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Congratulations on your purchase of the Really Good Stuff ® English/Spanish Cognates: Shapes, a comprehensive language building kit that draws upon the background knowledge of Spanish speakers to acquire related English vocabulary. Objective The student will demonstrate comprehension of English vocabulary. Meeting State Standards This type of extensive language practice helps students meet grade-level English language development expectations and prepare for standardized testing. English/Spanish Cognates: Shapes also builds mathematical skills, such as classifying objects based on common attributes and describing geometric objects. This Really Good Stuff ® product includes: • 54 Shapes Cognate Learning Deck Cards • 18 Shapes Cognate Strips •1 English/Spanish Cognates: Shapes Poster This Really Good Stuff ® Teaching Guide Cognates are a bridge to the English language for Spanish speaking students. Students learn to compare English and Spanish words that are related in meaning and spelling to acquire new vocabulary. Most word pairs in this set vary only slightly in pronunciation and spelling—as in triangle and triángulo, and oval and óvalo. The components of this kit provide a variety of instructional tools as well as effective strategies for teaching vocabulary to English language learners. Managing English/Spanish Cognates: Shapes Display the English/Spanish Cognates: Shapes Poster in a visible location. Order the Cognate Strips as shown on the Poster and decide how you will present them—in a Frayer 4-Square Model Pocket Chart (#304851) or a standard classroom pocket chart. Make copies of the reproducibles you will need while presenting the cognate sets. When using the Cognate Learning Deck Card activities at a literacy center, be sure to demonstrate how to store the game parts and tidy the center when the activity is complete. Introducing English/Spanish Cognates: Shapes English/Spanish Cognates: Shapes provides an extensive set of language teaching tools for the acquisition of vocabulary related to geometric figures in English. Included are 18 cognate sets—displayed as a whole on the Poster, as sets of three on the Cognate Strips (English word, picture cue, Spanish word), and individually on the Learning Deck Cards . Each of the components, when used separately, provides a unique vehicle for language acquisition. When used together, the components offer a complete and effective cognate program that can be used in a whole class, small group, and individual setting with all levels of English language learners. Effective Language Instruction Using English/Spanish Cognates Learning new vocabulary in a second language requires that teachers take a direct and expanded approach to teaching language. Tapping into the language background of students makes this task a little easier, given that Spanish and English share a large number of words—some identical and others very closely related. Using cognate pairs, students take note of the similarities between the languages and make important language connections. The Shape Cognate Poster Start by presenting the concept of cognates using the shapes cognate Poster. Display the Poster in front of your group and ask students to identify any of the geometric shapes they already know and to name them in English or Spanish. Helping Teachers Make A Difference ® © 2011 Really Good Stuff ® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A All teaching guides can be found online: English/Spanish Cognates: Shapes

English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

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Page 1: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

How Are the Shape Cognates Alike? Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China # 304774A

Congratulations on your purchase of the Really GoodStuff® English/Spanish Cognates: Shapes, 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: Shapes also buildsmathematical skills, such as classifying objects based oncommon attributes and describing geometric objects.

This Really Good Stuff® product includes:• 54 Shapes Cognate Learning Deck Cards™

• 18 Shapes Cognate Strips• 1 English/Spanish Cognates: Shapes 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 triangle and triángulo, and oval and óvalo.The components of this kit provide a variety ofinstructional tools as well as effective strategies forteaching vocabulary to English language learners.

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

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: ShapesEnglish/Spanish Cognates: Shapes provides anextensive set of language teaching tools for theacquisition of vocabulary related to geometric figuresin English. Included are 18 cognate sets—displayed asa whole on the Poster, as sets of three on the CognateStrips (English word, picture cue, Spanish word), andindividually on the Learning Deck Cards™. Each of thecomponents, when used separately, provides a uniquevehicle for language acquisition. When used together,the components offer a complete and effectivecognate program that can be used in a whole class,small group, and individual setting with all levels ofEnglish 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 Shape Cognate PosterStart by presenting the concept of cognates using theshapes cognate Poster. Display the Poster in front ofyour group and ask students to identify any of thegeometric shapes they already know and to name themin English or Spanish.

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

All teaching guides can be found online:

English/Spanish Cognates: Shapes Name___________________________________

How Are the Shape Cognates Alike?1. Write the English word and the Spanish word for each shape 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 shape under the crayon.

How do the wordslook alike?

Illustration

English Word Spanish Word

Page 2: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

Shape Cognates List Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

Repeat the words thatstudents know,pronouncing clearlyeach of the sounds inboth languages. Havestudents repeat afteryou. Ask students howthe words are alike anddifferent. Explain thatmany words in Englishand Spanish thatshare sounds andletters also have thesame 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 geometric shapes and related terms in Englishand Spanish. Draw attention to word endings as many ofthe geometric shapes vary only in ending andpronunciation between the two languages. 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–althoughpie looks like it could mean “pie”, it actually refers to aunit of measurement—foot, in Spanish. It’s best to pointout the existence of false cognates before they createconfusion for English language learners.

