English/Spanish Cognates: Transportation - Teacher Supplies
Transcript of English/Spanish Cognates: Transportation - Teacher Supplies
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 andspelling—as 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 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:TransportationEnglish/Spanish Cognates: Transportation provides anextensive set of language teaching tools for the acquisitionof transportation vocabulary in English. Included are 20cognate sets—displayed 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 ofwords—some 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.
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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 language—Spanish—can 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 inspelling—motor, 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 learners–althoughéxito looks like it could mean exit, it actually meanssuccess in Spanish. It’s 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.
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English/Spanish Cognates: Transportation
Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com 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 Chart–Pictures or Characteristics. Ask students basicquestions about the item—“Is 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 studied—these arerelated words. Next ask students if and when theyhave seen, used, or travelled by this transportationterm—it 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 section–Non-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
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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 theCharacteristics section as a basis for comparison,pointing to the appropriate vocabulary strips as youask questions. For example, “Are cars as long astrains? Do boats travel on land?”
9. Once the Pocket Chart is complete, review keyvocabulary and pronunciation. Check forunderstanding, using a combination of physical,verbal, and written responses.
The Transportation Cognate Learning Deck Cards™
The Transportation Cognate Learning Deck Cards™ includethree Cards for each of the transportation related wordson the Poster and Cognate Strips—one Card each for theEnglish word, the Spanish word, and the picturerepresentation. The backs of the Cards are differentcolors so students do not confuse English and Spanishwords, and so that Cardscan be easily separatedfor matching games.
Transportation Cognate ConcentrationUse only a selection of the Transportation CognateLearning Deck Cards™ for this game, making sure toinclude all three Cards for each transportation 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.
Transportation Cognate Line UpThis is a small group or whole class activity thatchallenges students to compare different modes oftransportation using the comparative and superlativeforms of adjectives. Before starting the activity, decidewhich attributes to study, using the list below andgrouping cards that make appropriate comparisons, suchas canoe, boat, and submarine.
Different Ways to Compare Modes of TransportationUsing Attributes:Speed—fast, faster, fastest; slow, slower, slowestSize—large, larger, largest; long, longer, longestComfort—least comfortable, more comfortable, mostcomfortableSafety—least safe, safe, safest
Start with three picture or word Cards. Pass out theCards, one per student, and have those students go tothe front of the class. Present the attribute that yourstudents will compare and write its adjective or adverbforms on the whiteboard. Have students decide on thecorrect order and line up in front of the attributes. Theyeach describe their mode of transportation, such as, “Acanoe is long. A boat is longer. A submarine is thelongest.” Have students pass the Cards to another setof students and have them line up according to adifferent attribute.
Transportation Cognate SortSeparate the Transportation Cognate Learning DeckCards™ into three piles using the color-coded backs asreference. There are lots of ways to classify thetransportation terms. One idea is to use the categories
ANISH/ENGLISH/SPANISH/ENGLISH/SPAN
ISH/SPANISH/
NISH/ENGLISH/SPANISH/ENGLISH/SPANISH
GLISH/SPANISH/EN
H/ENGLISH/SPANISH/ENGLISH/SPANISH/
NGLISH/SPANISH/ENGL
/ENGLISH/SPANISH/ENGLISH/SPANISH/
GLISH/SPANISH/ENGLIS
GLISH/SPANISH/ENGLISH/SPANISH/
SH/SPANISH/ENGLISH/S
