Which adaptation is most appropriate for beginning-level ELLs when assessing their knowledge of flower parts?

The most appropriate adaptation for beginning-level English Language Learners (ELLs) when assessing their knowledge of flower parts involves providing an image and asking them to point to specific parts. This approach leverages visual aids, which are crucial for ELLs who may struggle with language but can demonstrate understanding through visual identification. It simplifies the assessment process by removing language barriers, allowing students to use their observational skills to show what they know about flower anatomy without the need for complex verbal or written responses. This method provides immediate feedback to both the student and the teacher on the student’s comprehension.

In contrast, the other options require more advanced language skills or cognitive processing. Showing a video and asking for a summary demands comprehension and verbal expression, which might be challenging for beginning-level ELLs. Utilizing a word wall for written descriptions involves writing skills and vocabulary knowledge that these learners may not have yet developed. Having students draw and label a flower diagram also expects them to produce language and illustrations, which can be too complex for their current proficiency level. Thus, asking students to point to parts in an image stands out as the most effective and engaging practice for assessing their understanding.