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If the student qualifies for the ESL program there are a few models that can be used. In Elementary education there are usually no class periods so the ESL Class Period model wouldn't work. The districts I've worked with, Denton and Lewisville, did not use the ESL Resource Center model either. If the students use this method in the future they are a class period with ESL and course credit and a center for ESL students and resources across several schools, respectively.
If the student has Pull Out ESL, they will still be in the mainstream classroom and teacher but be pulled out a portion of the day for ESL instruction.
This is the oppostie of Self-Contained ESL which will have the student with the ESL teacher most of the day and inclusion happens during class groupings that can include non-LEP groups. There is also Team Teaching ESL which has more than one teacher to provide support for the language learners.
Structured English Immersion is another option of teaching method - this is self contained classroom of only English learners and ES: certified teachers. There is no explicit ESL teaching and very little L1 native language support. The focus is academic skill and development while getting up to speed with English. Most students graduate out of this program method within a few years.

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English as a Second Language, often shortened to ESL, is an English language instruction program with the goal to enable limited English profeicient (LEP) students to gain competency in the language. This program emphasizes mastery of English language as well as academic skills, phonological awareness, word awareness, syntactic awareness and pragmatic awareness.

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To support lasting engagement between the students and the language, enlist community help. Ask for support from teachers with language experience for first meeting if needed. Be prepared for first meeting with certain questions.

What language is spoken at home?

Can your child read books in that language?

Is your child able to write a letter in that language?

Which language do you prefer to communicate in, do you need a translator?

Any allergies I should be aware of?

Discuss importance of place for children to do homework and checking that it is done each night.

Encourage parents to contact you and stay in touch

Ask parents to discuss what the student learned about each day, review in native language can help anchor concepts.

Are there any religous or culturally important dates I need to be aware of (i.e. Fasting days, no homework on Rosh Hashanah or Yom Kippur, allow tardy  time for that ash cross thing on the forehead.)

Is there anything I should be aware about, culturally, to best teach your child?

What are their child's dislikes, likes, hobbies and favorite color?

Ask about parents schedule, start planning a parent night right away so it becomes part of the routine. Plan a story time whenever they are free. Be aware, not many working parents have free time so discuss the option but don't push. Plan a cultural day to have families come and discuss their cultures. If family not available, have food showcase from their culture. Have student and parent share something they love about their culture in questions.

Play and introduce educational games to student and parent, show simple games that can be played at home easily. Create matching bookmarks for parents and students with reading questions to ask in English on one side and in their native language in the other.

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Create visual representations of words from unit and lessons. Don't just list alphabetically engage with the content for language goal. Add high frequency words that are misspelled, show how syllables make words, contractions, letters that make different sounds in different words, and American date notation with week rotation. (i.e. American week starts on Sunday instead of Monday and Month/Date/Year) Encourage feedback when students are confused, many things that we as Americans have gotten used to are very different from other parts of the world (metric, date notation).

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Remember to factor in time for the student to process what you said and for them to formulate their reply.

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Extended Waiting for English learning students

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Extended Waiting for English learning students

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It's recommended to allow more wait time for new ESL students. They have to process the teacher's auditory information in a new language, formulate or translate their own sentence before responding. While the seconds may seem long, it is important to model patient behavior with language learners for other students. This will avoid the student becoming overwhelmed while giving them the space and confidence to answer. To avoid higher profeciency language learners always answering one strategy is to set an egg timer for 20-45 seconds and when it goes off then ask students to raise hands if they think they know. For quicker, individual waits hold up five or ten fingers and count down slowly so the student has a visual indicator of the time.

Oftentimes when starting a new language, students may not speak. This is known as The Silent Period or "Pre-Production." Meet the student where they are, don't force students to speak before they are ready. Keeping a sense of predictibility and safety is important to foster a healthy learning environment. Avoid calling on students in "Pre-Production" before they are ready to speak English.

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Using Picture Word Inductive Model for ESL students can be a great way to link language to visual examples.
Steps for this strategy include showing a picture and let students identify at least twenty objects by name. Write labels but ask students to spell the words, as the teacher make sure there are clear arrows pointing to the correct objects.
Next, have the students identify common concepts (rhyming words, alliterations, etc) and classify the words into a few groups. These do not need to be strict categories and letting the students pick how they sort the words will keep them engaged. Encourage them to create multiple kinds of groups to find commonality between new words. Have the students write them in these groups to retain the words and analyze the intented use.
To further encourage language comprehension,  provide sentence stems that work in objects from the picture to give context for how the word is used. Sentence stems and word banks created this way can also help teach the students useful synonyms. This can create multiple access points for the student to latch onto.