Elp Standards Adult Ed

ENGLISH LANGUAGE
PROFICIENCY
STANDARDS FOR
ADULT EDUCATION
With Correspondences to College and Career Readiness
Standards for English Language Arts and Literacy, and
Mathematical and Science Practices
October 2016
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English Language Proficiency
Standards for Adult Education
With Correspondences to College and Career
Readiness Standards for English Language Arts and
Literacy, and Mathematical and Science Practices
October 2016
1000 Thomas Jefferson Street NW

Washington, DC 20007-3835
202.403.5000
www.air.org
This report was produced under U.S. Department of Education Contract No. ED-VAE-15-C-
0040 with American Institutes for Research. Ronna Spacone served as the Contracting Officer’s
Representative. The views expressed herein do not necessarily represent the positions or policies
of the Department of Education. No official endorsement by the U.S. Department of Education
of any product, commodity, service, or enterprise mentioned in this publication is intended or
should be inferred.
U.S. Department of Education

John B. King
Secretary
Office of Career, Technical, and Adult Education

Johan E. Uvin
Acting Assistant Secretary
Division of Adult Education and Literacy

Cheryl Keenan
Director
October 2016
This report is in the public domain. Authorization to reproduce it in whole or in part is granted.
While permission to reprint this publication is not necessary, the citation should be: U.S.
Department of Education, Office of Career, Technical and Adult Education. Adult English
Language Proficiency Standards for Adult Education. Washington, DC, 2016.
This report is available in the Literacy Information and Communication System (LINCS)
Resource Collection at http://lincs.ed.gov/publications/pdf/elp-standards-adult-ed.pdf
Contents
Acknowledgments ................................................................................................................................... i
I. Introduction ......................................................................................................................................... 1
II. Why English Language Standards for Adult Education? .................................................................. 3
III. Process of Selecting English Language Proficiency Standards for Adult Education ....................... 5
Guiding Principles ............................................................................................................................ 8
Design Parameters ........................................................................................................................ 13
IV. The Results: English Language Proficiency Standards for Adult Education With
Correspondences to the College and Career Readiness Standards for English Language
Arts and Literacy and Mathematical and Science Practices ............................................................... 14
The 10 English Language Proficiency Standards for Adult Education ......................................... 14
Level 1–5 Descriptors .................................................................................................................... 16
V. Understanding and Using the Standards With the Correspondences ............................................ 71
References ........................................................................................................................................... 79
Appendix A: Glossary ........................................................................................................................A–1
Appendix B: Panelists’ Biographical Summaries ...............................................................................B–1
Appendix C: Examples of Supports and Scaffolds ........................................................................... C–1
Tables
Table 1. Guiding Principles .................................................................................................................... 8
Table 2. Organization of the English Language Proficiency Standards for Adult Education and
Functions of Standards ................................................................................................................... 15
Table 3. Correspondences of the English Language Proficiency Standards for Adult Education
and College and Career Readiness English Language Arts and Literacy Standards for Adult
Education ........................................................................................................................................ 75
Table 4. Correspondences of the College and Career Readiness Standards for Mathematical
Practice and English Language Proficiency Standards for Adult Education .................................. 76
Table 5. Correspondences of the Next Generation Science Standards’ Science and Engineer
Practices and English Language Proficiency Standards for Adult Education ................................ 77
Table C–1. Supports and Scaffolding Recommendations by Level ................................................. C–2
Figures
Figure 1. Influences on the Selection of English Language Proficiency Standards for Adult
Education .......................................................................................................................................... 5
Figure 2. Process of Selecting the English Language Proficiency Standards for Adult Education ...... 6
Figure 3. English Language Proficiency Standard 1 and Level 1–5 Descriptors ................................ 17
Figure 4. View One of the English Language Proficiency Standards for Adult Education With
Key Features Identified ................................................................................................................... 19
Figure 5. View Two of the English Language Proficiency Standards for Adult Education With
Key Features Identified ................................................................................................................... 33
Acknowledgments
The success of the project and this final report would not have been possible without the help and
contributions of many individuals—including subcontractor SupportEd and members of the expert
panel. The following individuals shared their time and expertise in standards development, adult
learning, and English language acquisition. They provided valuable research materials,
suggestions, recommendations, and original writing.
Larry Condelli John Segota

Senior Adviser and Managing Researcher Associate Executive Director for Public Policy &
American Institutes for Research Professional Relations
Washington, DC TESOL International Association
Arlington, VA
H. Gary Cook
Director of Research Sydney Snyder
WIDA Consortium Principal Associate
Madison, WI SupportEd
Washington, DC
Mariann Fedele-McLeod
Project Director and Principal Researcher Diane Staehr Fenner
American Institutes for Research Founder & President
Sacramento, CA SupportEd
Washington, DC
Marcela Movit
Researcher Patsy Egan Vinogradov
American Institutes for Research Director
Washington, DC ATLAS (ABE Teaching and Learning
Advancement System)
Jane Roy St. Paul, MN
Adjunct Instructor/Consultant
South Dakota State University
Brookings, SD
I. Introduction
The English Language Proficiency (ELP) Standards for Adult Education (AE) are intended to address
the urgent need for educational equity, access, and rigor for adult English language learners (ELLs).
States are adopting challenging academic content standards for adult education with the goal of ensuring
that adult learners are adequately prepared for careers and postsecondary education. This trend is in
response to the Workforce Innovation and Opportunity Act (WIOA) (Pub. L. 113-128) mandate that
requires states to “align content standards for adult education with state-adopted challenging academic
content standards.” It is also a response to a growing body of evidence about what makes instruction
effective (American Institutes for Research, 2015). 1
The ELP Standards for AE are essential to ensuring that adult ELLs receive the focused and effective
instruction they need to access states’ academic content standards. To that end, the ELP Standards
strongly emphasize the academic language needed by ELLs to engage with and meet state-adopted
content standards. When the language demands inherent in state-adopted academic content standards are
understood, more effective instruction can be delivered to adult ELLs. Use these standards to design
effective lessons that promote rigorous instruction for adult ELLs. The ELP Standards for AE were
identified to help ELLs acquire the language knowledge and skills necessary to achieve their
postsecondary and career goals.
This document is designed to explain the ELP Standards for AE and support their use and
implementation at the classroom level. It provides information about the process to select the Standards
and their structure. Specifically, the document includes details about the methods that expert panel
members used to select the standards. It also discusses the design parameters that define what the
standards are and are not. Finally, the document includes the guiding principles that articulate the
understanding of adult language acquisition and adult learning theory that informed this work. To
support use and implementation of the Standards at the classroom level, this document presents the ELP
Standards for AE in detail. It also offers several tools that can be used in conjunction with the standards.
These include (a) correspondences between the ELP Standards for AE and the College and Career
Readiness (CCR) Standards for AE, (b) scenarios that provide examples of instruction based on the
standards (“What It Looks Like in Practice”), (c) a glossary of key terms (Appendix A), and (d)
examples of instructional scaffolds and supports for learners at varying levels of English language
proficiency (Appendix C).
1
For more on the knowledge and skills teachers need to be effective, see American Institutes for Research, 2015.
American Institutes for Research English Language Proficiency Standards for Adult Education—1
This document includes five sections. This section, Introduction, provides an overview and the purpose
of developing the ELP Standards for AE. Section II, Rationale for the Development of the Standards,
highlights the importance of creating standards that are specifically designed for adult ELLs. Section III,
Process of Selecting English Language Standards for Adult Education, summarizes the process used to
select the ELP Standards for AE. It also explains the design parameters and guiding principles that
framed the selection process. Section IV, The Results: English Language Proficiency Standards for
Adult Education, describes the organization and key features of the Standards. It presents two views of
the standards, which are intended to be used for different purposes depending on the instructional
context. Section V, Tools to Support Teachers’ Understanding and Use of the Standards, includes a
summary of correspondences between CCR content standards and the ELP Standards for AE.
The ELP Standards for AE build on and continue the U.S. Department of Education Office of Career,
Technical, and Adult Education’s (OCTAE) investment in standards-based education reform. OCTAE
has supported state efforts to develop academic content standards for adult education for more than a
decade. This investment has included such initiatives as the Standards-in-Action: Innovations for
Standards-Based Education, Promoting CCR Standards in Adult Basic Education, and Implementing
CCR Standards in Adult Education. The development of the ELP Standards for AE was rooted in the
history of these initiatives and in OCTAE’s vision of ensuring that all learners have access to the highest
quality instruction.
II. Why English Language Standards for Adult Education?
The National Reporting System (NRS) for Adult Education is the accountability system for the state-
administered, federally funded adult education (AE) program. According to the most recent data from
the NRS, ELLs currently make up more than 40% of AE students in the federally funded system. At the
same time, more than 30% of all adult learners are at the lowest levels of literacy. Most of these low-
literate learners (61%) are ELLs. 2 In addition, low-literate learners are typically at the lowest
socioeconomic levels. Although all adult learners may transition to postsecondary education, accessing
postsecondary education is especially challenging for ELLs. If adult learners do not have the opportunity
to develop basic literacy and language skills, then they cannot meet the entry requirements for college or
be successful in a postsecondary education or workplace setting that requires proficiency in English.
The Workforce Innovation and Opportunity Act (WIOA) highlights the importance of preparing all
adults, including ELLs, for continued education and training beyond high school. Continued education
helps adults obtain jobs in high-demand industries and career fields and earn wages that can lead to
greater economic stability: “Research suggests that ‘good jobs’—that is, jobs that pay family-sustaining
wages—require at least some postsecondary education” (Wrigley, 2015). According to WIOA, English
language acquisition programs should be designed to support ELLs in becoming skilled in reading,
writing, speaking, and comprehension of English. English language acquisition programs must also help
ELLs obtain a high school diploma or its recognized equivalent and support them as they move toward
further education, training, or employment. To meet these goals, ELLs must meet state-adopted
academic content standards. Although many ELLs come to the United States with many valuable skills
and resources, they still face the difficult task of acquiring English while simultaneously learning
academic or career content and skills.
Academic content standards that are used to prepare students for college and careers require that
students are able to perform complex language functions (e.g., construct arguments) across disciplines.
However, many English language acquisition classrooms may not be adequately preparing adult ELLs
with regard to the instructional advances required by standards-based academic content. There is a gap
between what is generally taught in adult English language acquisition classes and the language
demands of advanced education and employment (Parrish & Johnson, 2010). English language
acquisition classes, especially those for beginning-level students, often focus on life skills, such as
banking and shopping (Parrish, 2015).
2
2013–14 program year; retrieved from https://wdcrobcolp01.ed.gov/CFAPPS/OVAE/NRS/main.cfm
The ELP Standards for AE, however, emphasize the need for English language acquisition programs to
move beyond teaching life skills. These programs must promote college and career readiness for adults
and meet the high expectations set forth in WIOA. To meet this goal, the ELP Standards for AE describe
the specific English language skills that ELLs need to access the rigorous content specified in state-
adopted academic content standards. Through these descriptions, the ELP Standards for AE provide
guidance for effectively supporting ELLs of varying proficiency levels as they acquire English language
skills and content knowledge. The ELP Standards for AE also make recommendations on the types of
linguistic supports that ELLs may need.
To meet these many challenges and demands and to begin selecting ELP Standards for AE to help
programs meet students’ needs, it was crucial to have a set of existing evidence-based K–12 ELP
standards as a basis. Rather than develop an original set of standards, the project team determined that
the ELP Standards for AE should be derived from an applicable and widely accepted framework of K–
12 ELP standards. The project team chose the ELPA21 K–12 ELP Standards (hereafter referred to as the
“ELPA21 Standards”) as the starting point for the selection of the ELP Standards for AE. The Council
of Chief State School Officers (CCSSO), the Understanding Language Initiative at Stanford University,
and states from the ELPA21 consortium worked with WestEd to develop the ELPA21 Standards.
Educators in K–12 classrooms in 19 states are using the ELPA21 Standards to help ELLs prepare for the
language demands of standards-based instruction 3. The ELPA21 Standards “highlight and amplify the
critical language, knowledge about language, and skills using language” that are integrated in state-
adopted academic content standards (Council of Chief State School Officers, 2014, p. 1). They also
underscore the interconnectivity between language and standards-driven content. Accordingly, the ELP
Standards for AE can be used to support adult ELLs’ academic language development and participation
in content-related areas, as required under WIOA. With the selection of the foundational evidence-based
K–12 standards, the project team began the rigorous standards selection process.
To select the ELP Standards for AE, American Institutes for Research (AIR), in partnership with
SupportEd, convened an independent expert panel to review the ELPA21 Standards from an adult
education perspective. The panel included representatives from the fields of K–12 and adult education.
Members were selected to ensure that the panel included expertise in the areas of ELP and CCR
standards, English language acquisition, and ESL instruction. Biographical summaries for the panelists
are provided in Appendix B.
3
The original states in the ELPA21 Consortium were Arkansas, Florida, Iowa, Kansas, Louisiana, Nebraska, Ohio, Oregon,
South Carolina, Washington, and West Virginia.
III. Process of Selecting English Language Proficiency
Standards for Adult Education
The panel used a rigorous process for selecting the ELP Standards for AE that was informed by a
guiding framework. Figure 1 identifies the main influences on the standards selection process. The panel
understood the importance of defining the language knowledge and skills ELLs need to access academic
content standards. Panelists reviewed the ELPA21 Standards and state-adopted academic content
standards and connected the two to ensure close correspondence between them. In creating the
supporting framework, the panel considered the theoretical foundation and evidence base of what is
known about adult English language acquisition and ELLs.
Figure 1. Influences on the Selection of English Language Proficiency Standards for Adult Education
The framework ensures that the standards lead adult educators to recognize the strengths of adult ELLs.
Further, it assured that the selection process took the adult education program and classroom context
into account. Guided by framework panelists reviewed the ELPA21 ELP Standards to select a set of
ELP Standards for AE that respond to the AE context. The four steps in the standards selection process
are presented in Figure 2 and described below.
Figure 2. Process of Selecting the English Language Proficiency Standards for Adult Education
Step 1: Independent Review and Rating. Panelists were first oriented to the ELPA21 Standards, the
task of the panel, and the process for selecting the standards. The ELPA21 Standards are organized into
six grade levels and/or grade spans: K, 1, 2–3, 4–5, 6–8, and 9–12. Each grade or grade span has 10
anchor standards with five proficiency levels each, for a total of 300 individual-level descriptors. The
level descriptors describe what an ELL’s language use might “look like at each ELP level as he or she
progresses toward independent participation in grade-appropriate activities” (CCSSO, 2014, p. 1).
In order to select the standards and level descriptors most in line with an adult education context, the
panelists independently reviewed all of the ELPA21 Standards and level descriptors. During this
independent review process, panelists were asked to rate the 10 ELPA21 Standards on their importance
and relevance to adult education. They also rated each of the 300 individual-level descriptors. To
determine each rating, panelists used a rubric with a scale from 1 (strongly disagree) to 5 (strongly
agree) to assign a value to the following statement: “The selected ELP Standard/descriptor is important
to the academic language development as a roadmap to the CCR Standards for AE.” They used another
rubric with a scale from 1 to 5 to assess the extent to which each standard and level descriptor was
focused on and relevant to the adult education context and adult ELLs. To make that rating, panelists
evaluated the standards and level descriptors against the following statement: “The selected ELP
Standard(s)/descriptor is sufficiently focused and relevant to the adult education context and adult
ELLs.”
Step 2: Meeting to Select ELP Standards for AE. Following their independent rating of the standards
and level descriptors, panelists met in person on December 14 and 15, 2015 to review their ratings and
select the ELP Standards. During this meeting, panelists determined that all 10 ELPA21 Standards were
important and relevant to an adult education context and adult ELLs. Panelists decided that they would
identify one set of five level descriptors per standard (for a total of 50 descriptors in all) and began this
identification with the level descriptors from the ELPA21 Standards in Grades 9–12. They began with
Grades 9–12 because these descriptors represent the end goal for learning in terms of language
acquisition and use. Panelists also reviewed the remaining ELPA21 Standards level descriptors from
grades K–8. They incorporated language from these other descriptors into the level descriptors for the
ELP Standards for AE if the language was determined to be necessary for an adult education context.
The goal of this project was to determine the applicability of an established set of ELP Standards to
adult education. To that end, the panelists evaluated each standard as it was written. The panel members
could not edit or refine the wording of the ELPA21 Standards, add content to them, or develop ELP
standards for AE de novo. There were only two exceptions to maintaining the exact wording of the
ELPA21 Standards:
• When the Standards made specific reference to Grades K–12, the panelists adapted the Standards
appropriately for adult education.
• If there was a clear rationale for the panelists to alter language to make the standards more
applicable to adult ELLs, then the panelists would modify them.
Step 3: Independent Review and Finalizing ELP Standards for AE. Following this first meeting,
panelists independently reviewed the selected ELP Standards for AE. They used a combination of
questions about standards validation and questions for reflection to guide their work. The questions
helped the panelists to reflect on the critical components of each standard. They also examined the level
descriptors, scaffolding and supports, and consistency and complexity of the examples embedded within
the standards. Panel members met again in person to finalize the standards based on the findings from
their independent reviews. Finally, once the standards were selected, the panel members began the
process of confirming the standards’ correspondence to the CCR Standards for AE and the Next
Generation Science Standards (NGSS).
Step 4: Identifying Correspondences. To identify correspondences between the ELP Standards for AE
and the CCR Standards for AE, the AIR/SupportEd team began with the correspondences identified
between the ELPA21 Standards and the CCSS English Language Arts and Literacy Standards. By
conducting a close analysis of the ELP Standards for AE and the CCR Standards for AE, the team
confirmed or disconfirmed correspondences already identified in the ELPA21 Standards.
Using the same method, the AIR/SupportEd team determined correspondences between the ELP
Standards for AE and the Mathematical and Science Practices. The ELPA21 Standards display
correspondences between the ELPA21 Standards and the CCSS Mathematical Practices and the NGSS
Science and Engineering Practices. The team confirmed or disconfirmed that these same
correspondences were present between the ELP Standards for AE and the CCR Standards for
Mathematical Practice for AE as well as the NGSS Science and Engineering Practices.
Guiding Principles
Although panelists drew on their individual expertise throughout the standards selection process, they
also were informed by a set of guiding principles. These guiding principles were intended to ensure that
the selected standards will help adult educators like you to recognize both the strengths and needs of
adult ELLs. The principles (presented in Table 1) represent foundational understandings about adult
ELLs and English language teaching that influenced the panel’s selection of the ELP Standards for AE. 4
Table 1. Guiding Principles
1. Adult ELLs have the potential to meet state-adopted challenging academic standards.
2. Adult ELLs represent a diverse population of learners.
3. Adult ELLs’ funds of knowledge are a resource for their learning.
4. Social language has an important role in ELLs’ English language acquisition process.
5. Three key instructional advances form the basis of state-adopted content standards for English language
arts in AE that ELLs must access.
6. Adult ELLs must be able to successfully engage with a wide variety of informational texts.
7. Scaffolding is an essential tool to facilitate ELLs’ acquisition of language and content.
8. ELLs with disabilities have specific instructional needs.
9. Multimedia technology aligned to the ELP Standards for AE should be integrated into instruction.
10. Academic language instruction should be incorporated into all content lessons, including mathematics and
science.
The guiding principles are not presented in any particular order or hierarchy and no sequence is implied.
You may want to refer to these guiding principles when discussing the implementation of the ELP
Standards for AE. These principles can also give you guidance on how to create an educational climate
that supports the use of the ELP standards in a systematic and authentic way. When a specific standard
4
These reflect many of the same guiding principles included in the ELPA21 English Language Proficiency (ELP) Standards (CCSSO,
2014). They were adapted for relevance to an adult education context.
or section in the ELP Standards for AE exemplifies a particular guiding principle, the connection is
highlighted in the description for that principle.
1. Adult ELLs have the potential to meet state-adopted challenging academic standards.
ELLs have the same potential as native English speakers to engage in the cognitively complex
tasks required by state-adopted challenging content standards (Wong Fillmore, 2014). All adult
ELLs should therefore be working toward the same college and career readiness goals as
students in other adult education classes. To acquire the knowledge and language skills required
to meet these goals, ELLs need access to challenging, level-appropriate curriculum and
materials. They also need extensive exposure to authentic language and meaningful opportunities
to practice language (Parrish, 2004). The level descriptors for each ELP Standard for AE
describe the language knowledge and skills that ELLs of varying proficiency levels should
practice to engage with standards-based content.
2. Adult ELLs represent a diverse population of learners.

