School districts that have adopted the 3Ls™ approach to provide rigorous instruction for English learners (ELs) have, invariably, had to make a case for what this approach offers, how it reflects best practices in English language development (ELD) instruction, and how it meets the needs of English learners. They have also had to make explicit connections to their own district standards, frameworks, and practices that guide their instruction to English learners. To aid districts in making these connections, the Council of the Great City Schools has developed this companion document for the publication, "3Ls™ Learning, Language, and Literacy." This document (1) articulates the guiding principles and characteristics of the 3Ls™ approach; (2) provides a brief description of the six main elements of its lesson design; and (3) makes connections between the 3Ls™ approach and commonly used English language development standards and frameworks. [This analysis was prepared in collaboration with Maryann Cucchiara and practitioners from the Council's member districts. For "3Ls™ Learning, Language, and Literacy," see ED617451.]