Checklist of Instructional Modifications for LEP Students

Student(s) (initials): KJ_________________________________________ Grade: 1

School: Valley View Elementary Date: 5/12/15

Instructional Modifications

Check
Modificati
on

Comment

Student takes test with

ESL teacher when
available

Student completes the

same work as the rest
of the class

Teacher allows students

to work in small groups
for certain tasks

1. Shorten Assignments, tests

2. Oral Administration of test, taped
tests
3. Provide highlighted text,tests
4. Use visual cues to accompany oral
directions
5. Provide advanced organizerswebbing, outlining, graphing
6. Extend time for completion of
assignments, projects
7. Provide Study sheets
8. Use assignment notebooks and
prompts
9. Provide repeated reviews and
drills-vary teaching strategies
10. Teach in small cooperative groups

11. Reduce paper/pencil tasks

12. Provide manipulatives
13. seat in close proximity to the

teacher
14. encourage student to underline
key words or facts
15. Use language experience
activities
16. Allow students to express key
concepts in their own words
17. Provide time and place for
assistance with school projects
18. Directly teach vocabulary used on
tests
19. Audiotape lectures
20. Peer Tutoring
21. Shorten length of oral tasks
22. Provide clarification in primary
language (if possible)
23. Allow translations by peers for
clarifications
24. Monitor for individual student
comprehension

Teacher checks up on
ELL student
continuously through
lessons

25. Simplify language and adjust rate

of speech when needed

Directions are always

repeated clearly and
slowly

26. Frequently monitor for

comprehension

Student will work with

teacher in small group

27. Other recommended

interventions

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)
a. When teaching, the teacher constantly is repeating directions
clearly and slowly, continuously provides examples for the entire
class, always checks up on the student to ensure understanding
during the lesson. The teacher also uses smal group work for the
student to work with other peers. The teacher checks for
undestanding, but to the entire class, not just the ELL student,
which is great because it does not single the student out in any
way.
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)
a. The only thing that I noticed while observing this student that
would be considered out of the ordinary would be that the
student frequently has his head down, not paying attention
during portions of the lesson. Despite being distracted, he seems
to be able to pick right up again into the lesson and if he gets
called on he tends to know the answer.
3. What type of interactions do you see between the ELL
student(s), other classroom students, and the teacher(s)?
Please describe in detail.
a. I noticed that with this student, he tends to watch the class a lot.
He seems to like observing his peers because it seems like he
does not like to speak a lot. It appears that he has a very good
relationship with his teacher, and he always seems to want to
participate during the lessons whenever the teacher asks the
class questions.

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. The students work does not differ from the rest of the classes.
He uses the same worksheets and manipulatives that is given to
him, as the rest of the class. I think this is effective for this
student because the student appears to speak very good english
and for the most part, is able to keep up with his classmates.
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.
a. The classroom is definitely a comfortable environment for the
student. The environment in general, is just a fun, relaxing and
inviting classroom. I think that this teacher is definitely part of
the reason for this- they are constantly trying to motivate the
students, but also do so in fun and professional ways. There are
various labels and guides provided around the room that are also
a major bonus for an ELL student and defintely provides comfort
for the student.
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?
a. I would say that the student is pretty comfortable with the
english language. The student is able to respond to questions
asked by the teacher, he can have conversations with peers
(even though sometimes chooses not to), but he also has good
academic language when he does speak aloud to the class. In
reference to the vocabulary performance indicators, I think I
would place this student in Context-Bound Knowledge because
he demonstates clear understandings of vocabulary words and
definitions in context of the lesson, however I dont think he
would use these in conversation outside of the classroom.
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 explained that this student recieves accomodations
for reading tests by ESL services- the ESL teacher will read aloud
the test questions. During the year however, the ESL teacher
moves throughout the district to each school, so the teacher
feels this is something that they need to work on because the
ESL services tend to not be around as much as they should be.