Checklist of Instructional Modifications for LEP Students

Student(s) (initials): ____________________________________________ Grade:

__2and 3__
School: _____NcNichols and Whittier ______________ Date: _Spring 2015/Part
of Fall 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)

The ELL students are incorportated into the regular classroom.

Some are taken out for ESL pull out services. Most are taught the
standard lessons in the classroom but some have their tests read
to them. There was also some print around the room in Spanish.
Many of the stories they read were also culturally diverse. I feel
that using some of these strategies can be more helpful than
others. Some students did very well with being incorporated into
the regular classroom while others had more of a difficult time
with it.
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)
Besides a few students with behavioral issues and/or learning
disabilities, I did not notice any students whos behavior was
very out of the ordinary or atypical for a 2 nd or 3rd grader.

3.

What type of interactions do you see between the ELL

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

The ELL students in the class appeared to interact normally with

their peers and have friends in the class. None of the students
seemed to be in their silent period and all seemed willing to talk
and interact with others. They also interacted well with teachers

most of the time and they did not seem to have issues in
understanding most verbal communication.

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.
Some students have ESL pull out services, but other than that I do
not recall them having many other materials besides those used
in the general classroom. They seemed to be almost always fully
incorporated into the general education classroom.

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 ELL students are seated with their regular peers. The desks
are situated in groups. The environment at McNichols was a little
dark and cramped. The environment at Whittier was brighter and
slightly more spacious. I think the students feel comforatable in
the classroom because they feel comfortable with their peers and
friends. I also think they felt comfortable in the environment they
were put in with their teacher.

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?
The ELL students seem fairly comfortable with the English
language. They did not seem afraid to speak up in class or to talk

to me, though they did seem to have trouble with writing and
reading English. I think many of them were at context-bound
knowledge because they seemed to have some background
knowledge on most topics and could often figure out what a word
meant in different contexts.

7. 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?
N/A