Vocabulary building

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. 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 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 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 4 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 dif ferent 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. Nombre Name ol English te avocado banana cauliflower a salad go asparagus a spinach fruit lemon olive pear tomato es vegetables 8 Vocabulary Building Bilingual Mini-Books Scholastic Teaching Resources Frutas y vegetales Fruits and Vegetables 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, Durgunolgu & Hancin- Bhatt, 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. 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). 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 Animales Animals Nombre Name Español English ar madillo armadillo ca m ello camel c angur o k angaro o cebra zebra chimpancé chimpanzee c hita cheetah elefante elephant gorila gorilla hipopótamo hippopotamus jirafa giraffe león lion tigre tiger 8 Vo cab u l ar y -B u i l d i n g B i l i n g u al Mi n i -B o o ks S chol as t i c Teachi ng Res our ces 21 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. 6 Calendario Calendar Nombre Name Español English calendario calendar febrero February marzo March abril April mayo May junio June julio July agosto August septiembre September octubre October noviembre November diciembre December 8 Vocabulary-Building Bilingual Mini-Books Scholastic Teaching Resources Deportes Sports Nombre Name Español English atleta athlete básquetbol basketball béisbol baseball boxeo boxing esquí skiing fútbol football gimnasia gymnastics golf golf karate karate olimpiada Olympics tenis tennis vóleibol volleyball 8 V o ca b u la ry-B u ild in g B ilin g u a l Min i-B o o k s Sch o la stic T e a ch in g R e so u rce s 33 Español English cilindro cylinder círculo circle cono cone cubo cube espiral spiral hexágono hexagon octágono octagon óvalo oval pentágono pentagon pirámide pyramid rectángulo rectangle triángulo triangle Nombre Name 8 V oc a bul a ry-Bui l di ng Bi l i ngua l Mi ni -Book s Sc hol a s t i c T e a c hi ng Re s our c e s 41 Formas Shapes Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 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 social settings. 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. Goal 2: To use English to achieve academically in all content areas. Standard 1: Students will use English to interact in the classroom. 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. Goal 3: To use English in socially and culturally appropriate ways. 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 Meeting the Standards 25 Comidas y bebidas Food and Drink Español English café coffee cereal cereal chocolate chocolate espaguetis spaghetti hamburguesa hamburger limonada lemonade panqueque pancake pizza pizza soda soda sopa soup t t Vocabulary-Building Bilingual Mini-Books Sch Lugares Places Nombre Name Español English apartamento apartment auditorio auditorium castillo castle gimnasio gymnasium hospital hospital hotel hotel iglú igloo rancho ranch restaurante restaurant tipi tepee 8 Vocabul ary -Bui l di ng Bi l i ngual Mi ni -Books S c holastic Teac hing Resourc es 57 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 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 wor ds 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 pictur es with colored pencils or crayons. 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. For the two-page mini-books, simply make double-sided copies and fold. 8 Making the Mini-Books A Model Lesson vagón wagon submarino submarine bicicleta bicycle tren train 6 3 Vocabulary-Building Bilingual Mini-Books ScholasticTeaching Resources 15 Transporte Transportation Nombre Name E spañol English aeroplano airplane ambulancia ambulance bicicleta bicycle bote boat canoa canoe carro car helicóptero helicopter motocicleta motorcycle submarino submarine taxi taxi tren train vagón wagon 8 Vocabulary-Building Bilingual Mini-Books ScholasticTeaching Resources 13 T ransporte T ransportation Nombre Name Español English aeroplano airplane ambulancia ambulance bicicleta bicycle bote boat canoa canoe carro car helicóptero helicopter motocicleta motorcycle submarino submarine taxi taxi tren train vagón wagon 8 Vocabulary-Building Bilingual Mini-Books ScholasticTeaching Resources 13 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources • 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 center centro radio radio class clase desert desierto magic magia gorilla gorila 9 More Language-Building Activities Using the Mini-Books family familia clase class Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 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. 