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 lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 2-10 in which students read, write, and talk about weather facts. This will reinforce content knowledge and prepare students for the assessment. If necessary, place less focus and condense instruction on rehearsing for presentations and writing about planning for the weather in Lessons 11-13.
• Language Dives: All students participate in their first whole-class Language Dive in Lesson 7. ELLs can participate in an optional Language Dive in Lesson 10. Many lessons also include optional Mini Language Dives for ELLs. To maximize language practice and accommodate time, consider dividing or reviewing each Language Dive over multiple lessons. Beginning in module 2 and going forward, create a "Language Chunk Wall"--an area in the classroom where students can display and categorize the academic phrases discussed in the Language Dive. At the end of each Language Dive, students are invited to place the Language Dive sentence strip chunks on the Language Chunk Wall into corresponding categories, such as "Nouns and noun phrases" or "Linking language." Consider color-coding each category. Examples: blue for nouns and subjects; purple for pronouns; red for predicates and verbs; yellow for adjectives; and green for adverbs. See each Language Dive for suggested categories. Students can then refer to the wall during subsequent speaking and writing tasks. For more information on Language Dives, refer to the Supporting English Language Learners Guidance and Tools page.
• Goal 2 Conversation Cues: Continue to 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). Refer to the Tools page for the complete set of cues. Goal 2 Conversation Cues were introduced in Unit 3 of Module 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 the weather and how they prepare for it. Be aware that they may have varying experiences with different climates and weather events. For example, students who come from South Asia may experience dry seasons and rain seasons, instead of intermittent rainy and sunny days. Be inclusive of all experiences and create a safe space for students to share their own experiences and assumptions about the weather. 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.
• Close reading and asking and answering questions: Students will participate in a series of close reading sessions during which they will hone their comprehension and interpretive skills by asking and answering questions about the weather. To process the information, students will participate in a series of interactive experiences to view the weather phenomena up close. Some of the technical information may still seem abstract to some students. Support students in recalling the interactive experiences when possible. Use alternative representations of the content, such as visuals and kinesthetic movement, to support academic language when possible.
• Writing about weather facts: Students will write and draw about facts that they learn from informational text. This task is scaffolded with opportunities to process the information orally and to participate in interactive and shared writing experiences. If students grapple with the task, consider providing additional modeling and shared writing experiences to support them. Consider allowing students to draw heavily from a model writing at first, before releasing them to work independently.
• Participating in a Science Talk: Students will be introduced to a protocol for sharing their scientific thinking and ideas. This will benefit ELLs greatly in supporting content knowledge and language development. Consider creating heterogeneous groups so that students with greater proficiency can serve as models and mentors.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual skills that ELLs bring to the classroom.