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.

• DedicationForeword Robert Jimenez (Vanderbilt University)Chapter 1. Introducing Four Big Ideas for this BookFirst Big Idea: TranslanguagingSecond Big Idea: Unlocking – The Key to ComprehensionThird Big Idea: A Focus on Spanish-Speaking Emergent Bilingual Students and Their PeersFourth Big Idea: The Importance of Teachers in this ProcessLayout of the BookOther ResourcesChapter 2. An Overview of Cognates and the Translanguaging ClassroomPart 1: Background Information for TeachersPart 2: Cognate Patterns and ClustersChapter 3. Translanguaging in Action: Getting Started with Cognate Strategy InstructionPart 1. Information for TeachersAre 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 InstructionAn Overview of Cognate Strategy Instuction (CSI) in the ClassroomThe Cognate Lesson MatrixLesson 1. Introduction to CognatesLesson 2. Cognates are Everywhere!Lesson 3. Introducing Cognate Clusters/PatternsThe Cognate Word WallCognate DictionaryHome-School Connection Part 3. Exploring Cognate Clusters and PatternsLesson 4. Contrastive AnalysisLesson 5. Cognate RapsLesson 6. Cognate Strategy InstructionChapter 4. Exploring Cognate Clusters and PatternsPart 1.Information for TeachersOrthographic TransparencyPhonological TransparencyVowel Pronunciation in Spanish and EnglishStructural Difference between Spanish and EnglishCognate Pattern Instructional GuidelinesPart 2. Exploring Cognate PatternsThe SAME ClusterLesson 7. SAME Cluster Cognates: Focus on PronunciationLesson 8. SAME Cluster Pronunciation ContinuumLesson 9. Text-based Lesson with SAME Cluster CognatesThe ADD/Change ClusterLesson 10. Introducing ADD/CHANGE Cluster CognatesLesson 11. Finding and Sorting ADD Vowel Pattern CognatesLesson 12. Working with ADD/Change Pattern CognatesLesson 13. ADD/CHANGE Spelling ContinuumLesson 14. CLOZE Activity with ADD/CHANGE Cluster CognatesLesson 15. ADD/CHANGE Cluster ReviewLesson 16. Writing Immigrant StoriesChapter 5: Exploring Complex Cognate Patterns and Partial and False CognatesPart 1. Information for TeachersVerb Cluster Instruction-Information for TeachersVerb Cluster InstructionLesson 16. Introduction to VerbsLesson 17. Working with Verbs: A Focus on InfinitivesLesson 18. Past ParticiplesLesson 19. Past Participles and InfinitivesPart 2. Words that Begin with ES: ES Pattern/Cluster Information for TeachersLesson 20. Cognates that Begin with ES.Part 3. OTHER Cluster Cognate InstructionLesson 21. Working with OTHER Cluster CognatesPart 4. Teaching Students to Work with Partial and False CognatesInformation for TeachersPartial and False Cognate InstructionLesson 22. Partial Cognates and False FriendsChapter 6. Putting it all TogetherPart 1. Reviewing Cognates from a Variety of ClustersLesson 23. Cognate Review-All PatternsLesson 24. Cognate Review with CLOZELesson 25. Cognate Review for Reading ComprehensionPart 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 InstructionAWL Lessons: Word Parts and Word FamiliesLesson 26. Introducting Word Parts and Word FamiliesLesson 27. Word Family Cognates Ending in IONLesson 28. Word Families: Cognates in TextbooksLesson 29. Using Cognates to Unlock Texts and to Foster Reading ComprehensionLesson 30. Using Cognates to Unlock Complex Texts and to Foster Reading ComprehensionPart 3. Games that Reinforce InstructionConcentrationGo Fish!WarAround the World (Using Cognate Flash Cards)BingoAWL Family FeudV-Tweets VSS+Additional Electronic ResourcesChapter 7: Managing the Translanguaging ClassroomPart 1. Meeting the Needs of ALL Students in the ClassroomThe Translanguaging Classroom: Melting Pot or Salad Bowl?Building a Translanguaging ClassroomAdapting Cognate Lessons for Students who Speak only English or Languages Other than SpanishTranslanguaging Activity 1: Map of Our WorldTranslanguaging Activity 2: Flags of Many NationsTranslanguaging Activity 3: GreetingsTranslanguaging Activity 4: Name DayTranslanguaging Activity 5: E Pluribus UnumGrouping Students for InstructionCooperative GroupsTranslanguaging with a PartnerScope and SequencePart 2. Unlocking texts and Translanguaging Across the CurriculumTranslanguaging Methods Across the CurriculumLesson: Unlocking Social Studies TextsLesson: Unlocking Science TextsLesson: Unlocking Math TextsWhy Unlocking Words in Literature is So DifficultPart 3. AssessmentsCognate Identification TestCognates in Context TestMultiple Choice Comprehension TestCLOZE Comprehension TestVocabulary TestPart 4. A Final Word to TeachersReferencesAppendix AAppendix BAppendix C

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!