#  3. Objectives - C. Create Materials 

 



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###    Objective  expand\_more  

 

Use technology tools (Google Translate) to create a vocabulary chart for words in the objectives for a unit.

 

 

 



###    WIDA/SIOP  expand\_more  

 

 **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: RW1, RW2

Sort    **Use of Academic Language** 

  **Descriptor** 

  **Level** 

  **Domain** 

    Recount 

  Reproducing words and phrases related to topics (e.g., including cognates)

 

  1

 

  Writing

 

    Recount 

  Producing statements related to main ideas on familiar topics in home language and English 

  2 

  Writing 

 



 **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 4

Sort    **SIOP Section** 

  **Descriptor** 

    Lesson Preparation

 

  [Supplementary Materials Used to a High Degree Making the Lesson Clear and Meaningfu](https://sites.google.com/site/themoderndayeslteacher/siop-feature-4)l

 

 





 

 

 



 

 

 

 

##  Action Steps: 

 



 Step 1 Step 2 Step 3 

## 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](https://drive.google.com/open?id=1AHhbfFx_MbCeJAMi5E43TkCdcSfmBO7w).
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:**

Sort    English 

  Spanish 

  French 

  Hatian Creole 

    energy 

  energía 

  énergie 

  enèji 

 



 **Distance Terms**Sort    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](https://dimensions.gse.harvard.edu/capstone) project:**

Sort      ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) 

 

 

 





 



 

 

 

## 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](https://docs.google.com/document/d/10f8jt5qvnFXJF41yUKp-7DNyQFyTIIs1f9B9eJTwygw/edit?usp=sharing)

 **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](https://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners))

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

 **Points:** 10



 

Sort**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.





Sort**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.