Vocabulary Building Bilingual Mini Books

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Vocabulary BuildingBilingual Mini-Books15 Picture Dictionaries of Spanish-English Cognates

That Help English-Language Learners

Build Confidence in Reading and Writing

by Merri Gutierrez

New York Toronto London Auckland Sydney

Mexico City New Delhi Hong Kong Buenos Aires

Vocabulary Building Bilingual Mini-Books Merri Gutierrez, Scholastic Teaching Resources


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Scholastic Inc. grants teachers permission to photocopy the reproducible pages

of this book for classroom use only. No other part of this publication may be

reproduced in whole or in part, or stored in a retrieval system, or transmitted in

any form or by any means, electronic, mechanical, photocopying, recording, or

otherwise, without written permission of the publisher. For information regard-

ing permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Cover design by Maria Lilja

Cover and interior illustrations by Maxie Chambliss

Interior design by Ellen Matlach for Boultinghouse & Boultinghouse, Inc.

ISBN 0-439-53807-6

Copyright 2006 by Merri Gutierrez

All rights reserved. Published by Scholastic Inc.

Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 14 13 12 11 10 09 08 07 06



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Contents

Teaching English-Language Learners

With Spanish-English CognatesWhat Is a Cognate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Why Use Cognates to Teach? . . . . . . . . . . . . . . . . . . . . . . 4

Lowering the Affective Filter . . . . . . . . . . . . . . . . . . . . . . 5

Meeting the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Making the Mini-Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

A Model Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

More Language-Building ActivitiesUsing the Mini-Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Other Activities for Building Vocabulary . . . . . . . . . . . . . . . 9

More Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

The Mini-Books

Transporte/Transportation . . . . . . . . . . . . . . . . . . . . . . . . . 13

Calendario/Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Animales/Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Comidas y bebidas/Food and Drink . . . . . . . . . . . . . . . . . 25

Frutas y vegetales/Fruits and Vegetables . . . . . . . . . . . . . 29

Deportes/Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

En casa/At Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Formas/Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Libros/Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Diversiones/Fun! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Matemticas 1/Mathematics 1 . . . . . . . . . . . . . . . . . . . . . 53

Matemticas 2/Mathematics 2 . . . . . . . . . . . . . . . . . . . . . 55

Lugares/Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Vestidos/Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Mi libro de cognatos/My Book of Cognates . . . . . . . . . . 63



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Teaching English-Language LearnersWith Spanish-English Cognates

Why Use Cognates to Teach?Native Spanish speakers comprise the fastest growing sector of

the U.S. school-age population. They come to the United States

with a wealth of Spanish vocabularyfunds of knowledge that

can be used to build English-language vocabulary. If Spanish-

speaking students can recognize cognate relationships, theirEnglish reading can be enhanced; once they know the word in

Spanish, recognizing it in English is significantly easier.

Using cognates is like providing shelter. Sheltering is a broad

term that includes many different strategies for providing

second-language learners with language they can understand

(Krashen, 1981). Slowing down when you speak, pantomiming

directions, and using props are all examples of sheltering in the

classroom. So is using cognates. Cognates provide a little

shelter from the storm!

Research has long proven that literacy skills in the first

language transfer to the second. This idea (the cross-linguistic

transfer hypothesis), suggests that the greater the similarity in

the writing systems of the two languages, the greater the

degree of transfer, and the less time and difficulty involved in

learning to read and write the second language (Odlin,

1989). So, if a native Spanish speaker can read and define the

4

What Is a Cognate?Cognates are words with similar pronunciations, spellings, and meanings in

two languages. For instance, though pronunciation is slightly different, radio

is the same word in both Spanish and English. Some cognate pairs may have

the exact same spelling but different pronunciation (such as radio), others

may differ slightly in both spelling and pronunciation (bicicleta/bicycle). In

either case, the meaning is the same between languages. Since so many

words in Spanish and English derive from Latin, there are thousands ofcognates between Spanish and English.

Nombre

Name

-

l

i

T

i

r

Frutasy

vegetales

Fruits and

Vegetables



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word autorin Spanish, its a natural and immediate step to

acquire the English word author. When teaching Spanish

speakers English, you can capitalize on this existing knowledgeand boost students self-confidence. Cognates can become

familiar footholds in the vast mountain range of new words!

