Congratulations on your purchase of the Really GoodStuff® English/Spanish Cognates: Animals, acomprehensive language building kit that draws uponthe background knowledge of Spanish speakers toacquire related English vocabulary.

ObjectiveThe student will demonstrate comprehension of English vocabulary.

Meeting State StandardsThis type of extensive language practice helps studentsmeet grade-level English language developmentexpectations and prepare for standardized testing.English/Spanish Cognates: Animals also enables studentsto improve reading comprehension and word analysis skills.

This Really Good Stuff® product includes:• 60 Animal Cognate Learning Deck Cards™• 20 Animal Cognate Strips• 1 English/Spanish Cognates: Animal Poster• This Really Good Stuff® Teaching Guide

Cognates are a bridge to the English language forSpanish speaking students. Students learn to compareEnglish and Spanish words that are related in meaningand spelling to acquire new vocabulary. Most word pairsin this set vary only slightly in pronunciation andspelling—as in tiger and tigre, and dolphin and delfín. Thecomponents of this kit provide a variety of instructionaltools as well as effective strategies for teachingvocabulary to English language learners.

Managing English/Spanish Cognates: Animals• Display the English/Spanish Cognates: Animals

Poster in a visible location.• Order the Cognate Strips as shown on the Poster

and decide how you will present them—in a Frayer4-Square Model Pocket Chart (#304851) or astandard classroom pocket chart.

• Make copies of the reproducibles you will need whilepresenting the cognate sets.

• When using the Cognate Learning Deck Card™activities at a literacy center, be sure todemonstrate how to store the game parts and tidythe center when the activity is complete.

Introducing English/Spanish Cognates: AnimalsEnglish/Spanish Cognates: Animals provides anextensive set of language teaching tools for theacquisition of animal names in English. Included are 20animal cognate sets—displayed as a whole on thePoster, as sets of three on the Cognate Strips (Englishword, picture cue, Spanish word), and individually on theLearning Deck Cards™. Each of the components, whenused separately, provides a unique vehicle for languageacquisition. When used together, the components offer acomplete and effective cognate program that can beused in a whole class, small group, and individual settingwith all levels of English language learners.

Effective Language Instruction UsingEnglish/Spanish CognatesLearning new vocabulary in a second language requiresthat teachers take a direct and expanded approach toteaching language. Tapping into the languagebackground of students makes this task a little easier,given that Spanish and English share a large number ofwords—some identical and others very closely related.Using cognate pairs, students take note of thesimilarities between the languages and make importantlanguage connections.

The Animal Cognate PosterStart by presenting the concept of cognates using theanimal cognate Poster. Display the Poster in front ofyour group and ask students to identify any of theanimals they already know and to name them in Englishor Spanish.

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All teaching guides can be found online:

English/Spanish Cognates: Animals

Repeat thewords thatstudents know,pronouncing clearlyeach of the sounds inboth languages. Havestudents repeat afteryou. Ask studentshow the words arealike and different.Explain that manywords in English andSpanish that sharesounds and letters also have the same meaning. Remindstudents that their first language—Spanish—can helpthem to learn and comprehend English if they begin torecognize the commonalities between the languages.

Use the Poster to practice naming and pronouncing thenames of animals in English and Spanish. Vary theactivity by covering the column of English words and thenhaving students name or write the words as you point toeach picture. Alternatively cover the column of picturecues and have students read the words.

Keep the Poster displayed in a central area and refer toit while teaching individual cognate sets.

A Note about False CognatesNot all words that look and sound alike in Spanish andEnglish have the same meaning. False cognates are pairsof words that can confuse language learners—actual,although identical in appearance, means present time inSpanish and real in English. It’s best to point out theexistence of false cognates before they create confusion.

The Animal Cognate StripsOnce students understandthe concept of cognates,introduce cognate pairsusing the Cognate Strips.On each Strip, there is theEnglish name for an animal,a picture cue, and theSpanish name. The picturecue between the two wordsconnects the graphemes toan image that helps build astrong mental model forEnglish language learners.

How to Use the Animal Cognate Strips in theFrayer 4-Square Model Pocket ChartThe Frayer 4-square model helps student develop adeeper understanding of a concept. Moving from onequadrant to the next, students will define the term,describe its essential characteristics, provide relatedwords or examples of the concept, and refine theirunderstanding by offering non-examples. By knowingwhat something is not, one has a greaterunderstanding of what something is.

