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)

The strategey that I observed the cooperating teacher use with

the ELL student was a lot of repetion and repeating directions for
the student. After the teacher would explain an assignment, she
typically walks around the room and checks to make sure the
students are completing the task. She always repeats and points
to words and phrases that explain the assignment that the
student should be completing.
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)
I did not observe any out of ordinary behavior from the ELL
student or any of the students. All the students, including the ELL
student, seem to participate in class, pay attention to the teacher,
and engage in class activities. They are also well behavied and
attentive in 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.

The interactions between the ELL student and the other students
in her class are very positive. My cooperating teacher sat the ELL
student next to one of her high achieving students in the class. I
observed that the higher level student was helping the ELL
student complete her grammar worksheet after he completed his.
As far as the realtionship with the ELL student and the teacher, it
is not as strong. My cooperating teacher feels stuck when trying

to help the student. She has contacted the ESL teacher for
assisstance, but has not received the help that she hoped for thus
far.
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.
The ELL student is using all the same materials as a learning
support student in the classroom. For example, she recieves
modified tests. My cooperating teacher explained that this has
been only moderately effective for the student because she still
does not receive passing grades on every assignment.
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.

I believe that the ELL student feels comfortable in her classroom.

She seems to be friendly and interacts with the other students,
and they accept the student as a classmate and friend. I also
observed the students working with the ELL student and helping
her when she needs extra assissentence.
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 that I observed is out of the silent period and
talks in class. She is not afraid to volunteer to answer questions in
class, but I observed that she often uses the wrong tense of the
word. For example she used the word do instead of does
when answering a question outloud. I would consider this student
to beginning of the fluncy stage because the student is able to
hold conversations in English, read English with minimal errors,

but still has trouble with expressing herself and comprehending

the English language.