.

A través de la aplicación de estrategias de lectura que incluyan las etapas de

pre-lectura, lectura y post-lectura, se debe orientar el proceso de
comprensión hacia el análisis y evaluación de textos Expositivos-
Descriptivos: ORDEN CRONOLÓGICO.

OBJETIVOS ESPECÍFICOS:

Desarrollar competencia para:

1. Identificar las características fundamentales del texto de proceso tipo
orden cronológico.
2. Reconocer los indicadores del texto de proceso tipo orden cronológico.
3. Entender la secuencia cronológica en un texto.
4. Elaborar mapas semánticos a partir de un texto de proceso tipo orden
cronológico.

CONTENIDO
1. Características de los textos de proceso tipo orden cronológico.
2. Indicadores para el reconocimiento del orden cronológico.
(First, second, next, after, before, finally, etc.).
3. Mapas semánticos usados para textos de proceso tipo orden
cronológico.
4. Conectores como elementos de cohesión

CHRONOLOGICAL (TIME) ORDER OR SEQUENCE

Los detalles son enumerados en el orden en el cual ellos ocurrieron ó en un

orden planificado específicamente en el cual se deben desarrollar. En este caso, el
orden es importante y cambiarlo modificaría el significado.

Chronological Sequence

Signal words often used for chronological order or sequence are:

Alter Afterward as soon as before

During Finally First following
Immediately Initally Later meanwhile
Next not long alter Now on (date)
Preceding Second Soon then
Third Today Until when
Sequence pattern. This text structure relates the order of events, ideas, steps
or stages; shows how a set of topics is bound together on the basic of
commonality

Chronological Pattern Example

I. 1895 - 1920

1. Significant Event # 1
2. Significant Event # 2

II. 1920 - 1945

3. Significant Event # 1
4. Significant Event # 2

III. 1945 - 1970

5. Significant Event # 1
6. Significant Event # 2

IV. 1970 - 1995

 7. Significant Event # 1
8. Significant Event # 2

En este patrón, los detalles se presentan en el orden en el cual sucedieron.

Este patrón puede también llamarse time order or sequence of events.

EXAMPLES:

1. On April 23, 1564, William Shakespeare was born in Stratford-on-Avon

in England. He attended a local grammar school in the town. At the age
of eighteen he married Ann Hathaway. Several years later he traveled to
London. By the time he was twenty-eight he had established his
reputation by acting and writing plays. Other than these facts, little is
known of Shakespeare's early life.

Esperará que lo que sea que aparezca en el próximo párrafo ocurre en el

siguiente dentro de la Secuencia de tiempo. Comenzaras a notar como una idea se
conecta ó depende de otro tiempo. Estarás en capacidad para recordar cada hecho,
detalle, o paso por separado, porque ellos se juntan en una forma ordenada.

Los párrafos que describen un proceso, dan instrucciones, o detalles a un

procedimiento son arreglados con frecuencia en orden cronológico. El primer paso en
el proceso ó procedimiento se ofreció en el primer párrafo, el segundo paso en el
próximo, y así sucesivamente.

Chronological/Sequential Order

What is being described in sequence?

Why did a chronological order pattern emerge?

What are the major steps in this sequence?

Why is the sequence important?

Text Structure: Chronological/Sequential Order

Author’s Purpose:

Major Idea:

Supporting Details: 1.

2.

3.

4.
5.

Important Vocabulary:

Important Reader’s Aids:

