Want to create interactive content? It’s easy in Genially!

MP Unit 3_Loran

Audacious Labs

Created on September 30, 2025

Start designing with a free template

Discover more than 1500 professional designs like these:

Dynamic Visual Course

Dynamic Learning Course

Akihabara Course

Basic Interactive Course

Explore all templates

INSTRUCTIONS FOR REVIEWERS

This document serves as a visual the prototype for the following learning object types: - Video screens - Interactive presentations - Knowledge checks / quizzes Please make your feedback as comprehensive as possible - the more we can capture upfront, the less re-work we have downstream.

Status

Work-in-progress, do not design yet

Work-in-progress, design this

Ready for internal review (Erin & Andrei)

Approved (Erin & Andrei)

Approved (Client)

TEMPLATES

*All the images are placeholders, we can replace with the photographies from the client.

Ready for internal review (Erin & Andrei)

Module 2

How multilingual learners develop language and literacy

Let's begin!

Ready for internal review (Erin & Andrei)

MYTH BUSTER GAME

CONCEPT OF THE GAME:

Learners read a statement about multilingual learners (MLLs).
They decide if it is a myth or reality.
After choosing, an animated screen appears showing the correct answer, a short explanation, and engaging visuals or icons.

Ready for internal review (Erin & Andrei)

Myth Busters, Assemble! Test your knowledge of multilingual learners and prove you can separate fact from fiction.

START

Ready for internal review (Erin & Andrei)

Learning two languages confuses children.

MYTH

REALITY

Ready for internal review (Erin & Andrei)

Children can learn more than one language from an early age. Mixing words is normal and part of learning.

Ready for internal review (Erin & Andrei)

Not quite. In fact, research shows children are NOT confused by two languages.

Ready for internal review (Erin & Andrei)

Children who learn two languages won’t do well in school.

MYTH

REALITY

Ready for internal review (Erin & Andrei)

Children with two languages often do better! It supports reading, focus, and learning English.

Ready for internal review (Erin & Andrei)

The opposite is true, learning two languages often strengthens a child's brain, boosting their focus, problem-solving skills, and English acquisition.

Ready for internal review (Erin & Andrei)

Dual language learners are building two systems at once, so their development looks different.

MYTH

REALITY

Ready for internal review (Erin & Andrei)

Dual language learners build two systems at once. Development looks different, but it’s not a delay.

Ready for internal review (Erin & Andrei)

It's a common misconception, but a unique development path is a sign of complexity, not a delay, for dual language learners

Ready for internal review (Erin & Andrei)

English-only programs can weaken the home language and hurt long-term success.

MYTH

REALITY

Ready for internal review (Erin & Andrei)

That's absolutely right! Strong development in the home language is actually foundational for long-term academic success in English.

Ready for internal review (Erin & Andrei)

That's a very common assumption, but research proves that weakening the home language can actually hurt long-term academic success and identity formation.

Ready for internal review (Erin & Andrei)

Children with language delays/disabilities should not use their home language.

MYTH

REALITY

Ready for internal review (Erin & Andrei)

Children with delays benefit from keeping their home language. It strengthens family bonds and helps English learning.

Ready for internal review (Erin & Andrei)

It's widely believed, but supporting a child's home language actually strengthens their overall language development and is beneficial regardless of delays or disabilities.

Ready for internal review (Erin & Andrei)

Great work! Feeling ready to keep the momentum going with the next lesson?

Yes, show me more!

I need a quick break.

Ready for internal review (Erin & Andrei)

Module 3

Receptive and Expressive Language

Let's begin!

Ready for internal review (Erin & Andrei)

Receptive and Expressive Language

All children grow their language skills, whether they learn one language or many. Receptive language is how children understand what others say or sign. Expressive language is how children share their own thoughts through words or signing.

Ready for internal review (Erin & Andrei)

What is Language Development?

Children build language skills through two connected abilities. Receptive language is shown with the basket concept while Expressive language is shown with the thread concept.

Ready for internal review (Erin & Andrei)

Receptive Language = Filling it in

Receptive Language

Receptive language is the base skill that helps children gather and store information. It is like filling a basket with new words, sounds, and gestures. Children collect these in their minds before they try to use them out loud.

