Arkansas English Language Proficiency (ELP) Standards

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Arkansas English LanguageProficiency (ELP) Standardswith Correspondences to K–12 English Language Arts (ELA),Mathematics, and Science Practices, Arkansas ELA Standards for K-12,and Arkansas Disciplinary Literacy Standards for 6-12May 2018

English Language Proficiency (ELP) Standardswith Correspondences to K–12 Practices and Arkansas Academic StandardsDocument Change HistoryDateVersionChange Made byN/ADescription of Change10/141.0Release Version3/5/141.1Washington (OSPI)Formatting4/30/141.2ELPA21 StatesEnglish Language Proficiency (ELP) Standards withCorrespondences to the K-12 Practices and Common Core StateStandardsFormatting5/30/141.2.1ELPA21 StatesWord change from “required” to “recommended” in guidingprincipal 6, page 2May 2018AR 1.3ArkansasDepartment ofEducation (ADE)Updating to Arkansas specific content area standards and disciplinaryliteracy standards (changes in yellow highlight)The contents of this document were developed under a grant from the U.S. Department of Education. Those contents do not necessarily represent the policy of the U.S. Department of Education, however; you should notassume endorsement by the Federal Government.English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards1

English Language Proficiency (ELP) Standardswith Correspondences to K–12 Practices and Arkansas Academic StandardsContentsIntroduction13Guiding Principles13Design Features of the Standards16Organization of the Standards17Alternate Organization of the ELP Standards18Kindergarten ELP Standards19Kindergarten: Standards 1 and 219Kindergarten: Standards 3, 4, and 520Kindergarten: Standards 6, 7, and 821Kindergarten: Standards 9 and 1022Grade 1 ELP Standards23Grade 1: Standards 1 and 223Grade 1: Standards 3, 4, and 524Grade 1: Standards 6, 7, and 825Grade 1: Standards 9 and 1026Grades 2-3 ELP Standards27Grades 2-3: Standards 1 and 227Grades 2-3: Standards 3, 4, and 528English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards2

Grades 2-3: Standards 6, 7, and 829Grades 2-3: Standards 9 and 1030Grades 4–5 ELP Standards31Grades 4-5: Standards 1 and 231Grades 4-5: Standards 3, 4, and 532Grades 4-5: Standards 6, 7, and 833Grades 4-5: Standards 9 and 1034Grades 6–8 ELP Standards35Grades 6-8: Standards 1 and 235Grades 6-8: Standards 3, 4, and 536Grades 6-8: Standards 6, 7, and 837Grades 6-8: Standards 9 and 1038Grades 9–12 ELP Standards39Grades 9-12: Standards 1 and 239Grades 9-12: Standards 3, 4, and 540Grades 9-12: Standards 6, 7, and 841Grades 9-12: Standards 9 and 1042Supporting Tools:43Design Features of the Correspondences with English Language Arts/Disciplinary Literacy, Mathematics, and Science Standards44What are the practices?44Figure 1. Venn diagram showing relationships and convergences among the Mathematics, Science, and ELA Practices4445English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards3

Why are no correspondence analyses shown between the ELP Standards and the Arkansas Academic Standards for Standards for Mathematical Content andthe NGSS Core Ideas?46How do the practices interrelate?46What is the purpose of the two correspondence matrices shown on pp. 16-17?46K-12 Practices Matrix47Kindergarten ELA Standards Matrix48Kindergarten ELP Standards with Correspondences49Kindergarten Standard 1:49Kindergarten: Standard 250Kindergarten: Standard 351Kindergarten: Standard 452Kindergarten: Standard 553Kindergarten: Standard 654Kindergarten: Standard 755Kindergarten: Standard 856Kindergarten: Standard 957Kindergarten: Standard 1058Grade 1 ELA Standards Matrix59Grade 1 ELP Standards with Correspondences60Grade 1: Standard 160Grade 1: Standard 261Grade 1: Standard 362Grade 1: Standard 463English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards4

