Florida Uniform Core Curriculum Matrix Unified Elementary ProTeach (DOE Code 444) University of Florida Effective Fall Semester 2008

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1 Florida Uniform Core Matrix Uniform Core (UCC) Elements Program Requirements Assessment (1) = Covered and Assessed Florida Educator Accomplished Practices The preprofessional teacher collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students' instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs. ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF 1.1 Demonstrates knowledge of traditional and alternative assessment strategies appropriate to all students. 1.2 Employs and alters a variety of assessment strategies congruent with instructional goals to determine PK-12 students learning. 1.3 Interprets data from various alternative and traditional assessments, including FCAT results. 1.4 Modifies instruction based on assessed student performance in relation to students' diverse needs. Communication (2) The preprofessional teacher recognizes the need for effective communication in the classroom and the processes of acquiring techniques that s/he will use in the classroom. 2.1 Knows and identifies varied communication techniques for use with PK-12 students, including students whose home language is not standard English. 2.2 Demonstrates varied communication techniques that promote PK 12 student learning. 2.3 Communicates high expectations for all PK-12 student learning. Continuous Improvement (3) Critical Thinking (4) The preprofessional teacher realizes that s/he is in the initial stages of a life-long learning process and that self reflection is a key component of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and schoolbased improvement activities increases as time passes. The teacher's continued professional improvement is characterized by selfreflection, work with colleagues and teammates, and meeting the goals of a personal professional development plan. 3.1 Can explain why reflection is important to continuous professional improvement. 3.2 Improves practice through collaborating, reflecting and goal setting. 3.3 Knows where to find resources for continuous professional development. 3.4 Uses student data to inform continuous improvement. The preprofessional teacher is acquiring assessment techniques and strategies that measure higher-order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively 3/3/09 1

2 Florida Uniform Core Matrix = Covered and Assessed 4.1 Knows and identifies strategies, materials, and technologies to develop all PK-12 students creative and critical thinking. ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In 4.2 Designs activities that develop all PK-12 students critical and creative thinking. 4.3 Alters/varies activities to accommodate students cognitive, social, linguistic, cultural, emotional and/or physical needs. Diversity (5) The preprofessional teacher establishes a comfortable environment, which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution and mediation 5.1 Knows how race, ethnicity, gender, socio-economic status, language, and special need variables affect all PK-12 students learning. 5.2 Demonstrates a repertoire of teaching techniques and strategies, including materials selection, to effectively instruct all PK-12 students. 5.3 Shows sensitivity, acceptance, and value of all PK-12 students from diverse backgrounds (race, ethnicity, gender, socio-economic status, language, and special need). Ethics (6) The preprofessional teacher adheres to the Code of Ethics and to the Principles of Professional Conduct of the Profession in Florida. 6.1 Knows the Code of Ethics and Principles of Professional Conduct of the Profession in Florida. 6.2 Professional behavior is consistent with the Code of Ethics and the Principles of Professional Conduct of the Profession in Florida. Human The preprofessional teacher plans instructional activities that draw Development and upon well-established human development/learning theories and Learning (7) concepts and a variety of information about students. 7.1 Knows established human development/learning theories and concepts (including first and second language acquisition). 7.2 Bases instruction on established human development/learning theories and concepts. Knowledge of The preprofessional teacher has a basic understanding of the subject Subject Matter (8) field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world, integrated settings. The teacher's repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge 8.1 Knows and understands subject matter sufficient to meet state and national standards. 8.2 Facilitates student acquisition of subject matter knowledge through appropriate and engaging lessons. TSL 5142 ESOL, MGF 3/3/09 2

