Checklist of Instructional Modifications for LEP Students

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

Student: Student A Grade: 2nd Year: 2019

Campus: Evergreen Elementary School Subject: ELA

Teacher: Mary Lou Samson

Check (√)
Instructional Modifications
Modification
Comment
1. Shorten assignments, tests
2. Oral administration of test, taped tests X
3. Provide highlighted texts, tests
4. Use visual cues to accompany oral directions X
5. Provide advanced organizers-webbing, outlining,
graphing ...
6. Extend time for completion of assignments, projects
7. Provide study sheets
8. Use assignment notebooks and prompts
9. Provide repeated reviews and drills-vary teaching
strategies
10. Teach in small cooperative groups X
11. Reduce paper/pencil tasks
12. Provide manipulatives
13. Seat in close proximity to the teacher X
14. Encourage student to underline key words or facts
15. Use language experience activities
16. Allow students to express key concepts in their
own words
17. Provide time and place for assistance with school
projects
18. Directly teach vocabulary used on tests X
19. Audiotape lectures
20. Peer tutoring
21. Shorten length of oral tasks
22. Provide clarification in primary language (if
possible)
23. Allow translations by peers for clarification
24. Monitor for individual student comprehension X
25. Simplify language and adjust rate of speech when
X
needed
26. Frequently monitor for comprehension X
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)

One strategy I saw being used with this ELL student that I had never seen before is using a
slinkly to segment and blend words. The teacher pulls it apart and asks the student to stretch
the words out in the order to pronounce each sound slowly and then pushes it back together to
represent blending the word back together. This seems to work really well for the student and
is more fun than just reading words off a page to segment and blend them.

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)

I did not notice any behaviors that were out of the ordinary. The student was well-behaved and
worked hard during her time in the ELL support classroom.

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

I only saw the ELL student in the one-on-one setting but the teacher told me that the student
has developed a strong relationship with her classroom teacher. The teacher has spoken with
the support teacher about strategies and is very careful to implement them well. The student
also has developed good friendships with the other students in her class this year. Last year it
was a little more difficult because the ELL student has moved recently and her language skills
were not as advanced as they are this year.

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.

The support teacher uses a lot of sight word cards which is good because she struggles a little
with blending and segmenting certain sounds. The support teacher also uses a specific reading
series with the student. The chapters alternate between simple words and then builds on it by
putting those words into sentences to create the story. Another tool that the support teacher
always has available is a picture dictionary which is good because it clears up misconceptions as
soon as they happen and helps the student comprehend what they are reading better.

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.

The classroom environment seems to be comfortable for the student. It is a one-on-one setup
but the student and the teacher have a good relationship. They have been working together
since last spring and the student seems excited to come in and work with the teacher every
day.

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?

The ELL student that I observed is very comfortable with the English language. The ELL support
teacher told me that she is very good at speaking and listening to English and does not struggle
at all when it comes to socializing with friends and other peers. Her reading and writing skills
are very good but they do practice reading the most because there are a few letter sounds that
she still struggles with.

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?

The only modification that the support teacher shared with me is that she does spelling one-on-
one with the student. They go over the words at the beginning of the week to check for any
misconceptions in pronunciation or spelling. At the end of the week, the student takes her
spelling test with the support teacher so that she can take her time and really listen to the
words being spoken.