SIOP, ESL, and MPI’sLeticia M. Trower

Gaston County Schools

“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

What does WIDA say about Content and Language Objectives?

SIOP Feature 1: “Content objectives clearly 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

What does SIOP say about Content and Language Objectives?

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

Where do Content 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

Where do Language Objectives come from?

Comparing MPIs and Objectives

•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

Language Objective

MPIContent Objectiv

e

•Measurable and observable

•Drawn from subject area SCOS•Defines

what a student will know or be able to do

•Lesson-level

•Includes a specific form of support

•Academic achievement

•Not always measurable and observable

•Students receive differentiated support; all students meet one objective per lesson

Three possibilities:

1. Use the MPI as a language objective2. Use the MPI as a content objective3. Use the MPI in addition to the content

and language objectives

Let’s examine each one…

The Role of the MPI in Lesson Planning

1. The MPI may be used as a language objective

Advantages Challenges

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

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

2. The MPI can not be used as a content objective!

3. The MPI may be used in addition to the content and language objectives

Advantages Challenges

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

ESL lesson plans should include:

1. WIDA Standard2. Language Objective in the form of an MPI3. Content Objective pulled from NCSCOS for the

appropriate subject area

My Recommendation:

Essential Question: How do plants grow?

1. WIDA Standard:Standard 4, the Language of Science

2. 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

3. 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”)

Example – 3rd grade ESL lesson