Checklist of Instructional Modifications for LEP Students

Student(s) (initials): _____Robert Patch_______________________________ Grade: ______ School: _________________________________________ Date: ________________________
http://www.youtube.com/watch? !"#tGtw$_%_&

Observation Questions for ELL/LEP student(s)

$. %hat techni"ues/methods/strate'ies do you see bein' used with the &((/(&P student(s)? )re they e**ecti e? %hy or why not? (&ither speci*ically *or the &(( student(s) or in whole class/small 'roup instruction)

+he ideo , watched was a -inder'arden &(( class o* all .hinese students/ so this was not e0actly what would be e0pected in a usual classroom. +hat bein' said there were a lot o* techni"ues and strate'ies that , *ound use*ul. 1ne o* those would be the use o* son'. +he students san' *un son's with hand mo ements to 'ain ocabulary and to 'ain their attention. 2isuals were also used. ) +2 screen posed a picture that the students described and then a ideo described a new scenario to them. +hrou'hout the process the teacher was 'i in' isual cues to the students so they -new what oacabulary word the teacher was loo-in' *or. +here was also a lot o* positi e *eedbac- 'i en to the students so that they would continue to partcipate in the lesson. #. Do you notice any student beha iors that you would consider 3out o* the ordinary4? Please describe in detail. (+his applies to both the &(( student(s) and other classroom students) +here were not any noticable beha iors that were out o* the ordinary/ howe er on one o* my pre ious *ield e0perineces , had a student *rom Puerto Rico who did act oddly at times. %hene er this student was as-ed a "uestion *rom the teacher he shyed away and 5ust -ept sayin' , don6t -now. %hene er the student was in 'roups he was ery tal-ati e but o*ten not about the topic he was supposed to be tal-in' about. 7ecause this was a chemistry class he did not understand many o* the scienti*ic words but otherwise his &n'lish was pretty 'ood. ,t seemed to me that he was a*raid to tal- about chemistry in the class because he didn6t want to seem dumb. 8. %hat type o* interactions do you see between the &(( student(s)/ other classroom students/ and the teacher(s)? Please describe in detail.

,n the ideo the -inder'arden children seemed to li-e to mimic the teacher. 1*ten you can hear some o* the students repeatin' directions that the teacher is 'i in'. +he Puerto Rican hi'h school student seemed to ha e positi e interactions with the students around him/ but ne'ati e interactions with the teacher. 9e o*ten did not want to do the wor- 'i en to him and blamed the teacher *or an discom*ort he had with the material. 9e did ha e positi e interactions with me. %e tal-ed about sports be*ore class started and he really en5oyed our con ersation and listened to me when , did teach. :. ,denti*y resources/materials that are bein' used with the &(( student(s). Please describe in detail how the &(( student is usin' them. Do they appear to be e**ecti e? &0plain. ,n the ideo the the teacher used picutures/ a +2/ a ideo and lots o* hand 'uestures. +he students were mimicin' the hand 'uestures and describin' the picutures. +he ideo 'a e a scenario to the students that 'a e them the oportunity to tal- about the scenario and describe what happened. +hey do appear to be e**ecti e because the students were almost $;; percent accurate with their descriptions. <. Does the classroom en ironment seem to be com*ortable *or the &(( student(s)? Please describe the en ironment and e0plain how you made your decision. ,n the ideo the en iroment seemed 'reat *or the students. +hey en5oyed the son's and e eryone in the class seemed to be participatin'. +he en ironment could be a little o erwhelmin' to a student 5ust 5oinin' the class. +he en iromnet *or the hi'h school student , obser ed was not ery 'ood. +here were constant distractions *rom other students and the teacher tal-ed without usin' aids. )lso the powerpoints used were ery wordy and lac-ed pictures.

=. %hat6s the 3com*ort4 le el o* the &(( student(s) in re'ards to the &n'lish lan'ua'e? %hat obser ations help you arri e at your decision? Re*er to the 2ocabulary Per*ormance ,ndicators. )t what le el would you place the &(( student? 9ow did you decide on that le el? +he com*ort le el was hi'h *or the students in the ideo and the student , obser ed. )ll o* the studentin the -inder'arden class -new a lot o* ocabulary words e en i* they couldn6t ma-e *ull sentences they seemed to understand e erythin' the teacher said. +he hi'h school student -new &n'lish but not *rom a scienti*ic standpoint. >. ,* you *eel com*ortable enou'h to as-/ as- the cooperatin' teacher (or &S( teacher) what type o* accomodations/modi*ications they ha e to ma-e *or the &(( student(s). Please describe the types o* accomodations/modi*ications that were discussed. Do they appear on the chec-list? %hy/why not do you thin- they are present/not present on the chec-list? , didn6t as- the teacher *or accomodations they used but one , obser ed was usin' a second teacher in the classroom to ha e one on one con ersations in the classroom. +his is not on list because it is not possible n most situations.