Presentation on theme: "Cognates & False Cognates An emphasis on academic vocabulary specific to Social Studies Magda Martinez Social Studies Secondary Instruction."— Presentation transcript:
Cognates & False Cognates An emphasis on academic vocabulary specific to Social Studies Magda Martinez Social Studies Secondary Instruction
English Language Learners
How much do I know? With a partner or small group: 1. take out the T chart from your baggy 2. categorize the words into cognates or false cognates 3. glue them onto the T chart 4. share (randomly)
Let Us Check Ourselves! False Cognates Suffrage Compromise Casualty Consent Subjects Cognates Independence Leader Representative Agriculture Congress
Projected % Growth
% of Growth Due to Each Ethnicity in Texas, , , , and Source: Census Bureau 2007 Population Estimates; Texas State Data Center 2008 Population Projections, 0.5 Scenario
Social vs. Academic Language What is the difference? Simpler vocabulary Face to Face conversations Uses gestures Informal Takes 2 years to acquire Technical-content specific vocabulary Difficult to read and understand Require background knowledge Takes 5 to 7 years to acquire
Mr. Right? and Ms. Confused Mr. Romeo: Ms. Nava, I’d like to see you in my office. It is not my intention to embarrass you, but would you like to see me socially? Ms. Nava: WHAT? I am a decent woman and I don’t want you to molest me!
What are cognates? English words that look alike and have the same meaning in Spanish. 40% of all English words have similar cognates in Spanish. If English Language Learners learn to recognize these cognates, bridging the gap will be more attainable.
Example The computer is a modern invention. La computadora es una invencion moderna.
Examples of Cognates FamilyFamilia CenterCentro GorillaGorila AlarmAlarma ArtistArtista CircleCirculo
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.
Let’s practice! Read through the selected material. Hi- lite in pink those words you believe to be false cognates and hi-lite in yellow those you believe to be cognates. Write the English version and the Spanish version on the margins.
STATE ASSESSMENTS How Can We Help?
A.8 % B.7 % C.48 % D. 37 % 10 th Graders: State Level A.4 B.4 C.73 D. 20 Spring/ 2006 LBJ H.S.
F.35 % G.4 % H.21 % I.41 % 11 th Graders State Level F. 66 G. 3 H. 13 I. 19 LBJ H.S.
10 th Graders State F.7 G.60 H.11 J. 22 F.11 G.52 H.13 J. 24 LBJ H.S.
INSPIRATION SOFTWARE (Graphic Organizer)
Teaching Tips! Use pre-reading strategies before you begin to read. 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-lite topics and subtopics By looking at the pictures, students predict what the section will be about.
More Tips! When assigning vocabulary, don’t use the conventional method of: copy the words and define them; memorize them for a matching quiz… INSTEAD: 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!
Resources NTC’s Dictionary of Spanish False Cognates (Marcial Prado) NTC’s Dictionary of Spanish Cognates: Thematically Organized (Rose Nash) Census Bureau 2007 Population Estimates; Texas State Data Center 2008 Population Projections