Transformations - Part 2

Now that you have had a chance to identify the three parts (language function, the topic, and the support) of each Model Performance Indicator (MPI), we are ready for the next step.    Today I will share with you how to change the components so that they align with your state standards and classroom instruction. 

As you might imagine, the Resource Guide has several pages that will be useful as we work on the transformations.     Here are the pages I recommend.   Grab your nearest stack of sticky notes and tab these pages:

·         RG-14-20 – explains the three parts of each MPI and gives examples

·         RG-21 – lists of sensory, graphic and interactive supports (I also like RG-23 and RG-24)

·         RG 34-38 – these pages walk you through the transformation process

·         RG-39 is the WIDA Checklist for Reviewing Strands of MPIs – a handy sheet that we used in the workshops to double-check the newly transformed standards

Now that you have those pages tabbed, let’s take a look at an example.      

            Each one of these MPI components can be changed.  For example,we can change the topic from “weather conditions” to “body parts.”  Then, the newly transformed MPI would be:   Name familiar objects in photographs or illustrations associated with body parts (e.g. face, leg).  This type of transformation
allows you to change the topic so that it aligns with your classroom instruction and state standards.

Or we could change the language function from “Name familiar objects ” to “Copy the names of familiar objects”.  Now the MPI would read: Copy the names of familiar objects in photographs or illustrations associated with weather conditions (e.g. cloud).  This type of transformation allows you to match the MPI to your classroom activities.  It can also change the language domain. In our example, we changed from speaking (name familiar objects) to writing (copy the names).  If you’d like some ideas for alternative language functions, you can take a look at the language functions used in other MPIs. 

Or we could change the type of support from “photographs or illustrations” to “video clips”.  Now the MPI reads: Name familiar objects in video clips associated with weather conditions (e.g. lightning).  By varying the type and amount of support, you can differentiate a classroom activity for students at different English language proficiency(ELP) levels.  Students at levels 5-6 do not need visual, graphic or interactive supports to understand grade level materials.  More supports are listed on pages RG 21-24. 

Once you feel comfortable transforming each of the parts, try working on transforming an entire strand.  You can change one, two or three parts of each MPI in order to suit your needs.  Don’t forget that students at all levels of ELP need to be provided with grade level content and higher order thinking skills.  Double check your newly transformed strands with the checklist on RG-39.  Before you know it, you’ll be modifying supports and changing language functions like a pro!

If you would like a review of the transformation process or see additional examples, check out part 19 of the  ELP Standards Tutorial.


Written by: Tammy King