Adult ELLs show great diversity in their individual capacity to acquire language. The
appropriate language acquisition path and level of support needed to reach the goal of college
and career readiness varies by ELL student. A number of factors may affect an ELL’s language
development. These factors include native language literacy, exposure to the English language,
quality of instruction, and motivation, among others (Bailey & Heritage, 2010). It is expected
that adult education students will acquire language at different rates and require different types of
support.
Adult learners can apply both their informal and formal educational experiences to the task of
learning English. For example, adult ELLs who are literate in their native language have the
ability to transfer their literacy and learning strategies to their acquisition of English (Parrish,
2004).
Adult ELLs whose education has been interrupted may have a wealth of experiences and oral
skills in their native language, but they may have limited literacy in their native language.
Limited native language literacy may affect their English language development. If adults do not
have the opportunity to develop their basic literacy and language skills, they cannot meet the
entry requirements for college. Nor can they be successful in any postsecondary education or
workplace setting that requires proficiency in English. The foundations of reading are a critical
component of educating adult ELLs who have lower-level literacy skills in their native
language(s). The three Reading Foundational Skills identified in the CCR Standards for AE are
intended to focus on teaching and learning to build students’ literacy skills. 5
3. Adult ELLs’ funds of knowledge are a resource for their learning.

Adult ELLs have a rich reservoir of social, linguistic, and cultural experiences from which they
can draw as they learn English. These funds of knowledge can be invaluable in supporting their
language development and linguistic competency (Moll, Amanti, Neff, & González, 1992). It is
important to recognize, value, and build on the social, cultural, and linguistic backgrounds of
students to maximize the benefit of these resources (González, Moll, & Amanti, 2005).
Understanding your students’ individual identities can play a role in planning, instruction, and
assessment (TESOL, 2008). For example, provide students with opportunities to learn new skills
and information by connecting instruction to their lives outside the classroom (Condelli &
Wrigley, 2008). As ELLs construct meaning from oral presentations and text (ELP Standard 1)
and analyze and critique the arguments of others (ELP Standard 6), support their learning by
drawing on their reservoir of social, linguistic, and cultural experiences. Provide opportunities
for your ELLs to practice how to use knowledge of their native language when determining the
meaning of unfamiliar words and phrases in English (ELP Standard 8).
4. Social language has an important role in ELLs’ English language acquisition process.
The ELP Standards for AE strongly emphasize the academic language needed by ELLs to
engage with and meet state-adopted content standards. However, in addition to academic
language, adult ELLs need to develop social language in order to meet family, social, civic, and
community needs and responsibilities. Additionally, informal social conversations and writing
are part of a continuum that will support students in moving toward participation in academic
discussions and formal presentations (Zwiers, 2008). ELP Standards 2 and 7 provide guidance on
how to help ELLs acquire both academic language and social language.
5. Three key instructional advances form the basis of state-adopted content standards for English
language arts and literacy in AE that ELLs must access.
The three advances in instruction prompted by the CCR standards are: (1) regular practice with
complex text and its academic language; (2) reading, writing, and speaking grounded in evidence
from text (both literary and informational); and (3) building knowledge through content-rich
nonfiction (Pimentel, 2013; Student Achievement Partners, 2012). Instruction grounded in these
advances may be seen as challenging for ELLs who may not share the content knowledge that
5
The Reading Foundation Skills include phonological awareness, phonics and word recognition, and fluency (Pimentel,
2013).
texts assume or that may come from a culture of teacher-centered learning (Parrish, 2015). With
the appropriate scaffolding and support, however, ELLs can meet the demands of instruction
framed by these instructional advances.
6. Adult ELLs must be able to successfully engage with a wide variety of informational texts.
One of the three key instructional advances, described above, is a move toward building
students’ knowledge through content-rich nonfiction. Informational texts make up the vast
majority of readings that students will encounter in college and the workplace (Pimentel, 2013).
To be successful in postsecondary education and career training, adult ELLs will need to
understand and analyze different forms of complex, nonfiction texts. In a workplace
environment, for example, ELLs may need to read charts, forms, and training instructions
(Parrish, 2015; Parrish & Johnson, 2010). ELLs should be exposed to a variety of informational
texts related to the workplace, citizenship, and college readiness. ELP Standards 1 and 3s focus
on supporting ELLs’ engagement with informational texts.
7. Scaffolding is essential to facilitate ELLs’ acquisition of language and academic content.

Scaffolding is defined as temporary assistance that an instructor or more capable peer provides to
a student that supports the student in being able to perform a task he or she could not do without
help. The goal of scaffolding is to enable a student to independently complete a similar task in
the future (National Governors Association for Best Practices, CCSSO, 2010). Effective
instruction of ELLs requires scaffolding; it facilitates ELLs’ construction of meaning and
knowledge, acquisition of language, and advancement to the next level of language proficiency.
The ELP Standards for AE do not include specific recommendations for scaffolding. However,
the standards do reference using supports at lower levels of language proficiency, supports that
can be gradually removed at higher levels of proficiency. Appendix C provides
recommendations for the types of supports and scaffolds that teachers use to help ELLs of
varying language proficiency levels engage in instructional tasks.
8. ELLs with disabilities have specific instructional needs.

