Emerging: FRAMES: posted in the room (e.g., on an anchor chart or number talk wall) and/or F Frame supports conversation about content ideas but doesn’t explicitly include content language (e.g., I notice that…)Frame supports conversation about content ideas but doesn’t explicitly include content language (e.g., I notice that…) , VISUALS: posted in the room (math cards, illustrated word walls and posters, anchor charts), PEER INTERACTION: opportunity to talk is included in the lesson (e.g., pair share), PRIMARY LANGUAGE: option available (bilingual dictionary, device, translated text provided by the teacher, closed captions), Developing (assuming the prior level is in place): FRAMES: modeled by the teacher (or student) and referred to intentionally during the lesson, VISUALS: included as part of instructional materials in use that lesson (slide, activity directions), PEER INTERACTION:  structure for peer interactions is provided (e.g., frames for language use, directions to ensure each person participates such as A/B partners), PRIMARY LANGUAGE: appropriate use of primary language tools for building content understanding (and emergency communication for the very new, true level 1 students), Advancing (assuming the prior levels are in place) : FRAMES:  reinforced use through accountability strategies (e.g., QSSSA) and Co-created with students (asking students what a disciplinary expert (e.g., mathematician) would sound like in the lesson context and use their responses to generate a frame or two.) and Multiple options are in place to model different language structures (e.g., start differently, use different connector/signal words) and model different levels of complexity to support language advancement and frames include precise vocabulary from the content and/or important functional connectors and features (e.g., for sequencing, comparing, justifying, evaluating, describing)  , VISUALS:   modeled use by the teacher or a student for the class; teacher actively reminds students to use the visual supports as needed during their group and independent work (e.g., asks which tool would best support their specific task and why), PEER INTERACTION: encouragement of translanguaging and making meaning in their primary language before reinforcing additional time for sharing their ideas and thinking in English and Opportunities for MLs to speak with different students for a variety of English language models , PRIMARY LANGUAGE:  Cognates and cross-linguistic connections are made explicit for the students and/or there are invitations for students to make cross-linguistic connections, Mastering (assuming the prior levels are in place) : FRAMES: activity/task for students to analyze their use of frames, and how they contributed to their learning and advancement as a mathematician and teacher informal tracking of language use, VISUALS: activity/task for students to reflect on their use of the visual support and how it contributed to their learning and advancement as mathematicians (connect to math disciplinary practices), PEER INTERACTION: activity/task for students to reflect on their peer interactions and how they contributed to their learning and advancement as mathematicians (connect to math disciplinary practices), PRIMARY LANGUAGE: activity/task for thinking metalinguistically- what connections did they notice in the lesson between their primary and new languages? How does identifying those connections advance their learning and language?,

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