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Vocabulary BuildingBilingual 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 • SydneyMexico 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 pagesof this book for classroom use only. No other part of this publication may bereproduced in whole or in part, or stored in a retrieval system, or transmitted inany form or by any means, electronic, mechanical, photocopying, recording, orotherwise, 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


ContentsTeaching 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


Teaching English-Language LearnersWith Spanish-English Cognates

Why Use Cognates to Teach?Native Spanish speakers comprise the fastest growing sector ofthe U.S. school-age population. They come to the United Stateswith a wealth of Spanish vocabulary—funds of knowledge thatcan be used to build English-language vocabulary. If Spanish-speaking students can recognize cognate relationships, theirEnglish reading can be enhanced; once they know the word inSpanish, recognizing it in English is significantly easier.

Using cognates is like providing shelter. “Sheltering” is a broadterm that includes many different strategies for providingsecond-language learners with language they can understand(Krashen, 1981). Slowing down when you speak, pantomimingdirections, and using props are all examples of sheltering in theclassroom. So is using cognates. Cognates provide a little“shelter from the storm”!

Research has long proven that literacy skills in the firstlanguage transfer to the second. This idea (the “cross-linguistictransfer” hypothesis), suggests that the greater the similarity inthe writing systems of the two languages, the greater thedegree of transfer, and the less time and difficulty involved inlearning 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 intwo languages. For instance, though pronunciation is slightly different, radiois the same word in both Spanish and English. Some cognate pairs may havethe exact same spelling but different pronunciation (such as radio), othersmay differ slightly in both spelling and pronunciation (bicicleta/bicycle). Ineither case, the meaning is the same between languages. Since so manywords in Spanish and English derive from Latin, there are thousands ofcognates between Spanish and English.

NombreName

ol English

te avocado

banana

cauliflower

a salad

go asparagus

a spinach

fruit

lemon

olive

pear

tomato

es vegetables

8

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laryB

uild

ing

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gu

alM

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gR

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Frutas yvegetales

Fruits andVegetables


word autor in Spanish, it’s a natural and immediate step toacquire the English word “author.” When teaching Spanishspeakers English, you can capitalize on this existing knowledgeand boost students’ self-confidence. Cognates can becomefamiliar “footholds” in the vast mountain range of new words!

When students are aware of Spanish-English cognates, they dobetter on vocabulary tasks (Nagy, Garcia, Durgunolgu & Hancin-Bhatt, 1993). More specifically, word structure analysis skillstransfer from Spanish to English in reading when bilingualreaders make use of their knowledge of cognates. In their studyof strategies used by Spanish-English readers, Jiménez, Garcíaand Pearson (1996) found that the identification of cognates indecoding unknown words was a key feature of bilingualreaders’ repertoire of skills when reading in both languages.

The benefits continue once the student has become a fluentEnglish speaker. Research evidence supports the conclusion thatproficient bilingual and biliterate children and adults haveheightened metalinguistic awareness and knowledge that mayenhance their ability to use linguistic processes and analysis insecond-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 FilterKrashen (1981) introduced the concept of the affective filter—the emotional block that hinders learning. Simply put, whenwe’re stressed out, we don’t perform as well! It’s the same withsecond-language learners. When anxious, self-conscious, oroverwhelmed, the learner is more likely to “shut down”cognitive functions. You can help keep the affective filter lowby keeping the student’s language demands appropriate—difficult enough so the student is learning, but easy enough asto be achievable. Using cognates as a starting place builds acomforting bridge for the learner. The message is, “You alreadyknow this word!” Using cognates shows the student that youunderstand his or her previous experience and you believe thatspeaking Spanish is helpful in learning English. With this kind ofvalue placed on the native language, students are more likely

5

Animales

AnimalsNombreName

Español Englisharmadillo armadillocamello camelcanguro kangaroocebra zebrachimpancé chimpanzeechita cheetahelefante elephantgorila gorillahipopótamo hippopotamusjirafa giraffeleón liontigre tiger

8

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ual

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oks

Scho

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Reso

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21


to feel accepted and respected—and embrace the challenge ofa new language.