Ready for internal review (Erin & Andrei)

Receptive Language in Action

Ready for internal review (Erin & Andrei)

Expressive Language = Weaving it back

Expressive Language

Expressive language is when children share their ideas using the words they have learned. They start with simple words and short phrases, then move toward longer and more complex sentences.

Ready for internal review (Erin & Andrei)

Expressive Language in Action

Ready for internal review (Erin & Andrei)

Receptive vs. Expressive Language

Flip the cards to see examples. Can you tell which ones show Receptive or Expressive language?

Points to a cat when asked “Where’s the cat?”

Tells a short story: “Dog run fast!”

Says “Mama” or “Papa.”

Follows “Put the cup on the table.”

Says “All done!” after eating.

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Expressive

Receptive

Expressive

Title

Write a brief description here

Looks at dad when mom says, “Where’s Daddy?”

Says “Me play!” while holding a toy

Smiles or looks when hearing their name.

Understands “Come here.”

Asks, “What’s that?”

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Receptive

Expressive

Receptive

Title

Write a brief description here

Ready for internal review (Erin & Andrei)

When your baby coos or babbles, that’s how they practice using their voice.

Those little sounds are the very beginning of talking.

It’s amazing how much language starts before real words appear!

Responding to those sounds helps build their confidence and connection.

Ready for internal review (Erin & Andrei)

IM NOT USING VIDEO YET

Play video button ► to learn more.

Ready for internal review (Erin & Andrei)

Language learning is a two-way street, children gather wordsand weave them back into communication.

Ready for internal review (Erin & Andrei)

Ready for the next lesson?

Yes, show me more!

I need a quick break.

Ready for internal review (Erin & Andrei)

Module 4

Unique language learning patterns of multilingual learner

Let's begin!

Ready for internal review (Erin & Andrei)

The Weaving Metaphor

When children grow up with more than one language, their language weaving takes a different form. They may understand both languages but speak mostly in one, or mix parts of each. This is not confusion. It is a sign of growth.

Ready for internal review (Erin & Andrei)

Simultaneous Bilinguals

Children can understand both languages from the start and often mix words from each in the same sentence. This is called code-switching.

Ready for internal review (Erin & Andrei)

Sequential Bilinguals

Some children learn their first language fully before starting a second. They may go through a silent period in the new language, where they listen and observe until they feel ready to speak.

Listening and Observing

A child new to a classroom participates fully in activities but only responds with nods, gestures, or single-word answers in another language.

Translating Internally

The child hears the question in the new language, figure out the answer internally in their home language, and then quickly convert that answer back into the new language before speaking it.

Relying on the Home Language

When a child is experiencing strong emotions, such as frustration or excitement, they naturally fall back on their home language for complex thoughts because it is their most comfortable and proficient means of expression.

Memorized Phrases

The child uses short, learned phrases like "I want to play" or "I need help" but struggles to create original sentences in the new language.

Ready for internal review (Erin & Andrei)

Receptive Bilinguals

A child may understand their home language very well and know more than they can express. However, they might not yet feel confident speaking, reading, or writing it.

Scenario 1: Parent and child

Scenario 2: Teacher and student

Scenario 3: Grandfather and kid

Ready for internal review (Erin & Andrei)

Stages of Bilingual Acquisition

Children who are learning English as an additional language often move through common stages of growth. These stages may look different for each child, but they give a helpful picture of what to expect.

These stages show that quiet does not mean nothing is happening. Children are actively learning, and their home language continues to support English development.

Ready for internal review (Erin & Andrei)

The 4 Stages of Language

CONCEPT OF THE GAME:

Learners take on the role of Language Explorers who help four children learning English find their way through the Language Garden.
Each child represents one stage of bilingual learning. To help them grow, learners identify the correct stage for each child.

Ready for internal review (Erin & Andrei)

Welcome, Language Explorer! Each child in the Language Garden is learning English differently. Can you figure out what stage they’re in?”

START

Ready for internal review (Erin & Andrei)

Two children are building a structure together. Sebastian speaks English, and Maya speaks only Spanish at home. Which stage is Maya in?

Sebastian:

Maya:

Telegraphic Speech

Home Language Use

Nonverbal Period

Productive Language Use

Ready for internal review (Erin & Andrei)

Great job! Maya is still speaking only her home language—Spanish

Home Language Explorer Badge Earned!

