# data[].attributes.body
I incorporate the sentence structure feature of academic language by providing words/vocabulary within cloze sentences with varying structure in order to expose students to differing types.

# data[].attributes.body
I incorporate the word/vocabulary feature of academic language by explicitly instructing on the specific language they will need to access the content through the content based instruction.

# data[].attributes.body
I incorporate the discourse feature of academic language by building students oral discourse first to ensure that when they are given opportunities to write they are prepared.

# data[].attributes.body
We use Words Their Way where we assess each students spelling abilities and then group them accordingly.  Using hands-on cut-outs, students are able to manipulate and work with their words in a variety of ways.  I have used BINGO selections for students to select their specific area of work with each of their words.

# data[].attributes.headline
Use of word wall and other picture visuals to represent vocabulary

# data[].attributes.subject
Use of word wall and other picture visuals to represent vocabulary

# data[].attributes.body
When I assess my students with their Words Their Way, I have added a component where students are to write their words in the different language structures I have taught them during that week or previous weeks.  If I am teaching compound sentences, students use their vocabulary words to create compound sentences.  Prior to this, students have worked in partners, small groups, etc. throughout the week to come up with sentences that use their words correctly.  Students can illustrate the words and sentences to help them as well.  I have sentence strips where students work together to come up with a challenging sentence.  We share out.  This has allowed my students to grow and expand in their sentence structure.

# data[].attributes.headline
Modeling fluency of expression through performance application 

# data[].attributes.subject
Modeling fluency of expression through performance application 

# data[].attributes.headline
Opportunity for partner and small group practice/discussion at a variety of levels as well as student to student teaching opportunities to expand knowledge of the topic prior to written text.

# data[].attributes.subject
Opportunity for partner and small group practice/discussion at a variety of levels as well as student to student teaching opportunities to expand knowledge of the topic prior to written text.

# data[].attributes.body
I allow students ample opportunities to connect with their peers and share their ideas orally.  Once they share out, they then write their ideas in their journals.  I use organizers to assist my students.  Some have word banks, sentence frames, etc.  The next step is a PQP where students present their writings orally and their peers help them improve by giving them 2-3 Praises, 2-3 Questions, and 2-3 Polishes.  This really has helped my students build their confidence in knowing that everyone is growing and learning ways to improve his/her writing.

# data[].attributes.headline
I incorporate the vocabulary with my students by using visuals with words. Plus, I ask some of my Spanish ELL learners if they know another word for the vocabulary that I am teaching.  

# data[].attributes.subject
I incorporate the vocabulary with my students by using visuals with words. Plus, I ask some of my Spanish ELL learners if they know another word for the vocabulary that I am teaching.  

# data[].attributes.headline
For sentence structures in my Spanish classes, I will provide sentence starters and a word bank to help the students put the sentences together.  

# data[].attributes.subject
For sentence structures in my Spanish classes, I will provide sentence starters and a word bank to help the students put the sentences together.  

# data[].attributes.headline
Once students have their sentences complete, they normally read their sentences to their partner and then they have to agree or disagree with them and say why.  

# data[].attributes.subject
Once students have their sentences complete, they normally read their sentences to their partner and then they have to agree or disagree with them and say why.  

# data[].attributes.body
I am an early childhood teacher. I use pictures and modeling/acting out to incorporate vocabulary into my lessons. An example would be we were decomposing numbers in math. I had a stick of linking cubes and broke it apart to teach the word decomposing to 5 year olds. I used kid friendly language "breaking apart" so they could develop an understanding of the word and the content, but also used decomposing to help them learn the more sophisticated vocabulary.

# data[].attributes.body
I use modeling and sentence stems to help my students develop sentence structure in kindergarten and Pre-K.

# data[].attributes.body
I have young learners. They are learning to engage in discourse. They turn and talk on a given topic which I realize a more simple form of discourse with the goal of developing more complexity. My students will engage in more back and forth exchanges if it is a topic of high interest to them.

# data[].attributes.headline
I'm a fourth grade teacher, but had lots of ELLs in my class. I also used a lot of sentence frames and modeled a great deal.

# data[].attributes.subject
I'm a fourth grade teacher, but had lots of ELLs in my class. I also used a lot of sentence frames and modeled a great deal.

