Nathan Goberdon

ELL

11/13/15

Student(s) Initials: IM

Grade: 4

School: Carbondale Area Elementary

Checklist of modifications (modifications that were used): 2, 3, 6, 10, 13, 14, 16, 24, 25, 26

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
student is often provided with directions that are highlighted previously
with important parts. Other students have to do this themselves, and
figure out what the important text is. Doing this really helps the ELL
student focus specifically on what they should be examining in the text.
Another effective method is that the teacher will seat the ELL student
near to her. This keeps the ELL student on task and allows the teacher
to directly aid the student as much as possible.

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) The ELL student sometimes gets
exceedingly frustrated when trying to grasp a concept presented to
them in English. The student tries very hard to understand the problem
presented to them, but sometimes they cannot. Thus they get worked up
and sometimes even start mumbling to themselves in their native
 language in an angry way. At other times the student will be very silent,
I believe this stems from a fact that they do not yet understand the
language fully and thus do not feel comfortable verbalizing
consistently.

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 other students are generally very
quick to help the ELL student. A certain higher level student, while
they do not understand the ELL students language, will often help in
deciphering what the ELL student is trying to convey. Admittedly, it is
often difficult for the other students, and even the teacher to grasp what
the ELL student is trying to get across. The ELL students desk is
situated near to the teacher. Thus the teacher often interacts with the
student and will also quietly calm the ELL student down in their
moments of frustration.

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 teacher will often use visuals in lessons to help the
ELL student understand the meaning of what is being presented to
them. The teacher also has a communication card for the ELL student
which has useful phrases in English such as May I go to the bathroom;
Can I get a tissue etc. The visuals used in the lesson are very effective
for the ELL student to grasp the content of the lesson as visuals speak a
universal language. The communication card was very effective
initially for the ELL student, but now they have begun to retain these
key phrases so they will eventually no longer need it.

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.
The classroom environment does seem to be comfortable for the
 student as the teacher has many visuals for reference placed around the
class for the student to benefit from. Additionally, as was stated before,
the other students and teacher are very quick to help the ELL student
which provides a level of safety and comfort for the student.

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 student is fairly comfortable with the English
Language but by no means have they fully grasped it. I would place
them at Stage 3: Speech Emergence. Although they do have quiet spells
the student is also more comfortable speaking in simple sentences now.
They will sometimes also address the teacher or their peers if they are
confused. Their interactions with peers also demonstrate their expanded
grasp on social language. Occasionally, when in small groups, the
student will also make their voice heard. All of these things are
characteristic of stage 3 of the Vocabulary Performance Indicators.

7. If you feel comfortable enough to ask, ask the

cooperating teacher (or ESL teacher) what type of
accommodations/modifications they have to make for
the ELL student(s). Please describe the types of
accommodations/modifications that were discussed. Do
they appear on the checklist? Why/why not do you think
they are present/not present on the checklist? The
accommodations/modifications that were discussed do appear on the
checklist. Oral administration of tests is essential as it allows for the
student to be exposed to the proper use of the English language, as well
as helping them from stumbling when they reach an unfamiliar word.
Extended time was also mentioned, as well as the student underlining
key information, putting concepts in their own words, and
simplification of language. These were all present on the checklist
because they are some of the most common
accommodations/modifications for ELL students, as well as being some
of the most essential as well.