There were multiple opportunities. For example, the teacher allowed students to use their word for “attract”—which for many students was “stick”—in the beginning of the lesson. Mid-way through, she writes both words on the board and uses both in the data chart. Later in the lesson she transitions to only using attract. Another example was having students refer to their previous lessons to bring words like malleable and luster into the current lesson. Through the use of sentence frames, the teacher introduced claims and evidence, linking the writing directly to the experiences they had in their investigation and in the reading.