# data[].attributes.headline
I introduced and practiced vocabulary as often as possible, especially with my levels 1 & 2. I also tried to display a picture/visual to help them connect to background knowledge. We piloted Benchmark Universe, so also had access to simplified texts  which include the same vocabulary words and more visuals/text features and less text.

# data[].attributes.subject
I introduced and practiced vocabulary as often as possible, especially with my levels 1 & 2. I also tried to display a picture/visual to help them connect to background knowledge. We piloted Benchmark Universe, so also had access to simplified texts  which include the same vocabulary words and more visuals/text features and less text.

# data[].attributes.body
We use mini word walls with pictures as a part of our "Helper Folders" at each table, and create content related, often text specific, mini word walls before going to write.  I also have pictures and spellings of many, many items labelled in our classroom. We also create cards for important content words to add to our Math and Content (all subjects except Math) word wall together with pictures/examples.

# data[].attributes.body
We often use sentence frames when writing and sharing orally. I provide examples and say "This might be a good way to start your sentence," but do leave it open in case students have a better/different idea--we often add additional frames based on great ideas from classmates. With writing, even if I am modeling, I often have a version with a frame to start and a version that is more open-ended to give students a choice. We work often to go from an "Eh." sentence to a "WOW!" by adding describing words, conjunctions, prepositions to make them juicier.

# data[].attributes.body
We turn and talk often to our "rainbow" and "same color" buddies based on carpet square color, and over time we add to our "Ways to Be a Fabulous Discussion Partner" anchor chart. We add elements of being a good partner, and elements of more academic discourse--adding evidence and talk moves such as Agree/Disagree, Add On, etc. Not every time, but most times when we are discussing, we turn to our anchor chart and give our partner thumbs up on showing various aspects of the chart, leading to feedback on how to grow as a fabulous discussion partner.

# data[].attributes.headline
I use word walls literacy and focus boards other content areas. I also preview vocabulary in small groups before reading leveled readers. 

# data[].attributes.subject
I use word walls literacy and focus boards other content areas. I also preview vocabulary in small groups before reading leveled readers. 

# data[].attributes.headline
I use sentence starters and frames as well as prompting and modeling. 

# data[].attributes.subject
I use sentence starters and frames as well as prompting and modeling. 

# data[].attributes.body
I feel like this is my area of improvement. There is a lot of turn and talk, partner talk, etc but I need to push it past just the sharing of thoughts to having true back and forth discourse .

# data[].attributes.body
As a 2nd and 3rd  Grade math teacher with some ELL students in my classes, I use Word banks and sorting cards to incorporate attention to vocabulary/word level.

# data[].attributes.body
For sentence structure, I use sentence starters, repetition, and modeling.

# data[].attributes.body
To encourage discourse, I arrange students in pairs or small groups to use key academic terms to develop fluency in speaking about math concepts.

# data[].attributes.body
I explain new vocabulary by showing it on the board along with any real photographs or video snippets that will support students’ understanding of the word. I also have the word and relevant photograph on the subject-specific word wall to support students’ understanding of it throughout the unit.

# data[].attributes.body
I explain new vocabulary by showing it on the board along with any real photographs or video snippets that will support students’ understanding of the word. I also have the word and relevant photograph on the subject-specific word wall to support students’ understanding of it throughout the unit.

# data[].attributes.body
I collaborate with the ESOL teacher to determine differentiated sentence frames that would help our ELL students explain their thinking. Students would get a language frame specific to their level of language development as appropriate and as needed.

# data[].attributes.body
Students frequently meet in collaborative groups to discuss text, respond to each other’s thoughts with specific prompts from me, or to collaborate on content-specific tasks. We use anchor charts with sentence starters to help promote collaborative conversations.

# data[].attributes.body
Incorporating vocabulary in lessons using visuals with words and simple definitions. This is explicit vocab instruction.

# data[].attributes.body
Sentence starters, paragraph frames, word banks, modeling and graphic organizers.

# data[].attributes.body
Cluster desks to make groups, group word sort, matching definitions with words in groups, padlet, and turn and talks.

# data[].attributes.headline
I always try to incorporate real photographs whenever possible in my lessons. Benchmark has made this very easy for first grade teachers, as we have access to a wide variety of decodable readers and lap books for students to use. These books offer many visuals and context clues, which are so very important for our ELL students.

