The Meeting Students' Needs sections in each lesson contain 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 Meeting Students' Needs.

• Prioritizing lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 2-5 to support comprehension of We Planted a Tree, including a Language Dive, and to ensure students are clear on the parts and purpose of the performance task. Students may benefit from additional modeling selecting one tree part for their Tree Appreciation card, as well as time practicing the process of giving and receiving feedback. Consider placing less focus on and condensing the Openings in Lessons 2 and 5 to offer students more time to internalize the steps of creating high-quality work.
• Language Dives: All students participate in a Language Dive in Lesson 2. This Language Dive supports ELLs and all students in deconstructing, reconstructing, and practicing the meaning and structures of sentences from We Planted a Tree. Refer to the Tools page for additional information on Language Dives.
• Goal 4 Conversation Cues: Encourage productive and equitable conversation with Goal 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 consider how to inspire others to appreciate trees. Seek out literature that represents the ethnic, linguistic, and geographic diversity of your class. Look to see if We Planted a Tree or books like it are available in the languages your students speak. As an extension, students can query their extended family or neighbors for information about how trees are beneficial in their community, any countries they have visited, or where they have family. Consider creating a class museum of ways to appreciate trees: Students can bring a photo, video, or artifact connected to the guiding question from their neighborhood, countries they've visited, or where they have family and explain how it is connected in their home language. Consult with a guidance counselor, school social worker, or ESL teacher for further investigation of diversity and inclusion concerns.
• Focused read-alouds: Students participate in a focused read-aloud that helps them consider additional reasons to plant and appreciate trees. While reading and discussing We Planted a Tree, students are asked to identify and describe how trees contributed to the communities where they were planted. Some students may grapple with the poetic syntax and new vocabulary. Provide additional support with this skill when possible. Use the anchor charts, the Language Dive sentence, and think-alouds to reinforce the skill.
• Tree Appreciation cards: Students create a Tree Appreciation card that includes a sentence to inspire others to appreciate trees. They read this sentence, along with select entries from their Enjoying Trees Journals, Parts I and II at the end-of-module celebration. To develop and present a published piece of writing, students benefit from explicitly modeled lessons that support them by providing opportunities to practice key vocabulary and sentence structures as well as conference with you and a peer before, during, and after writing. Some students may need additional modeling and feedback before feeling confident enough to compose, revise, and publish their sentence. 
• Performance task presentation: Throughout Unit 3, students prepare to share their learning through small group presentations to invited guests. These support ELLs by providing a personal context for them to share their knowledge while practicing newly acquired syntax and vocabulary. To ensure they feel confident and ready to present, make sure ELLs have the opportunity to practice their presentation with classmates with high levels of English proficiency as well as students who speak the same home language (these students may overlap). Invite students to practice with the teacher if they need more support.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual skills that ELLs bring to the classroom.