Checklist of Instructional Modifications for LEP Students

Student(s) (initials): JH
School: Whittier Elementary

Grade: Kindergarten
Date: November 18,
2014

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)
a. I have seen my teacher use hand gestures to convey her message to
this student. She will physically demonstrate what she wants him to
do. This has been effective because it seems that after the request is
demonstrated, the student understands what to do.

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)
a. I have no noticed any of these behaviors.
3.

What type of interactions do you see between the ELL

student(s), other classroom students, and the teacher(s)?
Please describe in detail.
a. The student seems to get along well with the other students in the
class, but I have noticed that sometimes when he is trying to say
something to a peer or the teacher, it is difficult for them to
understand him. He has to repeat himself sometimes.

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.
a. There are many visuals throughout the classroom, which would help
facilitate this student. For example, the letters of the alphabet are
displayed in the classroom, and under each one is a picture of
something that starts with that letter. The student uses these
pictures/letters whenever he has to write something.
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.

a. The environment seems to be comfortable for the ELL student. He is

included in a table with English-speaking peers, which gives him many
opportunities to interact in English. The only thing that I would include
in a classroom with an ELL student in it that is not already included in
this classroom is some Spanish words around the room.

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?
a. The student seems comfortable in the English language. He uses the
English language regularly in the classroom and appears to understand
instruction in English.