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This document is a checklist and observation notes from an educator observing instructional modifications and accommodations being provided to English Language Learner (ELL) students in a 4th grade classroom. The observer notes that the classroom teacher is using many effective strategies like visuals, gestures, modeling key words in the students' native languages, and modified assignments. However, some planned supports from an ESL teacher are not being fully implemented due to staffing issues. The ELL students appear well integrated and have strong peer support, while relying heavily on the classroom teacher for language development. The observer assessed the students' English language proficiency as "expansion," or level 4 on a scale.
This document is a checklist and observation notes from an educator observing instructional modifications and accommodations being provided to English Language Learner (ELL) students in a 4th grade classroom. The observer notes that the classroom teacher is using many effective strategies like visuals, gestures, modeling key words in the students' native languages, and modified assignments. However, some planned supports from an ESL teacher are not being fully implemented due to staffing issues. The ELL students appear well integrated and have strong peer support, while relying heavily on the classroom teacher for language development. The observer assessed the students' English language proficiency as "expansion," or level 4 on a scale.
This document is a checklist and observation notes from an educator observing instructional modifications and accommodations being provided to English Language Learner (ELL) students in a 4th grade classroom. The observer notes that the classroom teacher is using many effective strategies like visuals, gestures, modeling key words in the students' native languages, and modified assignments. However, some planned supports from an ESL teacher are not being fully implemented due to staffing issues. The ELL students appear well integrated and have strong peer support, while relying heavily on the classroom teacher for language development. The observer assessed the students' English language proficiency as "expansion," or level 4 on a scale.
All of the checked boxes on the chart were implemented
frequently and successfully. Valley View Intermediate is currently having complications with the ESL teacher, this is way some boxes were not checked, as they werent being implemented. 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. The regular education teacher works very diligently with the multiple ELL students in the room, which is a change from what I am used to seeing. The teacher uses a lot of visuals and hand and face gestures. In addition, the teacher knows several small words in the childrens native languages. All of the techniques are effective. Assignments are modified. The ELL students are supposed to take exams outide of the room with the ELL teacher drom NEIU, however, things are not being properly implemented at the moment. 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. No, I really wouldnt say things are out of the oridinary. I havent observed any cultural boundaries other than language, except for maybe different foods brought in at lunch. In my former placement in Scranton, I observed an ELL student who constantly took her shoes off. 3.
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 ELL students seem to have an unspoken bond, like
they both know they are ELL students. The other classroom students are really helpful and really take the ELL students under their wings. The English speaking students are really eager to teach and will constantly present the language to the ELL students. As previously mentioned, the teacher pays a lot of attention to the ELL students. It does appear like it is difficult, but nonetheless, the teacher is attentive. The students rely heavily on the teacher because that is where their primary source of language knowledge is coming from. 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. I mostly saw a lot of visuals. We talked about how pictures really help a student visualize what is being spoken about. I noticed that everyone makes certain to speak very clearly and slowly. The students are supposed to spend at least 6 hours a week with an ELL teacher from the NEIU, however, I am aware this is not being properly implemented at this time. 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. The environment is laid back and kind, but expectations are clearly understood. The students are quiet when theyre supposed to be quiet and overall, they are respectful. The ELL students, for the most part, seem really well integrated. Just because their English isnt very strong, they have friends and interact with students just like anyone else would.
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? a.
This particular room had multiple ELL students. The
comfort level ranged, but I would say most students had knowledge of the word, but inability to readily use the word in communication. I noticed students being very anxious to communicate, but stop and think to recall the word they were looking for. I would place the students in expansion- Level 4. They are familiar with basic words and some not-so-basic words, but are rapidly exanding their vocabulary.
7. 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. The teacher uses highlighted texts, modified assignemnts, visual cues, extended time, small groups, peer tutoring and a few other accomodations and modifications. All of these things appeared on the checklist. I think this is because this is the research based way to make accomodations and modifications for ELL students. Because there is so much research to back these techniques, I think thats what makes it successful.