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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. The student did not exhibit any out of the ordinary behavior. The student tried
their best to follow the teachers instructions. At one point, the student did get
a little frustrated and took a little longer to say a sentence in English. But the
teacher used encouragement, and the student seemed at ease after that.
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. There were no other students with the ELL student. However, the interactions
with the teacher and student were positive. The teacher reinforced the topics
in different ways. When the student discussed their weekend, the teacher used
it as a way to lead the topic to Thanksgiving and pilgrims. The teacher used a
video to describe the holiday, plus used oral explanation and pictures. This way
the student is being exposed to different modalities.
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. Technology is being used with the ESL student through video clips and images.
The student watches a video on the subject, or the teacher shows the student
clips of different vocabulary words. They do appear to be effective because the
student does respond positively to the teachers techniques.
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 teacher takes the student to a spot in the school since there is no specific
classroom for the ELL students. It does not seem to bother the student, but it is
hard because it is an informal setting. It does seem that if it was in a classroom,
a student may be a little more focused. However, this does not seem to bother
this ELL student because they pay attention intently to the lesson.
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. The student does seem to be responding well to ESL instruction. The student
does speak English well for being in first grade. At some points, they do
struggle with finding the right words in English and do take some time to think
of the right word. The student will act it out and then the teacher will try to
guess what they are trying to say by asking them what the word is related to.
At this point, they will figure out the word. I would place the student at stage
three: speech emergence. I place the student on this level because they can
communicate in sentences and can ask questions. The student is also able to
understand stories with the assistance of pictures.
7. If you feel comfortable enough to ask, ask the cooperating teacher (or ESL teacher) what
type of accommodations/modifications they have to make for the ELL student(s). Please
describe the types of accommodations/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. I did not ask the teacher about what accommodations or modifications they
make for the ESL student.