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. Unit 1:
Prioritizing lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 1, 6, 8, 9, and 10 to introduce students to classroom norms and protocols in Lesson 1; introduce them to short constructed response in Lesson 6; and support comprehension of Nasreen’s Secret School (including using Language Dives) and writing short constructed responses in Lessons 8, 9, and 10. If necessary, place less focus and condense instruction on peer review and spelling, capitalization, and punctuation in Lesson 10. Peer review is very important; however, students must have sufficient understanding of and practice with constructing cohesive written responses before peer review can be optimally productive. Likewise, spelling, capitalization, and punctuation help convey meaning but are often less critical than text structure, sentence structure, and word choice. Consider spending less time on Waiting for the Biblioburro in Lesson 3, which contains a slightly different instructional pattern, reserving more time for Rain School and Nasreen’s Secret School later in the unit, which share a similar pattern.
Language Dives: All third graders participate in their first full Language Dive in Unit 3. To gradually immerse ELLs in the Language Dive routine, ELLs are introduced to their first Language Dive in Lesson 8 in this unit. They follow up with a connected Language Dive in Lesson 9. These Language Dives are designed to help students continue to notice and apply the English subject-predicate structure introduced in preceding lessons. 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 in the Tools page.
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. 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.
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 literary texts that take place across different cultures and countries. Because this unit explores issues related to access and privilege, it is important to be particularly sensitive to students’ experiences. Some may have experienced interrupted formal education due to poverty, violence, or migration. Some may currently experience a lack of access to texts and educational resources in their home languages or cultures. Foster inclusive action by creating space for students to express their feelings about sensitive 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.
Strategic grouping: Students work in pairs or triads across multiple lessons in this unit. Strategically pair students in advance to create productive and supportive work time. Consider matching ELLs with partners who have greater language proficiency. The conversations that happen as a result of such strategic pairing 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.
Language processing time: Give ELLs sufficient time to think and jot notes about what they want to say before they share with their partners or the whole class and before they write formally.
Writing and short constructed response structure: Students will receive explicit, scaffolded instruction in how to craft a short constructed response. Some students who may need additional support with the language itself may also need additional support with the structure of these responses. Use color-coding and manipulatives, such as sentence strips, to support this skill. Also, this response structure may be different from the structure students are familiar with in their home language. Compare and contrast home language text structure whenever possible.
Subject-predicate structure: In Lesson 6, students participate in a mini lesson about the basic structure of an English sentence. This structure is reinforced in the Language Dive in Lesson 8 and in Lesson 9. Once ELLs pick up the concept that most complete English sentences must have a subject (noun or noun phrase, who or what the sentence is about, or the agent in the sentence) paired with a predicate (verb or verb phrase, the action or state of being in the sentence), they will have a leg up on what it means to write a complete sentence.
Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.
Unit 2:
Prioritizing lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 1, 2, 7, and 8 to support students with comprehension of pages 18–19 in My Librarian Is a Camel in Lessons 1–2, and analyzing paragraph structure using the color-coding system in Lessons 7–8. Be sure to complete the Language Dives in Lessons 2 and 5. Place less focus on and condense instruction in Lessons 9–1o, when students will participate in peer critique. Peer critique is an essential practice to foster; however, students must have sufficient understanding of and practice with constructing cohesive paragraphs before peer critique on paragraph organization can be optimally productive.
Language Dives: All third graders participate in their first full Language Dive in Unit 3. To continue to gradually immerse ELLs in the Language Dive routine, ELLs participate in Language Dives in Lessons 2 and 5 in 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 and supporting English language learners, please see the Tools page.
Goal 1 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 1 Conversation Cues are introduced in Unit 1, Lesson 3. 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 literary texts that take place across different cultures and countries. Because this unit explores issues related to access and privilege, it is important to be particularly sensitive to students’ experiences. Some may have experienced interrupted formal education due to poverty, violence, or migration. Some may currently experience a lack of access to texts and educational resources in their home languages or cultures. Foster inclusive action by creating space for students to express their feelings about sensitive 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.