ISH/SPANISH/ENGLISH/SPANISH/
/SPANISH/ENGLISH
H/SPANISH/ENGLISH/SPANIS
PANISH/ENGL
SPANISH/ENGLISH/SPAN
NISH/EN
NISH/ENGLISH/SP
H/SH/ENGLISH/
/ENGLI
EENGEN
ANI
SPANISH/
H/SPANISH/E
LISH/SPANISH/ENG
NGLISH/SPANISH/ENGLIS
/ENGLISH/SPANISH/ENGLISH/
PA
SH/ENGLISH/SPANISH/ENGLISH/SP
/SPANIS
H/ /ENGLISH/SPA
ENGLISH/S
NGLISH
ISH/
ANISH/
/SPANISH/
SH/SPANISH/
LISH/SPANISH/
NGLISH/SPANISH/
ANIS
/ENGLISH/SPANISH/
SPANISH/
SH/ENGLISH/SH/SPANISH/
H/ENGLISHISH
ENGLISGLISH
GLISH/SH/SH/SP/SP/SPANPANPANISNISNISH/H/
ENENGL
ENGLIS
ENGLISH/
ENGLISH/SPA
ENGLISH/SPAN
ENGLISH/SPANISH
EN GLISH/SPANISH/E
NGL ISH/SPANISH/ENG
LISHH/SPANISH/ENGLIS
H/S/SPANISH/ENGL
H/SPA
H/SPANISH/EN
H/
LISH/SPANISH/
LIS
NGLISH/SPANIS
NGL
H/ENGE
H/
NISH/
PANISH/
PANISH/
ISH/H/
PA
H/SPANIS
SH/SPANISH/
GLISH/SPANISH/EN
ENGLISH/SPANISH/ENGL
ENGLISH/SPANISH/ENGLIS
/SP
ENGLISH/SPANISH/ENGLISH/S
SH/SPAN
ENGLISH/SPANISH/ENGLISH/SPA
LISH/SPANIS
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/
/SPANISH//
SH/SPANISH/SH/
GLISH/SPANISNIS
NGLISH/SPAPAN
GLISH/SP/SP
SH/SP/SP/SPAPAPANISNIS
ENGL
ENGLISH
ENGLISH/S
ENGLISH/SPA
NGLISH
ENGLISH/SPANI
ENGLISH/S PA
NISH/
SPAANISH/E
ANI SH/ENG
SH//ENGLIS
/E ENGLISH/
ENGENGLISH/SP
EN
H/ENGLISH/
H/
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English/Spanish Cognates: Transportation introduced in the Characteristics section of the Frayer 4-square model activity. Decide on categories—surface (land,air, or water), speed, size, etc.—and make correspondingheader cards. Have students take turns placing thetransportation picture Cards in the correct category. Whenthey have sorted the picture Cards, have them match theSpanish and English word Cards to the pictures.
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.• Send the reproducible home as homework.
Complete the first two sections of it together, andthen have students ask family members andfriends for examples and non-examples.
Transportation Cognates List ReproducibleHave students practice naming the transportationterms in pairs using the Transportation Cognates ListReproducible. Students fold over the left side of thereproducible so that the English words are not visible.One student points to a picture and the other studentnames the transportation term. Students take turnsuntil all the items are named. Depending on thelanguage level of your students, one student may pointto a picture cue and the other student may write thename of the transportation term on a separate sheetof paper.
Use the back of the Transportation Cognates ListReproducible to record additional transportationcognates students encounter at home and inclassroom activities.
How Are the Transportation Cognates Alike?ReproducibleHelp children discover how cognate pairs are similar. Asyou introduce the transportation cognate pairs, havestudents use the How Are the TransportationCognates Alike? Reproducible. Select a cognate pairand instruct students to write the English word in thefirst column and theSpanish word in thesecond 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 transportationterm in the last column.
Related Really Good Stuff® Products:Frayer 4-Square Model Pocket Chart: (#304851)English/Spanish Cognates: Animals (#304772)English/Spanish Cognates: Shapes (#304774)English/Spanish Cognates: Food (#304769)
name: _____________________Shape Cognates List Reproducible
Fold on dotted line to coverthe English word.
How Are the Transportation Cognates Alike?Name___________________________________
How Are the Transportation Cognates Alike?1. Write the English word and the Spanish word for each transportation term 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 transportation term under the crayon.
IllustrationEnglish Word Spanish Word
How do the wordslook alike?
Frayer 4-Square Model Reproducible
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Transportation Cognates List Reproducible
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Name___________________________________
Fold on dotted line to coverthe English word.
How Are the Transportation Cognates Alike? Reproducible
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Name___________________________________
How Are the Transportation Cognates Alike?1. Write the English word and the Spanish word for each transportation term 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 transportation term under the crayon.
How do the wordslook alike?
Illustration
English Word Spanish Word