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COGNATES AND FALSE COGNATES. IN. ACADEMIC VOCABULARY. PRESENTER MAGDA MARTINEZ. Founded in 1755. Laredo History

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COGNATES AND FALSE COGNATES


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    1. COGNATES AND FALSE COGNATES IN ACADEMIC VOCABULARY PRESENTER MAGDA MARTINEZ

    2. Founded in 1755 Laredo History The 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 León, and Tamaulipas.

    3. 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

    4. Figure it Out! • Casualty • Leader • Congress • Compromise • Agriculture • Suffrage • Independence • Representative • Consent

    5. YIKES…What the heck are cognates and false cognates???

    6. Today’s Goals • Brief overview of state statistics and their implications • Differences between social and academic vocabulary • Differences between cognates and falsecognates • State Assessments (Hmm, so that’s why kids got that question wrong…) • Graphic Organizers • Tips! • Links and Resources

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

    8. WHAT CAN WE INFER?

    9. ENGLISH LANGUAGE LEARNERS

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

    11. 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 Vocabulary: What is the difference? Social Language Academic Language

    12. Let Us Check Ourselves! False Cognates Cognates Independence Leader Representative Agriculture Congress • Suffrage • Compromise • Casualty • Consent

    13. 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.

    14. Example • The computer is a modern invention. • La computadora es una invencion moderna.

    15. Examples of Cognates • Family Familia • Center Centro • Gorilla Gorila • Alarm Alarma • Circle Circulo • Cognates and False Cognates\English Spanish Cognates.pdf

    16. 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.

    17. Examples of False Cognates • Suffrage Sufrir • Compromise Compromiso • Fabric Fabrica • Union Unión • Carpet Carpeta (funny story)

    18. In Spanish, there is no “th” sound. • The “th” is usually pronounced as “t” • In Spanish, “Pay” is a pie. • In Spanish, “Pie” is a foot. • It is not likely you would advertise “Frito Foot” • In 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”

    19. How Can We Help? State assessments

    20. 10th Graders: State Level • 4 • 4 • 73 • D. 20 LBJ H.S. • 8 % • 7 % • 48 % • D. 37 %

    21. 11th Graders State Level F. 66 G. 3 H. 13 J. 19 • 35 % • 4 % • 21 % • J. 41 % LBJ H.S.

    22. 10th Graders • State • 7 • 60 • 11 • J. 22 LBJ H.S. • 11 • 52 • 13 • J. 24

    23. GRAPHIC ORGANIZERS

    24. Title • Bullet Points

    25. So how does this fit in with CSCOPE?

    26. 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 subtopics • By looking at the pictures, students predict what the section will be about.

    27. Guess Who?(small groups)

    28. 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! • Use close caption when possible (Industrial Revolution\Introduction_to_the_Industrial_Revolution.asf

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