Checklist of Instructional Modifications for LEP Students

Student(s) (initials): __VG_______________________________________ Grade: __2____

School: __Valley View Elementary Center_______________ Date: ___11/1/18_____________

Instructional Modification Check Mod Comment

1. Shorten assignments, tests
2. Oral administration of tests, taped tests
3. Provide highlighted texts, tests
4. Use visual cues to accompany oral directions X Will model task while giving
directions
5. Provide advanced organizers
6. Extend time for completion of assignments, X If a student has been working the
projects whole given time and is still not
finished, they can get extra time
7. Provide study sheets X Only for weekly vocabulary tests
8. Use assignment notebooks and prompts
9. Provide repeated reviews and drills—vary X Goes over material many times,
teaching strategies mostly just with worksheets though
10. Teach in small cooperative groups
11. Reduce paper/pencil tasks
12. Provide manipulatives X Only for math sometimes
13. Seat in close proximity to teacher X Yes, all IEP and the ELL student
14. Encourage student to underline key words or X Whole class in all readings
facts
15. Use language experience activities
16. Allow students to express key concepts in X
their own words
17. Provide time and place for assistance with
school projects
18. Directly teach vocabulary used on tests X Comprehensive vocabulary lists
19. Audiotape lectures
20. Peer tutoring X High-level students will help ELL
and IEP students with tasks that
require a lot of reading
21. Shorten length of oral tasks X Given shorter paragraphs to read
aloud to the class
22. Provide clarification in primary language
23. Allow translations by peers for clarification
24. Monitor for individual student X
comprehension
25. Simplify language and adjust rate of speech X For all children—not really
when needed specified to ELL
26. Frequently monitor for comprehension X “ “
27. Other recommended interventions…
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)
- The only technique that I saw being used specifically with the ELL student was that
the teacher would check in with her quickly after the direct instruction period and ask
if she understood everything. This seemed to be effective because the students is
close to being exited from the program and does not seem to need much support any
more to keep up with the class.
- The teacher uses many of the modifications that would be effective for ELLs for the
whole class. It appears mostly to be used on the behalf of striving students to give
them more chances to learn the material and modified ways to demonstrate their
knowledge.
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)
- I don’t notice any out of the ordinary behavior for the ELL student. There is one
student who cannot attend to a single task. She is far below proficient in almost every
area because of that. She is currently being tested for special education. I don’t know
if the inattention is caused by not understanding or vice-versa.
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 interactions between VG and her classmates seem pretty ordinary. She gets along
well with others and talks and plays with them. Every once in a while, she makes a
grammar mistake (similar to her peers). Usually, children either don’t notice or just
don’t comment on these errors.
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.
- VG gets pulled out about twice a week for ELL support. They use Reading Street
Workbooks specifically created to support ELL students. They seem to be very
effective, especially for children with lower English proficiency, but VG is advanced
and the work seemes to be too easy for her.
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 environment does not seem too comfortable for an ELL student in
general. When students whose first language is English make a grammar mistake in
their speech, the teacher reacts harshly and corrects it aggressively rather than just
repeating the phrase with correct grammar. It seems fine for Student V since she is at
such a high level, but many children seem afraid to make a mistake.
6) What’s the “comfort” level of the ELL student(s) in regard 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?
 - VG is very comfortable with English. She is in the fifth and final stage of second
language acquisition: advanced fluency. In this stage, the child is fluent in both BICs
and CALP and may be exited from ESL programs. They may still need support
especially in Social Studies. I think VG is on this level because she does not need or
receive much support anymore and she is thriving in school. It is clear from her
responses that she has deep comprehension of what she reads in every subject area.
7) If you feel comfortable enough to ask, ask the cooperating teacher (or ESL teacher) what
type of accommodations/modifications they have to make for the ELL student(s). Please
describe the types of accommodations/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 teacher has to seat VG and three IEP students in the front. The three IEP students
are in the front row and VG is a little farther back. She seems to work well in this
location. The teacher also has to have her tests read aloud to her if she asks. The
student is able to read proficiently and is close to being exited from ESL, so she
doesn’t ask for tests to be read.