Leigh Scarano

Observation Questions for ELL Student(s)

1. What techniques/methods/strategies do you see being used with the ELL student(s)?
Are they effective? Why or why not? (Either specifically for the ELL student(s) or
in whole class/small group instruction)

In the classroom I was observing in, there was only one English Language Learning Student.
My observation classroom was for 4th grade and an ELA only classroom that the students go
to once a day, every day. One of the main strategies I noticed in my classroom was my
teacher would say the word first, then have the class repeat after her. This allowed the ELL
student, and the other students to hear the proper pronunciation of the new words they were
learning first, then they were given a chance. This was very effective for all of the students
when learning new vocabulary and proper pronunciation. In addition, the teacher would hold
up a picture of the word after the students repeated it back to her. This allowed the ELL
student especially to now see what this word actually is by seeing a visualize to connect their
previous knowledge of that item to the English version of it. This helped all students
familiarize the word to its picture for a connective understanding of each.

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)

Because my teacher uses this repetition strategy when introducing new words, some of the other
students seem to find it boring or tedious, and do not take it serious. I notice one student would
mouth the word the teacher was explaining in a very ostentatious manner to try to receive a laugh
from his peers. I found this very out of the ordinary, since this activity the teacher was
performing was not just for the benefit of the ELL student, it benefitted everyone. In addition, it
was ironic since this boy mocking these words was one of the lowest leveled students in the
classroom. I did not notice any out of the ordinary behavior when it came to the ELL student
though.
 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 notice that the ELL student does not have many interactions with the other students in the
classroom, however he is not fully segregated at all times. The teacher has him sit near the
front of the classroom with, grouped with the lower level students so he can receive the extra
supports the lower level students get. Other than that, he has normal interactions with his
peers whether it is going to specials, using the computers and playing at recess.

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 picture cards that the teacher uses when introducing new words are one of the most helpful
resources my teacher uses to help the ELL student in the classroom. In addition, my teacher uses
closed caption on her videos so help not only the ELL student but the other students read what
they are hearing to assist in their understanding of the content. In addition, I notice the ELL
student gets an extra rotation when the students are using the computers so he can obtain an extra
turn at playing the ELA games on the computer to strengthen his comprehension of these ELA
games and activities. Lastly, I notice my teacher uses a larger print agenda book for the ELL
student so he can read his homework easier, as well as when she writes it in his agenda book, she
explains it directly to him.

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, from my observations I notice the ELL student is comfortable in his learning environment.
Just like every other student, he is comfortable going about the classroom, through the halls, and
to his ELL specials. He is able to go up to the teacher’s desk and ask any questions he may have
or needs anything explained further. I made this decision because there never seems to be any
concern or problems with him about the classroom, or interacting with his peers and his teacher.
From my observations, he is just like any other student in the classroom, just with some
additional English supports.

6. What’s the “comfort” level of the ELL student(s) in regard to the English
language? What observations help you arrive at your decision? At what stage would
you place the ELL student? How did you decide on that level?

The ELL student I have been observing seems very comfortable in regard to the English
language. From my observations and notes it seems like he has been learning English for
multiple years now and is growing towards mastery of the language in the upcoming years. He is
able to have conversations and ask for help when he is working. The only struggle I notice is
when he is writing, his sentences seem to have a break in the flow of the language, however his
content and understanding is there. From what I have observed I believe he is at the advanced
fluency stage. Because he is able to speak the language correctly, his mistakes come in his
writing, and grammar of his sentence structure and flow.