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Student(s) (Initials) : AV, JS, JA Grade: 9-10

The document summarizes observations of ELL students in a 9th-10th grade classroom. It notes that ELL students are provided with packets and support to develop basic communication skills and complete assignments. Teachers implement strategies like modified exams and vocabulary focus. While some students interact comfortably with others, others are nervous speaking English. The ELL classroom provides materials and teacher support, though it is small. Student comfort levels with English vary from basic to advanced abilities. Accommodations include allowing students to take tests in the ELL room and providing language support.

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49 views

Student(s) (Initials) : AV, JS, JA Grade: 9-10

The document summarizes observations of ELL students in a 9th-10th grade classroom. It notes that ELL students are provided with packets and support to develop basic communication skills and complete assignments. Teachers implement strategies like modified exams and vocabulary focus. While some students interact comfortably with others, others are nervous speaking English. The ELL classroom provides materials and teacher support, though it is small. Student comfort levels with English vary from basic to advanced abilities. Accommodations include allowing students to take tests in the ELL room and providing language support.

Uploaded by

api-328213413
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student(s) (initials): AV, JS, JA Grade: 9-10th School: Mid Valley Secondary

Center Date: 10/26/16

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. The students are provided with packets to enhance their basic
communication skills at the beginning of the program. Once they have
advanced beyond basic comprehension, the ELL teachers focus is on
providing them with support to complete assignments, as well as
provide support for any formalized testing the student must do in
English. Many of the other teachers in the school take a proactive
stance with the part time ELL teacher, implementing strategies such as
modified exams and vocabulary focus in classes such as social studies
and science. These strategies seem to be effective in providing the
students with the necessary skills they need for the high school, as the
students appeared comfortable and active in their studies despite
English being their second language.
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)
a. Many times during a session, the students will break away from work
and engage in conversation in Spanish. The teacher redirects them
back to their work, but needs to do so continually. This slacking is not
unique to ELL students although the linguistic element changes some
of the motivation for speaking to fellow Spanish speakers. This might
have been effected by my presence in the room and the attention the
teacher had to give me. Another feature of the ELL classroom, is the
silent period anxiety that develops in basic speakers when more
advanced speakers are around. JS was visibly nervous when verbally
demonstrating her knowledge, while AV was very comfortable,
indicating a clear fear of failure even when removed from the native
English speaking class.
3. What type of interactions do you see between the ELL student(s), other
classroom students, and the teacher(s)? Please describe in detail.
a. The Ell students have normalized interactions with many of the other
students, although the more advanced students interact more
frequently and comfortably with other students, as is expected.
Teachers I have seen interacting with the ELL students are very
positive and do a lot of the speaking in their brief conversations,
although it does not appear to be overbearing or condescending to the
student. The ELL students speak to another in Spanish often, although
this would be clearly different had the population on non-English
speakers been more diverse.

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.
a. The ELL students had packets, iPad, and modified texts in order to help
them comprehend the material and other communication skills. Basic
students make more use of them than their more advanced
counterparts. The latter usually spends their time in the ELL room with
teacher support as they do homework or take a test.
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.
a. The classroom environment is very comfortable for ELL students,
although it could seem cramped and put off to the side by some. The
classroom is an office with three desks inside it, where the Ell teacher
instructs basic students in simple communication and offers homework
support to the more advanced students. The room is small, and the
students are in very close proximity to one another. However, they
have a good rapport and friendly relations as far as I could see, so this
proximity might be a benefit
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?
a. There was a variety in the comfort level for each student. JA was very
comfortable with the language and spoke with ease. He would be
considered an advanced speaker. He had little to know wait or
decoding time and could converse with multiple people. He also has
ADD, which the ELL teacher feels limits his ability to move on from the
program. AV is at high level of comfort and at an intermediate stage of
language development. He is enthusiastic in his replies, but relies on
Spanish to describe the complexities of what he is trying to say. JS is at
a low comfort and basic ability level. She has recently moved to the
United States and is still learning basic communications such as simple
nouns and colors.
7. 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. The teacher did not have sufficient time to provide me with all example
of how the students are provided for. However, she did mention that
teachers send the students to the ELL support room to take tests if
necessary. The teacher also provides language support and reviews
over any work the student might have done to ensure their
comprehension and homework is done correctly. Beyond that, the
teacher is limited due to her position as a Part time Ell teacher she

feels this will change over time as more students enter Mid Valley who
need ELL support.

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