Vocabulary Building Bilingual Mini-Books 15 Picture Dictionaries of Spanish-English Cognates That Help English-Language Learners Build Confidence in Reading and Writing by Merri Gutierrez
New York • Toronto • London • Auckland • Sydney Mexico City • New Delhi • Hong Kong • Buenos Aires Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the reproducible pages of this book for classroom use only. only. No other part of this publication publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Cover design by Maria Lilja Cover and interior illustrations by Maxie Chambliss Interior design by Ellen Matlach for Boultinghouse & Boultinghouse, Inc. ISBN 0-439-53807-6 Copyright © 2006 by Merri Gutierrez All rights reserved. Published by Scholastic Inc. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Contents Teaching English-Language Learners With Spanish-English Cognates What Is a Cognate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Why Use Cognates to Teach? . . . . . . . . . . . . . . . . . . . . . . 4 Lowering Lowering the Affective Affective Filter Filter . . . . . . . . . . . . . . . . . . . . . . 5 Meeting Meeting the Standards Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Making the Mini-Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 A Model Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 More Language-Building Activities Using the Mini-Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Other Activitie Activitiess for Building Building Vocabulary ocabulary . . . . . . . . . . . . . . . 9 More Cognates Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 References References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Mini-Books /Transportation . . . . . . . . . . . . . . . . . . . . . . . . . 13 Transporte /Transportation
Calendario /Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Animales /Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Comidas y bebidas /Food and Drink . . . . . . . . . . . . . . . . . 25 Frutas y vegetales /Fruits and Vegetables . . . . . . . . . . . . . 29 Deportes /Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 En casa /At Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Formas /Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Libros /Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Diversiones /Fun! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Matemáticas 1 /Mathematics 1 . . . . . . . . . . . . . . . . . . . . . 53 Matemáticas 2 /Mathematics 2 . . . . . . . . . . . . . . . . . . . . . 55 Lugares /Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Vestidos /Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Mi libro de cognatos /My Book of Cognates . . . . . . . . . . 63 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Teaching English-Language Learners With Spanish-English Cognates What Is a Cognate? Cognates are words with similar pronunciations, spellings, and meanings in two languages. For instance, though pronunciation is slightly different, radio is the same word in both Spanish and English. Some cognate pairs may have the exact same spelling but different pronunciation (such as radio), others may differ slightly in both spelling and pronunciation ( bicicleta /bicycle). In either case, the meaning is the same between languages. Since so many words in Spanish and English derive from Latin, there are thousands of cognates between Spanish and English.
Why Use Cognates to Teach?
Fr u tas y vege ta les
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l
Fru i t s a nd V eg e t a bl es
i T
i
r
Nom bre Nam e
Native Spanish speakers comprise the fastest growing sector of the U.S. school-age population. They come to the United States with a wealth of Spanish vocabulary—funds of knowledge that can be used to build English-language vocabulary. If Spanishspeaking students can recognize cognate relationships, their English reading can be enhanced; once they know the word in Spanish, recognizing it in English is significantly easier. Using cognates is like providing shelter. “Sheltering” is a broad term that includes many different strategies for providing second-language learners with language they can understand (Krashen, 1981). Slowing down when you speak, pantomiming directions, and using props are all examples of sheltering in the classroom. So is using cognates. Cognates provide a little “shelter from the storm”! Research has long proven that literacy skills in the first language transfer to the second. This idea (the “cross-linguistic transfer” hypothesis), suggests that the greater the similarity in the writing systems of the two languages, the greater the degree of transfer, and the less time and difficulty involved in learning to read and write the second language (Odlin, 1989). So, if a native Spanish speaker can read and define the
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word autor in Spanish, it’s a natural and immediate step to acquire the English word “author.” When teaching Spanish speakers English, you can capitalize on this existing knowledge and boost students’ self-confidence. Cognates can become familiar “footholds” in the vast mountain range of new words! When students are aware of Spanish-English cognates, they do better on vocabulary tasks (Nagy, Garcia, Durgunolgu & HancinBhatt, 1993). More specifically, word structure analysis skills transfer from Spanish to English in reading when bilingual readers make use of their knowledge of cognates. In their study of strategies used by Spanish-English readers, Jiménez, García and Pearson (1996) found that the identification of cognates in decoding unknown words was a key feature of bilingual readers’ repertoire of skills when reading in both languages.
Animales
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Ani mals
l i
i
The benefits continue once the student has become a fluent English speaker. Research evidence supports the conclusion that proficient bilingual and biliterate children and adults have heightened metalinguistic awareness and knowledge that may enhance their ability to use linguistic processes and analysis in second-language reading (Albert & Obler, 1978; Bialystok, 1991; Cummins, 1976; Gass & Selinker, 1983; V. González, 1999; Goswami, 1999; Muñiz-Swicegood, 1994; Zunkernick, 1996).
