Checklist of Instructional Modifications for LEP Students
Student(s) (initials): ____________K.B.______________________________ Grade: ___2__
School: ____Bridgewater-Raritan___________________ Date: ____4/2/15_______________
Observation Questions for ELL/LEP student(s)
Use visual cues to accompany oral directions (for all students)
Provide advanced organizers-webbing, outlining, graphing
Extend time for completion of assignments, projects (for all students)
Provide study sheets (for all students)
Provide repeated reviews and drills-vary teaching strategies
Teach in small cooperative groups
Provide manipulatives (for all students) the teacher did a really good job on incorporating manipulativves in all her lessons***
Encourage student to underline key words or facts
Provide time and place for assistance with school projects
Directly teach vocabulary used on tests (for all students)
Monitor for individual student comprehension
Frequently monitor for comprehension
Student(s) (initials): ____________K.B.______________________________ Grade: ___2__
School: ____Bridgewater-Raritan___________________ Date: ____4/2/15_______________
Observation Questions for ELL/LEP student(s)
- 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)
- In the classroom I saw that the teacher did have supplies for this student. I asked the teacher if she had heard abou the SIOP model and if she thought it was working. She told me that she had heard of the SIOP model but never was taught it in school. However, when I explained some aspects of the SIOP model, we saw that she had been doing a version of the SIOP model. I saw a lot of visual and applied learning for the students. The teacher had the ELL student sitting in a group with another student that spoke the language. This was the ELL student could have a social aspect in the classroom but still be bale to focus and stay on task. The ELL student was a new student that came in at the end of march. (The student was only in school for about a week and a half.)
- 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)
- The ELL student did a very good job keeping on task. The student spoke some English so the communication was more clear than I thought it would have been. The only behavior that I noticed was that when the teacher would ask a question about a new topic or location, the other students in the class would then turn around and ask if the ELL student had ever heard, seen, done, ect the activity or object before. The teacher did a good job with bringing in teachable moments but still kept the class on task to complete what needed to be completed for the days lesson.
- What type of interactions do you see between the ELL student(s), other classroom students, and the teacher(s)? Please describe in detail.
- The other students in the classroom really lliked the ELL student. They thought that it was cool that this student did not live in America before and had to come here on a plane. There was one kid in the class who had moved to the district at the start of the year, he connected with the ELL student because they were both the “new kid” at school at some point that school year. The teacher said that she had done some research on the culture of the student and set up a meeting with the family. She said it was nice to get to meet the family and she set up a day for the other students to learn about the ELL student as well. The family member came in one day and did a little mini lesson on their culture. The teacher said that she was happy that she had done research before hand because there were somethings that she would not have done with the greeting and time frame given.
- 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 student has the other student in the room that speaks their language. The teacher uses that resource to her advantage. However, the student is pretty fluent in English due to the fact that English was used where they came from. Their parents knew some English but some pronunciations of words were off. The teacher had words all around the classroom with a picture so the connection would be easier to make. The teacher also made a flip book of the vocabulary for each unit to send home so the parents could help the student if need be. The teacher also had piece of paper on the students desk that had the list of vocab words for the lessons and a picture or explination of the word next to it. The teacaher also told me that she has met for extra help with the student everyday after school per the families request.
- 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 ELL student seems to be very comfortable. The student was always raising their hand to answer questions or ask questions. The student interacted with the other students in the calss like nothing was different. The teacher clearly made it where the students, ELL or not, felt comfortable and judge free. The students are only in second grade but there really seemed to be no problems. I asked the teacher what she did to get the classroom to feel like this. She told me that the class was a really good class this year and really love to learn. The students keep the class interesting and friendly by wanting to know more about topics. When I told them that we will be getting a new student, they all were so happy and tried to think of ways to help the new student make friends.
- What’s 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 student did not learn English as their first language, however, English was a language used in their contry. The student was more fluent than the parents. The student knew basic words and could grasp concepts. The other student in the class that spoke the first language of the ELL student helped the teacher, and other students learn new words in a different language. One could not tell the ELL student from the rest of the class if just looking at the class. The students and teacher really make it comfortable for each other.
- 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 teacher was very open in discussing modificatios and accomodations she made for the ELL student. I showed the teacher the checklist and I was able to check a lot of modifications off the list. A lot of modifications were not just for the ELL student however, the teacher did a reallyy good job with the other students as well. (since the checklist is unable to be “checked” I will list the modifications I was able to check):
Use visual cues to accompany oral directions (for all students)
Provide advanced organizers-webbing, outlining, graphing
Extend time for completion of assignments, projects (for all students)
Provide study sheets (for all students)
Provide repeated reviews and drills-vary teaching strategies
Teach in small cooperative groups
Provide manipulatives (for all students) the teacher did a really good job on incorporating manipulativves in all her lessons***
Encourage student to underline key words or facts
Provide time and place for assistance with school projects
Directly teach vocabulary used on tests (for all students)
Monitor for individual student comprehension
Frequently monitor for comprehension
- The teacher also looked at the list and said that she would definitely use these modifications in future lessons.
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