# data[].attributes.subject
I always try to incorporate real photographs whenever possible in my lessons. Benchmark has made this very easy for first grade teachers, as we have access to a wide variety of decodable readers and lap books for students to use. These books offer many visuals and context clues, which are so very important for our ELL students.

# data[].attributes.headline
Use of word banks with visuals  to help students remember the meaning of each word

# data[].attributes.subject
Use of word banks with visuals  to help students remember the meaning of each word

# data[].attributes.headline
Sentence starters, sentence frames, as well as lots of modeling and practicing orally & in writing

# data[].attributes.subject
Sentence starters, sentence frames, as well as lots of modeling and practicing orally & in writing

# data[].attributes.headline
I bring in work that students from other grade alike groups have written.  I read it aloud to students and then have them work on their own pieces.  They enjoy hearing from friends in other classes and it's a way to model discourse.  I also have them orally record their responses and send them to their classroom teachers since students love to hear positive feedback from their homeroom teachers.

# data[].attributes.subject
I bring in work that students from other grade alike groups have written.  I read it aloud to students and then have them work on their own pieces.  They enjoy hearing from friends in other classes and it's a way to model discourse.  I also have them orally record their responses and send them to their classroom teachers since students love to hear positive feedback from their homeroom teachers.

# data[].attributes.headline
Sentence starters, word banks, and a variety of graphic organizers are always a part of my writing lessons. 

# data[].attributes.subject
Sentence starters, word banks, and a variety of graphic organizers are always a part of my writing lessons. 

# data[].attributes.headline
Think/pair/share and "turn and talk" strategies help my students recite their thoughts and ideas beforehand. This helps them to build confidence and offers time to practice with a partner before working independently.

# data[].attributes.subject
Think/pair/share and "turn and talk" strategies help my students recite their thoughts and ideas beforehand. This helps them to build confidence and offers time to practice with a partner before working independently.

# data[].attributes.body
At the beginning of a lesson or unit I explicitly teach new vocabulary words that students may need. I try to use photographs, illustrations, or props to help students understand the meaning of the words. In team planning, my team generates a list of words from the lessons that we will explicitly teach.

# data[].attributes.body
I model both speaking and writing sentence frames for my students.

# data[].attributes.body
This is definitely an area I need to focus on.  I have students speak to each other, but it is mostly at the sentence level.  This coming school year I will be coteaching with an ESOL teacher, which will allow for some really authentic modeling.

# data[].attributes.body
I use short phrases and pictures to illustrate directions on the Promethean board for cut/paste rhythm work in my music class. My ELL kids have more success as do all the other students in the class and it makes it easier for them to explain and help each other.

# data[].attributes.body
I have printed and cut out text bubbles that are laminated on a paint stir stick.  One says, "What makes you think that?" The other says, "I think that because..."  It makes a great frame for starting a response, only the student with the sign gets to speak, and everyone wants to have a turn with the sign, so they think about good responses.  It has worked especially well with my ELLs and LC students.

# data[].attributes.body
I front load vocabulary as well as have a picture word wall in English and Spanish. The Frayer model is another good vocab strategy i use often.

# data[].attributes.body
As much as possible I provide sentence starters/frames for students. I also model using the sentence frames and give them time to practice with a partner before sharing out with a whole class.

# data[].attributes.body
When writing I provide models  and sentence frames for students.  I also have student who are comfortable share their work so others can get ideas for their own writing.  Here multiple examples provides repetition for those students who need it.

# data[].attributes.body
I need to step back and allow more student discourse in my classes. This is something we have been working on for years at my school and I see students improving in their willingness and ability to have academic conversations, now I need to give them the opportunity to do it.

# data[].attributes.body
I teach high school ceramics and we work hard on developing and broadening our vocabulary by teaching new ideas with appropriate descriptive terms. If we are talking about "Line" as an art term we will make a list of all the words you could use to describe line which they would then record/draw in their art journal. This journal, in which they record these notes, is available to them anytime they are writing about artwork in class.

# data[].attributes.body
For words, sometimes I find that my upper level students fall into the habit of using simple words when I know they know much more complex words. So we do lots of synonym exercises to help show them they have more options .

