton, B., & Grisham, D. L. (2011). eVoc strategies: 10 ways to use technology to build vocabulary. The Reading Teacher, 64(5), 306+. Retrieved from https://link.galegroup.com/apps/doc/A249869569/PROF?u=tea&sid=PROF&xid=9e0dc173

Summary: The article is focused on using digital resources to increase vocabulary. Ten strategies are presented with specific recommendations for implementing digital vocabulary tools in the classroom, along with a number of free resources, including Babelfish, Google Translate, and online dictionaries.