The purpose of this study was to understand messages about the role of language and literacy in the Next Generation Science Standards and the C3 Framework for Social Studies standards documents. We engaged in a content analysis of (a) framework documents that provide the theoretical basis for the standards and (b) learning expectation statements for elementary grade students. Findings indicated a substantial emphasis on supporting language and literacy for disciplinary learning, with emphases on discipline-specific practices and apprenticing children into these practices, often through classroom discussion, beginning in the elementary grades. Although student expectations use similar terminology across science and social studies--for example, explain, argue, and ask--framework documents clarify disciplinary differences in the ways that these practices are enacted. Supporting students' disciplinary language and literacy development in alignment with these ambitious standards will likely require substantial instructional change in elementary classrooms.