Checklist of Instructional Modifications for LEP Students

Student(s) (initials): Student R

Grade: Fourth

School: Valley View

Date:

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 strategy I while observing an ELL student was flashcards. The ELL
student struggled the most with voacabulary. The teacher would make flash
cards with the word and definitation. The teacher would also send the flash
cards home for the student to practice at home. It is a great way for the
student to learn and also help the family with their English also. The
teahcher stated she creates flashcard of the student over the beginning of
every unit for every subject.
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 I would not say I say any students behaviors that I would consider out of the
ordinary. The class has well behaved. The only thing I noticed is that they were
very chatty. They love to have side converastion. I think that it is just normal for
the age group. For the most part they follow the class rules and respect each other.

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 witnessed normal interactions between the students. They all get along well
and truly care about each other. What I love but this class is that they are
always willing to help each other. For example when the ELL student was

reading aloud he came across a word he did not know. Instead of laughing at
his for not knowing the word another student quickly stepped in my said the
unknown word. The class is willing to jump in and help each other without
making it a big deal.
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 resource the teacher uses reading five idiom each day. The ELL
student has a difficult time with vocabulary and with idioms
the student wants to take literal meaning of the phrase.
Reviewing idioms each day and explain the meaning of the
word is helping to gain more Voacbulary skills.
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.
Yes the teacher created a safe and happy evironment for all students. No one
in the class wasw afraid to ask questions or answer question in class. They
all help each other out and get along. It is a nice enirovement to learn in.

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?
Since the student is on in 4th grade. He only receives ESL one hour a week
by NEIU. The ELL student was very comfortable speaking. I believe the
student is stage 4 of language acquisition which is Intermediate
fluency. The student can uses complex sentences and does a
good vocabulary. The student just needs to form a stronger
vocabulary The student teacher believes by the end fourth
grade the student will be existing from the ESL program.

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?
The only accomodations/modifications received was he is pulled out for
testing. The ELL student the student received was a quite space and
extended time. Also the directions are read and reviewed to the student.
They did appear on the checklist. I believe they were on the checklist
because it takes the ELL student needs more time to comprehened the
vocabulary.