For a cloze assessment with fourth-grade transitioning-level English language learners, which type of passage is most appropriate?

The most appropriate choice for a cloze assessment with fourth-grade transitioning-level English language learners is a section of a grade-level content-area text. This type of passage is beneficial because it exposes students to academic language and vocabulary that they are likely to encounter in other subjects, such as science or social studies. Since transitioning-level learners are working on improving their English proficiency, using content-area texts allows them to apply their language skills in context and helps to bridge the gap between language learning and content knowledge.

Moreover, cloze assessments designed with content-area texts help students practice key terminology and concepts that are relevant to their overall education, reinforcing both language and content knowledge simultaneously. This strategy is effective because it provides a learning experience that is relevant and meaningful to the student's academic journey.

In contrast, although personal narratives, fictional short stories, and poems can be engaging and beneficial for language practice, they may not provide the same level of context for vocabulary and concepts that are essential for academic success in a content area. Therefore, focusing on grade-level content-area text is particularly advantageous for this assessment format.