Despite the burgeoning numbers of English language learners (ELLs) in our schools, many science teachers have little training in meeting their specialized needs. By the year 2010, it is estimated that 40% of K–12 classrooms in the United States will contain nonnative English speakers with varying levels of proficiency (Thomas and Collier 2002). Since the academic success of ELLs depends on effective instruction and assessment in the mainstream classroom, it is imperative that teachers have proven strategies for working with ELLs. Part II of this two-part article provides four classroom-based assessment strategies for science teachers.