Observation Questions for ELL/LEP students(s)

1. What techniques/methods/strategies do you see being used with the ELL/LEP

students(s)? Are they effective? Why or Why not? (either specifically for the ELL
student(s) or in whole class/small group instruction)
The teacher uses the Live English Action book to teach a lesson by first applying the
Total Physical Response (TPR) method for the ELL students. TPR is a great method for
teaching vocabulary because the memory is enhanced through association with physical
movement. In addition, the teacher uses both recurrent action grammar and spelling
dictation. Recurrent action grammar is a repetition of grammar lessons taught in a
different context weekly during the semester. Spelling dictation allows the students to
read aloud or write the selected vocab, which provides good spelling practice. The
methods used during this lesson are effective and appropriate for ELL students because of
the comprehensible input they all provide.
2. Do you notice any student behaviors that you would consider out of the ordinary?
Please describe in detail. ( This applies to both the ELL student(s) and other
classroom students)
A common behavior seen throughout the classroom was when all of the students spoke
aloud at the same time whenever the teacher asked a question. This would be considered
out of the ordinary or disruptive in a regular classroom. In a regular classroom, students
are expected to raise their hands when answering a question from the teacher. When
observing this video, the students always spoke aloud at the same time in order to
respond to a question. In a classroom with ELL students, this may be a better approach
because this allows the whole classroom to repeat and review with each other the vocab
and content of the lesson.
3. What type of interactions do you see between the ELL student(s), other classroom
students, and the teacher(s)? Please describe in detail.
Teacher to student interactions occurred both individually and as a whole classroom.
Individually, the teacher chose specific students to write on the board and use Total
Physical Response as a demonstration of the vocabulary. The teacher interacted with the
whole classroom by asking a question for all of the students to answer at the same time.
Student to student interactions were seen through pairing up during activities.

4. Identify resources/ materials that are being used with the ELL student (s). Please
describe in detail how the ELL student is using them. Do they appear to be
effective? Explain.
The lesson being taught in this video is on how to make an omelet. The teacher portrays
the method TPR by using cooking props such as a spoon, pan, fork, egg, etc., in order to
provide instructions on how to make an omelet. Next, Students are given a prop and
repeat step by step on how to make an omelet, while including key vocabulary words.
5. Does the classroom environment seem to be comfortable for the ELL student(s)?
Please describe the environment and explain how you made your decision.
The classroom environment seems to be comfortable for the ELL students because they
all speak the same first language. The constant interaction in the video indicates that the
students can relate to each other and feel comfortable with the teacher as well.
6. Whats the comfort level of the ELL student(s) in regards to the English
language? What observations help you arrive at your decision? Refer to the
Vocabulary Performance Indicators. At what level would you place the ELL
student? How did you decide on that level?
Overall the comfort level of the ELL students in regards to the English language is
moderately high. Some students made a few small errors on the board or reading aloud
and did not seem 100% comfortable with participating in certain activities. However
overall the whole classroom had shown confidence when answering the teachers
questions during the lesson.
7. If you feel comfortable enough to ask, ask the cooperating teacher (or ESL teacher)
what type of accommodations/modifications they have to make for the ELL
student(s). Please describe the types of accommodations/modifications that were
discussed. Do they appear on the checklist? Why/why not do you think they are
present/not present on the checklist?
There is no cooperating teacher that can be asked about modifications. Also, the video
does not provide many of the listed modifications because of the time period the children
were observed. Instructional modifications such as tests, projects, and clarification in
primary language were not provided in this video.