As for brand new vocabulary, I act words out, provide pictures, and as a practice we play Pictionary or "draw what you hear" games.

# data[].attributes.body
Especially for my younger students, I give students an example of what I am looking for, or I provide them with sentence starters. Giving them a jumping point often helps them to not get stuck or feel stumped from the beginning.

# data[].attributes.body
I would say that most of my class is discourse. I spend 3-5 minutes introducing an idea, and then have the students practice (sometimes pairs, sometimes groups) and in between concepts, I make sure to add some think pair shares.

# data[].attributes.body
In math, we would focus on key vocabulary words at the beginning of the lesson using a visual and the written definition. Depending on the complexity of the word, we might draw what the meaning is in our notebooks, think of a synonym, or write our own definition. In language arts, I would often use an anchor chart with the vocabulary and a visual next to the word for the students to reference during our lesson.

# data[].attributes.body
We frequently used sentence frames with a partner (A says... B says...) and we would orally rehearse before we wrote down our sentences sometimes using a teacher provided sentence frame, or a student provided sentence frame that the other students in the group could use if they wanted to or create their own, instead.

# data[].attributes.body
I love to do opinion discussions with the students where they had to defend what they thought. We also did many retellings and orally rehearsed before writing. An activity that I will certainly use again was having the students help me create a speaking rubric and then using that rubric to grade each other (respectfully, with evidence) as they independently responded to a prompt.

# data[].attributes.headline
sentence starters on my worksheet and as well as around my classroom

# data[].attributes.subject
sentence starters on my worksheet and as well as around my classroom

# data[].attributes.headline
I have a conversation index card where students on how they can agree, disagree, cheer, etc for them to use during a discussion/partner work in Spanish

# data[].attributes.subject
I have a conversation index card where students on how they can agree, disagree, cheer, etc for them to use during a discussion/partner work in Spanish

# data[].attributes.body
I teach new words and terms to my students by showing the students images, video clips, or even acting the words out to develop their understandings. I use Frayer Models and synonyms as well.

# data[].attributes.body
We use sentence starters and frames. I also provide word banks too. Sometimes I am able to give them past student examples to show them a model of the expected outcome.

# data[].attributes.body
When we were in person together before COVID, my students were given countless opportunities each day to engage in student to student discourse. I provide my ELL students with accountable talk phrases to help them participate in the conversations. Additionally, depending on the student's level, I will have them keep their native language-English dictionary and a word bank of related terms to help them engage in the conversation. I try to position myself physically close by as well in case the student needs help contributing.

# data[].attributes.body
I incorporate the word/vocabulary feature of academic language through providing unit-based vocabulary lists at the start of each unit, and when applicable, each term is accompanied by a labeled diagram.

# data[].attributes.body
I incorporate the sentence structure of academic language through sentences starters and sentence frames. In particular I often given several sentences at once with a word bank to draw from in order to fill in several blanks at once.

# data[].attributes.body
I incorporate the discourse portion of academic language through small group discussions. In particular I enjoy using the "You're a pro" activity, where students are grouped together to work on a single problem and "become pros at it." Then students are regrouped so every new group has exactly one student from the previous group. This makes every student a "pro" in THEIR problem, which they then take time to explain to everyone else.

# data[].attributes.headline
I have a visual reference math word wall with picture cues attached to it.  In my co-taught math class, we try to incorporate TPR by associating an action with each word (eg: factors: we ninja chop a number to break it up into factors).

# data[].attributes.subject
I have a visual reference math word wall with picture cues attached to it.  In my co-taught math class, we try to incorporate TPR by associating an action with each word (eg: factors: we ninja chop a number to break it up into factors).

# data[].attributes.headline
We use a lot of sentence starters and sentence frames by modeling how to write a mathematical written response to explain student thinking.  

# data[].attributes.subject
We use a lot of sentence starters and sentence frames by modeling how to write a mathematical written response to explain student thinking.  

# data[].attributes.headline
In our co-taught class, we often do something called Buddy-Up, where all week students have 1-2 partners.  Each day we project a discussion question (not always academic) and a sample of what partner A can say and then how Partner B can respond.  My co-teacher and I model this and time them so that they know that they don't have an infinite amount of time to share.  We also give them independent thinking time before they partner up (along with a white board if they would like). 

