Gabrielle Pranzo

EDUC 359
Fall 2017
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)

I observed an eight year old deaf student in a daycare setting. Since this was not a traditional
classroom setting, I did not see the techniques used in one. I did, however, see how all the
workers interacted with the student and the methods they used. One of the workers spoke sign
language, so she was able to talk to the student and translate what she was saying to the rest of
us. This worker was sure to be there on the days this child came so that she would feel
comfortable in her environment. They also encouraged the rest of the workers to begin learning
sign language in order to communicate with the child. This child, however, would use other ways
of communicating with us such as hand motions and facial expressions. She could also read lips,
so when talking, we all try to talk more slowly and clearly so she could understand what we were
saying.

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 behavior that I noticed from this student is that she would have outbursts at times. These
would consist of her getting frustrated and shutting down. She would put her head down on the
table for a little while until she relaxed. This would only happen once in a while and usually
when she was interacting with some of the other children in the daycare when she could not
understand what they were saying or if they could not understand what she was trying to say. I
also learned that student was newly adopted, and just beginning to get settled with her new
family which could possibly have led to some of her outbursts.
 3. What type of interactions do you see between the ELL student(s), other classroom
students, and the teacher(s)? Please describe in detail.

This student interacted well with the other children around her and all of the workers. Although
she could not talk, she would interact with these students in other ways. When playing games,
she would use hand motions or make facial expressions that the other children understood. Since
it was in a daycare setting, the days were filled with different activities. She would play games
with the other children and got along well with them. She also loved going over to the toddler
and baby rooms and seeing all the younger children.

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.

Before each day we would plan activities to do with the children throughout the day. We would
choose activities that all the children were able to do, including this student. For example, we
always tried to plan some type of art activity to do. We usually make a sample beforehand so that
this student could visually see what they were supposed to do so there was no confusion. If the
student ever had a question or concern they wanted to communicate to us, the worker who knew
sign language would usually translate it to us. If she was not around for some reason, we could
usually figure what the child wanted by the hand motions or by her physically showing us.

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 student seemed to be fairly comfortable in the daycare environment. She began coming this
past summer and was placed in the school age room. This room had games and activities all
throughout it, and the school age children would also go outside each day. The other children did
not treat her differently and would include in her in all the activities. There was also a daily
schedule that the daycare followed and after the first week she was there she got used to it.
 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 think that this student was fairly comfortable in regards to the English Language. She was able
to fluently use sign language. One of the daycare workers also knew sign language so the student
used her as an interpreter. When the worker spoke sign language with her, she knew everything
she was saying and was able to respond. Since she was eight years old, she had been learning
sign language for a while and was comfortable with it.

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?

When this student first came to preview the daycare with her mother, they explained how they
were looking for one where a worker could speak sign language. Although this was not a
traditional classroom setting, this was an accommodation that the family was looking for to help
the student feel comfortable in her environment.