Ready for internal review (Erin & Andrei)

Think about what language Maya is using. Hit the "Try Again" button to answer once more.

Ready for internal review (Erin & Andrei)

The teacher and three children are playing with sand. Yazmin, who doesn’t yet speak English, joins quietly, watching and filling her bucket without speaking.

Telegraphic Speech

Productive Language Use

Home Langauge Use

Nonverbal Period

Ready for internal review (Erin & Andrei)

Correct! Yazmin is communicating with actions, not words.

Non verbal Period Badge Earned!

Ready for internal review (Erin & Andrei)

Notice she’s not speaking yet. Hit the "Try Again" button to answer once more.

Ready for internal review (Erin & Andrei)

Dudu says one morning, “Me go,” and later points to the dramatic play center saying “Me play.

Nonverbal Period

Productive Language Use

Home Langauge Use

Telegraphic Speech

Ready for internal review (Erin & Andrei)

Yes! Dudu is using short, memorized phrases—classic telegraphic speech.

Telegraphic Speech Badge Earned!

Ready for internal review (Erin & Andrei)

Think shorter: These are memorized word chunks! Hit the "Try Again" button to answer once more.

Ready for internal review (Erin & Andrei)

Mario greets his teacher: “Maestra, my dog goes fast.” Later, he points to the playground and says, “Mi sister está playing there.”

Nonverbal Period

Productive Language Use

Home Langauge Use

Telegraphic Speech

Ready for internal review (Erin & Andrei)

You got it! Mario is creating new sentences and mixing languages—he’s experimenting!

Productive Language Use Badge Earned!

Ready for internal review (Erin & Andrei)

He’s combining what he knows to express himself. Hit the "Try Again" button to answer once more.

Ready for internal review (Erin & Andrei)

Great work! Feeling ready to keep the momentum going with the next lesson?

Yes, show me more!

I need a quick break.

Ready for internal review (Erin & Andrei)

Module 5

Comparing SBLD and MLD in your classroom

Let's begin!

Ready for internal review (Erin & Andrei)

Children learn languages by hearing, watching, and connecting with people around them. Some hear one language from birth. Others hear two or more every day.

grow up hearing one language.

grow up hearing two languages.

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Simultaneous learners

Monolingual learners

Title

Write a brief description here

Ready for internal review (Erin & Andrei)

Language Is a Bridge

Language connects children to family, culture, and learning.When teachers value all languages, children feel seen and confident.

Spanish: "Su lengua materna es un puente hacia el conocimiento." English Translation: "Your mother tongue is a bridge to knowledge."

Filipino (Tagalog): "Ang sariling wika ay pundasyon ng pag-aaral." English Translation: "One's own language is the foundation of learning."

French: "Chaque langue parlée est une richesse pour notre classe." English Translation: "Every language spoken is an asset to our class."

German: "Heimsprachen im Unterricht zeigen: Du gehörst dazu." English Translation: "Home languages in class show: You belong."

Ready for internal review (Erin & Andrei)

Simultaneous Language Development

Children listen to both languages, start with single words around age one, then mix words, and make short sentences.

Age 1: Say first words . Sometimes in Spanish, sometimes in English.

Age 2–3: Use short phrases.

Age 4: Speak in full sentences and may mix both languages.

Ready for internal review (Erin & Andrei)

Monolingual Language Development

Children listen to talk around them, then start to babble, say first words, and finally make full sentences.

Age 2–3 (Two-Word Phrases)

The child begins linking words to form simple ideas, like asking for something with "My juice."

Age 4 (Full Sentences)

By now, the child can form complete thoughts, such as, "I want to go to the store," using full sentences.

Age 1 (First Words)

At this stage, the child starts communication by saying a single, meaningful word like "Mama" or "Ball."

Ready for internal review (Erin & Andrei)

How Children Build Word Knowledge

Children learn new words through play and daily routines. Multilingual children share words between languages. Monolingual children build all their words in English.

Examples:

Words about family or food may be stronger in Spanish.
Words about TV shows or school may be stronger in English.

Ready for internal review (Erin & Andrei)

Make Connections Through Language

When children mix languages, it shows they are learning, making good connections, and using all their words

Key message:

When a child mixes two languages, it's best not to correct them.
Respond kindly in one full language to show the correct way to say the whole thought.

Child's Mixed Sentence

"Look at the perro run!"
"I want to ride my bicicleta."

