Tiffany Cecere

Neil Armstrong Elementary- Mrs. S First Grade

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)
There is one ELL student in the class. The student is at a higher level and can
read some English and can speak/understand English. She still gets pulled
out of the classroom to work with an ELL teacher in small group instruction.
The classroom teacher has some accommodations for the student, but a
majority of the students work is completed with the ELL teacher.

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)
One student in the class has some behaviors that are out of the ordinary.
This student is not very verbal and tends to have many breakdowns
throughout the day. The student is not violent but tends to scream and cry
when he is frustraded. When this occurs the teacher often tries to calm the
student down and if this doesnt help she will call down to the office for the
guidance counsler or principale.
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 in the class does interact with all of the other students. The
teach often has the class work with partners, espeically when playing
educational games which are related to different lessons. When students get
off track, the teach typically circulated the room to make sure the class in on
task. When necessary the teacher will work in small groups with a few
struggling students.
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 uses all of the same resources as the other students, such
as textbooks and workbooks. Because the student is at a higher level of the
ELL program, she does not receive as many accomodations as a lower level
ELL student. The teacher usually reads all the instructions to the student

seprealey and at a slower pace to ensure that the student understands the
given task.
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.
Mrs. S. has created a welcoming and positive learning enviorment in her
classroom. There are all different kinds of academic posters and visual aids
around the room. These visual aids not only help the ELL student, but they
also help other stuents in the classroom. Mrs. S. always does her best to
make sure everyone is happy and ready to learn.
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?
I would rate this ELL student at Level 4 (proficient). The student is able to
communicate with classmates and teachers at a day to day level. She
occasionally stuggles with comphrending some phrases and speech tenses
but other then this the student is able to communicate with non ELL students.
She can also write and read on an academic level. Ive looked over her work
before and she is doing very well.