Classroom Observation Report

There are many techniques, methods and strategies being used for the ELL student that I observed. The
emphasis on vocabulary is very clear to any observer. All materials are constructed to reflect vocabulary
interpretation along with limitations on subject area. KWL carts and Venn diagrams are provided to the
student in which results from these materials show vast improvements in vocabulary from earlier in the
school year.
The only noticeable behavior that could be considered out of the ordinary would be decibel levels from
the student. The student comes from a Spanish speaking background and I was informed that the
student was used to speaking very quickly and loudly in their native language. However, this is the only
noticeable behavior that I believed was unusual or surprising. For the most part, the student was alert
focused and had a positive attitude.
I witnessed limited interaction between the ELL student and other students. The ELL student was in the
process of going into a separate run for more practice on vocabulary while the class moved on to the
next topic. For the limited time behind in the general education classroom with the ELL student, it was
noticeable that the other students were respectful and expressed a sense of kinship with the ELL
student. Interaction with the general education teacher was very direct and to the point. I saw the
teacher use TPR while describing what he wanted the ELL student to complete while the class was going
to move onto the next lesson.
Resources and materials that I witnessed the ELL student using were audio players and worksheets that
were modified with pictures and diagrams to show what action was needed to complete each task. The
student would read the directions on the worksheet and use the audio player if they did not understand
what the directions were asking for. This did seem to be very effective for the student but I also felt that
the student was not being challenged enough. When there were signs of struggle the student would
immediately ask for help or refer back to the audio player and would not try to fix the issue or work
through the problem on their own.
I would not classify the classroom in which the student was placed as a special education classroom or a
general classroom. It was a room with three non-ELL students in which a separate aid assisted them for
another class. In this room, there were many resources and materials that were conducive for student
development and in no way was the room detrimental to the students learning ability.
In my opinion the students confidence level seems to be lower than comfort level. I say this because
the student shows many signs of positivity and expression. However, the student has a difficulty in
completing tasks on their own in which assistance is constantly being asked by the student. I would say
the student is presently at level two (beginning) because the student presents signs of hesitation while
understanding fragments of directions given by teachers or written on worksheets.
Of the 27 modifications listed, about 10 were used in teaching the ELL student. Audiotape lectures were
not administered to the student but audiotapes were used as a reference to the student. Frequently
monitoring for comprehension was another modification that was witnessed and the reduction of
paper/pencil tasks were also present as well. A sentence or paragraph would be already written for the
student with blank spaces and highlighted text were provided within each sentence or paragraph. This

was implemented to stress the importance of vocabulary and knowing when to use certain words in
writing.