Teacher's Response

"Yes, the dog is running fast."
"Quiero montar mi bicicleta."

Ready for internal review (Erin & Andrei)

Use One Language at a Time

Teachers can switch between languages during the day, but not in the same sentence. This helps children hear each language clearly.

Ready for internal review (Erin & Andrei)

Make Language Learning Fun for Everyone

Even children who speak only English can enjoy learning other languages.

Ready for internal review (Erin & Andrei)

Families Are Language Partners

Families are children’s first teachers. Invite them to share songs, stories, and favorite words from home.

Try this:
Ask families to record short greetings or lullabies.
Add their words to classroom labels or songs.

New Vocabulary

The class hears four recordings of families saying the word for apple in different languages.

Classroom Labels

Students scan a QR code on the word "door" to hear a family member say, "porte" (French).

Morning Greeting

Teacher taps an icon to play a student's parent saying, "Hola" or "Guten Morgen."

Calm-Down Corner

Children listen to a playlist of family-recorded lullabies during quiet time.

Title

Use this side to give more information about a topic.

Subtitle

Ready for internal review (Erin & Andrei)

What to Remember

Mixing languages is part of learning.

Respond warmly and use clear language.

Value and celebrate every child’s languages.

Ready for internal review (Erin & Andrei)

Great work! Feeling ready to keep the momentum going with the next lesson?

Yes, show me more!

I need a quick break.

Ready for internal review (Erin & Andrei)

Module 6

Connecting Language to Literacy

Let's begin!

Ready for internal review (Erin & Andrei)

Language grows naturally through daily talk and play. Literacy needs more, it must be taught with care and purpose. What children know in their home language helps them learn to read and write in English, too.

Ready for internal review (Erin & Andrei)

Every Child Can Be a Reader

Both multilingual and monolingual children need the same early literacy skills.When teachers connect language to literacy, all children grow as readers and thinkers.

Literacy in action:

Ready for internal review (Erin & Andrei)

Words Build Understanding

Children learn new words by hearing, saying, and using them.In both languages, talking helps children think and share ideas.

Age 1: Say first words . Sometimes in Spanish, sometimes in English.

Age 2–3: Use short phrases.

Age 4: Speak in full sentences and may mix both languages.

Ready for internal review (Erin & Andrei)

Playing With Sounds

Children learn that words have sounds and sounds make words. They can clap syllables, rhyme, and notice beginning sounds.

Play with word parts during songs or circle time.

Celebrate when children hear or say a sound correctly.

Say silly rhymes in any language.

Ready for internal review (Erin & Andrei)

Letters and Marks Have Meaning

Children learn that letters make words and words make meaning. Writing starts with scribbles, shapes, and pretend letters.

Celebrate all writing efforts, even pretend ones.

Offer writing tools daily like crayons, pencils, sand trays.

Point out letters in names and signs.

Title

Use this side to give more information about a topic.

Subtitle

Ready for internal review (Erin & Andrei)

Books Tell Stories in Many Languages

Children learn how books and print work, left to right, top to bottom. They notice sp aces, titles, and pictures that tell part of the story.

Try these:
Read aloud every day.
Point to words as you read.
Talk about pictures and ask what children notice.

Ready for internal review (Erin & Andrei)

Try to:
Ask questions like “What does this remind you of?”
Use familiar topics like family, animals, food, to introduce new words.

Try to:
Children who speak more than one language can use both to build literacy.
Teachers can help even if they don’t speak the child’s home language.Ask questions like “What does this remind you of?”
Use familiar topics like family, animals, food, to introduce new words.

Working with families

Connecting old and new ideas

Building on what children know

Try to:
Invite families to share favorite songs or stories.
Ask them to label a few classroom items in their home language.
Share photos or recordings of children using both languages.

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Children use what they already know to understand new stories. Home language knowledge supports English learning, too.

Children who speak more than one language can use both to build literacy. Teachers can help even if they don’t speak the child’s home language.

Families are language experts. When teachers include home languages, children feel proud and connected.

Title

Write a brief description here

Ready for internal review (Erin & Andrei)

Helping Every Child Join the Story

You are talking with a new teacher who has two children who speak Armenian at home. She asks how to help them join in and learn new words during storytime.

