Lauren Coggins

Checklist of Instructional Modifications for LEP Students

Student(s) (initials): N/A

Grade: 7

School: Valley View Middle School

11/23/16

Date:

Student has 504, but does not need accommodations/modifications

Lauren Coggins

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)
-During the lesson, there were no strategies that were aimed
directly at the ELL in Mr. Barretts classroom. However, as a
whole, Mr. Barrett provided the students with the current event
questions both visually and verbally to reach more students. In
addition, by putting them into two teams, the students were able
to do a relaxed version of think, pair, share while trying to come
up with and answer the questions correctly.

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 did not notice any strange behaviors when it came to the ELL
other than the fact that she liked to fidget her hands to keep
herself concentrated. Within that classroom, there was one
student that was standing for the majority of the class period, but
this did not occur the other time that I observed this same period.
Therefore, I contribute this behavior to the fact that this
observation was completed the day before Thanksgiving break.
3.

What type of interactions do you see between the ELL

student(s), other classroom students, and the teacher(s)?
Please describe in detail.
-Within the classroom, the student interacted with other students
without any fear, showing that the affective filter was extremely
low. During the lesson, she had no problem communicating with
the teacher, other classmates, and even me when participating in
figuring out the correct answer. Saying this, she constantly
participated in class verbally and by raising her hand.

Lauren Coggins

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.
-Within this classroom, there was only one ELL student who was
of the advanced level. Therefore, due to the nature of the lesson
and her proficiency, Mr. Barrett did not use any special resources/
materials with her.
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 classroom is a welcoming environment for all students that
relaxes the atmosphere through the use of humor, for example. Due to
the fact that the ELL is advanced, the the student did not have the
possibility of being excluded due to a language barrier. Therefore,
keeping in mind the composition of his class, Mr. Barrett ensured all
feel included and valued during his lesson. Earlier on during the
semester, I say in on Mr. Barretts 1st period and saw how participation
was encouraged from all students. I believe there is a student with an
IEP in that class that felt comfortable and included just like any other
student. Seeing this with respect with the student with the possible IEP
lets me know that Mr. Barrett works hard toward having an inclusive,
comfortable/relaxed classroom that allows for a positive learning
environment.

Lauren Coggins

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?
-With respect to the one ELL in Mr. Barretts classroom, she felt
extremely comfortable with the English language. First of all, her body
language communicated to me that she felt comfortable
communicating with both her peers ans Mr. Barrett. During the lesson,
she would constantly raise her had to answer the questions; without
hesitation, she would turn to her partners to discuss what the answer
would be. Listening to her English, she spoke with no pauses and
without any grammatical errors. Due to the fact that she was willingly
answering the proposed questions, she demonstrated her ability to
utilize CALP as well. In addition, after talking with Mr. Barrett, I learned
that her writing abilities are flawless along with the skills that I
observed in class. According to Mr. Barrett, this ELL student would do
fine without the weekly ESL support that she receives. Saying this, it
looks like this ELL has the 504 because of the broken English spoken in
her house; she may well be on her way to losing this unnnecessary
support.

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 ELL in Mr. Barretts classroom had no modifications, nor did she
have any accommodations within his classroom, but she did have a
504. After talking to Mr. Barrett, I discovered that the ELL meets once a

Lauren Coggins

week with the ESL specialist. However, according to her language skills
within the classroom, she is of the advanced level, even though her
parents speak broken English. Overall, Mr. Barrett descirbed the ELL as
being a consciencious that puts forth effort, which has allowed her to
reach her current level of proficiency.