Teacher models academic vocabulary
Student uses sentence frames
Visual supports provided
Differentiation for mixed proficiency
Standards referenced
Peer collaboration encouraged
Learning objectives stated
Think‑aloud / I do
We do
You do
Technology integration
Students explain reasoning
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Academic talk stems posted
Tiered vocabulary list used
Graphic organizer used
Modeled warm/cool feedback
Student self‑ assessment
Explicit language function
Sentence starters visible
Teacher rephrases for clarity
Vocabulary pre‑teach
Exit ticket uses academic language
Modeling of exemplar response
Prompt alignment to objective
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