different situations (e.g., Last year, I was devastated when my pet died.). They also structure frequent
conversations in which students are able to use the target words meaningfully, discussing the texts
they are reading or that the teacher reads aloud or using
open language frames as appropriate (e.g., Wilbur would be
devastated if ___.)
In addition, cognates are a rich vocabulary resource
for ELs. Cognates are words in two or more languages that
sound and/or look the same or very nearly the same and
that have similar or identical meanings. For example, the
word animal in English and the word animal in Spanish are
clearly identifiable cognates because they are spelled the
same, sound nearly the same, and have the same meaning.
The abundance of words with Latin roots in English science
and history texts make cognates an especially rich linguistic resource for academic English language
development for Spanish-speaking ELs and other ELs whose primary language is derived from
Latin (Bravo, Hiebert, and Pearson 2005; Carlo, and others 2004; Nagy, and others 1993). Cognate
knowledge does not necessarily develop automatically for all children. Teachers build their EL students’
metalinguistic awareness of cognates by drawing attention to the words, highlighting the nuances
between different types of cognates and the existence of false cognates, or words that appear to be
the same in different languages but are in fact quite different. For more information on leveraging
students’ cognate knowledge for learning English and developing biliteracy, see chapter 2 of this
ELA/ELD Framework.
Reading Aloud
Rich exposures to text contribute to students’ language development. As important as independent
reading is, at this point in the development of their decoding skills children are more likely to expand
their academic language through teacher read alouds of high quality literary and informational text.
When children attend to complex texts written beyond their level of decoding, they are exposed to
new language and ideas. Figures 4.5 and 4.6 provide examples of the rich language of texts.
Figure 4.5. Sample Academic Language from Bunnicula: A Rabbit-Tale of Mystery by
Deborah and James Howe
General Academic Words Complex Grammatical Structures
admonition (p. 3)
impolite (p.3)
digress (p. 4)
pelting (p. 4)
midst (p. 4)
reverie (p. 4)
glare (p. 4)
circumstances (p. 6)
- I shall never forget the first time I laid these now tired
old eyes on our visitor. (p. 3) - In the midst of this reverie, I heard a car pull into the
driveway. (p. 4) - There was a flash of lightning, and in its glare I noticed
that Mr. Monroe was carrying a little bundle—a bundle
with tiny glistening eyes. (p. 4) - “Would somebody like to take this?” asked Mr. Monroe,
indicating the bundle with the eyes. (p. 6)
In addition, cognates are a rich
vocabulary resource for ELs.
Cognates are words in two or
more languages that sound
and/or look the same or very
nearly the same and that have
similar or identical meanings.
Grades 2 and 3 Chapter 4 | 297