Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Matching Cognates

Name: Sandra De Loera Date: 4/3/17

Grade Level: 2

ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson on Cognate, ELL students in grade 2
will be able to understand the concept of what are cognates
in Spanish and English language students will be able to
apply cognates to English vocabulary with 95% accuracy so
they can develop the language better.
ELD Language Objective:
ELL students in grade 2 will listen actively to spoken
English, gestures, visuals, and demonstrations within an
academic context. Students will also use precise and
domain specific vocabulary to create their family tree.
ELD Content Objective:
ELL students in grade 2 will use the cognates in domain-
specific vocabulary context that conveys the usage of the
words.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
ELD Language Objective:
CCSS.ELALiteracy.L.2.5
Demonstrateunderstandingofwordrelationshipsand
nuancesinwordmeanings.
CCSS.ELALiteracy.L.2.5.a
Identifyreallifeconnectionsbetweenwordsandtheir
use(e.g.,describefoodsthatarespicyorjuicy).
ELA Content Standards for Grade Level
1.0 Listening and Speaking Strategies
1.1 Determine the purpose or purposes of listening (e.g., to
obtain information, to solve problems, for enjoyment).
1.4 Give and follow three- and four-step oral directions.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Interpretive
5. Listening actively to spoken English in a range of social
and academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.

Materials Key Academic Vocabulary Research Based Learning

Assessment Cognate: a word that is spelled Strategies (provide text
Cognate lists almost the same in another chapters/reference)
Cognate matching games language and means the same Cognate strategies (50
Pencils thing in both languages. Strategies)
Crossword puzzle Theory Base of Instruction
o Provide
Comprehensible
Input
o Increase Verbal
Interaction
o Contextualize
Language
o Reduce Anxiety
o Provide Active
Involvement
Opportunities
Tapping into Prior
Knowledge (SDAIE)
Contextualize the Lesson
Group Discussion, Hands
on Activities (SDAIE)
Student to Student
Interaction (SDAIE)
Visualize-Organize (McEwan-
Adkins
Pre-Assessment: How will you determine prior Motivation Strategy: How will you Real World Connection: How
knowledge? catch attention of students and focus are learning goals relevant to
their minds on the learning goals? students lives?
Students will get a pre-assessment that they http://michaelgr.com/2007/04
 will have to complete. They are not expected to /15/fixed-mindset-vs-growth- This is relevant to
know all of the cognates it is just to see where students because since
mindset-which-one-are-you/
kids are. ELs are trying to learn
Students are allowed to work together in this Read this article and then apply the English language,
little quiz so they do not feel to overwhelmed. to your lesson. using cognates will
make it easier for
I will motivate students students to be able to
during this activity by grasp and learn the
doing it as a game. The language.
point of the lesson is for
students to get familiar
with words. Therefore,
cognates are the best
way because the word
looks relatively the same
and the word means the
same thing in both
languages.

All strategies will be research based and from one of
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
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
language development levels of your students
Vary your cognate instruction approaches
Observe students to determine the need for re-
teaching or additional guided practices
Encourage students to post cognates in their
writing journals
Stop frequently to ask students to verbalize word
meaning
Evaluate your own use of cognate strategies
1. Give Pre-assessment to students
2. Explain to students what is a cognate and give
them 3 examples.
3. Students are then given a little piece of paper and
they are to write as many cognates as they can
possibly think of.
4. Students receive a list of cognates and we practice
them together so students can get familiar with
them.
5. Students are put in their groups and each group will
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
These are the steps that are presented in the
50 Strategies book for English Learners for
the Cognate Strategies.
1. Students are completing their pre-
assessment.
2. Students are listening to the teacher and
learning what are cognates and seeing if they
were able to understand the pre-assessment.
The teacher gives them an example of a
cognate and then asks the students if they
can think of any more but she only asks for
two more because then they are going to
have their own activity.
3. Students are given a little piece of paper and
they are to write as many cognates that they
can possibly think of. This is an independent
activity because we are trying to work the
students minds to see if they can think of any
other words.
4. Students receive a list of cognates and as a
class we are reviewing most of the cognates
but the list is very long so the students are
able to keep this to be able to refer back to it.
5. Students are put in their groups and they are
 get a stack of cards that have cognates in Spanish
and in English. Students are to play a matching
game together. Whoever wins and gets the most
cards gets a prize from every group.
6. Students are then given a crossword puzzle to
complete after they are done playing there
matching game.
Collaborative (engagement with others)
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)
You will be able to see if the students
comprehend the usage of cognates if they are
able to finish the game and also to see if they
are able to complete the crossword puzzle.
going to be playing the matching game. There
is a lot of cards so the game might take a
while.
6. Students are completing the crossword that
consists of English and Spanish cognates.
Collaborative (engagement with others)
Students are collaborating together when
they are playing the matching game.
Interpretative (comprehension and analysis of
written and spoken texts)
The game will be how you are testing the
students comprehension as well as the
crossword puzzle.
Productive (creation of oral presentations and
written texts)

Productive (creation of oral presentations and Matching game

written texts)
Matching game

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.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.

ELD Objective: I can anticipate that if the

student does not know any English and or they
have trouble in their native language they will
have trouble doing the activity.

Content Objective: I think the language barrier

will be the most difficult part of this lesson for
students.