Activity #10

Cognados/Cognates:
Palabras terminando en
ad y -mente
Words ending in ty and -ly
Angelica Rodriguez
Bi-Literacy Strategies for Second
Language Learners
Dr. Gomez
Summer 2014
University of St. Thomas
The explanation:


According to Gerald Erichsen,
cognates are words that derive
from two languages and have a
common etymology which makes
them similar or identical. The
words have similar meanings that
transfer from one language to the
other (Erichsen 2014).
This lesson is geared toward
eighth grade middle school
students.


Content Targets:
1. Students will identify cognates within two short stories.
2. They will analyze the stories and discuss in small group settings the types of
cognates they have found.














The Process:
1. Students will begin by reading two short stories in a small group setting.
2. They will discuss the words that came out in the stories.
3. They will highlight words that are cognates in both the English and Spanish
language that appeared within the short stories.
4. They will then create a Tree Map and categorize the cognates in the column
they belong in.
5. Students will then create a Brace Map and break down the spelling of the
word so that they can identify the endings ad, -mente, and ty.
Before they break off into groups:
1. Before the students begin their group projects the teacher will begin the class by reviewing the weeks lessons
over cognates.

2. The teacher will model the process/procedures by reading a set of two short stories in English and Spanish.
As they are reading the teacher will model when to stop as they come across a cognate within the stories.

3. Once the teacher is done reading they will then go back to the stories and highlight the cognates that were
found within the stories with the input of the students.

4. The Spanish words will be highlighted in GREEN and the English words in PINK.

5. The teacher will then create a Tree Map and categorize in two columns the words and the language they
belong to.

6. The teacher will then explain to the students that they will present their answers and maps to the class.

Extension activities:
Once the students have finished their activity and presented the teacher
will explain what they will need to do for the extension activity.
The extension activity will consist of two things: 1. they will create a
Bridge Map that will show the break down of the word and the
endings ad, -mente, and ty.
After they will go back to their tree map and place the meaning of the
words on the third column. (English and Spanish)
The cognates found in the stories:
posibilidad

curiosidad

exactamente

variedad

eternidad

sinceramente

perfectamente




possibility

curiosity

exaclty

variety

eternity

sincerely

perfectly


References:
Beeman, K., Urow, C. (2013). Teaching for Biliteracy, Strengthening Bridges Between
Languages. Philadelphia, PA. Caslon, Inc.

Capellini, M. (2005). Balancing Reading & Language Learning, A Resource for Teaching
English Language Learners, K-5. Portland, ME. Stenhouse Publishers.

Erichsen, G. (2014). Cognate, Grammar Glossary for Spanish Students. Retrieved from
http://spanish.about.com/cs/vocabulary/g/cognategloss.htm