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Create a word wall or digital document with sentence frames appropriate for your grade level. Examples:
Beginning: 'I see ___', 'This is ___'
Intermediate: 'I think ___ because ___', 'First ___, then ___'
Advanced: 'Based on ___, I conclude ___', 'While ___ suggests ___, I believe ___'

Students use these frames during discussions, writing tasks, and oral presentations.

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Graphic Organizers for Content Organization

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Graphic Organizers for Content Organization

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Use visual tools to help students organize information and ideas:
- KWL charts for pre/during/post learning
- Venn diagrams for comparisons
- Story maps for narrative texts
- Concept maps for vocabulary connections
- Timeline for sequential events

Students can work individually or in pairs to complete these organizers, using both words and pictures.

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1. Present a topic or question
2. Provide thinking time with visual aids
3. Students pair up (ideally mixing language levels)
4. Partners share using provided language supports
5. Select pairs to share with class

Enhance with:
- Word banks
- Picture supports
- Partner response frames
- Non-verbal signals for understanding

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Create interactive vocabulary learning experiences:
1. Students create cards with:
- Target word
- Visual representation
- Definition in student-friendly language
- Example sentence
- Native language translation (if appropriate)
2. Use cards for games, sorting activities, and word walls
3. Review regularly through quick matching activities

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Total Physical Response (TPR) Activities

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Total Physical Response (TPR) Activities

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Incorporate movement into language learning:
1. Use gestures for key vocabulary
2. Act out processes or sequences
3. Play Simon Says with content vocabulary
4. Create movement-based vocabulary reviews
5. Use hand signals for comprehension checks

Especially effective for K-5, but can be adapted for all levels with appropriate content.

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Create a dynamic word wall that grows with student learning:
1. Include pictures/symbols with words
2. Group words by themes/concepts
3. Add student-generated examples
4. Include translations when helpful
5. Reference during lessons
6. Update regularly with new vocabulary

Make it interactive with:
- Post-it notes for student connections
- QR codes linking to pronunciations
- Student-created illustrations

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Students create vocabulary understanding using a 4-square template:
1. Word in top left
2. Definition in student's words (top right)
3. Picture/diagram (bottom left)
4. Use in a sentence (bottom right)

Extend by:
- Adding synonyms/antonyms
- Including native language translations
- Creating digital versions
- Sharing with peers

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Students work in pairs or small groups to annotate texts:
1. Provide annotation guides with symbols
2. Include sentence starters for margin notes
3. Color-code different types of information
4. Use sticky notes for questions/comments
5. Share annotations with class

Scaffolding includes:
- Pre-teaching key vocabulary
- Providing annotation symbols
- Using simplified texts when needed

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Create class texts based on shared experiences:
1. Class experiences an activity together
2. Students contribute to telling the story
3. Teacher records the narrative
4. Class reads the story together
5. Students illustrate the text
6. Use for future reading/writing activities

Great for connecting oral language to written text.

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Create cards with questions at different language levels:
Beginning: Yes/no questions, either/or choices
Intermediate: Who, what, where, when questions
Advanced: How and why questions

Use during:
- Class discussions
- Reading comprehension
- Content review
- Peer interviews

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Display daily objectives clearly:
1. Content objective (What we're learning)
2. Language objective (How we'll communicate it)
3. Success criteria (How we know we've got it)

Make it interactive:
- Students rephrase objectives
- Check off parts as completed
- Reflect on learning at lesson end

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Implement dialogue journals with scaffolds:
1. Students write about topics of choice
2. Provide optional sentence starters
3. Teacher responds with models of correct language
4. Include drawing options
5. Allow native language use initially

Progression:
- Beginning: Labels and simple sentences
- Intermediate: Paragraphs with support
- Advanced: Extended writing with academic language