Lakota Language Developmental Levels

Developed by Todd County School District

Todd County School District

Statements of Belief

Learner Outcomes / Goals

All students will be Effective Communicators who:

• investigate communication differences among various cultural groups
• appreciate the value of being bilingual or/and multilingual
• speak fluently in Lakota and standard English
• and receive, analyze and express ideas clearly.

Learner outcomes and goals define the need for an equally valued bilingual and multilingual education. Learner outcomes focus on the realities of preserving Lakota language and meeting the needs of students in a reservation setting.

Lakota Language Developmental Levels

Lakota language proficiency and ability vary greatly within our student population and communities. Therefore, five levels of Lakota language proficiency and ability are considered in the Language Development Levels. Starting with a development of a solid Lakota language foundation in Level I, the student will advance through each level as they demonstrate mastery of Lakota language and literacy skills.

The Lakota Language Levels will be reviewed and revised annually to develop an effective pedagogical model that correlates with the Lakota Studies standards.. The model will define instructional strategies, curriculum and activities, implementation of instructional materials and methodologies that can be duplicated throughout all classrooms.

An assessment and observational tool will determine the student's level of Lakota language ability. Language level is determined by the verbal response of student and teacher observation. This tool has potential use for formative and summative assessment of student and teacher performance. The assessment tool will define the boundaries of each level and offer concrete guidance and management for language teachers. Information gathered will be analyzed frequently and efficiently to determine effectiveness of language program and to identify the number of fluent Lakota speakers produced.

Elements of an effective model are interrelated and include:

• activities that encourage commitment and interaction
• use of language between teacher and student, student to student language use and language use in community
• quality and relevant instruction for students
• and preparation of Lakota language teachers.

Deliberate and careful planning combined with commitment from teachers, students and the community will help us face the challenge of preserving Lakol wicoun, Lakol wicohan and Lakol eyapi.

Level I

The students at this level are English speakers. Level I students will need exposure to Lakota Language in Speaking and Listening more than they would in Reading and Writing. Emphasis should be placed on correct pronunciation. Students need to hear complete sentences in appropriate contexts. All language experiences need to happen in a holistic, integrated manner so that connections are meaningful for the learner. Learning experiences would include the following:

Listening and Speaking

The students will:

• Listen to and follows basic directions and commands, listen to an enjoys stories in Lakota and is able to tell the sequence of story in English,
• name by listening to descriptions to identify objects such as household objects, school objects, body parts, clothing and basic shapes and colors,
• listen to simple complete sentences in Lakota
• share own experiences using some Lakota words,
• exchange basic greetings using appropriate relationship terms,
• participate in choral speaking and repetition ie. appropriate Lakota songs, rhymes, etc.
• express basic needs, feelings and emotions, directions and commands,
• and use Art as an expression and communication.

Writing:

The student will:

• Recognize "Caje" and write name,
• may write numbers, colors, shapes, things that students observe in the classroom
• and participate in chart stories (dictation)

Reading:

The student will:

• Read chart stories with group
• and read environmental print such as bulletin boards, etc.

Students at Level I will know:

• Basic colors
• Shapes,
• Numbers from 1 to 100
• Kinship terms for Tiwahe
• Basic Greetings
• Household and school objects
• Body parts
• Weather terms
• Seasons
• Foods (fruits and vegetables)
• Animals
• Clothing

Back to Lakota Studies Page

Level II

The students at this level are English speakers, beginning to speak Lakota. Everything learned in Level I will need to be reinforced. Students should be encouraged to speak and use the Lakota Language as often as possible. Students at this level need to listen to and repeat Lakota words, phrases etc. as much as possible. It is imperative that student sat this level be encouraged to be risk-takers and use the Lakota Language in all learning situations.

Listening and Speaking:

The student will:

• Participate in chart stories. Using Lakota Language to tell simple stories,
• use basic directions and appropriate commands,
• express basic needs in Lakota,
• exchange basic greetings using appropriate relationship terms,
• follow directions,
• use location and direction words appropriately,
• tell why something happens in a story,
• tell how a person feels,
• use the four virtues to talk about their roles and responsibilities,
• use drama to tell and retell a Lakota story,
• ask and answer questions in Lakota,
• and use appropriate language for gender.

Writing:

The student will:

• Express thoughts and feelings through journal writing,
• follow six trait writing process when writing in Lakota or English,
• and participates in book-publishing activities. (such as poems and stories)

Reading:

The student will:

• Self-select appropriate books,
• read for knowledge and pleasure,
• read stories orally with appropriate expression
• and read their own writing to others.

Students at Level II will know:

• Numbers from 1 to 1,000
• money and calendar
• Colors
• Time and Seasons
• Animals
• Household and School Objects
• Objects in environment such as trees, grass, etc.
• Cardinal Directions
• Articles such as a, an, etc.
• Comparisons such as bigger, taller, smaller, etc.
• Prepositions such as above, below, under, around, etc.
• appropriate Lakota alphabet and vowel pronunciation,
• Body parts
• Animal parts especially buffalo parts
• Lakota virtues
• Appropriate Greetings
• Appropriate Kinship terms
• Proper Nouns
• Gender differences in Lakota speech (ksto, yelo, etc.)

