Kayleigh Basovsky

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)

I observed in an English language development classroom. There were three kindergarten

English language learners in the class. In the beginning of the lesson, the students sat on
the carpet and the teacher read a letter and said the sound of the letter. The students then
repeated after her. Then the students and teacher would say the letter and letter sounds
together. This followed the method of I do, you do, we do. This was very effective as the
students are learning the letter and letter sounds by saying them aloud. Also, the students
were focusing on the letter “I” this week so they had to glue pictures of words that start
with the letter “I”. After they glued the pictures onto their worksheet, they said the name
of each picture to their teacher. For instance, the students would say igloo, ice cream and
insect to the teacher. This helped them say different words aloud and especially express
the letter “I” sound. Lastly, the students played educational games on the iPad. One game
said different colors aloud and the students had to tap the color balloon that the narrator
in the game said. This was effective as the students would hear how to say different
colors.

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 ELL student was acting up and not repeating the letter and letter sounds after the
teacher said it. The teacher had to constantly remind this student to continue to say the
letter and letter sounds. The teacher explained to me that the ELL student knows how to
say the letter and letter sounds but sometimes just does not say them aloud. Once the
student is reminded, he usually says them without a problem.
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 observed in English development classroom so there was not any classroom student’s
other than the ELL students. The ELL students were very comfortable with their teacher.
They were able to ask any questions they needed to. Also, the ELL students always
participated which helps the teacher see how well they are progressing. The ELL students
were also friendly with each other. For instance, if one child needed glue they would ask
each other to borrow it in a very nice way. This showed that the interactions between the
other ELL students and the teacher were very comfortable and friendly.

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 used letter flashcards in the beginning of the lesson. The teacher would hold
up the letter along with pictures of things that began with that letter. The teacher would
say the letter and letter sound. I thought it appeared to be effective because the students
were able to see the letter while saying the letter. The students would be able to associate
the letter with things that begin with that letter as well. Also, the students had alphabet
books. The students would write the letter that they were working on during that week in
their alphabet books. The students would then glue pictures of words that start with the
letter that they are working on in these books as well. Lastly, the students use iPads that
say different words to them and the students have to do what the narrator says. For
instance, if the narrator on iPad says a number, the students have to tap the number it
says.

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 seems very comfortable for ELL students. The students sat on the carpet
and then sat at a round table with their teacher. The students knew where everything in
the classroom was and was able to always ask their teacher or other ELL students any
questions they had. The students always participated as well. I made this decision
 because the students were very comfortable speaking to the teacher and they knew where
everything is in the classroom. These two examples show that the students are very
comfortable

6. What’s the “comfort” level of the ELL student(s) in regards 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 students are very comfortable as they are constantly speaking and listening to their
teacher and each other. I think the ELL student that I observed is at the intermediate
fluency stage. I decided on that stage because the student only makes a few grammatical
errors like any kindergartener would. The student also has fluent conversations with other
the students and the teacher. In addition, the time frame for this stage is 3 to 5 years old
and the student I observed is in kindergarten so the student is five years old.

7. 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 teacher explained how she uses more visual cues to accompany oral directions. She
explained how she constantly prints out pictures of different things to help reinforce what
she is teaching. Also, there are only four students in this classroom so the teacher always
teaches in small groups. In addition, the mainstream classroom goes more in depth when
they first learn different letters. The ELL students learn more of the basics of the letter
first. This shortens the length of the task for the ELL students. Lastly, the teacher
explained that when the students are assigned a project in their mainstream classroom the
teacher gives them time in class to complete this project. The teacher does this because
their parents at home may not speak English so they would not be able to help their child
that well. The school gives the ELL students time and assistance for projects. All of the
modifications and accommodations appeared on the checklist. They are present on the
checklist because these are all effective ways to accommodate and modify for ELL
students.