Ready for internal review (Erin & Andrei)

Great work! Feeling ready to keep the momentum going with the next lesson?

Yes, show me more!

I need a quick break.

Ready for internal review (Erin & Andrei)

Headline template

Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Ready for internal review (Erin & Andrei)

HEALINE

Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.

Ready for internal review (Erin & Andrei)

FULL IMAGE

Ready for internal review (Erin & Andrei)

HOTSPOTS

Click the hot spots + to see them in action.

Ready for internal review (Erin & Andrei)

HOTSPOTS

Click the hot spots + to see them in action.

Ready for internal review (Erin & Andrei)

KNOWLEDGE CHECK

Please answer the question.

Ready for internal review (Erin & Andrei)

REFLECTION

Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.

Ready for internal review (Erin & Andrei)

REFLECTION

Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.

Ready for internal review (Erin & Andrei)

TRUE OR FALSE

Please select Yes or No.

Ready for internal review (Erin & Andrei)

FILL THE SPACES

Ready for internal review (Erin & Andrei)

SORT

Please sort the answers.

Ready for internal review (Erin & Andrei)

IMAGE SELECTION

Ready for internal review (Erin & Andrei)

FLIP CARDS HEADLINE

Flip the card ⮎ button to learn more.

Maria, Age 6

Nadine, Age 3

Javier's, Age 4

Father spoke only Spanish to her. Mother spoke only English. Parents spoke English with each other.

Family speaks Haitian Creole at home. School/community uses Spanish and English. Teacher speaks English, uses some Spanish phrases, labels items in English & Spanish. Haitian Creole is missing.

Starting preschool, learning English. Spanish spoken only at home. Exposure to English limited (supermarket, doctor’s office).

Name

Ready for internal review (Erin & Andrei)

VIDEO HEADLINE

Play video button ► to learn more.

ARCHIVE SLIDES NOT IN USE

Preschoolers (3–5 years)

Understand simple "wh" questions like "Who," "What," and "Where."

Point to the dog when asked.

Preschoolers (3–5 years)

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Follow a two-step command like "Pick up the block and put it in the box."

Understand most of what is said at home and in school.

Grasp concepts like "on," "under," and "behind."

Title

Write a brief description here

Toddlers (1–3 years)

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Asks simple "Yes/No" questions, often using rising intonation.

Says single words like 'milk' or 'leche.'

Starts putting two words together (e.g., "More juice," "My ball").

Develops a vocabulary of over 50 words by two years old.

Title

Write a brief description here

Follow simple, one-step instructions like "Time to wash hands".

Toddlers (1–3 years)

Point to pictures, familiar objects, or body parts when they are named.

Toddlers (1–3 years)

Identify common objects when asked, such as "Where is the ball?"

Toddlers (1–3 years)

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Understand simple action words, like run, jump, and eat.

Title

Write a brief description here

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Mix

"I need to find my favorite vestido because we are going to the fiesta."

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Babies (0–12 months)

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Babbles or coos—early sounds that lead to words.

Uses gestures (like reaching or shaking head) to request or refuse.

Laughs and makes sounds during play, like "ooh" or "ga-ga."

Produces their first true word, such as "mama" or "dada."

Title

Write a brief description here

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Preschoolers (3–5 years)

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

Uses three- to five-word sentences and speaks clearly enough for strangers to understand most of the time.

Asks a variety of "wh" questions to gather information (e.g., "What is that?" or "Where did you go?").

Correctly uses some basic grammar, like plurals (cats) and past tense (walked).

Uses language to play and imagine, such as talking for a doll or toy.

ells a short story (e.g., "The bear eat mucho arroz.").

Title

Write a brief description here

"Dada" or "Leche," the child said, pointing to his father or the milk.

"I want más juice now," demanded the toddler.

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

Speak

"I want más juice now," demanded the toddler.

Grow

A teacher talks in Tagalog; the child answers in Spanish.

Bukas tayo maglaro ulit.

Let's play again tomorrow.

Tomorrow, yes!

"I need to find my favorite vestido because we are going to the fiesta."

"Dada" or "Leche," the child said, pointing to his father or the milk.

A grandparent talks in French; the child obeys but doesn’t reply in French.

Viens ici, mon amour.

Come here, my love.

Headline

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam a porta erat. Nam volutpat varius nisi, eget pulvinar neque tempor at. Suspendisse eget malesuada sem. Fusce rutrum lorem ex.

