Title: Spanish to English

Title: Spanish to English

Content Area:

/ Language Arts

NC SCOS Objective(s):

/ Competency Goal 1: The learner will apply enabling strategies and skills to read and write.
1.01 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic).
1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.
1.03 Identify key words and discover their meanings and relationships through a variety of strategies.
1.04 Increase reading and writing vocabulary through:
·  wide reading.
·  word study.
·  knowledge of homophones, synonyms, antonyms, homonyms.
·  knowledge of multiple meanings of words.
·  writing process elements.
·  writing as a tool for learning.
·  seminars.
·  book clubs.
·  discussions.
·  examining the author's craft.
1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.
1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:
·  increase fluency.
·  build background knowledge.
·  expand vocabulary.

Materials:

/ Spanish-English Dictionary
4x6 Note cards
How Tia Lola Came to Visit/Stay by Julia Alvarez
List of Spanish words used in the book
List of Spanish words to correspond with items in the classroom (e.g. clock, desk, wall, bookshelf, book, pencil, etc.)

Instructions/Procedures:

/ The students will have read How Tia Lola Came to Visit/Stay , therefore they have already been introduced to the Spanish within that book. Have them go through the book in groups of 4 and find the 15 Spanish words. They will put these words on the note cards and either draw what it means or put it on the item it can correspond to in the classroom (for example, sueter means sweater and if someone is wearing a sweater, they can put it on the sweater with tape (as long as the wearer is willing). They are not to put the English equivalent on the note card. They must come up with other ways to remember the meaning of the word.
After they have done the book activity, in their groups they need to make a list of 15 items in the classroom they want to know the Spanish words for. When they have made this list, they will use their Spanish-English dictionaries to look up the meanings and they will do the same with these Spanish words as they did with the ones from the book.
Once this activity is finished, they should have at least 30 (as groups will come up with some of the same words) items labeled in the classroom, plus the ones they learned from How Tia Lola Came to Visit/Stay.

Additional Resources:

Reference: Alvarez, J. (2001). How Tia Lola came to (visit) stay. New York, NY: Yearling.

Kelly, Kristin. Spanish to English