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Checklist of Instructional Modifications for LEP Students

Student(s) (initials): ______X_____

Grade: ___4___

School:___Valley View Intermediate___________ Date: ___April 28-30,


Observation Questions for ELL/LEP student(s)



All of the checked boxes on the chart were implemented

frequently and successfully. Valley View Intermediate is currently
having complications with the ESL teacher, this is way some
boxes were not checked, as they werent being implemented.
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. The regular education teacher works very diligently
with the multiple ELL students in the room, which is a
change from what I am used to seeing. The teacher
uses a lot of visuals and hand and face gestures. In
addition, the teacher knows several small words in the
childrens native languages. All of the techniques are
effective. Assignments are modified. The ELL students
are supposed to take exams outide of the room with the
ELL teacher drom NEIU, however, things are not being
properly implemented at the moment.
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
a. No, I really wouldnt say things are out of the oridinary. I
havent observed any cultural boundaries other than
language, except for maybe different foods brought in
at lunch. In my former placement in Scranton, I
observed an ELL student who constantly took her shoes

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 ELL students seem to have an unspoken bond, like

they both know they are ELL students. The other
classroom students are really helpful and really take the
ELL students under their wings. The English speaking
students are really eager to teach and will constantly
present the language to the ELL students. As previously
mentioned, the teacher pays a lot of attention to the
ELL students. It does appear like it is difficult, but
nonetheless, the teacher is attentive. The students rely
heavily on the teacher because that is where their
primary source of language knowledge is coming from.
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. I mostly saw a lot of visuals. We talked about how
pictures really help a student visualize what is being
spoken about. I noticed that everyone makes certain to
speak very clearly and slowly. The students are
supposed to spend at least 6 hours a week with an ELL
teacher from the NEIU, however, I am aware this is not
being properly implemented at this time.

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. The environment is laid back and kind, but expectations
are clearly understood. The students are quiet when
theyre supposed to be quiet and overall, they are
respectful. The ELL students, for the most part, seem
really well integrated. Just because their English isnt
very strong, they have friends and interact with
students just like anyone else would.

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?

This particular room had multiple ELL students. The

comfort level ranged, but I would say most students
had knowledge of the word, but inability to readily use
the word in communication. I noticed students being
very anxious to communicate, but stop and think to
recall the word they were looking for. I would place the
students in expansion- Level 4. They are familiar with
basic words and some not-so-basic words, but are
rapidly exanding their vocabulary.

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?
a. The teacher uses highlighted texts, modified
assignemnts, visual cues, extended time, small groups,
peer tutoring and a few other accomodations and
modifications. All of these things appeared on the
checklist. I think this is because this is the research
based way to make accomodations and modifications
for ELL students. Because there is so much research to
back these techniques, I think thats what makes it