Educators working with ELLs must first determine whether a student’s struggle is caused by a
disability rather than linguistic and cultural differences (Hamayan, Marier, Sánchez-López, &
Damico, 2013). Adults with documented disabilities should receive accommodations that permit
their full participation in instruction and assessment. 6 This may require more varied types of
instructional supports, such as those provided in Appendix C.
9. Multimedia technology aligned to the ELP Standards for AE should be integrated into
instruction.
Advances in information and communications technology have changed the definition of literacy
to include visual and digital literacies (International Reading Association, 2009). Visual and
digital literacies incorporate knowledge of 21st century technologies such as video, online
communities, search engines, web pages, and more. These new technologies require new literacy
skills and practices. Specifically, appropriate multimedia tools and technologies aligned to the
ELP Standards for AE are needed. 7 Integrating multimedia tools and technologies into your
design of curriculum, instruction, and assessment will help your students be college and career
ready. ELP Standards 3 and 5 offer guidance for how multimedia technology may be
incorporated into ELL curriculum, instruction, and assessment.
10. Academic language instruction should be incorporated into all content lessons, including
mathematics and science.
English language acquisition instruction has been viewed as the responsibility of the English
language acquisition teacher. However, state-adopted academic content standards include
explicit expectations for how language should be used to demonstrate content knowledge and
skills (Stanford University, Understanding Language Initiative, 2013). As a result, content
teachers should incorporate academic vocabulary and language use relevant to their content area
into their instruction.
In addition to detailing correspondences to the CCR Standards for English Language Arts and
Literacy, the ELP Standards for AE also include correspondences to the Mathematical and
Science Practices (see Tables 4 and 5). The practices are “behaviors which developing student
practitioners should increasingly use when engaging with the content and growing in content-
area maturity and expertise” (CCSSO, 2014, p. 31). Use these correspondences to identify the
language skills that ELLs will need to develop to meet content standards in mathematics and
science.
6
Section 504 of the Americans with Disabilities Act specifies that these students are entitled to “inclusion, integration, and
full participation” in any programs receiving federal funding” (Americans with Disabilities Act of 1990, Section 2c).
7
For example, because the CCR Writing Anchor 6 asks that students be able to “Use technology, including the Internet, to
produce and publish writing and to interact and collaborate with others,” technology such as Microsoft Word or Google Docs
could be considered aligned with that standard, and, in turn, the ELP Standards because their use would help students develop
the skills needed to meet the standards.
Design Parameters
Although the selected set of standards reflects the broad goals of this project, the standards should be
recognized for what they are not as well as what they are. The central design parameters that guided the
work of the panel include the following: 8
• The selected standards do not define a national or federal set of mandates. Rather, they articulate
a framework for states to employ voluntarily to strengthen their adult English language
acquisition programs.
• The order of the selected standards does not represent the order in which they are to be taught or
a hierarchy of importance.
• The selected standards do not specify how instructors should teach. Instead, the standards merely
specify the language knowledge and skills that adult ELLs need in order to develop competence
in practices associated with English language arts and literacy, mathematics, and science.
• The standards are not a curriculum. States or programs choosing to adopt them will need to
supplement the standards with high-quality curricula that align with the content and expectations.
• The standards do not specify the full spectrum of support and interventions appropriate for adult
ELLs—and those ELLs with special needs—to meet these standards. The standards do not
mirror the significant diversity of students’ learning needs, abilities, and achievement levels.
• The standards do not offer an exhaustive list of what can be taught beyond the fundamentals
specified within them. What (if any) content to add is purposefully left to the discretion of
instructors, curriculum developers, program administrators, and states.
• Although the standards highlight the critical language, knowledge about language, and skills for
using language that are crucial for adult ELLs to be successful in college and careers, the
standards do not define the whole of such preparedness. Adult ELLs also depend on a variety of
readiness skills and preparation, including habits of mind such as stamina, persistence,
punctuality, and time and workload management skills.
• Although the ELP Standards for AE are integrated with CCR Standards, they are not meant to be
used in place of a state’s rigorous academic standards for adult education. The ELP Standards are
intended to be used to support adult learners’ English language acquisition and participation in
content area activities.
8
These reflect many of the same design parameters outlined in the CCR Standards for AE (Pimentel, 2013).
IV. The Results: English Language Proficiency Standards
for Adult Education With Correspondences to the College
and Career Readiness Standards for English Language
Arts and Literacy and Mathematical and Science Practices
To support your use and understanding of the ELP Standards for AE, this section presents an
explanation of the structure and function of:
• The 10 ELP Standards for AE;

• The Level 1–5 descriptors for the ELP Standards for AE;
• View One of the ELP Standards for AE with their CCR content-specific correspondences; and
• View Two of the ELP Standards for AE with their CCR content-specific correspondences.
The work of the panel yielded a set of 10 ELP Standards for AE. Each of the anchor standards includes
five level descriptors (Levels 1–5) resulting in a total of 50 level descriptors across the full set of 10
standards. The descriptors detail what performance targets for each anchor standard look like in practice,
at each level, as demonstrated by learners. They exemplify how students at all proficiency levels can
work on language knowledge and skills appropriate for their level as they work to master each standard.
The standards and descriptors pinpoint the language skills and knowledge that ELLs need to master to
engage successfully with standards-based academic content, and ultimately to reach their goals. The
ELP Standards for AE are presented in two views with correspondences to CCR Standards for English
language arts and literacy and mathematical and science practices. In View One, the ELP Standards are
presented in the forefront with corresponding CCR standards listed below. View Two of the standards
are presented with the CCR Standards for AE in the forefront and the corresponding ELP Standards
listed below.
The 10 English Language Proficiency Standards for Adult Education
The ELP Standards for AE are divided into two groups: Standards 1–7 and Standards 8–10. Standards
1–7 highlight the language skills required for ELLs to engage in content-specific practices necessary for
their full engagement in English language arts and literacy, mathematics, and science. Standards 8–10
highlight the linguistic skills needed to support Standards 1–7. For example, ELP Standard 8 (An ELL
can determine the meaning of words and phrases in oral presentations and literary and informational
text) is necessary in order for ELLs to engage with ELP Standard 1 (An ELL can construct meaning from
oral presentations and literary and informational text through level-appropriate listening, reading, and
viewing). As a whole, the ELP Standards for AE focus on all four domains of language acquisition:
listening, speaking, reading, and writing. ELP Standards 1 and 8 focus on receptive skills (i.e., listening
and reading). The focus of ELP Standards 3, 4, and 7 is on productive skills (i.e., speaking and writing).
ELP Standards 2, 5, and 6 are interactive in that they require collaborative use of both receptive and
productive skills. ELP Standards 9 and 10 focus on the linguistic structures of English. Table 2 lists the
10 ELP Standards for AE and summarizes their functions. 9
Table 2. Organization of the English Language Proficiency Standards for Adult Education and Functions
of Standards
ELP Standards for AE Functions of standards

