Vocabulary

 

English Vocabulary for the Spanish Speaker is one of the four series in our English literacy program for Spanish-speaking teens and adults. This literacy program is made up of a collection of workbooks. The vocabulary series helps Spanish speakers increase their English vocabulary. Each vocabulary workbook reviews the vocabulary that was introduced in the other three series in our English literacy program. The other series in this program are:

 English Reading and Spelling for the Spanish Speaker

English Reading Comprehension for the Spanish Speaker

English Writing Composition for the Spanish Speaker.

Each series in the literacy program is a collection of six workbooks. Each workbook is bilingual with the directions in Spanish and activities in English. There is an English translation of the Spanish directions at the back of each workbook.

 Below are the English and Spanish Table of Contents from English Vocabulary for the Spanish Speaker Book 1.

 Contents

 

Introduction………………………………………………………………………………………………………………………. v

Dictionary…………………………………………………………………………………………………………………………. 1

Nouns………………………………………………………………………………………………………………………………. 6

Verbs……………………………………………………………………………………………………………………………….. 8

Plurals……………………………………………………………………………………………………………………………. 11

Adjectives………………………………………………………………………………………………………………………. 15

Animals………………………………………………………………………………………………………………………….. 17

Places……………………………………………………………………………………………………………………………. 23

Things……………………………………………………………………………………………………………………………. 25

Numbers………………………………………………………………………………………………………………………… 30

Colors…………………………………………………………………………………………………………………………….. 32

Words with Multiple Meanings…………………………………………………………………………………………. 34

Rhyming Words………………………………………………………………………………………………………………. 36

Feelings…………………………………………………………………………………………………………………………. 40

Contractions………………………………………………………………………………………………………………….. 41

More Animals………………………………………………………………………………………………………………… 43

Random Words…………………………………………………………………………………………………………….. 48

Random Pictures………………………………………………………………………………………………………….. 50

Food and Clothes…………………………………………………………………………………………………………. 52

Transportation……………………………………………………………………………………………………………… 54

People…………………………………………………………………………………………………………………………… 55

Analogies………………………………………………………………………………………………………………………. 57

Sounds………………………………………………………………………………………………………………………….. 58

More Verbs……………………………………………………………………………………………………………………. 60

Homophones………………………………………………………………………………………………………………… 63

Synonyms…………………………………………………………………………………………………………………….. 64

Categories…………………………………………………………………………………………………………………….. 65

Answer Key…………………………………………………………………………………………………………………… 66

English Translation of Spanish Directions………………………………………………………………………… 75

Index……………………………………………………………………………………………………………………………… 82

 

Contenido

 

Introducción……………………………………………………………………………………………………………………… v

Diccionario……………………………………………………………………………………………………………………….. 1

Sustantivos……………………………………………………………………………………………………………………… 6

Verbos…………………………………………………………………………………………………………………………….. 8

Plurales………………………………………………………………………………………………………………………….. 11

Adjetivos……………………………………………………………………………………………………………………….. 15

Animales……………………………………………………………………………………………………………………….. 17

Lugares…………………………………………………………………………………………………………………………. 23

Cosas……………………………………………………………………………………………………………………………. 25

Números………………………………………………………………………………………………………………………… 30

Colores………………………………………………………………………………………………………………………….. 32

Palabras con múltiples significados………………………………………………………………………………….. 34

Palabras que riman…………………………………………………………………………………………………………. 36

Sentimientos………………………………………………………………………………………………………………….. 40

Contracciones……………………………………………………………………………………………………………….. 41

Más animales……………………………………………………………………………………………………………….. 43

Palabras ocasionales…………………………………………………………………………………………………….. 48

Imágenes ocasionales…………………………………………………………………………………………………….. 50

Alimentos y Ropa…………………………………………………………………………………………………………. 52

Transporte……………………………………………………………………………………………………………………… 54

Personas……………………………………………………………………………………………………………………….. 55

Analogías……………………………………………………………………………………………………………………… 57

Sonidos…………………………………………………………………………………………………………………………. 58

Más verbos…………………………………………………………………………………………………………………… 60

Homófonos……………………………………………………………………………………………………………………. 63

Sinónimos……………………………………………………………………………………………………………………… 64

Categorías…………………………………………………………………………………………………………………….. 65

Las Respuestas……………………………………………………………………………………………………………… 66

Traducción al inglés de las instrucciones en español………………………………………………………….. 75

Índice………………………………………………………………………………………………………………………….. 82

 Visit our website at www.Fisher-Hill.com to read more about our English Vocabulary for the Spanish Speaker series and the other series in our English literacy program for Spanish Speakers.

