What expectation should a teacher have for an advanced-high ELL when summarizing a science experiment?

When considering the expectations for an advanced-high English Language Learner (ELL) summarizing a science experiment, maintaining a focus on both content mastery and linguistic proficiency is crucial. An advanced-high ELL is at a stage where they possess a solid understanding of the subject matter and the ability to communicate effectively in English. Therefore, it is reasonable to expect that they can articulate the essential points of the science experiment while also demonstrating strong language skills.

The expectation for an advanced-high ELL to communicate grade-level content with few language errors aligns with their advanced proficiency level. These students should be able to engage with complex ideas, utilize the appropriate academic vocabulary, and construct coherent responses that reflect their understanding of the experiment. This level of expectation supports both their learning and their integration into academic settings, as it encourages them to practice and demonstrate their language skills at a more advanced level, preparing them for future academic opportunities.

In contrast, other options do not appropriately reflect the capabilities of an advanced-high ELL. For instance, including illustrations or relying on sentence stems may be more suitable for lower proficiency levels where learners need additional support. Similarly, producing writing with poor syntax does not align with the expected abilities of an advanced-high student who should be capable of handling language with greater sophistication