An ELL can…
1. construct meaning from oral presentations and literary and informational Standards 1–7 describe the
text through level-appropriate listening, reading, and viewing. language necessary for ELLs to
2. participate in level-appropriate oral and written exchanges of information, engage in content-specific
ideas, and analyses, in various social and academic contexts, responding practices associated with state-
to peer, audience, or reader comments and questions. adopted academic content
3. speak and write about level-appropriate complex literary and informational standards. They begin with a
texts and topics. focus on extraction of meaning
and then progress to
4. construct level-appropriate oral and written claims and support them with
engagement in these practices.
reasoning and evidence.
5. 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.
7. adapt language choices to purpose, task, and audience when speaking
and writing.
8. determine the meaning of words and phrases in oral presentations and ELP Standards 8–10 support
literary and informational text. ELP Standards 1–7. They focus
9. create clear and coherent level-appropriate speech and text. on micro-level linguistic features
10. demonstrate command of the conventions of standard English to such as determining the meaning
communicate in level-appropriate speech and writing. of words and using appropriate
speech and conventions of
language.
There are different ways to use the information presented in Table 2 to support and focus instruction.
For example, it may be helpful for selecting which ELP Standards to use. Begin by reviewing Standards
1–7. Then determine which supporting standard(s) (Standards 8–10) would be necessary for ELLs to
develop their micro-level linguistic features—in service of the selected Standard(s) 1–7.
9
Adapted from Table 1, Organization of the ELP Standards in Relation to Participation in Content-Area Practices, in
“English Language Proficiency Standards,” by Council of State School Officers, 2014, p. 4. Retrieved from
www.elpa21.org/sites/default/files/Final%204_30%20ELPA21%20Standards_1.pdf
Level 1–5 Descriptors
The descriptors detail what student performance targets (in each specific standard) will look like in
practice at each level, as demonstrated by learners. They give examples of how students at all
proficiency levels can work on language knowledge and skills appropriate for their level as they work to
master each standard.
The 10 ELP Standards for AE are accompanied by five proficiency levels. The Level 1–5 descriptors
that support each standard specify the more granular targets for ELL performance that should be
achieved by the end of each ELP standard level. They capture the process that occurs as adult ELLs
acquire English. The descriptors provide examples of how students at all proficiency levels can work on
language knowledge and skills appropriate for their level as they work to master each standard. The
descriptors are keys to supporting ELLs’ standards-based language development.
Within each language proficiency level, ELLs may show a range of abilities. The descriptors, provided
in each proficiency level, assume the student can successfully meet the targets described in the level(s)
that precede(s) it/them. For example, students at Level 3 possess the knowledge, skills, and abilities
described in Levels 1 and 2. Figure 3, below, provides an example of the Level 1–5 descriptors for ELP
Standard 1. The far left column shows the Standard with its Level 1–5 descriptors to its right.
For the purpose of presenting the ELP Standards for AE, the Level 1–5 descriptors show the acquisition
of specific knowledge, skills, and abilities in a linear progression across proficiency levels. However,
ELLs’ acquisition of English may not be linear either within one proficiency level or across proficiency
levels (Center for Applied Linguistics, 2015; CCSSO, 2014). At any given point in the English language
acquisition process, ELLs may perform certain skills (e.g., speaking) at a higher proficiency level than
other skills (e.g., writing). Also, a student’s performance may vary depending on the task and the
complexity of the spoken or written text involved. For example, with a familiar text, a student may
perform a particular language skill successfully. However, he or she may need additional opportunities
to review and practice that skill when working with a more complex or unfamiliar text.
Figure 3. English Language Proficiency Standard 1 and Level 1–5 Descriptors
ELP Standard 1 Level 1 Level 2 Level 3 Level 4 Level 5
An ELL can… By the end of By the end of By the end of By the end of By the end of
construct English English language English language English language English language
meaning from language proficiency proficiency proficiency proficiency
oral proficiency level 2, an ELL level 3, an ELL level 4, an ELL level 5, an ELL
presentations level 1, an ELL can… can… can… can…
and literary and can… use an emerging use a developing use an increasing use a wide range
informational text use a very limited set of strategies to: set of strategies to: range of strategies of strategies to:
through level- set of strategies • identify the main • determine a to: • determine
appropriate to: topic in oral central idea or • determine a central ideas or
listening, reading, • identify a few presentations theme in oral central idea or themes in oral
and viewing. key words and and simple presentations theme in oral presentations
phrases in oral spoken and and spoken and presentations and spoken and
communicatio written texts written texts and spoken and written texts
ns and simple • retell a few key • retell key details written texts • analyze the
spoken and details. • analyze the development of
• answer
written texts. development of the
questions about
key details the themes/ themes/ideas
ideas • cite specific
• explain how the
theme is • cite specific details and
developed by details and evidence from
specific details in evidence from texts to support
texts texts to support the analysis
the analysis • summarize a
• summarize part
of a text. • summarize a text.
text.
The descriptors help facilitate the design of instruction that allows all ELLs in a classroom to successfully
work toward the same ELP standard. The various level descriptors help to plan differentiated instruction,
develop learning objectives, and design aligned formative assessments.
Take, for example, ELP Standard 1 (An ELL can construct meaning from oral presentations and literary
and informational text through level-appropriate listening, reading, and viewing). Based on your
students’ English language proficiency level(s) determine the relevant level descriptor(s) to use, keeping
in mind that your class might be multi-levelled. Some learners may be functioning at the Level Descriptor
1 and others around the Level Descriptor 2. In this situation, you could use the targets within both level
descriptors to differentiate instruction to meet the needs of both groups. The students with Level 1 skills
could be expected to use a very limited set of his or her strategies; though, they would probably also need
significant scaffolding and support to complete their assigned task. In contrast, the students who possess
Level 2 skills could be expected to complete their task by drawing from their emerging set of strategies.
This process, as described, applies to teaching all the anchor standards.
The Two Views of English Language Proficiency Standards for Adult Education
The ELP Standards and CCR correspondences are presented in two “views” to assist both English
language acquisition instructors and ABE instructors who may have ELLs in their classrooms. The two
views are intended to support instructors in multiple instructional contexts. (English language
acquisition occurs in all adult education classrooms.) The different views are also designed to support
collaboration between language teachers and academic content teachers. The most helpful view for you
may depend on your area of instruction, or you may find each view useful for different purposes
regardless of what you teach.
View One (p. 21) is helpful for planning language acquisition lessons that foster adult ELLs’ acquisition
of discipline-specific language and skills needed to access state-adopted academic-content standards.
View One supports the creation of lessons based on the ELP Standards to develop language as a
roadmap to acquiring the academic content in the corresponding CCR standards and practices. This view
identifies the language demands associated with mathematics, science and English language arts and
literacy practices. It highlights the relationship between the ELP standards and the language demands
found in the CCR Standards and the math and science practices. View One may be most useful when the
main focus of instruction is English language acquisition connected to academic subject matter.
Consequently, English language acquisition instructors may want to start by using View One. Figure 4
(p. 19) presents an example of View One and highlights its key features.
View Two (p. 35) was created with the understanding that adult ELLs are enrolled in ABE and ASE
programs. Therefore, it is structured to bring academic content to the forefront. This view may be useful if
you want to ensure that, while focusing instruction on CCR standards-based academic content, you are
also attending to the language acquisition needs of learners. View Two may be useful for instruction in
ABE or ASE classrooms. It displays each CCR Standard for English Language Arts and Literacy (the
anchor standard) that corresponds to one or more of the ELP Standards for AE. Each CCR standard is
presented along with its Level E descriptors. The panel recommended this presentation because Level
E is the target or end goal in the CCR Standards for AE. Level E subsumes the levels preceding it—and
it represents the standard’s highest level of rigor. In View Two, the CCR Standards for AE run across the
top of the table with the corresponding ELP Standards for AE listed below. Pictured together they
show the relationship between the academic content depicted in the CCR Standards and the English
language acquisition skills and knowledge described in ELP Standards. A description of each view and
a graphic highlighting their key features are provided, below.
Figure 4. View One of the English Language Proficiency Standards for Adult Education With Key Features Identified
How to Read View One
View One may be most useful when the focus of instruction is English language acquisition or when
instructors want to modify instruction to meet the language needs of ELLs of varying proficiency levels.
This view presents the ELP Standards for AE first to highlight their use as the basis for instruction. The
far left column shows the ELP Anchor Standard for AE with the corresponding Level 1–5 descriptors to
the right. The correspondences to the Mathematical and Science Practices are displayed below each of the
ELP Standards and Level 1–5 descriptors. The correspondences to the CCR English Language Arts and
Literacy Standards for AE appear immediately below the correspondences for Mathematical and Science
Practices.
Note the correspondences to the Mathematical and Science Practices as well as the English Language
Arts and Literacy Standards, and incorporate them into instructional planning as appropriate. When
possible, English language acquisition instructors should collaborate with their content instructor
colleagues to ensure a common understanding of the expectations of the corresponding CCR standards
and practices. In addition, collaborating content instructors can share level-appropriate materials for
ELLs that English language acquisition teachers can scaffold and supplement.
View One
View One of the ELP Standards for AE displays each ELP Standard and its Level 1–5 descriptors. It also includes correspondences to
the Mathematical Practices (MP) and Science Practices (SP) and the CCR English Language Arts and Literacy Standards for AE.
An ELL can… By the end of English By the end of English By the end of English By the end of English By the end of English
construct meaning from language proficiency language proficiency language proficiency language proficiency language proficiency
oral presentations and level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
literary and informational use a very limited set of use an emerging set of use a developing set of use an increasing range of use a wide range of
text through level- strategies to: strategies to: strategies to: strategies to: strategies to:
appropriate listening, • identify a few key • identify the main topic in • determine a central idea • determine a central idea • determine central ideas
reading, and viewing. words and phrases in oral presentations and or theme in oral or theme in oral or themes in oral
oral communications simple spoken and presentations and presentations and presentations and
and simple spoken written texts spoken and written texts spoken and written texts spoken and written texts
and written texts. • retell a few key details. • retell key details • analyze the development • analyze the development
• answer questions about of the themes/ideas of the themes/ideas
key details • cite specific details and • cite specific details and
• explain how the theme is evidence from texts to evidence from texts to
developed by specific support the analysis support the analysis
details in texts • summarize a text. • summarize a text.
• summarize part of a text.
when engaging in one or more of the following content-specific practices:
MP1. Make sense of problems and persevere in solving them. SP1. Ask questions and define problems.
when engaging in tasks corresponding with the following CCR English Language Arts and
Literacy Standards for AE:
Reading
CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Speaking and Listening
CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
An ELL can… By the end of By the end of By the end of English By the end of English By the end of English
participate in level- English language English language language proficiency language proficiency language proficiency
appropriate oral and proficiency level 1, proficiency level 2, level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
written exchanges an ELL can… an ELL can… • participate in • participate in • participate in
of information, • actively listen to • participate in short conversations, conversations, conversations, extended
ideas, and others conversations and discussions, and written discussions, and written discussions, and written
analyses, in various • participate in short written exchanges exchanges about familiar exchanges about a exchanges about a
social and conversations and about familiar topics, texts, and issues range of topics, texts, range of substantive
academic contexts, written exchanges topics and texts • build on the ideas of and issues topics, texts, and issues
responding to peer, about familiar • present others • build on the ideas of • build on the ideas of
audience, or reader topics and in information and • express his or her own others others
comments and familiar contexts ideas ideas • express his or her own • express his or her own
questions. • present simple • appropriately take ideas ideas clearly and
• ask and answer relevant
information turns in questions • clearly support points persuasively
• respond to simple interactions with • add relevant information with specific and • refer to specific and
yes/no questions others and evidence relevant evidence relevant evidence from
and some wh- • respond to simple • restate some of the key • ask and answer texts or research to
questions. questions and wh- ideas expressed questions to clarify support his or her ideas
questions. ideas and conclusions • ask and answer
• follow rules for discussion
• summarize the key questions that probe
• ask questions to gain
information or clarify points expressed. reasoning and claims
understanding. • summarize the key
points and evidence
discussed.
MP1. Make sense of problems and persevere in solving SP1. Ask questions and define problems.
them. SP4. Analyze and interpret data.
MP6. Attend to precision. SP6. Construct explanations and design solutions.
SP8. Obtain, evaluate, and communicate information.
Writing
CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’
ideas and expressing their own clearly and persuasively.
speak and write about language proficiency language proficiency language proficiency language proficiency language proficiency
level-appropriate level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
complex literary and with support, with support, with support, • deliver oral • deliver oral
informational texts • communicate • deliver short oral • deliver short oral presentations presentations
and topics. information and presentations presentations • compose written • compose written
feelings • compose simple • compose written informational texts informational texts
about familiar texts, written narratives or informational texts • develop the topic with • fully develop the topic
topics, and informational texts • develop the topic with some relevant with relevant details,
experiences. about familiar texts, a few details details, concepts, concepts, examples,
topics, experiences, or about familiar texts, examples, and and information
events. topics, or events. information • integrate graphics or
• integrate graphics or multimedia when
multimedia when useful
useful about a variety of texts,
about a variety of texts, topics, or events.
topics, or events.
MP1. Make sense of problems and persevere in solving them. SP6. Construct explanations and design solutions.
MP6. Attend to precision. SP8. Obtain, evaluate, and communicate information.
Writing
CCR Anchor 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
construct level- language proficiency language proficiency language proficiency language proficiency language proficiency
appropriate oral and level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
written claims and • express an opinion • construct a claim • construct a claim • construct a claim • construct a
support them with about a familiar about familiar topics, about familiar topics about a variety of substantive claim
reasoning and topic, experience or experiences, or • introduce the topic topics about a variety of
evidence. event. events • introduce the topic topics
• provide sufficient
• give a reason for • introduce the topic, reasons or facts to • provide logically • introduce the claim
the opinion. experience, or event support the claim ordered reasons or • distinguish it from a
• give a reason to • provide a concluding facts that effectively counter-claim
support the claim statement. support the claim • provide logically
• provide a concluding • provide a concluding ordered and relevant
statement. statement. reasons and
evidence to support
the claim and to
refute the counter-
claim
• provide a conclusion
that summarizes the
argument presented.
MP3. Construct viable arguments and critique the SP4. Analyze and interpret data.
reasoning of others. SP7. Engage in argument from evidence.
MP6. Attend to precision. SP8. Obtain, evaluate, and communicate information.
Writing
CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
An ELL can… By the end of By the end of By the end of English By the end of English language By the end of English language
conduct research English language English language language proficiency proficiency level 4, an ELL can… proficiency level 5, an ELL can…
and evaluate and proficiency level 1, proficiency level 2, level 3, an ELL can… • carry out both short and more • carry out both short and more
communicate an ELL can… an ELL can… with support, sustained research projects to sustained research projects to
findings to answer with support, with support, • carry out short answer a question answer a question or solve a
questions or solve • carry out short, • carry out short research projects to • gather information from multiple problem
problems. shared research individual or answer a question print and digital sources • gather information from multiple
projects shared research • gather information • evaluate the reliability of each print and digital sources
• gather information projects from multiple provided source • evaluate the reliability of each
from a few • gather print and digital • use search terms effectively source
provided print and information from sources • use advanced search terms
digital sources provided print • synthesize information from
• paraphrase key multiple print and digital sources effectively
• label collected and digital information in a short
sources • integrate information into an • synthesize information from multiple
information, written or oral report print and digital sources
organized oral or written report
experiences, or • record • include illustrations,
events • include illustrations, diagrams, or • analyze and integrate information
information in diagrams, or other
simple notes other graphics as appropriate into clearly organized spoken and
• recall information graphics as written texts
from experience • summarize data appropriate • cite sources appropriately.
or from a provided and information. • include illustrations, diagrams, or
• provide a list of other graphics as appropriate
source. sources.
• cite sources appropriately.

MP1. Make sense of problems and persevere in solving SP3. Plan and carry out investigations.
them. SP6. Construct explanations and design solutions.
Writing
CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
analyze and critique language proficiency language proficiency language proficiency language proficiency language proficiency
the arguments of level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
others orally and in with support, with support, with support, • analyze the • analyze and evaluate
writing. • identify a point an • identify the main • explain the reasons reasoning in the reasoning in
author or a speaker argument an author an author or a persuasive spoken persuasive spoken
makes. or speaker makes speaker gives to and written texts and written texts
• identify one reason support a claim • determine whether • determine whether
an author or a • identify one or two the evidence is the evidence is
speaker gives to reasons an author or sufficient to support sufficient to support
support the a speaker gives to the claim the claim
argument. support the main • cite textual evidence • cite specific textual
point. to support the evidence to
analysis. thoroughly support
the analysis.
them. SP6. Construct explanations and design solutions.
MP3. Construct viable arguments and critique the SP7. Engage in argument from evidence.
reasoning of others. SP8. Obtain, evaluate, and communicate information.
Reading
CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
Writing
CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
An ELL can… By the end of By the end of English By the end of English By the end of English By the end of English
adapt language English language language proficiency language proficiency language proficiency language proficiency
choices to proficiency level 1, level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
purpose, task, and an ELL can… • show increasing • adapt language choices • adapt language choices • adapt language choices
audience when • show emerging awareness of and style according to and style according to and style according to
speaking and awareness of differences between purpose, task, and purpose, task, and purpose, task, and
writing. differences informal and formal audience with audience in various audience with ease in
between informal language use developing ease in social and academic various social and
and formal • adapt language various social and contexts academic contexts
language use choices to task and academic contexts • use a wider range of • use a wide variety of
• recognize the audience with • use an increasing complex general complex general
meaning of some emerging control in number of general academic and content- academic and content-
words learned various social and academic and content- specific words and specific words and
through academic contexts specific words and phrases phrases
conversations, • begin to use some expressions in spoken • adopt and maintain a • employ both formal and
reading, and being frequently occurring and written texts formal and informal style more informal styles
read to. general academic • show developing control and tone in spoken and and tones effectively in
and content-specific of style and tone in written texts, as spoken and written
words. spoken and written appropriate. texts, as appropriate.
texts.
MP6. Attend to precision. SP6. Construct explanations and design solutions.
Writing
CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Language
CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering a word or phrase important to comprehension or expression.
determine the language proficiency language proficiency language proficiency language proficiency language proficiency
meaning of words level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
and phrases in oral relying heavily on using context, using context, using context, using context,
presentations and context, questioning, questioning, and questioning, and a questioning, and an questioning, and
literary and and knowledge of knowledge of developing knowledge increasing knowledge of consistent knowledge of
informational text. morphology in their morphology in their of English and their English morphology, English morphology,
native language(s), native language(s), native language(s)' • determine the • determine the
• recognize the • determine the morphology, meaning of general meaning of general
meaning of a few meaning of frequently • determine the academic and academic and
frequently occurring words, meaning of general content-specific content-specific
occurring words, phrases, and academic and words and phrases, words and phrases,
simple phrases, expressions content-specific figurative and figurative and
and formulaic in spoken and written words and phrases connotative connotative
expressions texts about familiar and frequently language, and a language, and
in spoken and written topics, experiences, or occurring growing number of idiomatic expressions
texts about familiar events. expressions idiomatic expressions in spoken and written
topics, experiences, in spoken and written in spoken and written texts about a variety of
or events. texts about familiar texts about a variety of topics, experiences, or
topics, experiences, or topics, experiences, or events.
events. events.
them. SP8. Obtain, evaluate, and communicate information.
Reading
CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Language
CCR Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
An ELL can… By the end of By the end of English By the end of English By the end of English language By the end of English language
create clear and English language language proficiency language proficiency proficiency level 4, an ELL can… proficiency level 5, an ELL can…
coherent level- proficiency level 1, level 2, an ELL can… level 3, an ELL can… • recount a longer, more detailed • recount a complex and detailed
appropriate an ELL can… with support, with support, sequence of events or steps in a sequence of events or steps in a
speech and text. with support, • recount a short • recount a sequence of process, with a clear sequential process, with an effective
• communicate sequence of events events, with a beginning, or chronological structure sequential or chronological order
basic information in order middle, and end • introduce and develop an • introduce and effectively develop
about an event • introduce an • introduce and develop an informational topic with facts, an informational topic with facts,
or topic informational topic informational topic with details, and evidence details, and evidence
• use a narrow • provide one or two facts and details • use a variety of more complex • use complex and varied
range of facts about the topic • use common transitional transitions to link the major transitions to link the major
vocabulary and • use common linking words and phrases to sections of speech and text and sections of speech and text and
syntactically words to connect connect events, ideas, to clarify relationships among to clarify relationships among
simple events and ideas. and opinions events and ideas events and ideas
sentences. • provide a conclusion. • provide a concluding section or • provide a concluding section or
statement. statement.
MP3. Construct viable arguments and critique the reasoning of others. SP3. Plan and carry out investigations.
SP4. Analyze and interpret data.
SP6. Construct explanations and design solutions.
SP7. Engage in argument from evidence.
Reading
CCR 1E 10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.9-10.1)
• Application: cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
(RH.9-10.1)
• Application: cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (RST.9-10.1)
CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
10
The correspondence determined in the ELPA21 ELP Standards was at a granular level instead of at the anchor-standard level.
CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
demonstrate language proficiency language proficiency language proficiency language proficiency language proficiency
command of the level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
conventions of with support, with support, with support, • use increasingly • use complex phrases
standard English to • recognize and use • use frequently • use simple phrases complex phrases and clauses
communicate in level- a small number of occurring verbs, • use increasingly • produce and expand
• use simple clauses
appropriate speech frequently nouns, adjectives, complex clauses simple, compound,
and writing. • produce and expand
occurring nouns, adverbs, • produce and expand and complex
simple, compound,
noun phrases, prepositions, and simple, compound, sentences.
and a few complex
verbs, conjunctions and complex
sentences.
conjunctions, and • produce simple and sentences.
prepositions compound
• understand and sentences.
respond to simple
questions.
MP6. Attend to precision. SP1. Ask questions and define problems.

