Anda di halaman 1dari 3

Checklist of Instructional Modifications for LEP Students

Student(s) (initials): _____________EG________________________Grade: __2___

School: ______Neil Armstrong Elementary______________ Date: ____11-30-16___

Instructional Modifications
1. Shorten assignments, tests
2. Oral administration of test, taped tests
3. Provide highlighted texts, tests
4. Use visual cues to accompany oral directions
5. Provide advanced organizers-webbing, outlining,
6. Extend time for completion of assignments, projects
7. Provide study sheets
8. Use assignment notebooks
9. Provide repeated reviews and drills-vary teaching
10. Teach in small cooperative groups
11. Reduce paper/pencil tasks
12. Provide manipulatives
13. Seat in close proximity to 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
17. Provide time and place for assistance with school
18. Directly teach vocabulary used on tests
19. Audiotape lectures
20. Peer tutoring
21. Shorten length of tasks
22. Provide clarification in primary language (if possible)
23. Allow translations by peers for clarification
24. Monitor for individual student comprehension
25. Simplify language and adjust rate of speech when
26. Frequently monitor for comprehension
27. Other recommended interventions.

Check Modification


Observation Questions For ELL/LEP Student

1. I have one ELL student in my classroom, and his original language is Spanish. It seems
like whenever Im at Neil Armstrong, he is only in the classroom for a little over half of
the time. For tests and quizzes, my teacher will pull him aside to the desk near the back
and read the questions and answer choices to him. Also for spelling quizzes, they are
multiple choice, so the teacher will read the word out loud and he will have to circle the
correctly spelled word. Also when they write in their journals to do free-writes or to
answer a prompted question, either my cooperating teacher or myself will have him tell
us what he wants to write word for word, and once we write it down for him he will have
to copy it down. The method used for tests and quizzes seems to be a solid
accommodation, but I dont think the writing technique is extremely productive. He does
pick up some words and can read a decent amount, but I dont think this method lets him
expand and develop enough. It seems like we do that for him just so he gets the
assignment done.
2. There is one student who heavily struggles with reading and writing. I wouldnt say it is
out of the ordinary, but for a second grade student he is extremely far behind. I was asked
by my cooperating teacher to go over a list of high-frequency words for Kindergarten,
First Grade, and Second Grade, and he could hardly get through the list. His accuracy for
just pronouncing the Kindergarten words had to be below 40%. The teacher also does the
same thing with this student as the previously mentioned ELL student, so he can perform
decently if the words are read to him. I asked him if he reads at home with his parents and
he told me his parents rarely read with him, and he only has one book at the house to
3. Our ELL student interacts quite well with his classmates. He is able to talk and interact
with them, and he seems to be enjoying himself and making friends. When they do games
together as a class however and he is called on, he doesnt like to give an answer because
he is most likely embarrassed he will get it wrong. The other students dont discriminate
him or treat him much differently than they would treat anyone else, which is a nice thing
to witness. The teacher interacts with the student well, and helps as much as she
physically can. Sometimes he seems lost when he doesnt receive enough attention,
which is understandable.
4. As I mentioned before, the teacher accommodates for the ELL student with different
worksheets and quizzes, but other than that I dont see many other resources that can help
him out. He does get removed from the classroom each day to work with the ELL
teacher, so I would believe that they have plenty of extra helpful materials to manipulate
there. The adapted quizzes and instruction provided by the teacher in class seem to be
productive, and over the few months Ive been there I can see improvement.
5. The classroom environment is definitely comfortable for the student. He never shies
away from asking a question to either his teacher or me and he is comfortable with his
friends and peers in the classroom. None of the students ever laugh at him for giving an

incorrect answer, and the teacher is always very nice and comforting around him and all
of the other students.
6. The comfort level for the ELL student with the English language seems to be pretty solid.
He knows plenty of words, and he rarely says something like I dont know how to say
this. Ive had plenty of conversations with him and he can carry a conversation along
quite well. Verbally he is truly comfortable, but I would say the level is somewhat lower
when it comes to read and writing. He needs a lot of help and asks many questions when
it comes to reading, but he is still able to read a decent amount of words. He depends on
his teacher and I to help him out, but it isnt at a point where he cant do anything without
7. I asked about what types of accommodations they have come up with for the ELL
student, and they all seem to be pretty evident. The teacher likes to use visual cues and
present the material to him orally because that is the most productive in his case. She will
shorten the length of the tasks that he is asked to complete, and she also directly teaches
the key vocabulary terms that he will see on the quizzes and assessments. There are
definitely more things that can be done for the student in the classroom, and the teacher is
aware of that. She does as much as she can manage to accommodate for him, and he is
developing at a decent rate.