Materials state clear and specific integrated three-dimensional goals that emphasize the ways students use language for learning and communicating meaning in science.

Materials introduce students to new language after students have developed conceptual understanding, in order to understand and communicate science ideas.

Materials make the purpose of using language to communicate about scientific phenomena clear to students and teachers.

Teacher materials articulate a pathway or progression of goals for three-dimensional learning and language learning throughout units.

Materials include student-to-student discussions that are used for a variety of purposes as students investigate and make sense of scientific phenomena.

Materials include student-to-student discussions that are used for a variety of purposes as students investigate and make sense of scientific phenomena.

Materials offer ongoing discussion opportunities for students to listen actively, express, revisit, and refine their three-dimensional understanding and language over time.

Materials provide support for all students to engage in scientific discussion to negotiate meaning with their peers (e.g., think-aloud modeling, differentiation for specific needs, protocols, strategies, etc.).

Materials include opportunities to read, view, write, and represent for a variety of purposes as students investigate and make sense of scientific phenomena.

Opportunities to read, view, write, and represent (e.g., models) strategically support specific goals for science and language learning.

Materials offer ongoing opportunities for students to revisit and refine their three-dimensional understanding and language over time through reading, viewing, writing, and representing.

Materials provide support for all students to engage in reading, viewing, writing, and representing tasks (e.g., think-aloud modeling, protocols, strategies, etc.).