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 1-4, which focus on analyzing and planning a video PSA and include a Language Dive; Lessons 5-6, which focus on planning and drafting an invitational letter and include a Language Dive; and Lesson 11, which focuses on preparing a presentation for the video PSA live launch. If necessary, consider placing less focus on and condensing instruction in Lesson 12, which provides helpful feedback for students but doesn't introduce as many new concepts.
• Language Dives: ELLs can participate in optional Language Dives in Lessons 3, 5, and 6. These Language Dives support ELLs and all students in deconstructing, reconstructing, and practicing the meaning and structures of sentences from the model PSA script and the model invitational letter. Refer to 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). Refer to 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 continue to explore and discuss the topics of water access, water pollution, and demands on water throughout the unit. Be sensitive to students' experiences and perspectives on these topics and foster inclusive action by creating space for students to express their feelings about these 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.
• Video PSAs: Students receive explicit instruction in how to create a video PSA on a water issue of their choice. They first analyze a model PSA and then receive instruction in how to plan a video PSA before creating one. Students work in pairs to support one another throughout this process. In Lesson 3, ELLs are invited to participate in an optional Language Dive that reinforces the function of adjectives in a sentence and supports students in using questions to engage their viewers to take action on a water issue. Consider inviting students to use new adjectives throughout the school day, as well as to use questioning to engage others in discussion.
• Abstract nouns: All students receive explicit instruction in identifying and using abstract nouns, and this instruction is reinforced for ELLs in an optional two-day Language Dive in Lessons 5-6. This combined instruction benefits ELLs by preparing them for the work they do in writing their invitational letters during the module lessons and for the mid unit assessment. Support students by providing additional practice with abstract nouns whenever possible. Additionally, encourage students to identify and use abstract nouns throughout other parts of the day and unit, while adding and highlighting them in the Examples column on the Parts of Speech anchor chart.
• Presentation structure and prompt cards: In Lessons 11-12, students build on their understanding of presentation structure from Module 3 and prepare prompt cards to use for a presentation of their PSA during a live launch. Consider taking the time to review the model presentation from Module 3, Unit 3, with students before having them create their prompt cards for this unit's presentation. In classrooms with many ELLs, work closely with groups to create their prompt cards and use color-coding to support this skill. Also, this presentation structure may be different from the structure students are familiar with in their home language. Compare and contrast home language presentation structure whenever possible.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.