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All strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in These are the steps that are presented in the
each of the three areas below. 50 Strategies book for English Learners for
the Cognate Strategies.
Identify cognates for words being taught in English
Provide instruction in the meanings of the English
and Spanish cognates
Focus on spelling differences between the two
languages
Post cognates as they are studied
Adapt your cognate strategies to meet the English
1. Students are completing their pre-
language development levels of your students
assessment.
Vary your cognate instruction approaches
2. Students are listening to the teacher and
Observe students to determine the need for re- learning what are cognates and seeing if they
teaching or additional guided practices were able to understand the pre-assessment.
Encourage students to post cognates in their The teacher gives them an example of a
writing journals cognate and then asks the students if they
Stop frequently to ask students to verbalize word can think of any more but she only asks for
meaning two more because then they are going to
Evaluate your own use of cognate strategies have their own activity.
3. Students are given a little piece of paper and
1. Give Pre-assessment to students they are to write as many cognates that they
2. Explain to students what is a cognate and give can possibly think of. This is an independent
them 3 examples. activity because we are trying to work the
3. Students are then given a little piece of paper and students minds to see if they can think of any
they are to write as many cognates as they can other words.
possibly think of. 4. Students receive a list of cognates and as a
4. Students receive a list of cognates and we practice class we are reviewing most of the cognates
them together so students can get familiar with but the list is very long so the students are
them. able to keep this to be able to refer back to it.
5. Students are put in their groups and each group will 5. Students are put in their groups and they are
get a stack of cards that have cognates in Spanish going to be playing the matching game. There
and in English. Students are to play a matching is a lot of cards so the game might take a
game together. Whoever wins and gets the most while.
cards gets a prize from every group. 6. Students are completing the crossword that
6. Students are then given a crossword puzzle to consists of English and Spanish cognates.
complete after they are done playing there
matching game. Collaborative (engagement with others)
Students are collaborating together when
Collaborative (engagement with others) they are playing the matching game.
Students are working together in the pre-
assessment and as well as when they are in
their group playing the matching game. Interpretative (comprehension and analysis of
written and spoken texts)
Interpretative (comprehension and analysis of The game will be how you are testing the
written and spoken texts) students comprehension as well as the
You will be able to see if the students crossword puzzle.
comprehend the usage of cognates if they are
able to finish the game and also to see if they Productive (creation of oral presentations and
are able to complete the crossword puzzle. written texts)
Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?
They do not have a formal assessment the way
they are reviewing is by playing the matching game I will ask students if they liked the game and what
and at the same time they are learning. Then they they thought about it.
will complete the crossword individually to see if
they learned some of the cognates.