Grade 1: Standard 564Grade 1: Standard 665Grade 1: Standard 766Grade 1: Standard 867Grade 1: Standard 968Grade 1: Standard 1069Grade 2 ELA Standards Matrix70Grades 2-3 ELP Standards with Grade 2 Correspondences71Grade 2: Standard 171Grade 2: Standard 272Grade 2: Standard 373Grade 2: Standard 474Grade 2: Standard 575Grade 2: Standard 676Grade 2: Standard 777Grade 2: Standard 878Grade 2: Standard 979Grade 2: Standard 1080Grade 3 ELA Standards Matrix81Grades 2-3 ELP Standards with Grade 3 Correspondences82Grade 3: Standard 182Grade 3: Standard 283Grade 3: Standard 384English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards5

Grade 3: Standard 485Grade 3: Standard 586Grade 3: Standard 687Grade 3: Standard 788Grade 3: Standard 889Grade 3: Standard 990Grade 3: Standard 1091Grade 4 ELA Standards Matrix92Grades 4-5 ELP Standards with Grade 4 Correspondences93Grade 4: Standard 193Grade 4: Standard 294Grade 4: Standard 395Grade 4: Standard 496Grade 4: Standard 597Grade 4: Standard 698Grade 4: Standard 799Grade 4: Standard 8100Grade 4: Standard 9101Grade 4: Standard 10102Grade 5 ELA Standards Matrix103Grades 4-5 ELP Standards with Grade 5 Correspondences104Grade 5: Standard 1104Grade 5: Standard 2105English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards6

Grade 5: Standard 3106Grade 5: Standard 4107Grade 5: Standard 5108Grade 5: Standard 6109Grade 5: Standard 7110Grade 5: Standard 8111Grade 5: Standard 9112Grade 5: Standard 10113Grades 6-8 ELP Standards with Grade 6 Correspondences114Grade 6 ELA Standards Matrix114Grade 6: Standard 1 (w/ELA Correspondences)115Grade 6: Standard 2 (w/ELA Correspondences)116Grade 6: Standard 3 (w/ELA Correspondences)117Grade 6: Standard 4 (w/ELA Correspondences)118Grade 6: Standard 5 (w/ELA Correspondences)119Grade 6: Standard 6 (w/ELA Correspondences)120Grade 6: Standard 7 (w/ELA Correspondences)121Grade 6: Standard 8 (w/ELA Correspondences)122Grade 6: Standard 9 (w/ELA Correspondences)123Grade 6: Standard 10 (w/ELA Correspondences)124Grade 6 Arkansas Disciplinary Literacy Standards Matrix125Grade 6: Standard 1 (w/Disciplinary Literacy Correspondences)126Grade 6: Standard 2 (w/Disciplinary Literacy Correspondences)127English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards7

Grade 6: Standard 3 (w/Disciplinary Literacy Correspondences)128Grade 6: Standard 4 (w/Disciplinary Literacy Correspondences)129Grade 6: Standard 5 (w/Disciplinary Literacy Correspondences)130Grade 6: Standard 6 (w/Disciplinary Literacy Correspondences)131Grade 6: Standard 7 (w/Disciplinary Literacy Correspondences)132Grade 6: Standard 8 (w/Disciplinary Literacy Correspondences)133Grade 6: Standard 9 (w/Disciplinary Literacy Correspondences)134Grade 6: Standard 10 (w/Disciplinary Literacy Correspondences)135Grades 6-8 ELP Standards with Grade 7 Correspondences136Grade 7 ELA Standards Matrix136Grade 7: Standard 1 (w/ELA Correspondences)137Grade 7: Standard 2 (w/ELA Correspondences)138Grade 7: Standard 3 (w/ELA Correspondences)139Grade 7: Standard 4 (w/ELA Correspondences)140Grade 7: Standard 5 (w/ELA Correspondences)141Grade 7: Standard 6 (w/ELA Correspondences)142Grade 7: Standard 7 (w/ELA Correspondences)143Grade 7: Standard 8 (w/ELA Correspondences)144Grade 7: Standard 9 (w/ELA Correspondences)145Grade 7: Standard 10 (w/ELA Correspondences)146Grade 7 Arkansas Disciplinary Literacy Standards Matrix147Grade 7: Standard 1 (w/Disciplinary Literacy Correspondences)148Grade 7: Standard 2 (w/Disciplinary Literacy Correspondences)149English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards8

