Emily Goss

Checklist of Instructional Modifications for LEP Students

Student(s) (initials): TL Grade: 1
st
School: Valley View Elementary Date: 5/12/14

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)
Mrs. Swift uses multiple techniques and methods when working with TL in the
classroom. Mrs. Swift provides TL with manipulatives in the classroom during math lessons.
Mrs. Swift feels that manipulatives really help TL because the math concepts are so new to her.
TLs desk is actually seated right in front of Mrs. Swifts desk so she is in very close proximity
to her. In addition, TL is provided with guide words as well as activities that ask her to choose
words from a set of words. When observing the class math lesson I saw multiple strategies and
techniques being used. When TL raised her hand to answer a question asked by Mrs. Swift, she
struggled with the math terminology, so she expressed the concept in her own terms. When Mrs.
Swift asked what ten individual ones equaled, TL struggled to say it makes up a ten so she stated
we need a long one, referring to the math manipulative blocks used in class. Throughout the
lesson I observed some peer tutoring. In the beginning of the lesson many peers motioned to TL
what page they were on. Throughout the lesson Mrs. Swift frequently monitored TL for
comprehension by having her answer questions asked aloud as well as asking her how she was
doing. In addition, I feel that Mrs. Swift had the perfect rate of speech and simplified language.
The ELL student truly strived during the lesson and many of the modifications were not even
noticeable. I feel that all of the modifications observed in the math lesson were effective. TL
truly understood what was going on and was able to complete the task at hand. She finished both
assignments with little difficulty and even finished before some of her peers.

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)
No, TL acts like any other first grade girl. While observing her at recess she was running
around with the other students and played with a group of girls. In the classroom everyone
treats her ordinary as well. During instruction she sat with a few girls she seemed very
friendly with. None of her classmates treat her differently, they treat her like they would any
other first grader.

3. What type of interactions do you see between the ELL student(s), other classroom students,
and the teacher(s)? Please describe in detail.
I saw TL interacting with a number of people while observing in her classroom. During
the class math session, she interacted with a group of girls that were seated around her. During
some down time after an activity she talked with them. Then one peer raised his hand to tell
Mrs. Swift he wasnt quite done yet stating he was only on number 97. TL quickly turned
around and told the boy in a very excited tone, Brian I am on page 97 too. After a few
minutes this boy asked TL if she was done yet and she replied all done. In addition to these
peer interactions, TL interacts with Mrs. Swift when she checks for understanding.

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.
When working with spelling words, TL is given a set of words. From there she then
needs to identify the correct spelling of the word. Mrs. Swift said that when she was asked to
spell the word she struggled, but when asked to determine the spelling among of set of words
she is easily able to complete the task. In math TL uses a number of manipulatives because
the concepts are all brand new to her. One example includes using tens and ones blocks.

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 seems very comfortable for TL. TL looks completely
comfortable in the classroom. She seems to be very comfortable with Mrs. Swift as well as
her peers. I made this decision when I observed TL during the class math lesson. TL (or
consistently raised her hand to answer questions asked during instruction and was not afraid to
speak in front of the class. I also came to this conclusion when observing her interacting with
her peers. She was confidently talking with them and seemed at ease.

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?
I feel that TL would probably fall under stage 3 when looking at ELL students. She
seems comfortable enough with the English language to answer questions in class, ask
questions in class, as well as have discussions with her peers. I chose this level because when
observing math instruction, TL comprehended the material very well and was able to form
simple sentences when answering questions. Although TL has a pretty good comprehension
level I dont feel she has yet hit stage 4. I feel her comprehension skills are not yet at excellent
and that she has not developed the language enough to make few grammatical errors.

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?
Mrs. Swift explained that they have a few modifications in place including modified
spelling tests. Instead of producing the correct spelling of a word from scratch, TL is given a
set of words and has to determine the correct spelling of the word from the words given. In
addition, TL is provided with guidewords on some assignments. In math she uses
manipulatives on assignments to help her better understand the concepts. Mrs. Swift said that
they are moving away from some of these modifications because TLs phonics skills are
becoming more developed. These modifications are present on the chart. I feel these
modifications would fall under providing advances organizers and manipulatives. I think these
modifications are included in our list of instructional modifications because they are very
beneficial to ELL students and can truly help them succeed in the classroom.