Guideline 5

Learn language through prolonged exposure

Materials reflect the understanding that students learn language through prolonged exposure along with opportunities to negotiate content and ideas in the target language, with scaffolds and supports for further development as needed.

Guideline 7

Writing activities build a nexus of college- and career-ready skills

Writing activities explicitly and cumulatively build a nexus of college- and career-ready skills (e.g. analysis of texts, gathering evidence, making and supporting claims) as the curriculum progresses.

Guideline 9

Awareness to the ways they can improve their communication over time

Materials guide teachers to engage students in classroom activities that bring awareness to the ways that they can improve their communication (writing, reading, speaking, listening) practices over time.

Guideline 12

Value home language/s as a resource

Materials guide teachers in how to value home language(s) as a resource for learning content.

Guideline 13

Promote student agency and learner autonomy

Materials for teachers provide guidance for instructional practices that promote student agency and learner autonomy.

Guideline 14

Consistent formative assessment and feedback strategies

Materials provide teacher guidance for consistent formative assessment and feedback strategies that support students’ language proficiencies and content understanding.

Specification 9A

Teacher materials provide guidance on how to draw students’ attention to the ways that language choices relate to the purpose of the text and the intended audience (meta-awareness). This includes explicitly pointing to the linguistic and rhetorical patterns typified in specific genres.

Specification 13B

Student and teacher materials provide a broad repertoire of strategies for constructing meaning from disciplinary texts and discussions.