A fifth-grade ESOL teacher is providing push-in support in a math class during a lesson about angles. Which of the following is the most effective way to activate ELLs' prior knowledge at the beginning of the lesson?

Measuring angles on a worksheet may not effectively activate prior knowledge, as it is a passive task that relies on students understanding both measurement and the concept of angles beforehand. This method does not encourage interaction or application of their existing knowledge in a dynamic context, which is crucial for ELLs.

While reading the paragraph might provide some information about angles, it does not actively engage students or allow them to connect the new information to their existing knowledge. Passive listening does not support language development or comprehension as effectively as hands-on, interactive activities.

Although this option promotes collaboration and language use, it assumes that students already have sufficient knowledge of angles to describe them. For ELLs, activating prior knowledge through direct observation and labeling in their environment is more effective than requiring them to generate descriptions without first contextualizing the concept.