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Students Initials: CS
Grade: Third
School: Jefferson Elementary
Date: 10/15/15
Instructional Modifications
Check
Comments
Modification
1.
Shorten
assignments,
tests
x
Students
tests
were
altered
with
written
text
but
added
with
pictures
and
sound
to
help
student.
2.
Oral
administration
of
test,
taped
x
Teacher
helped
read
the
tests
test
to
students
so
that
student
could
understand
what
was
being
asked.
3.
Provide
highlighted
text,
tests
X
If
information
needed
to
be
pointed
out
it
was
highlighted
4.
Use
visual
cues
to
accompany
oral
X
Teacher
made
sure
to
directions
point
to
objects
so
students
understood
what
she
was
talking
about.
5.
Provide
advanced
organizer-
X
Student
was
provided
webbing,
outlining,
graphing.
with
additional
information
to
follow
along
easier.
6.
Extend
time
for
completion
of
X
In
class
student
had
assignments,
projects
longer
time
to
complete
assignment.
7.
Provide
study
sheets
X
Teacher
provided
sheets
for
whole
class
8.
Use
assignment
notebooks
and
X
Teacher
has
all
students
prompts
use
notebooks.
9.
Provide
repeated
reviews
and
X
Teacher
repeated
drills-vary
teaching
strategies
instructions
and
kept
them
simple
so
student
understood.
10.
Teach
in
small
cooperative
groups
X
Teacher
taught
students
in
tiered
groups.
11.
Reduce
paper/
pencil
tasks
X
Teacher
had
student
use
more
hands
on
approaches
to
explain
answers.
12.
Provide
Manipulatives
X
Were
provided
for
the
students
if
necessary.
13.
Seat
in
close
proximity
to
the
X
So
that
student
could
teacher
clearly
hear
her.
14.
Encourage
student
to
underline
X
Teacher
used
this
method
During instruction
1. ) There were many techniques used to ensure that the ELL student
comprehended the lesson. Providing extra time for the student to
process the instructions and information, talking in a clear slow tone,
and pairing student with a partner when necessary were all strategies
that benefit the ELL student.
2. I did not encounter any behaviors that were out of the ordinary when
observing the lesson. Some students, at times, fell off task, however
the teacher used various methods to pull the students attention back to
the task.
3. The ELL student worked well with his peers. He also worked very
well with the teacher in communicating what he did and did not
understand. I imagine that in the beginning the ELL student was
reluctant to speak up or ask questions because he was not familiar
4.
5.
6.
7.