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Checklist of Instructional Modifications for LEP Students

Student (initials): YJ

Grade: 4th

School: Valley View Intermediate

Date: 10/07/2015

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 substitute was going up to YJ while he was doing his morning work to
help him. Since he was receiving help he was able to finish his work faster.
However, the substitute is not speaking any Spanish to help coach him through
his work. YJ still seemed confused during some parts and if the substitute was
able to speak Spanish, then YJ may have understood it better if some of it was
spoken in his native language. When the teacher was going over the morning
work with the entire class, she called on YJ and he had to be coached individually
to answer his question. He was unable to answer on his own.
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 noticed that YJ does not talk to anyone else. He stays silent for long
periods of time when he is doing his work and after he is finsihed. He will sit
quietly and play with his pencil or look around the room. When the teacher
caled on him he did not speak until the teacher coached him through his
answer. He writes more than he speaks. I do not believe this is out of the
ordinary because many ELL students go though a silent period.
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 substitute interacted with YJ when helping him through his morning
work. Before class started the other students were talking to one another at
their desks but YJ stayed silent. He sits silently and looks at everyone else.
When the teacher called on him to answer a question he was resistant to
answer out loud. The teacher had to help him answer the question.

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.

-After talking to the teacher I found out that the resources/materials used
with YJ are a times table chart, manipulatives, and online and iPad resources
for math. These are effective for him because it is helping him complete the
math problems. Since he does not know a large amount of English is is hard for
him to understand subjects like social studies and science. But in math it is
easier for him. The teacher said that he excels more in math than other
subjects since math is almost the same in all countries.
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 think the classroom has a normal level of comfort. There are posters
around the room and the desk are pushed together in groups. YJs desk is the
closest to the teachers and facing the board. There are many teachers that go
into the room during the day so it may be intimidating with a large amount of
adults. It may also be more comfortable because YJ has many people who can
help him answer questions.
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 believe that YJ is somewhat comfortable with English . He is able to speak

English when the teacher helps him through it. He is at least trying to speak.
He also always tries and writes in English. With the ELL teacher he speaks more
than in front of the entire class. He responds well with one-on-ones. I would
classify YJ as level 2-Beginning. He seems to understand English but is hestitant
and has difficulty speaking English. Post-emergent would be the correct term
for his reading comprehemsion and writing skills. He can write some but is still

not proficent yet. He is able to demonstarte academic knowledge with help

from a teacher but it is difficult for him on his own.
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?

-The types of accomodations/modifications he recieves is verbal prompting,

times tables on his desk, one-on-one time in the classroom, word banks, adpated
tests, one-on-ones during testing, pull out services with a ELL teacher once or
twice a week, online work that is in English and Spanish. Some of these appear on
the checklist. Some of these do not appear on the checklist because the checklist
has a large amount of modifications that would hopefully all be used for ELL
students. However, in many schools it is difficult to be able to implement them all
due to time and money restraints.