Vocabulary-Building Bilingual Mini-Books: 15 Picture Dictionaries of Spanish-English Cognates That Help English Language Learners Build Confidence in Reading and Writing PDF
Preview Vocabulary-Building Bilingual Mini-Books: 15 Picture Dictionaries of Spanish-English Cognates That Help English Language Learners Build Confidence in Reading and Writing
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 ofthis book for classroom use only. No other part of this 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 regard- ing 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 40 14 13 12 11 10 09 08 07 06 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 the Affective Filter . . . . . . . . . . . . . . . . . . . . . . 5 Meeting the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Making the Mini-Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 A Model Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 More Language-Building Activities Using the Mini-Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Other Activities for Building Vocabulary. . . . . . . . . . . . . . . 9 More Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The Mini-Books Transporte/Transportation. . . . . . . . . . . . . . . . . . . . . . . . . 13 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? 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 Spanish- speaking students can recognize cognate relationships, their English reading can be enhanced; once they know the word in Frutas y toel Eanvogcliasdho vegetales Spanish, recognizing it in English is significantly easier. banana Using cognates is like providing shelter. “Sheltering” is a broad cauliflower a salad term that includes many different strategies for providing go asparagus a spinach second-language learners with language they can understand es 8flopetrvoulemeimviagtoereanttaobles VocabularyBuildingBilingualMini-BooksScholasticTeachingResources NNoammberVeFerugietstaabnleds (dc“Klsiarhresaescsrlthtoieeoornnm f,s r,.1o aS9mon8 d 1its )hu .u esSs ilsniontgwog r pimcnrogo”g p!dnsoa awtreens . a wCllho eegxnna aymtoepusl epsspr oeoavf ikds,he pe aalt nelitrtoitnlmegi mini nthge 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 4 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 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, Durgunolg12 u & Hancin- Bhatt, 1993). More specifically, word structure analyEssipsa ñsoklillsEnglish Animales armadillo armadillo transfer from Spanish to English in reading when biclaimnellgoualcamel canguro kangaroo readers make use of their knowledge of cognates. Icnebr atheir zsebtrua dy of strategies used by Spanish-English readers, Jiméncheimzp,a nGcéarcchiímapanzee chita cheetah adrTenheadcedo bPedeerisnan’g rers feouiptnnse k(cr1ntoo9on9iwtr6ienn) ou fwofe o usokrnndidlcsl se tw hwtaahhstee a tnsh t keuree diyade dfeneintna tghtifu aiircnse a b btoeioofct nobh mi ollitalfjehgieeingrió olnaper nrcefgfoiaaalpgoanóu tteugfaamlanuolgae8tletghniigegoiioelrpenesartprpifl.sofhlaepa onittanmus secruoseRgnihcaeTcitsalohcSskooB-iniMlaugniliBgnidliuB-yralubacoV NNaommebre Animals 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). 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 5 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 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. Calendario 41 Formas Español English 33 Español English calendario calendar cilindro cylinder fmamjejasuoubnbdeagacnrloriproitiyceivozltuosiorioietboeeommrmebbbrrreee 8FMAMJJAeSONpuaDuabuernrcoleyrgypicetlvucouhteaeebsmrmmteybrbbeeerrr Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammbereCvtokóegglfnlaeaiobúeibmirsbmlaiostEqaéfbáblptxiuntsolessoeieeíqapblalotusondaaielaañtdbo8oallrvtOoekgganlflsolyboyernbkbmlmaaoofyEiaiasitttxbpnsnnhebsiaieaggnlkcaelbsgelslltilattesiblchlasll secruoseRgnihcaeTcitsalohcSskooB-iniMlaugniliBgnidliuB-yralubacoV NNaommebre SDpccceehíooóuprsporectncpvbeeprixtuaoirnoicárrááállttgaoogtáonmáolonsggninguordoounelotlooes8cccshiooourpppercctnvbeieryxrtleaeinercaaaalattgglnaamooggnnnilogdenle Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammbere Shapes 6 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 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 second- language 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 soci52al settings. Standard 1: Students will use English to partiEcspiapñaolte iEnnglish Comidas y café coffee social interactions. cereal cereal bebidas chocolate chocolate Standard 2: Students will interact in, througehsp,a gauentisd wspaigthehtti hamburguesa hamburger spoken and written English for personal liemxonpadraesslieomonnade Stanadnadrden3j:o