You are on page 1of 4

Observation Questions for ELL/LEP student(s)


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)

For English Language Arts (ELA), the student (I will call her student L) stays for
about an hour and then the ELL teacher pulls her out for about an hour for oneon-two instruction. The student is taught with another ELL student who is a
second grader (I will call him student R) who has been getting ELL assistance for
about a year and a half. The ELL teacher breaks up the session by first going over
student Ls work with her, yet also allowing student R to have input, and she does
the same thing for when they go over student Rs text. First, the ELL teacher went
over the photo in the textbook and asked the students questions based on the
context of the setting. Next, they went over the sight words, and created sentences
using the sight words. Then the ELL teacher did the same thing but for student Rs
book. Afterward, the teacher asked student R to read his story, but she still
engaged student L. The ELL teacher was able to keep both students engaged by
posing questions, having them do a picture walk, and other activities, while they
switched between each students textbooks. The student went back to class and
during this class time, student L took a spelling pre-test one-on-one and she got
three out of ten words incorrect, and the mistakes all involved confusing the
short /i/ sound for the short /e/ sound. For example, for the word win, she put

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

There had no behaviors that are out of the ordinary. Student L volunteers often in
class, just like the other students, and in some cases more than some of the other
students. In the ELL setting, she talks and answers all of the questions posed. She
appears to be very comfortable and not act out of the norm for a student. She is
definitely on her way towards advanced fluency, if she is not already there now.

3. What type of interactions do you see between the ELL student(s), other classroom
students, and the teacher(s)? Please describe in detail.

I noted typical behavior. The student blends in with her peers. Her responses to
questions are typical and similar to that of the other students responses. I would
not notice that she is in ELL student or has anything that would put her into a
different category than the other students. During a Think-Pair-Share part of the

morning, she shared her ideas with her partner, just like the other students did.
When the other students were standing up and dancing around during an
education song, she stayed seated and worked one-on-one with teacher in order to
catch up to where the students were at in the class. They had to write the three
main ideas that the teacher wrote on the board, and she decided to continue this
and then was able to catch up in a brief amount of time to be able to catch some of
the song.
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.

During the session with the ELL teacher, the teacher had their folder out, a packet
of their sight words, crayons, and other materials that the students use throughout
the session. The teacher had the sight words written and then she had the students
find them in the box and then take them out. The teacher used these by first
reading them, then having the student create a sentence using the words. The
teacher made sure the students created a more detailed sentence. For example,
instead of saying I ate, the student had to use adjectives and nouns to describe
what she ate.

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.

Yes. The teacher has the desks in triangular shapes and Louisa sits in between two
students. She does not appear to stand out in any way. She appears to be
comfortable because she volunteers often in class.

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 raised her hand and volunteered just as much as the rest of the class,
and therefore I believe that she is very comfortable in her class. She was incorrect
for one response, and she appeared to be accepting of that and volunteered for
most of the questions that were asked in the hour and a half that I observed her. I
would place the student at the

7. If you feel comfortable enough to ask, ask the cooperating teacher (or ESL teacher) what
type of accomodations/modifications they have to make for the ELL student(s). Please
describe the types of accomodations/modifications that were discussed. Do they appear
on the checklist? Why/why not do you think they are present/not present on the

All of the accommodations that I checked off on the list are done with every student in
the class. Student L does not receive any special treatment or accommodations by her
teacher that the other students do not get. The class has a teachers aide and she will assist
the student when necessary, but she also assists every other student that might need extra