Katie Doyle

EDUC 359
Classroom Observation
1. There are no special methods being used with the ELL student in my
classroom within the class as a whole. She leaves the room once a day
for one hour during ELA to receive special instruction from an ELL
teacher. The woman who teaches her is from the Luzerne Intermediate
Unit and works closely with my classroom teacher to keep the ELL
student on track with the rest of the class. The individualized
instruction is exceptionally effective. The student did not speak any
English in the beginning of last year and is now fluent. I believe it is
effective because of the age at which instruction began and because of
the very small group setting she learns in (one teacher, two students)
during the time she leaves the classroom.
2. Neither the ELL student nor the other classroom students exhibit any
behavior that is out of the ordinary. The ELL student fits in well and
gets along with others.
3. The types of interactions I see between the ELL student and other
classroom students are normal first grade interactions. She plays with
them and always has someone to talk to. She participates in recess
activities and other classroom activities. For example, during the good
morning song she is always up and dancing with her friends. She fits
right in. The types of interactions I see between the ELL student and
the teacher are also normal. The ELL student needs scolding rarely, if
ever. She follows directions well and is very respectful. The teacher
treats her the same way she treats the rest of the students.
4. The resource that is being used for the ELL student is the teacher from
the Intermediate Unit. This resource is, as stated before, extremely
effective. I know this because the ELL student went from knowing no
English at all to being essentially fluent in a little over a year.
5. The ELL student is perfectly comfortable in the classroom setting. She
gets along with the other students and participates frequently. The
environment is friendly, open, and safe. The students are all kind and
welcoming to everyone, and the ELL student was no exception. The
school holds a bullying meeting every Friday in each classroom and my
classroom teacher said this has been effective in essentially ending
bullying (that is not to say that the ELL student was ever bullied, it just
speaks to the kind of environment in the classroom).
6. In regards to the English language, the ELL student is very
comfortable. She answers questions in full sentences, speaks
frequently, and volunteers to speak often. She raises her hand
excitedly and does not shy away from providing answers. She speaks
to her classmates frequently. She also loves talking to me. Every day
she fills me in on what shes done since the last time she saw me. She

loves to talk and is overall extremely comfortable with the language.

The student is at least proficient and likely above it.
7. The teacher does not make any special accommodations for the ELL
student. She goes with a special ELL teacher one per day during
reading. Other than that, there are no accommodations in the
classroom, nor is there any apparent need for accommodations.