3 Florida Uniform Core Matrix = Covered and Assessed ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF 8.3 Connects subject matter to students background knowledge and what students are learning in other courses/disciplines. 8.4 Expands knowledge of subject matter by actively seeking resources to support content. Learning The preprofessional teacher understands the importance of setting up Environments (9) effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into the processes. The teacher understands that s/he will need a variety of techniques to increase his/her knowledge and skills. Planning (10) 9.1 Knows the principles governing effective learning environments including classroom management, individual and group motivation, and goal setting. 9.2 Establishes learning environments characterized by equity and mutual respect and democratic values that include and engage all students. Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professions to design learning experiences that meet students' needs and interests. The teacher candidate continually seeks advice/information, from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences Knows the principles for developing effective lesson plans that meet the needs of all PK-12 students Develops engaging lesson plans that address state and national content standards, and grade-level expectations Includes multiple resources and strategies in planning comprehensible instruction that meet PK-12 students' diverse needs. Role of the teacher (11) The preprofessional teacher communicates and works cooperatively with families and colleagues to improve educational experiences at the school 11.1 Knows the laws and court decrees that address the rights and obligations of students, parents, and educators Uses effective and democratic communication techniques with colleagues, school or community specialists, administrators, and families, including families whose home language is not English. Technology (12) The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. S/he provides students with opportunities to actively use technology and facilitates access to the electronic resources. The teacher also uses technology to manage evaluate and improve instruction 12.1 Knows how to use a variety of technologies and the principles that guide the effective use of technologies to enhance instruction and increase learning for all PK-12 students.. 3/3/09 3

4 Florida Uniform Core Matrix General Knowledge = Covered and Assessed 12.2 Uses a variety of technologies to enhance instruction and increase learning for all PK-12 students. Competencies and Skills for Teacher Certification Professional (PE) Competencies PE items (1) through (12) PE (13) (13) Knowledge of the history of education and its philosophical and sociological foundations (Foundations of ) PE (14) (14) Knowledge of specific approaches, methods, and strategies appropriate for students with limited English proficiency (ESOL) Items (1) through (12) covered and assessed under Florida Educator Accomplished Practices (FEAPs) ESOL infused program--see ESOL Performance Standards below Florida Subject Area Competencies Language Arts and Reading Elementary K-6 1. Knowledge of emergent literacy C 2. Knowledge of reading C C C 3. Knowledge of the process of constructing meaning from a variety of texts C 4. Knowledge of literature C C 5. Knowledge of writing C 6. Knowledge and use of reading assessment C Mathematics 7. Knowledge of number sense, concepts, and operations C 8. Knowledge of measurement C 9. Knowledge of geometry and spatial sense C 10. Knowledge of algebraic thinking C 11. Knowledge of data analysis and probability C 12. Knowledge of instruction and assessment C C C C Social Science 13. Knowledge of time, continuity, and change (history) C 14. Knowledge of people, places, and environment (geography) C 15. Knowledge of government and the citizen (government and civics) C 16. Knowledge of production, distribution, and consumption (economics) C 17. Knowledge of instruction and assessment of the social sciences C Science and Technology 18. Knowledge of the nature of matter Covered and assessed under Florida Educator Accomplished Practices (8) - Knowledge of Subject Matter and Subjec Area Examination of FTCE "C" below indicates where content is covered through coursework C 19. Knowledge of forces, motion, and energy C 20. Knowledge of processes that shape the Earth C 21. Knowledge of Earth and space C 22. Knowledge of the processes of life C 23. Knowledge of how living things interact with the environment C 24. Knowledge of the nature and history of science C 25. Knowledge of the relationship of science and technology C C 3/3/09 4 ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF

5 Florida Uniform Core Matrix Music, Visual Arts, Physical, and Health = Covered and Assessed 26. Knowledge of technology processes and applications C 27. Knowledge of skills and techniques in music and visual arts C C 28. Knowledge of creation and communication in music and visual arts C C 29. Knowledge of cultural and historical connections in music and visual arts C C 30. Knowledge of aesthetic and critical analysis of music and visual arts C C 31. Knowledge of appropriate assessment strategies in music and visual arts C C 32. Knowledge of personal health and wellness C 33. Knowledge of physical, social, and emotional growth and development C 34. Knowledge of community health and safety issues design C C Competencies) Scientifically Based Reading Instruction (Reading 35. Knowledge of subject content and appropriate curriculum Competency 1: Foundations in Language & Cognition-Has substantive knowledge of language structure and function and cognition for each of the five major components of the reading process. C Specific Indicator A: Phonemic Awareness (1.A.1) Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g., phonological processing, inventory of phonemes, phonemic awareness skills, phonemic analysis) (1.A.2)Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences) Specific Indicator B: Phonics (1.B.1) Identify structural patterns of words as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes root words affixes) (1.B.2) Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advanced phonics skills). Specific Indicator C: Fluency (1.C.1) Identify the principles of reading fluency as they relate to reading development (1.C.2) Understands the role of reading fluency in development of the reading process Specific Indicator D: Vocabulary 3/3/09 5 ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF

