Michaela Kleppinger

Introduction to ELL
Classroom Observation Report
Checklist of Instructional Modifications for LEP Students:
Student Initials:
Grade:
School:
Date:

AA
8th
Mid Valley Secondary Center
28 October 2015

Instructional Modifications
1. Shorter assignment, test

2. Oral administration of test, taped tests

3. Provide highlighted texts, tests
4. Use visual cues to accompany oral directions
5. Provide advanced organizers-webbing, outlining,
graphing, etc.
6. Extend time for completion of assignments, projects
7. Provide study sheets

8. Use assignment notebooks and prompts

9. Provide repeated reviews and drills-vary teaching
strategies
10. Teach in small cooperative groups
11. Reduce paper/pencil tasks
12. Provide manipulatives
13. Seat in close proximity to the teacher
14. Encourage student to underline key words or facts
15. Use language experience activities
16. Allow students to express key concepts in their
own words
17. Provide time and place for assistance with school
projects
18. Directly teach vocabulary used on tests
19. Audiotape lectures
20. Peer tutoring

Check (x)
Modification
X

Comment
He is new to the class so he has
not taken any tests yet, but most of
his assignments in the class are
either shorter or, in most cases, not
given at all.

He has not taken a test yet, but

when he does he will have a study
guide to prepare with which the
ELL and special education
teachers will help him with.
Most of his work is completed in a
workbook.

He sits in the front of the class.

X

21. Shorten the length of oral tasks

22. Provide clarification in primary language (if

Some of the Spanish speaking

students help him in class.
He really is not required to speak
in class at all.
The Spanish speaking students

possible)
23. Allow translations by peers for clarification
24. Monitor for individual student comprehension
25. Simplify language and adjust rate of speech when
needed

26. Frequently monitor for comprehension

27. Other recommended interventions

usually translate for him.

X
X

This refers specifically to when the

teacher is talking to him, not when
she is talking to the class as a
whole.
The teacher usually does not pay
attention to whether he
understands or not.
It would really help if the teacher
could at least attempt to include
him in the classroom more rather
than just having him sit there.

Observation Questions for ELL/LEP student(s):

1.

What techniques/methods/strategies do you see being used with the ELL/LEP student(s)? Are they
effective? Why or why not? (Either specifically for the ELL student(s) or in whole class/small
group instruction).

Unfortunately, there is very little being done with the ELL student. He has a workbook with different
activities and English vocabulary terms that he works with in the back of the classroom. He usually either works
in the workbook with me or the teacher, or, if neither one of us is available he sits in the front of the class and
just listens. To a certain extent these methods are effective. By listening to the teacher teach the rest of the class,
even if he does not understand what she is saying he is probably picking up some information. That being said,
his content knowledge is definitely suffering because he is not learning or being testing on any of the language
arts content. The workbook is also too simple for him. It takes him about five seconds to go through a page and
even though we sit there are go through it with him, he really does not need us. My cooperating teacher has
begun copying picture stories for him to look at. This way while she reads the English he can follow along with
what is happening through the pictures. They are very simple and certainly not on grade level with what the
class is doing, but at least she is trying to incorporate some language arts into his curriculum.
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).

For the most part, the ELL students behavior is relatively standard for an eighth grader. The only aspect
of his behavior that is even slightly out of the ordinary is that he gets excited and jumps out of his seat
sometimes. However, this does not happen very often. Otherwise, he acts similarly to the other students.
3.

What type of interactions do you see between the ELL student(s), other classroom students, and
the teacher(s)? Please describe in detail.

The ELL student interacts a large amount with two specific other classroom students. This is primarily
because these two students also speak Spanish, and he must rely heavily on them to translate what the teacher is
saying and to explain what is going on because the teacher does not speak Spanish. As for the other classroom
students, he does no interact with them very much. This is mostly because of the language barrier, but I have
noticed the other students attempting to engage in conversation with him every once in a whileeven if it does
not go really well. Additionally, a lot of the students go out of their way to make sure that he has his books and
knows what class he has next. They look out for him when they can. I also overheard one student offer to tutor
him in English if he helped him with his Spanish. As for the teacher, he does not interact with her as much.
Sometimes he asks her what he should be doing, but usually she does not know so there interaction usually ends
there unless she tells him to go work in his book.

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.

Once again, unfortunately resources and materials for the student are limited. The school just recently
hired a new curriculum director and the ELL teacher only comes once a week for half an hour. He does have a
workbook that lists English vocabulary next to the Spanish translation. Usually on the next page are a series of
activities for him to complete. The workbook does seem to be effective because his English vocabulary is
definitely growing. However, he completes the pages very quickly and has said more than once that school is
America is really easy which makes me think that his work is not challenging him enough. Other than this
workbook my cooperating teacher has not been given any materials or resources to support his learning. She is
attempting to find some on her own, but many you have to buy so that has been a bit of a roadblock.
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 does seem for be comfortable for the ELL student. The students desks are
arranged in a pretty standard fashion. They are in rows facing the front of the class where the chalkboard and
smartboard are. My cooperating teachers desk is in the back of the classroom but she has a podium up front. I
believe that the student is comfortable in this environment, as well as the English speaking students, because he
is not hesitant to ask the teacher or another student a question or for help. He would certainly be more
comfortable if he was included into the classroom a bit more, but considering how little the instruction is geared
towards his needs, he does not appear uncomfortable.
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?

The ELL student is definitely not comfortable with the English language. Sometimes when he is talking
to just one person he will try speaking English, but he just does not know enough words and grammatical skills
yet. He usually avoids speaking in general and uses a lot of hand movements and body language to get his point
across. He also has another student translate for him most of the time because he usually is not sure of what he
wants to say or of what the teacher is trying to say to him. Therefore, I would say he is in about Stage 2 or early
production. He knows some English vocab but his primarily relies on Spanish. Additionally, most of the
questions the teacher asks him are strictly yes or no because his vocabulary is not yet big enough for him to
speak in full sentences.
7.

If you feel comfortable enough to ask, ask the cooperat ing 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?

Hopefully as the year progresses the school will begin implementing different accommodations and
modifications for the ELL student, but, as of right now, the administration and ESL teacher (who only comes
once a week for half an hour) have instructed the teachers to teach him exactly as they would any of the other
students. They do not want the teachers to modify any of his assignments because he will have to take the PSSA
just like the other middle school students. As a result, he usually ends up not having to do the work at all. I
really just do not think the school knows what to do with him. They have had other ELL students before, but
they had no difficulty with conversational language and were already progressing through and gaining academic
language so they were probably more like LEP students rather than ELL. This particular students limited
English vocabulary and skills are beyond what this school has ever had to handle before. They do not know
what supports he needs.