 

 

 

 

 

 

 

 

 

 

 

English Writing Composition for Spanish Speakers

 

Our English Writing Composition for the Spanish Speaker series contains six workbooks. The first book in the series teaches basic sentence structure then progresses to longer, more detailed sentences. The book ends with students writing informattive paragraphs.

English Writing Composition for the Spanish Speaker Book 1 (Composición en inglés para hispanohablantes: Libro 1) comienza enseñando la estructura básica de la oración. Después ayuda a los estudiantes a componer oraciones más largas y detalladas. Entonces, los estudiantes escribirán párrafos informativos.

 

Below are the English and Spanish Table of Contents for Book 1.

 

Table of Contents

 

Introduction……………………………………………………………………………………. v

Word Bank……………………………………………………………………………………… vii

Basic Sentences………………………………………………………………………………. 1

Editing………………………………………………………………………………………….. 10

Adjectives…………………………………………………………………………………….. 11

Proper Nouns……………………………………………………………………………….. 14

Pronouns……………………………………………………………………………………… 17

Review………………………………………………………………………………………….. 20

Non-Action Verbs………………………………………………………………………….. 22

Multiple Subjects and Objects………………………………………………………… 28

Subject and Verb Agreement…………………………………………………………. 30

Multiple Verbs……………………………………………………………………………….. 33

Review………………………………………………………………………………………….. 35

Three-Sentence Paragraphs…………………………………………………………… 37

Editing Paragraphs………………………………………………………………………… 39

“Where” Phrases…………………………………………………………………………… 41

Plural Nouns………………………………………………………………………………….. 43

Possessives…………………………………………………………………………………… 44

Contractions…………………………………………………………………………………. 47

Homophones………………………………………………………………………………… 50

Quotation Marks……………………………………………………………………………. 51

Review………………………………………………………………………………………….. 54

Sentence Builder…………………………………………………………………………… 56

Language Planner………………………………………………………………………….. 57

Adjectives…………………………………………………………………………………….. 58

Paragraph Writing…………………………………………………………………………. 59

Informative Paragraphs………………………………………………………………….. 77

Expanded Paragraphs……………………………………………………………………. 84

Review Activities……………………………………………………………………………. 91

Answer Key…………………………………………………………………………………. 103

English Translation of Spanish Directions………………………………………. 127

Glossary……………………………………………………………………………………… 140

Index………………………………………………………………………………………….. 142

 

Contenido

 

Introducción…………………………………………………………………………………… vi

Banco de palabras…………………………………………………………………………. vii

Oraciones básicas…………………………………………………………………………… 1

Revisión………………………………………………………………………………………… 10

Adjetivos………………………………………………………………………………………. 11

Nombres propios………………………………………………………………………….. 14

Pronombres………………………………………………………………………………….. 17

Repaso…………………………………………………………………………………………. 20

Verbos sin acción …………………………………………………………………………. 22

Varios sujetos y complementos………………………………………………………. 28

Concordancia entre el sujeto y el verbo………………………………………….. 30

Varios verbos……………………………………………………………………………….. 33

Repaso…………………………………………………………………………………………. 35

Párrafos de tres oraciones……………………………………………………………. 37

Revisión de párrafos……………………………………………………………………… 39

Frases con “where”……………………………………………………………………….. 41

Sustantivos plurales………………………………………………………………………. 43

Posesivos……………………………………………………………………………………… 44

Contracciones………………………………………………………………………………. 47

Homófonos…………………………………………………………………………………… 50

Comillas………………………………………………………………………………………… 51

Repaso…………………………………………………………………………………………. 54

Construcción de oraciones……………………………………………………………. 56

Planificación del lenguaje……………………………………………………………….. 57

Adjetivos………………………………………………………………………………………. 58

Composición de párrafos………………………………………………………………. 59

Párrafos informativos……………………………………………………………………. 77

Párrafos extendidos……………………………………………………………………… 84

Actividades de repaso…………………………………………………………………… 91

Las Respuestas…………………………………………………………………………… 103

Traducción al inglés de las instrucciones en español……………………… 127

Glosario……………………………………………………………………………………… 141

Índice…………………………………………………………………………………………. 142

 

Visit our website at www.Fisher-Hill.com to read more about our English Writing Compostion for the Spanish Speaker workbook series.

