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A high school mathematics teacher class includes English-language learners (ELLs). The teacher is designing a class activity that will involve groups working together on a task. Which of the following strategies would be the best for developing this activity in a way that accommodates the students varying levels of English-language proficiency? A. Grouping students according to their level of academic language proficiency in English. B. Planning tasks based on the assumption that the ELLs will have an average understanding of English. C. Including tasks that will encourage students to explore mathematics in a hands on manner. D. Involving students in a detailed class discussion of the activity before the groups begin.
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