Table of Contents

Dedication
Foreword Robert Jimenez (Vanderbilt University)
Chapter 1. Introducing Four Big Ideas for this Book
First Big Idea: Translanguaging
Second Big Idea: Unlocking – The Key to Comprehension
Third Big Idea: A Focus on Spanish-Speaking Emergent Bilingual Students and Their Peers
Fourth Big Idea: The Importance of Teachers in this Process
Layout of the Book
Other Resources
Chapter 2. An Overview of Cognates and the Translanguaging Classroom
Part 1: Background Information for Teachers
Part 2: Cognate Patterns and Clusters
Chapter 3. Translanguaging in Action: Getting Started with Cognate Strategy Instruction
Part 1. Information for Teachers
Are False Cognates Really such a Big Problem?
Is it True that Bilingual Students Do No Know Academic Words in Either Spanish or English?
Can Non-Spanish-Speaking Teachers Teach Cognates?
Can Bilingual Students Who Are Not Literate in Spanish Recognize Cognates?
Part 2. General Cognate Instruction
An Overview of Cognate Strategy Instuction (CSI) in the Classroom
The Cognate Lesson Matrix
Lesson 1. Introduction to Cognates
Lesson 2. Cognates are Everywhere!
Lesson 3. Introducing Cognate Clusters/Patterns
The Cognate Word Wall
Cognate Dictionary
Home-School Connection
Part 3. Exploring Cognate Clusters and Patterns
Lesson 4. Contrastive Analysis
Lesson 5. Cognate Raps
Lesson 6. Cognate Strategy Instruction
Chapter 4. Exploring Cognate Clusters and Patterns
Part 1. Information for Teachers
Orthographic Transparency
Phonological Transparency
Vowel Pronunciation in Spanish and English
Structural Difference between Spanish and English
Cognate Pattern Instructional Guidelines
Part 2. Exploring Cognate Patterns
The SAME Cluster
Lesson 7. SAME Cluster Cognates: Focus on Pronunciation
Lesson 8. SAME Cluster Pronunciation Continuum
Lesson 9. Text-based Lesson with SAME Cluster Cognates
The ADD/Change Cluster
Lesson 10. Introducing ADD/CHANGE Cluster Cognates
Lesson 11. Finding and Sorting ADD Vowel Pattern Cognates
Lesson 12. Working with ADD/Change Pattern Cognates
Lesson 13. ADD/CHANGE Spelling Continuum
Lesson 14. CLOZE Activity with ADD/CHANGE Cluster Cognates
Lesson 15. ADD/CHANGE Cluster Review
Lesson 16. Writing Immigrant Stories
Chapter 5: Exploring Complex Cognate Patterns and Partial and False Cognates
Part 1. Information for Teachers
Verb Cluster Instruction-Information for Teachers
Verb Cluster Instruction
Lesson 16. Introduction to Verbs
Lesson 17. Working with Verbs: A Focus on Infinitives
Lesson 18. Past Participles
Lesson 19. Past Participles and Infinitives
Part 2. Words that Begin with ES: ES Pattern/Cluster Information for Teachers
Lesson 20. Cognates that Begin with ES.
Part 3. OTHER Cluster Cognate Instruction
Lesson 21. Working with OTHER Cluster Cognates
Part 4. Teaching Students to Work with Partial and False Cognates
Information for Teachers
Partial and False Cognate Instruction
Lesson 22. Partial Cognates and False Friends
Chapter 6. Putting it all Together
Part 1. Reviewing Cognates from a Variety of Clusters
Lesson 23. Cognate Review-All Patterns
Lesson 24. Cognate Review with CLOZE
Lesson 25. Cognate Review for Reading Comprehension
Part 2. Academic Language Development: Unlocking Instruction Based on the Academic Word List (AWL)
The Academic Word List (AWL)
Scope and Sequence of Academic Language Development Instruction
AWL Lessons: Word Parts and Word Families
Lesson 26. Introducting Word Parts and Word Families
Lesson 27. Word Family Cognates Ending in ION
Lesson 28. Word Families: Cognates in Textbooks
Lesson 29. Using Cognates to Unlock Texts and to Foster Reading Comprehension
Lesson 30. Using Cognates to Unlock Complex Texts and to Foster Reading Comprehension
Part 3. Games that Reinforce Instruction
Concentration
Go Fish!
War
Around the World (Using Cognate Flash Cards)
Bingo
AWL Family Feud
V-Tweets
VSS+
Additional Electronic Resources
Chapter 7: Managing the Translanguaging Classroom
Part 1. Meeting the Needs of ALL Students in the Classroom
The Translanguaging Classroom: Melting Pot or Salad Bowl?
Building a Translanguaging Classroom
Adapting Cognate Lessons for Students who Speak only English or Languages Other than Spanish
Translanguaging Activity 1: Map of Our World
Translanguaging Activity 2: Flags of Many Nations
Translanguaging Activity 3: Greetings
Translanguaging Activity 4: Name Day
Translanguaging Activity 5: E Pluribus Unum
Grouping Students for Instruction
Cooperative Groups
Translanguaging with a Partner
Scope and Sequence
Part 2. Unlocking texts and Translanguaging Across the Curriculum
Translanguaging Methods Across the Curriculum
Lesson: Unlocking Social Studies Texts
Lesson: Unlocking Science Texts
Lesson: Unlocking Math Texts
Why Unlocking Words in Literature is So Difficult
Part 3. Assessments
Cognate Identification Test
Cognates in Context Test
Multiple Choice Comprehension Test
CLOZE Comprehension Test
Vocabulary Test
Part 4. A Final Word to Teachers

References
Appendix A
Appendix B
Appendix C

About the Author

Shira Lubliner has been an educator for over 40 years. She is a professor of teacher education at California State University East Bay and is the author of numerous books and articles on literacy.

Dana L. Grisham is retired Professor from the California State University who has worked in teacher preparation for over 25 years. She currently edits Reading and Writing Quarterly. She has published over 80 professional publications in the area of literacy instruction, technology, and action research.  

Reviews

Understanding and incorporating the assets Spanish-speaking emergent bilingual learners possess into classroom instruction is essential to their success. This book is a timely, accessible guide that will build on teachers’ skills repertoire in reading. It is a must-have!  
*Francesca López, PhD, Associate Professor; Co-Editor, American Educational Research Journal; Senior Associate Editor: American Journal of Education; Educational Policy Studies and Practice, College of Education, University of Arizona*

Translanguaging: The Key to Comprehension for Spanish Speaking Students and Their Peers is a must have for districts and teachers serving English language leaners and dual immersion students.  Lubliner and Grisham provide culturally relevant scenarios, techniques that are actionable and an effective approach to maximizing the potential of language learning students. After years of being without an effective and comprehensive curriculum for ELD instruction, this book has been a saving grace.  I have used the cognate methods with various groups of students ranging from Spanish-only speaking newcomers to native English speaking dual language students within the same classroom and across different subject areas.  I have found that starting the school year with the book's lessons on cognate instruction fosters a sense on inclusivity among both Spanish and English language learners and serves as a bridge to both languages throughout the school year.  I have found that the progression of lessons in the book have made learning a language feel less daunting for students, fosters a sense on inclusivity  and serves as a bridge to both languages not just in school but in their daily lives outside of school as well.  The strategies throughout the book empower students to take risks as language learners and become teachers of their native languages.
*Raquel Pilar Moran Huerta, MA, Educational Leadership; 5th grade Dual Language Teacher*