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. There is support co-teaching for the ELL students and students with learning
disabilities in the classroom. The general education instructor primarily teaches
the class and after assessing the class with their present level of performance
(Thumbs up if you get it, down if you dont, or somewhere in-between), the
special education supports the students who do not understand while the general
education instructor moves on. This is a modification to what the general
instructor was doing previously. After the assessment with thumbs, both
instructors would reteach and support the students who were struggling
meanwhile the students who understood would read silently.
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. There were more behavioral issues with the ELL student primarily out of
frustration that they could not grasp the material like their peers. The student
would sleep, talk back, run around the room, joke, talk, throw things, etc. This
would get everyone off task and would continue until the instructors could regain
control of the classroom.
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. In the beginning of the day, the general education instructor would try to joke
around with the ELL student in order to relate to them, make them feel a bit more
at ease in the class, ask them if they are okay or how they were doing and feeling
that day. This was an effort to establish peace and future camaraderie throughout
the next lesson.
b. The other students seemed to like the ELL student. They joked around and were
all friends, but when they were trying to work and the ELL student continued to
joke the rest of the class became frustrated.
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. There was the use of the special education teacher as a support during the
coteaching lessson who was able to provide individual support to that student
when they did not understand. However, because there were other students who

also needed help, the special education teacher was not always able to help the
ELL student.
b. The students could also ask to be taken out of the classroom and either go to the
special education classroom or guidance to work. This did not help very much
because they did not seem to get their work done by the time they got back to the
classroom the following day.
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 student was frustrated with most of the work and would act out.
Unfortunately, it looked as if the student was having a great time procrastinating
and neglecting their work. The instructor did attempt to maintain a relationship
with the student in order to build trust with them, but trust takes time to build and
I was present only for the maladaptive behaviors from the student.
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. The student could communicate efficiently and effectively with other students,
making me believe their BICS were in good shape. They joked, conversed,
played, etc. and they all seemed happy to coexist as peers together. However,
when it came to actually completing their work and focusing during class (the
CALP side), the student seemed to struggle with academic langauge. The student
would interrupt class and not complete, or sometimes not even attempt, their
assignments or classwork.
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?
a. After a meeting with the principal and guidance counselor, the co-teachers
modified their instruction whereby the general education instructor would teach
alone and the special education instructor would support the ELL student and
other students. The student also received an extra day on tests and essays.
Finally, the student was always given the opportunity to go to guidance or the
special education classroom. The rest of the accommodations were directed to the
rest of the classroom as well as the ELL.