Check Instructional Modifications Comment Checklist of Instructional Modifications for LEP Students Modification St dent5s6 ;nitials< J, A 1.

Shorten assignments, tests S!hool< >lar.s S mmit *lementar" S!hool 2. Oral administration of test, taped tests 3. Provide highlighted texts, tests 4. Use vis al ! es to a!!ompan" oral dire!tions #. Provide advan!ed organi$ers % &e''ing, o tlining, graphing( ). *xtend time for !ompletion of assignments, pro+e!ts ,. Provide st d" sheets -. Use assignment note'oo.s and prompts /. Provide repeated revie&s and drills % var" tea!hing strategies 10. 1ea!h in small !ooperative gro ps 11. 2ed !e paper3pen!il tas.s 12. Provide manip latives 13. Seat in !lose proximit" to the tea!her 14. *n!o rage st dent to nderline .e" &ords or fa!ts 1#. Use lang age experien!e a!tivities 1). Allo&s st dents to express .e" !on!epts in their o&n &ords 1,. Provide time and pla!e for assistan!e &ith s!hool pro+e!ts 1-. 4ire!tl" tea!h vo!a' lar" sed on tests 1/. A diotape le!t res 20. Peer t toring 21. Shorten length of oral tas.s 22. Provide !larifi!ation in primar" lang age 5if possi'le6 23. Allo& translations '" peers for !larifi!ation 24. 9onitor for individ al st dent !omprehension 2#. Simplif" lang age and ad+ st rate of spee!h &hen needed 2). Fre: entl" monitor for !omprehension 7" *S8 tea!her For J For J For J For J For J For J For J =rade< 4 4ate< 123)313 For J, not A

Observation Questions for ELL/LEP student(s)

1. ?hat te!hni: es3methods3strategies do "o see 'eing sed &ith the *8838*P st dent5s6@ Are the" effe!tive@ ?h" or &h" not@ 5*ither spe!ifi!all" for the *88 st dent5s6 or in &hole !lass3small gro p instr !tion6 1he tea!her of the *88 st dents ; o'served &as ver" en!o raging to&ards the *88 st dents in the !lass. ; thin. en!o ragement is something simple, ' t ver" important for *88 st dents. ;t is good to help ' ild p their !onfiden!e, espe!iall" sin!e the" are in a ne& environment. 1he tea!her also sed vis als, s !h as sho&ing the st dents the 'oo. she &as tal.ing a'o t. ; tho ght this &as effe!tive 'e!a se the st dents !o ld see &hat the tea!her &as tal.ing a'o t in addition to hearing &hat she &as sa"ing a'o t the 'oo.. ; did not see man" methods or te!hni: es 'eing sed &hile ; o'served the *88 st dents. ; am s re man" more strategies are sed &ith these st dents thro gho t the da" and &hen the" are &ith the *S8 tea!her. 2. 4o "o noti!e an" st dent 'ehaviors that "o &o ld !onsider Ao t of the ordinar"B@ Please des!ri'e in detail. 51his applies to 'oth the *88 st dent5s6 and other !lassroom st dents6 ; do not thin. ; &o ld !all the 'ehaviors ; os'erved o t of the ordinar", ' t ; &as s rprised to see the 'ehaviors ; o'served. J &as tal.ative and o tgoing. Ce &as tal.ing to other 'o"s that sit next to him and &as ver" livel" &hen he &as pa!.ing p for dismissal. Ce also did not seem afraid to raise his hand to as. a : estion and raised his hand to ans&er a : estion the tea!her as.ed. ; did not thin. J &o ld 'e so tal.ative and o tgoing !onsidering he has onl" 'een in the United States of Ameri!a for a fe& months and 'arel" spo.e an" *nglish &hen he !ame to the !o ntr". ; &as also s rprised to see that A &as so : iet. Ce has 'een in the !o ntr" for a'o t three "ears. As a res lt, he is more !omforta'le &ith the *nglish lang age and !an spea. it fairl" &ell. Dno&ing this information, ; &o ld have tho ght that A &o ld have 'een the more tal.ative and o tgoing *88 st dent, ' t ; o'served the opposite of &hat ; tho ght ; &o ld see. 7oth st dents &ere &ell 'ehaved. 3. ?hat t"pe of intera!tions do "o see 'et&een the *88 st dent5s6, other !lassroom st dents, and the tea!her5s6@ Please des!ri'e in detail. J intera!ted &ell &ith the other st dents. Ce tal.ed &ith other st dents and &as +o.ing aro nd in a friendl" manner d ring preparation for dismissal. 1he other st dents seemed to 'e a!!epting of and friendl" to&ards J. A &as more : iet. ; did not see him intera!t &ith the other st dents &hile ; &as in the !lassroom. J and A &ere 'oth not afraid to raise their hand if the" &ere !onf sed. ; sa& them 'oth intera!t &ith the tea!her '" as.ing her : estions to !larif" !onf sion the" had d ring an a!tivit". 1he tea!her made s re to pa" !lose attention to the *88 st dents.

