model performance indicators. key questions about model performance indicators what are they? what...
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Model PerformanceIndicators
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Key Questions aboutModel Performance Indicators
• What are they?• What do they look like?• Why are they important?• How do teachers use them in the classroom?• How do teachers create them?
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Before We Begin
• How comfortable are you with being able to communicate effectively with people in this room?
• How conscious do you need to be about the language you use to share information about what you know or what you have done?
• Let’s try an activity or two to get you outside your comfort zone.
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Activity – Talk to Me
• Find a partner.• Tell your partner what you did last weekend.• Describe at least three activities.• Speak in complete sentences.• Finish your response within one minute.• Do NOT use any words that contain . . . the
letter “s.”
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Activity – Write with Me
• Find a new partner.• Work with your new partner to write a response
to the question below, using complete sentences.• Finish your response within two minutes.• For this time, you may not use . . . any words that
contain the letter “o.”
• Question – What are the three branches of the federal government, and what powers are associated with each of them?
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MODEL PERFORMANCE INDICATORS
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WIDA Standards Framework
Features of Academic Language
Performance Definitions
StandardsMatrix
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What are Model Performance Indicators?
• WIDA’s standards framework shows examples of how language is processed or produced within a particular context through MODEL PERFORMANCE INDICATORS (MPIs).
• MPIs are meant to be examples and not fixed guidelines of the language with which students may engage during instruction and assessment.
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Important to Remember
• The focus is on differentiating for students and helping them with what they can do while moving them forward.
• Creating MPIs and MPI strands in your content area is important, but you are not expected to do this every single day for every single student.
• The process becomes more internalized with a little practice.
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Organization of the 2007 Standards Matrix
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GRADE 8
ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy
Organization of MPIs within the 2012 Standards
STRAND
MPI
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GRADE 8
ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy
Turn and Talk – Discuss how the MPI changes from level to level. What varies for the student and for the teacher across the strand?
STRAND
MPI
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Listening
Speaking
Reading
Writing
Process, understand, interpret, and evaluate spoken language in a variety of situations
Process, understand, interpret, and evaluate written language, symbols, and text with understanding and fluency
Engage in written communication in a variety of situations for a variety of purposes and audiences
Engage in oral communication in a variety of situations for a variety of purposes and audiences
Language Domains
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Receptive versus Expressive Language
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The Elements of the MPI
The Language Function
The Content Stem/Example Topic
The Support
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Elements of Model Performance Indicators
The Model Performance Indicator (MPI) consists of three elements:
• Language function: describes how students use language to demonstrate their proficiency
• Content stem/example topic: specifies context for language instruction; derived from state content standards
• Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content
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Elements of MPIs
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
Content Stem/Example Topic
Language Function
Instructional Support
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The Model Performance IndicatorLanguage Function
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The Model Performance IndicatorContent Stem/Example Topic
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The Model Performance IndicatorSupport or Strategy
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Language Function
• WIDA does not provide lists of various language functions for teachers.
• These are the verbs that teachers use in identifying what they want students to do (i.e., Bloom’s).
• Language function focuses on how students share the content knowledge.
• The 2007 & 2012 booklets show examples from different grade levels and content areas.
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Examples of Language Function
• Define• Paraphrase• Explain• Describe• Critique• Discuss• Give examples• Distinguish• Draw conclusions
• Summarize• Compare• Identify• Categorize• Locate• Interpret• Name• Match• List• And the list goes on . . .
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Support Examples
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Specific Examples of Sensory Supports
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Example Use of GraphicOrganizers
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Using the Example to Experiment with Elements of MPIs
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
Content Stem/Example Topic
Language Function
Instructional Support
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Activity – Making MPIs
• 1 = Language Function
• 2 = Content Topic
• 3 = Instructional Support
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Activity Directions
• Write 2 or 3 examples for your element of an MPI on a Post-It note that corresponds to your number and color. For example, if your number is 2, then try to write down about 3 different examples of content topics to use in the activity. (This gives you more choice.)
• Raise your Post-It.• Silent Hunt – Find the other two numbers to
complete a group of 3 (1 of each color). Do this without talking.
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Activity Directions
• Put all three elements together as a group to create an MPI. Read it as a group.
• Discuss the following:– Domain?– Are the supports appropriate? Did you need to
adjust your choice? If the supports aren’t appropriate, how would you change them and why?
– What proficiency level do you think the MPI addresses?
– What might you do to differentiate the MPI for the next higher proficiency level? For the next lower?
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Now it’s your turn to try on your own …
Look at the provided Model Performance Indicator (MPI) to identify its elements.
Circle the language function.Underline the example topic.Place a box around the support.Now, transform each element in the blank box
to the right.
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GRADE 8
ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy
Example of an MPI Strand
STRAND
MPI
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Activity – Strand Sort
• As a group, sort the MPIs into a strand according to the proficiency level. (Hint: The performance definitions may be helpful.)
• Raise your hand when you think your group has the elements of the strand in the right order. We will come check them.
• If any were misplaced, discuss why that might be.
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Debriefing Questions
• What did you notice across the strand of MPIs?
• What was easy about the activity?• What was difficult about the activity?• What types of things did you discuss while you
were attempting to sort them into the correct order?
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P.16 (2012)
(Content Standard)
(Instructional Task)One day of a teacher’s lesson plan.
(from Bloom’s – includes Content Standard & Instructional Task)
(ELD Standards)
(technical)
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Off you go!
• Use the blank template and guiding questions to create your own MPI strand.
• Use a content area topic of your choice.
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Available Resources
* Taken from 2007 English Language Proficiency Standards & Resource Guide.
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More Available Resources
* Taken from the 2012 Amplified English Language Development Standards book.
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Work Smarter…Not Harder!
English Language Development
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Choose grade level band.
Type content topic in this box.
1
2
3Click search!
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