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English/Spanish Cognates: Transportation - Really · PDF fileEnglish/Spanish Cognates: ... names of transportation related vocabulary in English and Spanish. ... it travel on land,

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  • Congratulations on your purchase of the Really GoodStuff English/Spanish Cognates: Transportation, 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: Transportation also enablesstudents to improve reading comprehension and wordanalysis skills.

    This Really Good Stuff product includes: 60 Transportation Cognate Learning Deck Cards 20 Transportation Cognate Strips 1 English/Spanish Cognates: Transportation 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 andspellingas in car and carro, and submarine andsubmarino. The components of this kit provide a varietyof instructional tools as well as effective strategies forteaching vocabulary to English language learners.

    Managing English/Spanish Cognates:Transportation Display the English/Spanish Cognates:

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

    and decide how you will present themin 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 Cardactivities 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:TransportationEnglish/Spanish Cognates: Transportation provides anextensive set of language teaching tools for the acquisitionof transportation vocabulary in English. Included are 20cognate setsdisplayed as a whole on the Poster, as setsof three on the Cognate Strips (English word, picture cue,Spanish word), and individually on the Learning DeckCards. Each of the components, when used separately,provides a unique vehicle for language acquisition. Whenused together, the components offer a complete andeffective cognate program that can be used in a wholeclass, 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 ofwordssome identical and others very closely related.Using cognate pairs, students take note of thesimilarities between the languages and make importantlanguage connections.

    The Transportation Cognate PosterStart by presenting the concept of cognates using thetransportation cognate Poster. Display the Poster infront of your group and ask students to identify any ofthe transportation related vocabulary they alreadyknow and to name them in English or Spanish.

    Helping Teachers Make A Difference 2011 Really Good Stuff 1-800-366-1920 Made in Guangzhou, China #304776A

    All teaching guides can be found online:

    English/Spanish Cognates: Transportation

  • Repeat the wordsthat students know,pronouncing clearlyeach of the sounds inboth languages. Havestudents repeat afteryou. Ask students howthe words are alike anddifferent. Explain thatmany words in Englishand Spanish that sharesounds and letters alsohave the same meaning.Remind students thattheir first languageSpanishcan help them to learn andcomprehend English if they begin to recognize thecommonalities between the languages.

    Use the Poster to practice naming and pronouncing thenames of transportation related vocabulary in Englishand Spanish. Point out words that are identical inspellingmotor, taxi, and tractor. Emphasize how theyare pronounced differently in each language.

    Vary the activity by covering the column of English wordsand then having students name or write the words asyou point to each picture. Alternatively, cover the columnof picture cues 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 learnersalthoughxito looks like it could mean exit, it actually meanssuccess in Spanish. Its best to point out the existenceof false cognates before they create confusion forEnglish language learners.

    The Transportation Cognate StripsOnce students understand theconcept of cognates, introducecognate pairs using the CognateStrips. On each Strip, there is theEnglish name for the transportationterm, a picture cue, and theSpanish name. The picture cuebetween the two words connectsthe graphemes to an image thathelps build a strong mental modelfor English language learners.

    How to Use the Transportation Cognate Stripsin the Frayer 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 Made in Guangzhou, China #304776A

    English/Spanish Cognates: Transportation

  • Helping Teachers Make A Difference 2011 Really Good Stuff 1-800-366-1920 Made in Guangzhou, China #304776A

    English/Spanish Cognates: Transportation 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 transportation term you choose. Repeat the wordsslowly, emphasizing each syllable, and ask studentsto listen for how they sound different. Then havestudents pronounce the words in syllables.

    3. Ask students how the English and Spanish words differin spelling. For example, if using the Cognate Strip fortrain/tren, students should note that the words havethe same consonants but the vowels are different.

    4. Have students locate the item 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 train is a line of railroadcars that move on tracks. Depending on the level ofyour students, they may give a shorter response. Usetheir words and add to them to write a workingdefinition for the word.

    6. Continue to the next section of the Pocket ChartPictures or Characteristics. Ask students basicquestions about the itemIs it fast or slow? Doesit travel on land, water, or in the air? Is it small,large, long, or wide? Does it have wheels? Does it havea motor? Write each response on a separatesentence strip and have the students illustrate asappropriate. Place the completed strips in thePocket Chart. Review the characteristics of thetransportation item, asking students to act out andconnect physical movement to 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 studiedthese arerelated words. Next ask students if and when theyhave seen, used, or travelled by this transportationtermit could be a recent trip they have taken,something they have seen in a book or in a movie, atoy, etc. It is important that students connect theterm to an image or experience they have had in theirown life. Write student responses on sentence stripsand have them illustrate. Review the section by havingindividual students present their own strips.

    8. Continue to the last sectionNon-examples. Askstudents which forms of transportation are differentfrom the item being studied. These are non-examples.As students respond, write the name of eachtransportation term on a sentence strip and havethem illustrate. Place the completed strips under the

  • Helping Teachers Make A Difference 2011 Really Good Stuff 1-800-366-1920 Made in Guangzhou, China #304776A

    English/Spanish Cognates: Transportation Non-examples header and review with students,asking them how the non-examples are different fromthe word being studied. Use the vocabulary from theCharacteristic

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