6 Florida Uniform Core Matrix = Covered and Assessed (1.D.1) Identify and apply principles of English morphology as they relate to language acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic analysis. (1.D.2) Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.) ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In Specific Indicator E: Comprehension (1.E.1) Identify principles of syntactic function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations) (1.E.2) Understands the impact of variations in written language of different text structures on the construction of meaning (1.E.3) Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation) (1.E.4) Understands the transactive nature of the reading process in constructing meaning fro a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world) Specific Indicator F: Integration of the major reading components (1.F.1) Identify language characteristics related to informal language and cognitive academic language (1.F.2) Identify phonemic, semantic, and syntactic variability between English and other languages. (1.F.3) Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning) (1.F.4) Understands the interdependence between each of the major reading components and their effect upon comprehension (e.g., construction of meaning: vocabulary, fluency) (1.F.5) Understands the impact of dialogue, writing to learn, and print environment upon reading development. Competency 2: Foundations of Research-Based Practices - Understands the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Specific Indicator A: Phonemic Awareness (2.A) Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.) Specific Indicator B: Phonics TSL 5142 ESOL, MGF 3/3/09 6

7 Florida Uniform Core Matrix = Covered and Assessed (2.B) Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, pattern, and generalizations). ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In Specific Indicator C: Fluency (2.C) Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, selftiming, independent reading material, reader's theater, etc.) Specific Indicator D: Vocabulary (2.D) Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic mapping, semantic analysis, analogies, etc) Specific Indicator E: Comprehension (2.E) Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance of details, prediction; "think-aloud" strategies, sentence manipulation, paraphrasing, etc.) Specific Indicator F: Integration of the major reading components (2.F.1) Identify comprehensive instructional plans that synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading, etc.) (2.F.2) Identify explicit, systematic instructional plan for scaffolding content area vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.) (2.F.3) Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.) (2.F.4) Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students' interests and independent reading proficiency. Competency 3: Foundations of Assessment Understands the role of assessments in guiding reading instruction and instructional decision making for reading progress of struggling readers. TSL 5142 ESOL, MGF (3.1) Describe or recognize appropriate test formats and types of test items for assessing the major elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension 3/3/09 7

8 Florida Uniform Core Matrix = Covered and Assessed (3.2) Understands the role of assessment in planning instruction to meet student learning needs (3.3) Interpret students formal and informal test results. (3.4) Identify measurement concepts and characteristics and uses of norm-referenced and criterion-referenced tests. (3.5) Understand the meaning of test reliability and validity, and describe major types of derived scores from standardized tests (3.6) Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, diagnosis, progress monitoring, and outcome measures). (3.7) Analyze data to identify trends that indicate adequate progress in student reading development. (3.8) Understand how to use data to differentiate instruction (grouping strategies, intensity of instruction: ii vs. iii) (3.9) Understand how to interpret data with application of instruction that matches students with appropriate level of intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials, and with appropriate strategies. (3.10) Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time. (3.11) Identify interpretive issues that may arise when English language tests are used to assess reading growth in LEP students (3.12) Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading. Competency 4: Foundations of Differentiation Has a broad knowledge of students from differing profiles, including students with disabilities and students from diverse populations. (4.1) Identify the characteristics of both language and cognitive development and their impact on reading proficiency. abilities populations. mainstream, students with exceptional needs, and diverse (4.3) Identify language acquisition characteristics of learners from different age groups (primary, intermediate, secondary levels) and (4.2) Compare language, cognitive, and reading acquisition of 3/3/09 8 ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF

