3. Objectives - C. Create Materials

Action Steps:

Step 1

Create a vocabulary resource/handout:

  1. Use Google Translate to translate five high-quality language or content objectives into languages that interest you. You can use objectives from this resource.
     

  2. Additionally, identify cognates (or words that sound similar in more than one language) that might help students. Create a vocabulary chart that could be used in more than one content area of key vocabulary. Include visuals to increase meaning.

 

For example:

 

English
Spanish
French
Hatian Creole
energy
energía
énergie
enèji
Distance Terms
English
Spanish
area
área
centimeter
centímetro
kilometer
kilómetro
meter
metro
mile
milla
millimeter
milímetro
yard
yarda

 

Note False Cognates - False cognates are words that look and sound similar in multiple languages but do not have the same meaning. These words are also referred to as “false friends”—they don’t relate the way we think they do! For example, the word decepción in Spanish does not mean deception—it means disappointment. Students need to learn how to recognize false cognates so that they don’t get confused as they read and write. You can keep a running “False Cognate Chart” that students can add to as they encounter new false friends

 

Step 2

Be sure to link your work and documents in the capstone project:

Capstone table example

 

Step 3

Reflection: Answer the following questions on a Capstone slide

  1. Thinking about the objectives and vocabulary (150-250 words total)

    1. How might you leverage cognates in your context? What would make it difficult to integrate cognates?

    2. How might you introduce cognates to students?

  2. Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)

    1. What was your most significant take away from the assignment? What did you find interesting and useful?

    2. What was most challenging in the task? How did you overcome that challenge?

    3. How will you apply your learning to practice?

    4. To learn more, what might your next steps be?

    5. How would you improve on your current product in the future?

 

 

 

Use Google Translate with Objectives to Create a Multilingual Vocabulary Chart

Why this task? When teachers can write effective language objectives, they:

  • “articulate for learners the academic language functions and skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, & Vogt, 2008).

  • are beneficial not only for language learners but for all students in a class, as everyone can benefit from the clarity that comes with a teacher outlining the requisite academic language to be learned and mastered in each lesson.” (ColorinColorado)

Clear objectives also make it clear for the teacher what needs to be assessed and how it needs to be assessed.

Points: 10

Must Haves
1. Response completes the task.
2. Accurately reflects WIDA Standards and the principles of SIOP.
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.
Amazing
* Explain how learning from completing the task can be useful to you.
* Promotes self and cultural awareness.
* Describes possible next steps.
* Relates to developing language skills in specific ways.
* Share materials or examples that may be useful to others.