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Checklist of Instructional Modifications for LEP Students

Students Initials: CS
Grade: Third
School: Jefferson Elementary
Date: 10/15/15

Instructional  Modifications  

1.  Shorten  assignments,  tests  
Students  tests  were  
altered  with  written  text  
but  added  with  pictures  
and  sound  to  help  student.  
2.  Oral  administration  of  test,  taped  
Teacher  helped  read  the  
test  to  students  so  that  
student  could  understand  
what  was  being  asked.  
3.  Provide  highlighted  text,  tests  
 If  information  needed  to  
be  pointed  out  it  was  
4.  Use  visual  cues  to  accompany  oral  
Teacher  made  sure  to  
point  to  objects  so  
students  understood  what  
she  was  talking  about.  
5.  Provide  advanced  organizer-­‐
Student  was  provided  
webbing,  outlining,  graphing….  
with  additional  
information  to  follow  
along  easier.  
6.  Extend  time  for  completion  of  
In  class  student  had  
assignments,  projects  
longer  time  to  complete  
7.  Provide  study  sheets  
Teacher  provided  sheets  
for  whole  class  
8.  Use  assignment  notebooks  and  
Teacher  has  all  students  
use  notebooks.  
9.  Provide  repeated  reviews  and  
Teacher  repeated  
drills-­‐vary  teaching  strategies      
instructions  and  kept  
them  simple  so  student  
10.    Teach  in  small  cooperative  groups        X  
   Teacher  taught  students  
in  tiered  groups.  
11.  Reduce  paper/  pencil  tasks  
Teacher  had  student  use  
more  hands  on  
approaches  to  explain  
12.  Provide  Manipulatives  
Were  provided  for  the  
students  if  necessary.  
13.  Seat  in  close  proximity  to  the  
So  that  student  could  
clearly  hear  her.  
14.  Encourage  student  to  underline  
Teacher  used  this  method  

key  words  or  facts  
15.  Use  language  experience  activates          X    
16.  Allow  student  to  express  key  
concepts  in  their  own  words  
17.  Provide  time  and  place  for  
assistance  with  school  projects    

with  all  students.    
Teacher  offers  help  to  all  
students  who  need  
additional  help.  
Went  over  unfamiliar  
words  with  student.    
Teacher  pairs  students  in  
pairs  for  some  tasks.  
When  giving  directions  
teacher  is  clear  and  
doesn’t  use  to  many  
unnecessary  words.  

18.  Directly  teach  vocabulary  used  on  
19.  Audiotape  lectures    
20.  Peer  tutoring  


21.  Shorten  length  of  oral  task  


22.  Provide  clarification  in  primary  
language  if  possible    
23.  Allow  translations  by  peers  for  


24.  Monitor  for  individual  students  
25.  Simplify  language  and  adjust  rate  
of  speech  when  needed  
26.  Frequently  monitor  for  
27.  Other  recommended  interventions  


Teacher  allows  students  
to  work  with  one  another  
to  help  solve  problems  


 During  instruction  







1. ) There were many techniques used to ensure that the ELL student
comprehended the lesson. Providing extra time for the student to
process the instructions and information, talking in a clear slow tone,
and pairing student with a partner when necessary were all strategies
that benefit the ELL student.
2. I did not encounter any behaviors that were out of the ordinary when
observing the lesson. Some students, at times, fell off task, however
the teacher used various methods to pull the students attention back to
the task.
3. The ELL student worked well with his peers. He also worked very
well with the teacher in communicating what he did and did not
understand. I imagine that in the beginning the ELL student was
reluctant to speak up or ask questions because he was not familiar





with the language however he seemed to be comfortable working with
his peers and the teacher at this time.
Within the classroom there were images placed on objects to help the
ELL student identify. There were also words placed on these objects
so the student could become familiar with words in the English
language. There were some books in the students’ native language so
that the other students as well as the teacher could become familiar
with his language, as well as help the ELL student acclimate to the
classroom environment.
The classroom was very comfortable for all of the students including
the ELL student. It is important that students feel comfortable in their
classroom so that they feel comfortable to learn and grow to become
problem solvers.
The student has a basic command of the language. I would say that
this student displays signs of being in Stage IV, intermediate fluency.
The student is expressing comfort in sharing his opinions. He is
starting to use more complex sentence structure but still struggles to
grasp some of the basic grammar formation of the English language.
The teacher has made several accommodations for the student. For
example the student sits closer to the teacher so that he can better hear
and understand her instruction. She also has the classroom labeled so
that he can slowly start to assimilate objects with their names in the
English language.