ED 261 Read Chapter 2: Structure of Spanish 2a. You have/will have a diverse classroom.

There is a growing Spanish-speaking population in the United States. What would you tell a 3rd grade (or older) student who has limited English Proficiency in reading (but can speak in basic conversational situations in English) about how you may teach him/her to read in English. Hypothetically, this would occur after you have made the student feel as at ease as possible in his/her new surroundings. This is a brief overview to the student at his/her level, and should emphasize that there are some aspects of English and Spanish that are the same, some aspects that are similar, and a few ways in which each language is unique from the other. Be sure to speak directly to the student (not me) and indicate any movement, gestures, etc. that are used for emphasis in parentheses.) There should be dialogue and interaction between you and the student. 40 points (This assignment incorporates portions of EDPGs 1, 2, 3, 4, and 5.) (Third grade) How are you doing with the reading assignment Angela? I do not like to read in English. (Angela looks unhappy). It is much easier for you to read in Spanish, isnt it? Yes! I do not have to think so hard. Angela says in frustration. I know. When I read in Spanish it takes a lot of hard thinking. But, did you know that a lot of Spanish words and English words are the same? And English has some of the same sounds. Really? English seems so different. Lets look at the syllables first. They are like Lego pieces you can use to build words. If you know the sounds that are the same, you can read English much easier. (I show her the chart of positive transfer phonics and we go through each of the sounds together. (Maybe I could place the letters onto bricks and let the Spanish Speaking students use them to create English words! Movement and thought together). (Angela looks surprised). I did not know there were that many of the same sounds. Maybe, I know more words than I think I do! I know that you can read these words. (I show her the list of cognates that have identical or nearly the same spelling and meaning). You just have to watch out for these words. They will fool you, because they look exactly the same in each language, but mean totally different things. (Angela instantly focuses on the differences again). I know that these words are confusing, but we just practice them and remember the different meanings. And, I know you can easily. And, the sounds and words you dont know will come quickly too, because you are very smart!

(Angela appears to be determined). (I select a few books for her to read that have a large number of cognates that are spelled identically. This will help her build confidence and encourage her to keep reading!)

2b. How will knowing the phonology and orthography of both English and Spanish help you teach a Spanish speaking ELL learn to read? Why is systematic, explicit phonics instruction important for these students? Be sure to cite the textbook by including an APA style bibliography. 40 points (This assignment incorporates portions of EDPG 4.) It is important for teachers who work with Spanish speaking students to know and understand phonology and orthography of both languages for many reasons. As a teacher, understanding the similarities and differences between the two languages allows you to better understand the difficulties students face. If there is understanding, a teacher can foresee problems within a lesson and preemptively focus on these areas. For example, if a student makes a mistake within his or her English homework by applying the correct rules of Spanish, a teacher can discuss with the students the differences between the two languages and draw on literacy skills already possessed by the student (Honig et al. 2013). Rather than being a deficit, literacy in Spanish provides a strong foundation for learning English phonics (Honig et al. 2013, p62). Spanish is a syllabic language, meaning the spoken aspect of the language is built on a small number of syllables. This allows for the written aspect of the language to be deciphered by breaking the words down into foundational syllables. When teaching Spanish speaking students to read in English, research has linked explicit Spanish phonics instruction with increased reading ability. This is because many of the skills acquired by the student translate to English. They have learned that letters represent sounds and sounds can be put together to form meaningful words. Spanish speaker may also rely on a great many of the phonetic elements to be similar. For example, many of the consonants in the English language represent the same sounds in Spanish: /b/ spelled b, /d/ spelled d, /f/ spelled f are just a few (Honig et al. 2013). Identifying similarities and differences between the two languages help students to make substantial leaps in their learning! Honig, Diamond, and Gutlohn (2013). Teaching Reading Sourcebook (2nd Edition Updated) Arena Press: CA.

2c. Create a professional document that could be used at a faculty meeting with your peers to explain English/Spanish cognates. Include a section on false cognates, which are certainly important to know. (Imagine being the student who is listening to a story about cooking and thinking someone is putting a pan on a fire pan means bread in Spanish.) Be sure to cite the textbook in an APA style bibliography. 20 points (This assignment incorporates portions of EDPGs 9, 10, and 11.)

English/Spanish Cognates

Did you know there are many words in the English language that are spelled and pronounce the same as their Spanish counterparts? They may be broken into three categories: Spelled Identical, Spelled Nearly the Same, and Pronounced Nearly the Same.
Coyote, for example, is an identically spelled and pronounced word that maintains the same meaning in both English and Spanish! Beware, however, of the false cognates! These are words that are either spelled the same or pronounced the same in both languages yet have very different meanings. For example, pretender means to try in Spanish. Understanding the similarities, as well as, the differences can make us more effective teachers for our Spanish speaking students.

Check out the lists on the following page for a few examples of all three categories of cognates and false cognates .

English/Spanish Cognates Spelled Identically English Spanish Animal Animal Banana Banana Color Color Radio Radio Cereal Cereal (Honig, et al. 2013, p64). English Idea Cafeteria Extra Doctor Accidental Spanish Idea Cafeteria Extra Doctor Accidental English Area Chocolate Natural Hospital Triple Spanish Area Chocolate Natural Hospital Triple

English/Spanish Cognates Spelled Nearly the Same English Spanish Accident Accidente Future Future Different Differente Cause Causa (Honig et al. 2013, p65). English Distance Police Minute Class Spanish Distancia Policia Minute Clase English Artist Important History Part Spanish Artista Importante Historia Parte

English/Spanish Cognates Pronounced Nearly the Same English Spanish Baby Beb North Norte Hour Hora Blouse Blusa (Honig et al. 2013, p65). English Bicycle Fruit Route Coast Spanish Bicicleta Fruta Ruta Costa English Equal Group Surprise Desert Spanish Igual Grupa Surpesa Desierto

English/Spanish false cognates English Actual Pie Soap Exit (Honig et al. 2013, p66). Spanish Actual (current) Pie (foot) Sopa (soup) xito (success) English Arena Red Rare Embarrassed Spanish Arena (sand) Red (net) Raro (odd) Embarazada (pregnant)

Honig, Diamond, and Gutlohn (2013). Teaching Reading Sourcebook (2nd Edition Updated) Arena Press: CA.