Observation Questions For Ell Students

Shannon Peer
Observation Questions for ELL/LEP Students

October 23, 2016
1. I have seen several strategies being used with the ELL student in the classroom.
The teacher uses effective small grouping, teacher modeling, and repetition. These
strategies are effective for the student because she takes her tests in small groups,
which give her more time to process the questions and the opportunity to ask the
administrator to repeat the question being read aloud. The teacher demonstrates
modeling for this student before assigning her independent activities. The teacher
will come over to the students desk when the rest of the class begins working and
show her how to do number one before having the ELL student work on her own.
2. There is one little girl in my field placement classroom that seems somewhat out
of the ordinary. This student is not an ELL student, but does have an IEP. I have
had several professional conversations with my cooperating teacher about this
student. My teacher has informed me that on her IEP she strictly has a learning
disability and speech impediment. However, there are many at home issues. For
example, there are any symbols of neglect. She comes to school very dirty and
speaks on a developmental level several years younger than the rest of the first
grade class. The teacher has told me that this little girl has much social service
work going on at home because she is not spoken to outside of school. I feel that
this is what may have caused many of the develop issues affecting her in the
classroom.
3. The interactions that I see between the ELL student, other classroom students, and
the teacher are all very positive. The student gets along very well with the teacher
and is not afraid to go to her when she is confused or struggling with new content.
The ELL student has made friends with many of the students in the classroom.
She seems very comfortable and talks amongst the other students at her table
whenever there is free time.
4. Some of the resources and materials that I have observed being used with the ELL
student are vocabulary sheets and computers. The teacher provides the ELL
student with a vocabulary sheet for the story the class is doing that week in their
reading series. The vocabulary sheet is part of the reading series and has key
words that necessary to know to understand the story. She only makes copies of
the vocabulary sheets for the ELL student, although it would assist the whole
class. The teacher uses computers as a resource for the ELL student when the rest
of the class is completing an exam that the teacher has not yet modified for the
ELL student.
5. Yes, the classroom environment seems very comfortable for the ELL student. The
student does not hesitate to ask her friends or the teacher for assistance when she
is feeling lost or having difficulty reading directions. The teacher has created a
positive learning environment in her classroom, which is extremely beneficial to
all of her students especially ELL students adjusting to a language change.
6. The ELL student is extremely comfortable with the English language. The
observations that I have made that lead me to this are based on the fact that the
students language is very proficient. She understands most questions being asked
to her and does not need much assistance. I would place this student at
intermediate fluency. I have decided on this because the student has excellent
comprehension, makes few grammatical errors, and is able to effectively express
her feelings and thoughts.
7. The teacher makes several accommodations/modifications for the ELL student. A

few instructional modifications that the teacher noticed she uses from the
checklist were: shorten assignments/tests, provide highlighted text, visual cues for
oral directions, extended time, provide repeated reviews, teach in small groups,
reduce paper/pencil tasks, provide manipulatives, seat in close proximity to
teacher, use language experience activities, allow students to express concepts in
own words, provide time/place for assistance with projects, peer tutoring, shorten
length of oral tasks, allow transitions by peers for clarification, monitor
comprehension, and simplify language/adjust rate of speech when needed. These
appear on the checklist because they can all be used to benefit the ELL students
learning.

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Shannon Peer

Observation Questions for ELL/LEP Students

7. The teacher makes several accommodations/modifications for the ELL student. A

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