Table Of ContentVocabulary Building
Bilingual Mini-Books
15 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
Scholastic Inc. grants teachers permission to photocopy the reproducible pages
ofthis 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
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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.
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Contents
Teaching English-Language Learners
With Spanish-English Cognates
What 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 Activities
Using the Mini-Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Other Activities for Building Vocabulary. . . . . . . . . . . . . . . 9
More Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Mini-Books
Transporte/Transportation. . . . . . . . . . . . . . . . . . . . . . . . . 13
Calendario/Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Animales/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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Diversiones/Fun!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Matemáticas 1/Mathematics 1 . . . . . . . . . . . . . . . . . . . . . 53
Matemáticas 2/Mathematics 2 . . . . . . . . . . . . . . . . . . . . . 55
Lugares/Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Vestidos/Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Mi libro de cognatos/My Book of Cognates . . . . . . . . . . 63
Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Teaching English-Language Learners
With Spanish-English Cognates
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 of
cognates between Spanish and English.
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 vocabulary—funds of knowledge that
can be used to build English-language vocabulary. If Spanish-
speaking students can recognize cognate relationships, their
English reading can be enhanced; once they know the word in
Frutas y
toel Eanvogcliasdho vegetales Spanish, recognizing it in English is significantly easier.
banana
Using cognates is like providing shelter. “Sheltering” is a broad
cauliflower
a salad term that includes many different strategies for providing
go asparagus
a spinach second-language learners with language they can understand
es 8flopetrvoulemeimviagtoereanttaobles VocabularyBuildingBilingualMini-BooksScholasticTeachingResources NNoammberVeFerugietstaabnleds (dc“Klsiarhresaescsrlthtoieeoornnm f,s r,.1o aS9mon8 d 1its )hu .u esSs ilsniontgwog r pimcnrogo”g p!dnsoa awtreens . a wCllho eegxnna aymtoepusl epsspr oeoavf ikds,he pe aalt nelitrtoitnlmegi mini nthge
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
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
word autor in Spanish, it’s a natural and immediate step to
acquire the English word “author.” When teaching Spanish
speakers English, you can capitalize on this existing knowledge
and 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, Durgunolg12 u & Hancin-
Bhatt, 1993). More specifically, word structure analyEssipsa ñsoklillsEnglish Animales
armadillo armadillo
transfer from Spanish to English in reading when biclaimnellgoualcamel
canguro kangaroo
readers make use of their knowledge of cognates. Icnebr atheir zsebtrua dy
of strategies used by Spanish-English readers, Jiméncheimzp,a nGcéarcchiímapanzee
chita cheetah
adrTenheadcedo bPedeerisnan’g rers feouiptnnse k(cr1ntoo9on9iwtr6ienn) ou fwofe o usokrnndidlcsl se tw hwtaahhstee a tnsh t keuree diyade dfeneintna tghtifu aiircnse a b btoeioofct nobh mi ollitalfjehgieeingrió olnaper nrcefgfoiaaalpgoanóu tteugfaamlanuolgae8tletghniigegoiioelrpenesartprpifl.sofhlaepa onittanmus secruoseRgnihcaeTcitsalohcSskooB-iniMlaugniliBgnidliuB-yralubacoV NNaommebre Animals
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. González, 1999;
Goswami, 1999; Muñiz-Swicegood, 1994; Zunkernick, 1996).
Lowering the Affective Filter
Krashen (1981) introduced the concept of the affective filter—
the emotional block that hinders learning. Simply put, when
we’re stressed out, we don’t perform as well! It’s 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 low
by keeping the student’s 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 likely
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
to feel accepted and respected—and embrace the challenge of
a new language.
Students from homes with languages that differ from the
language 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 have—and 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.
Calendario 41 Formas
Español English 33 Español English
calendario calendar cilindro cylinder
fmamjejasuoubnbdeagacnrloriproitiyceivozltuosiorioietboeeommrmebbbrrreee 8FMAMJJAeSONpuaDuabuernrcoleyrgypicetlvucouhteaeebsmrmmteybrbbeeerrr Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammbereCvtokóegglfnlaeaiobúeibmirsbmlaiostEqaéfbáblptxiuntsolessoeieeíqapblalotusondaaielaañtdbo8oallrvtOoekgganlflsolyboyernbkbmlmaaoofyEiaiasitttxbpnsnnhebsiaieaggnlkcaelbsgelslltilattesiblchlasll secruoseRgnihcaeTcitsalohcSskooB-iniMlaugniliBgnidliuB-yralubacoV NNaommebre SDpccceehíooóuprsporectncpvbeeprixtuaoirnoicárrááállttgaoogtáonmáolonsggninguordoounelotlooes8cccshiooourpppercctnvbeieryxrtleaeinercaaaalattgglnaamooggnnnilogdenle Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammbere Shapes
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Meeting the Standards
ESL Standards for Pre-K–12 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 for
students’ 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 soci52al settings.