# data[].attributes.subject
In our co-taught class, we often do something called Buddy-Up, where all week students have 1-2 partners.  Each day we project a discussion question (not always academic) and a sample of what partner A can say and then how Partner B can respond.  My co-teacher and I model this and time them so that they know that they don't have an infinite amount of time to share.  We also give them independent thinking time before they partner up (along with a white board if they would like). 

# data[].attributes.body
To be honest, the vocabulary level is probably the one level I don't include in my lessons as often. I introduce a lot of words during my lectures (while including the definition) but I do not necessarily include activities for those vocabulary words.

# data[].attributes.body
I will often include sentence starts when students are writing things like a thesis statement or working on an introduction paragraph. I would like to work on including them for more of our class discussions and smaller activities

# data[].attributes.body
Discourse is the level I use in my class the most. I will often give my students the option of either participating vocally, or writing what they would have said down and turning that in. I think I would like to start incorporating word banks and sentence starters and then require verbal participation.

# data[].attributes.headline
For my Ks, I use a lot of pictures and labels.  I also use manipulatives and acting.

# data[].attributes.subject
For my Ks, I use a lot of pictures and labels.  I also use manipulatives and acting.

# data[].attributes.headline
I use word boxes and sentence frames.  I use simple drawings as well.

# data[].attributes.subject
I use word boxes and sentence frames.  I use simple drawings as well.

# data[].attributes.headline
I have been trying to use monitored breakout rooms during virtual instruction.  I try to make sure every group has someone proficient and comfortable speaking in each group, because I have to jump from breakout to breakout.

# data[].attributes.subject
I have been trying to use monitored breakout rooms during virtual instruction.  I try to make sure every group has someone proficient and comfortable speaking in each group, because I have to jump from breakout to breakout.

# data[].attributes.headline
I incorporate vocabulary in the objective when I frame the lesson and then use the same vocabulary throughout the lesson and in the summarizer. 

# data[].attributes.subject
I incorporate vocabulary in the objective when I frame the lesson and then use the same vocabulary throughout the lesson and in the summarizer. 

# data[].attributes.headline
I teach Pre-K and this is hard. I regularly ask students to agree and disagree with another student's response, but discourse also involves listening (not just hearing) another student's idea and adding on or repeating what is heard. Wait time is great to increase discourse so I am careful about providing wait time without losing student attention at the same time. 

# data[].attributes.subject
I teach Pre-K and this is hard. I regularly ask students to agree and disagree with another student's response, but discourse also involves listening (not just hearing) another student's idea and adding on or repeating what is heard. Wait time is great to increase discourse so I am careful about providing wait time without losing student attention at the same time. 

# data[].attributes.body
I use a ton of modeling with my students. I do this for both speaking and writing activities. I also provide opportunities for students to orally rehearse, any time they are going to be doing some type of writing activity. To go along with both of these, sentence starters and word banks are tools I provide for students regularly  to support their vocabulary, sentence structure and discourse. 

# data[].attributes.body
I use a ton of modeling with my students. I do this for both speaking and writing activities. I also provide opportunities for students to orally rehearse, any time they are going to be doing some type of writing activity. To go along with both of these, sentence starters and word banks are tools I provide for students regularly.

# data[].attributes.body
I use a ton of modeling with my students. I do this for both speaking and writing activities. I also provide opportunities for students to orally rehearse, any time they are going to be doing some type of writing activity. To go along with both of these, sentence starters and word banks are tools I provide for students regularly  to support their vocabulary, sentence structure and discourse. 

# data[].attributes.headline
I incorporate sentence structure in the writing we do. using sentence stems. 

# data[].attributes.subject
I incorporate sentence structure in the writing we do. using sentence stems. 

# data[].attributes.headline
I incorporate discourse in activities like flash debates and discourse talks where students take at least 3 turns in the conversation. 

# data[].attributes.subject
I incorporate discourse in activities like flash debates and discourse talks where students take at least 3 turns in the conversation. 

# data[].attributes.headline
I incorporate vocabulary through illustrated dictionary assignments, quizizz on those vocabulary words, playing pictionary as a class with those words, incorporating vocab in lectures, highlighting vocab mentioned in videos, and requiring students to bold their vocab words when they use them in their writing. 