Note about this lessonThe Cognate Strips are intended for use in the Frayer4-Square Model Pocket Chart (#304851); however, theycan be used in a standard large pocket chart. Beforestarting the lesson, make headers and place them inthe four sections of the Pocket Chart as shown below:

Have blank sentence strips available for use during thelesson. Make copies of the Frayer 4-Square ModelReproducible if you plan to have students fill them in asyou do the activity.

Pace the lesson to match the level of your students.Introduce the concept one day and complete differentsteps of the activity on subsequent days, allowing for areview period each day. A suggested sequence would beto complete Steps 1-4 on Day 1, Steps 5-6 on Day 2,and Steps 7-9 on Day 3. Always check for understandingbefore moving on to the next step of the lesson.

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English/Spanish Cognates: Animals

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English/Spanish Cognates: Animals1. Place a Cognate Strip in the middle section of the

Frayer 4-Square Model Pocket Chart or in middle of astandard large pocket chart.

2. Pronounce the English and Spanish words clearly foran animal you choose. Repeat the words slowly,emphasizing each syllable, and ask students tolisten for how they sound different. Then havestudents pronounce the words in syllables.

3. Ask students how the English and Spanish wordsdiffer in spelling. For example, if using the CognateStrip for leopard/leopardo, students should note thatthe Spanish word leopardo has an o at the end andthe English word does not.

4. Have students locate the animal on the Poster. 5. Ask students what the word means and write their

response on a sentence strip. Place the sentence stripunder the Definition header in the Pocket Chart. Forexample, A leopard is a big cat that lives in themountains. Depending on the level of your students,they may give a shorter response. Use their words andadd to them to write a working definition for the word.

6. Continue to the next section of the Pocket Chart–Pictures or Characteristics. Ask students basicquestions about the animal–what color and type ofbody covering it has (fur, skin, feathers, scales), howit moves (walk, swim, fly), number of legs or size ofbody, etc. Write each response on a separatesentence strip and have the students illustrate asappropriate. Place the completed strips in the PocketChart. Review the characteristics of the animal,asking students to act out and connect physicalmovement with the words.

7. Move on to Related Words or Examples. Start byasking students if they know any words in Englishthat sound like the one being studied—these arerelated words. One example could be the plural form ofthe animal name. Next ask students if they know ofany examples of this type of animal—it could be ananimal they have seen at the zoo or a character froma book, a movie, or a cartoon. It is important that thestudents connect the animal to an image orexperience they have had in their own life. Writestudent responses on pocket chart strips and havethem illustrate. Review the section by havingindividual students present their own strips.

8. Continue to the last section–Non-examples. Reviewthe examples from the previous section and askstudents which animals might be confused with theanimal being studied because of shared

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English/Spanish Cognates: Animals characteristics. These are non-examples. As studentsrespond, write each animal name on a pocket chartstrip and have them illustrate. Place the completedstrips under the Non-examples header and review withstudents, asking them how the non-examples aredifferent from the animal being studied. Use thevocabulary from the characteristics section as abasis for comparison, pointing to the appropriatevocabulary strips as you ask questions. For example,“Is a house cat as strong as a leopard? Do lions haveblack spots?”

9. Once the Pocket Chart is complete, review keyvocabulary and pronunciation. Check forunderstanding, using a combination of physical,verbal, and written responses.

The Animal Cognate Learning Deck Cards™The Animal Cognate Learning Deck Cards™ include threeCards for each of the animals on the Poster and CognateStrips—one Cardeach for the Englishword, the Spanishword, and the picturerepresentation. Thebacks of the Cardsare different colorsso students do notconfuse English andSpanish words, andso that Cards can beeasily separated formatching games.

Animal Cognate ConcentrationUse only a selection of the Animal Cognate Learning DeckCards™ for this game, making sure to include all threeCards for each animal. 1. Use the color-coding on the backs of the Cards to

separate the English words, the Spanish words, andthe picture cues into three piles.

2. Shuffle each pile and place them face down in rows ona table or flat surface.

3. Players turn over three Cards at a time—one of eachcolor—to see if they can make a match. They read thewords aloud and name the picture. If a match is made,players keep the Cards and get another turn. If amatch is not made, players turn the Cards back over.

