Whereas the Meeting Students' Needs column in each lesson contains support for both ELLs and Universal Design for Learning (UDL), 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 identified for ELLs in the Meeting Students' Needs column.

• Prioritize lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 2-7 to support comprehension of the anchor text, Stone Girl, Bone Girl, to complete two Language Dives, and in preparation for the assessment, which occurs at the end of a series of close read-alouds. The assessment requires students to retell and answer selected-response questions, and the instruction in Lessons 2-7 provides important support and preparation for that work. Lessons 10-12 build on the knowledge and learning students acquire during the first half of the unit, transitioning to reading informational texts on the same topic and inviting students to write about what they learn. If necessary, consider condensing Lessons 10-11, having students write about paleontologists' tools over one lesson rather than two.
• Language Dives: All students participate in Language Dives during the close read-alouds in Lessons 3 and 5. Many lessons also include optional Mini Language Dives for ELLs. To maximize language practice and accommodate time, consider dividing or reviewing each Language Dive over multiple lessons. Beginning in Module 2 and going forward, create a "Language Chunk Wall"--an area in the classroom where students can display and categorize the academic phrases discussed in the Language Dive. At the end of each Language Dive, students are invited to place the Language Dive sentence strip chunks on the Language Chunk Wall into corresponding categories, such as "Nouns and noun phrases" or "Linking language." Consider color-coding each category. Examples: blue for nouns and subjects; purple for pronouns; red for predicates and verbs; yellow for adjectives; and green for adverbs. See each Language Dive for suggested categories. Students can then refer to the wall during subsequent speaking and writing tasks. For more information on Language Dives, refer to the Supporting English Language Learners Guidance on the Tools page.
• Goals 1 and 2 Conversation Cues: Continue to encourage productive and equitable conversation using Goal 1 and 2 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. Goal 2 Conversation Cues are introduced in Unit 3 of Module 1. Heightened language processing and development is a primary potential benefit for ELLs.
• 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 informational texts taking place across different cultures and countries. The guiding questions and texts focus on fossils, bones, and paleontology, which may raise sensitive issues for some students, such as in cultures that wish to leave animals and objects from the past undisturbed. In addition, the anchor text, Stone Girl, Bone Girl, explores feelings of loneliness that may be familiar to ELLs, especially if they are newcomers. Prepare students for this content. Create a safe space for students to express themselves without putting them on the spot if they choose not to. Consult with a guidance counselor, school social worker, or ESL teacher for further investigation of diversity and inclusion concerns.
• Strategic grouping: As students are invited to pair up for various tasks and protocols, seriously consider matching ELLs to a partner who has greater language proficiency. The conversations that happen as a result of such strategic grouping will greatly serve the language development of both partners.
• Identifying character responses to events and retelling: In preparation for the Unit 1 Assessment, students participate in a series of close read-aloud sessions, during which they will hone their comprehension by identifying character responses to important events and by retelling the story. Retelling may be challenging for ELLs, as it requires students to interpret the text and use the irregular past tense. As you read the anchor text, explicitly point out examples of the irregular past tense and use illustrations and visual information as much as possible to support student comprehension. Give students opportunities to act and to move as they practice retelling. Check for comprehension frequently and ask probing questions to elicit details from the text. Use Conversation Cues to foster discussion among students.
• Writing and collaboration: In the second half of the unit, students will have several opportunities to synthesize their learning from informational texts and share their thinking with a partner before writing. This social interaction is beneficial for ELLs because it will allow them time to verbalize their ideas with a peer before writing. It may be difficult for students to write independently after working closely with a partner. If there are students who speak the same home language, consider grouping them together and allowing them to discuss their learning first in their home language, then in English.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual skills that ELLs bring to the classroom.