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Checklist of Instructional Modifications for LEP Students

Students (initials): N/A. School: Abington Heights Middle School Instructional Modifications 1. Shorten assignments, tests 2. Oral administration of test, taped tests 3. Provide highlighted texts, tests 4. Use visual cues to accompany oral directions 5. Provide advanced organizers webbing, outlining and graphing 6. Extend time for completion of assignments, projects 7. Provide study sheets Grade: 7th Date: Friday, November 22, 2013 Check () Modification Comment

8. Use assignment notebooks and prompts 9. Provide repeated reviews and drills vary teaching strategies 10. Teach in small cooperative groups 11. Reduce paper and pencil tasks 12. Provide manipulative 13. Seat in close proximity to teacher 14. Encourage student to underline key words or facts 15. Use language experiences activities 16. Allow students to express key concepts in their own words

17. Provide time and place for assistance with school projects

Reading teacher assisted LEP student with MLA citation.

18. Directly teach vocabulary used on tests 19. Audiotape lectures 20. Peer tutoring 21. Shorten length of oral tasks 22. Provide clarification in primary language

ELL student appeared to demonstrate fluency in use of English Language

23. Allow transitions by peers for clarification 24. Monitor for individual student comprehension 25. Simplify language and adjust rate of speech when needed 26. Frequently monitor for comprehension 27. Other recommended interventions

Questions for ELL students 1. What techniques/methods/ strategies do you see being used with the ELL/LEP students. Are they effective? Why or why not. (Either specifically for the ELL students (s) or in whole class, small group instruction?) A. In the 7th Reading/LA class the English teacher used literal and inferential questioning to monitor student comprehension on an article about the Assassination of JFK ,which helped to increase student engagement throughout the lesson. The teacher also taught the vocabulary in context and orally explained the meaning of some of the vocabulary by analyzing the meaning of the prefix, suffix and roots in the words. I thought these strategies were effective because the students seemed to comprehend the article and were eager to participate in all aspects of the lesson. 2. Did you notice any student behaviors that you would consider out of the ordinary? Please describe in detail.

A. I did not observe any student behaviors that I would consider abnormal; however, when I met the reading teacher he informed me that the ELL student seemed developmentally immature for his age. 3. What type of interactions do you see between the ELL students, other classroom students, and the teachers(s)? Please describe in detail. A. In the Reading/LA class the students were seated in cooperative groups, which encouraged student interaction between the classroom students and the ELL student. However, I observed more interaction between the ELL student and the teachers. For example the teacher would elaborate on key concepts mentioned in the article as the students were reading. The teacher would encourage student participation by asking open-ended questions that would help them think critically about the text. 4. Identify resources and 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. A. The ELL students had the opportunity to see a Reading Resource Teacher to help him with his assignments. When I was there I observed the Reading Resource Teacher helping him learn how to cite something in MLA format. The assistance appeared to be effective. 5. Does the classroom environment seem to be comfortable for the ELL students(s)? Please describe the environment and explain your decision. A. When I observed in the 7th grade classroom in Abington Heights Middle School I noticed that the desks were arranged in cooperative groups, which would enable students to assist one another in completing tasks.While I found the classroom very open and spacious it did not have that much as far as visuals. There was a smart board, but the reading teacher did not use it during the reading lesson. However, in the next classroom the math teacher did use the smart board to review some of the concepts before administering the math test. 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 Vocabulary Performance Indicators. At what level would you place the ELL student? How did you decide on that level? A. The ELL student appeared to be fairly comfortable using the language when I observed him interacting with the Reading Resource Teacher. Based on my observations I believe that the ELL student is in Level 4 (Expanding) because his oral language seemed to vary in complexity with few errors. 8. If you feel comfortable enough to ask, ask the cooperating teacher what type of accommodations/modifications they have to make for the ELL students(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 feel comfortable asking the teacher.