Transcript Project 5 Shared Reading

LESSON ACTIVITY:
PROMOTING VOCABULARY DEVELOPMENT USING
COGNATES
Ana Perez
BIE/DL 5338
Bi-Literacy Strategies
Activity # 10
Summer 2014
TEKS
For students whose first language is not English,
the students' native language serves as a
foundation for English language acquisition.
For ELLs, comprehension of texts requires
additional scaffolds to support comprehensible
input. ELL students should use the knowledge of
their first language (e.g., cognates) to further
vocabulary development.
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.pdf
Before Reading
 The teacher will ask students to predict what the book
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“Playing Loteria” by Rene Colato Lainez will be about.
The teacher will wait for students’ responses.
Then, to activate students’ prior knowledge and interest, the
teacher will ask them if they have played
“Lotería” with their relatives.
After students’ discussion, she will tell students that today
they will be listening to a story about a boy who visits and
spends time with his grandmother which speaks a different
language from him. Soon they learn that the two languages,
Spanish and English, have a lot of words with similarities.
Teacher will tell students that these words are called cognates.
During Reading
 The teacher will read the book to the students.
 As the teacher is reading the story, she will stop for
students to make predictions and/or change
predictions.
After Reading
 The teacher will ask questions about the book to the
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students, such as what happened at the beginning of the
book, etc.
The teacher will then tell students that this book includes a
lot of words that are cognates. She will define what cognates
are to the students.
After defining cognates, the teacher will explain that some
words in Spanish are similar in form and meaning to words
in English.
She will tell students that they can use their knowledge of
their language to help them learn new words in English.
The teacher will tell students that there are several types of
cognates, but that today they will learn cognates words that
are spelled exactly the same.
After Reading
 After explaining, the teacher
with the help of the students
will identify cognate words
found in the book using a
bridge thinking map.
is a cognate word for
relating factor
Example
Timid is a cognate word for tímido as content is a
cognate word for contento.
Students’ Activity
Objective:
The students will be able to identify cognate words
while playing a memory game.
 Materials:
6 English words written on blue index cards
6 Spanish words written on red index cards
White board
Expo Markers
Students’ Activity
Instructions to play Cognates Memory Game
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One student will mix up the cards.
The other student will lay the cards face down in
orderly rows and columns.
Then, each player will roll a dice.
The player with the highest number on the dice
begins the game.
Turn over two cards, one blue and one red.
If the two cards are cognates, the player who
made the match receives one point.
If they are not cognates, turn them back over
on the same place.
The game is over when all the cards have been matched.
The player with the most matches (points) wins.
Extension Activity:
As the students match a pair of cognate words, they will create a brace map to see the relationship of the two
languages and then they will write a complete sentence using the cognate word and correct punctuation.
Memory Game
experimento
conflict
insecto
conflicto
experiment
insect
Memory Game
experimento
conflict
insecto
conflicto
experiment
insect
Memory Game
familia
sequence
secuencia
causa
family
cause
Memory Game
familia
sequence
secuencia
causa
family
cause
References
 Cappellini, M. (2005). Balancing Reading & Language Learning A
Resource for Teaching English Language Learners K-5. Stenhouse
Publishers.
 Beeman, K & Urow, C. (2013) Teaching for Biliteracy.
 Book: Playing Loteria by Rene Colato Lainez. Retrieved from:
https://sites.google.com/site/playingloteria/