Ms. Bruno is playing a trivia game with her science class in preparation for their upcoming exam. She puts the students into sma
ll groups and gives each group a bell to ring. She prepares a series of questions. The first group to ring their bell and answer each question correctly gets a point. The group with the most points at the end of the class receives a prize. There are some advanced level ELLs in her class, and she notices that the groups with the ELLs don't have nearly as many points as the groups composed of their native English-speaking peers. What is most likely to be causing this? A. The ELLs can't understand the questions without extensive linguistic support
B. The ELLs have limited knowledge of the content.
C. The ELLs don't work well with their native English-speaking peers.
D. The ELLs require more time to process information
