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Observation Questions for ELL / LEP student(s): are they effective? why or why not? Identify resources / materials that are being used with the ELL student(s).
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checklist of instructional modifications for lep students
Observation Questions for ELL / LEP student(s): are they effective? why or why not? Identify resources / materials that are being used with the ELL student(s).
Observation Questions for ELL / LEP student(s): are they effective? why or why not? Identify resources / materials that are being used with the ELL student(s).
School: __Carbondale Area Elementary____ Date: _____April 17, 2015
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) a.
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) a.
3.
I noticed that the teacher enunciated key more in
regards to a task that the students had to complete and certain times when giving directions she would shorten the proximity between her and the ELL student. I think this method was effective because it placed emphasis of what was important and her use of proximity towards the students allowed her to be available to the student if they did not understand instead of perhaps being embarrassed to raise her hand and ask for help.
Well personally I consider the personalities of 2 nd
graders to be out of the ordinary all the time, however, I was looking at the facial expressions of the ELL student. For the most part she seemed to be displaying normal expressions, there were certain times where she would skruntch her eyebrows or face in perhaps frustration, but for the most part she seemed to be comfortable.
What type of interactions do you see between the ELL
student(s), other classroom students, and the teacher(s)? Please describe in detail. a.
The interactions between the ELL student and the
others students seemed normal, they worked together in small groups to complete their reading tasks. Reading groups are leveled based on reading
proficiancy so her placement was in the group of
students who have a lower reading level. I noticed that through out the reading lesson the teacher would look over at the student every so often, perhaps to check for understanding or that she was just simply on task. 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. a.
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. a.
6.
There was an activity that I observed during the time
when the students were broken into reading groups. There were packets of cups, with sight words written on them, where students had to say the word and then stack the cups. I though this was effective because it gave the student practice and if she didnt know the word she was able to ask her peers in her group.
I think for the most part the classroom resembles that
of a typical room, there is student work hanging and desks are grouped. I didnt really get the sense that it was fully ELL friendly because it would have been nice if there were objects labeled around the room in the students native tongue. However, I dont feel like the student did not feel comfortable in this classroom, I think its because the child has adapted to the environment that she is in.
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?
a.
7.
My sense is that the student had a relative comfort with
the English langauge because I observed her talking and interacting with her classmates. I think she is definitely over the silent period but still has not mastered the language. I would place her at stage 3, speech emergance, because she can communicate and does understand the task being asked of her. For example, when breaking into reading groups, and I belive that routine has helped with this, she new in which area of the room to sit and which tasks she was to complete during that time.
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 checklist? a.
I got the senese when I was discussing the ELL student
with the teacher a bit of frustration. She seemed to be a little overwhelmed, which is understandable because many of the students in her class were below reading level. One of the main accomodations that have to be made for the student is to allot more time for the student to complete tests and assignment and to sometimes orally give a test. The teacher expressed how sometimes she feels that the student is always behind because it takes her longer to complete tasks. It makes sense that the checks I made on my list were present because the sense I got was that this student needed the extra guidance and attention.
Howard Kirschenbaum Values Clarification in Counseling and Psychotherapy Practical Strategies For Individual and Group Settings Oxford University Press 2013