Coralis Mollitor
Enriching Second Language Acquisition for Emergent Bilinguals
Applied Digital Learning 2024-25
Alignment of Outcomes, Assessment, and Activities
In this page, you will find a detailed connection between the outcome desired for learners to achieve with the appropriate steps to achieve it.
Big Hairy Audacious Goal
Goal
Learners will promote second language acquisition through native language support.
The main goal is to give all levels of English Language Learners the opportunity to develop their native language as a support to acquiring their second language. To many students arrive and are thrown in to learn a new language while compromising their culture. This innovation is a solution for future bilingual students to be fully proficient.
The Taxonomy of Significant Learning
Once identifying the learning environment philosophy that best suits learners it is time to create purposeful learning opportunities. To create the best lessons for learners, we must connect our desired outcomes to the assessment and activities that will reach their goals.
The Taxonomy of Significant Learning outline six learning categories that learners interact with. The learning experiences stimulates for other kind of learnings (Fink, 2003, p.9)
1. Foundational knowledge allows for the absorption of information and creation of ideas.
2. Application iss applying the foundational knowledge into the manifestation of a skill.
3. Integration is the process of connecting the knowledge to our needs outside of the immediate skill.
4. Human Dimension is the reflection piece. How do you interact and are impacted by the knowledge?
5. Caring is taking the reflections and developing a new outlook to the knowledge. We give it a new purpose.
6. Learning How-to-Learn is the intentional approach to better oneself with the learning experience.
Fink's 3-Column Table
Once identifying the learning environment philosophy that best suits learners it is time to create purposeful learning opportunities. To create the best lessons for learners, we must connect our desired outcomes to the assessment and activities that will reach their goals. In the example provided below I used the 3 Column Table alongside Fink's A Taxonomy of Significant Learning to create a lesson that promotes passion, ownership, and authenticity for my students while focusing on native language inclusion.
Overarching Course Goal
Learners will develop and sustain foundational language skills: listening, speaking, reading, writing, and thinking–vocabulary in both native and second language (6.2B).
Learning Goals
Foundational Knowledge
Learners will determine the meaning of and use words with suffixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter (6.2C)
Foundational Knowledge
Learners will analyze how the characters’ internal and external responses develop the plot (6.7B)
Application
Learners will analyze characteristics and structural elements of informational text (6.8D)
Application
Learners will use text evidence to support an appropriate response (6.6C)
Human Dimension
Learners will make connections to personal experiences, ideas in other texts, and society (6.5 E).
Integration
Learners will describe how the author’s use of figurative language such as metaphor and personification achieves specific purposes (6.9D)
Integration
Learners will evaluate details read to determine key ideas (6.5G)
Learning How-to-Learn
Learners will complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments (6.10Di)
Learning Activities
-
Digital Worksheet provided by the curriculum to study together
-
Create a digital representation of a Greek or Latin root of their choice.
-
Self-select a book about the topic
-
Read the text together
-
Create a plot diagram
-
Annotate the character’s internal and external development
-
Annotate how the character influenced the plot
-
-
Research as a group, the following from society's perspective.
-
the claim,
-
reasons,
-
evidence,
-
counterclaims of topic
-
-
Organize ideas to share and publish
-
Research statistical evidence.
-
Organize information
-
Display project
-
Reflect on how the topic influenced you
-
Share with group members
-
Connect to fictional story (optional)
-
Select a song that covers the topic
-
Identify the figurative language
-
Determine the meaning of the figurative language
-
Research how a country, that is not the United States, handles the topic of choice.
-
Compare the country to the United States
-
Determine what can be implemented to improve society’s perspective on the topic.
-
Take pre-test and record scores
-
Study together through the HMH Grammar Studio Digital Lessons
-
Determine goal
Assessment Activities
Worksheet
Podcast Discussion Topic
Podcast Discussion Topic
Summary of the text
Essay or Presentation
Podcast Discussion Topic
Multimodal depicting supporting evidence on topic.
Podcast Discussion Topic
Podcast Discussion Topic
Animated short describing the song and its figurative language.
Podcast Discussion Topic
Venn Diagram connecting each countries disposition on the topic
Podcast Discussion Topic
Post-Test score
Podcast Discussion Topic
Innovation Plan Update
The activities align to my innovation plan by allowing students to use either their native language or second language to receive information and to give information. I made sure to include opportunities for students to speak and listen with the podcast discussions; as well as with the poetry station, constant collaboration, and connecting stations. Simultaneously, I am providing chances for learners to read, write, collaborate, and think in both languages. I provided the choice board in both languages to even the playing field.
The learners receive a diverse way to present their information. They can use digital applications like Google Slide or Canva. Students have practiced various forms of presentations in prior lessons that can be used in stations; for example, infographics, animated shorts, posters, essays, and more. For the weekly podcast, students are given guided questions per station to promote dialogue.
References:
Fink, D. (2003, Aug 05). A self-directed guide to designing courses for significant learning. The University of Oklahoma https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
TEA, (2024). EKS curriculum framework for STAAR alternate 2: Grade 6 reading language arts assessment. https://tea.texas.gov/student-assessment/staar-alternate-2/staar-alt2-6-rla-curriculum-framework.pdf