The Shape Cognate StripsOnce students understand theconcept of cognates, introducecognate pairs using the CognateStrips. On each Strip, there is theEnglish name for the shape, apicture cue, and the Spanishname. The picture cue between thetwo words connects thegraphemes to an image that helpsbuild a strong mental model forEnglish language learners.

How to Use the Shape Cognate Strips in theFrayer 4-Square Model Pocket ChartThe Frayer 4-square model helps students 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.

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

English/Spanish Cognates: Shapes Name___________________________________

Fold on dotted line to coverthe English word.

Page 3: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

Frayer 4-Square Model Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

English/Spanish Cognates: Shapes 1. 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 fora shape 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 rectangle/rectángulo, students should notethat the endings are different and the Spanish wordhas an accent.

4. Have students locate the shape on the Poster. 5. Ask students what the word means to them and

write their response on a sentence strip. Place thesentence strip under the Definition header in thePocket Chart. For example, A rectangle is a shapethat looks like a tall, thin building. Depending on thelevel of your students, they may give a shorterresponse. Use their words and add to them to write aworking definition for the word.

6. Continue to the next section of the Pocket Chart–Pictures or Characteristics. Ask students basicquestions about the shape—“How many sides doesit have? Are the sides equal to one another inlength? Is it round? Does it have any right angles?”Write each response on a separate sentence stripand have the students illustrate as appropriate.Place the completed strips in the Pocket Chart.Review the characteristics of the shape, askingstudents to act out and connect physical movementto the descriptions.

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. Next ask students to look around theroom and name objects that take the shape of theterm being studied. It is important that studentsconnect the term to an object in their own life. Writestudent responses on sentence strips and have themillustrate. Review the section by having individualstudents present their own strips.

8. Continue to the last section–Non-examples. Askstudents to look around the room and name objectsthat take a shape other than the one being studied.These are non-examples. As students respond, writethe name of each item on a sentence strip and havethem illustrate. Place the completed strips under theNon-examples header and review with students,

Page 4: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

English/Spanish Cognates: Shapes asking them how the non-examples are different fromthe shape being studied. Use the vocabulary from theCharacteristics section as a basis for comparison,pointing to the appropriate vocabulary strips as youask questions. For example, “Does the clock have foursides? Does the computer screen have two sides thatare longer than the other?”

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

The Shape Cognate Learning Deck Cards™

The Shape Cognate Learning Deck Cards™ include threeCards for each of the geometric shapes on the Posterand Cognate Strips—one Card each for the English word,the Spanish word, and the picture representation. Thebacks of the Cards are different colors so students donot confuse English and Spanish words, and so thatCards can be easily separated for matching games.

Shape Cognate ConcentrationUse only a selection of the Shapes Cognate Learning DeckCards™ for this game making sure to include all threeCards for each shape term. 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 facedown in rows on atable 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.

Shape Cognate Match UpThis is a whole class activity and the number of ShapeCognate 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 shape cognate—the English word, theSpanish word, and the picture cue. 1. Pass out one Card facedown 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 shape 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 shape. Give each student adistinct role—one will name the shape (in Englishand in Spanish), another will describe it, and the lastwill name an item in the classroom that matchesthat shape. (Distribute these roles based onlanguage level.)

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

Shape Cognate SortSelect three to five shapes from the Learning DeckCards™ and place them at the top of a large pocket chartin separate columns. Have students work in pairs to findobjects in the classroom or think of objects in their lifethat fit in each category. Have them record their answerson index cards and place them under the correct

English/Spanish Cognates: Shapes category headers. Review each column together. Havestudents describe the common attributes of the items ineach column.

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 shape terms—either by looking in theclassroom, in the garden, or on the playground.

• Send the reproducible home as homework.Complete the first two sections of it together, andthen have students look for examples and non-examples at home.

Shape Cognates List ReproducibleHave students practice naming the shape terms inpairs using the Shape Cognates List Reproducible.Students fold over the left side of the reproducible sothat the English words are not visible. One studentpoints to a picture and the other student names thegeometric shape. Students take turns until all theshapes are named. Depending on the language level ofyour students, one student may point to a picture cueand the other student may write the name of theshape on a separate sheet of paper.

Use the back of the Shape Cognates List Reproducibleto record additional shape cognates studentsencounter at home and in classroom activities.

How Are the Shape Cognates Alike? ReproducibleHelp children discover how cognate pairs are similar. Asyou introduce the shape cognate pairs, have studentsuse the How Are the Shape 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 shape in thelast column.

