Checklist of Instructional Modifications for LEP Students

Student(s) (initials): ____________K.B.______________________________ Grade:

___2__
School: ____Bridgewater-Raritan___________________ Date:
____4/2/15_______________

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. In the classroom I saw that the teacher did have
supplies for this student. I asked the teacher if she had
heard abou the SIOP model and if she thought it was
working. She told me that she had heard of the SIOP
model but never was taught it in school. However,
when I explained some aspects of the SIOP model, we
saw that she had been doing a version of the SIOP
model. I saw a lot of visual and applied learning for the
students. The teacher had the ELL student sitting in a
group with another student that spoke the language.
This was the ELL student could have a social aspect in
the classroom but still be bale to focus and stay on
task. The ELL student was a new student that came in
at the end of march. (The student was only in school for
about a week and a half.)

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. The ELL student did a very good job keeping on task.
The student spoke some English so the communication
was more clear than I thought it would have been. The
only behavior that I noticed was that when the teacher
would ask a question about a new topic or location, the
other students in the class would then turn around and
ask if the ELL student had ever heard, seen, done, ect
the activity or object before. The teacher did a good

job with bringing in teachable moments but still kept

the class on task to complete what needed to be
completed for the days lesson.
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 other students in the classroom really lliked the ELL

student. They thought that it was cool that this student
did not live in America before and had to come here on
a plane. There was one kid in the class who had moved
to the district at the start of the year, he connected
with the ELL student because they were both the new
kid at school at some point that school year. The
teacher said that she had done some research on the
culture of the student and set up a meeting with the
family. She said it was nice to get to meet the family
and she set up a day for the other students to learn
about the ELL student as well. The family member
came in one day and did a little mini lesson on their
culture. The teacher said that she was happy that she
had done research before hand because there were
somethings that she would not have done with the
greeting and time frame given.

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.

The student has the other student in the room that

speaks their language. The teacher uses that resource
to her advantage. However, the student is pretty fluent
in English due to the fact that English was used where
they came from. Their parents knew some English but
some pronunciations of words were off. The teacher

had words all around the classroom with a picture so

the connection would be easier to make. The teacher
also made a flip book of the vocabulary for each unit to
send home so the parents could help the student if
need be. The teacher also had piece of paper on the
students desk that had the list of vocab words for the
lessons and a picture or explination of the word next to
it. The teacaher also told me that she has met for extra
help with the student everyday after school per the
families request.
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 ELL student seems to be very comfortable. The

student was always raising their hand to answer
questions or ask questions. The student interacted with
the other students in the calss like nothing was
different. The teacher clearly made it where the
students, ELL or not, felt comfortable and judge free.
The students are only in second grade but there really
seemed to be no problems. I asked the teacher what
she did to get the classroom to feel like this. She told
me that the class was a really good class this year and
really love to learn. The students keep the class
interesting and friendly by wanting to know more about
topics. When I told them that we will be getting a new
student, they all were so happy and tried to think of
ways to help the new student make friends.

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 did not learn English as their first language,

however, English was a language used in their contry.
The student was more fluent than the parents. The
student knew basic words and could grasp concepts.
The other student in the class that spoke the first
language of the ELL student helped the teacher, and
other students learn new words in a different language.
One could not tell the ELL student from the rest of the
class if just looking at the class. The students and
teacher really make it comfortable for each other.
7. If you feel comfortable enough to ask, ask the cooperating
teacher (or ESL teacher) what type of
accomodations/modifications they have to make for the ELL
student(s). Please describe the types of
accomodations/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.

The teacher was very open in discussing modificatios

and accomodations she made for the ELL student. I
showed the teacher the checklist and I was able to
check a lot of modifications off the list. A lot of
modifications were not just for the ELL student
however, the teacher did a reallyy good job with the
other students as well. (since the checklist is unable to
be checked I will list the modifications I was able to
check):

Provide highlighted texts, tests

Use visual cues to accompany oral directions (for all students)
Provide advanced organizers-webbing, outlining, graphing
Extend time for completion of assignments, projects (for all students)
Provide study sheets (for all students)

Provide repeated reviews and drills-vary teaching strategies

Teach in small cooperative groups
Provide manipulatives (for all students) the teacher did a really good job on
incorporating manipulativves in all her lessons***
Encourage student to underline key words or facts
Provide time and place for assistance with school projects
Directly teach vocabulary used on tests (for all students)
Monitor for individual student comprehension
Frequently monitor for comprehension

b. The teacher also looked at the list and said that she
would definitely use these modifications in future
lessons.