10 More Cognates Astronomía/Astronomy asteroide asteroid cometa comet constelación constellation galaxia galaxy Júpiter Jupiter Marte Mars Mercurio Mercury meteoro meteor Neptuno Neptune órbita orbit planeta planet Plutón Pluto satélite satellite Saturno Saturn Urano Uranus Venus Venus Carreras/Careers agente agent artista artist astronauta astronaut atleta athlete autor author barbero barber dentista dentist doctor doctor fotógrafo photographer músico musician pianista pianist policía police secretaria secretary Pájaros/Birds albatros albatross canario canary cardenal cardinal cacatúa cockatoo cóndor condor emú emu halcón falcon flamenco flamingo ganso goose kiwi kiwi pelícano pelican pingüino penguin periquito parakeet tucán toucan Plantas y Flores/ Plants and Flowers amarilis amaryllis camelia camellia cinnia zinnia eucalipto eucalyptus gardenia gardenia hibisco hibiscus palma palm peonia peony petunia petunia pino pine rosa rose tulipán tulip violeta violet Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources [...]... Transporte 2 aeroplano airplane ambulancia ambulance Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 7 tren train vagón wagon 14 3 boat bote bicycle bicicleta 6 taxi taxi submarine submarino Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 15 4 canoa canoe carro car Vocabulary Building Bilingual Mini-Books © Merri Gutierrez,... English Español Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources Nombre Name Calendar Calendario 2 calendario calendar febrero February Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 7 noviembre November diciembre December 18 3 April abril March marzo 6 October octubre September septiembre Vocabulary Building Bilingual... 2 armadillo armadillo camello camel Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 7 león lion tigre tiger 22 3 zebra cebra kangaroo canguro 6 giraffe jirafa hippopotamus hipopótamo Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 23 4 chimpancé chimpanzee chita cheetah Vocabulary Building Bilingual Mini-Books © Merri... taco té 8 coffee Español Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources Nombre Name Food and Drink Comidas y bebidas 2 café coffee cereal cereal Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 7 taco taco té tea 26 3 spaghetti espaguettis chocolate chocolate 6 soup sopa soda soda Vocabulary Building Bilingual Mini-Books... 2 aguacate avocado banana banana Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 7 tomate tomato vegetales vegetables 30 3 salad ensalada cauliflower coliflor 6 pear pera olive oliva Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 31 4 espárrago asparagus espinaca spinach Vocabulary Building Bilingual Mini-Books © Merri... 8 English Español Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources Nombre Name Sports Deportes 2 atleta athlete básquetbol basketball Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 7 tenis tennis vóleibol volleyball 34 3 boxing boxeo baseball béisbol 6 Olympics Olimpíadas karate kárate Vocabulary Building Bilingual... hamburguesa hamburger limonada lemonade Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 5 panqueque pancake pizza pizza 28 29 avocado banana cauliflower salad asparagus spinach fruit lemon olive pear tomato vegetables aguacate banana coliflor ensalada espárrago espinaca fruta limón oliva pera tomate vegetales 8 English Español Vocabulary Building Bilingual Mini-Books... of Language Minority Students, 13, pp 209–221 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 13 airplane ambulance bicycle boat canoe car helicopter motorcycle submarine taxi train wagon aeroplano ambulancia bicicleta bote canoa carro helicóptero motocicleta submarino taxi tren vagón 8 English Español Vocabulary Building Bilingual Mini-Books © Merri Gutierrez,... Resources 19 4 mayo May junio June Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 5 julio July agosto August 20 21 armadillo camel kangaroo zebra chimpanzee cheetah elephant gorilla hippopotamus giraffe lion tiger armadillo camello canguro cebra chimpancé chita elefante gorila hipopótamo jirafa león tigre 8 English Español Vocabulary Building Bilingual Mini-Books... 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 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources 11 References Allington, R L., & McGill-Franzen, A (1991) Educational reform and at-risk children: Exclusion, retention, . spinach fruit lemon olive pear tomato es vegetables 8 Vocabulary Building Bilingual Mini-Books Scholastic Teaching Resources Frutas y vegetales Fruits and Vegetables Vocabulary Building Bilingual Mini-Books © Merri. motorcycle submarino submarine taxi taxi tren train vagón wagon 8 Vocabulary- Building Bilingual Mini-Books ScholasticTeaching Resources 13 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic. wagon 8 13 Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources aeroplano airplane ambulancia ambulance tren train vagón wagon 2 7 14 Vocabulary Building Bilingual