Diana Mastrobuono

Grade 6
Dunmore

1. The student is often taken out of the classroom for assistance. When in the general
education classroom, an aid is present. She often assists the student when doing
independent work. Before working with the aid, the students will listen to the lesson
with the rest of the students. This strategy is effective for the student. He is able to
listen with the rest of the students while also receiving the needed assistance.
2. The student is often quiet in the classroom during regular activities. He does not
often participate during regular lessons. During activities; however, the student
enjoys participating. Unfortunately, his partners/team mates sometimes get
aggravated because his answers are not usually correct.
3. As stated in the previous response, the students outgoing nature varies throughout
activities. Although he is sometimes more willing to participate, he still does not
have much interaction with the other students. At the beginning and end of class,
the students all talk to their friends around them. This student often sits to himself
at these times. Occasionally, he will start conversation with the students around
him, although these conversations do not last long. I see him interacting most with
the teaching aid. I believe that he feels most comfortable around her, and therefore
is more inclined to talk to her than others. He does not hesitate to ask her for help.
4. The best resources used with the ELL student are take out support and the in-class
aid. Both resources are effective. In the take out support room the student appears
to be more comfortable and relaxed. This is extremely important for an ELL student.
Without this relaxation the students affective filter would be too high, and the
student would not effectively learn and participate. In the classroom, the aid also
makes the student more comfortable. He knows that if he has a question she is in the
desk behind him to support him.
5. The classroom environment makes the student relatively comfortable. The class
generally consists of the students listening to the lessons lecture and then doing
independent work. Because the students do not have an immense amount of group
work opportunities the student feels more comfortable with less of a need to
constantly communicate with the students. This structure also allows the student to
get assistance from the aid without it being an obvious and distracting thing to the
other students. The teacher also helps make the classroom environment
comfortable for the student. The teacher only calls on students when they raise their
hands so the students never are nervous that they will be called on when they do
not know the answer.
6. The student appears to be at an intermediate fluency. The student is able to listen to
the teachers lesson, following along with everything being taught. The student does
not need things constantly repeated. When willing, he communicates very well with
the other students, teachers, and aid. Although shy, the student is able to talk to
others effectively with minimal grammatical errors. The student does still need
assistance, but it appears that this aid is more for content comprehension, not
language.
7. The student is given modifications and accommodations when taking tests. During
test time, the student is allowed to go to the take-out support room. This allows the
student to feel comfortable while test taking. He is also able to get support if needed.
The students tests are also modified. During spelling tests the student has fewer
words and on multiple choice quizzes the student has three options per question
opposed to four.