When students are aware of Spanish-English cognates, they do

better on vocabulary tasks (Nagy, Garcia, Durgunolgu & Hancin-

Bhatt, 1993). More specifically, word structure analysis skills

transfer from Spanish to English in reading when bilingual

readers make use of their knowledge of cognates. In their study

of strategies used by Spanish-English readers, Jimnez, Garca

and Pearson (1996) found that the identification of cognates indecoding unknown words was a key feature of bilingual

readers repertoire of skills when reading in both languages.

The benefits continue once the student has become a fluent

English speaker. Research evidence supports the conclusion that

proficient bilingual and biliterate children and adults have

heightened metalinguistic awareness and knowledge that may

enhance their ability to use linguistic processes and analysis in

second-language reading (Albert & Obler, 1978; Bialystok, 1991;

Cummins, 1976; Gass & Selinker, 1983; V. Gonzlez, 1999;Goswami, 1999; Muiz-Swicegood, 1994; Zunkernick, 1996).

Lowering the Affective FilterKrashen (1981) introduced the concept of the affective filter

the emotional block that hinders learning. Simply put, when

were stressed out, we dont perform as well! Its the same with

second-language learners. When anxious, self-conscious, or

overwhelmed, the learner is more likely to shut down

cognitive functions. You can help keep the affective filter lowby keeping the students language demands appropriate

difficult enough so the student is learning, but easy enough as

to be achievable. Using cognates as a starting place builds a

comforting bridge for the learner. The message is, You already

know this word! Using cognates shows the student that you

understand his or her previous experience and you believe that

speaking Spanish is helpful in learning English. With this kind of

value placed on the native language, students are more likely5

Animales

AnimalsNombreName

-

-

l

i

i



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to feel accepted and respectedand embrace the challenge of

a new language.

Students from homes with languages that differ from thelanguage spoken at school are frequently evaluated on their

inadequacies, rather than on their strengths (Allington &

McGill-Franzen, 1991). Here is an opportunity to focus on the

wealth of knowledge students already haveand give them a

much-needed boost into reading, writing and speaking in

English. Your belief in the positive role of the primary language

in development of cognitive academic skills will go a long way.

The National Association for Bilingual Education (1995)

reported a compendium of research showing that when

teachers understand and believe in the important role of

primary language in literacy learning, English-language learners

show higher levels of academic achievement.

6

Calendario

Calendar

Nombre

Name

-

-

l

i

T

i

r

Deportes

SportsNombreName

-

-

l

i

i

Nombre

Name

-

-

l

ti

T

i

r

Formas

Shapes



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ESL Standards for Pre-K12 Students (Teachers of English to Speakers

of Other Languages, 1997) state what students should know and be

able to do as a result of ESL instruction. These are guideposts forstudents social and academic language development and sociocultural

competence. Since a strong vocabulary base is necessary to second-

language competence, these mini-books will help you help your

students meet the challenge of functioning in a new language.

ESL Standards

Goal 1: To use English to communicate in social settings.

Standard 1: Students will use English to participate in

social interactions.

Standard 2: Students will interact in, through, and with

spoken and written English for personal expression

and enjoyment.

Standard 3: Students will use learning strategies to

extend their communicative competence.

Goal 2: To use English to achieve academically in all

content areas.

Standard 1: Students will use English to interact inthe classroom.

Standard 2: Students will use English to obtain, process,

construct, and provide subject matter information in

spoken and written form.

Standard 3: Students will use appropriate learning strategies

to construct and apply academic knowledge.

Goal 3: To use English in socially and culturally

appropriate ways.

Standard 1: Students will use appropriate language variety, register,

and genre according to audience, purpose, and setting.

Standard 2: Students will use nonverbal communication appropriate

to audience, purpose, and setting.

Standard 3: Students will use appropriate learning strategies to

extend their sociolinguistic and sociocultural competence.

Credit: ESL Standards for Pre-K12 Students (Teachers of English to Speakers of Other Languages, Inc. 1997)

7

Meeting the Standards

Comidasy

bebidas

FoodandDrink

-

-

Lugares

Places

Nombre

Name

-

-

l

i

T

i

r



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You can use any of these mini-books to help students strengthen vocab-

ulary, build confidence, and enhance reading skills. Use the following

suggestions to help students get the most from their mini-books.

