[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-498361-105":59,"doc-detail-498361-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","elps-linguistic-instructional-alignment-guide","ELPS Linguistic Instructional Alignment Guide","","ELPS Linguistic Instructional Alignment Guide maps ELPS language components to classroom lesson planning to support English language learners’ listening, speaking, reading, and writing needs across K–12. It recommends performance-based activities for teachers to assess how students progress in English development, and provides proficiency-level descriptors for K–12 listening. The guide also outlines ELPS student expectations for listening, including sound and intonation recognition, vocabulary and structure learning, monitoring comprehension, using support to confirm understanding, interpreting multiple media, and demonstrating comprehension through responding, collaboration, and note-taking.",{"@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/elps-linguistic-instructional-alignment-guide/498361/",{"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/elps-linguistic-instructional-alignment-guide/498361.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the ELPS Linguistic Instructional Alignment Guide?","Question",{"text":113,"@type":114},"It helps teachers see how ELPS components connect for lesson planning so instruction meets English language learner linguistic needs across K–12.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What performance-based activities does the guide recommend?",{"text":118,"@type":114},"It recommends performance-based listening, speaking, reading, and writing activities that help teachers gather information on students’ progress in English language development.",{"name":120,"@type":111,"acceptedAnswer":121},"How do students’ listening abilities differ across ELPS proficiency levels?",{"text":122,"@type":114},"The guide describes beginning, intermediate, advanced, and advanced high levels by outlining how well students understand spoken English and what level of supports (e.g., visuals, cues, processing time) they typically need.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},498361,1791050524,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","ELPS Linguistic Instructional Alignment Guide  \nThe ELPS Linguistic Instructional Alignment Guide allows teachers to see the connections between the  \naccommodations. The integration of these components is critical in lesson planning in order to meet the linguistic needs of English language learners.  \nListening K-12 Speaking K-12 Reading K-1  \nReading 2-12 Writing K-1  \nWriting 2-12  \n| Grades K-12 Listening\u003Cbr>| \u003Cbr>Advanced High Level Advanced Level Intermediate Level Beginning Level | Listening Speaking Reading Writing Beginning Level Intermediate Level Advanced Level Advanced High Level |\n| --- | --- | --- |\n\nThis guide will assist you in identifying additional support needed for English language learners in your lesson design and delivery. By listing students’ names according to their individual language  \nPerformance-Based Activities  \nThe following performance-based listening, speaking, reading, and writing activities are recommended for teachers to implement in their instruction as ways to gather information on how students are progressing in English language development. The suggested list of activities is not intended to be exhaustive.  \nExcerpted from the TEA Educator Guide to TELPAS  \nGrades K-12 Listening  \nELPS-TELPAS Proficiency L vel Descriptors, Grades K-12 Listening  \nBeginning English language learners (ELLs) have little or no ability to understand spoken English used in academic and social settings.  \nThese students:  \n• struggle to understand simple conversations and simple discussionseven when the topics are familiar and the speaker uses linguistic supports (e.g. , visuals, slower speech and other verbal cues, gestures)  \n• struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified or ELLs  \n• may not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues  \nIntermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings.  \nThese students:  \n• usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations (e.g. , visuals, slower speech and other verbal cues, simplified language, gestures, preteaching to preview or build topicrelated vocabulary)  \n• often identify and distinguish key words and phrases necessary to understand the general meaning (gist) during social and basic instructional interactions that have not been intentionally modified or ELLs  \n• have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech  \nAdvanced ELLs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings.  \nThese students:  \n• usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding  \n• understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified or ELLs  \n• occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear  \nAdvanced high ELLs have the ability to understand, with minimal second language acquisition support, gradeappropriate spoken English used in academic and social settings.  \nThese students:  \n• understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with only occasional need for processing time and with little depend","cbCaipL48rvNRhiZ","https://ap.wps.com/l/cbCaipL48rvNRhiZ","pdf",3311451,18,"English","# Performance-Based Activities\n## ELPS-TELPAS Proficiency Level Descriptors, Grades K-12 Listening\n## ELPS Student Expectations for Listening K–12, 19 TAC 74.4(c)(2)","[{\"question\":\"What is the purpose of the ELPS Linguistic Instructional Alignment Guide?\",\"answer\":\"It helps teachers see how ELPS components connect for lesson planning so instruction meets English language learner linguistic needs across K–12.\"},{\"question\":\"What performance-based activities does the guide recommend?\",\"answer\":\"It recommends performance-based listening, speaking, reading, and writing activities that help teachers gather information on students’ progress in English language development.\"},{\"question\":\"How do students’ listening abilities differ across ELPS proficiency levels?\",\"answer\":\"The guide describes beginning, intermediate, advanced, and advanced high levels by outlining how well students understand spoken English and what level of supports (e.g., visuals, cues, processing time) they typically need.\"}]","ELPS Linguistic Instructional Alignment Guide | PDF",1790980264,45]