Materials provide multiple opportunities in each lesson for students to engage in collaborative conversations to build content understandings.

Materials include conversation protocols that provide multiple entry points, encourage sustained discourse (multiple exchanges), and develop listening comprehension and oral language skills.

Materials explicitly teach conversation skills such as sharing ideas, explaining thinking, asking for clarity, building on ideas, synthesizing, asking for the floor, etc.

Instruction on social language is included for the purposes of forming and maintaining relationships, and conveying wants and needs for meaningful participation in the social and academic contexts of school (e.g., Could you please pass me the beaker?).

Materials show teachers how to engage students of diverse levels of language development to participate meaningfully in classroom interactions.

Materials support students’ independent and collaborative reading of texts according to text complexity and student need (e.g., chunking of text, echo reading, shared reading, and paired reading).

Materials provide routine opportunities for teacher modeling of writing. Students co-construct writing with the teacher and/or peers, write independently, revise and revisit their own writing, peer edit, and publish.

Materials provide practice (when needed) with phonemic awareness, phonics, and decoding, in service of accessing grade-level texts, especially with sounds that don't transfer into their home language. Note: Students who demonstrate the need for a systematic phonics program may need one in addition to designated ELD.

Materials provide differentiated supports (e.g., sentence frames, amplified text, etc.) according to students’ proficiency levels and learning needs to increase access and expand, rather than limit, language use in service of knowledge building.

Materials build teacher understanding of the language features of a text or task, what makes texts and tasks linguistically complex, and the opportunities available to teach about how language is used in service of knowledge building.

Materials provide teachers with guidance on how to model, think aloud, co-construct, and deconstruct how language is used and how its usage is connected to meaning.

Materials provide the teacher with strategic questioning and facilitation moves that extend students' thinking and language use.

Materials provide examples and guidance for expectations of disciplinary language across the language development trajectory, and include specific examples of differentiated scaffolds and supports for a range of proficiency levels and learning needs.