Related Really Good Stuff® Products:Frayer 4-Square Model Pocket Chart: (#304851)English/Spanish Cognates: Animals (#304772)English/Spanish Cognates: Transportation (#304776)English/Spanish Cognates: Food (#304769)

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name: _____________________Shape Cognates List Reproducible

Fold on dotted line to coverthe English word.

How Are the Shape Cognates Alike? ReproducibleName___________________________________

How Are the Shape Cognates Alike?1. Write the English word and the Spanish word for each shape 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 shape under the crayon.

IllustrationEnglish Word Spanish Word

How do the wordslook alike?

Page 5: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

English/Spanish Cognates: Shapes asking them how the non-examples are different fromthe shape being studied. Use the vocabulary from theCharacteristics section as a basis for comparison,pointing to the appropriate vocabulary strips as youask questions. For example, “Does the clock have foursides? Does the computer screen have two sides thatare longer than the other?”

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

The Shape Cognate Learning Deck Cards™

The Shape Cognate Learning Deck Cards™ include threeCards for each of the geometric shapes on the Posterand Cognate Strips—one Card each for the English word,the Spanish word, and the picture representation. Thebacks of the Cards are different colors so students donot confuse English and Spanish words, and so thatCards can be easily separated for matching games.

Shape Cognate ConcentrationUse only a selection of the Shapes Cognate Learning DeckCards™ for this game making sure to include all threeCards for each shape term. 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 facedown in rows on atable 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.

Shape Cognate Match UpThis is a whole class activity and the number of ShapeCognate 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 shape cognate—the English word, theSpanish word, and the picture cue. 1. Pass out one Card facedown 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 shape 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 shape. Give each student adistinct role—one will name the shape (in Englishand in Spanish), another will describe it, and the lastwill name an item in the classroom that matchesthat shape. (Distribute these roles based onlanguage level.)

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

Shape Cognate SortSelect three to five shapes from the Learning DeckCards™ and place them at the top of a large pocket chartin separate columns. Have students work in pairs to findobjects in the classroom or think of objects in their lifethat fit in each category. Have them record their answerson index cards and place them under the correct

English/Spanish Cognates: Shapes category headers. Review each column together. Havestudents describe the common attributes of the items ineach column.

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 shape terms—either by looking in theclassroom, in the garden, or on the playground.

• Send the reproducible home as homework.Complete the first two sections of it together, andthen have students look for examples and non-examples at home.

Shape Cognates List ReproducibleHave students practice naming the shape terms inpairs using the Shape Cognates List Reproducible.Students fold over the left side of the reproducible sothat the English words are not visible. One studentpoints to a picture and the other student names thegeometric shape. Students take turns until all theshapes are named. Depending on the language level ofyour students, one student may point to a picture cueand the other student may write the name of theshape on a separate sheet of paper.

Use the back of the Shape Cognates List Reproducibleto record additional shape cognates studentsencounter at home and in classroom activities.

How Are the Shape Cognates Alike? ReproducibleHelp children discover how cognate pairs are similar. Asyou introduce the shape cognate pairs, have studentsuse the How Are the Shape 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 shape in thelast column.

Related Really Good Stuff® Products:Frayer 4-Square Model Pocket Chart: (#304851)English/Spanish Cognates: Animals (#304772)English/Spanish Cognates: Transportation (#304776)English/Spanish Cognates: Food (#304769)

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ENGLISH/SPANISH/ENGLISH/SPANI

NGLISH/SPANISH/

ENGLISH/SPANISH/ENGLISH/SPANISH

ENGLISH/SPANISH/EN

ENGLISH/SPANISH/ENGLISH/SPANISH/E

NGLISH/SPANISH/ENGL

ENGLISH/SPANISH/ENGLISH/SPANISH/E

GLISH/SPANISH/ENGLISH

GLISH/SPANISH/ENGLISH/SPANISH

SH/SPANISH/ENGLI

SH/SPANISH/ENGLISH/SPANI

/SPANISH/ENG

/SPANISH/ENGLISH/SPA

PANISH/E

PANISH/ENGLISH/S

NISH

NISH/ENGLISH

NISH/H/H/

NISH/ENGLIS

NIS

ENGLISH/SPANISH/ENG

ENGLISH/SPAN

ENGLISH/SPANISH/E

GLISH/SP

GLISH/SPANISH/

ISH/

ISH/SPANI

H/SPA

H/NISH/

PANISH/

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SH/SPANISH/SH/

GLISH/SPANISNIS

NGLISH/SPAPAN

GLISH/SP/SP

SH/SP/SP

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PANISNIS

ENGL

ENGLISH

ENGLISH/S

ENGLISH/SPA

NGLISH

ENGLISH/SPANI

ENGLISH/S PANISH/

SPAANISH/E

ANI SH/ENG

SH//ENGLIS

/E ENGLISH/

ENG

ENGLISH/SP

ENH/ENGLISH/

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name: _____________________Shape Cognates List Reproducible

Fold on dotted line to coverthe English word.

