Checklist of Instructional Modifications for LEP Students

Student(s) (initials): Jake Skees School: Abington Heights Middle School ________________________ Date: Grade: 6

Observation Questions for ELL/LEP student(s)

1 !hat techni"ues#$ethods#strategies do %ou see being used &ith the '((#(') student(s)* Are the% e++ecti,e* !h% or &h% not* ('ither s-eci+icall% +or the '(( student(s) or in &hole class#s$all grou- instruction) . Do %ou notice an% student beha,iors that %ou &ould consider /out o+ the ordinar%0* )lease describe in detail (1his a--lies to both the '(( student(s) and other classroo$ students) 2 !hat t%-e o+ interactions do %ou see bet&een the '(( student(s)3 other classroo$ students3 and the teacher(s)* )lease describe in detail 4 5denti+% resources#$aterials that are being used &ith the '(( student(s) )lease describe in detail ho& the '(( student is using the$ Do the% a--ear to be e++ecti,e* 'x-lain 6 Does the classroo$ en,iron$ent see$ to be co$+ortable +or the '(( student(s)* )lease describe the en,iron$ent and ex-lain ho& %ou $ade %our decision 6 !hat7s the /co$+ort0 le,el o+ the '(( student(s) in regards to the 'nglish language* !hat obser,ations hel- %ou arri,e at %our decision* 8e+er to the 9ocabular% )er+or$ance 5ndicators At &hat le,el &ould %ou -lace the '(( student* Ho& did %ou decide on that le,el* : 5+ %ou +eel co$+ortable enough to ask3 ask the coo-erating teacher (or 'S( teacher) &hat t%-e o+ acco$odations#$odi+ications the% ha,e to $ake +or the '(( student(s) )lease describe the t%-es o+ acco$odations#$odi+ications that &ere discussed Do the% a--ear on the checklist* !h%#&h% not do %ou think the% are -resent#not -resent on the checklist*

1. I did not get to observe and actual ELL classroom. I observed sixth grade science and was not actually aware that there were LEP students in the room until after the fact. There were no discernable accommodations given to them while I was there. 2. I didnt notice any behaviors that one could really deem out of the ordinary! for a grou" of sixth graders. There were #uiet students and there were also students that seemed to $um" out of their chairs every chance they had to answer a #uestion% but as far as Im concerned thats all "retty normal. &. 'gain% I didnt (now which students were ELL students and which were not% but if I had to ha)ard a guess% I would say that some of the #uieter students were the ELL students. They didnt volunteer to answer #uestions "osed by the teacher and they seemed to (ee" to themselves as o""osed to chatting with classmates and "artici"ating in class. *. I dont (now whether the ELL students in the room got any resources. I would thin( that highlighted texts would be "articularly effective for students given the lesson that was being taught +it was regarding ocean tides and winds% etc.,. 'lso% meaningful vocabulary review-wor(sheets would have been a great asset to them. .. /one of the students seemed uncomfortable or alienated. The classroom had circular tables instead of des(s to sit at and the students were s"read out evenly. There wasnt one table with seven chairs and another with two. There were a variety of colorful visuals on the walls of the room detailing various sub$ects. The environment was controlled but not rigid. The teacher was laid bac(% yet maintained an air of authority that "revented students from getting out of hand while still allowing them to as( #uestions% "artici"ate and turn to each other for hel". 0. 'gain% I had no idea which students were ELL and which were not. That being said% I have no idea how comfortable each were with the English language.