Guille Module 2 Filled

Module 2
Refer to the resources in Module 2 to complete this assignment.

I. SIOP & WIDA ELD
1. What is SIOP and how might SIOP instruction help ELs with the Common Core State
Standards?
SIOP or Sheltered Instruction Observation Protocol is an instructional model that

emphasizes on the development of English instruction to aid English Language Learners to
succeed academically. It complements the teaching and learning process because it
integrates the academic curriculum and English fluency.
2. What is the relationship between the SIOP Model and the WIDA ELD standards?
Wida defines the standards of academic language for the core content areas, and SIOP
assists teachers in developing their content and language proficiency.
3. How might teachers use the CAN DO Descriptors from WIDA to plan and
deliver differentiated lessons to ELs?
When combined with the WIDA Performance Definitions of the English language
proficiency standards, the Can Do Descriptors provide a comprehensive picture of English
language proficiency. There are three criteria, which are: 1. the complexity of the language;
2. the vocabulary, and 3. language control. These describe the increasing quality and
quantity of students’ language processing and use across the levels of language proficiency
to address the academic curriculum.
4. Explain the three linguistic areas in the WIDA ELD standard listed below and give some
examples of each to support your answer:
a. Comprehension of the linguistic and semantic aspects of the language, e.g. Idioms,
academic performances like debates.
b. Sentence/grammar: analysis of the language’s function and context, e.g. tenses and
type of sentences.
c. Vocabulary: Using words in a real-world context, such as measuring and quantifying.
5. What are the components of an MPI? How can it be used to prepare content lessons
for ELs?
It describes how students can use the language when they listen, write, read and speak.
The MPI can be used to implement strategies that will help students with academic
content and language proficiency in English.
6. Identify the language function, content stem, and supports in the following MPIs:
a. Describe and give examples of positive and negative impacts of exploration using
Graphic organizers and word bank. The students develop speaking or writing skills to
talk about details and using vocabulary.
b. Discuss orally and then in writing reasons for selection of features of model
governments using a template in small groups. Students use writing and speaking
skills to defend their point of view.
c. Produce key words about themes related to the main idea using visual support (e.g.,
Captioned illustrations of plot and main ideas) with a partner. The use of vocabulary in a
real context, helps them to develop reading, speaking and listening skills.
II. Refer to pages 10-17 of the article "Make the Ideal a Reality: All Teachers are Language
Teachers” (Module 2) to answer the following:
1. "All teachers are language teachers." What does this statement mean and how would
this change the role of content teachers who work with ELs? Therefore, it is our
responsibility as teachers to assist students in developing their English skills, especially
for students who do not speak the language.
2. Refer to the 2 lessons in the article that connect content area instruction in the
Common Core State Standards and the ELD Standards. How does each lesson explicitly
infuse academic language (word level, sentence level, text/discourse level) for ELs at a
certain proficiency level? English language proficiency levels (entering, emerging,
developing, expanding and bridging) describe the cognitive function associated with the
academic language.
III. Personal Reflection

1. Why is it important to know your students’ backgrounds and abilities?
By knowing the students’ backgrounds and how much they will be willing to put in, we
can enhance their potentialities and develop their capabilities to the fullest extent
possible. We must also know what is expected of us to continue striving to improve our
educational model and the quality of our programs.
2. Create an instrument (maybe be a Google form☺) to know more about your English
Learners’ background and abilities. Please, remember the law. You cannot ask about
their legal status.
Using two (2) KWL carts, I will ask to each student about two item:
1. What can you want to share with us about you country, family, and your school in your
native country?
2. Want do you know, and what are your expectation in your knew school, here in USA?

Guille Module 2 Filled

Uploaded by

Copyright:

Available Formats

Guille Module 2 Filled

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Guille Module 2 Filled

Uploaded by

Copyright:

Available Formats

Module 2

Refer to the resources in Module 2 to complete this assignment.

SIOP or Sheltered Instruction Observation Protocol is an instructional model that

III. Personal Reflection

You might also like