1. Give the student a mini-book and invite the student to write his or

her name on the line. Open the book to the first page. Say, in English

and Spanish, These words are similar. Las palabras son similares. Read

a few of the words out loud in English, and have the student say the

Spanish words after you, using the pictures as a cue. This puts the

entire book in context, as the student sees that all the words in the

book will be words that are already familiar to him or her.

2. Have the student copy each word in English on the line provided and

read it aloud again. If he or she is familiar with the English alphabet,invite him or her to spell it as he or she writes.

3. Students can test themselves in their mastery of the words by

covering one of the columns on the back cover (most of the

books include these word lists), and saying or writing the

corresponding word.

4. When finished, students might color in the pictures with colored

pencils or crayons.

1. Make a double-sided copy of the mini-book pages on

8.5- by 11-inch copy paper.

2. Once you have double-sided copies, place page 3 behindthe title page.

3. Fold the pages in half along the center line.

4. Check to be sure the pages are in proper order, then staple

them together along the books spine.

For the two-page mini-books, simply make double-sided copies and fold.

8

Making the Mini-Books

A Model Lesson

vagn

wagon

submarino

submarine

bicicleta

bicycle

tren

train

6 3

Vocabulary-BuildingBilingualMini-BooksScholasticTeaching

Resources

Transporte

Transporta tion

Nombre

Name

Espaol English

aeroplano airplane

ambulancia ambulance

bicicleta bicycle

bote boat

canoa canoe

carro car

helicptero helicopter

motocicleta motorcycle

submarino submarine

taxi taxi

tren train

vagn wagon

8

Vocabulary-BuildingBilingualMini-BooksScholasticTeaching

Resources

Transporte

Transportat ionNombre

Name

V

c

ulry-uilin

ilinul

ini-

ch

l

ticT

chin

urc



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Older students might circle or highlight the differencesbetween the Spanish words and the English words, indicating

which letters are different between the cognates.

Use a mini-book as the basis for a weekly vocabulary or

spelling test.

Invite students to create crossword puzzles or word searches

using the words.

Challenge students to write sentences or stories that include

the words in the mini-book.

Other Activities forBuilding Vocabulary When you read aloud to the group, ask the Spanish speakers

to raise their hand when they think they hear a cognate. Stop

reading and discuss the word.

Use a buddy system, and have the Spanish speaker read a

mini-book to a friend. Have the Spanish speaker teach theEnglish speaker some words in Spanish. This can build

classroom community as native English speaker can empathize

with the newcomer.

Play a matching game. Pair students and give each pair a set

of cognate cards: one card has the English cognate and the

other has the Spanish. Students find the match for each card.

For example:

family familia

center centroradio radio

class clase

desert desierto

magic magia

gorilla gorila

9

More Language-Building ActivitiesUsing the Mini-Books

family familia

claseclass



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In addition to the cognates that appear in each of the mini-books,

here are some other cognates you might introduce with English-

language learners. Students can make and illustrate their own mini-books using these lists.

10

More Cognates

Astronoma/Astronomyasteroide asteroid

cometa comet

constelacin constellation

galaxia galaxy

Jpiter Jupiter

Marte MarsMercurio Mercury

meteoro meteor

Neptuno Neptune

rbita orbit

planeta planet

Plutn Pluto

satlite satellite

Saturno Saturn

Urano Uranus

Venus Venus

Carreras/Careersagente agent

artista artist

astronauta astronaut

atleta athlete

autor author

barbero barber

dentista dentistdoctor doctor

fotgrafo photographer

msico musician

pianista pianist

polica police

secretaria secretary

Pjaros/Birdsalbatros albatross

canario canary

cardenal cardinal

cacata cockatoo

cndor condor

em emuhalcn falcon

flamenco flamingo

ganso goose

kiwi kiwi

pelcano pelican

pingino penguin

periquito parakeet

tucn toucan

Plantas y Flores/Plants and Flowersamarilis amaryllis

camelia camellia

cinnia zinnia

eucalipto eucalyptus

gardenia gardenia

hibisco hibiscus

palma palm

peonia peonypetunia petunia

pino pine

rosa rose

tulipn tulip

violeta violet



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Allington, R. L., & McGill-Franzen, A. (1991). Educational reform and at-risk children:

Exclusion, retention, transition, and special education in an era of increased

accountability. Final report to the U.S. Department of Education, Office of

Educational Research and Improvement. (Grant #R117E90143)

Ard, J. & Homburg, T. (1992). Verification of language transfer. In S. M. Gass & L.

