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Checklist of Instructional Modifications for LEP Students

Student(s) (initials): __ST_____________________________ Grade: __2____


School: __Carbondale Area Elementary____ Date: _____April 17, 2015

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.

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.

3.

I noticed that the teacher enunciated key more in


regards to a task that the students had to complete and
certain times when giving directions she would shorten
the proximity between her and the ELL student. I think
this method was effective because it placed emphasis
of what was important and her use of proximity towards
the students allowed her to be available to the student
if they did not understand instead of perhaps being
embarrassed to raise her hand and ask for help.

Well personally I consider the personalities of 2 nd


graders to be out of the ordinary all the time, however,
I was looking at the facial expressions of the ELL
student. For the most part she seemed to be displaying
normal expressions, there were certain times where she
would skruntch her eyebrows or face in perhaps
frustration, but for the most part she seemed to be
comfortable.

What type of interactions do you see between the ELL


student(s), other classroom students, and the teacher(s)?
Please describe in detail.
a.

The interactions between the ELL student and the


others students seemed normal, they worked together
in small groups to complete their reading tasks.
Reading groups are leveled based on reading

proficiancy so her placement was in the group of


students who have a lower reading level. I noticed that
through out the reading lesson the teacher would look
over at the student every so often, perhaps to check for
understanding or that she was just simply on task.
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.

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.

6.

There was an activity that I observed during the time


when the students were broken into reading groups.
There were packets of cups, with sight words written on
them, where students had to say the word and then
stack the cups. I though this was effective because it
gave the student practice and if she didnt know the
word she was able to ask her peers in her group.

I think for the most part the classroom resembles that


of a typical room, there is student work hanging and
desks are grouped. I didnt really get the sense that it
was fully ELL friendly because it would have been
nice if there were objects labeled around the room in
the students native tongue. However, I dont feel like
the student did not feel comfortable in this classroom, I
think its because the child has adapted to the
environment that she is in.

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.

7.

My sense is that the student had a relative comfort with


the English langauge because I observed her talking
and interacting with her classmates. I think she is
definitely over the silent period but still has not
mastered the language. I would place her at stage 3,
speech emergance, because she can communicate and
does understand the task being asked of her. For
example, when breaking into reading groups, and I
belive that routine has helped with this, she new in
which area of the room to sit and which tasks she was
to complete during that time.

If you feel comfortable enough to ask, ask the cooperating


teacher (or ESL teacher) what type of
accomodations/modifications they have to make for the ELL
student(s). Please describe the types of
accomodations/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 got the senese when I was discussing the ELL student


with the teacher a bit of frustration. She seemed to be a
little overwhelmed, which is understandable because
many of the students in her class were below reading
level. One of the main accomodations that have to be
made for the student is to allot more time for the
student to complete tests and assignment and to
sometimes orally give a test. The teacher expressed
how sometimes she feels that the student is always
behind because it takes her longer to complete tasks. It
makes sense that the checks I made on my list were
present because the sense I got was that this student
needed the extra guidance and attention.