Beginning English Learners
- Provide bilingual glossary of key terms (e.g., protest, equality, segregation, march).
- Use visual supports (photos, icons, protest signs) and real objects when possible.
- Offer sentence frames for discussion/writing (e.g., “The child felt ___ because ___”).
- Allow students to share ideas through drawing or pointing before producing full sentences.
- Pair with a supportive bilingual or advanced peer for guided activities.
Intermediate English Learners
- Use graphic organizers (e.g., Venn diagrams, timelines) to support comprehension of sources.
- Provide partially filled analysis sheets with word banks to reduce writing load.
- Encourage short written responses with scaffolds like cloze sentences (e.g., “The speech and diary are the same because ___”).
- Give opportunities for oral rehearsal with a partner before writing reflections.
- Support protest sign creation with visual prompts and key vocabulary lists.
Advanced English Learners
- Challenge students to extend their writing with details and text evidence from multiple sources.
- Provide higher-order questions (“How might the child’s perspective change if they were older?”).
- Encourage bilingual expression on the protest sign (both English and home language).
- Offer opportunities to lead small-group discussions or help explain tasks to peers.
- Provide feedback on academic vocabulary and grammar to polish writing.