Great Events in History

The birth of civilization: fortified cities. Ancient Jericho was founded about 8,000 years ago. Salt was mined
8000 BC and available for trade near this Dead Sea site. There is no evidence of intensive agriculture at this date (much
of their food must have been imported), suggesting that the city was founded primarily as a trading center.
Agriculture and tokens--the first accounting records. The domestication of livestock and grains started at
different sites about the same time. Simple tokens were associated with agricultural sites, clay balls of various
7500 BC shapes (round, oval, etc.) representing specific goods (e.g, 2 round tokens could be a pair of cattle, 12 oval
tokes a dozen units of wheat). This was the first representation of inventory and the beginning of the concept
of numbers.
Writing. Over the next 5,000 years, accounting records advanced from simple to complex tokens representing
3200 BC inventory, to clay tablets, to the development of abstract symbols and cuneiform writing in Sumeria. This
paralleled advances in agriculture, pottery and textiles, building, war and nation-states.
Bronze, abacus, & papyrus. Bronze was first used to make tools in the Middle East, the start of the Bronze
3000 BC Age. The abacus was invented in China and later made its way west. Papyrus scrolls were found in Egyptian
graves.
The Code of Hammurabi. One of the earliest law codes, which standardized weights and
2200 BC measures, commercial transactions and contracts, and criminal penalties. Payments were based on fixed
amounts of silver or grain. About this time metal became used as a medium of exchange in the Middle East.
7th
Coins invented in Lydia. It started with crude slugs of electrum (a gold and silver alloy) of a standard weight.
Century 
Later coins were stamped, first with simple lines and then with more complicated designs.
BC
5th The development of Greek banking. By 575 BC Athens started to mint coins. Financial transactions were
Century  made only in coined money. Money changing was the most common financial activity. Bankers accepted
BC deposits and made loans.
Roman republic. Rome developed as a republic, ruled largely by the Senate. With the rise of a professional
army, Rome successfully conquered neighbors and then much of the Mediterranean world and Europe. Rome
By 50 BC was known for engineering marvels that included roads, acquiducts, and buildings. Rome adopted coinage,
the abacus, Greek alphabet, "Roman numerals", writing on papyrus, banking & credit. The corporation was
established in Rome as an entity that could own property, make contracts, and engage in many activities.
Roman empire. With the rise of Julius Caesar, the republic was replaced by the empire. At the start of the new
era, the age of Augustus was the Pax Romana, an era of peace and prosperity--one definition of the Golden
1 AD
Age of Rome. Augustus reformed the money and tax systems. Taxes included general sales tax, a land tax,
and a flat-rate poll or head tax.
Fall of Rome. Rome was sacked by the Visigoths; the Dark Ages began in the West.  Local areas became self
410 sufficient and the feudal system developed. Roman rule in the East continued at Constantinople for another
thousand years.
Crusades--with western armies attempting to conquer the Holy Land. Vast sums of money were needed to
1095-
finance the armies, stimulating banking in Europe and encouraging trade with the exotic east. Italian city states
1270
prosper.
Italian merchants extend trade from England to the Far East and improve bookkeeping. The most successful
from
merchants developed complex trading networks across Europe and the Mediterranean, often using
1000
partnerships. Bills of exchange and clearing houses were established in major European trading centers.
1066 Battle of Hastings. William of Normandy conquered England. In 1086 the Domesday Book surveyed the wealth
of the kingdom to determine taxes and England's fiscal system. England's legal system and government
 evolve from Normal rule.
1100 Piscan Document--demonstrated systematic but primative bookkeeping by Italian merchants.
Tally sticks. Tallies evolved into credit instruments in England. Tallies were wooden sticks, notched to
1160-
represent specific sums of money. The sticks would be split in two to serve as a receipt. These would be used
1200
for lending and the English Exchequer issued tally sticks as a form of credit.

DE LO ANTERIOR RESPONDA Y REALICE

LAS SIGUIENTES ACTIIDADES:
PART I: PRE- READING STRATEGIES:

 SET PURPOSES for reading by asking questions about what they want to learn
during the reading process.

What is the material about?_______________________________________

What type of material is this? _____________________________________

Why am I reading this material? ___________________________________

 PREDICTION. Read the titles, subtitles, cognates. Look at the pictures

and tables.

Predict three items of information that you think the author will write about.

 BRAINSTORMING /Graphic Organizers

Brainstorm possible topics

Brainstorming is typically used with groups, but it can also be done individually. The idea
is to generate and write down as many ideas as possible--no matter how ridiculous or
impractical--without censoring or rejecting any of them. In small groups, discuss each
of the possible the title of the reading.
  PREVIEWING/SURVEYING

PREVIEW the text by looking at the title, the pictures, and the print in order to evoke
relevant thoughts and memories

 What does this text seem to be about _____________________________

 What do I already know about this subject? __________________________

 What do the subheadings tell me about the topic? _____________________
 What kind of text is this? ________________________________________
 What do the highlighted words/phrases tell me? ______________________
 What clues do the visual aids give me about the text? __________________

PART II: READING STRATEGIES

 MAIN IDEA. Highlight main ideas

 SUPPORTING DETAILS. Read the text carefully and highlight the

supporting details.

 CHRONOLOGICAL (TIME) ORDER OR SEQUENCE SIGNAL WORDS Circle

or highlight all the signal words you find in the text.

 ANALIYZING SENTENCE STRUCTURE.COMPLEX SENTENCES AND

COMPOUND SENTENCES

 Chronological/Sequential Order

What is being described in sequence?_____________________________________

Why did a chronological order pattern emerge?_____________________________

What are the major steps in this sequence?________________________________

Why is the sequence important?_________________________________________

PART III: POST READING STRATEGIES

 Recognize the author’s style and text organizational

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________

Recognizing the author’s purposes: An author writes for many reasons. An author
may give you facts or true information about a subject. Some authors write fiction
stories or stories that are not true. They write these stories to entertain you. Other
authors may write to persuade or to try to get you to do something. READ EACH OF
THE ARTICLE AND DECIDE WHETHER THE AUTHOR'S PURPOSE IS TO:

 persuade
 inform
 entertain

What is the author's purpose of this article?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________

 COGNITIVE MAPS. (Nagy, Paulis) uses graphic organizers and student

understandings of new concepts gained through semantic feature analysis
(above) to have students graphically depict the interrelationships of meanings
among related terms.