Selinker (Eds.), Language Transfer in Language Learning, pp. 4770.

Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of

phonological awareness. Contemporary Educational Psychology 20, pp. 275303.

Gonzlez, V. (Ed.). (1999). Language and Cognitive Development in Second

Language Learning. Boston, MA: Allyn and Bacon.

Jimnez, R. T., Garca, G. E., & Pearson, P. D. (1996). The reading strategies of

bilingual Latina/o students who are successful English readers: Opportunities

and obstacles. Reading Research Quarterly, 31 (1), pp. 90112.

Krashen, Stephen (1981). Second Language Acquisition and Second LanguageLearning, Pergamon Press.

Lee, J., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency

and L1 reading ability to L2 reading performance. TESOL Quarterly 31 (4), pp.

713739.

Legarreta-Marcaida, D. (1981). Effective use of the primary language in the

classroom. In California State Department of Education. School and Language

Minority Students (pp. 83116). Los Angeles, CA: Evaluation, Dissemination and

Assessment Center.

Mora, J. K. (2001). Learning to spell in two languages: Orthographic transfer in a

transitional Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores,

Raising Questions: Claremont Reading Conference 65th Yearbook. Claremont,

CA: Claremont Graduate University.

Muiz-Swicegood, M. (1994). The effects of metacognitive reading strategy training

on the reading performance and student reading analysis strategies of third

grade bilingual students. Bilingual Research Journal 18(1 & 2), pp. 8397.

Nagy, W. E., Garcia, G. E., Durgunoglu, A. & Hancin-Bhatt, B. (1993). Spanish-English

bilingual students' use of cognates in English reading.Journal of Reading

Behavior, 25, pp. 241259.

National Association for Bilingual Education (1995). Teaching literacy to bilingual

children: Effective practices for use by monolingual and bilingual teachers. NABE

News (August). Washington, D.C.

Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning.

New York, NY: Cambridge University Press.

Padrn, Y. N. (1992). The effect of strategy instruction on bilingual students

cognitive strategy use in reading. Bilingual Research Journal, 16(3 & 4).

Peregoy, S. F., & Boyle, O. F. (1997). Reading, writing and learning in ESL. NY:

Longman.

Prez, B. & Torres-Guzmn, M. E. (1996). Learning in two worlds. White Plains, NY:

Longman.

