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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 effecti e? Why or why not? (Either s!ecifica""y for the ELL student(s) or in who"e c"ass/sma"" grou! instruction)
One strategy I saw being used with WN was during writing and I actually got to work with WN on this. I wrote his name in highlighter at the top of the worksheet and he traced it. He then said his name and spelled it outloud. While he was spelling it he turned to me so I could see him talking. The rest of the worksheet was tracing the first letter of a word to complete it. All the words were halloween and fall related. WN would say the word outloud. E en with matching pictures for the words! WN only knew half of the words. I think this was effecti e beacause it really broke e erything down into simple terms for him and it really helped him. I went step by step with him and by the second and third word he knew to take his time and break it down to come up with the correct answer.

#. $o you notice any student beha iors that you wou"d consider %out of the ordinary&? P"ease describe in detai". ('his a!!"ies to both the ELL student(s) and other c"assroom students)
The beha iors that I would consider "out of the oridinary# were mostly from WN. Howe er the beha iors obser ed were not something totally cra$y or immediate cause for concern. %uring the speaker WN did not pay attention much. He was often looking around the classroom and rocking forwards and backwards on his hands. He would be looking around at the other students! the decorations on the walls and at the teachers. I noticed this especially when the speaker began to read a book! which WN seemed to ha e difficulty following along with. When there was something that grabbed his attention &the whole class laughing loudly or the toy tractor mo ing along the table and making noises' he would focus on the speaker but not say anything when (uestions were asked to the group. )rom what we ha e learned in class! these beha iors may be out of the oridinary for non*E++ students! but are ery normal and almost e,pected in E++ students in a new classroom.

(. What ty!e of interactions do you see between the ELL student(s)) other c"assroom students) and the teacher(s)? P"ease describe in detai".

There were many different interactions between WN and the other students and teachers. These interactions all depended on what was going on. %uring the speaker WN sat ne,t to two girls on the carpet and they were ha ing a con erstaion. WN listened and stared at them! but did not say anything. When it came to snack time WN was much more talkati e. He talked with the boys sitting at his table. He showed off his -uice bo, and e en asked the boy sitting ne,t to him to help him open it. WN did not talk with the teachers much! but he did a ery good -ob at listening to their directions. He understood that the teacher is someone he needs to listen too.

*. +dentify resources/materia"s that are being used with the ELL student(s). P"ease describe in detai" how the ELL student is using them. $o they a!!ear to be effecti e? E,!"ain.
WN used the same materials as the rest of his classmates. He was not gi en anything e,tra or e en had anything taken away that he could not use. He was able to use his pencil and highlighter -ust like the rest of the class to complete the worksheet they were gi en. They were effecti e because he knew how to use the writing materials properly and was able to complete the worksheet. While she did not come in during the obser ation! WN does work with an E++ teacher a few times a week to e en better enhance his English.

-. $oes the c"assroom en ironment seem to be comfortab"e for the ELL student(s)? P"ease describe the en ironment and e,!"ain how you made your decision.
The classroom seemed ery comforatble for WN. It was a .indergarten classroom so it was really decorated and colorful. There were pro-ects hanging up on the walls along with learning materials like the Alphabet! colors of the rainbow! etc. There howe er was not anything on the walls in any other language! espcially /panish. The entire classroom was all English. I can0t tell how he was in /eptember! but when I went in No ember WN didn0t seem to be effected by the classroom en ironment in a negati e way. The classroom was arranged for the students to sit at tables in big groups. )or 1 and 2 year olds groups work really well and are more effecti e than the students siting at indi idul desks in rows. WN got along well with his groupmates and easily had con ersation with them.

.. What/s the %comfort& "e e" of the ELL student(s) in regards to the Eng"ish "anguage? What obser ations he"! you arri e at your decision? 0efer to the 1ocabu"ary Performance

+ndicators. At what "e e" wou"d you !"ace the ELL student? 2ow did you decide on that "e e"?
WN was pretty comfortable with the English language but still has a long way to go. He seemed to do well when someone spoke directly to him and followed direction. He did howe er still struggle when the speaker read the book and went right through it. I could see WN shut down and not following along because it was -ust too fast and too much information at once. When it came to WN speaking he is still impro ing. He did not speak much but when he did it was often soft and slow. When taking to him you could see he had to take the time to figure out what he wanted to say and e en then still almost (uestioned himself. I would say from this that he is at a 3eginner le el. He has a basic understanding of the English language and can communicate! but he still has a long way to go where he gets to the le el of fluency and comfort of a nati e speaker.

3. +f you fee" comfortab"e enough to as4) as4 the coo!erating teacher (or E5L teacher) what ty!e of accomodations/modifications they ha e to ma4e for the ELL student(s). P"ease describe the ty!es of accomodations/modifications that were discussed. $o they a!!ear on the chec4"ist? Why/why not do you thin4 they are !resent/not !resent on the chec4"ist?
%uring the obser ation I noticed there were not many accommodations or modifications made for WN. The teacher would help him if he needed it! and I had the chance to work with and help him! but that was all I really saw. Also! like I mentioned before he does go and work with an E++ teacher a few times a week. There did not seem to be anything else really set in place for him. It seemed like they were trying to do full Inclusion in the classroom. I think that because of WN0s age full inclusion could work! because he is so young and so are the rest of the students in the class. E eryone is -ust starting to learn the basic skills themsel es so it is easier for and E++ student to pick the language up. %ue to the fact that they seemed to be using this method of full inclusion! many of the modifications on the checklist were not used.