Checklist of Instructional Modifications for LEP Students Student(s) (initials): Jou L.

Grade: 2 School: Valley View Elementary School Date: 11/13/2013 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)
- Accommodations are made for Jou throughout the day regardless of the ESL teacher being in the classroom. Mrs. Gowat always uses visuals in the classroom when teaching, which is beneficial for all of the students not just Jou. Aside from visuals, Mrs. Gowat also emphasizes speaking slowly and articulately. Mrs. Gowat also places Jou next to another student that speaks Chinese. During lessons if Jou has a question he is allowed to ask this student. Ive never noticed Jou using his friend as a crutch, and I think it has been really beneficial to him. When I am in the classroom Mrs. Gowat will often ask me to work one on one with Jou while the other students work independently. This has really helped Jou because typically he knows the information being asked of him he often just needs a little extra support getting the information. I found this scaffolding most effective in the classroom because it still asks Jou to complete the same work as his classmates but gives him the extra support he needs.

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)
- In the classroom there is only one ESL student. As mentioned a boy Justin used to receive ESL services but no longer needs them. Some observations I have made in regards to Jou is that he has a difficult time reading. I am unsure if this is due to the spoken Chinese language, but Jou often confuses the sounds associated with letters. Because of this he has trouble trying to sound out and identify words. This is where scaffolding is effective. One other behavior I have noticed is that Justin (who used to receive ESL services) excels in academics. Justin is excellent at reading and writing and is a brilliant student. One day another student in the class stated Justin is so smart because he is Chinese. It is obvious that Justin and his parents both highly value his education. During Parent-Teacher conferences I also had the opportunity to hear from Justins parents. Again it was evident how much Justins family valued his education.

3. What type of interactions do you see between the ELL student(s), other classroom students, and the teacher(s)? Please describe in detail.
- As mentioned Jou often interacts with another student Justin who also speaks Chinese at home. Justin and Jou both have incredibly strong relationships with their peers. Communication doesnt serve as an issue for Justin or Jou. Both of the boys are extremely social and have a good amount of friends in the classroom. Mrs. Gowat also has a strong relationship with both of the boys and it is evident that they feel comfortable to approach her with any issues. Jou also seems to have a good relationship with his ESL teacher as he always gets excited when she joins him in the classroom. One area I feel so disconnect is when Mrs. Gowat makes a joke that is unfamiliar to Jou. Some phrases Mrs. Gowat uses seems to make Jou confused at times.

4. Identify resources/materials that are being used with the ELL student(s). Please describe in detail how the ELL student issuing them. Do they appear to be effective? Explain.
- Mrs. Gowat does not provide Jou with any materials that the rest of the class does not have. Jou receives the same worksheets, handouts, and manipulatives that the rest of his class receives. At times, I feel Jou would better benefit from individualized worksheets. Even when the ESL teacher comes in the classroom Jou still

uses the same resources and materials that his class receives The only difference is that Jou gets the 1 on 1 support and is able to talk his way through the work with some assistance.

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 is definitely comfortable for Jou. It is obvious he feels included with his peers and has strong relationships with many of them. Jou is comfortable to ask for help when needed and often volunteers to answer questions. I made this decision just by observing Jou in the classroom throughout my field placement. Jou showed no signs of feeling out of place or feeling uncomfortable.

6. What are 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? - Based on my observations Jou seems to have more comfort in regards to his BICS rather than his CALP. Jou
shows no issues communicating with his peers whether it be in the classroom or at recess. He seems to have mastered language needed for day-to-day socialization. Jou still however struggles with his CALP. As mentioned, Jou struggles when reading passages and also has difficulty with spelling. I would say Jou is currently at Stage 4: Intermediate Fluency. Jou has not mastered the English language and that will take time. He is however beyond speech emergence in that he has mastered communicating his ideas verbally.

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?
- As mentioned Jou does not receive any materials different than what his peers receive. The only accommodation/modification that Jou receives is that he gets 1 on 1 support when applicable. Jou significantly benefits from this as it provides as an opportunity for scaffolding.