Megan Connor

EDUC 359
ELL Student Observation
I am observing a class that there is only one ELL (English
Language Learner)/ LEP (Limited English Proficiency) student. The
primary classroom teacher uses some basic techniques to help the ELL
student succeed. Some techniques include placing ELL in small groups
for remediation and reinforcement, receives printed out notes from the
board that are simpler, and enlarged pictures for weekly new
vocabulary words. J.J does well when brought into smaller groups
because of the one- on one attention and more direct explicit
instruction. J.J. also does better when he doesnt have to copy down
the content and its already printed out to follow along. I believe these
techniques are effective for J.J. because of the results have proven
better understanding. Personally I have not experienced any out of
the ordinary student behaviors. All the students seem to act like
normal seven and eight year olds. There doesnt seem to be any fights
or disagreements between students. The ELL student seems to make
the adjustment into American classroom life very well.
The cooperating teacher has limited experience with teaching
ELL students. She is learning through practice and talking with her
colleagues. The cooperating teacher and ELL student relationship is
okay. I have observed short tendencies to push the help for the ELL
student to the end of the lesson. For example, one day the students
were working on a math worksheet and the primary teacher was in the
back working with students. She didnt have the chance to help J.J.
until a few moments before they were ready to move onto the next
activity. From an observation viewpoint it seem to be a lot more
reinforcement of the content he needed, which is obviously time
consuming. It seemed to be time sensitive day and very overwhelmed

by his needs and couldnt help. Although this is just one example I
have experience similar situations like this in the classroom.
J.J uses a picture vocabulary journal to learn the weekly
vocabulary words. The packet is similar to the ones passed out to the
other students and includes the vocabulary words with written
definitions, the word used in a sentence, and a picture that can be
associated with the word. The picture vocabulary journal is passed out
in the beginning of the week and is used during the guided oral reading
in class, and writing and reading homework at home. J.J. has trouble
understanding vocabulary and using the words in correct context. This
hopefully helps create meaningful connections for J.J. to use the words
correctly.
The classroom physical and learning environment seems to be
comfortable for ELL students. Most of the physical items are labeled in
English. For example, the students hand-in work bin, students
mailboxes for graded work and announcements, and their desks are
labeled. The learning environment seems comfortable for ELL students
to succeed. The students have time to work with friends when doing
guided practice, or talk quietly when they have free time after
independent work. This is important for ELL students to make friends,
immerse themselves into the culture, and push them to learn. The
other students are very welcoming as a whole and are always ready to
lend a helping hand especially when J.J. is having trouble picking up a
new concepts.
J.J. seems to be very comfortable in the English language. He is
exiting the ELL program at Dunmore and started the program in
Kindergarten. He is able to speak and for the most part can clearly
express his thoughts verbally. He has great penmanship and does well
writing down his thoughts. The grammar is where J.J. struggles. There
are some rules, and common mistakes that are very difficult to

understand and clarify. I have come to this conclusion after working

one-on-one and reviewing completed work. I would consider J.J. to be
at Stage 5 on the steps of language development and acquisition. I
wouldnt consider J.J. to be at the mastery level yet. On the vocabulary
performance indicators personally I would consider J.J. to be advanced.
For the most part the cooperating teacher has made
accommodations or modifications to help J.J. succeed in school. For
example, J.J. has extra time to complete assignments that are meant to
be done independently, and often works with a more outgoing student
when working in think-pair-share partners. The cooperating teacher
also makes copies of printed notes from the discussions for J.J. to read
instead of copying off the board. This reduces the amount of
pencil/paper tasks and allows for J.J. to be more present in the
conversations and not be distracted. J.J. also attends after school
tutoring for reading. The cooperating teacher also does the vocabulary
journal explained earlier to help vocabulary development.