 

Reading Comprehension

 

Reading comprehension is the goal of reading.  It is the ability to extract meaning from written words. Fluency and vocabulary play an important role in reading comprehension.

Developing comprehension skills can help with acquiring meaning from written words. Summarizing, inferencing, sequencing, comparing and contrasting, drawing conclusions, distinguishing between fact and opionion, relating background knowledge, and identifying the main idea, supporting details, and important facts are all important skills for comprehension. These skills are particularly important for comprehending informational text.

When reading narrative text (a story), identifying the setting, the main characters, the problem in the story, how the problem is solved is necessary for understanding and enjoying narrative text.

Our workbook series: English Reading Comprehension for the Spanish Speaker helps Spanish-speaking teens and adults develop these necessary skills for reading narrative and informational texts. The six workbook series provides the necessary practice students need to develop these essential skills.

 

Visit our website at www.Fisher-Hill.com to read more about this English reading comprehension series for Spanish Speaking teens and adults.

The FSZL Rule

 

The FSZL rule is a spelling rule. The letters f, s, z, and l are doubled after a short vowel sound. Here are words that follow this rule.

ff	ss	zz	ll
off	pass	buzz	bell
puff	miss	fizz	fill
staff	actress	jazz	hull
bluff	address	fuzz	doll
dandriff	boss	pizzazz	cell

Our Reading and Spellling for the Spanish Speaker series covers many English spelling rules.

Visit our website at www.Fisher-Hill.com to see all of our workbooks for Spanish-speaking teens and adults who want to improve their English reading and spelling.

Syllables

 

Words are made up of syllables and syllables are made up of speech sounds. When first learning to read, most words will have one syllable: cat, dog, my, you, was. Breaking longer words into syllables can help you read and spell. Good readers and spellers can quickly break long words into syllables.

There are six types of syllables.

A closed syllable has a short vowel sound and ends in a consonant.

An open syllable ends with a long vowel sound and is spelled with a single vowel letter.

A consonant-le syllable is an unaccented final syllable containing a consonant before /l/ followed by silent e.

A vowel team or diphthong syllable has a long or short vowel sound that uses a vowel combination. Diphthongs are included in this category.

An r-controlled syllable has a vowel followed by an r.

A vowel-consonant-e syllable has a long vowel sound that is spelled with a vowel, consonant and silent e.

Here are examples of the six types of syllables.

Syllable Type	Examples
Closed	cat, dog, computer
Open	my, I, tiger
Consonant-le	table, little, middle
Vowel team and diphthong	house, coat, trainer
R-controlled	car, farm, mother
Vowel-consonant-e	mice, inflate, regulate

A word can be made up of several types of syllables. The word regulate has three syllable types. The first syllable is closed, the second is open and the third is vowel-consonant-e: reg u late. The word computer has three different syllables: closed, open, r-controlled: com pu ter.

Knowing how to break words into syllables can help a person read and spell longer words.

 

Visit our website at www.Fisher-Hill.com to read our other blogs about literacy and to find out about our different workbook series for Spanish-speaking teens and adults who want to improve their English reading and spelling.

Do You Know Someone Who Is Dyslexic?

 

Dyslexia is a reading disorder but it does not reflect low intelligence. There are many bright and creative individuals with dyslexia who never learn to read, write or spell at a level consistent with their intellectual ability.

According to the International Dyslexia Association, 1 in 10 individuals are affected by dyslexia. Many individuals have never been diagnosed and therefore have received no intervention services. Dyslexia can be a hidden disability which may result in underemployment, difficulty in school, difficulty on the job and reduced self-confidence. Even those who have been diagnosed are likely to struggle with reading and writing.

 Do you know an adult with dyslexia? If so, ask him/her these ten question prepared by the International Dyslexia Association.

