-
Congratulations on your purchase of the Really GoodStuff®
English/Spanish Cognates: Animals, 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: Animals also enables studentsto
improve reading comprehension and word analysis skills.
This Really Good Stuff® product includes:• 60 Animal Cognate
Learning Deck Cards™• 20 Animal Cognate Strips• 1 English/Spanish
Cognates: Animal 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 tiger and tigre, and dolphin and
delfín. Thecomponents of this kit provide a variety of
instructionaltools as well as effective strategies for
teachingvocabulary to English language learners.
Managing English/Spanish Cognates: Animals• Display the
English/Spanish Cognates: Animals
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: AnimalsEnglish/Spanish
Cognates: Animals provides anextensive set of language teaching
tools for theacquisition of animal names in English. Included are
20animal cognate sets—displayed as a whole on thePoster, as sets of
three on the Cognate Strips (Englishword, picture cue, Spanish
word), and individually on theLearning Deck Cards™. Each of the
components, whenused separately, provides a unique vehicle for
languageacquisition. When used together, the components offer
acomplete and effective cognate program that can beused in a whole
class, small group, and individual settingwith all levels of
English 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 Animal Cognate PosterStart by presenting the concept of
cognates using theanimal cognate Poster. Display the Poster in
front ofyour group and ask students to identify any of theanimals
they already know and to name them in Englishor Spanish.
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China
#304772A
All teaching guides can be found online:
English/Spanish Cognates: Animals
-
Repeat thewords thatstudents know,pronouncing clearlyeach of the
sounds inboth languages. Havestudents repeat afteryou. Ask
studentshow the words arealike and different.Explain that manywords
in English andSpanish that sharesounds and letters also have the
same meaning. Remindstudents that their first language—Spanish—can
helpthem to learn and comprehend English if they begin torecognize
the commonalities between the languages.
Use the Poster to practice naming and pronouncing thenames of
animals in English and Spanish. Vary theactivity by covering the
column of English words and thenhaving students name or write the
words as you point toeach picture. Alternatively cover the column
of picturecues 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—actual,although identical in appearance, means present
time inSpanish and real in English. It’s best to point out
theexistence of false cognates before they create confusion.
The Animal Cognate StripsOnce students understandthe concept of
cognates,introduce cognate pairsusing the Cognate Strips.On each
Strip, there is theEnglish name for an animal,a picture cue, and
theSpanish name. The picturecue between the two wordsconnects the
graphemes toan image that helps build astrong mental model
forEnglish language learners.
How to Use the Animal Cognate Strips in theFrayer 4-Square Model
Pocket ChartThe Frayer 4-square model helps student 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.
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China
#304772A
English/Spanish Cognates: Animals
-
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China
#304772A
English/Spanish Cognates: Animals1. 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 foran animal
you choose. Repeat the words slowly,emphasizing each syllable, and
ask students tolisten for how they sound different. Then
havestudents pronounce the words in syllables.
3. Ask students how the English and Spanish wordsdiffer in
spelling. For example, if using the CognateStrip for
leopard/leopardo, students should note thatthe Spanish word
leopardo has an o at the end andthe English word does not.
4. Have students locate the animal on the Poster. 5. Ask
students what the word means and write their
response on a sentence strip. Place the sentence stripunder the
Definition header in the Pocket Chart. Forexample, A leopard is a
big cat that lives in themountains. Depending on the level of your
students,they may give a shorter response. Use their words andadd
to them to write a working definition for the word.
6. Continue to the next section of the Pocket Chart–Pictures or
Characteristics. Ask students basicquestions about the animal–what
color and type ofbody covering it has (fur, skin, feathers,
scales), howit moves (walk, swim, fly), number of legs or size
ofbody, etc. Write each response on a separatesentence strip and
have the students illustrate asappropriate. Place the completed
strips in the PocketChart. Review the characteristics of the
animal,asking students to act out and connect physicalmovement with
the words.
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. One example could be the plural
form ofthe animal name. Next ask students if they know ofany
examples of this type of animal—it could be ananimal they have seen
at the zoo or a character froma book, a movie, or a cartoon. It is
important that thestudents connect the animal to an image
orexperience they have had in their own life. Writestudent
responses on pocket chart strips and havethem illustrate. Review
the section by havingindividual students present their own
strips.
8. Continue to the last section–Non-examples. Reviewthe examples
from the previous section and askstudents which animals might be
confused with theanimal being studied because of shared
-
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China
#304772A
English/Spanish Cognates: Animals characteristics. These are
non-examples. As studentsrespond, write each animal name on a
pocket chartstrip and have them illustrate. Place the
completedstrips under the Non-examples header and review
withstudents, asking them how the non-examples aredifferent from
the animal being studied. Use thevocabulary from the
characteristics section as abasis for comparison, pointing to the
appropriatevocabulary strips as you ask questions. For example,“Is
a house cat as strong as a leopard? Do lions haveblack spots?”
9. Once the Pocket Chart is complete, review keyvocabulary and
pronunciation. Check forunderstanding, using a combination of
physical,verbal, and written responses.
The Animal Cognate Learning Deck Cards™The Animal Cognate
Learning Deck Cards™ include threeCards for each of the animals on
the Poster and CognateStrips—one Cardeach for the Englishword, the
Spanishword, and the picturerepresentation. Thebacks of the
Cardsare different colorsso students do notconfuse English
andSpanish words, andso that Cards can beeasily separated
formatching games.
Animal Cognate ConcentrationUse only a selection of the Animal
Cognate Learning DeckCards™ for this game, making sure to include
all threeCards for each animal. 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 face down in rows ona table
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.
