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.
Prioritizing lessons for classrooms with many ELLs: To prepare for the Unit 1 assessments, consider prioritizing and expanding instruction in Lessons 1, 3, and 4, which introduce the module topic, establish routines for determining main idea and supporting details from text read aloud, and include Language Dives; and Lessons 7–11, which establish routines for comparing and contrasting informational texts and include close reads and Language Dives. If necessary, consider placing less focus and condensing instruction in Lesson 2 and 6, which provide helpful background, practice, and repetition but don't introduce as many new concepts. However, in Lesson 6, be sure to prioritize the Language Dive.
Language Dives: All students participate in Language Dives in Lessons 3, 4, 6, 7, and 9. These Language Dives support ELLs and all students in deconstructing, reconstructing, and practicing the meaning and structures of sentences from One Well:The Story of Water on Earth. Refer to the Module 1 Appendix for additional information on Language Dives.
Conversation Cues: Encourage productive and equitable conversation with Goals 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. . Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Refer to the Module 1 Appendix 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 explore the topics of water, water access, and water pollution throughout One Well and other informational texts. Be sensitive to students' experiences and perspectives on these topics and foster inclusive action by creating space for students to express their feelings about issues embedded in the text, 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.
Parts of Speech: The Language Dives in the unit support students' understanding of the parts of speech by focusing on a different part of speech in each Language Dive. Encourage students to notice parts of speech and describe their function in various sentences discussed throughout the unit. Students review the Parts of Speech anchor chart introduced in Module 1 and add to it during the Language Dives and throughout the unit.
Determining main idea and supporting details from text read aloud: Beginning in Lesson 2 of this unit, students listen to text read aloud to determine the main idea and supporting details. Although students have determined the main idea and supporting details many times in previous modules, this is the first time they do so with text read aloud. If possible, consider practicing this skill with students in other areas of the school day as well, and with texts that are familiar. This will provide students with a better ability to apply this skill during module lessons, minimizing cognitive overload.
Comparing and contrasting informational texts: In the second half of the unit, students compare and contrast the main ideas and supporting details of two texts in preparation for the end of unit assessment. There is a gradual release of support as students move from doing this as a whole group, to working in pairs, and finally working independently on the end of unit assessment. Be aware that some ELLs may need continued modeling and thinking aloud of the process of comparing and contrasting texts to ensure their success on the assessment. Allow ELLs to process their ideas orally and invite them to compare and contrast familiar and concrete examples as often as possible.
Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.