9 = Covered and Assessed (4.4) Identify stages of reading development for diverse learners, including mainstream students, LEP students, and students with disabilities in reading. (4.5) Identify common difficulties in development of each of the major reading components. ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF Florida Uniform Core Matrix students. reading, and LEP students. (4.8) Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those strategies used by beginning and/or struggling readers. (4.9) Select appropriate materials that address cultural and linguistic differences. (4.10) Identify structures and procedures for monitoring student reading progress Competency 5: Application of Differentiated Instruction Has knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations. in mainstream classes, including students with disabilities in (4.7) Identify principles of differentiating instruction for all students accommodations for students with exceptional needs and LEP (4.6) Understands specific appropriate reading instructional (5.1) Apply knowledge of scientifically based reading research in each of the major reading components as it applies to reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension). (5.2) Apply research-based practices and materials for preventing and accelerating both language and literacy development. growth students reading fluency, automaticity, and reading endurance. (5.6) Apply research-based instructional practices for developing students phonics skills and word recognition. (5.5) Apply research-based instructional practices for developing students phonemic awareness. (5.4) Apply research-based instructional practices for developing having difficulty in each of the five major components of reading (5.3) Identify techniques for scaffolding instruction for children (5.7) Apply research-based instructional practices for developing both general and specialized content area vocabulary. 3/3/09 9

10 Florida Uniform Core Matrix = Covered and Assessed (5.8) Apply research-based instructional practices for developing students critical thinking skills (5.9) Apply research-based instructional practices for facilitating reading comprehension (5.10) Apply knowledge of language to instruction in working with LEP students that are at different levels of oral proficiency. (5.11) Identify instructional strategies to facilitate students metacognitive skills in reading. (5.12) Identify reliable and valid assessment procedures to validate instructional applications. (5.13) Identify and set goals for instruction and student learning based on assessment results to monitor student progress ESOL Performance Standards 1. Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. (ESOL Comp. #11: Knowledge of federal and state policies and mandates. ) 2. Recognize the major differences and similarities among the different cultural groups in the United States. 3. Identify, expose, and reexamine cultural stereotypes relating to LEP/ELL students. 4. Use knowledge of the cultural characteristics of Florida's LEP/ELL population to enhance instruction. 5. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (ESOL Comp. #6: Knowledge of instructional methods and strategies.) 6. Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP/ELL students. 7. Locate and acquire relevant resources in ESOL methodologies. (ESOL Comp. #4: Knowledge of curriculum, curriculum materials, and resources.) 8. Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (ESOL Comp. #2: Knowledge of first and second language acquisition theories and classroom application.) 3/3/09 10 ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF

11 Florida Uniform Core Matrix = Covered and Assessed 9. Develop experiential and interactive literacy activities for LEP/EEL students, using current information on linguistic and cognitive processes. (ESOL Comp. #8: Knowledge of literacy development and classroom application.) 10. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (ESOL Comp. #1: Knowledge of language principles.) 11. Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. 12. Apply content-based ESOL approaches to instruction. 13. Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (ESOL Comp. #3: Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical issues.) 14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. 15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (ESOL Comp. #7: Knowledge of instructional technology.) 16. Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. 18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. 20. Administer tests and interpret test results, applying basic measurement concepts. 3/3/09 11 ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF

12 Florida Uniform Core Matrix = Covered and Assessed 21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students, including measurement of language, literacy and academic content metacognition. (ESOL Comp. #9: Knowledge of assessment) 22. Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum. 23. Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. 24. Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice. (ESOL Comp. #5: Knowledge of instructional delivery models.) 25. Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. (ESOL Comp. #10: Knowledge of ELL exceptionality issues.) Additional Core Curricular Requirements al Law Reading, interpretation, and use of data for student achievement Technology appropriate for the grade Teaching strategies to meet the needs of diverse student populations Professional Ethics Higher-level mathematics concepts (Elementary, Middle Covered under Accomplished Practice 11 Covered under Accomplished Practice 1 Covered under Accomplished Practice 12 Covered under Accomplished Practice 5 Covered under Accomplished Practice 9 Covered under Accomplished Practice 6 Mathematics, and Secondary Mathematics) Math computational skills acquisition and measures to improve P-12 computational performance Sunshine State Standards content measured by FCAT Information on the State system of school improvement and accountability School Safety 3/3/09 12 ARE 4314 Art For Elementary Inclusive EE 3616 Core EE 3070 Teachers and Learners EE 3257 Core Teaching EE 4905 Integrated Teaching EE 6125 Interventions for HSC 3301 Health In TSL 5142 ESOL, MGF