Students from homes with languages that differ from thelanguage spoken at school are frequently evaluated on theirinadequacies, rather than on their strengths (Allington &McGill-Franzen, 1991). Here is an opportunity to focus on thewealth of knowledge students already have—and give them amuch-needed boost into reading, writing and speaking inEnglish. Your belief in the positive role of the primary languagein development of cognitive academic skills will go a long way.The National Association for Bilingual Education (1995)reported a compendium of research showing that whenteachers understand and believe in the important role ofprimary language in literacy learning, English-language learnersshow higher levels of academic achievement.

6

Calendario

Calendar

NombreName

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

Vo

cabu

lary-Bu

ildin

gB

iling

ual

Min

i-Bo

oks

Scho

lasticTeach

ing

Reso

urces

Deportes

SportsNombreName

Español Englishatleta

athletebásquetbol basketballbéisbol baseballboxeo boxing

esquískiing

fútbol footballgimnasia gymnasticsgolfgolf

karate karateolimpiada Olympicstenis

tennisvóleibol volleyball

8

Vo

cabu

lary-Bu

ildin

gB

iling

ual

Min

i-Bo

oks

Scho

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ing

Reso

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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 NombreName

8

Vo

cabu

lary-Bu

ildin

gB

iling

ual

Min

i-Bo

oks

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ing

Reso

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41

Formas

Shapes


ESL Standards for Pre-K–12 Students (Teachers of English to Speakersof Other Languages, 1997) state what students should know and beable to do as a result of ESL instruction. These are guideposts forstudents’ social and academic language development and socioculturalcompetence. Since a strong vocabulary base is necessary to second-language competence, these mini-books will help you help yourstudents 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 insocial interactions.

Standard 2: Students will interact in, through, and withspoken and written English for personal expressionand enjoyment.

Standard 3: Students will use learning strategies toextend their communicative competence.

Goal 2: To use English to achieve academically in allcontent areas.

Standard 1: Students will use English to interact inthe classroom.

Standard 2: Students will use English to obtain, process,construct, and provide subject matter information inspoken and written form.

Standard 3: Students will use appropriate learning strategiesto construct and apply academic knowledge.

Goal 3: To use English in socially and culturallyappropriate 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 appropriateto audience, purpose, and setting.

Standard 3: Students will use appropriate learning strategies toextend 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 ybebidas

Food and Drink

Español Englishcafé coffeecereal cerealchocolate chocolateespaguetis spaghettihamburguesa hamburgerlimonada lemonadepanqueque pancakepizza pizzasoda sodasopa soupt

t

Vo

cabu

lary-Bu

ildin

gB

iling

ual

Min

i-Bo

oks

Sch

Lugares

Places

NombreName

Español English

apartamento apartment

auditorio auditorium

castillo castle

gimnasio gymnasium

hospital hospital

hotel hotel

iglú igloo

rancho ranch

restaurante restaurant

tipi tepee

8

Vo

cabu

lary-Bu

ildin

gB

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ual

Min

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oks

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Reso

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57


You can use any of these mini-books to help students strengthen vocab-ulary, build confidence, and enhance reading skills. Use the followingsuggestions to help students get the most from their mini-books.

1. Give the student a mini-book and invite the student to write his orher name on the line. Open the book to the first page. Say, in Englishand Spanish, These words are similar. Las palabras son similares. Reada few of the words out loud in English, and have the student say theSpanish words after you, using the pictures as a cue. This puts theentire book in context, as the student sees that all the words in thebook will be words that are already familiar to him or her.

2. Have the student copy each word in English on the line provided andread 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 bycovering one of the columns on the back cover (most of thebooks include these word lists), and saying or writing thecorresponding word.

4. When finished, students might color in the pictures with coloredpencils 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 staplethem 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

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15

Transporte

TransportationNombreName

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

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ual

Min

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Reso

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13

Transporte

TransportationNombreName

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

Vo

cabu

lary-Bu

ildin

gB

iling

ual

Min

i-Bo

oks

Scho

lasticTeach

ing

Reso

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13


• Older students might circle or highlight the differencesbetween the Spanish words and the English words, indicatingwhich letters are different between the cognates.

• Use a mini-book as the basis for a weekly vocabulary orspelling test.

• Invite students to create crossword puzzles or word searchesusing the words.

• Challenge students to write sentences or stories that includethe words in the mini-book.