Language
CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
In the following scenario, an instructor of a low-intermediate English language acquisition class
realizes his students might not understand the lesson he originally planned. He wants to adapt it so that
the lesson is more appropriate for them. He uses View One of the ELP Standards for AE and the
correspondences with the CCR Reading Standards to inform his instruction.
What It Looks Like in Practice

Low-Intermediate English Language Acquisition Class
Carlos organizes his low-intermediate general skills ESL class by themes. This month he is focusing on the
local community and characteristics of a good community. His students have learned about places in the
community and what you do there. For example, they have talked about banks, schools, the post office, and
stores.
Now he’s turning his emphasis to improving the community through activities such as a neighborhood watch
and block clubs. Students are using the Internet and flyers to conduct small research projects to find out about
these activities. At the end of the week students will work in a group to create a poster illustrating different ways
that people improve their communities. Then, they will showcase their poster to the class.
Carlos knows that he wants his students to read authentic materials such as websites and flyers about
neighborhood activities. However, he also realizes that students may find these materials challenging to
understand. To shape his upcoming lessons and assist his students in gathering useful information from the
difficult readings, he looks at View One of the ELP standards. In particular, he focuses on ELP Standard 1. ELP
Standard 1 says An ELL can construct meaning from...informational text through level-appropriate listening,
reading, and viewing.
Carlos first looks at ELP Standard 1, levels 2–3 (where his students generally fit). He realizes that the
objectives of his reading-focused lessons can center on identifying the main topic and a few key details for his
Level 2 students. He also sees that his more proficient Level 3 students can be expected to answer questions
about key details and summarize part of the text. Carlos also notes that the lessons he’s planning to help his
students access complex texts correspond to CCR Reading Standards 1, 2, and 7.
In the following scenario, an instructor of an Integrated English Literacy (IEL) Civics class is very
familiar with the CCR Standards. She wants to support her students in reaching these. She uses View
Two of the ELP Standards for AE and the correspondences to the relevant CCR English Language Arts
and Literacy to inform her instruction.

IEL Civics Class
Elena’s intermediate adult IEL Civics class focuses on speaking and listening skills. The class meets 5 days a
week for 1 hour each day. As she is beginning a unit on career exploration, she identifies three key objectives
for the unit. They are as follows:
• Conduct a research project on a career cluster and its related jobs.
• Build knowledge of a specific job of interest to the student.
• Present information about this specific job.
As a culminating assignment, Elena will have each student prepare a short oral presentation with a slideshow
about a job of his or her choosing. Elena knows that the objectives she has in mind correspond well to CCR
Writing Anchor Standard 7 and CCR Speaking & Listening Anchor Standard 4. CCR W7 is: Conduct short as
well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation. CCR SL4 is: Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
By flipping to View Two of the ELP standards, she sees that ELP Standard 5 corresponds to CCR Writing
Anchor Standard 7. She also sees that ELP Standards 3, 4, 5, and 9 provide guidance on the language
demands for CCR Speaking & Listening Anchor Standard 4. In particular, ELP Standards 3 and 5 highlight
language skills focused on oral presentations and conducting research projects. ELP Standard 3 is: An ELL can
speak and write about level-appropriate complex literary and informational texts and topics. ELP Standard 5 is:
An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.
She focuses her attention on ELP levels 2–4 (where her wide range of intermediate students fall) of ELP
Standards 3 and 5. Using the level descriptors as a guide, she can easily craft activities with varying levels of
challenge for her students. For example, ELP 5 suggests that her lower level students can gather information
from provided print and digital sources, record simple notes, and summarize key information. Her higher level
students can find their own resources, synthesize information from these sources, and integrate the information
into an organized oral or written report.
Elena knows that by basing her lesson ideas on these varying tasks, her students are well on their way to
reaching this rigorous CCR Standard. By engaging in the tasks Elena has designed, her adult ELLs are
touching on several other CCR Standards for Adult Education. They are also learning about a specific career
pathway and gaining confidence in formal communication in English.
Figure 5. View Two of the English Language Proficiency Standards for Adult Education With Key Features Identified
How to Read View Two
View Two is useful when instruction is framed around the CCR Standards for AE in a class with adult
ELLs who are in need of language skills development. View Two presents the CCR Standards for
English Language Arts and Literacy first, indicating that those standards will be consulted first as the
basis for instruction. This view displays each CCR Anchor Standard for AE first, along with its Level E
descriptor. The Level E descriptor indicates the ultimate learning performance target, which reflects the
developmental progression from Level A to Level E. Level E was chosen by the panelists because it
provides a clear indication of performance targets. For cases in which there is no Level E descriptor,
View Two displays the highest level descriptor available.
Any ELP Standard for AE that corresponds to the CCR Standard for AE is listed below the CCR
Standards. In some instances, more than one corresponding ELP Standard exists. In other instances,
there may be no corresponding ELP Standard. View Two presents the ELP Anchor Standard for AE in
the far left column, with the Level 1–5 descriptors to its right. This view can be helpful for content
instructors when they work on a specific CCR Standard for AE. The view presents the language
knowledge and skills that ELLs will need to successfully engage with the CCR Standard for AE. Using
the ELP Standards as a guide, you can embed language instruction and support in your lessons that will
assist ELLs in accessing rigorous content. Figure 5 presents an example of View Two with the key
features identified.
When possible, content instructors should collaborate with their English language acquisition instructor
colleagues to develop a shared understanding of the ELP Standards for AE and descriptors. Such
collaboration can provide opportunities for sharing materials and resources, such as supporting materials
in the home language. It can also provide opportunities for the instructor to provide recommendations
for scaffolding and supports to use to better support ELLs in all classrooms.
View Two
View Two of the ELP Standards for AE displays each CCR English Language Arts and Literacy Standard for AE that corresponds to
one or more ELP Standards for AE. The corresponding ELP Standard(s) offer guidance on the language knowledge and skills students
will need to access the CCR Standard for AE.
Reading Standards
CCR Reading Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
CCR Reading 1 Level E
• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.9-
10.1)
• Application: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and
origin of the information. (RH.9-10.1)
• Application: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions. (RST.9-10.1)
construct meaning language proficiency language proficiency language proficiency language proficiency language proficiency
from oral level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
presentations and use a very limited set use an emerging set of use a developing set of use an increasing range use a wide range of
literary and of strategies to: strategies to: strategies to: of strategies to: strategies to:
informational text • identify a few key • identify the main • determine a central • determine a central • determine central
through level- words and phrases topic in oral idea or theme in oral idea or theme in oral ideas or themes in
appropriate listening, in oral presentations and presentations and presentations and oral presentations
reading, and viewing. communications simple spoken and spoken and written spoken and written and spoken and
and simple spoken written texts texts texts written texts
and written texts. • retell a few key • retell key details • analyze the • analyze the
details. • answer questions development of the development of the
about key details themes/ideas themes/ ideas
• explain how the • cite specific details • cite specific details
theme is developed and evidence from and evidence from
by specific details in texts to support the texts to support the
texts analysis analysis
• summarize part of a • summarize a text. • summarize a text.
text.
create clear and language proficiency language proficiency language proficiency language proficiency language proficiency
coherent level- level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
appropriate speech with support, with support, with support, • recount a longer, • recount a complex
and text. • communicate basic • recount a short • recount a sequence more detailed and detailed
information about sequence of events of events, with a sequence of events sequence of events
an event or topic in order beginning, middle, or steps in a process, or steps in a process,
• use a narrow range • introduce an and end with a clear with an effective
of vocabulary and informational topic • introduce and sequential or sequential or
syntactically simple develop an chronological chronological order
• provide one or two structure
sentences. facts about the topic informational topic • introduce and
with facts and details • introduce and effectively develop an
• use common linking develop an informational topic
words to connect • use common
transitional words informational topic with facts, details,
events and ideas. with facts, details, and evidence
and phrases to
connect events, and evidence • use complex and
ideas, and opinions • use a variety of more varied transitions to
• provide a conclusion. complex transitions link the major
to link the major sections of speech
sections of speech and text and to clarify
and text and to clarify relationships among
relationships among events and ideas
events and ideas • provide a concluding
• provide a concluding section or statement.
section or statement.
Reading Standards
CCR Reading Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
• Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text. (RI/RL.9-10.2)
• Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms. (RST.11-12.2)
about key details themes/ideas themes/ideas
text.
create clear and English language language proficiency language proficiency language proficiency language proficiency
coherent level- proficiency level 1, level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
appropriate speech an ELL can… with support, with support, • recount a longer, • recount a complex
and text. with support, • recount a short • recount a sequence more detailed and detailed
• communicate basic sequence of events of events, with a sequence of events sequence of events
information about in order beginning, middle, or steps in a process, or steps in a process,
an event or topic and end with a clear with an effective
• introduce an sequential or sequential or
• use a narrow range informational topic • introduce and
chronological chronological order
of vocabulary and • provide one or two develop an
structure • introduce and
syntactically simple facts about the topic informational topic
sentences. with facts and details • introduce and effectively develop an
informational topic with facts, details,
events and ideas. transitional words
with facts, details, and evidence
and phrases to
and evidence • use complex and
connect events,
complex transitions to link the major
• provide a conclusion.
link the major sections of speech
Reading Standards
CCR Reading Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the
course of the text. (RI.11-12.3)
• Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. (RH.9-
10.3)
• Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending
to special cases or exceptions defined in the text. (RST.9-10.3)
text.
and phrases to
Reading Standards
CCR Reading Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
(RI/RL.9-10.4)
• Application: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context. (RST.9-10.4)
determine the language proficiency language proficiency language proficiency language proficiency language proficiency
meaning of words level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
and phrases in oral relying heavily on using context, using context, using context, using context,
presentations and context, questioning, questioning, and questioning, and a questioning, and an questioning, and
literary and and knowledge of knowledge of developing knowledge increasing knowledge of consistent knowledge of
informational text. morphology in their morphology in their of English and their English morphology, English morphology,
meaning of a few meaning of frequently • determine the academic and academic and
frequently occurring words, meaning of general content-specific content-specific
occurring words, phrases, and academic and words and phrases, words and phrases,
simple phrases, expressions content-specific figurative and figurative and
and formulaic in spoken and written words and phrases connotative connotative
in spoken and written topics, experiences, or occurring growing number of idiomatic expressions
texts about familiar events. expressions idiomatic expressions in spoken and written
topics, experiences, in spoken and written in spoken and written texts about a variety of
or events. texts about familiar texts about a variety of topics, experiences, or
topics, experiences, or topics, experiences, or events.
events. events.
and phrases to
Reading Standards
CCR Reading Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as
in words.
• Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (RH.9-10.7)
• Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an equation) into words. (RST.9-10.7)
• Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words
in order to address a question or solve a problem. (RI.11-12.7)