Grade 7: Standard 3 (w/Disciplinary Literacy Correspondences)150Grade 7: Standard 4 (w/Disciplinary Literacy Correspondences)151Grade 7: Standard 5 (w/Disciplinary Literacy Correspondences)152Grade 7: Standard 6 (w/Disciplinary Literacy Correspondences)153Grade 7: Standard 7 (w/Disciplinary Literacy Correspondences)154Grade 7: Standard 8 (w/Disciplinary Literacy Correspondences)155Grade 7: Standard 9 (w/Disciplinary Literacy Correspondences)156Grade 7: Standard 10 (w/Disciplinary Literacy Correspondences)157Grades 6-8 ELP Standards with Grade 8 Correspondences158Grade 8 ELA Standards Matrix158Grade 8: Standard 1 (w/ELA Correspondences)159Grade 8: Standard 2 (w/ELA Correspondences)160Grade 8: Standard 3 (w/ELA Correspondences)161Grade 8: Standard 4 (w/ELA Correspondences)162Grade 8: Standard 5 (w/ELA Correspondences)163Grade 8: Standard 6 (w/ELA Correspondences)164Grade 8: Standard 7 (w/ELA Correspondences)165Grade 8 Standard 8 (w/ELA Correspondences)166Grade 8: Standard 9 (w/ELA Correspondences)167Grade 8: Standard 10 (w/ELA Correspondences)168Grade 8 Arkansas Disciplinary Literacy Standards Matrix169Grade 8: Standard 1 (w/Disciplinary Literacy Correspondences)170Grade 8: Standard 2 (w/Disciplinary Literacy Correspondences)171English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards9

Grade 8: Standard 3 (w/Disciplinary Literacy Correspondences)172Grade 8: Standard 4 (w/Disciplinary Literacy Correspondences)173Grade 8: Standard 5 (w/Disciplinary Literacy Correspondences)174Grade 8: Standard 6 (w/Disciplinary Literacy Correspondences)175Grade 8: Standard 7 (w/Disciplinary Literacy Correspondences)176Grade 8: Standard 8 (w/Disciplinary Literacy Correspondences)177Grade 8: Standard 9 (w/Disciplinary Literacy Correspondences)178Grade 8: Standard 10 (w/Disciplinary Literacy Correspondences)179Grades 9-12 ELP Standards with Grade 9-10 Correspondences180Grade 9-10 Arkansas ELA Standards Matrix180Grades 9-10: Standard 1 (w/ELA Correspondences)181Grades 9-10: Standard 2 (w/ELA Correspondences)182Grades 9-10: Standard 3 (w/ELA Correspondences)183Grades 9-10: Standard 4 (w/ELA Correspondences)184Grades 9-10: Standard 5 (w/ELA Correspondences)185Grades 9-10: Standard 6 (w/ELA Correspondences)186Grades 9-10: Standard 7 (w/ELA Correspondences)187Grades 9-10: Standard 8 (w/ELA Correspondences)188Grades 9-10: Standard 9 (w/ELA Correspondences)189Grades 9-10: Standard 10 (w/ELA Correspondences)190Grade 9-10 Arkansas Disciplinary Literacy Standards Matrix191Grades 9-10: Standard 1 (w/Disciplinary Literacy Correspondences)192Grades 9-10: Standard 2 (w/Disciplinary Literacy Correspondences)193English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards10

