What is the best accommodation for a low-proficiency ELL student during a math quiz on probability?

Providing the option to read the directions and problems aloud in a quiet area is the best accommodation for a low-proficiency English Language Learner (ELL) during a math quiz on probability. This approach directly addresses the challenges the student may face with language comprehension. By reading aloud, the student can better grasp the instructions and the content of the problems, which is crucial for understanding and successfully completing the quiz.

This method not only supports the student’s immediate needs but also fosters a more inclusive learning environment. It allows the student to focus on the mathematical concepts being tested rather than getting stuck on language barriers. Moreover, in a quiet area, distractions are minimized, further enhancing the student’s ability to concentrate and engage with the material.

Other accommodations, while potentially beneficial in different contexts, may not be as effective for this specific situation. For example, working with a peer might introduce new challenges if the peer does not effectively communicate the concepts in a way that the ELL student understands. Likewise, a translated version of the quiz could help with language, but it might not ensure the student understands the mathematical principles being assessed, as translations could create additional complexity in comprehension. Extending the time limit alone does not address the fundamental issue of understanding the language used in the problems