Checklist of Instructional Modifications for LEP Students

Student: K.M
Grade: 2nd Grade
School: Armstrong Elementary Center
Date: October 24, 2016

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)
In this classroom, the teacher uses several different techniques to accommodate this ELL
student. These techniques include: powerpoint presentations, computer games,

promethian games, board games, repetition, think- alouds, pair-shares, learning stations,
matching games, and highlighting as an effective method for the student to understand
basic sight words. All of the techniuqes the teacher uses are effective. It is interesting to
see because the teacher had mentioned that in first grade this student was non-verbal.
Now the student is on grade level, and is higher than some of the other students in his
class. The teacher also explained that the reason she incoroporates a lot of games is
because the student enjoys and shows interest in the games. Research has shown that
when students are interested in what they are learning, their academic skills will increase.
The teacher also uses these techniques as a form of differentiation for all of the students
in the class. Most of these techniques work for all of the students, however the students
each have different learning styles, therefore the teacher has to implement diverse
activities.
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)
After completing 60 hours in this classroom, I have noticed a variety of different
behaviors. These behaviors include: fidgeting, calling out, getting up with out asking, not
following directions, and pretending to be sick to go to the nurses office. There hasn't
been any behaviors that I would consider to be out of the ordinary. Developmental
research indicates that students in the second grade are in the concrete operational stage
of development, therefore, their behaviors are developmentally appropriate for their age.
The teacher also allows me to work with students individually to assist with different
tasks. While working with K.M, I notice that he is exremely confident when he answers
questions. K.M becomes motivated because of the positive reinforcement that I provide
him with after he completes a milestone. When working with K.M in English Language
Arts, I notice that he decomposes phonemes and then blends the words together. He also
self corrects himself when he feels he did not get a word correct. For ELL students, this
behavior is not out of the ordinary. In fact, most students in the second grade break apart
words to gain meaning. During instructional time, K.M is focused and participates in
class discussions often.
3. What type of interactions do you see between the ELL student(s), other classroom
students, and the teacher(s)? Please describe in detail.
Some interactions I notice between the ELL student, other students, and the teachers are
opportunities for him to learn a the English Language. J.Ms peers will assist him with tasks,
and correct him if he is not saying something clearly. I strongly believe that the teacher
taught the students in the class to help each other and work as a team. When the teacher is
using direct instruciton, J.M participates regurlary. He is given many opportunities to speak.
When he speaks, the teacher will correct him if he pronounces something incorrect.

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.
K.M sits in the front of the classroom, where he can hear and see materials clearly. Some
materials that the teacher uses to faciliate K.Ms academic success are highlighters,
picture words, individual cut out letters, an IPAD, markers, authentic pictures/brocures,
head phones, and manipulatives. Every week K.M writes down his spelling words in his
spelling notebook. He highlights each word because he knows that every Friday he will
be tested on these words. When K.Ms ELL teacher works with him, she works on his
spelling words, as well as his high frequency words that he is expected to know and
master. The ELL teacher also uses small cut outs of individual letters and pictures to help
K.M gain a conceptualized understanding of a new word. Her job is to make sure that
K.M knows how to apply these words into context. These words must become a part of
his working memory for him to build prior knowledge. When the teacher is teaching new
vocabulary words to the whole class, she provides the students with the word, the
definition, and a picture for students to understand the meaning of the word. Every week
the teacher teaches eight new words. K.M only has to know and understand four per
week. In order to practice with these new words, the teacher allows K.M to play
interactive games on his IPAD or the computer during centers. The interactive games
consist of matching games, picture definitions, phonics, math, science, and social studies.
During centers, the student will also work one on one with the teacher depending on what
skill the student is expected to master. After observing this type of interaction, I noticed
that sometimes the teacher brings in newspapers, brocures, and different postcards. I
asked the teahcer how these resources assised in helping the student understand the skill
and she responded that by looking at each of these different artifcats, the student will be
able to make authentic connections to both his native language, and English language.
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
enviroment is comfortable for K.M. After observing the teacher/student interactions, it is
evident that the teacher has taken the time to get to know each student in the class. After
interviewing the teacher about different strategies she uses for K.M, she also mentioned
that in order to create a positive classroom enviroment, you have to look at every
individual child in a positive manner. She explained that every student comes into our
school system with a different cultural/linguistic background. Understanding these unique
aspects of our individual students makes the difference between the student being ready
to learn or not. I also noticed that the student has strong relationships with other students.
From day one, the child was assigned a buddy to help him build knowledge, and assist
with his Enlgish. Every student in the class respects K.M, and understands his
cultural/linguistic differences. Another interesting thing I noticed was that the teacher

also became familiar with K.Ms native language. She incorproates this language into her
instruciton for K.M to make connections and build knowledge. By doing this, the teacher
has created an environment in which K.M does not have to feel ashamed of his native
country. I also noticed that K.M participates in class discussion daily. It is evident that
K.M feels comfortable speaking in front of his peers, and is confident enough to answer
questions during whole group instruction.
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? In terms of the English Language, the comfort level is not
completely there yet. The reason being is because the year before K.M was completely
non verbal. He has made such a huge jump, but still has a lot more to learn. When K.M
speaks, he displays confidence on words he is familiar with. When he is learning
unfamiliar words, he sometimes second guesses himself because the word is still being
processed into his long term memory. K.M is on his way to being proficient. I strongly
believe that K.M will speak full English within the next two or three years because of
how far he has already come.
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 accommodations the teacher makes are manipulatives, auditory and visual
aids, repetition, and showing words in Spanish for the student so he can make
connections to his home language. These accommodations are on the checklist. The
teacher uses research based strategies that she has researched to implement for this ELL
student. Some modifactions that the teacher uses for K.M is providing him with extra
time on tests, and reading things to him. K.M also sits close to the teacher. These are also
displayed on the checklist. These methods are on the checklist because they are
researched based and work effectivley for ELL students.