presentations and use a very limited set of use an emerging set of use a developing set of use an increasing use a wide range of
literary and strategies to: strategies to: strategies to: range of strategies to: strategies to:
through level- words and phrases in topic in oral idea or theme in oral idea or theme in oral ideas or themes in
appropriate listening, oral communications presentations and presentations and presentations and oral presentations
reading, and viewing. and simple and simple spoken and spoken and written spoken and written and spoken and
written texts. written texts texts texts written texts
• retell a few key • retell key details • analyze the • analyze the
text.
Reading Standards
CCR Reading Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning. (RI.9-10.8)
the analysis.
Writing Standards
CCR Writing Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCR Writing 1 Level E
• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
e. Provide a concluding statement or section that follows from and supports the argument presented. (W/WHST.9-10.1)
appropriate oral and level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
reasoning and topic, experience or experiences, or • introduce the topic topics about a variety of
evidence to support
the claim and to
refute the counter-
claim
that summarizes the
argument presented.
the analysis.
Writing Standards
CCR Writing Anchor 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content. [This includes the narration of historical events, scientific procedures/experiments, or
technical processes.]
• Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
a. Introduce a topic and organize complex ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic). (W/WHST.9-10.2)
informational texts and • communicate • deliver short oral • deliver short oral presentations presentations
topics. information and presentations presentations • compose written • compose written
experiences. a few details details, concepts, concepts, examples,
about familiar texts,
examples, and and information
topics, experiences, or about familiar texts, information • integrate graphics or
events. topics, or events.
useful
about a variety of texts,
topics, or events.
Writing Standards
CCR Writing Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and
well-structured event sequences.
CCR Writing 3 Level B
• Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of closure. (W.2.3)
CCR Writing 3 Levels C–E
Note: Students’ narrative skills continue to grow in these levels as students work to incorporate narrative elements effectively into their arguments
and informative/explanatory texts.
topics, or events.
Writing Standards
CCR Writing Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (W.11-12.5)
adapt language language proficiency language proficiency language proficiency language proficiency language proficiency
choices to purpose, level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
task, and audience • show emerging • show increasing • adapt language • adapt language • adapt language
when speaking and awareness of awareness of choices and style choices and style choices and style
writing. differences differences between according to purpose, according to purpose, according to purpose,
between informal informal and formal task, and audience task, and audience in task, and audience
and formal language use with developing ease various social and with ease in various
language use • adapt language in various social and academic contexts social and academic
• recognize the choices to task and academic contexts • use a wider range of contexts
meaning of some audience with • use an increasing complex general • use a wide variety of
words learned emerging control in number of general academic and complex general
through various social and academic and content-specific academic and
conversations, academic contexts content-specific words and phrases content-specific
reading, and being • begin to use some words and • adopt and maintain a words and phrases
read to. frequently occurring expressions in formal and informal • employ both formal
general academic spoken and written style and tone in and more informal
and content-specific texts spoken and written styles and tones
words. • show developing texts, as appropriate. effectively in spoken
control of style and and written texts, as
tone in spoken and appropriate.
written texts.
Writing Standards
CCR Writing Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and dynamically. (W.9-10.6)
ELP Level 1 Level 2 Level 3 Level 4 Level 5
Standard 2
participate in English language language proficiency language proficiency language proficiency language proficiency
level- proficiency level 1, level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
appropriate an ELL can… • participate in short • participate in • participate in • participate in
oral and written • actively listen to conversations and conversations, conversations, conversations,
exchanges of others written exchanges discussions, and discussions, and extended
information, • participate in short about familiar topics written exchanges written exchanges discussions, and
ideas, and conversations and and texts about familiar topics, about a range of written exchanges
analyses, in written exchanges • present information texts, and issues topics, texts, and about a range of
various social about familiar and ideas • build on the ideas of issues substantive topics,
and academic topics and in others • build on the ideas of texts, and issues
• appropriately take
contexts, familiar contexts others • build on the ideas of
turns in interactions • express his or her
responding to others
• present simple with others own ideas • express his or her
peer,
information • respond to simple • ask and answer own ideas • express his or her
audience, or
• respond to simple questions and wh- relevant questions • clearly support points own ideas clearly and
reader
yes/no questions questions. with specific and persuasively
comments and • add relevant
questions. and some wh- information and relevant evidence • refer to specific and
questions. evidence • ask and answer relevant evidence
questions to clarify from texts or
• restate some of the
ideas and research to support
key ideas expressed
conclusions his or her ideas
• follow rules for
• summarize the key • ask and answer
discussion
points expressed. questions that probe
• ask questions to gain reasoning and claims
information or clarify
• summarize the key
understanding.
points and evidence
discussed.
Writing Standards
CCR Writing Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.
• Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (W/WHST.11-12.7)
conduct research and language proficiency language proficiency language proficiency language proficiency language proficiency
evaluate and level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
communicate findings with support, with support, with support, • carry out both short and • carry out both short and
to answer questions • carry out short, • carry out short • carry out short more sustained more sustained
or solve problems. shared research individual or shared research projects research projects to research projects to
projects research projects to answer a answer a question answer a question or
• gather information • gather information question • gather information from solve a problem
from a few from provided print • gather information multiple print and digital • gather information from
provided print and and digital sources from multiple sources multiple print and digital
digital sources • record information provided print and • evaluate the reliability sources
• label collected in simple notes digital sources of each source • evaluate the reliability
information, • summarize data • paraphrase key • use search terms of each source
experiences, or and information. information in a effectively • use advanced search
events short written or oral • synthesize information terms effectively
• recall information report from multiple print and • synthesize information
from experience or • include illustrations, digital sources from multiple print and
from a provided diagrams, or other • integrate information digital sources
source. graphics as into an organized oral • analyze and integrate
appropriate or written report information into clearly
• provide a list of • include illustrations, organized spoken and
sources. diagrams, or other written texts
graphics as appropriate • include illustrations,
• cite sources diagrams, or other
appropriately. graphics as appropriate
• cite sources
appropriately.
Writing Standards
CCR Writing Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation. (W/WHST.9-10.8)
• cite sources
appropriately.
Writing Standards
CCR Writing Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply Reading standards from this level to literature (e.g., “Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone”).
b. Apply Reading standards from this level to literary nonfiction (e.g., “Integrate quantitative or technical analysis with qualitative analysis in
print or digital text”). (W/WHST.11-12.9)
• cite sources
appropriately.
Speaking and Listening Standards
CCR Speaking and Listening Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
CCR Speaking and Listening 1 Level E
• Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building
on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of the evidence and reasoning presented. (SL.9-10.1)
An ELL can… By the end of By the end of By the end of English By the end of English By the end of English
participate in English language English language language proficiency language proficiency level 4, language proficiency level 5,
level-appropriate proficiency level 1, proficiency level 2, level 3, an ELL can… an ELL can… an ELL can…
oral and written an ELL can… an ELL can… • participate in • participate in conversations, • participate in conversations,
exchanges of • actively listen to • participate in conversations, discussions, and written extended discussions, and
information, others short discussions, and written exchanges about a range of written exchanges about a
ideas, and • participate in conversations exchanges about familiar topics, texts, and issues range of substantive topics,
analyses, in short and written topics, texts, and issues • build on the ideas of others texts, and issues
various social conversations exchanges about • build on the ideas of • build on the ideas of others
• express his or her own
and academic and written familiar topics others ideas • express his or her own ideas
contexts, exchanges about and texts
• express his or her own • clearly support points with clearly and persuasively
responding to familiar topics • present ideas specific and relevant • refer to specific and relevant
peer, audience, and in familiar information and
or reader • ask and answer relevant evidence evidence from texts or
contexts ideas
comments and questions • ask and answer questions research to support his or
• present simple • appropriately her ideas
questions. • add relevant information to clarify ideas and
information take turns in
and evidence conclusions • ask and answer questions
• respond to simple interactions with
• restate some of the key • summarize the key points that probe reasoning and
yes/no questions others
ideas expressed expressed. claims
and some wh- • respond to simple
• follow rules for discussion • summarize the key points
questions. questions and
and evidence discussed.
wh- questions. • ask questions to gain
information or clarify
understanding.
CCR Speaking and Listening Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
• Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL.11-
12.2)
text.
CCR Speaking and Listening Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used. (SL.11-12.3)
the analysis.
CCR Speaking and Listening Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
• Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task. (SL.9-10.4)
level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
level-appropriate
topics, and about familiar texts, examples, and and information
experiences. topics, and information • integrate graphics or
experiences. • integrate graphics or multimedia when
topics, or events.
level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
appropriate oral and
reasoning and topic, experience or experiences, or • introduce the topic topics. about a variety of
evidence to support
the claim and to
refute the counter-
claim
that summarizes the
argument presented.
communicate findings with support, with support, with support, • carry out both short • carry out both short
to answer questions • carry out short, • carry out short • carry out short and more sustained and more sustained
or solve problems. shared research individual or shared research projects to research projects to research projects to
projects research projects answer a question answer a question answer a question or
• gather information • gather information • gather information • gather information solve a problem
from a few from provided print from multiple from multiple print • gather information
provided print and and digital sources provided print and and digital sources from multiple print
digital sources • record information in digital sources • evaluate the reliability and digital sources
• label collected simple notes • paraphrase key of each source • evaluate the reliability
information, • summarize data and information in a short • use search terms of each source
experiences, or information. written or oral report effectively • use advanced search
events • include illustrations, • synthesize terms effectively
• recall information diagrams, or other information from • synthesize
from experience or graphics as multiple print and information from
from a provided appropriate digital sources multiple print and
source. • provide a list of • integrate information digital sources
sources. into an organized oral • analyze and integrate
or written report information into
• include illustrations, clearly organized
diagrams, or other spoken and written
graphics as texts
appropriate • include illustrations,
appropriately. graphics as
appropriate
• cite sources
appropriately.
and phrases to
CCR Speaking and Listening Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding
of findings, reasoning, and evidence and to add interest. (SL.11-12.5)
topics, or events.
communicate findings with support, with support, with support, • carry out both short • carry out both short
to answer questions • carry out short, • carry out short • carry out short and more sustained and more sustained
or solve problems. shared research individual or shared research projects to research projects to research projects to
projects research projects answer a question answer a question answer a question or
• gather information • gather information • gather information • gather information solve a problem
from a few from provided print from multiple from multiple print • gather information
provided print and and digital sources provided print and and digital sources from multiple print
digital sources • record information in digital sources • evaluate the reliability and digital sources
• label collected simple notes • paraphrase key of each source • evaluate the reliability
information, • summarize data and information in a short • use search terms of each source
experiences, or information. written or oral report effectively • use advanced search
events • include illustrations, • synthesize terms effectively
• recall information diagrams, or other information from • synthesize
from experience or graphics as multiple print and information from
from a provided appropriate digital sources multiple print and
source. • provide a list of • integrate information digital sources
sources. into an organized oral • analyze and integrate
or written report information into
• include illustrations, clearly organized
diagrams, or other spoken and written
graphics as texts
appropriate • include illustrations,
appropriately. graphics as
appropriate
• cite sources
appropriately.
CCR Speaking and Listening Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate.
• Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (SL.11-12.6)
written texts.
information about an sequence of events of events, with a sequence of events sequence of events
event or topic in order beginning, middle, or steps in a or steps in a
• use a narrow range • introduce an and end process, with a clear process, with an
of vocabulary and informational topic • introduce and sequential or effective sequential
syntactically simple develop an chronological or chronological
• provide one or two structure order
sentences. facts about the topic informational topic
with facts and details • introduce and • introduce and
• use common linking develop an effectively develop
transitional words informational topic an informational
events and ideas. with facts, details, topic with facts,
and phrases to
connect events, and evidence details, and
ideas, and opinions • use a variety of more evidence
• provide a complex transitions • use complex and
conclusion. to link the major varied transitions to
sections of speech link the major
and text and to sections of speech
clarify relationships and text and to
among events and clarify relationships
ideas among events and
• provide a concluding ideas
section or statement. • provide a concluding
Language Standards
CCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCR Language 1 Level E
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent;
noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (L.9-10.1)

simple, compound,
and a few complex
sentences.
respond to simple
questions.
Language Standards
CCR Language Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening.
CCR Language 3 Level D
• Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
c. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (L.6.3 and 7.3
merge)

simple, compound,
and a few complex
sentences.
respond to simple
questions.
Language Standards
CCR Language Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception,
conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary). (L.11-12.4)
determine the meaning language proficiency language proficiency language proficiency language proficiency language proficiency
of words and phrases level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
in oral presentations relying heavily on using context, using context, using context, using context,
and literary and context, questioning, questioning, and questioning, and a questioning, and an questioning, and
informational text. and knowledge of knowledge of developing knowledge increasing knowledge consistent knowledge
morphology in their morphology in their of English and their of English morphology, of English morphology,
meaning of a few meaning of • determine the academic and academic and
frequently occurring frequently occurring meaning of general content-specific content-specific
words, simple words, phrases, and academic and words and phrases, words and phrases,
phrases, and expressions content-specific figurative and figurative and
formulaic in spoken and written words and phrases connotative connotative
in spoken and written topics, experiences, or occurring growing number of idiomatic
texts about familiar events. expressions idiomatic expressions
topics, experiences, or in spoken and written expressions in spoken and written
events. texts about familiar in spoken and written texts about a variety of
topics, experiences, or texts about a variety of topics, experiences, or
events. topics, experiences, or events.
events.
Language Standards:
CCR Language Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCR Language 5 Level C
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L.5.5)

