Cyan Scarduzio

EDUC 359
Fall 2017
Classroom Observation Report
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 I observed is in Title 1 because he is behind in English. When the teachers do
worksheets in class they slow down a little but encourage him to speak English as much as
possible. If he get something wrong the teachers will correct his English so he knows the correct
answer or way of doing something. They are somewhat effective because he uses English more
in the classroom because the teachers are telling him to. However at home or on the playground
he does not use English because no one is telling him to speak it. This sets him back with him
learning the English language.

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)
He seems shy around other classmates and I think it is because he does not fully speak
and understand English. Although when he does talk a lot about something he will ramble a lot
in Spanish. He does this because he can speak it more easily and knows that no one can
understand what he is saying. As for the other students, some of them still have behavior issues
and act out in class. This does not help the ELL student because some of the times it is while the
teacher is trying to help the ELL student with his English.

3. What type of interactions do you see between the ELL student(s), other classroom students,
and the teacher(s)? Please describe in detail.
He is the only student in the classroom that is an English language learner. He tries to talk
English to his peers around him but they do not correct his English. This will delay him learning
English because he will continue to think that the way he is speaking is proper and socially
acceptable. With the teachers, he tries to only talk Spanish at times until the teachers tell him that
he has to speak English. The teachers always encourage him to speak English as much as
possible.

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.
He is in a pull out program and leaves the classroom to work on his English. He goes for
30 minutes in the morning with another teacher. It seems to help a little bit because another
teacher is encouraging him to be fully immersed in English and not speak Spanish. However this
is the only resource/material that he gets as an ELL student. There is not much else that the
school does for him and learning English.
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 environment is comfortable. The other students know that he does not know
English very well and I have noticed no issues with that. The students are very understanding,
welcoming, and caring. They will listen to him talk even if some of his English is incorrect. The
teachers are very open as well. They are always encouraging him to speak English whenever he
can by being positive and praising him when he does or says something right. The teachers
provide feedback and correct him when he is wrong. They still continue to be positive and
encouraging when doing so.

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 ELL student seems somewhat comfortable with English when the teachers are
encouraging him to speak it. He does not speak English at home or on the playground and
continues with his native language. This makes him less comfortable speaking English because
he stops speaking it once he steps foot outside of the classroom. It is hard to tell his level because
of this exact reason. If he were to speak English all the time he may be more comfortable at all
times.

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 teachers go slower when explaining a worksheet or lesson with him. Sometimes they
will take him off to the side when they are going over a worksheet to explain more in detail and
help him complete the first part of the worksheet. The teacher is also very cautious of the way he
speaks and what he says. The teachers need to make sure that he is always using the correct
English which takes time and patience from the teachers.