Standard 1: Students will use English to partiEcspiapñaolte iEnnglish Comidas y
café coffee
social interactions. cereal cereal bebidas
chocolate chocolate
Standard 2: Students will interact in, througehsp,a gauentisd wspaigthehtti
hamburguesa hamburger
spoken and written English for personal liemxonpadraesslieomonnade
Stanadnadrden3j:o Sytmuednetn.ts will use learning stratetssppoogiapdznazaiaqeueqsu etossppooiazudnzpaacake hcSskooB-iniMlaugniliBgnidliuB-yralubacoV Food and Drink
extend their communicative competencet.
Goal 2: To use English to achieve academically in all
content areas.
Standard 1: Students will use English to interact in
57
the classroom. Lugares
Español English
Standard 2: Students will use English to obtain,aa pupadrirttaoormioecnetossaap,uadrittomreiunmt
construct, and provide subject matter informcaastitlloion incastle
gimnasio gymnasium
spoken and written form. hospital hospital
hotel hotel
GapoSpatrlao 3ntpo:d r Taicaorotd nue3sswte:r SauEtycnutsg d.aleinsndht sai nwp psilolly cu iaascella yad paepnmrdio ccp ukrnlitaoutwera llleelydagrnei.irrntgaeilpsnúgticahu orsanttrea8tirrgteaeelnospctogeaheuiraents Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammbere Places
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-K–12 Students(Teachers of English to Speakers of Other Languages, Inc. 1997)
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
Making the Mini-Books
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 behind
the 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 book’s spine.
13 13
E15spañol English Transporte Español English Transporte
aeroplano airplane aeroplano airplane
abimcibculeltaancia abmicybvculaleagnócne bicicleta abimcibculeltaancia abmicybculleance
bote boatwagon bicycle bote boat
canoa canoe canoa canoe
carro car carro car
hmsttvaruaeeoxbglnitimócoóncapirctilenerotoa8hmsttwarue6aaoxblgiiitncmossoourunacpbbrytimmencrelaaerrinineoVocabulary-BuildingBilingualMini-BooksScholasticTeachingResources Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResourcesNNoammTebrreansport3atttrraieoinnn hmsttvaruaeeoxbglnitimócoóncapirctilenerotoa8hmsttwarueaaoxblgiiitncmooornacprytiencrele Vocabulary-BuildingBilingualMini-BooksScholasticTeachingResources NNoammTebrreansportation
For the two-page mini-books, simply make double-sided copies and fold.
A Model Lesson
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.
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
More Language-Building Activities
Using the Mini-Books
• Older students might circle or highlight the differences
between 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 for
Building 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 the
English 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
familia
center centro family
radio radio
class clase
desert desierto
class clase
magic magia
gorilla gorila
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
More Cognates
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.
Astronomía/Astronomy Pájaros/Birds
asteroide asteroid albatros albatross
cometa comet canario canary
constelación constellation cardenal cardinal
galaxia galaxy cacatúa cockatoo
Júpiter Jupiter cóndor condor
Marte Mars emú emu
Mercurio Mercury halcón falcon
meteoro meteor flamenco flamingo
Neptuno Neptune ganso goose
órbita orbit kiwi kiwi
planeta planet pelícano pelican
Plutón Pluto pingüino penguin
satélite satellite periquito parakeet
Saturno Saturn tucán toucan
Urano Uranus
Venus Venus Plantas y Flores/
Plants and Flowers
Carreras/Careers amarilis amaryllis
agente agent camelia camellia
artista artist cinnia zinnia
astronauta astronaut eucalipto eucalyptus
atleta athlete gardenia gardenia
autor author hibisco hibiscus
barbero barber palma palm
dentista dentist peonia peony
doctor doctor petunia petunia
fotógrafo photographer pino pine
músico musician rosa rose
pianista pianist tulipán tulip
policía police violeta violet
secretaria secretary
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Vocabulary Building Bilingual Mini-Books © Merri Gutierrez, Scholastic Teaching Resources