determine the meaning language proficiency language proficiency language proficiency language proficiency language proficiency
of words and phrases level 1, an ELL can… level 2, an ELL can… level 3, an ELL can… level 4, an ELL can… level 5, an ELL can…
in oral presentations relying heavily on using context, using context, using context, using context,
and literary and context, questioning, questioning, and questioning, and a questioning, and an questioning, and
informational text. and knowledge of knowledge of developing knowledge increasing knowledge consistent knowledge
morphology in their morphology in their of English and their of English morphology, of English morphology,
meaning of a few meaning of • determine the academic and academic and
frequently occurring frequently occurring meaning of general content-specific content-specific
words, simple words, phrases, and academic and words and phrases, words and phrases,
phrases, and expressions content-specific figurative and figurative and
formulaic in spoken and written words and phrases connotative connotative
in spoken and written topics, experiences, or occurring growing number of idiomatic
texts about familiar events. expressions idiomatic expressions
topics, experiences, or in spoken and written expressions in spoken and written
events. texts about familiar in spoken and written texts about a variety of
topics, experiences, or texts about a variety of topics, experiences, or
events. topics, experiences, or events.
events.
Language Standards
CCR Language Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering a word or phrase important to comprehension or expression.
• Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
(L.11-12.6)
written texts.
V. Understanding and Using the Standards With
the Correspondences
In this report, the ELP Standards for AE presented with their corresponding content standards in English
language arts and literacy and the standards for mathematical and science practices. The
correspondences provide insights into how the ELPS Standards for AE are situated or fit within the
larger framework of CCR content standards and practices. This section of the report provides additional
views and understandings of the:
• ELP Standards for AE and the CCR Standards for English Language Arts and Literacy,
• ELP Standards for AE and the CCR Standards for AE Mathematical Practice, and
• ELP Standards for AE and the NGSS’ Science and Engineering Practices.
In general, Correspondences are comparisons between “nonequivalent artifacts” that help educators to
understand the relationship between sets of standards; these comparisons do not result in full alignment
(CCSSO, 2012, p. 92). For example, the comparison between the ELP Standards for AE and the CCR
Standards for Mathematical Practice results in correspondences rather than alignment. This is because
not all of the knowledge and skills identified in the ELP Standards for AE are found in the Mathematical
Practices. And, while the ELP Standards for AE and the CCR English Language Arts and Literacy
Standards are more similar, these two sets of standards do not focus on the exact same skills and
knowledge.
Developing an understanding of these correspondences is necessary and important to provide instruction

for English language acquisition—and engagement with CCR content instruction. By becoming familiar
with these you can begin providing more meaningful levels of support to your ELLs. Use the ELP
Standards with their CCR correspondences (and the CCR standards) to support your efforts to design
instruction that integrates your ELLs’ academic language development with the CCR content domains.
In Section V, as in Section IV, you will find the “What It Looks Like in Practice” scenarios. These
provide practical examples of how the ELP Standards for AE and their correspondences might be used
to inform instruction.
Correspondence With the CCR Standards for English Language Arts and Literacy. These
correspondences display the relationships between the content and language demands associated with
the CCR Standards for English Language Arts and Literacy for AE and the ELP Standards for AE. This
set of correspondences is especially useful to you because the two sets of standards share a similar
framework based on skills in reading, writing, listening, speaking, and language.
Correspondences With the CCR Standards for Mathematical Practice. These correspondences
display the relationship between the content and language demands associated with the CCR Standards
for Mathematical Practice for AE and the ELP Standards for AE. The CCR Standards for Mathematical
Practice describe the habits of mind that mathematics educators should foster in their students (Pimentel,
2013).
Correspondences With the NGSS Science and Engineering Practices. These correspondences
display the relationship between the content and language demands associated with NGSS Science and
Engineering Practices and the ELP Standards for AE. 11 The NGSS Science and Engineering Practices
describe behaviors that scientists and engineers engage in and support students’ understanding of the
links between science and engineering and how scientific knowledge develops.
Both English language acquisition instructors and content instructors can use the ELP Standards for AE
and their correspondences to ensure that academic language is taught in tandem with and in support of
content. Content instructors can use the correspondence tables that follow to develop an understanding
of the correspondences between the practices associated with math and science and the ELP Standards
for AE. Use these correspondence mappings to more effectively integrate academic language instruction
and practice with specific language skills into teaching. As with the other sets of correspondences
provided in this report, the math and science correspondences can be used to foster collaboration among
English language instructors and ABE instructors. Use these correspondences to better understand how
language development and content instruction support each other across classrooms. Instructors can also
use the correspondences to collaborate on curriculum development and select instructional resources.
11
The NGSS Science and Engineering Practices are one of three dimensions that combine to form every Next Generation
Science Standard. The other two dimensions are Crosscutting Concepts and Disciplinary Core Ideas.
In the following scenario, an instructor of an Integrated Education and Training (IET) class has specific
medical and language objectives in mind for her lesson. She uses Table 3 (below) to understand the
correspondences between the CCR English Language Arts and Literacy Standards and the ELP
Standards for AE. She then uses View Two of the ELP Standards for AE and the corresponding CCR
English Language Arts and Literacy standards to inform her instruction.

IET Class
Amani’s IET class prepares non-native English speakers for careers in health care, specifically as certified
nursing assistants (CNAs). As a registered nurse herself, the focus with her advanced group of adult ELLs this
week is on taking vital signs. She tries to integrate language support into this course in addition to the practical
skills they need. Amani wants to make sure that her students are prepared for the interactions and people skills
required in caring for ill or elderly people.
Amani already has specific medical objectives in mind for today’s lesson. Students will practice taking each
other’s pulse and blood pressure readings and record this information in a table. She would also like to
integrate conversation practice into this lesson. She wants her students to be able to make requests of their
patients, explain what they are doing, and build rapport.
Amani turns first to Table 3, which provides correspondences between the CCR English Language Arts and
Literacy Standards and the ELP Standards for AE. She knows that she wants to focus on CCR Speaking and
Listening Anchor Standard 1, which is: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively. She finds that this CCR standard corresponds to ELP Standard 2.
Amani next turns to View Two so as to better understand the language demands required to meet the rigorous
CCR standard. As her students are very high-level speakers of English, she focuses on levels 4–5 of ELP
Standard 2. ELP 2 is: An ELL can participate in level-appropriate oral and written exchanges of information,
ideas, and analyses, in various social and academic contexts, responding to peer, audience, or reader
comments and questions. She focuses in particular on these elements: participate in conversations about a
range of topics, build on the ideas of others, and express ideas clearly.
Seeing these language standards helps her decide to add an activity to her pulse and blood pressure lesson.
She plans an activity for students to brainstorm ice-breaker questions they might ask nursing home residents
and also discusses topics to avoid. Amani also plans to have students practice the specific language needed to
describe what they are doing to the patients in the process of taking their blood pressure. For example, Please
roll up your sleeve. Students will focus on the quantity of speech they produce and their articulation when
speaking.
As you begin to use the ELP Standards for AE, you may identify additional correspondences not
captured in this report. Thus, the three tables presented below are intended to be a starting point for you
in analyzing the standards and correspondences together. These mappings are intended to orient you to
the linguistic commonalities between the ELP Standards for AE and CCR content standards. Use them
in tandem with Views I and II of the standards, presented in Section III, to facilitate instruction that is
targeted to ELLs’ specific level(s) of language proficiency.
Table 3 displays correspondences between the ELP Standards for AE and the CCR English Language
Arts and Literacy Standards for AE. These correspondences are made at the anchor standard 12 level. The
only exception to this is in the correspondence between ELP Standard 9 and CCR Reading Standard 1E.
In this case, the corresponding reading standard i depicted as a level-specific standard (that is, 1E). This
is because its correspondence with the ELP standards is greater at the descriptor level than at the anchor
standard level.
There are different ways to use Table 3 in service of adult ELLs’ acquisition of English and access to
English language arts and literacy content. For example, use it as a quick reference for deciding which
ELP Standard(s) for AE to teach. Or, you could use it to determine which CCR English Language Arts
and Literacy Standards correspond to the ELP Standard(s) selected. Use either View One or View Two
of the ELP Standards for AE to further develop lesson objectives and content The Level 1–5 descriptors
for each of the ELP standards highlight specific targets for language development within each ELP
level.
12
The anchor standards define the broad college and career readiness skills that must be met for students to be prepared for
postsecondary education, workforce training programs, and careers.
Table 3. Correspondences of the English Language Proficiency Standards for Adult Education and
College and Career Readiness English Language Arts and Literacy Standards for Adult Education
ELP Standards for AE Corresponding Corresponding Corresponding Corresponding
An ELL can… CCR English CCR English CCR English CCR English
Language Arts Language Arts Language Arts and Language Arts
and Literacy and Literacy Literacy Standards and Literacy
Standards for Standards for for AE— Standards for
AE— AE— Speaking and AE—
Reading Writing Listening Language
1 construct meaning from oral 1, 2, 3, 7 2
presentations and literary and
informational text through level-
appropriate listening, reading, and
viewing.
2 participate in level-appropriate oral 6 1
and written exchanges of information,
ideas, and analyses, in various social
and academic contexts responding to
peer, audience, or reader comments
and questions.
3 speak and write about level- 2, 3 4, 5
appropriate complex literary and
informational texts and topics.
4 construct level-appropriate oral and 1 4
written claims and support them with
reasoning and evidence.
5 conduct research and evaluate and 7, 8, 9 4, 5
communicate findings to answer
questions or solve problems.
6 analyze and critique the arguments 8 1 3
of others orally and in writing.
7 adapt language choices to purpose, 5 6 6
task, and audience when speaking
and writing.
8 determine the meaning of words and 4 4, 5
phrases in oral presentations and
literary and informational text.
9 create clear and coherent level- 1E, 2, 3, 4 4, 6
appropriate speech and text.
10 demonstrate command of the 1, 3
conventions of standard English to
communicate in level-appropriate
speech and writing.
(Pimentel, 2013)
Correspondences With Mathematical Practices
Table 4 displays the correspondences between the CCR Standards for Mathematical Practice and the
ELP Standards for AE. The eight Mathematical Practices are presented in rows along the left-hand side
of the table and the corresponding ELP Standards for AE are presented in columns. As can be seen in
the table, three Mathematical Practices correspond to between three and eight separate ELP Standards
for AE. Table 4 is designed to help you think about how to connect CCR standards-based instruction and
ELP standards-based instruction. For example, if you were planning to teach ELP Standard 4
(language for constructing a claim) then MP3 (Construct viable arguments and critique the reasoning of
others) could provide the context for your instructional planning and activities. You could also turn to
the level-specific CCR content standards for mathematics, as appropriate, to further focus instruction.
Table 4 can also be used as the basis for collaboration between English language acquisition instructors
and mathematics instructors to teach ELP Standards and CCR Standards for Mathematics.
Table 4. Correspondences of the College and Career Readiness Standards for Mathematical Practice and
English Language Proficiency Standards for Adult Education
Mathematical Practice (MP) ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 ELP 6 ELP 7 ELP 8 ELP 9 ELP 10
MP1. Make sense of problems
and persevere in solving them.        
MP2. Reason abstractly and
quantitatively.
MP3. Construct viable
arguments and critique the   
reasoning of others.
MP4. Model with mathematics.
MP5. Use appropriate tools
strategically.
MP6. Attend to precision.
    
MP7. Look for and make use of
structure.
MP8. Look for and express
regularity in repeated reasoning.
Correspondences With Science Practices
Table 5 displays the correspondences between the ELP Standards for AE and the NGSS Science and
Engineering Practices. The eight Science Practices are presented in rows along the left side of the table
and the corresponding ELP Standards for AE are presented in columns. This mapping may be helpful in
order to identify supporting the language skills (and standards) to incorporate into lessons. Instructors
can then turn to View One of the ELP Standards to determine which specific standard(s) to target, based
on your students’ English proficiency levels and needs and the lesson objectives. Table 5 can be used as
a springboard to raise awareness of the intersections of science and language. Understanding the
correspondences between the Science Practices and ELP Standards for AE can also help to contextualize
instruction to draw on students’ interests and engage them.
Table 5. Correspondences of the Next Generation Science Standards’ Science and Engineer Practices
and English Language Proficiency Standards for Adult Education
Science Practice (SP) ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 ELP 6 ELP 7 ELP 8 ELP 9 ELP 10
SP1. Ask questions and define
problems.       
SP2. Develop and use models.
SP3. Plan and carry out
investigations.  
SP4. Analyze and interpret data.
  
SP5. Use mathematics and
computational thinking.
SP6. Construct explanations and
design solutions.      
SP7. Engage in argument from
evidence.   
SP8. Obtain, evaluate, and
communicate information.         
In the following scenario, an instructor of an ABE math class wants to teach his students statistics while
also strengthening their academic language. He uses Table 4 (below) to identify which ELP Standard
for AE support the Mathematical Practices that are the focus of the lesson. He uses View One of the
ELP Standards for AE for guidance on the language tasks his students can work on during that math
lesson.

