Early Language & Literacy Classroom Observation (ELLCO)

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Early Language & Literacy Classroom Observation (ELLCO) Pre-K Tool
Kara St.Hilaire
SEI 529 Spring 2013
University of Maine






















Early Language & Literacy Classroom Observation (ELLCO)
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Background Information
The Bursting Blossoms classroom at the Childrens Center in Augusta,
Maine is an inclusive preschool room consisting of children ages ranging from 3
to 5. On a typical day there are 20 children, 11 with identified disabilities. The
observation was conducted on Thursday, April 11, 2013 over a three hour afternoon
session, 12:30-3:30. There were 16 children present, 8 with identified disabilities
including autism, speech and language disorders, PDD-NOS, developmental delays,
and intellectual disabilities. There were two classroom teachers present, and three
behavioral health professionals (BHP) serving as one-on-one support. Activities
observed within the afternoon schedule included stations, circle (with story time),
activity, outside, and snack. All children are English language learners.


Section I: Classroom Structure
All classroom furnishings appeared to be in good shape and clean. Teachers
were observed wiping down tables with appropriate cleaners three times within a
three hour session. Childrens traffic flow seemed to be neat and orderly as they
moved about the room with ease, however there was a lot of clutter around the floor
of the teachers desk that was not visually pleasing.
It was evident that there were some interest areas arranged in an obvious
manner. The classroom in general is split half in tile, half carpet. The tiled area is
used for childrens tables, meal times, art, activity, etc; the carpeted area is used for
circle time, story, and movement. There was a dramatic play area that consisted of a
kitchen with actual kitchen utensils, pots and pans, and food boxes/containers.
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Nearby was a random selection of dress up clothes that appeared to be slightly
tattered, as well as mismatched items. A block center is located in a large open area
on the carpeted section of the classroom. The book and writing area are in close
vicinity, to one another, which appears a bit congested. There was an extra rug in
book corner, but no beanbag chairs at this time due to recent lice exposure in
classroom. Puzzles and art materials were noted in this area as well. Children have
their own personalized cubby and hook for belongings, located right next to the
bathroom with a single child size toilet and sink.
During a building activity with cardboard boxes, I observed that the children
could independently access not all art materials. Multiple times children had to ask
for glue, scissors, felt, and tissue paper, and then wait for the teacher to assist all
childrens request for the materials.
As far as the overall management of the classroom, it was evident that the
children have a clear understanding of the schedule and routine, as they were able
to demonstrate through vocalizing what came next and by going to the expected
area. All teacher interactions with the children were very calm. If the childrens
attention needed to be reached, or they needed reminders to use quiet voices, the
teacher would raise her hand and state: Bursting Blossoms, give me 5, and all
children would respond by raising their hand and looking at the teacher quietly. All
adults in the classroom acted in a very professional manner throughout the
observation, there was very little personal conversation observed, and all
interactions were very positive and uplifting towards each other and the children.

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Section II: Curriculum
The current theme in the Bursting Blossoms classroom is buildings. Evidence
from this creative curriculum based theme was seen in the block area, where
children had turned the blocks into different parts of a house including windows,
doors, roofs, flower beds, etc. Pictures of familiar buildings were hung up around the
classroom such as the Maine state capitol building in Augusta, the Childrens Center
building, local restaurants, post offices, and other recognizable buildings. During
circle time, the teacher read a book that incorporated the theme and diversity,
Three Little Javelinas. After story time, I observed the children continuing an
activity they had started the day before, using cardboard boxes to create different
types of buildings of their choice. Children were heard using words and phrases
from the book such as bricks, straw, desert, Ill huff, and Ill puff!