Grades 9-10: Standard 3 (w/Disciplinary Literacy Correspondences)194Grades 9-10: Standard 4 (w/Disciplinary Literacy Correspondences)195Grades 9-10: Standard 5 (w/Disciplinary Literacy Correspondences)196Grades 9-10: Standard 6 (w/Disciplinary Literacy Correspondences)197Grades 9-10: Standard 7 (w/Disciplinary Literacy Correspondences)198Grades 9-10: Standard 8 (w/Disciplinary Literacy Correspondences)199Grades 9-10: Standard 9 (w/Disciplinary Literacy Correspondences)200Grades 9-10: Standard 10 (w/Disciplinary Literacy Correspondences)201Grades 9-12 ELP Standards with Grade 11-12 Correspondences202Grade 11-12 Arkansas ELA Standards Matrix202Grades 11-12: Standard 1 (w/ELA Correspondences)203Grades 11-12: Standard 2 (w/ELA Correspondences)204Grades 11-12: Standard 3 (w/ELA Correspondences)205Grades 11-12: Standard 4 (w/ELA Correspondences)206Grades 11-12: Standard 5 (w/ELA Correspondences)207Grades 11-12: Standard 6 (w/ELA Correspondences)208Grades 11-12: Standard 7 (w/ELA Correspondences)209Grades 11-12: Standard 8 (w/ELA Correspondences)210Grades 11-12: Standard 9 (w/ELA Correspondences)211Grades 11-12: Standard 10 (w/ELA Correspondences)212Grade 11-12 Arkansas Disciplinary Literacy Standards Matrix213Grades 11-12: Standard 1 (w/Disciplinary Literacy Correspondences)214Grades 11-12: Standard 2 (w/Disciplinary Literacy Correspondences)215English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards11

Grades 11-12: Standard 3 (w/Disciplinary Literacy Correspondences)216Grades 11-12: Standard 4 (w/Disciplinary Literacy Correspondences)217Grades 11-12: Standard 5 (w/Disciplinary Literacy Correspondences)218Grades 11-12: Standard 6 (w/Disciplinary Literacy Correspondences)219Grades 11-12: Standard 7 (w/Disciplinary Literacy Correspondences)220Grades 11-12: Standard 8 (w/Disciplinary Literacy Correspondences)221Grades 11-12: Standard 9 (w/Disciplinary Literacy Correspondences)222Grades 11-12: Standard 10 (w/Disciplinary Literacy Correspondences)223Glossary224References231English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards12

IntroductionThe Council of Chief State School Officers (CCSSO) has utilized the services of WestEd and the Understanding Language Initiative at StanfordUniversity to develop a new set of English Language Proficiency (ELP) Standards. The ELP Standards, developed for K, 1, 2-3, 4-5, 6-8, and 9-12grades, highlight and amplify the critical language, knowledge about language, and skills using language that are in college-and-career-readystandards and that are necessary for English language learners (ELLs) to be successful in schools.The 10 ELP Standards highlight a strategic set of language functions (what students do with language to accomplish content-specific tasks) andlanguage forms (vocabulary, grammar, and discourse specific to a particular content area or discipline) which are needed by ELLs as they developcompetence in the practices associated with English language arts (ELA) & literacy, mathematics, and science (Bunch, Kiber, & Pimentel, 2013;CCSSO, 2012; Lee, Quinn, & Valdez, 2013; Moschkovich, 2012; van Lier & Walqui, 2012). The five ELP levels for each of the ELP Standards address thequestion, “What might an ELL’s language use look like at each ELP level as he or she progresses toward independent participation in gradeappropriate activities?”How to Navigate this DocumentThe ELP Standards and supporting tools in this document are arranged in layers, with more detail added in each new layer. Use the hyperlinks inthe bookmarks to the left of each page to navigate to the level of detail needed. The bookmark feature [in PDFs] and the navigation pane orDocument Map [in Word documents] can be activated using the document tool bar. The ELP Standards with correspondences are labeled using thedot notation system (e.g., Standard 3 ELP.K.3.).Guiding Principles1. PotentialELLs have the same potential as native speakers of English to engage in cognitively complex tasks. Regardless of ELP level, all ELLs need accessto challenging, grade-appropriate 1 curriculum, instruction, and assessment and benefit from activities requiring them to create linguistic output(Ellis, 2008a; 2008b). Even though ELLs will produce language that includes features that distinguish them from their native-English-speakingpeers, “it is possible [for ELLs] to achieve the standards for college-and-career readiness” (NGA Center & CCSSO, 2010b, p. 1).2. Funds of KnowledgeELLs’ primary languages and other social, cultural, and linguistic background knowledge and resources (i.e., their “funds of knowledge” [Moll,Amanti, Neff, & Gonzalez, 1992]) are useful tools to help them navigate back and forth among their schools and their communities’ valuableresources as they develop the social, cultural, and linguistic competencies required for effective communication in English. In particular, anawareness of culture should be embedded within curriculum, instruction, and assessment provided to ELLs since “the more one knows aboutthe other language and culture, the greater the chances of creating the appropriate cultural interpretation of a written or spoken text” (NationalStandards in Foreign Language Education Project, 2006, p. 37).1Grade appropriate is defined by the English language arts, mathematics, and science standards for that grade.English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards13

