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Provide practice opportunities to expand figurative language.

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Provide practice opportunities to expand figurative language.

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 Thoughts are able to be transferred to paper able to create sentences that flow together. 

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 Thoughts are able to be transferred to paper able to create sentences that flow together. 

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Power sentences- reorganizing sentences (ex. rather than start with an adj., start with the prepositional phrase)

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Power sentences- reorganizing sentences (ex. rather than start with an adj., start with the prepositional phrase)

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When a student gives a phrase, have student repeat back a completed sentence.

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When a student gives a phrase, have student repeat back a completed sentence.

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Give students plenty of opportunities to talk

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Give students plenty of opportunities to talk

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Focus improving/revising on one or two sentences versus paragraphs. 

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Focus improving/revising on one or two sentences versus paragraphs. 

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Power sentences- adj., noun, verb, adverb, prepositional phrase

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Power sentences- adj., noun, verb, adverb, prepositional phrase

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Use graphic organizers to organize ideas & supporting details.

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Use graphic organizers to organize ideas & supporting details.

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Sentence frames that require use of more specific content based vocabulary

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Sentence frames that require use of more specific content based vocabulary

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Have students students explain their reasoning and steps in solving problems

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Have students students explain their reasoning and steps in solving problems

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Give students the sentence stem/starter and have them fill in the missing portion on their own (with assistance as needed)

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Give students the sentence stem/starter and have them fill in the missing portion on their own (with assistance as needed)

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Provide simple sentence frame or starters

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Provide simple sentence frame or starters

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Have students respond in complete sentences

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Have students respond in complete sentences

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Visual Representations with single word headers

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Visual Representations with single word headers

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provide frames for writing

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Giving specific verbal feedback on strengths/weaknesses according to the objective.

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Giving specific verbal feedback on strengths/weaknesses according to the objective.

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bullet point notes/writing (as opposed to complete sentences)

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bullet point notes/writing (as opposed to complete sentences)

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Reading stories/questions out loud to student.

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Reading stories/questions out loud to student.

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Show me..
Circle the...

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Having students verbally answer questions and then assisting them with spelling.

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Having students verbally answer questions and then assisting them with spelling.

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Repeat answers given by students back in a sentence.

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Repeat answers given by students back in a sentence.

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	Encourages sentence-like oral output even with grammatical errors

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	Encourages sentence-like oral output even with grammatical errors

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	Asks students questions that require one- or two-word responses

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	Asks students questions that require one- or two-word responses