Nombre Name
Lowering the Affective Filter Krashen (1981) introduced the concept of the affective filter— the emotional block that hinders learning. Simply put, when we’re stressed out, we don’t perform as well! It’s the same with second-language learners. When anxious, self-conscious, or overwhelmed, the learner is more likely to “shut down” cognitive functions. You can help keep the affective filter low by keeping the student’s language demands appropriate— difficult enough so the student is learning, but easy enough as to be achievable. Using cognates as a starting place builds a comforting bridge for the learner. The message is, “You already know this word!” Using cognates shows the student that you understand his or her previous experience and you believe that speaking Spanish is helpful in learning English. With this kind of value placed on the native language, students are more likely Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
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to feel accepted and respected—and embrace the challenge of a new language. Students from homes with languages that differ from the language spoken at school are frequently evaluated on their inadequacies, rather than on their strengths (Allington & McGill-Franzen, 1991). Here is an opportunity to focus on the wealth of knowledge students already have—and give them a much-needed boost into reading, writing and speaking in English. Your belief in the positive role of the primary language in development of cognitive academic skills will go a long way. The National Association for Bilingual Education (1995) reported a compendium of research showing that when teachers understand and believe in the important role of primary language in literacy learning, English-language learners show higher levels of academic achievement.
Fo r mas
Ca lendario D e p or t es - -
S h ap es
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Nombre Name
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S p o r t s
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Meeting the Standards ESL Standards for Pre-K–12 Students (Teachers of English to Speakers of Other Languages, 1997) state what students should know and be able to do as a result of ESL instruction. These are guideposts for students’ social and academic language development and sociocultural competence. Since a strong vocabulary base is necessary to secondlanguage competence, these mini-books will help you help your students meet the challenge of functioning in a new language.
ESL Standards Goal 1: To use English to communicate in social settings. Comidas y bebidas
Standard 1: Students will use English to participate in social interactions. Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment. Standard 3: Students will use learning strategies to extend their communicative competence.
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F ood and Dr i nk
Goal 2: To use English to achieve academically in all content areas. Standard 1: Students will use English to interact in the classroom.
L ugares
Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form. Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.
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Plac es
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Goal 3: To use English in socially and culturally appropriate ways.
T
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Standard 1: Students will use appropriate language variety, register, and genre according to audience, purpose, and setting. Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and setting. Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence. Credit: ESL Standards for Pre-K–12 Students (Teachers of English to Speakers of Other Languages, Inc. 1997) Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
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Making the Mini-Books 1. Make a double-sided copy of the mini-book pages on 8.58.5- by 11-inc 11-inch h copy paper paper.. 2. Once you have double-sided copies, place page 3 behind the title title page. page. 3. Fold the pages in half along the center line. 4. Check to be sure the pages are in proper order, then staple them together along along the book’s book’s spine. Español
English
aeroplano
airplane
Transporte
ambulancia ambulance vagón bicicleta bicycle
bicicleta
bote
bicycle
boatwagon
canoa
canoe
carro
car
helicóptero
helicopter
motocicleta motorcycle submarino taxi tren vagón
Transporte
submarine taxi submarino
V o c a b u l a r y -B u i l d i n g B i l i n g u a l M i n i -B o o k s S c h
train submarine wagon
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6
o l a s t i c
T e a c h i n g R e s o u r c e s
V o c a b u l a r y -B u i l d i n g B i l i n g u a l M i n i -B o o k s S c h o l a s t i c T e a c h i n g R e s o u r c e s
V c u l r y u i l i n
tren
Transporta tion train
Nombre Name
i l i n u l i n i c h
l
t i c T
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Transportat ion Nombre Name
3
For the two-page mini-books, simply make double-sided copies and fold.
A Mode odel Lesso Lesson n You can use any of these mini-books to help students strengthen strengthen vocabulary, ulary, build confidence, and enhance enhance reading skills. Use the following suggestions to help help students get the most most from their mini-books.
1. Give the student a mini-book and invite the student to write his or her name on the line. Open the book to the first page. Say, in English and Spanish, These words are similar. similar. Las palabras son similares. Read a few of the words out loud loud in English, and have the student student say the Spanish words after you, using the pictures as a cue. This puts the entire book in context, as the student student sees that all the words words in the book will be words that are already familiar to him or her. her. provided and 2. Have the student copy each word in English on the line provided read it aloud again. If he or she is familiar with the English alphabet, invite him or her to spell it as he or she writes. test themselves in their mastery mastery of the words by 3. Students can test covering one of the columns on the back cover (most of the books include these word lists), and saying or writing the corresponding word.
4. When finished, students might color in the pictures with colored pencils or crayons.
8 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
More Language-Building Activities Using the Mini-Books • Older students might circle or highlight the differences between the Spanish words and the English words, indicating which letters are different between the cognates. • Use a mini-book as the basis for a weekly vocabulary vocabulary or spelling test. • Invite students to create crossword crossword puzzles or word searches using the words. • Challenge students students to write sentences or stories stories that include include the words in the mini-book.
