The video showed a teacher using several effective instructional strategies with ELL students in a small group guided reading lesson. The teacher used phonics techniques like letter-sound blending and spelling cards to help students sound out words. Before reading, the teacher reviewed the book's vocabulary words and pictures to build comprehension. During reading, the teacher closely monitored each student and assessed their skills. The classroom environment was tailored for ELL students with labels, visual aids, and a comfortable seating arrangement. Based on their responses, the students appeared to be at a Stage 3 level of English language acquisition.
The video showed a teacher using several effective instructional strategies with ELL students in a small group guided reading lesson. The teacher used phonics techniques like letter-sound blending and spelling cards to help students sound out words. Before reading, the teacher reviewed the book's vocabulary words and pictures to build comprehension. During reading, the teacher closely monitored each student and assessed their skills. The classroom environment was tailored for ELL students with labels, visual aids, and a comfortable seating arrangement. Based on their responses, the students appeared to be at a Stage 3 level of English language acquisition.
The video showed a teacher using several effective instructional strategies with ELL students in a small group guided reading lesson. The teacher used phonics techniques like letter-sound blending and spelling cards to help students sound out words. Before reading, the teacher reviewed the book's vocabulary words and pictures to build comprehension. During reading, the teacher closely monitored each student and assessed their skills. The classroom environment was tailored for ELL students with labels, visual aids, and a comfortable seating arrangement. Based on their responses, the students appeared to be at a Stage 3 level of English language acquisition.
Checklist of Instructional Modifications for LEP Students
Student(s) (initials): Zachary Morgis
Grade: Elementary School: YouTube: Guided Reading with ESL Elementary Students
Observation Questions for ELL/LEP student(s)
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) Phoenemic awareness. The teacher is using letter sound blending techniques through sound spelling cards. This also helps with a visual aid for ELL students. They seem to be efffective as they are retaining the words and effecienctly sounding out on their own. This is occurring in small groups. guided reading has critical text. The teacher goes over the book before they read it. Then they go over the visual component of the books pictures to try and develop a basic story before they even get into actually reading the story. Any of the words that vocabulary words, the teacher has them sound it out and then asks them what they believe the word means. Then she clearly defines the word for them. This also is an effective method used by the teacher. The kids then read aloud by themselves in whispering voices. The teacher is constantly assessign their reading skills. This completely impressed me. She has individual notes for each student and puts them in specific reading levels and ways to increase their readign proficiency.
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) Since it was a small group lesson, there was nothing out of the ordinary.
3.
What type of interactions do you see between the ELL
student(s), other classroom students, and the teacher(s)?
Please describe in detail.
As mentioned above, when the students are reading aloud quietly the teaceher is silently listening to each one of them read. She gauges their ability. Another way they interact together is when they sound out the words together. Another interaction between the students and the teachers was when they went over the pictures in their book they were going to read and they had to draw inferences on what the book ws about. 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. Flash cards are being used that include a letter combination sound and a picture of something that starts with that sound. For example, the SH- combination had a picture of a sheep on it. This is building background and creating links 101. They are eating this knowledge. Antother thing done with these cards is that the students are given cut outs of letters and they must finish spelling the word on the flash card. Very cool making spelling a visual and kinesthetic activity.
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. Yes, it is almost like the teacher made the class out of your ELL survival guide ppt. Many items are labeled for them, they sit together with their peers in a close and comfortable enviroment. The teacher has multiple visual aids for when she us talking to the students. They are sitting together at a small table and there is not too many things going on around them to create a cognitive overload.
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? Stage 3 Speech Emergence. The reason I believe they are there is simply their replys to questions made by the teacher. They were responding in full sentences and were also asking questions to the teacher.
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? I watched a youtube video, so I was unable to ask anything to the teacher. The modifications I found in the video included short asignments, simplified language andrate of speech, frequently monitored for comprehension, individual student comprehension, directly taught vocab words, allow students to express key terms in their own language, seated in close proximity of teacher, manipulatives, small coop groups, visual cues. It is safe to say that they went above and beyond to make sure the students were given any and every accomodation possible.
^^^^ THIS HAS WHAT ACCOMMODATIONS/MODIFICATIONS WERE