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Students listen to academic instructions or a short story and draw pictures in sequence to demonstrate comprehension. Use sequence words like 'first,' 'next,' 'then,' and 'finally.' This helps practice following oral directions and understanding sequential language.

Materials needed:
- Drawing paper divided into 4-6 sections
- Colored pencils or markers

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Play an academic version of Simon Says using content-specific vocabulary and multi-step instructions. For example: 'Simon says point to something transparent, then walk to the nearest acute angle in the room.' This reinforces listening comprehension and academic vocabulary.

Tip: Start with simple commands and gradually increase complexity.

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Present students with oral descriptions of different items, concepts, or processes. Students sort the information into appropriate categories using a graphic organizer. For example, sorting animals based on their habitats or characteristics described orally.

Materials needed:
- Sorting graphic organizer
- Writing materials

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Show students a sequence of pictures depicting a scientific process or historical event. Students practice using academic language to describe what they see and retell the process or event in their own words. Encourage use of transition words and content vocabulary.

Scaffolding: Provide sentence frames and word banks for support.

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Students bring in or are assigned an object related to current academic content. They prepare and deliver a short presentation using specific academic vocabulary and language structures. For example, describing the object's properties, functions, or significance.

Structure:
1. Description (2-3 sentences)
2. Purpose/Function (2-3 sentences)
3. Why it's important (1-2 sentences)

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In pairs, students create and present posters about academic topics using specific vocabulary and language structures. One student presents while the other supports with additional details or clarification. Then they switch roles.

Presentation elements:
- Main idea
- Supporting details
- Academic vocabulary
- Visual representations

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Students work in pairs to identify and explain the purpose of different text features in informational texts (headings, captions, bold words, diagrams, etc.). They record findings on a graphic organizer and discuss how these features help comprehension.

Features to look for:
- Headings/subheadings
- Captions
- Bold/italicized words
- Charts/graphs
- Tables

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After reading an informational text, students create a web diagram identifying the main idea and supporting details. They use highlighted text evidence to support their choices.

Steps:
1. Read and highlight key information
2. Identify main idea
3. Find 3-4 supporting details
4. Create web diagram
5. Share and explain thinking

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Students read two related texts and complete a matrix to compare and contrast key information. This helps practice identifying similarities and differences while using academic language structures.

Matrix categories:
- Key features
- Characteristics
- Purpose
- Examples

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Provide structured paragraph frames for different writing purposes (describe, explain, compare/contrast). Students complete the frames using content vocabulary and appropriate transition words.

Example frame:
The process of _____ has several steps. First, _____. Next, _____. Then, _____. Finally, _____. This process is important because _____.

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Students read a short informational text and write responses to questions using the R.A.C.E. strategy:
R - Restate the question
A - Answer the question
C - Cite evidence from the text
E - Explain the evidence

Provide sentence starters and academic vocabulary word bank for support.

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In pairs, students write summaries of informational texts using a graphic organizer to plan their writing. They must include specific text evidence and academic vocabulary.

Organizer sections:
1. Topic sentence
2. Three main points with evidence
3. Concluding sentence

Partners review and revise each other's work using a checklist.