Math educators must engage students in deep learning and talk spanning shorter, medium, and longer time frames to offer both the structures and language so that secondary English learners can participate fully alongside their classmates. In this article, the authors present: (1) "structure and language" to facilitate full participation as peers take turns; (2) "purposes" such as grouping, ordering, or matching to surface connections; and (3) "moments" within a lesson to develop concepts and practices. These levels are nested as taking turns (short) builds to meaningful participation in activity (medium), which supports longer learning journeys characterized by changes in participation over time.