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OverviewThere are more than 20,000 Spanish–English cognates—words that are similar in spelling and meaning in both languages. Because many of these cognates are essential for comprehending school texts, systematic cognate instruction can help young bilingual learners master the vocabulary words and literacy skills they need for academic success.This is the first comprehensive, practical guidebook on seamlessly working cognate instruction into existing lesson plans using high-quality picture books. Developed by respected researchers with first-hand classroom experience, this book is a great resource for bilingual educators and specialists as well as monolingual English-speaking teachers who want to support their bilingual learners. Elementary school educators (K-6) will discover how to introduce students to cognates conduct engaging picture book read-alouds to incorporate cognates into vocabulary lessons use effective methods and activities for teaching cognate prefixes, suffixes, root words, and spelling patterns design customized cognate lesson plans using the included template and step-by-step guide plan successful content-area thematic units that include cognate words and activities To help teachers quickly integrate cognate instruction into their curriculum, they’ll also get access to the Cognate Companion website, a database organized around more than three thousand award-winning picture books in Spanish, English, or both. Teachers can search the website by title, author, and reading level to find appropriate picture books and all their cognates. The website also includes 250+ quick, ready-to-use cognate lesson plans for select picture books—easy add-ons any teacher can start using tomorrow. Full Product DetailsAuthor: José A. Montelongo , Anita Hernández , Roberta J. HerterPublisher: Caslon, Inc. Imprint: Caslon, Inc. Weight: 0.272kg ISBN: 9781934000458ISBN 10: 1934000450 Pages: 176 Publication Date: 28 February 2023 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsAbout the Cognate Companion Website About the Authors Preface For The Reader Acknowledgements Chapter 1: The Power of Cognates for Bilingual Learners Objectives Cognate Play What are Spanish-English Cognates? The Importance of Teaching Cognates All Teachers Can Incorporate Cognates in their Lessons Summary Reflection and Action Chapter: 2 Introducing Students to Cognates Objectives Cognate Play The Importance of Teaching Cognates as a Language Category Strategies for teaching and assessing cognates Using Cognates as Context Clues Summary Reflection and Action Chapter 3: Using Picture Book Read-Alouds to Teach Cognates Objectives Cognate Play Engaging Bilingual Learners with Cognates in Picture Books Sequencing Cognate Activities for Read-Alouds Summary Reflection and Action Chapter 4: Teaching Cognate Prefixes and Root Words Objectives Cognate Play Prefixes, Root Words, and the Generative Nature of Language Teaching Bilingual Learners about Prefixes Focusing on Root Words Reinforcing the Learning of Prefixes and Root Words Summary Reflection and Action Chapter 5: Teaching Cognate Suffixes Objectives Cognate Play Suffixes and the Generative Nature of Language Teaching Cognate Suffix Conversion Rules in English and Spanish Reinforcing the Learning of Cognate Suffix Rules Summary Reflection and Action Chapter 6: Cognate Spelling RulesObjectives Cognate Play Spanish and English Spelling Rules Teaching Cognate Spelling Rules Reinforcing the Learning of Cognate Spelling Rules Summary Reflection and Action Chapter 7: Planning Cognate Lessons Using Picture Books Objectives Cognate Play Choosing Picture Books and Cognates for a Read-Aloud Designing a Lesson with the Cognate Lesson Plan Template Summary Reflection and Action Chapter 8: Designing Content-Area Thematic Units Objectives Cognate Play Designing a Content-Area Thematic Unit Summary Reflection and Action Chapter 9: Designing an Introductory Cognate Unit of Instruction Objectives Cognate Play Creating a Thematic Unity on Spanish-English Cognates Summary Reflection and Action IndexReviewsAuthor InformationJos� A. Montelongo has taught reading and been a school librarian in El Paso for over fifteen years prior to becoming a college librarian, teacher educator, and educational researcher. He has earned degrees in experimental psychology, education, and library science at UT-El Paso, New Mexico State, and UT-Austin, respectively. Dr. Montelongo's research and writing interests focus on Spanish-English cognate vocabulary and reading expository texts. Anita Hern�ndez is Professor and the Don and Sarrah Kidd Endowed Chair in Literacy in the Department of Teacher Preparation and Administration and Leadership at New Mexico State University. She was a bilingual teacher for fourteen years and has taught future teachers and classroom teachers for the past twenty-four years. She earned her Ph.D. in Language, Literacy, and Culture at Stanford University. She teaches and publishes in the area of biliteracy, critical literacy, and teacher education. She is co-author of Interactive Student Notebooks for English Learners, Text Sets: Scaffolding Core Literature for Secondary Students, and Viva Nuestro Caucus: Re-Writing the Forgotten Pages of our Caucus. Roberta J. Herter taught English in Detroit Public Schools for thirty years, then went on to teach educators at Cal Poly, San Luis Obispo for twenty years. She earned her Ph.D. in English and Education at the University of Michigan. Her research and writing include literacy, writing, and second language learning. Tab Content 6Author Website:Countries AvailableAll regions |
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