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It includes detailed copyright and reproduction permissions for Texas public districts, charter schools, and residents, plus guidance on required use conditions for any reproduced portions. The document also outlines references and provides a chapter-based organization covering district responsibilities, student expectations, proficiency level descriptors, linguistically accommodated instruction, language objectives, and TELPAS alignment through grade-band listening, speaking, reading, and writing guidance.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-framework-for-english-language-learners-success-resource-supplement-english-language-proficiency-standards-elps-academy/498167/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-framework-for-english-language-learners-success-resource-supplement-english-language-proficiency-standards-elps-academy/498167.png","ImageObject",300,407,{"name":92,"@type":93},"Guten Appetit_Joghurt","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Who is allowed to reproduce and use the materials without obtaining permission from TEA?","Question",{"text":113,"@type":114},"Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies for educational use. 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Congress Ave. , Austin, TX 78701-1494  \n(512) 463-9270 or (512) 463-9713;  \nemail: [copyrights@tea.state.tx.us](copyrights@tea.state.tx.us)  \nReferences  \nAugust, D. and Shanahan, T. (2006) . Developing literacy in second-language learners: report of the national literacy panel on language-minority children and youth. Center for Applied Linguistics,Lawrence Erlbaum Associates:  \nMahwah, NJ.  \nChamot, A.U. & O'Malley, J.M. (1994) . The calla handbook: implementing the cognitive academic language learning approach . White Plains, NY: Addison Wesley Longman.  \nCrandall, J. ed. 1987. ESL through content area instruction: mathematics, science, social studies.  \nEnglewood Cliffs, NJ: Prentice Hall.  \nEchevarria, J. , Short, D & Vogt, M. (2008) . Making content comprehensible. The sheltered instruction observation protocol. Boston, MA: Pearson.  \nHill, J. , & Flynn, K. (2006) . Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development.  \nKrashen, S. (1982) . Principles and practices in second language acquisition. Oxford: Pergamon.  \n19 Tex. Admin. Code § 74.4 English Language Proficiency Standards  \nSeidlitz, J. (2008).Navigating the ELPS using the new standards to improve instruction for English learners.  \nSan Antonio TX. Canter Press.  \nSamway K. , & McKeon, D. (2007) . Myths and realities: best practices for English language learners.  \nPortsmouth NH: Heineman.  \nSnow, M. , Met, M. & Genessee, F. (1989) . A conceptual framework for the integration of language and content in foreign language instruction. TESOL Quarterly 23(2): 201-17.  \nTexas Education Agency Student Assessment Division. (2010) . Educator guide to TELPAS. Austin, TX: TEA.  \n2 Tex. Edu. Code § 28.008 Advancement of College Readiness in Curriculum  \nTable of Contents  \nChapter 74.4 English Language Proficiency Standards................................................................................4  \nSummaries of ELPS: Introduction, District Responsibilities and Student Expectations (subsection a, b, c) ....................................................................................................................................... 18  \nSummaries of ELPS: Proficiency Level Descriptors (subsection d)........................................................... 19  \nUnderstanding the ELPS Framework: (1) Li","cbCailJ3iIMq1eTA","https://ap.wps.com/l/cbCailJ3iIMq1eTA","pdf",521380,"English","# Chapter 74.4 English Language Proficiency Standards\n## (a) Introduction\n## Summaries of ELPS: Introduction, District Responsibilities and Student Expectations (subsection a, b, c)\n## Summaries of ELPS: Proficiency Level Descriptors (subsection d)\n## Understanding the ELPS Framework: (1) Linguistically Accommodated Instruction\n## Why the ELPS?\n## Language Objectives Aligned to Cross-Curricular Student Expectations (subsection c)\n## Guidelines for Linguistic Accommodations for Each Proficiency Level\n## ELPS-TELPAS Student Proficiency Profile\n## Performance-Based Activities\n## ELPS Linguistic Instructional Alignment Guide\n## Grades K-12 Listening\n## Grades K-12 Speaking\n## Grades K-1 Reading\n## Grades 2-12 Reading\n## Grades K-1 Writing\n## Grades 2-12 Writing","[{\"question\":\"Who is allowed to reproduce and use the materials without obtaining permission from TEA?\",\"answer\":\"Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies for educational use. Texas residents may reproduce and use copies for individual personal use.\"},{\"question\":\"What conditions must be followed when reproducing any portion of the materials?\",\"answer\":\"Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered, and unchanged. Reproduced materials cannot be charged for, except for a reasonable cost covering reproduction and distribution.\"},{\"question\":\"What topics are covered in the chapter outline for the ELPS resource supplement?\",\"answer\":\"The table of contents covers ELPS summaries, proficiency level descriptors, linguistically accommodated instruction, district responsibilities and student expectations, language objectives aligned to cross-curricular expectations, accommodations by proficiency level, TELPAS alignment, performance-based activities, and grade-band guidance for listening, speaking, reading, and writing.\"}]","A Framework for English Language Learners’ Success - Resource Supplement - English Language Proficiency Standards (ELPS) Academy | PDF",1790977421,126]