3. Diversity in ELL Progress in Acquiring English Language ProficiencyA student’s ability to demonstrate proficiency at a particular ELP level will depend on context, content-area focus, and developmental factors.Thus, a student’s designated ELP level represents a typical current performance level, not a fixed status. An English language proficiency leveldoes not identify a student (e.g., “Level 1 student”), but rather identifies what a student knows and can do at a particular stage of Englishlanguage development, for example, “a student at Level 1” or “a student whose listening performance is at Level 1.” Progress in acquiringEnglish may vary depending upon program type, age at which entered program, initial English proficiency level, native language literacy, andother factors (Bailey & Heritage, 2010; Byrnes & Canale, 1987; Lowe & Stansfield, 1988). Within these ELP Standards, we assume simultaneousdevelopment of language and content-area knowledge, skills, and abilities. ELLs do not need to wait until their ELP is sufficiently developed toparticipate in content area instruction and assessment. “Research has shown that ELLs can develop literacy in English even as their oralproficiency in English develops” (Bunch, Kibler, & Pimentel, 2013, p. 15).4. ScaffoldingELLs at all levels of ELP should be provided with scaffolding in order to reach the next reasonable proficiency level as they develop gradeappropriate language capacities, particularly those that involve content-specific vocabulary and registers. The type and intensity of thescaffolding provided will depend on each student’s ability to undertake the particular task independently while continuing to upholdappropriate complexity for the student.5. Students with Limited or Interrupted Formal EducationELLs with limited or interrupted formal education must be provided access to targeted supports that allow them to develop foundationalliteracy skills in an accelerated time frame (DeCapua & Marshall, 2011). Educators can refer to the Common Core State Standards (CCSS) for ELAsection “Reading: Foundational Skills” (NGA Center & CCSSO, 2010) for this purpose.6. Special NeedsELLs with disabilities can benefit from English language development services (and it is recommended that language development goals be apart of their Individualized Education Plans [IEPs]). Educators should be aware that these students may take slightly different paths towardEnglish language proficiency.English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards14

7. Access Supports and AccommodationsBased on their individual needs, all ELLs, including ELLs with disabilities, should be provided access supports and accommodations forassessments, so that their assessment results are valid and reflect what they know and can do. Educators should be aware that these accesssupports and accommodations can be used in classroom instruction and assessment to ensure that students have access to instruction andassessment based on the ELP Standards. When identifying the access supports and accommodations that should be considered for ELLs andELLs with IEPs or 504 plans during classroom instruction and assessment, it is particularly useful to consider ELL needs in relation toreceptive and productive modalities. (See footnote in Table 2 for more information.)8. Multimedia, Technology, and New LiteraciesNew understandings around literacy (e.g., visual and digital literacies) have emerged around use of information and communicationtechnologies (International Reading Association, 2009). Relevant, strategic, and appropriate multimedia tools and technology, aligned to theELP Standards, should be integrated into the design of curriculum, instruction, and assessment for ELLs.English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards15

