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 2 assessments, consider prioritizing and expanding instruction in Lessons 1-5, which introduce new texts and video content, and include a close reading and practice comparing points of view; Lessons 7-8, which help students form their opinions by preparing for and participating in a text-based discussion; and Lessons 9-12, which focus on analyzing and writing opinion essays, and include whole class Language Dives in Lessons 9 and 11. If necessary, consider placing less focus on and condensing instruction in Lessons 2 and 14, which provide helpful background, practice, and repetition, but don't introduce as many new concepts.
• Language Dives: All students participate in Language Dives in Lessons 9 and 11. These Language Dives support ELLs and all students in deconstructing, reconstructing, and practicing the meaning and structures of sentences from Promises to Keep, "This I Believe: Free Minds and Hearts at Work," and the Model Essay: Branch Rickey. Many lessons also include optional Mini Language Dives for ELLs. 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. See 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). See the Tools page for the complete set of 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 continue to learn about the issues of racial injustice and segregation presented in the texts and videos, and as they write about their opinions. Be sensitive to students' experiences and perspectives on these topics, and foster inclusive action by creating space for students to express their feelings about issues embedded in the texts and videos while being aware that these discussions may unearth trauma or social stigma. Consult with a guidance counselor, school social worker, or ESL teacher for further investigation of diversity and inclusion.
• Writing opinion essays: Students receive explicit instruction in how to craft an opinion essay: introductory paragraph, body paragraphs, and concluding paragraph. Students use the Painted Essay(r) format, which they are familiar with from Modules 1-2. Students who are still trying to comprehend the language itself may also need additional support grasping this organizational structure. Use color-coding and manipulatives inspired by the Painted Essay(r) routines, such as paragraph strips, to support this skill. Also, this essay structure may be different from the text structure students may be familiar with in their home languages. Compare and contrast home language text structure whenever possible.
• Introductory elements: In the first half of the unit, students are introduced to introductory elements, which are phrases or words separated from the rest of the sentence with a comma that give background information or set the stage for the rest of the sentence. Additionally, students continue to use linking words and phrases learned in the previous modules to connect their ideas. This instruction will benefit ELLs by preparing them with language to connect ideas when they write opinion essays in the second half of the unit, and for revising their opinion essays in the end of unit assessment. Support students by providing additional practice with introductory elements, including linking words and phrases, throughout the unit. Encourage students to use varying linking words and phrases in their speaking as well as in their writing.
• Reinforcing verb tenses: Throughout the unit, continue to encourage students to notice verb tenses, reinforcing the work students did with verb tenses in Unit 1. Invite students to continue discussing how verb tenses convey time, sequence, states, and conditions, and to notice shifts in verb tense, (for example, from simple present tense to simple past tense), identifying and correcting shifts in verb tense that are inappropriate. Supports are provided in the Meeting Students' Needs column to help ELLs continue this work.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.