# data[].attributes.subject
I incorporate vocabulary through illustrated dictionary assignments, quizizz on those vocabulary words, playing pictionary as a class with those words, incorporating vocab in lectures, highlighting vocab mentioned in videos, and requiring students to bold their vocab words when they use them in their writing. 

# data[].attributes.body
I have a word wall in my room with key vocabulary, a short definition, and visual representation. I also bold key vocab words on notes, homework, and assessments.

# data[].attributes.body
Sentence structure is incorporated when students are solving word problems and need to put their final answer into a complete sentence.

# data[].attributes.body
This is the area where I need the most improvement. I occasionally include group work and also encourage my students to ask their peers questions, but most are too embarrassed. My English learners tend to ask other students who speak their first language questions not in English when they are confused.

# data[].attributes.body
I often define the main theme of the lesson and have a student read the definition.

# data[].attributes.headline
I provide sentence frames for my students to help develop their sentence structure.

# data[].attributes.subject
I provide sentence frames for my students to help develop their sentence structure.

# data[].attributes.body
I incorporate word/vocabulary into my lessons by having students practice speaking and writing each of the terms I introduce to them. I have them speak the words out loud to become more familiar and comfortable with them. I also have them write the words in an organizer and provide graphics or pictures to go along with each term whenever possible.

# data[].attributes.body
I incorporate sentence structure into my lessons by having students practice using their new vocabulary terms in sentences and encouraging them to add more details each time they write. Lower ELL students can sometimes struggle to write even a short sentence, but the more they practice and work at it the more likely they are to master the vocabulary and improve their sentence writing.

# data[].attributes.body
I include discourse in my lessons often as it allows students to practice speaking in an informal setting in order to work toward mastery and acquisition of academic language.

# data[].attributes.headline
All things together because they are intertwined and overlap.

# data[].attributes.subject
All things together because they are intertwined and overlap.

# data[].attributes.body
I include the word/vocabulary feature of academic language by instructing on the specific language through the content based instruction. I have students practice saying the vocabulary out loud when speaking to each other about their ideas, plans and as they are building. During discussions which are common throughout the class, the students are to use the specific content vocabulary as well and all students must share their opinions and why. They can add on to others ideas or politely disagree and explain their thinking using information from notes or reading. I encourage full sentence structure with the use of sentence starters for each lesson whether written or spoken in discussion.

# data[].attributes.body
I am a kindergarten teacher - so I model sentence structure, vocabulary and words everyday in every lesson. We use acting out, pictures, and hands on practices to help students understand meaning of words.

# data[].attributes.body
I use word walls to begin. After that, we do a lot of activities that incorporate vocabulary into the context of what students are learning. Lastly, if students are given a challenging text I pick out the words that they would not understand have them complete a dictionary sheet to keep with them. After they do the sheet, they have it with them to use while we read the text in class and annotate.

# data[].attributes.body
I have them analyze patters they see in the sentences in the Target language. I also provide a variety of sentence starters and sentence frames.

# data[].attributes.body
I use a word wall for new vocabulary, accompanied by a picture. All of my student have a sketchbook and I include vocabulary pages so students can write the definition, illustrate the word, or complete a short activity.

# data[].attributes.body
I find that sentence starters are very helpful. I also use modeling as a strategy for helping to teach sentence structure. I also use words banks.

# data[].attributes.body
I like to use turn and talk strategies to help students improve their discourse.  This works great in the art room, as we analyze pieces of art, thinking about specific concepts.  Students can state their opinion, and others can agree, disagree, add on to, or extend the original students comments.  There are even illustrated that student can hold up when they want to speak, indicating how they would like to participate in the conversation.

# data[].attributes.body
As an art teacher on zoom, we have been sharing our artwork often. I have modeled the appropriate way to share work as well as appropriate questions and thoughts that students can share with each other. After doing this with students for a few years, they are now doing this on their own with barely any prompting or modeling from me.

# data[].attributes.body
When introducing new vocabulary in the primary level, I like to incorporate some type of movement with the word. When that isn't possible, I use visuals. It is always repeated many times and the kids will practice saying it in different voices.

# data[].attributes.body
I use sentences starters/ frames to help them structure what they would like to say. I also include word banks.