Samantha Kellar

EDUC 359

November 15, 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)

A few strategies that I have seen being effectively used

with the ELL/LEP student is that the teacher uses many
resources that are specifically made for English Learning
students. The resources I saw being use were textbooks,
manipulatives, and CDs. The teacher also used a variety
of classroom settings such as large group, cooperative
learning groups, and peer partners. When the teacher
was involving the ELL/LEP students in large groups
discussions, she made sure that the ELL/LEPs partner
was close by for help if needed.

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)

After discussing this question with my cooperating

teacher, she indicated that the behaviors would vary
depending on the specific ELL/LEP student she was
dealing with. She also indicated that the behaviors
werent necessarily out of the ordinary because you get
to know the student and his or her comfort levels. The
ELL/LEP student I had observed was quiet, shy, and
reserved. The student kept to himself or herself and it
 took time and patience for them to feel comfortable and
confident enough to participate or speak up.

My cooperating teacher mentioned that she has had

ELL/LEP students previously that would act out or
become behavior problems if they were not engaged in
the discussion or activity. It was advised to me that if I
were to ever experience a situation where keeping the
students attention and behavior on point was a task, I
should try to monitor as best as possible, or again rely
on peer partners. My cooperating teacher mentioned
that the behavioral problems mostly occur when the
ELL/LEP student could not understand what was being
said.

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 classroom I was observing in was the homeroom for

ELL students. My cooperating teacher believed that
interacting with these students was normal because of
the large ELL population. Being that the students were in
fourth grade and they have been in the school with their
peers for quite some time now, they interacted as if they
were regular classmates.
I did not get to observe the students during their lunch
period or specials, but in the classroom setting, the
students were familiar with each other and the teachers,
in which they interacted daily as if any other students
and teachers would do, ELL/LEP or not.
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 materials used with the ELL student were materials strictly
for ELL students. The reading program that was being
implemented come with its own ELL version. The cooperating
teacher used the version as a resource, but only when needed.
Regular classroom materials were used and the ELL student
adapted to them as best as possible. The stories read in class
were on CD, so the student followed along as the CD played for
them. During math class, manipulatives were very helpful. If
the ELL student couldnt understand the math concept, visual
or hands on materials made it easier for them to comprehend.
The resources and materials used appear to be effective
because I didnt observe the ELLs student being stuck in any
way. The student used these materials and resources very
successfully in order to complete their work.

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 seemed to be comfortable

for the ELL student because it was the same for regular
and ELL students. Classroom management was very
important and was implemented since the students in
the class were on a variety of learning levels.
The classroom was set up like any other classroom, in
rows. The ELL student was seated near their partner.
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 comfort level of the ELL student, in regards to the

English language, is that they are at a high level. The
student seems to get best of both worlds being placed in
an all ELL fourth grade homeroom and then being
immersed in classroom settings with regular students.
Being that the students are still young, their sense of
confidence comes out during their specials, especially
gym, and then transfers over in friendships in the
learning environment.
The observation that helped me arrive at my decision
was that it was made during the period where the
students came back from gym. The students were all
pumped up because they just got done playing soccer.
The ELL student was all smiles because they enjoyed
participating in gym and playing soccer. The student
spoke pretty good English and couldnt stop talking
about the sport.
I would place the student on either level four or five
where they have the knowledge of the English Language
vocabulary but they are unable to readily use the
vocabulary in communication. I chose that level because
the student is in fourth grade. Fourth grade ELL and
regular students are expected to understand a
vocabulary term in their own way using context,
however, some might not be able to use them in
conversation until they see it and hear it being used.
Some of the English Language vocabulary can be very
complex. The students may not feel comfortable using
the terms in conversation until they know for sure it is
being used correctly.
I also chose that level because the ELL student is able to
expand and bridge on key concepts and ideas. The
 student is also able to identify, respond, and elaborate
when given a prompt or question. I have observed this
happening in the classroom when the cooperating
teacher asked the ELL student what they got for their
answer. The student was able to respond by saying, I
got 393, and then preceded to explain the steps he or
she took to get their answer.

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?

One of the accommodations used by the cooperating

teacher was that when she was doing her lesson plans,
she tried to incorporate cooperative learning as much as
possible. Being that, it is beneficial for the ELL student to
be able to interact and communicate with regular
students.
Some modifications made by the cooperating teacher
was that she had to adapt assignments. She had to
reword problems, give less homework, and give extra
credit.
If the cooperating teacher wasnt making
accommodations and modifications, there were specific
ELL teachers that would either pull kids out, or come and
team teach in the classroom.
The accommodations and modifications do appear on
the checklist. I think that they are present on the
checklist because they are the accommodations and
modifications that are used most often or are seen to be
the most beneficial.