Using the Office of English Language Acquisition Services (OELAS) website or the department of education website in your state, choose one English language proficiency standard from each of the following sections:

1. Listening and speaking
2. Reading
3. Writing

For each standard, complete the “English Language Proficiency Chart” by including the following:

1. The ELP standard
2. The correlating language arts standards or Common Core Standard
3. The teaching activity

English Language Proficiency Chart Directions: Select one ELP standard from each strand (speaking and listening, reading, writing) from your state department website, record the standard in the chart. Then correlate the ELP standard with the correct Common Core Standard in Language Arts. Finally, list one teaching activity to successfully achieve these standards. English Language Proficiency Standard Common Core Standard Teaching Activity Listening and Speaking: Reading: © 2015. Grand Canyon University. All Rights Reserved. Writing: © 2015. Grand Canyon University. All Rights Reserved.
 

English Language Proficiency

Standard

Common Core Standard

Teaching activity

Listening and speaking:

By the end of the English language proficiency level, learners will be able to construct meaning from literary and informational texts and oral presentation through grade level suitable listening, reading, and viewing (Bunch et al., 2013).

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Determine the main idea communicated by the text in ways it is conveyed using a particular aspect; summarize the text distinctly from their judgments and personal opinions.

1. The learners will have enough time to read actively, select and underline new vocabularies from the text.
2. Asking and answering questions about the new vocabularies in the text or the oral presentation.
3. The teacher will confirm the read-aloud text's understanding to the learners or the orally presented information. This will be done through the question and answer method on the essential details and also asking where to clarify if the information is not clearly understood (Understanding Language Initiative, 2012).  
4. Determining and clarifying the meaning of unknown phrases and words and those with multiple intentions based on the grade-level content. This will involve; Identifying new meanings and are likely to apply in familiar words and helping the students use them properly (Bunch et al., 2013). A g good example is identifying the meaning of the word duck, which is a bird, and identifying the verb to duck.

• Make use of affixes and inflections that occur frequently, which may help to know the meaning of the new vocabularies.

5. Exploring the relationship of the words and gradations in the meaning of the words. This may involve;

• Sorting into categories common objects will help gain a sense of the concepts represented by the categories.
• Demonstrating understanding of the verbs and adjectives that occur frequently by showing their relationships with their antonyms.
• Identifying how words are connected with their use in real life.

Distinguishing shades of meaning that may be recognized in verbs that describe the same universal action. This is done by substituting out their meanings.   
 

Reading:

By the end of the English language proficiency level, the learner should be able to appropriately take part in grade-level written and oral idea, information, and analysis exchange by responding correctly to the comments, peer reader, or audience and answering questions appropriately.

Work collaboratively with the peers to build upon peer's ideas and articulate their own through intensive reading and exploration of the grade level compound texts with indication or evidence  

(American Council on the Teaching of Foreign Languages, 2016).

1. Use of technology like the internet in producing, publishing, and updating shared or individual writing products that are likely to respond to the ongoing feedback, providing new information or arguments.
2. Effectively initiating and encouraging participation in groups of students or led by the teacher having diverse texts and topics and issues that are likely to build each student's ideas and how they can be clearly expressed constructively. This can be achieved y;

• Students engaging in discussions where they get when they are fully prepared by reading and doing research on the material to be studied; plainly, drawing on the preparation they did by coming up with evidence from the research on the issue of discussion for a successful exchange of ideas.
• Students working together with their peers to help promote democratic civil discussions set clear deadlines and goals and make decision making that helps establish the needed roles of an individual.
• Propelling conversations by responding and posing to questions that examine their evidence and reasoning; having a full array of positions on issue or topic of discussion that will ensure their hearing. Have the capability to challenge, verify and clarify conclusions and ideas and promote creative and divergent perspectives.

Students thoughtfully respond to varied perspectives, synthesizing claims, evidence, and comments made from any side of the issue on the discussion. Additionally, they get involved in resolving contradictions where possible and get to know the additional research or information required for a complete task or a deeper investigation.   
 

Writing:

By the end of the English language proficiency level, the learner should be able to write an explanatory or informative text that is capable of conveying and examining concepts, composite ideas, and information accurately and clearly through an effective content selection, organization, and examination or analysis (Bunch et al., 2013).

Provide analyses of a varied, complex text of the grade level with evidence.

Produce coherent and clear writing with a developed, organized, and appropriate style to the audience, purpose, and task (Understanding Language Initiative, 2012). 

1. Introduction of the topic; this will start by organizing the concepts, complex ideas, and the required information such that any new element that approached will build on the one that follows it to produce a combined whole (Understanding Language Initiative, 2012).  This may include; graphics, which may involve the use of appropriate tables and figures, formatting methods where a learner may include headings and sub-headings, and other important aids that may help in comprehension skills like multimedia. 

2. Topic development;

Students will thoroughly develop a topic by selecting relevant and most significant facts. They should provide enough information like concrete details, extended definitions, and quotations, among other information likely to provide the audience with enough knowledge of the topic (Understanding Language Initiative, 2012). 

c. Using varied and appropriate syntax and transitions in linking the most important text segments, clarifying the relationships among concepts and complex ideas, and creating paragraph cohesion in the text.

d. Making use of a language that is precise, vocabularies that are domain-specific, and various writing techniques like analogy, similes, and metaphor in managing the topic complexity.

e. The students will be maintaining and establishing an objective tone and a formal style and attend to the convections and norms of the discipline in which they are writing.

f. The students will provide a statement for the conclusion of their texts or write a conclusion section that will support the provided information or the presented explanation; a good example is providing the significance of the implications of their topic.