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 3-6, which slowly build the routine of reading, making connections, close reading, determining the main idea, and summarizing for Esperanza Rising and the UDHR, and Lessons 10-11, which help students prepare and practice for text-based discussions. If necessary, consider placing less focus and condensing instruction in Lessons 1, 2, 7, and 8, which provide helpful background, practice, and repetition but don't introduce as many new concepts. However, be sure to guide students through the Language Dives in Lessons 7 and 8.
• Language Dives: All students participate in their first Language Dive in Lesson 7. ELLs can follow up with an optional, connected Language Dive in Lesson 8. These Language Dives are designed to help students continue to notice and apply the English subject-predicate structure they review in Lesson 6. Most lessons also offer optional Mini Language Dives for ELLs. Language Dives are guided conversations about the meaning of a sentence from the central texts, models, or learning targets. The conversation invites students to unpack complex syntax, or "academic phrases," as a necessary component of building both literacy and habits of mind. Students then apply their understanding of language structure as they work toward the assessments and performance task. All Language Dives follow a Deconstruct-Reconstruct-Practice routine, in which students discuss and play with the meaning and purpose of the sentence and each chunk of the sentence; put the chunks back together into the original order and any possible variations; and practice using the chunks in their own speaking and writing. To maximize language practice and accommodate time, consider dividing or reviewing each Language Dive over multiple lessons. A consistent Language Dive routine is critical in helping all students learn how to decipher complex sentences and write their own. In addition, Language Dive conversations can hasten overall English language development for ELLs. Avoid using the Language Dive Guide to lecture about grammar; the Guide is designed to prompt students as they grapple with the meaning and purpose of the chunks and the sentence. Consider providing students with a Language Dive log inside a folder to track Language Dive sentences and structures and collate Language Dive note-catchers. Assure students that this log will not be graded; however, consider inviting students to use their log and note-catchers to gauge the progress of their speaking and writing skills. For more information on Language Dives and supporting English language learners, see the Tools page. 
• Diversity and inclusion: Investigate the languages, routines, practices, rituals, beliefs, norms, and experiences that are important to ELLs and their families. An ideal context for inclusiveness emerges as students are invited to add their feelings and experience with regard to Esperanza Rising and the UDHR. Create a safe space for students to express their experiences and feelings, in both their home language and English, about the sensitive issues embedded in the texts, knowing that these discussions may help create equity or unearth trauma or both. Consider integrating this background into the classroom as students discuss Esperanza's immigrant experience, culture, history, and language in Esperanza Rising and as students read about human rights in the UDHR. Consult with a guidance counselor, school social worker, or ESL teacher to further investigate diversity and inclusion.
• Goal 1 Conversation Cues: Encourage productive and equitable conversation with 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. Talk Science Primer. 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. Goal 1 Conversation Cues are introduced in Lesson 3. Heightened language processing and development is a primary potential benefit for ELLs. 
• Strategic grouping: Students work in pairs to make connections between Esperanza Rising and the UDHR and prepare for text-based discussions. Seriously consider grouping ELLs with partners who have greater language proficiency. The conversations that happen as a result of such strategic grouping will greatly serve the language development of both partners. Be aware that partnering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for some students. In addition, some students may believe it is inappropriate to speak with other students at all during class. Let them know that in the United States, speaking with a peer of either gender when the teacher gives the signal is appropriate, and it is one way that students can become independent learners and develop their content knowledge and language ability. At the same time, tell them you respect their needs, and if necessary, seek alternative arrangements for students according to their cultural traditions.
• Summarizing: ELLs are encouraged to verbally summarize the events of Esperanza Rising in each lesson as the unit progresses. All students receive explicit instruction in how to write a summary of a UDHR article in Lesson 6, during which ELLs are also invited to compare these two types of summaries. Some students may need additional support with determining a main idea and effective supporting details (as part of writing a summary), as they are still learning to comprehend the language itself in the UDHR. Help students understand and discuss the details in each article, guiding students to notice any main idea patterns that emerge. Note that these summary criteria may be different from other summary criteria that students are familiar with in their home languages. Compare and contrast the criteria whenever possible.
• Text-based discussions: Students participate in two text-based discussions, during which they will have the opportunity to discuss how human rights are threatened in Esperanza Rising. 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.