Checklist of Instructional Modifications for LEP Students

Katie Henkel
Grade: 2nd

Student(s) (initials: BN
School: Lakeland School District Mayfield Campus
May 13, 2015
Instructional modifications

Check
modification

Date:
comment

1. Shorten assignments, tests

2. Oral administration of test, taped
tests

Most of the tests are read

aloud

Photos are showed to her

if she does not understand

If she does not finish her

work she finishes it with a
specialist

3. Provide highlighted texts, 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

Ability grouping for

reading comprehension

She sits directly next to

the teachers desk

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
23.Allow translations by peers for
clarification
24.Monitor for individual student
comprehension

All work is checked over

by the teacher

25.Simplify language and adjust rate

of speech when needed

She is told to take her

time and it is okay if she
does not finish

26.Frequently monitor for

comprehension
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)

I only have one ELL student in my class and she is relatively fluent
in English. Because of this she does not use too many different
methods to help her with her English. One of the techniques that
she does use is that she is pulled out of the classroom to work
with a specialist. With the specialist she is able to have her tests
read out loud and at a slow pace in order for her to be able to
comprehend what is going on. This strategy is not always
effective with her because she feels as though she does not have
to actually attempt to do the work on her own because she knows
the specialist will do it for her. Having her tests read aloud to her

is definitely an effective strategy. The strategy that she uses may

be effective for her some of the time but a lot of the time the
other kids in the class think that she has it easier than they do
and they do not think it is fair. They do not understand that
because she is ELL she cannot do everything they do and they
think that she gets more help.
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)
All of the students (especially the girls) in the class are extremely
dramatic. They love to start trouble and tell on each othe. My ELL
student is very into writing notes to her friends and then handing
them to the teacher and blaming them on another student if she
gets caught. Although this is not really out of the ordinary for
second grade girls it is to an extent where I have noticed it on a
regular basis. Another one of my students is going through a case
study to be able to utilize emotional support classes. His behavior
is nothing like I have ever seen before. Some days he will
completley shut down and refuse to do anything that anyone tells
him to do. If he is handed a worksheet he will leave it blank, if he
is at gym class he will sit on the floor and if he is at computer
class he will just sit there and stare blankly at the computer. It is
as though he picks days where he is going to misbehave and
other days he will behave perfectly normal. Emotional support
classes will hopefully help him.
3.

What type of interactions do you see between the ELL

student(s), other classroom students, and the teacher(s)?
Please describe in detail.

The ELL student in my class is a social butterfly. She loves to

interact with both her peers and the adults around her and she
absolutley loves to talk (a lot of the time to just hear herself

speak). Although she loves to talk to everyone else, many of the

students do not really like her that much because she is a tattle
tale. She will be the first one to start trouble to bother her friend
and then once someone else does something insignificant that is
not really even bothering anyone she will run straight to the
teacher to tell on them. Many of the students try their best to get
along with her but she is very good at pushing their buttons and
getting them into trouble.
Since the ELL student has trouble with some of the ELA
assignments she sits directly in front of the teachers desk. She is
able to turn around and ask the teacher whatever questiojns she
has without getting out of her seat. Since she also has trouble
with readings the teacher also helps her out a lot by reading the
passages and questions out loud for her and along with her. I also
have sat with her a lot over the course of this semester when my
teacher is busy with other students. I have noticed that once she
gets one question incorrect she shuts down completley and
refuses to do the work unless someone reads it aloud to her. I am
not entirely sure why she can get all of the right answers when
she has them read aloud but cannot get a single one correct when
she does it herself but this must mean that she has mastered
speaking english but not reading it.
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.
The ELL student in my class utilizes pull out assistance such as
speech and reading classes. She goes to see a specialist that
helps her with her reading and writing assignments where they
read all of the questions and answers aloud. This strategy seems
to be working for her since she came to school knowing only a
little bit of English and now she is speaking it fluently. The reading
specialist should try to work more on her reading rather than
speaking since she seems to already have that mastered.

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.

She is very comfortable in her general education classroom and

she loves her peers and the teacher. Since she is relatively fluent
in English she does not really see herself any diffferent than the
rest of the students in the classroom. She is very self-sufficient
and independent. The classroom environment is a very welcoming
one. The teacher pays equal attention to every student in the
class and gives them whatever help they need. The ELL student
sits directly in front of the teachers desk so when she has a
questions she can just turn around and have easy access to help.
I think that this was a very smart decision for the teacher to place
her next to her because even if she does not raise her hand it is
easy to tell when she is getting frustrated and if she is not in close
proximity, the teacher may not notice.
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?
The ELL student is very comefortable with the English language.
She is relatively fluent and has come a very long way since the
beginning of the semester. She still gets mixed up on some words,
especially slang words that she hears other students saying.
Sometimes her speech sounds more like broken English and like
she is really thinking about what she is saying instead of it coming
out naturally. On the 4 stages of word knowledge I would place
her at level 3. She is able to recognize most words in context and
has a vague knowledge of the words but will not always recognize
them out of context. She has mastered day-to-day language but
has not completley mastered academic language.

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?
One of the accomodations made for the ELL student is that she is
seated right near the teacher just incase she needs help with any
of her work. Another accomodation that is made is that she gets
one on one attention with the teacher along with the other lower
level students during reading comprehension time. Twice a week
the students do individual reading comprehension work where
they have to read a book (differentiated based on their reading
levels) and answer the questions in the back of the book. The ELL
student along with the rest of the lower level students do these
questions as a group with the teachers assistance while the rest
of the class does them on their own. Another accomodation that
is made is the teacher often repeats the directions to the student
and then has her repeat them back to her. This is done just to
make sure that the student has a full understanding of what they
are supposed to be doing. Another accomodation that is made is
that she is given extra time to complete tasks and exams. She
works on her assignments with the rest of the class and if she
does not finish them she takes them to the specialist and they
complete them with her.