Animal Cognate Match UpThis is a whole class activity and the
number of AnimalCognate Learning Deck Cards™ used will depend on
thenumber of students in your class. Students will partnerup in
threes, so it is important to include the completeset for each
cognate—the English word, the Spanishword, and the picture cue. 1.
Pass out one Card face down to each student. 2. Have students turn
over their Cards and read their
words or name their pictures. 3. Explain to students that they
will look for their two
cognate partners. As soon as they find each other,they will sit
down together.
4. Set a timer. 5. Have students find their two animal cognate
partners.6. Stop the timer as soon as all students are seated
with their partners.7. Go around the class and have the groups
of three
each present on their animals. Give each student adistinct
role—one will name the animal, another willact out how it moves,
and the last will say one thingthat describes the animal.
(Distribute these rolesbased on language level.)
8. Repeat the activity and compare how quickly thestudents find
their matches.
Animal Cognate SortSeparate the Animal Cognate Learning Deck
Cards™ intothree piles using the color-coded backs as reference.
Usethe categories introduced in the characteristics sectionof the
Frayer 4-square model activity. Decide oncategories—body coverings,
how animals move, size, color,etc., and make corresponding header
cards. Havestudents take turns placing the animal picture Cards
in
ANISH/ENGLISH/SPANISH/ENGLISH/SPAN
ISH/SPANISH/
NISH/ENGLISH/SPANISH/ENGLISH/SPANISH
GLISH/SPANISH/EN
H/ENGLISH/SPANISH/ENGLISH/SPANISH/
ENGLISH/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/ENGLISHLISH
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 SPANISH/
SPAANISH/E
ANI SH/ENG
SH//ENGLIS
/E ENGLISH/
ENGENGLISH/SP
EN
H/ENGLISH/
H/
-
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China
#304772A
English/Spanish Cognates: Animals the correct category. Once
they have sorted the pictureCards, have them match the Spanish and
English wordCards to the pictures.
Additional 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.• Once students are
familiar with how to fill out the
four sections of the Pocket Chart, have them work inpairs to add
examples and non-examples on theirreproducible. Elicit responses
from the group whenpairs have had time to make their own
connectionsto the animals—either by looking through books inthe
classroom, looking online, or talking to eachother about movies or
cartoons.
• Send the reproducible home as homework. Completethe first two
sections of it together, and then havestudents ask family members
and friends forexamples and non-examples.
Animal Cognates List ReproducibleHave students practice naming
the animals inpairs using the Animal Cognates ListReproducible.
Students fold over the left side ofthe reproducible so that the
English words are notvisible. One student points to a picture and
theother student names the animal. Students taketurns until all the
animals are named. Dependingon the language level of your students,
onestudent may point to a picture cue and the otherstudent may
write the name of the animal on aseparate sheet of paper.
Use the Animal Cognates List Reproducible to recordadditional
animal cognates students encounter in theirreading and classroom
activities.
How Are the Animal Cognates Alike? ReproducibleHelp students
discover how cognate pairs are similar.As you introduce the animal
cognate pairs, havestudents use the How Are the Animal Cognates
Alike?Reproducible. Select a cognate pair and instructstudents to
write the English word in the first columnand the Spanish word
inthe second 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 animal in thelast column.
Related Really Good Stuff® Products:Frayer 4-Square Model Pocket
Chart: (#304851)English/Spanish Cognates: Food
(#304769)English/Spanish Cognates: Transportation
(#304776)English/Spanish Cognates: Shapes (#304774)
name: _____________________Animal Cognates List Reproducible
Fold on dotted line to coverthe English word.
How Are the Animal Cognates Alike?
ReproducibleName___________________________________
How Are the Animal Cognates Alike?1. Write the English word and
the Spanish word for each animal 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 animal under the crayons.
IllustrationEnglish Word Spanish Word
How do the wordslook alike?
-
Frayer 4-Square Model Reproducible
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China
#304772A
-
Animal Cognates List Reproducible
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China
#304772A
Name___________________________________
Fold on dotted line to coverthe English word.
-
How Are the Animal Cognates Alike? Reproducible
Helping Teachers Make A Difference® © 2011 Really Good Stuff®
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #
304772A
Name___________________________________
How Are the Animal Cognates Alike?1. Write the English word and
the Spanish word for each animal 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 animal under the crayon.
How do the wordslook alike?
Illustration
English Word Spanish Word
/ColorImageDict > /JPEG2000ColorACSImageDict >
/JPEG2000ColorImageDict > /AntiAliasGrayImages false
/CropGrayImages true /GrayImageMinResolution 300
/GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true
/GrayImageDownsampleType /Bicubic /GrayImageResolution 300
/GrayImageDepth -1 /GrayImageMinDownsampleDepth 2
/GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true
/GrayImageFilter /DCTEncode /AutoFilterGrayImages true
/GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict >
/GrayImageDict > /JPEG2000GrayACSImageDict >
/JPEG2000GrayImageDict > /AntiAliasMonoImages false
/CropMonoImages true /MonoImageMinResolution 1200
/MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true
/MonoImageDownsampleType /Bicubic /MonoImageResolution 1200
/MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000
/EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode
/MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None
] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false
/PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000
0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true
/PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ]
/PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier ()
/PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped
/False
/CreateJDFFile false /Description > /Namespace [ (Adobe)
(Common) (1.0) ] /OtherNamespaces [ > /FormElements false
/GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks
false /IncludeInteractive false /IncludeLayers false
/IncludeProfiles false /MultimediaHandling /UseObjectSettings
/Namespace [ (Adobe) (CreativeSuite) (2.0) ]
/PDFXOutputIntentProfileSelector /DocumentCMYK /PreserveEditing
true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling
/UseDocumentProfile /UseDocumentBleed false >> ]>>
setdistillerparams> setpagedevice