Why an ELA/Literacy crosswalk?
A group of building instructional coaches, district coaches, and building administrators studied the document and compared it to PSD’s mathematics and ELA priority standards with the task of creating a crosswalk document for each area. Building PLCs can use the documents to support their planning of grade level standards. Coaches can support PLCs in their planning to ensure that students have the instructional supports and scaffolds that supplement, not supplant, core instruction.
For each grade level, Student Achievement Partners' rationale is provided for their recommended priority standards. SAP recommended that schools focus on standards that represent the major work of ELA/Literacy instruction: Learning to Read, Close Reading of Complex Texts, and Volume of Reading to Build Knowledge. Standards that are not priority should be used to support the major work of ELA/Literacy instruction. Column B on each worksheet shows which standards are essential (those that are assessed and intervened on), supporting and touched on. Column C indicates the standards that SAP prioritized as essential.
There are standards that both the district team and SAP identified as essential.
This document serves as a recommendation only, and is in response to the current reality we are facing. It gives teams the grace to focus on the major work of ELA/Literacy instruction and consider ways bring ALL students into grade level instruction using scaffolds and supports as needed.
Please reference the Student Achievement Partners Document for more detail