How Are the Shape Cognates Alike? ReproducibleName___________________________________

How Are the Shape Cognates Alike?1. Write the English word and the Spanish word for each shape 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 shape under the crayon.

IllustrationEnglish Word Spanish Word

How do the wordslook alike?

Page 6: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

How Are the Shape Cognates Alike? Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China # 304774A

Congratulations on your purchase of the Really GoodStuff® English/Spanish Cognates: Shapes, 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: Shapes also buildsmathematical skills, such as classifying objects based oncommon attributes and describing geometric objects.

This Really Good Stuff® product includes:• 54 Shapes Cognate Learning Deck Cards™

• 18 Shapes Cognate Strips• 1 English/Spanish Cognates: Shapes 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 triangle and triángulo, and oval and óvalo.The components of this kit provide a variety ofinstructional tools as well as effective strategies forteaching vocabulary to English language learners.

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

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: ShapesEnglish/Spanish Cognates: Shapes provides anextensive set of language teaching tools for theacquisition of vocabulary related to geometric figuresin English. Included are 18 cognate sets—displayed asa whole on the Poster, as sets of three on the CognateStrips (English word, picture cue, Spanish word), andindividually on the Learning Deck Cards™. Each of thecomponents, when used separately, provides a uniquevehicle for language acquisition. When used together,the components offer a complete and effectivecognate program that can be used in a whole class,small group, and individual setting with all levels ofEnglish 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 Shape Cognate PosterStart by presenting the concept of cognates using theshapes cognate Poster. Display the Poster in front ofyour group and ask students to identify any of thegeometric shapes they already know and to name themin English or Spanish.

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

All teaching guides can be found online:

English/Spanish Cognates: Shapes Name___________________________________

How Are the Shape Cognates Alike?1. Write the English word and the Spanish word for each shape 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 shape under the crayon.

How do the wordslook alike?

Illustration

English Word Spanish Word

Page 7: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

Frayer 4-Square Model Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

English/Spanish Cognates: Shapes 1. 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 fora shape 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 rectangle/rectángulo, students should notethat the endings are different and the Spanish wordhas an accent.

4. Have students locate the shape on the Poster. 5. Ask students what the word means to them and

write their response on a sentence strip. Place thesentence strip under the Definition header in thePocket Chart. For example, A rectangle is a shapethat looks like a tall, thin building. Depending on thelevel of your students, they may give a shorterresponse. Use their words and add to them to write aworking definition for the word.

6. Continue to the next section of the Pocket Chart–Pictures or Characteristics. Ask students basicquestions about the shape—“How many sides doesit have? Are the sides equal to one another inlength? Is it round? Does it have any right angles?”Write each response on a separate sentence stripand have the students illustrate as appropriate.Place the completed strips in the Pocket Chart.Review the characteristics of the shape, askingstudents to act out and connect physical movementto the descriptions.

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. Next ask students to look around theroom and name objects that take the shape of theterm being studied. It is important that studentsconnect the term to an object in their own life. Writestudent responses on sentence strips and have themillustrate. Review the section by having individualstudents present their own strips.

8. Continue to the last section–Non-examples. Askstudents to look around the room and name objectsthat take a shape other than the one being studied.These are non-examples. As students respond, writethe name of each item on a sentence strip and havethem illustrate. Place the completed strips under theNon-examples header and review with students,

Page 8: English/Spanish Cognates: Shapes How Are the Shape ... · English vocabulary. Meeting State Standards This type of extensive language practice helps students ... 2. Pronounce the

Shape Cognates List Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

Repeat the words thatstudents know,pronouncing clearlyeach of the sounds inboth languages. Havestudents repeat afteryou. Ask students howthe words are alike anddifferent. Explain thatmany words in Englishand Spanish thatshare sounds andletters also have thesame 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 geometric shapes and related terms in Englishand Spanish. Draw attention to word endings as many ofthe geometric shapes vary only in ending andpronunciation between the two languages. 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–althoughpie looks like it could mean “pie”, it actually refers to aunit of measurement—foot, in Spanish. It’s best to pointout the existence of false cognates before they createconfusion for English language learners.

The Shape Cognate StripsOnce students understand theconcept of cognates, introducecognate pairs using the CognateStrips. On each Strip, there is theEnglish name for the shape, apicture cue, and the Spanishname. The picture cue between thetwo words connects thegraphemes to an image that helpsbuild a strong mental model forEnglish language learners.

How to Use the Shape Cognate Strips in theFrayer 4-Square Model Pocket ChartThe Frayer 4-square model helps students 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.

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304774A

English/Spanish Cognates: Shapes Name___________________________________

Fold on dotted line to coverthe English word.