Other Activities for Buildin uilding g Vocab ocabular ularyy • When you read aloud to the group, group, ask the Spanish speakers to raise their hand when they think they hear a cognate. Stop reading and discuss the word. • Use a buddy system, system, and have the the Spanish speaker read a mini-book to a friend. Have the Spanish speaker teach the English speaker some words in Spanish. This can build classroom community as native English speaker can empathize with the newcomer. • Play a matching game. game. Pair students students and give each pair a set of cognate cognate cards: cards: one card card has the Engli English sh cognate cognate and and the other has the Spanish. Students find the match for each card. For example: family familia center centro f amilia y y l i m a fa f radio radio class clase desert desierto c las s magic magia s clase gorilla gorila
9 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
More Cognates In addition to the cognates that appear in each of the mini-books, here are some other cognates you might introduce with Englishlanguage learners. Students can make and illustrate their own minibooks using these lists.
Astronomía/Astronomy
Pájaros/Birds
asteroide cometa constelación galaxia Júpiter Marte Mercurio meteoro Neptuno órbita planeta Plutón satélite Saturno Urano Venus
albatros canario cardenal cacatúa cóndor emú halcón flamenco ganso kiwi pelícano pingüino periquito tucán
asteroid comet constellation galaxy Jupiter Mars Mercury meteor Neptune orbit planet Pluto satellite Saturn Uranus Venus
Carreras/Careers agente artista astronauta atleta autor barbero dentista doctor fotógrafo músico pianista policía secretaria
agent artist astronaut athlete author barber dentist doctor photographer musician pianist police secretary
albatross canary cardinal cockatoo condor em u falcon flamingo goose kiwi pelican penguin parakeet toucan
Plantas y Flores/ Plants and Flowers amarilis camelia cinnia eucalipto gardenia hibisco palma peonia petunia pino rosa tulipán violeta
amaryllis camellia zinnia eucalyptus gardenia hibiscus palm peony petunia pine rose tulip violet
10 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Similar Endings Some Spanish words ending in -ción are easily recognized in English with -tion endings:
atención circulación conversación edición educación indicación nación pronunciación proposición protección
attention circulation conversation edition education indication nation pronunciation proposition protection
Some words in Spanish that end in o are easily recognized in English without the o:
Atlántico democrático globo romántico
Atlantic democratic globe romantic
Some Spanish words that end in -ente or -ante are easily recognized in English by dropping the final e:
cliente continente equivalente importante restaurante
client continent equivalent important restaurant
Some Spanish words that end in -mente are easily recognized in English with an -ly ending:
completamente falsamente musicalmente totalmente
completely falsely musically totally
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References Allington, R. L., & McGill-Franzen, A. (1991). Educational reform and at-risk children: Exclusion, retention, transition, and special education in an era of increased accountability. Final report to the U.S. Department of Education, Office of Educational Research and Improvement. (Grant #R117E90143) Ard, J. & Homburg, T. (1992). Verification of language transfer. In S. M. Gass & L. Selinker (Eds.), Language Transfer in Language Learning , pp. 47–70. Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology 20, pp. 275–303. González, V. (Ed.). (1999). Language and Cognitive Development in Second Language Learning. Boston, MA: Allyn and Bacon. Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31 (1), pp. 90–112. Krashen, Stephen (1981). Second Language Acquisition and Second Language Learning, Pergamon Press. Lee, J., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance. TESOL Quarterly 31 (4), pp. 713–739. Legarreta-Marcaida, D. (1981). Effective use of the primary language in the classroom. In California State Department of Education. School and Language Minority Students (pp. 83–116). Los Angeles, CA: Evaluation, Dissemination and Assessment Center. Mora, J. K. (2001). Learning to spell in two languages: Orthographic transfer in a transitional Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores, Raising Questions: Claremont Reading Conference 65th Yearbook . Claremont, CA: Claremont Graduate University. Muñiz-Swicegood, M. (1994). The effects of metacognitive reading strategy training on the reading performance and student reading analysis strategies of third grade bilingual students. Bilingual Research Journal 18 (1 & 2), pp. 83–97. Nagy, W. E., Garcia, G. E., Durgunoglu, A. & Hancin-Bhatt, B. (1993). Spanish-English bilingual students' use of cognates in English reading. Journal of Reading Behavior, 25, pp. 241–259. National Association for Bilingual Education (1995). Teaching literacy to bilingual children: Effective practices for use by monolingual and bilingual teachers. NABE News (August). Washington, D.C. Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning . New York, NY: Cambridge University Press. Padrón, Y. N. (1992). The effect of strategy instruction on bilingual students’ cognitive strategy use in reading. Bilingual Research Journal, 16 (3 & 4). Peregoy, S. F., & Boyle, O. F. (1997). Reading, writing and learning in ESL. NY: Longman. Pérez, B. & Torres-Guzmán, M. E. (1996). Learning in two worlds. White Plains, NY: Longman.
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Roberts, C.A. (1994). Transferring literacy skills from L1 to L2: From theory to practice. Journal of Educational Issues of Language Minority Students, 13 , pp. 209–221. Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
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