4. ;dentif" reso r!es3materials that are 'eing sed &ith the *88 st dent5s6. Please des!ri'e in detail ho& the *88 st dent is sing them. 4o the" appear to 'e effe!tive@ *xplain. ; did not o'serve the *88 st dents sing an" reso r!es d ring the time ; &as in the !lassroom. Co&ever, after tal.ing &ith the !lassroom tea!her, ; learned that the *S8 tea!her is a 'ig reso r!e for the *88 st dents. 1he" spend time &ith the *S8 tea!her three times a &ee.. ; also noti!ed a di!tionar" on JEs des.. 1he di!tionar" is in *nglish and =erman. ; did not see him se it, ' t he ses it if he does not .no& &hat a &ord means. ; &as told J also has vo!a' lar" &ord !ards that he !an se as a reso r!e d ring a test. #. 4oes the !lassroom environment seem to 'e !omforta'le for the *88 st dent5s6@ Please des!ri'e the environment and explain ho& "o made "o r de!ision. Fes, ; tho ght the !lassroom environment seemed !omforta'le for the *88 st dents. 1he des.s &ere arranged in gro ps. 1his &as good for the *88 st dents to so!iali$e and intera!t &ith other st dents in the !lass. 1here &ere also a good amo nt of vis als aro nd the room. 1he vis als &ere mostl" pi!t res. 1here &ere not too man" &ords aro nd the !lassroom &hi!h ; tho ght &as good, so the *88 st dents are not over&helmed and !onf sed. ). ?hatEs the A!omfortB level of the *88 st dent5s6 in regards to the *nglish lang age@ ?hat o'servations help "o arrive at "o r de!ision@ 2efer to the Go!a' lar" Performan!e ;ndi!ators. At &hat level &o ld "o pla!e the *88 st dent@ Co& did "o de!ide on that level@ ; feel J is not ver" !omforta'le &ith the *nglish lang age. Ce has onl" 'een in Ameri!a for a fe& months, so he is fairl" ne& to the !o ntr". Ce spea.s 'ro.en *nglish. ?hen ; heard him spea., the *nglish &ords he did sa" &ere prono n!ed &ell, ' t he &as not spea.ing in f ll senten!es. Cis *nglish &as !hopp". ; did not hear A spea. &hile ; &as in the !lassroom. Co&ever, ; thin. he is more !omforta'le &ith the *nglish lang age 'e!a se he has 'een in the !o ntr" for a'o t three "ears. 1he tea!her also told me that A .no&s m !h more *nglish than J, so more is expe!ted of A sin!e he .no&s the lang age 'etter. ,. ;f "o feel !omforta'le eno gh to as., as. the !ooperating tea!her 5or *S8 tea!her6 &hat t"pe of a!!omodations3modifi!ations the" have to ma.e for the *88 st dent5s6. Please des!ri'e the t"pes of a!!omodations3modifi!ations that &ere dis! ssed. 4o the" appear on the !he!.list@ ?h"3&h" not do "o thin. the" are present3not present on the !he!.list@ 1he !ooperating tea!her told me a!!ommodations3modifi!ations she ma.es for J. She does not ma.e man" a!!ommodations for A 'e!a se he .no&s *nglish and has 'een

in Ameri!a for a fe& "ears. Co&ever, she does ma.e man" a!!ommodations for J. For spelling, J onl" has ten spelling &ords, &hereas, the rest of the st dents in the !lass have more spelling &ords. 1he tea!her gives more &ords to him as the s!hool "ear goes on. ;n the 'eginning of the s!hool "ear, J had the spelling &ords &ritten in 'oth his native lang age and *nglish. Also in the 'eginning of the "ear, for literat re !ir!les, J onl" had the role of 'eing the artist. Ce onl" had to se pi!t res and dra&ings to !omm ni!ate information. Ce did not have to se &ords. Ho&, he does the other roles too. Ce has progressed eno gh so that he is a'le to 'e assigned the roles that re: ire se of &ritten &ords. Another a!!ommodation3modifi!ation the tea!her ma.es for J is in s!ien!e. 1he tea!her ses adapted s!ien!e tests for J. Cis tests have fe&er : estions and re: ire shorter responses from him.