1	Do you read slowly?
2	Did you have trouble learning how to read when you were in  school?
3	Do you often have to read something two or three times before it makes  sense?
4	Are you uncomfortable reading out loud?
5	Do you omit, transpose, or add letters when you are reading or writing?
6	Do you find you still have spelling mistakes in your writingeven after Spell Check?
7	Do you find it difficult to pronounce uncommon multi-syllablewords when you are reading?
8	Do you choose to read magazines or short articles rather thanlonger books and novels?
9	When you were in school, did you find it extremely difficultto learn a foreign language?
10	Do you avoid work projects or courses that require extensive reading?

 If the person answered “yes” to seven or more of these questions, he/she may have signs that indicate dyslexia. He/she may want to consider seeking consultation from a specialist or a formal diagnostic assessment from a qualified examiner.

Fisher Hill’s literacy workbook series use a structured, sequential, multisensory approach to learning phonics and the structure of the English language. The literacy series are geared toward Spanish-speaking teens and adults. Adults like our workbooks because the pace is reasonable, print is large, directions are in Spanish, there are lots of pictures but the content is for adults. When using our four series, each with six workbooks, students need to begin with Book 1 from the English Reading and Spelling for the Spanish Speaker series. After completing Book 1, students are ready to practice their beginning reading and writing skills with English Reading Comprehension for the Spanish Speaker Book 1, English Writing Composition for the Spanish Speaker Book 1 or review vocabulary with English Vocabulary for the Spanish Speaker Book 1.

Visit our website at www.Fisher-Hill.com to familiarize yourself with these four series.

 

The Alphabetic Principle

English is based on the alphabetic principle. This means letters are symbols that represent sounds. Most letters have one sound. Some have two sounds and the vowel letters have several sounds. There are twenty-six letters in the alphabet. Five of those twenty-six letters are vowels. Sometimes the letter y is used as a vowel. Every word must have a vowel. Words are made up of syllables. When first learning to read, most words read are one syllable: cat, has, man, was and so forth. Every syllable must have a vowel. Prospective readers must master the alphabetic principle in order to learn to read and spell. Phonics, the study of the sound/symbol relationship, is the key to helping prospective readers crack the alphabetic code for mastery of reading and spelling.

Words are made up of syllables that can be broken up into tiny units of sounds called phonemes. The letter symbols represent these sounds. Students must learn the sound/symbol relationships and blending skills necessary to break the code of reading. Students who are taught the process of phonemic awareness, phoncis instruction, blending skills, syllable division, and the study of morphemes (units of meaning) are given the tools necessary for reading and spelling. Students who are exposed to a structured, sequential, multisensory approach to learning phonics and the structure of language have a greater chance of acquiring these necessary tools for reading and spelling. The goal of reading is comprehension. This goad cannot be achieved until the student is fluent in decoding.

Fisher Hill’s literacy series teaches the alphabetic principle using a very structured, sequential, multi-sensory approach to learning phonics and the structure of the English language. When using our four series, each with six workbooks, students need to begin with Book 1 from the English Reading and Spelling for the Spanish Speaker series. After completing Book 1, students are ready to practice their beginning reading and writing skills with English Reading Comprehension for the Spanish Speaker Book 1, English Writing Composition for the Spanish Speaker Book 1 or review vocabulary with English Vocabulary for the Spanish Speaker Book 1.

 

Visit our website at www.Fisher-Hill.com to familiarize yourself with these four series.

Literacy

 

How old is literacy? Literacy is 5,500 years old says Dr. Mayanne Wolf, a cognitive neuroscientist and Director of the Center for Reading and Language Research at Tufts University. She adds, the human brain has developed over the course of 40,000 to 50,000 years. She also states, there are no genes specific for reading. Dr. Wolf, in one of her lectures, stated that the human brain was not born with the ability to read. It is an acquired ability that developed over thousands of years. In school, children are expected to pick up these skills in a few years. Each child has to built their own reading circuit.

One way to help children with building their reading circuit, is taking time to talk and read with them, especially in the first five years. This means talking with them at meal time and other times during the day. Reading to children is another way they can be exposed to good language. Visiting the public library is an inexpensive way to provide books for your children. Libraries usually allow you to keep the books for three weeks. Then you need to return them but you’re then able to check out more books.

