FBA section 8: School Observations (minimum of 3 classrooms with ELLs).

In my observations, it is clear that this school is cognizant of the needs of its ELLs. I
observed a public speaking class that is very popular with all students, and ELLs learn
quickly that despite their lower ELP levels, this is a fun class. This teacher uses L1s in
the following way: as a method to initiate and foster opportunities to speak, the teacher
asks an ELL each day to provide a word from L1 to teach the students. He writes the
word on the board and teaches the class how to say the word. During one of these
observation periods, I learned the Chinese word for butter, which I would pronounce
hwon yo. ELLs in this class also take advantage of using posters, collages, and other
pictorial representations. There is also partner-sharing in this class with pairs an ELL
with a native speaker for practice.
I observed a double-period biology class and the supports and methods here were
very helpful as well. I was able to study some materials for final preparation. ELL
students are provided with printed references and notes to aid their performance on the
final. One such sheet is a printed list of all materials to gather and study, a list the
teacher orally reviewed in the class. I noticed that the ELLs were given copies of the
Powerpoint with room to write extra notes, while native speakers were expected to take
their own notes from the presentation. This teacher had a great method for PP notes: if
there was more info than on the slide to be had, the ELLs had room to add it. For slides
with info pre-printed, she asked the ELLs to place a checkmark after each item when
she discussed it.
In English classes that were also preparing for end-of-year finals, the entire class
worked in small groups. The ELLs in the groups were given the task of retelling one of
the pieces from the review. The teacher allowed the ELLs to choose first (greater
selection). This teacher also prepared a separate review packet for ELLs, with more
inclusive information: page numbers, authors, etc. All students were directed to
compose a question for review to put to the entire class: ELLs were given some
examples, but each chose to compose his/her own anyway.
In regards to explaining the current resources and supports this school has available
for ELLs, their families, and how they involve the community: the school has three
certified ESL. The WIDA test is utilized to determine ELP level. Regarding support,
content-teachers at this school use modified lesson plan forms to indicate what supports
will be used in the daily lesson. An ESL teacher is provided a free period to be devoted
strictly staff support.
Student support is available in the form of teacher tutoring time, which is a
mandatory duty-free period for all teachers. ELLs may meet or communicate with any
teacher at this time, 4 days per week. School personnel may provide assistance to
students in many ways, such as transportation to and from physicals and TOEFL
testing. The school also matches ELLs with members of student council to provide tours
and assistance as needed throughout the school year.
Plans are underway for additional resources for the next school year. The curriculum
will include ESL Reading and ESL Writing to be taught by certified ESL instructors. The
department is also planning a new platform for families, in the form of a website, to
provide news, announcements, and support. Another ESL certified teacher will also be
added to the faculty.