Checklist of Instructional Modifications for LEP Students

Student(s) (initials): ____________H.A____________ Grade: ___2___

School: _____Dunmore Elementary_____ Date: ____11/20/15________________

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 in specifically for the ELL student(s) or in
whole class/small group instruction)

I did not have any ELL students in my class so I observed an ELL

student in a different second grade class. This ELL student has a
lot of extra help in a group with two other ELL students. This really
worked because one of the other students spoke arabic and they
helped each other translate. This also gave the individual
attention that he needed. Working in this small group allowed the
student to be in a safe envoirment so that he wanted to talk and
learn more. This enviorment also provided interactions that are
vital for growth.
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 student seemed to have very good behaivor. I noticed
more out of the ordinary behaivor in my classroom. There was
one student in particular who would not do his work often and
often have to be told what to do face to face. This seemed out of
the ordinary because he is very smart but would stare at the
teacher for a long time. He student seemed to not comprehend
what the teacher was saying. He would always look on the bored
to see if something was written. My co-op told me that his parents
only speak spanish and home but he passed all of the ESL tests.
After observing this student, it was clear that he comprehended
better when seeing something that was written out as oppose to
hearing it. My co-op believed that his comprehension was low due
to the fact that he only spoke spanish at home. He is currently
being restested for ESL.

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 tend to stick togheter but the rest of the class
seems to be very accecpting. Although I only obsevred the ELL
student for the day, they did not seem out of place or outcasted.
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 did not see many resources being used for the ELL student.
He went out into the pod for extra time on tests but it did not
seem that there were any more resources provided for him. I
was not able to observe the studnets during their ESL pull out,
but I am sure the ESL teacher has more resources to provide.

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 personally think the students were accecpting to the ELL

students but I felt that the teacher was not patient enough with
them. The teacher wouldnt give them a chance and leave them
out of lessons frequently. She also rarley called on them because
she felt it was a waste of time.
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 student seemed to be comfortable with the english language.
He would speak well and participate. I felt that he struggled with

comprehension and grammar, but he was doing very well. I belive

that he knew the general sense of the word. I decided on this
level because he could explain some words but sometimes he
used words out of contex. He was also better at BICS then CALP
because he had more issues comprehending the academic
language during the lesson as opppse to speaking with his peers.
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?
I did not feel comfortable talking to the teacher because I only spent one
class observing.