Children who have been exposed to a rich world of language before entering kindergarten do better in school. Unfortunately, there is a big gap in this language exposure for children entering school.

As a kindergarten teacher, I recommend that you enjoy your young children. Do activities together. Take walks together. Read books to them. Enjoy meals together. These activities will greatly help your children be better prepared for school.

Visit our website at www.Fisher-Hill.com to read our other blogs about literacy and to find out about our different workbook series for Spanish-speaking teens and adults who want to improve their English.

English for the Spanish Speaker

 

Happy New Year! Do you know friends or relatives whose New Year’s resolution is to improve their English? Fisher Hill has workbooks to help them. We have a whole language series with CDs or we have four English literacy series.

The whole language series is called English for the Spanish Speaker. This is a four book series. It is for Spanish speakers who know how to read and write Spanish. Each book in the series has eight lessons. In Books 1 and 2, the lessons are about every day activities. In Books 3 and 4, four lessons are about every day activities and the other four are about United States history or government. The print in the workbooks is large. The reading level in Book 1 is at the first and second grade level. The books get progressively more difficult. The reading level for Book 4 is at the fourth grade reading level. Each lesson begins with a vocabulary list, then a conversation, story, activity pages, and finally an answer key. The lessons are bilingual with the word lists, conversations, and stories presented in Spanish and English. The directions for the activity pages are in Spanish but the activities are in English. There are two dictionaries at the back of each workbook: a Spanish dictionary and an English dictionary. There is a CD available for each workbook so the student can listen to the vocabulary lists, conversations and stories in English. This series has been very popular with adult education classes.

The English literacy series starts with English Reading and Spelling for the Spanish Speaker. This is a six workbook series. These six workbooks use a very systematic and explicit approach for teaching the English speech sounds that are necessary for reading and spelling. The word lists are in Spanish and English and all the directions are in Spanish with English translations. After finishing Book 1 in the English Reading and Spelling for the Spanish Speaker series, students can begin practicing their reading skills with English Reading Comprehension for the Spanish Speaker Book 1 and writing skills with English Writing Composition for the Spanish Spekaer Book 1. Vocabulary and be practiced and reviewed in English Vocabulary for the Spanish Speaker Book 1. The four series, each with six workbooks, were written to be used together to give students a good foundation in English literacy.

 Visit our website at www.Fisher-Hill.com to see these different series for Spanish-speaking teens and adults who want to improve their English.

Samuel Orton

Science of Reading Instruction

 

Have you ever heard of Samuel Orton? He is a pioneer in the science of reading instruction. He recommended systematic and explicit phonics instruction to teaching reading. Studies have shown that this is the best way to teach students to read.

 I can testify to a systematic and explicit phonics approach to reading. In school, my two sons received whole language instruction in reading. They had difficulty learning to read until I became a member of the International Dyslexia Association. I learned about the multi-sensory systematic and explicit phonics instruction to reading. This approach helped the boys decode for reading and spelling. After they learned to decode words, they could then work on their reading comprehension. As a teacher, I use this systematic and explicity phonics approach to reading and have found it to be very successful.

 Samuel Torrey Orton (1879-1948) was an American physician who pioneered the study of learning disabilities especially in the area of reading. Orton worked with psychologist Anna Gillingham who introduced a systematic and orderly approach of categorizing and teaching a set of 70 phonograms representing the 44 speech sounds (phonemes) found in the English language. Since his death in 1948, Orton’s name has been associated with the Orton-Gillingham teaching method which is a multi-sensory systematic and explicit approach to teaching reading.

 Fisher Hill has four series that support the Orton-Gillingham approach to reading. The first series is English Reading and Spelling for the Spanish Speaker. This series uses a systematic and explicit approach to teaching the forty-four speech sounds. These sounds are used for reading and spelling. The other series can be used in conjunction with this first series. They are English Reading Comprehension for the Spanish Speaker, English Writing Composition for the Spanish Speaker, and English Vocabulary for the Spanish Speaker. You can see all of these books at our website.

Visit our website at www.Fisher-Hill.com to see our workbooks for Spanish-speaking teens and adults who want to learn how to read and write in English.