ABE Math Class
Jay’s ABE math class is organized in blocks, and he is working to plan the math block for the next few days. It
is a mixed class of mostly non-native English speakers, but there are some native speakers as well. They are
ready to begin Statistics & Probability: Interpreting Categorical & Quantitative Data (CCRS Level C). Jay knows
it is critical to keep the Mathematical Practices (MPs) central to his math teaching. He wants to focus on MP1
and MP3 in this upcoming unit. MP1 is: Make sense of problems and persevere in solving them. MP3 is:
Construct viable arguments and critique the reasoning of others.
By looking at the Mathematical Practices Correspondences Table (Table 4), he sees that ELP Standard 9
supports both MP1 and MP3. He uses View One to find out more about ELP Standard 9 (An ELL can create
clear and coherent level-appropriate speech and text). As his students are high-intermediate speakers of
English, he focuses on Levels 4–5. These levels provide guidance on the language tasks his students can work
on during this introductory statistics and probability unit. These include recounting a detailed sequence of
events, effectively developing an informational topic, using complex and varied transitions, and providing a
concluding statement.
As Jay begins this math unit, he and the students talk about a real-life example (the age of cars and how that
relates to mileage). During the unit, they work to come up with appropriate statistical questions, such as, ‘How
does the age of a vehicle relate to mileage?” The students then work to identify and collect data from their
classmates and create generalizations based on that data. For example, the cars that are more than 10 years
old generally have at least X number of miles. Students are introduced to plotting data in various ways to
represent it visually and to find the spread, center, and shape.
In addition to gathering and displaying the data about vehicles, Jay asks his students to explain their thinking in
English. Together as a class they generate a list of useful transition words and phrases and Jay posts them in
the classroom. As students articulate their thinking about math tasks, other students are encouraged to politely
critique their reasoning. They generate a list of phrases that can assist, such as, “I wonder if you
considered…?” and “Is it possible that you’ve made an error?”
At the end of the unit students are asked to prepare a short group presentation to respond to a statistical
question. This presentation must include a restatement of the question they chose, an explanation of what data
was gathered and how, a visual representation of the data, and a strong concluding statement. The rest of the
class listens attentively, asks clarifying questions, and respectfully pushes the presenters to defend their work.
Through this math unit, not only are students learning about statistics at CCRS Level C, but they are
strengthening their academic language.
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Appendix A: Glossary
This section of the report defines key terms used in the ELP Standards for AE.
Academic language: Language needed to effectively access and engage with standards-based
content and curriculum as well as workplace practices.
Communication: Exchanging information or expressing ideas, thoughts, or feelings to someone

else.
Connotative language: A secondary meaning of a word or expression that is connected to the

cultural or emotional association with the word; for example, “frugal” and “cheap” have similar
meanings but different connotations.
Content instructor: An instructor with responsibility for teaching the knowledge and skills
defined in a particular subject area. In an adult education setting, common subject areas include
English language arts and literacy, history and civics, mathematics, health, and recycling and
environmental awareness.
Conversation: An informal, spoken exchange of ideas with a person or group of people.
Discussion: A spoken exchange of ideas about a topic with a person or group of people; more
formal than a conversation.
Figurative language: A secondary meaning of a word or expression that is different from the
basic meaning; similes, metaphors, and allusions are examples of figurative language.
Morphology: The study and description of how words are formed, including the analysis of
linguistic units such as root words, affixes, intonations, and parts of speech.
Presentation: A formal activity in which a student describes or explains something to others.
Social language: Informal language used outside of either the classroom or the workplace.
Spoken text: An oral expression or message; conversations, discussions, presentations,

interviews, storytelling, speeches, and lectures are examples of spoken text.
Written exchange: Sharing information or expressing ideas, thoughts, and feelings to someone
else in writing.
American Institutes for Research English Language Proficiency Standards for Adult Education—A–1
Written text: A written expression or message; a sign, a letter, an article, a story, an
instructional manual, and a textbook are examples of written text.
American Institutes for Research English Language Proficiency Standards for Adult Education—A–2
Appendix B: Panelists’ Biographical Summaries
H. Gary Cook, PhD, directs research for the WIDA Consortium and is a research scientist at the
Wisconsin Center for Education Research. Dr. Cook earned his PhD in Measurement and Quantitative
Methods from Michigan State University. He earned a master’s degree in Teaching English as a Second
Language and a bachelor’s degree in Linguistics from the University of Hawai’i at Manoa. He has
served in educational leadership or research positions in private industry, in an urban public school
district, in a state department of education, and at the university level. He is an experienced federal peer
reviewer for No Child Left Behind and serves on several state and national technical advisory
committees. His recent research and publication interests have focused on the relationship between
English language proficiency and content assessments, standards alignment, policy issues associated
with Title III accountability, and applying growth modeling techniques to address key educational
questions for English language learners. He has conducted research on English language development
(ELD) standards and has developed widely used methodologies that examine the relationship
between ELD standards and assessment and between ELD standards and academic content standards.
Dr. Cook was involved in designing and facilitating a correspondence study between state WIDA’s ELD
standards and the Common Core State Standards. He was also a member of the team that created the
English Language Proficiency Development Framework.
Jane Roy is an instructor at South Dakota State University in Brookings, South Dakota, where she
teaches courses in applied linguistics and English as a second-language (ESL) teaching methods. Since
September 2013, Ms. Roy has been an English language arts/literacy coach for the Implementing
College and Career Readiness (CCR) Standards in Adult Education project of the Office of Career,
Technical, and Adult Education (OCTAE). She is also the task lead for assembling online resources for
the OCTAE CCR project. Ms. Roy has 18 years of experience in education, which encompasses
working with low-income adults, non-native English speakers, and first-generation college students. Her
experience includes teaching, program management, curriculum development, and teacher training and
support in ESL, both in the United States and overseas. As an educational consultant, Ms. Roy has
worked with both the National Institute for Literacy and the Center for Applied Linguistics in
Washington, DC. In addition, she has developed English proficiency assessment tests and facilitated
professional development workshops for state and national initiatives. Ms. Roy served as a content
expert in the U.S. Department of Education’s Promoting College and Career-Ready Standards in Adult
Basic Education initiative. Ms. Roy holds an MAT in ESL from Georgetown University.
Patsy Vinogradov, PhD, directs the ABE Teaching & Learning Advancement System (ATLAS), which
provides professional development for Minnesota’s ABE workforce (www.atlasABE.org). For the last 2
years, Dr. Vinogradov has led Minnesota’s efforts to implement the CCR Standards for AE. She co-
leads the state’s CCR Standards for AE implementation team. Minnesota is one of 12 states participating
in the Standards-in-Action initiative. Dr. Vinogradov is an ESL teacher by training, and she identifies
American Institutes for Research English Language Proficiency Standards for Adult Education—B–1
first as a language teacher. Dr. Vinogradov is intimately familiar with the ABE system and the CCR
Standards for AE. She holds state teaching licenses in both K–12 ESL and ABE.
American Institutes for Research English Language Proficiency Standards for Adult Education—B–2
Appendix C: Examples of Supports and Scaffolds
Scaffolding is the temporary guidance or assistance a teacher provides to a student that enables the student to
perform a task he or she would not be able to perform alone (National Governors Association for Best
Practices, CCSSO, 2010). The goal of scaffolding is for the student to eventually perform the task
independently and thus not require the scaffold. For adult ELLs, the amount and type of scaffolding provided
depends on each student’s level of English language proficiency as well as other background variables such
as the level of literacy in the native language. You must know your ELLs’ strengths and needs on a case-by-
case basis to provide proper scaffolding that will facilitate their access to level-appropriate content as
specified by state-adopted academic-content standards. In addition, you must use your professional judgment
to gradually remove scaffolds so your adult ELLs can perform tasks independently.
The ELP Standards for AE deliberately avoid making specific recommendations for scaffolds so as not to
appear prescriptive. Instead, Table C–1 provides recommendations for supports and scaffolds that can help
ELLs of varying language proficiency levels engage in instructional tasks. Recommended supports and
scaffolds are provided for adult ELLs at ELP Levels 1–2, Levels 3–4, and Level 5 based on the ELP
Standards for AE’s five level descriptors. Some supports and scaffolds, such as wait time and building
background, may be appropriate for more than one ELP level.
The supports and scaffolds are divided into three categories: Teacher Language and Teacher–Student
Exchanges, Materials and Activities, and Student Groupings. The Teacher Language and Teacher-Student
Exchanges category includes ways teachers can provide support and scaffolds to adult ELLs during
instruction and when interacting with students. It includes such supports and scaffolds as giving wait time
and using native language, as appropriate. The Materials and Activities category suggests ways that
instructors can provide assistance to ELLs through the materials they use in the classroom and the ways they
engage in activities. Examples include sentence starters and sentence frames as well as bilingual glossaries.
The final category, Student Groupings, suggests ways teachers can structure student pairs and small groups
so as to provide adult ELLs with maximum access to level-specific tasks and activities. Examples of student
groupings include partner work with additional scaffolds and small group work with additional scaffolds.
To use Table C–1, you should first select supports and scaffolds based on the individual strengths and
needs of your students as determined by your students’ proficiency levels. You should also take the
instructional task into consideration when determining which supports or scaffolds to use in your
instruction. Finally, you should ensure that you provide supports and scaffolds in each of the three
categories represented in the table. You should be aware that while a wide menu of supports and
scaffolds is displayed, it is not beneficial to provide all of the supports and scaffolds listed
simultaneously. You should be judicious in your use of supports and scaffolds, choosing those
appropriate for your students’ proficiency levels and the instructional task at hand.
American Institutes for Research English Language Proficiency Standards for Adult Education—C–1
Table C–1. Supports and Scaffolding Recommendations by Level 13
ELP Levels 1–2 ELP Levels 3–4 ELP Level 5
• Give wait time • Give wait time • Model complex
• Use contextualized language about • Use contextualized language grammatical
concrete topics about concrete and abstract language about
• Repeat, paraphrase, model, and topics both concrete
gesture • Repeat, paraphrase, and model and abstract
Teacher topics
• Use think alouds to model processes • Use think alouds to model
Language and
and language process and language
Teacher–
Student • Give one-step directions • Concentrate on meaning rather
Exchanges • Use native language as appropriate than correctness
• Have students demonstrate
understanding by pointing or
gesturing
• Concentrate on meaning rather than
correctness
• Build background • Build background • Build background
• Use visuals • Use visuals • Use visuals
• Use total physical response (TPR) • Use TPR • Use graphic
• Use graphic organizers • Use graphic organizers organizers
• Use illustrations and photos to show • Use acting or role plays to • Purposefully
student understanding demonstrate student teach vocabulary
• Use native language texts or ELP understanding • Provide bilingual
level-appropriate texts as a • Use native language texts or glossaries
supplement to complex texts ELP level-appropriate texts as a • Provide audio
• Purposefully teach vocabulary supplement to complex texts books (in
Materials and English) to
• Provide bilingual glossaries • Purposefully teach vocabulary
Activities support content
• Provide word/phrase cards with • Provide bilingual glossaries
• Provide word/phrase cards with learning
photo or illustration for definition
photo or illustration for definition • Analyze complex
• Provide audio books (in English and
grammatical
native language) to support content • Provide audio books (in English
language about
learning and native language) to support
both concrete
• Provide sentence starters and content learning
and abstract
frames • Provide word/phrase banks topics
• Draw and label or write words/short • Provide sentence starters and
sentences frames
• Complete vocabulary log with images
• Partner work (with additional • Partner work (with additional • Partner work
Student scaffolds) scaffolds) • Small groups
Groupings • Small groups (with teacher support • Small groups (with additional
and additional scaffolds) scaffolds)
13
Adapted from WIDA Consortium. (n.d.). WIDA support examples across levels. Retrieved from
https://lincwellell.wikispaces.com/file/view/WiDA+Support++Examples+Across+Levels.pdf
American Institutes for Research English Language Proficiency Standards for Adult Education—C–2

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ENGLISH LANGUAGE

1000 Thomas Jefferson Street NW

U.S. Department of Education

Office of Career, Technical, and Adult Education

Division of Adult Education and Literacy

Larry Condelli John Segota

Table 1. Guiding Principles

2. Adult ELLs represent a diverse population of learners.

3. Adult ELLs’ funds of knowledge are a resource for their learning.

7. Scaffolding is essential to facilitate ELLs’ acquisition of language and academic content.

8. ELLs with disabilities have specific instructional needs.

• The 10 ELP Standards for AE;

The 10 English Language Proficiency Standards for Adult Education

ELP Standards for AE Functions of standards

when engaging in one or more of the following content-specific practices:

when engaging in one or more of the following content-specific practices:

when engaging in one or more of the following content-specific practices:

when engaging in one or more of the following content-specific practices:

MP6. Attend to precision. SP1. Ask questions and define problems.

What It Looks Like in Practice

What It Looks Like in Practice

ELP Standard 1 Level 1 Level 2 Level 3 Level 4 Level 5

ELP Standard 10 Level 1 Level 2 Level 3 Level 4 Level 5

ELP Standard 10 Level 1 Level 2 Level 3 Level 4 Level 5

ELP Standard 8 Level 1 Level 2 Level 3 Level 4 Level 5

Developing an understanding of these correspondences is necessary and important to provide instruction

What It Looks Like in Practice

Correspondences With Mathematical Practices

Correspondences With Science Practices

What It Looks Like in Practice

Communication: Exchanging information or expressing ideas, thoughts, or feelings to someone

Connotative language: A secondary meaning of a word or expression that is connected to the

Conversation: An informal, spoken exchange of ideas with a person or group of people.

Presentation: A formal activity in which a student describes or explains something to others.

Spoken text: An oral expression or message; conversations, discussions, presentations,

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