Teacher materials provide guidance to support students in flexibly using their home language and English for the purposes of science and language learning.

Materials provide strategies to help students understand the relationship between the three dimensions and the variety of language used (everyday, science-specific, and home language,

etc.).

Materials provide guidance for students to reflect on the audience and context when selecting language for a task.

Materials provide opportunities for students to receive feedback in order to revise and refine their work, as they develop science and language learning over time.

Materials include guidance on how to provide feedback to students so that they can advance their use of the three dimensions and language simultaneously.

Materials provide support to guide students in analyzing their own or their peers’ work and revising to meet goals for science and language learning.

Materials prompt students to self-reflect on their learning towards goals for science and language learning.

Materials prompt students to reflect on how their scientific thinking has expanded over time (e.g. “the puddle disappeared” to “the puddle evaporated into the air”).

Materials prompt students to reflect on how their language has expanded over time (e.g., “the puddle goes into the air” and “the water from the puddle evaporates into the air”).