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)

The entire instruction is done in a small group setting of six students. The small group setting allows
the students to interact and participate more. The teacher opens the lesson with language
experience activities by asking students what they did yesterday. Then, he works with the same
text in a variety of ways. Students listen to the text, interact with the text, read the text aloud, and
answer questions about the text. The teacher effectively uses repetition, even having student
repeat each others answers. He models proper grammar usage, then plays a game with students
that lets them practice with the sentence structure. He checks for comprehension in each student
by having them all participate.

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)

I did not notice any behavior that seemed out of the ordinary.

3. What type of interactions do you see between the ELL student(s), other classroom students, and
the teacher(s)? Please describe in detail.
The ELL students all got along and had great patience for each other. Some students were more
outspoken, while others were reserved, but all the students participated and interacted with the
teacher. Students felt comfortable asking questions and making jokes with the teacher. The
teacher seemed to enjoy his work and have fun with the students while still maintaining their
respect.
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.

All the students had a workbook that outlined the lesson for them. It kept the students on track
and organized, making them able to focus on the actual lesson.

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.

Based on the students interactions with each other and the teacher, I would say this is a
comfortable classroom environment. The students all sit in a group and interact with each other.
Additionally, one student asks the teacher to slow down, and several times throughout the
lesson the students make jokes. The teacher and students have a good enough dynamic that
the laughter does not take away from the lesson. It is important to note that the students are
excluded from non-ELLs, so this probably makes them feel more comfortable.

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 students overall seem somewhat confident in their English. However, there are some
pauses in language to account for the processing of what they want to say. Additionally, they relied on
the teachers modelled sentence structures when making their own sentences. These students are most
likely in Level 3. They are able to understand a series of related sentences and follow along with the
conversation. They use and understand written English, but still require instructional support. They are
able to use general vocabulary and some specialized vocabulary.