Design Features of the StandardsThe 10 ELP Standards are designed for collaborative use by English as a second language (ESL)/English language development (ELD) and contentarea teachers in both English language development and content-area instruction. Explicit recognition that language acquisition takes place acrossthe content areas fosters collaboration among educators and benefits ELLs’ learning experiences.At present, second language development is seen largely as the responsibility of the ESL/ELD teacher, while content development as that ofthe subject area teacher. Given the new [content] standards’ explicitness in how language must be used to enact disciplinary knowledgeand skills, such a strict division of labor is no longer viable. Content area teachers must understand and leverage the language and literacypractices found in science, mathematics, history/social studies, and the language arts to enhance students’ engagement with rich contentand fuel their academic performance. ESL/ELD teachers must cultivate a deeper knowledge of the disciplinary language that ELL studentsneed, and help their students to grow in using it. Far greater collaboration and sharing of expertise are needed among ESL/ELD teachers andcontent area teachers at the secondary level. At the elementary level, far greater alignment and integration are needed across ESL/ELD andsubject matter learning objectives, curriculum, and lesson plans that teachers in self-contained classrooms prepare and deliver(Understanding Language Initiative, 2012, p. 2).The levels 1–5 descriptors for each of the 10 ELP Standards describe targets for ELL performance by the end of each ELP level at a particular point intime. However, students may demonstrate a range of abilities within each ELP level. By describing the end of each ELP level for each ELP Standard,the levels 1–5 descriptors reflect a linear progression across the proficiency levels of an aligned set of knowledge, skills, and abilities. This is donefor purposes of presentation and understanding; actual second language acquisition does not necessarily occur in a linear fashion within or acrossproficiency levels.An ELL at any given point along his or her trajectory of English learning may exhibit some abilities (e.g., speaking skills) at a higher proficiency level,while at the same time exhibiting other abilities (e.g., writing skills) at a lower proficiency level. Additionally, a student may successfully perform aparticular skill at a lower proficiency level but need review at the next higher proficiency level when presented with a new or more complex type oftext. As a reminder, by definition, ELL status is a temporary status. Thus, an English language proficiency level does not identify a student (e.g., “aLevel 1 student”), but rather identifies what a student knows and can do at a particular stage of English language development (e.g., “a student atLevel 1” or “a student whose listening performance is at Level 1”).English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards16

Organization of the StandardsFor the purposes of clarity, the 10 ELP Standards are organized according to a schema that represents each standard’s importance to ELLs’participation in the practices called for by college- and-career-ready ELA & Literacy, mathematics, and science standards (G. Bunch, personalcommunication, August 15, 2013; Bunch, Kibler, & Pimentel, 2013).Table 1. Organization of the ELP Standards in Relation to Participation in Content-Area Practices1construct meaning from oral presentations and literary and informationaltext through grade-appropriate listening, reading, and viewingparticipate in grade-appropriate oral and written exchanges of information,2 ideas, and analyses, responding to peer, audience, or reader comments andquestionsspeak and write about grade-appropriate complex literary and3informational texts and topicsconstruct grade-appropriate oral and written claims and support them with4reasoning and evidence5conduct research and evaluate and communicate findings to answerquestions or solve problems6 analyze and critique the arguments of others orally and in writingadapt language choices to purpose, task, and audience when speaking and7writing8determine the meaning of words and phrases in oral presentations andliterary and informational text9 create clear and coherent grade-appropriate speech and text10make accurate use of standard English to communicate in gradeappropriate speech and writingStandards 1 through 7 involvethe language necessary forELLs to engage in the centralcontent-specific practicesassociated with ELA &Literacy, mathematics, andscience. They begin with afocus on extraction ofmeaning and then progress toengagement in thesepractices.Standards 8 through 10home in on some of themore micro-level linguisticfeatures that areundoubtedly important tofocus on, but only in theservice of the other sevenstandards.The ELP Standards are interrelated and can be used separately or in combination. (In particular, as shown above, Standards 8–10 support the otherseven standards.) The standards do not include curriculum statements, nor do they privilege a single approach to the teaching of social andexpressive communication or the teaching of grammar; instead, the standards and descriptors for each proficiency level leave room for teachers,curriculum developers, and states to determine how each ELP Standard and descriptor should be reached and what additional topics should beaddressed.English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards17

