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.

• Prioritizing lesson for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 1-6 on establishing and practicing discussion norms and completing the first full Language Dive. Students will benefit from additional practice with using oral language to ask and answer questions. This will prepare them for their performance tasks and it will also strengthen their participation during close read-alouds. If necessary, place less focus and condense instruction on reading informational texts during Lessons 2 and 3.
• Language Dives: All kindergartners participate in their first whole-class Language Dive in Module 2. Kindergarten ELLs can participate in their first full Language Dive in Lesson 6 of this unit. 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, refer to the Supporting English Language Learners Guidance (see the Tools page).
• Goal 2 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. 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 Lesson 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. During this unit, students will discuss toys from now and toys from long ago. Be aware that they will have varying experiences with toys and be aware of toys that may be culturally specific. Be inclusive of all experiences and refer to toys introduced in the classroom and in texts whenever possible. 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.
• Language processing time: Give ELLs sufficient time to think about what they want to say before they share with other students or write.
• Peer interviews and writing: Students will receive explicit instruction in interviewing peers and creating a piece of writing based on the interview. It may be challenging for some to express themselves verbally. It may be necessary to model highly structured interactions to scaffold speaking and listening tasks.
• Close reading and identifying characters and events: Students will participate in a series of close reading sessions during which they will hone their comprehension and interpretive skills, by determining key characters and events within the text. Use illustrations and visual information as much as possible to support student comprehension.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual skills that ELLs bring to the classroom.