Checklist of Instructional Modifications for LEP Students

(Recommended for Regular, Bilingual, ESL and Special Education Teachers)

Yara
Student _________________________________Grade Kindergarten Year_______
_______________ 2019
Mid ELA
Campus _____________Subject _____________ Mrs. Galli
Teacher___________________________
Valley
LEP Status _________ ESL Level _____ IPT Score _____ Spec. Ed. _____
(Monitored, Waiver, Bilingual, ESL)

Please retain this record in your gradebook/lesson plan book as documentation for TEA Audits.

Instructional Modifications Check (√) Comment

Modification
1. Shorten assignments, tests
2. Oral administration of test, taped tests
3. Provide highlighted texts, tests
4. Use visual cues to accompany oral directions x pictures were used as visuals
5. Provide advanced organizers-webbing, outlining,
graphing …
6. Extend time for completion of assignments, projects x
7. Provide study sheets
8. Use assignment notebooks and prompts x
9. Provide repeated reviews and drills-vary teaching
strategies x
10. Teach in small cooperative groups x 3 students in class
11. Reduce paper/pencil tasks x
12. Provide manipulatives x
13. Seat in close proximity to the teacher x
14. Encourage student to underline key words or facts
15. Use language experience activities x
16. Allow students to express key concepts in their own
words x
17. Provide time and place for assistance with school
projects x different classro
18. Directly teach vocabulary used on tests
19. Audiotape lectures
20. Peer tutoring
21. Shorten length of oral tasks x
22. Provide clarification in primary language (if possible)
23. Allow translations by peers for clarification
24. Monitor for individual student comprehension
25. Simplify language and adjust rate of speech when
needed x
26. Frequently monitor for comprehension
27. Other recommended interventions….
Observation Questions for ELL student(s)  
 
1. What techniques/methods/strategies do you see being used with the ELL 
student(s)? Are they effective? Why or why not? (Either specifically for the ELL 
student(s) or in whole class/small group instruction)  

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)  

3. What type of interactions do you see between the ELL student(s), other classroom 
students, and the teacher(s)? Please describe in detail.  

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.  

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.  

6. What’s the “comfort” level of the ELL student(s) in regards to the English 
language? What observations help you arrive at your decision? At what stage would 
you place the ELL student? How did you decide on that level?  

7. Ask the cooperating teacher (or ESL teacher) what type of 
accommodations/modifications they have to make for the ELL student(s). Please 
describe the types of accommodations/modifications that were discussed. Do they 
appear on the checklist? Why/why not do you think they are present/not present 
on the checklist?