A parent talks in Spanish; the child answers in English.

¿Quieres comer?

Do you want to eat?

Yes!

Understand

Babies (0–12 months)

Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.

View

Dynamic Visual Course

View

Dynamic Learning Course

View

Akihabara Course

View

Basic Interactive Course

MP Unit 3_Loran

Start designing with a free template

View

Dynamic Visual Course

View

Dynamic Learning Course

View

Akihabara Course

View

Basic Interactive Course

Transcript

INSTRUCTIONS FOR REVIEWERS

This document serves as a visual the prototype for the following learning object types: - Video screens - Interactive presentations - Knowledge checks / quizzes Please make your feedback as comprehensive as possible - the more we can capture upfront, the less re-work we have downstream.

Status

Work-in-progress, do not design yet

Work-in-progress, design this

Ready for internal review (Erin & Andrei)

Approved (Erin & Andrei)

Approved (Client)

TEMPLATES

Ready for internal review (Erin & Andrei)

Module 2

How multilingual learners develop language and literacy

Ready for internal review (Erin & Andrei)

MYTH BUSTER GAME

CONCEPT OF THE GAME:

Ready for internal review (Erin & Andrei)

Myth Busters, Assemble! Test your knowledge of multilingual learners and prove you can separate fact from fiction.

Ready for internal review (Erin & Andrei)

Learning two languages confuses children.

Ready for internal review (Erin & Andrei)

Children can learn more than one language from an early age. Mixing words is normal and part of learning.

Ready for internal review (Erin & Andrei)

Not quite. In fact, research shows children are NOT confused by two languages.

Ready for internal review (Erin & Andrei)

Children who learn two languages won’t do well in school.

Ready for internal review (Erin & Andrei)

Children with two languages often do better! It supports reading, focus, and learning English.

Ready for internal review (Erin & Andrei)

The opposite is true, learning two languages often strengthens a child's brain, boosting their focus, problem-solving skills, and English acquisition.

Ready for internal review (Erin & Andrei)

Dual language learners are building two systems at once, so their development looks different.

Ready for internal review (Erin & Andrei)

Dual language learners build two systems at once. Development looks different, but it’s not a delay.

Ready for internal review (Erin & Andrei)

It's a common misconception, but a unique development path is a sign of complexity, not a delay, for dual language learners

Ready for internal review (Erin & Andrei)

English-only programs can weaken the home language and hurt long-term success.

Ready for internal review (Erin & Andrei)

That's absolutely right! Strong development in the home language is actually foundational for long-term academic success in English.

Ready for internal review (Erin & Andrei)

That's a very common assumption, but research proves that weakening the home language can actually hurt long-term academic success and identity formation.

Ready for internal review (Erin & Andrei)

Children with language delays/disabilities should not use their home language.

Ready for internal review (Erin & Andrei)

Children with delays benefit from keeping their home language. It strengthens family bonds and helps English learning.

Ready for internal review (Erin & Andrei)

It's widely believed, but supporting a child's home language actually strengthens their overall language development and is beneficial regardless of delays or disabilities.

Ready for internal review (Erin & Andrei)

Great work! Feeling ready to keep the momentum going with the next lesson?

Ready for internal review (Erin & Andrei)

Module 3

Receptive and Expressive Language

Ready for internal review (Erin & Andrei)

Receptive and Expressive Language

All children grow their language skills, whether they learn one language or many. Receptive language is how children understand what others say or sign. Expressive language is how children share their own thoughts through words or signing.

Ready for internal review (Erin & Andrei)

What is Language Development?

Children build language skills through two connected abilities. Receptive language is shown with the basket concept while Expressive language is shown with the thread concept.

Ready for internal review (Erin & Andrei)

Receptive Language = Filling it in

Receptive Language

Receptive language is the base skill that helps children gather and store information. It is like filling a basket with new words, sounds, and gestures. Children collect these in their minds before they try to use them out loud.

Ready for internal review (Erin & Andrei)

Receptive Language in Action

Ready for internal review (Erin & Andrei)

Expressive Language = Weaving it back

Expressive Language

Expressive language is when children share their ideas using the words they have learned. They start with simple words and short phrases, then move toward longer and more complex sentences.

Ready for internal review (Erin & Andrei)