Checklist of Instructional Modifications for LEP Students

Student(s) (initials): M.S.

Grade: 2 School: Dunmore Elementary Center Date: November 9, 2015
Instructional Modifications
Check () Modification
Comment
1. Shorten assignments, tests

The teacher will not make

the student answer long
answer questions for the
most part because they lack
the ability to do so.
2. Oral administration of test,

The teacher will read the

taped tests
test out loud for the entire
class.
3. Provide highlighted text,
tests
4. Use visual cues to

The teacher will make sure

accompany oral directions
she points to the objects
around the room that she is
talking about.
5. Provide advanced
organizers, webbing, outlining,
graphing
6. Extend time for competition

The teacher will let the ELL

of assignments, projects
students in her classroom sit
outside of the class to finish
the test if they have not
finished at the same time as
the rest of the class.
7. Provide study sheets

The teacher will provide the

students with the same
study sheets that she does
the rest of the class
8. Use assignment notebooks
and prompts
9. Provide repeated reviews

The teacher will make sure

and drills- vary teaching
she is constantly repeating
strategies
herself when going over
instructions and lessons
with the class.
10. Teach in small cooperative
groups
11. Reduce paper/ pencil tasks

When it is time for the class

to write in their journals,
she will have the students
write as much as they can
but not as much as the rest
of the class.

12. Provide manipulates

13. Seat in close proximity to
the teacher
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
19. Audiotape lectures
20. Peer tutoring
21. Shorten length of oral tasks

22. Provide clarification in

primary language (if possible)
23. Allow translation by peers
if possible

The ELL students in the

class are actually seated
towards the back of the
classroom.

The teacher will allow them

to sit at the table outside the
classroom with the observer
at times.
The teacher will do extra
review with the ELL
students about vocabulary
words on the test.

The teacher will allow the

ELL students to answer oral
questions in whatever
words they are able to.

Two of the ELL students are

from Saudi Arabia and the
teacher will let them
translate for each other if
one understands and the
other does not.
She will call on them in
class to check for
understanding at times.
She definitely slows her
speech when speaking to
them.
She will call on them in
class to check for
understanding at times.

24. Monitor for individual

student comprehension

25. Simplify language and

adjust rate of speech when
needed
26. Frequently monitor for
comprehension

27. Other recommended

interventions

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.)
Some of the strategies that the teacher uses in her classroom are allowing translations by
peers, shortened assignments, and extended time on projects. I think that allowing the
students to translate for each other can be effective, but at the same time, it may also stunt
the growth of the students. There are two students from Saudi Arabia and they will
explain things to each other in their language if one understands and the other does not.
This is really only effective if the one boy actually does understand, but there is no way
to know because the teacher cannot understand what he is telling the other boy. I think
that shortened assignments are effective because some of the short answer questions
would be impossible for the students to complete because they lack the English
vocabulary to even complete them. I think that extended time is effective because it gives
them the ability to spend as much time as they need to actually fully understand what
they are working on.
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 the classroom may still be in the silent period because they do not
really talk much, but they definitely are broken out of their shell. They are very
charismatic and the one boy really enjoys dancing around the classroom. I was surprised
to see this because although many people may be shyer when they cannot really
comprehend people around the classroom, he is more active.
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 think that the ELL students definitely interact differently with the teacher than they do
with the other students in the class. When they interact with the other students in the

class, I think that try to act a little bit more like the class clowns. They try to make them
laugh and try to interact although they know they cannot really understand exactly what
they are saying. When it comes to interacting with the teacher, they are a little bit more
timid. They will raise their hands to try to answer the teachers questions, but I think that
the teacher is a little distant and is not completely comfortable with them in the classroom
and I think they get that feeling. She talks louder when speaking to them and I think that
intimidates them a little.
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.
I only had the opportunity to observe this classroom two times, but from what I
understand, I did not see any specific resources or materials used for the students. The
teacher will mostly just change assignments for the students to make them more
achievable. For example, she will not make them answer long answer questions. Or she
will have separate worksheets for them with simplified questions. She will also make sure
to write more things on the boards to help them visually see what she is saying.
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 believe that it does feel comfortable for the students because they do not have a problem
acting silly around the room. They are very happy and giggly most of the time. I think
that although they are a little intimidated when actually talking one on one to the teacher,
they still feel comfortable enough to raise their hands to answer questions that the
understand during the class.
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 think that they are both at the same comfort level when it comes to the English
language. I think that they are in stage two, early production. They have very limited
comprehension and they can really only respond with one or two words. He understands
and uses key words and phrases. He also used some present tense verbs. They perfectly
fit the characteristics of the stage two.
7.If you feel comfortable enough to ask, 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 ELL students that I observed were not in my normal classroom. I observed Another
second grade in my school who had numerous ELL students and I did not get the chance
to talk in depth about the accommodations she makes. My normal cooperating teacher
told me that this teacher goes to a lot of seminars about ELL students. The things I
checked off were some things that I noticed while observing her class as well as things I
have noticed from being in the classroom right next to hers.