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: To prepare for the Unit 3 assessments, consider prioritizing and expanding instruction in Lessons 3-6, which focus on the conventions of standard English as well as their application to students' revised scenes from Peter Pan, and the fluency instruction in Lessons 8-10, which provide students with important oral language practice for the end of unit assessment and performance task presentations. If necessary, consider placing less focus on peer feedback and allowing more time for students to work on their revised scenes.
• Language Dives: All students participate in Language Dives in Lessons 4 and 6. Lesson 6 also includes an 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 Model Narrative: Revised Scene from Peter Pan in Kensington Gardens. The Language Dive goals remain the same as in previous modules; however, the new format goes beyond those goals by encouraging students to take more of a lead in the conversations and to build greater independence by taking an inquiry-based approach to language in general, and the selected sentence in particular. Refer to the Tools page for additional information.
• Conversation Cues: Encourage productive and equitable conversation with Goals 1-4 Conversation Cues, which are questions teachers can ask students to help achieve four goals: (Goal 1) encourage all students to talk and be understood; (Goal 2) listen carefully to one another and seek to understand; (Goal 3) deepen thinking; and (Goal 4) think with others to expand the conversation (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). Refer to the Tools page for the complete set of cues.
• Diversity and inclusion: Continue to investigate the routines, practices, rituals, beliefs, norms, and experiences that are important to ELLs. Integrate this background into the classroom as students choose scenes to revise from Peter Pan, supporting them in making revisions to scenes that may have contained issues that are more sensitive for them. Build on the discussions from Units 1-2 that focused on the connections between Peter Pan and the historical context, encouraging them to draw on these discussions as they make their revisions. Additionally, investigate the routines, practices, rituals, norms, and experiences that ELLs may have in relation to peer critique, as there is a substantial amount of time dedicated to peer critique in the first half of Unit 3. Consult with a guidance counselor, school social worker, or ESL teacher for further investigation of diversity and inclusion.
• Reading phones: Consider providing a reading phone, a reading and speech practice tool, to each student as they read, write, revise, and sketch. Whether students are using them to read text independently or review their own writing, reading phones allow students to hear themselves as they read aloud, without others hearing them. Increased privacy while reading aloud can help lower the anxiety that students might experience as they attempt to master new skills.
• Writing narratives: Students receive explicit instruction on how to organize and draft a revised narrative scene from Peter Pan. They map out an original scene using a graphic organizer, choose a scene to revise, and add descriptive language and dialogue to "show rather than tell" in their scene. Students also receive explicit instruction on English writing conventions, including choosing words and phrases for effect, to support the process of revising their scenes. (L.3.3a) While this language standard is not explicitly focused on until Lesson 6, it is essential for ELLs to begin to build adjective and adverb vocabulary and structure in earlier lessons, allowing them to have words and phrases to choose from. An interactive Descriptive Language Construction Board is suggested in Lesson 2, focused on the development of adjective and adverb vocabulary throughout the module. Also, this essay structure may be different from the text structure students are familiar with in their home languages. Compare and contrast home language text structure whenever possible.
• Presentation structure and prompt cards: Students receive explicit, scaffolded instruction in how to craft and deliver a presentation of their revised scenes from Peter Pan, describing how and why they revised the scene using prompt cards. Some students may need additional support with organization, as they may still be learning to comprehend English on a sentence level. Use color-coding and manipulatives, such as sentence strips, to support this skill. In classrooms with many ELLs, work closely with groups to create their prompt cards. Also, this presentation structure may be different from the structure students are familiar with in their home language. Compare and contrast home language text structure whenever possible.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.