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SIOP, ESL, and MPI’s

SIOP, ESL, and MPI’s. Leticia M. Trower Gaston County Schools. What does WIDA say about Content and Language Objectives?. “ WIDA ELP standards focus on academic language ; academic content standards focus on academic content .” ( link to source )

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SIOP, ESL, and MPI’s

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  1. SIOP, ESL, and MPI’s Leticia M. Trower Gaston County Schools

  2. What does WIDA say about Content and Language Objectives? • “WIDA ELP standards focus on academic language; academic content standards focus on academic content.” (link to source) • “Content Objectives = academic achievement; Language Objectives = academic language”(link to source) …therefore, the WIDA ELPS are a source of language objectives, not content objectives

  3. What does SIOP say about Content and Language Objectives? • SIOP Feature 1: “Content objectivesclearly defined, displayed, and reviewed with students” (Making Content Comprehensible, 2010) • SIOP Feature 2: “Language objectives clearly defined, displayed, and reviewed with students” (Making Content Comprehensible, 2010) … in other words, every SIOP lesson has a content objective and a language objective

  4. Where do Content Objectives come from? • SIOP: “Content objectives as mentioned before are usually drawn from the state subject area standards” (p. 27, Making Content Comprehensible, 2010) • WIDA: “The Language Arts SCOS objective is the content objective” (link to source) … in other words, SIOP and WIDA agree that the source for content objectives is the subject area SCOS

  5. Where do Language Objectives come from? • “The first place to start is the state English language development (ELD) or English as a second language (ESL) standards.” (p. 26, Making Content Comprehensible, 2010) • In NC, this would be the WIDA ELPS

  6. Comparing MPIs and Objectives Content Objective MPI • Not always measurable and observable • Academic achievement • Includes a specific form of support • Drawn from subject area SCOS • Defines what a student will know or be able to do • Lesson-level • Students receive differentiated support; all students meet one objective per lesson • Distinct for each individual proficiency level represented in a classroom • Academic language • Includes R, W, L, or S • Linked to content • Based on WIDA ELPS • Measurable and observable Language Objective

  7. The Role of the MPI in Lesson Planning Three possibilities: • Use the MPI as a language objective • Use the MPI as a content objective • Use the MPI in addition to the content and language objectives Let’s examine each one…

  8. The MPI may be used as a language objective • MPI’s share many features with Language Objectives • MPI’s are more specific than LO’s; the result will be more detailed LO’s • Teachers often differentiate forms of support for individual students in a given classroom, while MPI’s include specific forms of support Advantages Challenges

  9. The MPI can notbe used as a content objective! • SIOP lessons include a language objective and a content objective • The WIDA ELP Standards focus on academic language, not academic achievement • Content objectives are drawn from the subject area SCOS

  10. The MPI may be used in addition to the content and language objectives • While MPI’s and objectives share many features, they are three distinct concepts • Writing three separate goals for every lesson is time-consuming • The large amount of overlap between MPI’s and language objectives will result in repetition Advantages Challenges

  11. My Recommendation: • ESL lesson plans should include: • WIDA Standard • Language Objective in the form of an MPI • Content Objective pulled from NCSCOS for the appropriate subject area

  12. Example – 3rd grade ESL lesson Essential Question: How do plants grow? • WIDA Standard: Standard 4, the Language of Science • Language Objective in the form of an MPI: Students will be able to write a sentence describing each step in the life cycle of a plant, using the Avenues photofile picture cards • Content Objective pulled from NCSCOS for the appropriate subject area: Students will be able to identify the steps in the life cycle of a plant (From 3rd grade science, Goal 1, Objective1.03: “Investigate and describe how plants pass through distinct stages in their life cycle including growth, survival, and reproduction”)

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