The Meeting Students' Needs column in each lesson contains support for both ELLs and Universal Design for Learning (UDL), and some supports can serve a wide range of student needs. However, ELLs have unique needs that cannot always be met with UDL support. According to federal guidelines, ELLs must be given access to the curriculum with appropriate supports, such as those that are specifically identified as "For ELLs" in the Meeting Students' Needs column.

• Prioritizing lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 8-10, as students may need additional time to orally process and prepare notes for their Module 4 reflections. Be sure to complete the Language Dive in Lesson 8. Consider using additional flex days to do so, or placing less focus and condensing instruction on writing wildflower seed planting instructions in Lesson 4 and on seed packet assembly in Lesson 8.
• Language Dives: All students participate in a Mini Language Dive in Lesson 1, and ELLs can participate in an optional Language Dive in Lesson 8. Many lessons also include optional Mini Language Dives for ELLs. These Language Dives support ELLs and all students in deconstructing, reconstructing, and practicing the meaning and structures of sentences from guiding questions and teacher models. See the Tools page for additional information on Language Dives.
• Conversation Cues: Encourage productive and equitable conversation with Goals 1-4 Conversation Cues (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). See the Tools page for additional information on Conversation Cues.
• Diversity and inclusion: Investigate the routines, practices, rituals, beliefs, norms, and experiences that are important to ELLs and their families. Integrate this background into the classroom as students discuss taking action to contribute to their community and protecting pollinators. Invite students to share experiences with taking action in their communities and with pollinators and plants in their families or amongst their cultures. As you prepare for the Celebration of Learning at the end of the unit, consider arranging for school staff or community members to provide oral interpretation for parents who speak languages other than English. Consult with a guidance counselor, school social worker, or ESL teacher for further investigation of diversity and inclusion concerns.
• Wildflower seed packet writing piece: Students use their research from Unit 2 to write a short piece stating two reasons to plant wildflower seed packets. ELLs benefit from returning to familiar content and text structure. Make use of anchor charts and their work from Unit 2 to engage this prior knowledge. Consider encouraging students use the color-coding system from Unit 2 to support their work on this piece. For heavier support, consider working closely with a small group of students to complete the piece as a shared writing experience.
• Writing reflection notes and presenting: Throughout the unit, students respond to prompts to write notes on their reflections about their work and their areas of growth throughout Module 4. It may be challenging for some students to articulate some of these concepts, as expressing long-term growth requires the use of abstract language. Consistently model and think-aloud the cognitive process and expression of reflecting on growth. Invite students to practice using the provided sentence frames orally and in writing before thinking and writing independently. As students rehearse and present their reflections, consider strategically sequencing the presentations, inviting more confident students to present first.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual skills that ELLs bring to the classroom.