General Classroom Environment Average Subscale Score: 3.57

Section III: The language Environment
Every child was given the opportunity to talk and express their thoughts and
feelings throughout circle and story time. The teacher was very respectful and
patient, and allowed the other children to give their opinions to their peers and ask
questions. During activity, I witnessed teachers encouraging children to build off
one anothers ideas: I see youre working on making a driveway, I just heard Jimmy
say he was building a garage, maybe you two could get together, you would make a
great team!
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During the transition after snack, children are provided with free
writing/journaling time. I observed lots of personal conversations between the
children during this time. Some children discussed their choice of writing tool, some
helped others write letters, and others enjoyed showing their peers what they were
drawing. I also heard different teacher driven efforts to build upon vocabulary
during this time. Aside from the pre-written building-themed vocabulary words
posted in the writing area, teachers walked around expressively using different
words to describe what the children were drawing such as tall red brick building!
Or, beautiful pink flowers in the garden!
Throughout the three-hour observation in the Bursting Blossoms classroom,
I did not hear teachers using any terms that accurately describe the childrens
instructional goals such as phonetics, or rhyming. However, I did feel there were
many informal opportunities for phonological awareness.

Section IV: Books and Book Reading
The book area was stocked with plenty of books relating to the
corresponding building theme, as well as seasonal books for spring. Since a majority
of the children in the classroom are moving on to kindergarten in the fall, the book
area also had selections of books to prepare them for this transition. Genres within
the selection include fictional, discovery, rhyming, and counting books. No evidence
of diverse culture, or family structures within current selection. Since the classroom
recently went through a lice exposure, all of the comfortable pillows and beanbags
have been removed from the area for cleaning, leaving only a rug for children to sit
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on. Although there is time for children to read books during transitional periods, I
did not witness any opportunity for children to freely or independently access
books.
Since a lot of the book selections are related to the curriculum, they also
come with pre-determined questions and book related activities, although the
teacher explained she is always putting her twist into the curriculum. I was
impressed with her thought provoking questions during story time, encouraging the
children to guess or make predictions on what would happen next. It was clear that
her inconsistent use of tone, affect, and facial expression lost childrens interest
from time to time, as well as her angle of the book when kids struggled to move
around to see the pictures.

Section V: Print and Early Writing
The writing station is close by the childrens tables for easy access to
materials such as colored pencils, pencils, erasers, markers, crayons, stencils, paper,
and rulers. Theme inspired vocabulary words posted in writing center, and alphabet
chart on wall behind childrens table at eye level available for references. All
childrens names are listed under their corresponding first letter on the alphabet
chart, as children often request for help with spelling their peers names. Journal
time provides free writing time where teachers are able to walk around the
classroom and assist children in various ways based upon their individual needs or
skill level. Throughout three-hour observation there was no direct literacy
instruction; teacher explained there has been discussion at classroom meeting to
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incorporate literacy stations into the daily schedule, and its importance with the
children moving up to kindergarten.
The classroom was lacking environmental print resources. Aside from the
birthday chart, job board, weather chart, calendar, labels for items, behavior chart,
alphabet poster, and other reading posters around the room, the only other
environmental print was found in the dramatic play center where common
household items and food containers such as butter tubs, cereal boxes, etc. were
found.
Language and Literacy Subscale Score: 3.42




Recommendations

Based on the scores, the Bursting Blossoms classroom at the Childrens
Center Augusta scored slightly above average in both general classroom
environment, and language and literacy subscales. It is my recommendation that the
teachers in the classroom continue with shared book reading and journal time, but
expand on incorporating more direct teaching opportunities. For example, during
book time, have children pick out words they like or want to know more about, and
write them down on a large pad of paper to discuss after. These are the vocabulary
words that should be introduced into the writing center for the children to see and
use on a daily basis. Where the teacher discussed having language literacy stations, I
believe it may be a good idea to have journal time as part of a station, freeing up
transition time for independent reading.
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I also believe much more could be done in the dramatic play area to enhance
language and literacy. This area needs to be rotated during various themes, or at
least changed up. It was evident the kitchen area was not an engaging place for
children during my three hour observation. Putting in lists, pads of paper, words to
spark play, and menus are a small list of items that should be found within this area.
As far as the writing center goes, it needs to be organized to be a concise
writing area. It would be nice to see mailboxes set up in this area, where there has
been child directed interest in writing letters or drawing pictures for their friends
and teachers.
The Bursting Blossoms classroom has a great group of staff members that are
portray genuine enthusiasm for working with children, and it is clear that with the
right tools and training, these recommendations will not be hard to implement into
the daily schedule and classroom environment.