Other Activities forBuilding Vocabulary• When you read aloud to the group, ask the Spanish speakers

to raise their hand when they think they hear a cognate. Stopreading and discuss the word.

• Use a buddy system, and have the Spanish speaker read amini-book to a friend. Have the Spanish speaker teach theEnglish speaker some words in Spanish. This can buildclassroom community as native English speaker can empathizewith the newcomer.

• Play a matching game. Pair students and give each pair a setof cognate cards: one card has the English cognate and theother has the Spanish. Students find the match for each card.For example:

family familiacenter centroradio radioclass clasedesert desiertomagic magiagorilla gorila

9

More Language-Building ActivitiesUsing the Mini-Books

family familia

claseclass


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/Astronomyasteroide asteroidcometa cometconstelación constellationgalaxia galaxyJúpiter JupiterMarte MarsMercurio Mercurymeteoro meteorNeptuno Neptuneórbita orbitplaneta planetPlutón Plutosatélite satelliteSaturno SaturnUrano UranusVenus Venus

Carreras/Careersagente agentartista artistastronauta astronautatleta athleteautor authorbarbero barberdentista dentistdoctor doctorfotógrafo photographermúsico musicianpianista pianistpolicía policesecretaria secretary

Pájaros/Birdsalbatros albatrosscanario canarycardenal cardinalcacatúa cockatoocóndor condoremú emuhalcón falconflamenco flamingoganso goosekiwi kiwipelícano pelicanpingüino penguinperiquito parakeettucán toucan

Plantas y Flores/Plants and Flowersamarilis amarylliscamelia camelliacinnia zinniaeucalipto eucalyptusgardenia gardeniahibisco hibiscuspalma palmpeonia peonypetunia petuniapino pinerosa rosetulipán tulipvioleta violet


Similar Endings

Some Spanish words ending in -ción are easily recognized inEnglish with -tion endings:

atención attentioncirculación circulationconversación conversationedición editioneducación educationindicación indicationnación nationpronunciación pronunciationproposición propositionprotección protection

Some words in Spanish that end in o are easily recognized inEnglish without the o:

Atlántico Atlanticdemocrático democraticglobo globeromántico romantic

Some Spanish words that end in -ente or -ante are easilyrecognized in English by dropping the final e:

cliente clientcontinente continentequivalente equivalentimportante importantrestaurante restaurant

Some Spanish words that end in -mente are easily recognized inEnglish with an -ly ending:

completamente completelyfalsamente falselymusicalmente musicallytotalmente totally

11Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources

Allington, R. L., & McGill-Franzen, A. (1991). Educational reform and at-risk children:Exclusion, retention, transition, and special education in an era of increasedaccountability. Final report to the U.S. Department of Education, Office ofEducational 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 ofphonological awareness. Contemporary Educational Psychology 20, pp. 275–303.

González, V. (Ed.). (1999). Language and Cognitive Development in SecondLanguage Learning. Boston, MA: Allyn and Bacon.

Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies ofbilingual Latina/o students who are successful English readers: Opportunitiesand obstacles. Reading Research Quarterly, 31 (1), pp. 90–112.

Krashen, Stephen (1981). Second Language Acquisition and Second LanguageLearning, Pergamon Press.

Lee, J., & Schallert, D. L. (1997). The relative contribution of L2 language proficiencyand 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 theclassroom. In California State Department of Education. School and LanguageMinority Students (pp. 83–116). Los Angeles, CA: Evaluation, Dissemination andAssessment Center.

Mora, J. K. (2001). Learning to spell in two languages: Orthographic transfer in atransitional 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 trainingon the reading performance and student reading analysis strategies of thirdgrade bilingual students. Bilingual Research Journal 18 (1 & 2), pp. 83–97.

Nagy, W. E., Garcia, G. E., Durgunoglu, A. & Hancin-Bhatt, B. (1993). Spanish-Englishbilingual students' use of cognates in English reading. Journal of ReadingBehavior, 25, pp. 241–259.

National Association for Bilingual Education (1995). Teaching literacy to bilingualchildren: Effective practices for use by monolingual and bilingual teachers. NABENews (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.

Roberts, C.A. (1994). Transferring literacy skills from L1 to L2: From theory topractice. Journal of Educational Issues of Language Minority Students, 13,pp. 209–221.

12

References


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