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Victoria Binetti

Professor Riley

EDUC 359

Fall 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 techniques and strategies that I have seen being used with the ELL student are
tests. The teacher gives the student a modified test to take. Only a small section on
the back is altered from the other students tests. I see a lot of small group
instruction take place which I think is effective because the student can receive
help from other questions, and hear them speak while they read to hear how to say
a word correctly. I think that small groups work well for the student in the
classroom.

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)

The behaviors that I have noticed from the student is that they are usually very
quiet and do not participate. I dont necessarily think they are out of the ordinary
because the student is still learning English and I would expect them to be shy and
reluctant to participate in class. I have not seen any wild behaviors from the
student, just a lack of participation.

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 interactions I have noticed was that the student would talk to other students
while in small groups. During individual work, the student would keep to
themselves and not really talk. My teacher told me that the student does not come
up and ask her questions. She also does not usually call on the student because they
are still learning and do not know the answer. She also mentioned to me that
during recess when away from school work, the student is much more social with
all of the other second grade students.

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 resources and materials that are being used with the ELL student are different
worksheets from the other students. They will read lower level books then other
students in the classroom. As a part of their series, there is an ELL book that the
ELL students specifically use. My teacher said this helps the student feel
comfortable in the class because the things they are reading and writing are for
their level. I believe that the ELL book is also effective for the same reason. The
tests like I mentioned are also modified and given to the ELL students only.

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 student. The
other students in the classroom do not treat this student differently and will help
them out when they are struggling in class. The class has many posters and the
spelling words are displayed so the student can use the classroom resources to help
them out. They understand the daily schedule and seem to follow along with the
class every day. The teacher is always encouraging the student to try, even if they
do not know the answer to a question or when completing a worksheet.

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?

I think that the comfort level of the ELL student in regards to the English language
is fairly comfortable. They are a second-grade student and have been speaking
English in school since kindergarten. They are able to read the things they are
assigned with little to no help. They do really well with the ELL book, but still
tend to struggle at times. For the vocabulary, I would say the for most words, the
student has knowledge of, but the inability to readily use the word in
communication. They are able to read the word and understand what it might
mean, but is not able to use the word in a sentence. With a little more reading
practice every day, the student will be able to use those words in communication.

7. If you feel comfortable enough to ask, ask the cooperating teacher (or ESL
teacher) what type of accomodations/modifications they have to make for
the ELL student(s). Please describe the types of
accomodations/modifications that were discussed. Do they appear on the
checklist? Why/why not do you think they are present/not present on the
checklist?

From the instructional modification, I marked pretty much all of them except for
four. I have noticed the shortened assignments and tests, highlighted texts, visual
cues which are very helpful to an ELL student. They receive extended time for
assignments, study sheets, repeated reviews, and small groups. My teacher told me
that if they really do not understand something, she has to go back and reteach it.
Re-teaching is something that is very important. She will do a one on one reading
lesson with the student to help them get where they need to be. I think that these
modifications are present because they are very important for the success of an
ELL student being able to speak and read English and use it in the classroom every
day. It is the language used in schools nationwide and these modifications are very
important for the students success.