Pair ELP Standards to Create Lessons that Support Student Access to the
Language Demands in Instructional Activities
In this activity we will examine which pairs or groupings of ELP Standards might best support student access to
the language needed for activities associated with three central shifts in college and career-ready standards: (1)
Building content area knowledge through context-rich text, (2) Reading, writing, speaking grounded in evidence
from text, both literary and informational and/or data/problems, and (3) Regular practice with complex text
and its academic language. In the table below, record possible pairs or groupings of ELP Standards which might
be used with these types of lessons.1
Receptive
modalities
Listening
and reading
1
5
determine the meaning of words and phrases in oral presentations and literary and informational
text
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
adapt language choices to purpose, task, and audience when speaking and writing
participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,
responding to peer, audience, or reader comments and questions
conduct research and evaluate and communicate findings to answer questions or solve problems
6
analyze and critique the arguments of others orally and in writing
8
Productive
modalities
Speaking
and
writing
Interactive
modalities
Listening,
speaking,
reading,
and
writing
construct meaning from oral presentations and literary and informational text through gradeappropriate listening, reading, and viewing
3
4
7
2
Include Lessons and Activities
to Support Student Access to
Language of the Content.
Pairs or Groupings of ELP Standards Which Might be Used
Receptive Language
Standards
Interactive Language
Standards
Productive Language
Standards
Type of Content-Area Activity
Building content area
knowledge through
context-rich text
1
Reading, writing,
speaking grounded in
evidence from text, both
literary and
informational and/or
data/problems
Regular practice with
complex text and its
academic language
The goal with this task is not necessarily to arrive at a prescribed set of standards which can be used for these types of
instructional activities, but to study and discuss the possible combinations of ELP Standards which might be used to support
student access to the language of the curriculum. These instructional activities were selected because they may be elements
that are being added to teachers’ instructional repertoires.