Materials present a balance of independent, paired, small-group, and whole-class activities.

Flexible grouping structures are recommended to enhance student learning and language development (e.g., heterogeneous groups, home language groups, groups by level, etc.).

Teacher materials give guidance on what to look for, listen for, questions to ask, how to monitor for equity and/or feedback to give when meeting with students individually or in small groups.

Materials provide consistent and sustainable norms, routines, and/or monitoring tools to promote and reflect on equitable participation.

Materials include activities that provide students with multiple entry points and multiple ways to express and represent their understanding.

Teacher materials identify possible language demands and opportunities (e.g., passive voice, nominalization, technical vocabulary, science-specific language functions, graphs and models, etc.).

Materials amplify (rather than simplify) language by providing a variety of support for students with different linguistic strengths and needs (e.g., language routines, discussion protocols, sentence frames, etc.).

Supports are embedded throughout both student and teacher materials rather than as an add-on (e.g., “For MLLs” call-out boxes).

Materials consistently provide access to cognitively demanding tasks, and guidance is provided for when and how to use supports to encourage productive struggle before intervening.

Materials help teachers understand the progression of particular skills and gradually decrease supports for students to gain independence in tackling rigorous tasks.

Materials provide guidance on how to modify supports according to students’ strengths and needs.