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Matthew Frutchey

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)
In addition to there being a classroom aide present during the
period with the only ELL student I observed, that particular class
placed a heavier emphasis on vocabulary. For example, in other
classes, key vocabulary would be discussed for a moderate amount of
time. In the class with the ELL student, the teacher had students come
to the Promethean board and write the word with its definition.
Questions would follow to ensure students' comprehension of the
highlighted vocabulary. Although I did not have access to test scores to
compare the two classes, students seemed to achieve a higher level of
understanding based on the follow-up questions that were being asked.

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)
Generally speaking, most of the classes I observed had relatively
"normal" behavior as far as middle school classrooms go. There was
only one class with an ELL student (that I noticed) and he also worked
with learning support. He seemed a bit out of place some days with his
mannerisms and speech, but I'm unsure if that's due to his language
learning needs ,or perhaps his learning disability. Overall, students
were well behaved. There were only a few instances of kids trying to be
overly funny,and those moments were handled by the teacher through
clever debates with those students.

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 seemed very comfortable interacting with just


about everyone in the classroom. The teacher would regularly call on
him (he was usually very eager to participate) and the student would
even blurt out answers. Other students encouraged his participation as
well; I often noticed them smiling at him or even lightly applauding a
correct answer. The teacher had a few inside jokes with him as well
which lightened the mood and seemed to bring him further out of his
shell.
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.
As stated earlier, I have noticed interaction with the Promethean
board playing a larger part in lessons with the ELL student.
Additionally, a learning support aide sits in on class and assists not
only the ELL student, but other students with various learning needs.
All learning support students, including the ELL student, receive a
special study-guide that has been typed out by the teacher. From what
I have seen, those study guides highlight vocabulary and use simpler
terms to describe key points. Additionally, the learning support aide
takes her own notes during instruction, likely to reiterate the lesson if
the ELL student requires it. Finally, when it comes to test taking, the
ELL student is taken out of class and goes to the learning support room
to take the test there.

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.
Yes, the classroom does seem to be comfortable for the ELL
student. While he is purposely placed in the front of the classroom to
hear better, he is also integrated well with his peers. The classroom
seating is arranged in rows so he is surrounded by his classmates and
is able to converse with them during free time or for an activity. I can
tell he's comfortable because he is frequently willing to participate in
classroom discussion. He also acknowledges the presence of the
learning support aide and does not feel embarrassed to ask for
clarification on topics. As stated before, his classmates aid in

increasing his comfort level by encouraging his participation with


smiles and small cheers.
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 seems very comfortable with his command of
the English language. I have only witnessed a handful of times in which
he sought additional clarification from the teacher or aide, and he
actively participates with everyone else in class. He understands
sarcasm and humor, as evidenced by the many jokes the teacher
would use with him. I would place him at Level Two on the vocabulary
performance indicators chart. He is able to use English to listen, read,
and respond to oral, written, and electronically produced texts. He
participated frequently in a Civics class, demonstrating understanding
of social, historical, and cultural dimensions that texts represent.

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?
Although I did not have a chance to ask directly about the ELL
student, my observations in the classroom allowed me to arrive at
some conclusions about what accommodations/modifications were
made for him. Of these observations, every one of them was listed on
the checklist. Study guides made by the teacher were given to
students a few days before the test containing simplified terms and
had highlighted vocabulary, which in turn also reduced paper and
pencil tasks (the rest of the class took notes on their study guide at
their own discretion). The student was also placed in close proximity to
the teacher, allowing for better hearing for the student and the teacher
in the event the ELL student had a question. The ELL student was also

allowed to go with the learning support students to take the test in a


separate room for additional instruction and explanation. I believe that
these accommodations and modifications were on the checklist
because they are common practice if an effort is being made to better
assist an ELL student.

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