Sytmuednetn.ts will use learning stratetssppoogiapdznazaiaqeueqsu etossppooiazudnzpaacake hcSskooB-iniMlaugniliBgnidliuB-yralubacoV Food and Drink extend their communicative competencet. Goal 2: To use English to achieve academically in all content areas. Standard 1: Students will use English to interact in 57 the classroom. Lugares Español English Standard 2: Students will use English to obtain,aa pupadrirttaoormioecnetossaap,uadrittomreiunmt construct, and provide subject matter informcaastitlloion incastle gimnasio gymnasium spoken and written form. hospital hospital hotel hotel GapoSpatrlao 3ntpo:d r Taicaorotd nue3sswte:r SauEtycnutsg d.aleinsndht sai nwp psilolly cu iaascella yad paepnmrdio ccp ukrnlitaoutwera llleelydagrnei.irrntgaeilpsnúgticahu orsanttrea8tirrgteaeelnospctogeaheuiraents Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammbere Places 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) 7 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources Making the Mini-Books 1. Make a double-sided copy of the mini-book pages on 8.5- by 11-inch copy paper. 2. Once you have double-sided copies, place page 3 behind the title 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 the book’s spine. 13 13 E15spañol English Transporte Español English Transporte aeroplano airplane aeroplano airplane abimcibculeltaancia abmicybvculaleagnócne bicicleta abimcibculeltaancia abmicybculleance bote boatwagon bicycle bote boat canoa canoe canoa canoe carro car carro car hmsttvaruaeeoxbglnitimócoóncapirctilenerotoa8hmsttwarue6aaoxblgiiitncmossoourunacpbbrytimmencrelaaerrinineoVocabulary-BuildingBilingualMini-BooksScholasticTeachingResources Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResourcesNNoammTebrreansport3atttrraieoinnn hmsttvaruaeeoxbglnitimócoóncapirctilenerotoa8hmsttwarueaaoxblgiiitncmooornacprytiencrele Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammTebrreansportation For the two-page mini-books, simply make double-sided copies and fold. A Model Lesson You can use any of these mini-books to help students strengthen vocab- ulary, build confidence, and enhance reading skills. Use the following suggestions to help students get the 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. Las palabras son similares. Read a few of the words out loud in English, and have the student say the Spanish words after you, using the pictures as a cue. This puts the entire book in context, as the student sees that all the words in the book will be words that are already familiar to him or her. 2. Have the student copy each word in English on the line provided and 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. 3. Students can test themselves in their mastery of the words by 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 or spelling test. • Invite students to create crossword puzzles or word searches using the words. • Challenge students to write sentences or stories that include the words in the mini-book. Other Activities for Building Vocabulary • When you read aloud to the 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, and have 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. Pair students and give each pair a set of cognate cards: one card has the English cognate and the other has the Spanish. Students find the match for each card. For example: family familia familia center centro family radio radio class clase desert desierto class clase magic magia 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 English- language learners. Students can make and illustrate their own mini- books using these lists. Astronomía/Astronomy Pájaros/Birds asteroide asteroid albatros albatross cometa comet canario canary constelación constellation cardenal cardinal galaxia galaxy cacatúa cockatoo Júpiter Jupiter cóndor condor Marte Mars emú emu Mercurio Mercury halcón falcon meteoro meteor flamenco flamingo Neptuno Neptune ganso goose órbita orbit kiwi kiwi planeta planet pelícano pelican Plutón Pluto pingüino penguin satélite satellite periquito parakeet Saturno Saturn tucán toucan Urano Uranus Venus Venus Plantas y Flores/ Plants and Flowers Carreras/Careers amarilis amaryllis agente agent camelia camellia artista artist cinnia zinnia astronauta astronaut eucalipto eucalyptus atleta athlete gardenia gardenia autor author hibisco hibiscus barbero barber palma palm dentista dentist peonia peony doctor doctor petunia petunia fotógrafo photographer pino pine músico musician rosa rose pianista pianist tulipán tulip policía police violeta violet secretaria secretary 10 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
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