Which approach would best help an intermediate-level ELL comprehend academic content?

Discussing learning objectives at the start and end of class is especially beneficial for intermediate-level English Language Learners (ELLs) as it provides a clear framework for what they are expected to learn. By outlining these objectives, students gain insight into the purpose of the lesson and can better connect their existing knowledge with new concepts. This approach can enhance their focus and motivation, making academic content more accessible.

Furthermore, revisiting the learning objectives at the end of the class allows ELLs to reflect on their understanding and identify areas where they may need further clarification or support. This method not only aids comprehension of the material but also fosters a sense of accountability and ownership over their learning process.

In contrast, while assigning supplemental homework, modeling inferential skills, and monitoring progress are all helpful strategies, they do not specifically target the initial comprehension of academic content as effectively as clearly communicating learning objectives. Engaging students at the beginning and end of the lesson directly addresses their understanding, making the content more approachable and relevant to them.