Checklist of Instructional Modifications for LEP Students Jasmin Colon

Student(s) (initials): _____A.I______ Grade: __1__

School: ___Valley View Elementary_____ Date: ____11-20-17____

Instructional Modifications Check

Modifications
1. Shorten assignments, tests

2. Oral administration of test, taped tests

3. Provide highlighted texts, tests

4. Use visual cues to accompany oral directions

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

11. Reduce paper/pencil tasks
12. Provide manipulatives
13. Seat in close proximity to 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 for clarification

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)
a. For the duration of my observation, I noticed that the teacher focused more on
oral tasks than written tasks. For example, the student was asked by the
teacher to talk about their weekend. The student tried their best to explain
that they went to the park and played with their siblings in English. The teacher
corrected their English as they spoke, but not in a demeaning tone. This seems
to be effective because by using oral tasks, the student can practice their
English with guidance.

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)
a. The student did not exhibit any out of the ordinary behavior. The student tried
their best to follow the teachers instructions. At one point, the student did get
a little frustrated and took a little longer to say a sentence in English. But the
teacher used encouragement, and the student seemed at ease after that.
3. What type of interactions do you see between the ELL student(s), other classroom
students, and the teacher(s)? Please describe in detail.
a. There were no other students with the ELL student. However, the interactions
with the teacher and student were positive. The teacher reinforced the topics
in different ways. When the student discussed their weekend, the teacher used
it as a way to lead the topic to Thanksgiving and pilgrims. The teacher used a
video to describe the holiday, plus used oral explanation and pictures. This way
the student is being exposed to different modalities.

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
a. Technology is being used with the ESL student through video clips and images.
The student watches a video on the subject, or the teacher shows the student
clips of different vocabulary words. They do appear to be effective because the
student does respond positively to the teachers techniques.

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.
a. The teacher takes the student to a spot in the school since there is no specific
classroom for the ELL students. It does not seem to bother the student, but it is
hard because it is an informal setting. It does seem that if it was in a classroom,
a student may be a little more focused. However, this does not seem to bother
this ELL student because they pay attention intently to the lesson.

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?
a. The student does seem to be responding well to ESL instruction. The student
does speak English well for being in first grade. At some points, they do
struggle with finding the right words in English and do take some time to think
of the right word. The student will act it out and then the teacher will try to
guess what they are trying to say by asking them what the word is related to.
At this point, they will figure out the word. I would place the student at stage
three: speech emergence. I place the student on this level because they can
 communicate in sentences and can ask questions. The student is also able to
understand stories with the assistance of pictures.

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?
a. I did not ask the teacher about what accommodations or modifications they
make for the ESL student.