Lauren Seitz

Professor Reilly

EDUC 359

14 November 2017

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)

- The most effective strategy I saw being used in the classroom with the ELL student
was co-teaching. The two teachers certainly worked well together and balanced out
instruction. I found it to be efficient in keeping good classroom management and
allowing all the students to have ample opportunity to ask questions and hear the
material being taught portrayed in different ways. All of the students payed attention
during whole class discussion and they were able to sit on the rug in the middle of the
room during this. I felt like this is especially helpful for the ELL student because the
student is able to ask their peers questions without feeling like an outsider by asking
the teacher a question in front of the whole class.

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)

- I did not notice any student behaviors that were out of the ordinary. All of the
students cooperated when the teachers told them something to do. However, there
was one student who was reluctant to follow directions and did not want to join the
rest of the class during whole group instruction. I was only in the classroom for one
day so I am unsure if that students behavior was normal for them. On the other hand,
the ELL student did not portray any behavior that was unusual.

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 was on the quieter side but still talked to students who sat close by.
When the class sat on the rug during whole group instruction, the ELL student raised
their hand and participated when the teachers asked questions. I did notice at one
point when all the students were on the rug and sitting close to one another, the ELL
student repeatedly asked one student to move over so they could have more room. I
was somewhat surprised to see the ELL student ask more than once for the other
student to move so there would be more space to sit. The cooperating teachers said
that the ELL student is sociable and has a cousin in the other classroom so when they
see each other they speak Spanish to one another.
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.

- Some resources and materials the teachers are using for the ELL students instruction
are using the ELL component included in the Wonders reading series books. If the
teachers dont think the ELL material provided is beneficial then they ask the ESL
teacher in the building for ideas. This allows the teachers to create the instruction they
feel is most suitable for their student. The teachers also look at Scholastic for
resources and ideas. Scholastic has different levels for the ELL instruction integrated
within it. Therefore, each ELL student has the opportunity to learn the material at
their pace.

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.

- I think the classroom environment is comfortable for the ELL student. The ELL
student sits at a table with all the other students. The cooperating teachers noticed that
the ELL talked more to the one teacher than the other. From this observation, the
teachers decided to place the ELL students desk near the teachers desk with who
they felt more comfortable with. The teachers concluded that the student then felt
more comfortable in the class and opened up more once the desk was moved.

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 somewhat familiar with the English language. The students
mother does not speak English, the grandmother is bilingual, and the older siblings
speak English. Therefore, the student is exposed to both Spanish and English at home.

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?

- A few other modifications the teachers provide for the ELL student include: an
adapted spelling list, having English and Spanish vocabulary words sent home,
having tests read to the student, and getting time and a half to complete tests. All of
these adaptations allow the ELL student to be immersed in the English language
while using their Spanish background to help them succeed in the classroom when
learning new material.