Roberts, C.A. (1994). Transferring literacy skills from L1 to L2: From theory to

practice.Journal of Educational Issues of Language Minority Students, 13,

pp. 209221.12

References



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T

ranspo

rte

Transportation

Nombre

N a m e

Espaol

English

aeroplano

airplane

ambulancia

ambulance

bicicleta

bicycle

bote

boat

canoa

canoe

carro

car

helicptero

helicopter

motocicleta

motorcycle

submarino

submarine

taxi

taxi

tren

train

vagn

wagon

13


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aeroplano

airplane

ambul

ancia

ambula

nce

tren

train

vagn

wagon

2

7

1


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4

5

1

canoa

canoe

carro

car

helicptero

helicopter

motocicleta

motorcycle


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C

alen

da

rio

Calendar

Nombre

N a m e

Espaol

English

calendario

calendar

febrero

February

marzo

March

abril

April

mayo

May

junio

June

julio

July

agosto

August

septiembre

September

octubre

October

noviembre

November

diciembre

December

17


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calendario

calendar

febrero

February

noviembre

November

diciembre

December

2

7

1


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19

septiembre

September

octubre

October

marzo

Ma

rch

ab

ril

Ap

ril


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4

5

2

mayo

May

junio

June

julio

July

agosto

August


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An

ima

les

Animals

Nombre

N a m e

Espaol

English

armadillo

armadillo

camello

camel

canguro

kangaroo

cebra

zebra

chimpanc

chimpanzee

chita

cheetah

elefante

elephant

gorila

gorilla

hipoptamo

hippopotamus

jirafa

giraffe

len

lion

tigre

tiger

21


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armadillo

armadillo

camello

camel

len

lion

tigre

tiger

2

7

2


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23

hipoptamo

hippopotamus

jirafa

giraffe

canguro

kangaroo

cebra

zebra


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4

5

2

chimpa

nc

chimpan

zee

chita

cheetah

elefante

elephant

gorila

gorilla


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caf

coffee

cereal

cereal

taco

taco

ttea

2

7

2


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27

soda

soda

sopa

soup

ch

ocolate

chocolate

espaguettis

spaghetti


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4

5

2

hamburguesa

hamburg

er

limonada

lemonad

e

panqueque

pancake

pizza

pizza


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29

Nombre

N a m e

Espaol

English

aguacate

avocado

banana

banana

coliflor

cauliflower

ensalada

salad

esprrago

asparagus

espinaca

spinach

fruta

fruit

limn

lemon

oliva

olive

pera

pear

tomate

tomato

vegetales

vegetables

Fru

tas

y

vege

tales

Fruitsand

Vegetab

les


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aguaca

te

avocado

banana

banana

tomate

tomato

vegetales

vegetables

2

7

3


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31

oliva

olive

pera

pear

coliflor

cauliflower

en

salada

salad


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4

5

3

esprra

go

asparag

us

espinaca

spinach

fruta

fruit

limn

lemon


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Deport

es

Sports

Nombre

N a m e

Espaol

English

atleta

athlete

bsquetbol

basketball

bisbol

baseball

boxeo

boxing

esqu

skiing

ftbol

football

americano

gimnasia

gymnastics

golf

golf

krate

karate

Olimpadas

Olympics

tenis

tennis

vleibol

volleyball

33


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atleta

athlete

bsquetbol

basketball

tenis

tennis

vleibol

volleyball

2

7

3


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35

krate

karate

Olimpadas

Olympics

bisbol

baseball

bo

xeo

bo

xing


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4

5

3

ftbol

americano

football

gimnasia

gymnastics

golf

golf

esqu

skiing


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Espaol

English

cmara

camera

chimenea

chimney

computadora

computer

cortinas

curtains

garaje

garage

lmpara

lamp

radio

radio

refrigerador

refrigerator

sof

sofa

telfono

telephone

televisin

television

tostadora

toaster

Encas

a

AtHom

e

Nombre

N a m e

37


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cmara

camera

televisin

television

tostadora

toaster

2

7

3

chimen

ea

chimney


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4

5

4

garaje

garage

lmpar

a

lamp

radio

radio

refrigerador

refrigerator


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Espaol

English

cilindro

cylinder

crculo

circle

cono

cone

cubo

cube

espiral

spiral

hexgono

hexagon

octgono

octagon

valo

oval

pentgono

pentagon

pirmide

pyramid

rectngulo

rectangle

tringulo

triangle

Nombre

N a m e

41

Forma

s

Shape

s


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44/64

4

5

4

espiral

spiral

hexgo

no

hexagon

octgono

octagon

valo

oval


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Espaol

English

almanaque

almanac

atlas

atlas

autor

author

bibliografa

bibliography

captulo

chapter

coleccin

collection

contenido

contents

diccionario

dictionary

enciclopedia

encyclopedia

ndice

index

tesauro

thesaurus

ttulo

title

Libros

Books

Nombre

N a m e

45


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atlas

atlas

almanaque

almanac

ttulo

title

tesauro

thesaurus

2

7

4


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contenid

o

contents

captulo

chapter

4

4

diccionario

dictionary

coleccin

collection

5


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D

iversio

nes

Fun

Nombre

N a m e

Espaol

English

arte

art

ballet

ballet

carnaval

carnival

carrusel

carousel

celebracin

celebration

circo

circus

concierto

concert

danza

dance

feria

fair

museo

museum

msica

music

rodeo

rodeo

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arte

art

ballet

ballet

msica

music

rodeo

rodeo

2

7

5


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51

feria

fair

museo

museum

carnaval

carnival

carrusel

carousel


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4

5

5

celebra

cin

celebrat

ion

circo

circus

concierto

concert

danza

dance


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fraccin

fraction

1 2

1 4

1 8

mutiplicacin

multiplication

2

2

4

total

total

2

1

3

Ma

temti

cas1

Mathematics1

Nombre

N a m e

53

12345

2

1

1

2

1

1

1

1

2

1 2

1 4

1 8

2

2

4 21

3


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docena

dozen

cero

zero

0

nmeros

numbers

12345

menos

minus

2

1

1

substraccin

subtraction

2

1

1

adicin

addition

1

1

2

5

2

3


55/64

Nombre

N a m e

solucin

solution

x>1

x1

x

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Vocabulary Building Bilingual Mini Books