Lakota Standards Follow-Up

Wednesday, June 3rd & Thursday, June 4th

ELPA Standards - 10 new Standards.


construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing


participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions


speak and write about grade-appropriate complex literary and informational texts and topics


construct grade-appropriate oral and written claims and support them with reasoning and evidence


conduct research and evaluate and communicate findings to answer questions or solve problems


analyze and critique the arguments of others orally and in writing


adapt language choices to purpose, task, and audience when speaking and writing


determine the meaning of words and phrases in oral presentations and literary and informational text


create clear and coherent grade-appropriate speech and text


make accurate use of standard English to communicate in grade-appropriate speech and writing

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Activity 1: Depth of Knowledge

Let's look more deeply into the Standards. Where in the Depth of Knowledge wheel do the fall? For each Standard, think about the skill set required and find the appropriateobjecttive verbs on the Depth of Knowledge Wheel link below.

Activity 2: Relationships and Convergances

How does ESL connect to Math, Science and ELA?

To ensure the ELP standards specify the language that all ELLs must acquire in order to successfully engage with college- and career-ready standards in ELA and literacy, math and science, the new ELP standards employ two methods of correspondence mappings:

CCSS for ELA & Literacy
 The K–5 standards focus on reading, writing, speaking, listening, and language across the curriculum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher.
 The grades 6–12 standards are covered in two content area–specific sections, the first for English language arts teachers and the second for teachers of history/social studies, science, and technical subjects.

What are the practices? The term practices refers to behaviors which developing student practitioners should increasingly use when engaging with the content and growing in content-area maturity and expertise throughout their elementary, middle, and high school years.
The CCSS Standards for Mathematical Practices a.k.a., the Mathematical Practices

are the first eight standards for the CCSS for Mathematics

The NGSS Science and Engineering Practices are one of three dimensions in every NGSS standard.

 A set of ELA “Practices” was created for the CCSSO ELPD Framework since the CCSS for ELA & Literacy did not include
specific practices in their original form.

The ELP Standards address the types of language proficiency that ELLs need as they engage in content-area practices (and, therefore, may show slightly different groupings of practices with each ELP Standard than the groupings shown in Figure 1). “By explicitly calling attention to these practices, state ELP Standards [can be designed to] cultivate higher order thinking skills in ELLs and target their ability to comprehend and communicate about complex text” (CCSSO, 2012, p. 16).

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This diagram is also found on page 45 of the ELPA standards (link above)

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Activity 3: Implemention Coding

After examining the new ELP Standards in depth, an important next step in thinking about the ELP Standards is to determine what existing resources are currently available for providing instruction in each of the standards. Follow the step-by-step directions below to complete the next three activities.

Instructions for Implementation Coding

1. To begin the process, review (on your own or with a partner) each of your grade/grade span ELP Standards in turn and ask yourself:

(1) Is this something I already teach and have all the materials for?
(2) Is it something I partially teach and need to develop further lessons for my units around and collect supporting materials?

(3) Is this brand new, and do I have to begin thinking about how to instruct students in the concept or skill for the first time?

2. As you review each standard, code it with one of the following four categories: Currently Covered, Needs Refinement, Needs Development, and Not Sure. Use the four acronyms described in the text box below for this purpose.

3. After you have finished coding, begin thinking about ways that you can adapt your current curriculum to provide instruction in each of the standards. This may include determining where you need to carve out more time to teach more rigorous concepts. How might lessons involving the new ELP Standards be integrated into units and instructional modules?

4. Compile a list of additional resources you need to implement the new standards, including types of texts, lessons and units that need to be revised or planned, new materials, structural changes you want to make to your classroom practices, time to discuss implementation with your professional learning community, and any additional coaching or administrative support.

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