4. Players take turns until all the Cards are matched up.

Animal Cognate Match UpThis is a whole class activity and the number of AnimalCognate Learning Deck Cards™ used will depend on thenumber of students in your class. Students will partnerup in threes, so it is important to include the completeset for each cognate—the English word, the Spanishword, and the picture cue. 1. Pass out one Card face down to each student. 2. Have students turn over their Cards and read their

words or name their pictures. 3. Explain to students that they will look for their two

cognate partners. As soon as they find each other,they will sit down together.

4. Set a timer. 5. Have students find their two animal cognate partners.6. Stop the timer as soon as all students are seated

with their partners.7. Go around the class and have the groups of three

each present on their animals. Give each student adistinct role—one will name the animal, another willact out how it moves, and the last will say one thingthat describes the animal. (Distribute these rolesbased on language level.)

8. Repeat the activity and compare how quickly thestudents find their matches.

Animal Cognate SortSeparate the Animal Cognate Learning Deck Cards™ intothree piles using the color-coded backs as reference. Usethe categories introduced in the characteristics sectionof the Frayer 4-square model activity. Decide oncategories—body coverings, how animals move, size, color,etc., and make corresponding header cards. Havestudents take turns placing the animal picture Cards in

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English/Spanish Cognates: Animals the correct category. Once they have sorted the pictureCards, have them match the Spanish and English wordCards to the pictures.

Additional Cognate Activities Using the Reproducibles

The Frayer 4-Square Model ReproducibleThere are a number of ways to use the Frayer 4-SquareModel Reproducible. • Have students complete the reproducible as you

model the activity using the Pocket Chart.• Once students are familiar with how to fill out the

four sections of the Pocket Chart, have them work inpairs to add examples and non-examples on theirreproducible. Elicit responses from the group whenpairs have had time to make their own connectionsto the animals—either by looking through books inthe classroom, looking online, or talking to eachother about movies or cartoons.

• Send the reproducible home as homework. Completethe first two sections of it together, and then havestudents ask family members and friends forexamples and non-examples.

Animal Cognates List ReproducibleHave students practice naming the animals inpairs using the Animal Cognates ListReproducible. Students fold over the left side ofthe reproducible so that the English words are notvisible. One student points to a picture and theother student names the animal. Students taketurns until all the animals are named. Dependingon the language level of your students, onestudent may point to a picture cue and the otherstudent may write the name of the animal on aseparate sheet of paper.

Use the Animal Cognates List Reproducible to recordadditional animal cognates students encounter in theirreading and classroom activities.

How Are the Animal Cognates Alike? ReproducibleHelp students discover how cognate pairs are similar.As you introduce the animal cognate pairs, havestudents use the How Are the Animal Cognates Alike?Reproducible. Select a cognate pair and instructstudents to write the English word in the first columnand the Spanish word inthe second column. Havethem look closely at thetwo words and circle theletters they have incommon. Have themwrite those letters inthe third column and thetotal number of lettersthey share in the smallbox. Instruct them todraw the animal in thelast column.

Related Really Good Stuff® Products:Frayer 4-Square Model Pocket Chart: (#304851)English/Spanish Cognates: Food (#304769)English/Spanish Cognates: Transportation (#304776)English/Spanish Cognates: Shapes (#304774)

name: _____________________Animal Cognates List Reproducible

Fold on dotted line to coverthe English word.

How Are the Animal Cognates Alike? ReproducibleName___________________________________

How Are the Animal Cognates Alike?1. Write the English word and the Spanish word for each animal cognate pair. 2. Circle the letters that are alike in both words. Write those letters under the eye. Count how many you wrote and

write the total number in the small box in the corner. 3. Draw a picture of the animal under the crayons.

IllustrationEnglish Word Spanish Word

How do the wordslook alike?

Frayer 4-Square Model Reproducible

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Animal Cognates List Reproducible

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Name___________________________________

Fold on dotted line to coverthe English word.

How Are the Animal Cognates Alike? Reproducible

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Name___________________________________

How Are the Animal Cognates Alike?1. Write the English word and the Spanish word for each animal cognate pair. 2. Circle the letters that are alike in both words. Write those letters under the eye. Count how many letters you wrote

and write the total number in the small box in the corner. 3. Draw a picture of the animal under the crayon.

How do the wordslook alike?

Illustration

English Word Spanish Word

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