A third-grade class is learning about the water cycle. The class consists of native English speakers and ELLs at different English proficiency levels. Which of the following activities will most effectively help all students review content from the unit?

Rereading text can be a beneficial strategy for some students; however, it may not effectively engage all learners, particularly ELLs who might struggle with comprehension. This method lacks the interactive and dynamic elements that would help reinforce understanding and retention of the content.

While copying definitions can aid in vocabulary acquisition, it is a passive learning activity that does not encourage deeper engagement with the material. ELLs may find this approach challenging due to language barriers, and it lacks the interactive element necessary for the whole class's effective review of the water cycle.

This task encourages critical thinking and writing skills; however, it may be daunting for ELLs who struggle with language proficiency. The writing activity lacks the collaborative and fun aspects that would engage all students, particularly those who may not feel confident in their writing abilities.