Observation Questions for ELL / LEP student(s): techniques / methods / strategies used? are they effective? why or why not? do you notice any student behaviors that you would consider "out of the ordinary"?
Observation Questions for ELL / LEP student(s): techniques / methods / strategies used? are they effective? why or why not? do you notice any student behaviors that you would consider "out of the ordinary"?
Observation Questions for ELL / LEP student(s): techniques / methods / strategies used? are they effective? why or why not? do you notice any student behaviors that you would consider "out of the ordinary"?
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.