Alternate Organization of the ELP StandardsThe ELP Standards might also be framed in relation to narrower domains of listening, speaking, reading, and writing and also in relation to broaderreceptive,2 productive, and interactive modalities. The interactive modalities category allows for emphasis on the need for ELLs to meaningfullyengage with their peers during content area instruction. (Standards 9 and 10 address the linguistic structures of English and are framed in relationto the Arkansas Academic Standards ELA Language domain.)ModalitiesReceptive 3 modalities: This mode refers to the learner as a reader orlistener/viewer working with ‘text’ whose author or deliverer is notpresent or accessible. It presumes that the interaction is with authenticwritten or oral documents where language input is meaningful andcontent laden. The learner brings background knowledge, experience, andappropriate interpretive strategies to the task to promote understandingof language and content in order to develop a personal reaction. (Phillips,2008, p. 96)Productive modalities: The mode places the learner as speaker and writerfor a ‘distant’ audience, one with whom interaction is not possible orlimited. The communication is set for a specified audience, has purpose,and generally abides by rules of genre or style. It is a planned orformalized speech act or written document, and the learner has anopportunity to draft, get feedback, and revise, before publication orbroadcast. (Phillips, 2008, p. 96)Interactive modalities: Collaborative use of receptive and productivemodalities. This mode refers to the learner as a speaker/listener [and]reader/writer. It requires two-way interactive communication wherenegotiation of meaning may be observed. The exchange will provideevidence of awareness of the socio-cultural aspects of communication aslanguage proficiency develops. (Phillips, 2008, p. tening,Speaking,Reading,andWritingCorresponding ELP Standards1construct meaning from oral presentations and literary and informationaltext through grade-appropriate listening, reading, and viewing8determine the meaning of words and phrases in oral presentations andliterary and informational text3speak and write about grade-appropriate complex literary and informationaltexts and topics4construct grade-appropriate oral and written claims and support them withreasoning and evidence7adapt language choices to purpose, task, and audience when speaking andwriting2participate in grade-appropriate oral and written exchanges of information,ideas, and analyses, responding to peer, audience, or reader comments andquestions5conduct research and evaluate and communicate findings to answerquestions or solve problems6analyze and critique the arguments of others orally and in writing2The terms receptive and productive language functions were used for the ELP standards schema, rather than the newer American Council of Foreign Language Teaching (ACTFL) terms used in Phillips (2008), in keepingwith the functional language terms used in the CCSSO (2012) ELPD Framework (which employs the earlier ACTFL terminology).3The ability to communicate via multiple modes of representation (e.g., non-verbal communication, oral, pictorial, graphic, textual) may be especially important for ELLs with certain types of disabilities. When identifyingthe access supports and accommodations that should be considered for ELLs and ELLs with IEPs or 504 plans, it is particularly useful to consider ELL needs in relation to broader receptive, productive, and interactivemodalities when listening, speaking, reading, or writing are not the explicit focus of the construct(s) being instructed or assessed.English Language Proficiency (ELP) Standards with Correspondences to the K-12 Practices and Arkansas Academic Standards18

Kindergarten ELP StandardsKindergarten: Standards 1 and 2ELP StandardK.1An ELL can . . .constructmeaning fromoralpresentationsand literaryandinformationaltext throughgradeappropriatelistening,reading, andviewing.K.2An ELL can . . .participate ingradeappropriateoral andwrittenexchanges ofinformation,ideas, andanalyses,responding topeer,audience, orr

Arkansas English Language Proficiency (ELP) Standards . with Correspondences to K–12 English Language Arts (ELA), Mathematics, and Science Practices, Arkansas ELA Standards for K-12, and Arkansas Disciplina

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