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 1-4, which establish the routines for reading and comparing stories, Lessons 9-12, which provide time and structure for planning and drafting a multi-paragraph opinion essay, and Lesson 13, which prepares students for the text-based discussion in the end of unit assessment. Many of these lessons also include Language Dives. If necessary, consider placing less focus on and condensing instruction in Lessons 5-6 and 8, 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 2, 4, 10, and 11. 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 Peter Pan in Kensington Gardens and the Model Book Review: 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: 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 literary classics and stereotypes. In the first half of this unit, students read the final chapters of Peter Pan, and although there is not time allotted within the lessons to make connections between Peter Pan and the historical context, pay close attention to student responses to the text and use the same format outlined in Unit 1 to discuss any sensitive issues that arise. Foster inclusive action by creating space for students to express their feelings about sensitive issues, 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.
• Comparing stories: As students read the final chapters of Peter Pan, they simultaneously read and compare the book with another story about Peter Pan, Peter Pan in Kensington Gardens. Reading and comparing the stories allows students to deepen their understanding of narrative structure and how literary classics are told differently over time, and this comparison work plants important seeds for writing a revised scene from Peter Pan in Unit 3. Support ELLs by modeling and thinking aloud the process of comparing the two stories and providing sentence frames as needed during the discussion.
• Subject-verb and pronoun-antecedent agreement: In Lessons 2 and 4, all students receive explicit instruction in using correct subject-verb and pronoun-antecedent agreement. This will be beneficial for ELLs, but it will also be more difficult for them, as some may not grasp the grammar intuitively like a native speaker might. To support ELLs, draw attention to examples of correct subject-verb and pronoun-antecedent agreement whenever possible and give students additional opportunities to practice using it in their writing and speaking.
• Writing opinion essays: Students receive explicit instruction in how to craft an opinion essay: introductory paragraph, focus statement with points 1 and 2, proof paragraphs, and concluding paragraph. Students use the Painted Essay(r) format. 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 within their home languages. Compare and contrast home language text structure whenever possible.
• Text-based discussions: Students participate in two text-based discussions, during which they discuss whether they would recommend Peter Pan in Kensington Gardens and Peter Pan to a friend. Students complete a series of note-catchers to help them prepare for these discussions. This format is ideal for language development, as it invites students to orally negotiate with classmates about the meaning of what they are trying to say, pushing them to change their language to be more comprehensible. Additionally, students can celebrate their successful attempts at communication and their ability to extend and enhance the discussions.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.