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 1 assessments, consider prioritizing and expanding instruction in Lessons 2-5, which focus on conducting research on natural disasters and identifying reasons and evidence an author gives to support a point, and include a Language Dive; Lesson 7, which includes a Science Talk; and Lessons 8-11, which focus on analyzing and drafting a PSA script and include a Language Dive. If necessary, consider placing less focus and condensing instruction in Lesson 1, which provides helpful background, practice, and repetition, but doesn't introduce as many new concepts.
• Language Dives: All students participate in a Language Dive in Lesson 4, and ELLs can participate in an optional Language Dive in Lesson 10. Lesson 11 includes an optional Mini Language Dive for ELLs. These Language Dives support ELLs and all students in deconstructing, reconstructing, and practicing the meaning and structures of sentences from "How Well is Your Community Prepared?" and the Model PSA script. 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 explore the topic of natural disasters and the physical and human impact they can have on communities. 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 text, 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.
• Identifying Reasons and Evidence: In the first half of the unit, students work to identify reasons and evidence an author gives to support a point. ELLs may find it challenging to distinguish between reasons and evidence, as they only have one opportunity (Lesson 4) to practice this skill prior to the mid-unit assessment in Lesson 6. If possible, consider providing students with additional opportunities to practice skill outside of the lessons leading up the assessment, using a variety of texts. Discuss examples of reasons and evidence, and reinforce students'understanding by inviting them to articulate the difference between the examples.
• Writing and Recording PSAs: In the second half of the unit, students receive explicit instruction in how to write a PSA script on the natural disaster they researched in the first half of the unit. They first analyze a model PSA script and then receive instruction in how to plan a PSA script before writing one. In the End of Unit Assessment, which takes place during Lessons 12-13, students are invited to record their PSAs. Consider taking time outside of the lessons before the end of unit assessment to practice with students who may feel nervous or insecure about recording their PSAs. Remind them to focus on the aspects of their presentations that they are confident about, and practice areas in which they need additional support.
• Commas to Separate Items in a Series and to Set Off Words and Phrases: In the second half of the unit, students are introduced to using commas to separate items in a series, as well as to set off words and phrases. Before introducing each of these uses of commas, consider revisiting the work students did in Module 3 focused on using a comma to separate an introductory element from the rest of the sentence. Additionally, consider supporting students with additional practice in using commas in each of these ways throughout the school day, and inviting students to distinguish between their uses.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.