Strategic grouping: Since students works with partners and expert groups to closely read and then draft, write, and revise an informative paragraph, seriously consider matching ELLs with partners who have greater language proficiency. The conversations that happen as a result of such strategic pairing 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.
Writing and paragraph organization: Students receive explicit instruction in how to craft an informative paragraph: introductory sentence, focus statement, body sentences, and concluding sentence. Students who are still trying to comprehend the language itself may need additional support grasping this organizational structure. Use color-coding and manipulatives (e.g., sentence strips) to support this skill. Also, this paragraph structure may be different from the text structure students are familiar with in their home language. Compare and contrast home language text structure whenever possible.
Determining the main idea and key details: Students will participate in a series of close reading sessions during which they will hone their comprehension and interpretive skills by determining the main idea and supporting details of informational text. Students will complete a series of note-catchers to help them process these concepts and construct their own paragraphs later in the unit. It may be difficult for some to grasp the concepts of the main idea and supporting details of a text while focusing on comprehension of the meaning of the text itself. Consider providing students with partially filled-in note-catchers, which serve to model the type of information they are expected to enter while reducing the volume of writing so they can more readily focus on comprehension.
Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual skills that ELLs bring to the classroom.
Unit 3:
Prioritizing lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 1 and 2 to support students in preparation for the mid-unit assessment. Students may benefit from an additional review of informational essay structure. The content in More Than Anything Else includes serious and challenging subject matter, which may require additional time as well. Be sure to complete the Language Dives in Lessons 2 and 5. Consider placing less focus and condensing instruction in Lessons 11, 13, and 14.
Language Dives: All students participate in their first full Language Dive in Lesson 2, embedded in a close read. ELLs participate in Language Dives in Lessons 2 and 5. 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, please 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). Refer to 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. Because this unit explores issues related to slavery, oppression, and learning challenges, it is important to be particularly sensitive to students’ experiences. Some may have similar challenges as the characters in the texts, such as low self-confidence or exhaustion from demanding family responsibilities. It is also possible that some students have been enslaved. Remain inclusive and create space for students to express their feelings about sensitive issues, while being aware that they may experience some trauma or social stigma. Consult with a guidance counselor, school social worker, or ESL teacher for further investigation of diversity and inclusion concerns.
Strategic grouping: Since students work with partners to plan informative essays and to practice reading fluency, seriously consider matching ELLs to a partner who has greater language proficiency. The conversations that happen as a result of such strategic pairing will greatly serve the language development of both partners. During reading fluency practice, more proficient readers can provide helpful feedback to students who are less confident.
Language processing time: Give ELLs sufficient time to think about what they want to say before they share with other students or write.
Writing and essay organization: Students receive explicit instruction in how to craft an informational essay: introductory paragraph, focus statement, proof paragraphs, and concluding paragraph. Students use The Painted Essay® format. Students who are still trying to comprehend the language itself may also need additional support grasping this organizational structure. Use color-coding and manipulatives inspired by The Painted Essay® routines, such as sentence strips, to support this skill. Also, this essay structure may be different from the text structure students may be familiar with in their home languages. Compare and contrast home language text structure whenever possible.
Analyzing figurative language and determining main idea: Students participate in two close reading sessions during which they will hone their comprehension and interpretive skills by analyzing figurative language and determining details that support the main idea of text. Students will complete a series of note-catchers to help them process these concepts. It may be difficult for some students to grasp the concepts behind figurative language. Many students may need additional support to comprehend literal language, so figurative language may seem abstract to them. Spend additional time unpacking the meaning of figurative phrases.
Encourage students to research more about life in one of the countries described in the texts and create a presentation to share with the class to help them better understand life in this country.
Invite students to perform additional research about education in their expert group country, or about access to books and education in either their country of origin or in a country of interest.
Create reading strategy bookmarks for younger readers.
Careful role assignment during book talks and discussions