COGNATES AND FALSE COGNATES

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COGNATES AND FALSE COGNATES. IN. ACADEMIC VOCABULARY. PRESENTER MAGDA MARTINEZ. Founded in 1755. Laredo History - PowerPoint PPT Presentation

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  • COGNATES AND FALSE COGNATESACADEMIC VOCABULARYINPRESENTERMAGDA MARTINEZ

  • Laredo HistoryThe Republic of the Rio Grande was a sovereign country in 1840, lasting 283 days from January 17 to November 6. This country was formed by the northeastern Mexican states of Coahuila, Nuevo Len, and Tamaulipas.Founded in 1755

  • How much do I know?With a partner: 1. Convert your plain piece of paper into a T CHART 2. Label the left side: Cognates Label the right side: False Cognates 3. You will categorize the words (found in next slide) into Cognates or False Cognates

  • Figure it Out!CasualtyLeaderCongressCompromiseAgricultureSuffrageIndependenceRepresentativeConsent

  • YIKESWhat the heck are cognates and false cognates???

  • Todays GoalsBrief overview of state statistics and their implicationsDifferences between social and academic vocabularyDifferences between cognates and false cognatesState Assessments (Hmm, so thats why kids got that question wrong)Graphic OrganizersTips!Links and Resources

  • Texas Racial and Ethnic Composition, 2000 and 2010Source: U.S. Census Bureau. 2000 and 2010 Census count

    Chart1

    11134851

    2434566

    790346

    6703952

    2000

    NH Black11%

    NH Other4%

    Hispanic or Latino32%

    Sheet1

    2000

    NH White11134851

    NH Black2434566

    NH Other790346

    Hispanic or Latino6703952

  • WHAT CAN WE INFER?

  • ENGLISH LANGUAGE LEARNERS

  • % of Growth Due to Each Ethnicity in Texas, 1980-1990, 1990-2000, 2000-2007, and 2000-2040Source: Census Bureau 2007 Population Estimates; Texas State Data Center 2008 Population Projections, 0.5 Scenario

    Chart1

    34.110.349.16.5

    10.311.560.37.9

    1511.563.210.3

    36.681.49

    Anglo

    Black

    Hispanic

    Other

    Sheet1

    AngloBlackHispanicOtherProportion of Net Change by Race/Ethnicity

    1980-199034.110.349.16.51980-19901990-20002000-20072000-2040

    1990-200010.311.560.37.934.1%20.3%15.0%3.0%

    2000-200715.011.563.210.310.3%11.5%11.5%6.6%

    2000-20403.06.681.49.049.1%60.3%63.2%81.4%

    6.5%7.9%10.3%9.0%

    100.0%100.0%100.0%100.0%

    To resize chart data range, drag lower right corner of range.

  • Vocabulary: What is the difference?

    Simpler vocabularyFace to Face conversationsUses gesturesInformalTakes 2 years to acquireTechnical-content specific vocabularyDifficult to read and understandRequire background knowledgeTakes 5 to 7 years to acquireSocial LanguageAcademic Language

  • Let Us Check Ourselves!False CognatesSuffrageCompromiseCasualtyConsentCognatesIndependenceLeaderRepresentativeAgricultureCongress

  • What are cognates?English words that look alike and have the same meaning in Spanish are cognates.40% of all English words have similar cognates in Spanish. Therefore, if English Language Learners learn to recognize these cognates, bridging the gap will be more attainable.

  • ExampleThe computer is a modern invention.

    La computadora es una invencion moderna.

  • Examples of CognatesFamilyFamiliaCenterCentroGorillaGorilaAlarmAlarmaCircleCirculoCognates and False Cognates\English Spanish Cognates.pdf

  • What are false cognates?These are words that look alike but do not have the same meaning in English and Spanish.ELLs directly translate while they are reading and often misinterpret the true meaning of what they are reading.If English Language Learners learn to recognize these false cognates, bridging the gap will be more attainable.

  • Examples of False CognatesSuffrageSufrirCompromise CompromisoFabricFabricaUnionUninCarpetCarpeta (funny story)

  • In Spanish, Pay is a pie. In Spanish, Pie is a foot.It is not likely you would advertise Frito FootIn Spanish, there is no th sound.The th is usually pronounced as tIn Spanish, the J as in Joe, is nonexistent.In Spanish, the J is pronounced like H as in house.It is not likely that your business card would read Hunk Yard

  • STATE ASSESSMENTSHow Can We Help?

  • 8 %7 %48 %D. 37 %10th Graders: State Level4473D. 20

    LBJ H.S.

  • 35 %4 %21 % J.41 %11th GradersState Level

    F. 66 G. 3H. 13 J. 19LBJH.S.

  • 10th GradersState76011 J. 22

    115213J. 24LBJ H.S.

  • GRAPHIC ORGANIZERS

  • TitleBullet Points

  • Use Graphic Organizers

  • So how does this fit in with CSCOPE?

  • Teaching Tips!Use pre-reading strategies before you begin to read. Set the tone in your classroom so that students do not make fun of struggling readers(story: speaking with an accent and misconceptions)Explain cognates and false cognates to students and have them identify them while they read.This can be an oral overview with a pictorial powerpoint. Students should hi-light topics and subtopicsBy looking at the pictures, students predict what the section will be about.

  • Guess Who?(small groups)

  • More Tips!When assigning vocabulary, dont use the conventional method of: copy the words and define them; memorize them for a matching quizINSTEAD: Assign five to ten words; Use the Frayer Model for each word by assigning students to groups and allowing students to discuss, use their textbook or other resources to fill in the Frayer Model. Place words in a box or jar. Student selects a word and (acts it out/charade, draws a picture on the board or mimes it) Class has to guess the word! Use close caption when possible (Industrial Revolution\Introduction_to_the_Industrial_Revolution.asf

  • Resourceshttp://www.colorincolorado.org/dreamhistory.org (Magda's website)NTCs Dictionary of Spanish False Cognates (Marcial Prado)NTCs Dictionary of Spanish Cognates: Thematically Organized (Rose Nash) U.S. Census Bureau Texas State Data Center Population ProjectionsTexas Education Agencyhttp://www.diputados.gob.mx/LeyesBiblio/pdf/1.pdf http://streaming.discoveryeducation.com/

    Play musicIntroduce myself (background and experiences)*Pictures of old school..Laredo, and me (tell a story about childhood days and my difficulties with the English language)*When you walked in you were given a green sheet of paper. Take this sheet and convert it into a T chart. (I model it for audience) You will categorize a series of words into cognates and false cognates.*A few seconds to work on this*I throw the ball to you (randomly) and you provide some inputthen, you throw the ball to someone else across the room and he/she provides some input.*Throw the ball: what can you infer from this graphic/data? (throw it two more times)*Throw the ball againwhat can we infer? Throw it to someone elseand someone else..(three inferences)*What can we infer?*What can we infer? Throw ball three times.*Three types of students.one that cannot read it at alland gives up. One that can read it but has minimal comprehension..One that can read it and comprehend**What is the difference between social and academic language?My first year teaching (7th graders): Miss, Miss, do we need a carpet? (and I wondered if they still took naps) and quite frankly, I did not know what they were asking me.*Why would so many students select answer choice I?*