Back to Lakota Studies Page  

 Level III

Students at this level should be ready to read and write in Lakota. The Lakota Language should be integrated as much as possible across the curriculum. Listening and Speaking will still need to be reinforced in as many learning situations as possible.

 Listening and Speaking:

The student will:

• Participate in a discussion by asking questions, sharing ideas and opinions, and/or restate another idea in Lakota,
• demonstrate understanding by giving appropriate response and reaction,
• make oral reports,
• demonstrate understanding by listening to material,
• demonstrate understanding by performing tasks asked by others,
• know and use Lakota alphabet and use Lakota vowels appropriately,
• use appropriate protocol when listening and speaking in any given situation,
• use Lakota Language in informal as well as formal situations. (playground, meals, etc.)
• and knows the Lakota Language is a sacred language and can only be used in a good way.

Writing:

The student will:

• Use appropriate diacritical marks when writing Lakota,
• produce products that may be shared with other students, adults, community, world, etc.
• use appropriate research and study skills when preparing reports and other documents. (such as in interviewing)
• use appropriate resources when preparing products (CD's, books, videos, internet sites, interviews, etc.)

Reading:

The student will:

• Self-select appropriate books,
• read for knowledge and pleasure,
• read stories orally with appropriate expression,
• and read their own writing to others.

Students at Level III will know:

• Traditional plants, herbs and foods,
• Use proper tense and person
• appropriate diacritical marks,
• research and study skills,
• identify and seek appropriate resources,
• how to produce and create bilingual products that can be shared with other students, adults, community and world,
• understand Lakota developmental stages,
• when and where to use Lakota Language appropriately, ie. know what is functional versus sacred language,
• that art is a way of life to help keep one balanced in mind, body and spirit,
• know gender differences and the roles and responsibilities of each, ie parenting etc.
• and that Lakota Language should be used for communication purposes.

Back to Lakota Studies Page

Level IV

The students at this level are using the Lakota Language appropriately to fit the context and situation. They are able to develop ideas and express those ideas in clear, concise manner. Experiential education such as outdoor experiences, survival camps, and immersion experiences should be part of all students learning at this level.

Listening and speaking:

The student will:

• Use conversational language appropriately to fit the context and situation,
• listen to and retell stories heard,
• and use appropriate protocol when listening and speaking in any situation.

Writing:

The student will:

• Use appropriate diacritical marks in writing materials,
• use research skills to learn about Lakota societies,
• use research skills to learn about Lakota socio-cultural ways,
• organize writing in a coherent manner using correct grammatical sentences and paragraphs,
• and use figurative language in all writing.

Reading:

The student will:

• Be able to identify biases in printed, written or spoken material,
• and read all materials printed in Lakota.

Students at Level IV will know:

• Know and use adult language appropriately (gender specific, protocol, etc.)
• appropriate usage of the Lakota Language to fit the context and situation,
• how to identify biases in spoken, written and printed materials,
• how to develop ideas and be able to express those ideas in a clear and concise manner,
• appropriate responses while using conversational language,
• how to organize speech and writing, and be able to use it in a meaningful way using correct grammatical sentences and paragraphs,
• that art is a way of life, and that they should contribute by producing and communicating in a creative artistic way,
• the meaning of Traditional stories,
• demonstrate self-respect as a male or female and respect others,
• and will know male and female roles and responsibilities.

Back to Lakota Studies Page

Level V

Students at this level should be bilingual, able to read, write and speak in Lakota as well as in English. these students are fluent in both languages.

Listening and Speaking:

The student will:

• Write all journal entries and assignments in both languages,
• write stories to be shared with younger students,
• create language lessons on computer to be used with younger students,
• write articles to be published in school newspaper, other newspapers, magazines, books, etc.
• be able to translate and transcribe to English from Lakota and from Lakota to English,
• create creative writing projects such as poems, short stories, plays, skits, etc. develop own dictionary,
• and create signs for placement around the school and community such as exit signs, labels, etc.

Reading:

The student will:

• Self-select appropriate reading material.

Students at Level V will know:

• English and Lakota fluently
• use Lakota appropriately to fit context and situation
• seek out opportunities to speak in both languages
• how to use technology to create appropriate learning tools for younger students
• research skills to retrieve information to create appropriate learning tools (interviews with elders, etc.)
• how to transcribe and translate material Lakota songs, dances and games
• and how to organize and participate in student-led celebrations of Lakota culture. (wacipi, quiz bowls, etc.)

Back to Lakota Studies Page

*Copyright - TCSD

Permission for use may be obtained from Dr. Richard Bordeaux, Supertendent TCSD 605-856-4457