Today I had the opportunity to spend half an hour in the ELL (English Language Learners) classroom at a time when one of our sixth graders was receiving ELL services. This student, a fairly recent immigrant from Cambodia, leaves the general education classroom during the reading instruction hour in order to receive targeted language and reading instruction in the ELL pull-out room.
A seemingly happy, engaged kid, "Vince" would probably make the best of whatever situation he found himself him. He is the sort who makes eye contact and nods agreeably during instruction and discussions. At times, I suspect these affirmative behaviors suggest a higher level of comprehension than might actually exist. Fortunately, he is also really good about raising his hand and asking for help, or getting help from his table neighbors.
Only two sixth graders receive reading/language instruction in the ELL classroom. The other student is a Latina with more limited English skills. She and "Vince" will usually spend their first half hour working through a Rosetta Stone computer program for English learners. While they are on the computers, the teacher is instructing a small group of first graders. Then, during their second half hour, the two receive 2-on-1 instruction in English reading and language. Today, for example, they worked with a poem about new shoes. At first, the poem and related activities struck me as too simple for Vince, but, as I observed further, I understood that the ELL teacher was instructing the two in basic but critical concepts like irregular forms of common verbs. For most of the year, she will work out of an ELL textbook with sixth grade content. To whatever degree is possible, the teacher will choose units in the ELL textbook to match and support current content learning in the classroom.
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