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.
New: ELL supports now labeled and condensed. Beginning in Module 3, ELL supports within the Meeting Students’ Needs column are labeled and explained in detail the first time they are used. Supports repeated in subsequent lessons are also labeled but condensed for easier reading, and at times adjusted to provide lighter support. Attend to the detailed supports and labels early in the module to more easily apply them as the curriculum progresses. Note that a number of the supports may seem familiar, as they have been suggested repeatedly in Modules 1–2.
Prioritizing lessons for classrooms with many ELLs: To prepare for the Unit 1 assessments, consider prioritizing and expanding instruction in Lessons 2–4 and 6–9, which establish the reading routines, close reading, Language Dives, and analysis of character point of view. If necessary, consider placing less focus and condensing instruction in Lessons 1, 10, and 11, which provide helpful background, practice, and repetition but don’t introduce as many new concepts. However, be sure to complete the Language Dive in Lesson 11.
Language Dives: All students participate in Language Dives in Lessons 7, 9, and 11. Many lessons also include optional Mini Language Dives for ELLs. These Language Dives support ELLs and all students in understanding and practicing the meaning and structures of sentences from Peter Pan. Be aware that in Modules 3 and 4, Language Dive goals remain the same: to empower students to analyze, understand, and use the language of academic sentences; however, beginning in this unit, and continuing throughout Modules 3 and 4, the Language Dive Guide and the Mini Language Dive formats have been modified. The modified format follows the Deconstruct-Reconstruct-Practice routine, which should seem familiar as a general process (see Language Dives in the Tools Page). Additionally, beyond the teacher-led questions and answers as in Modules 1 and 2, there are suggested language goals that students should try to understand and apply for each chunk. Thus, this modified format goes beyond teacher-led questioning. It attempts to encourage students to take more of the lead in the conversation and build greater independence by taking an inquiry based approach to language in general, and the selected sentence in particular. Although students should briefly discuss all chunks in each Language Dive sentence, the new format invites them to slow down during one chunk, called the focus structure, to investigate and practice a particularly compelling language structure. For more context, consider reviewing the full Language Dive Guide in Lessons 7, 9, and 11 of this unit, as well as a range of questions students might ask one another in Questions We Can Ask During a Language Dive in the Tools Page.
Goal 4 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. . 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 4 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 discuss literary classics and stereotypes. Because this unit addresses stereotypes found in Peter Pan, be particularly sensitive to students’ experiences and perspectives. 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.
Character traits and point of view: In the second half of the unit, students analyze and discuss the character traits and points of view of the characters they meet in Peter Pan. This analysis will benefit ELLs by preparing them for the work they will do in the end of unit assessment and in later units. ELLs may find it challenging to access and produce the necessary language to describe the point of view of characters. Support students by giving them sufficient time to think about what they want to say before they are asked to share or write, referring them back to the text for examples, and providing sentence frames as needed.
Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.
Invite students to write book reviews of other traditional stories or other independent reading books.
Invite students to revise scenes from other traditional stories.