Checklist of Instructional Modifications for LEP Students

Student(s) (initials): ____X.P.______ Grade: _11___

School: _Scranton HS________________________ Date: _Spring Semester
2015_______

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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)

Mrs. Padden used flexible grouping and modifications to aid her

ELL/LEP students. In terms of flexible grouping, she determines
whether the students would benefit more from being in a
herogenius or homogenous group. For instance, if students are
working with learning new vocabulary, she places her ELL
students in a group where her learning support co-teacher can
work with them and individualize their learning. With group
projects, conversely, she places ELL students in heterogenius
groups so they can learn from other students. For tests, she gives
ELL students word banks, stortens answer choices, and reduces
choices to simpler language.
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)
The ELL students in Mrs. Paddens class are very reluctant to
speak and participate in class and group discussions and
activities. Many of the other students in the class are quite rowdy
and loud, and the ELL students seem uncomfortable by that. All of
the students get along for the most part; however the ELL
students generally keep to themselves.
3.

What type of interactions do you see between the ELL

student(s), other classroom students, and the
teacher(s)? Please describe in detail.

The ELL students in Mrs. Paddens class are very reluctant to

engage with other classroom students and the teachers. They will
speak when spoken to, and as mentioned above, they get along
with other students in the class. But their interactions are
minimal, and rarely do they begin a conversation on their own
even when it comes to asking for help. As such, Mrs. Padden and
the learning support co-teacher in the classroom make a
concerted effort to engage the ELL students, asking them
questions and encouraging them to speak and share their
thoughts and ideas.
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.
ELL students receive guided notes, which seem to be effective. All
students receive guided notes, but for ELL students, it is broken
down and important words are bolded. Although the guided notes
are helpful, they are not entirely effective, as the ELL students
rarely ask for help or raise their hand when they are lost. Because
Mrs. Padden cannot be constantly checking in on these students
thoughout the lesson without sacrificing the total progression of
the class, they sometimes fall behind. The learning support coteacher checks in on these students too, but she also has to be
checking in on other students with IEPs, as this is an inclusionary
classroom.
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.

I do feel that the classroom environment is comfortable for ELL

students. They are encouraged to share their ideas, and although
they are sometimes uncomfortable speaking in front of their peers

and sometimes fall behind, Mrs. Padden constantly strives to

make sure that her classroom environment is open and safe. Her
ELL students seem to like her and to enjoy the class, even though
many of them are quiet and reserved. She offers extra help, and
ensures that she groups them in ways which will increase their
confidence and their learning.
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?
I would say that many of the ELL students in Mrs. Paddens
classroom are at the Developing phase, according the the WiDA
performance definitions for levels of English language proficiency
in grades 9-12. Many of these students appear uncomfortable
when speaking in front of the class; however many of them are
capable of making predictions, comparing and contrasting
characteristics, and identifying sequence processes. As for
listening, they can certainly distinguish main ideas from
supporting points, as well as evaluate information in social and
academic conversations. They can also categorize content. In
terms of reading, they can, for the most part, apply multiple
meanings of words in an academic context, as well as answer
questions about explicit information found in the book they are
reading. For writing they can outline ideas in graphic organizers,
and compose short writing pieces. Although many of her ELL
students are shy, they are capable of keeping up with the content
their peers are learning, and Mrs. Padden works hard to maintain
and increase their comfort levels.
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?
Mrs. Padden accommodates her ELL students by shortening
assignments and tests, highlighting texts for them, providing
graphic organizers, giving extended time on her assignments,
pulling out ELL students to teach in small groups with the learning
support co-teacher, encouraging students to underline key
vocabulary words, seating ELL students in the front of the
classroom, providing audiobooks for students to listen along with
as they read their books, monitoring for individual student
comprehension, shortening the length and requirements of oral
tasks, simplifying language in instructions, and directly teaching
vocabulary used on tests. She makes three different tests with
different modifications for ELL students, students with IEPs, and
general education students. Overall, she goes above and beyond
to reach every student in her classroom of very diverse learners.