Checklist of Instructional Modifications for LEP Students Student(s) (initials): MV Grade: 2nd School: Bear Creek Charter School

Date: 04.03.14

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Observation Questions for ELL/LEP student(s) What techniques/methods/strategies do you see being used with the ELL/LEP student? Are they effective? Why or why not? (Either specifically for the ELL student or in whole class/small group instruction) This particular ELL student was just recently tested for ELL and it was confirmed that he needed classroom modifications. My cooperating teacher wasnt very informed about how to assist an ELL student in her classroom. However, I saw her using many different strategies to make sure that MV was able to succeed. First, my cooperating teacher made an effort to place MV in a new location in the classroom and in a selected group that would aid in his understanding. His desk was moved to the front of the classroom and he was placed in a selected group of students for group work time. This group ranged from high level to lower level students. The high level students were able to assist one another and the opportunity of having the low level students in MVs group enabled the teacher to use individualized instruction and reinforcement with not only the lower level students but also MV. My cooperating teacher also gives MV the opportunity to have tests and other assignments read aloud to him. This enables him to understand what is being asked of him. Most of these strategies seem to be effect except for the group placement. I think that having MV in a group with such diverse students makes him anxious. Placing him with just the lower level students would give him the opportunity to stay at a slower pace and keep to his own work. When being in a group with higher level students, I notices MV just simply looking at the other students work and copying their responses. This isnt helpful for his understanding and language development. Do you notice any student behaviors that you would consider out of the ordinary? Please describe in detail. (This applies to both ELL students and other classroom students) I dont notice any alarming behavior out of the ordinary between MV and his other classmates. Because his language development is gradually increasing, the students dont seem to have a communication barrier with him. MV is always included in activities and self selected pair sharing time. The other students in the class dont seem to notice the delay in his English fluency, however it is very evident in written work. I believe that this may be due to the fact that he is still thinking and processing in his native language, and not able to correctly translate his ideas in a written manner. It seems to be much easier for him to communicate orally. What type of interactions do you see between the ELL student, and other classroom students, and the teacher? Please describe in detail. As I previously stated, MV has normal friend and classmate relationships with the other students both male and female. However his relationship with my cooperating teacher seems to be lacking. I dont feel as though he is comfortable in approaching her with his questions. He seems to be embarrassed by his schoolwork and is afraid to approach the teacher for help. He is however open to approach both me and the aids in the classroom for assistance. He would much rather have me read his test questions to him than the teacher. Although I wouldnt pin my cooperating teacher as intimidating, I think that MV is afraid to be wrong in front of her. Identify resources/materials that are being used with the ELL student. Please describe in detail how the ELL student is using them. Do they appear to be effective? Explain. One of the main resources that the ELL student uses is computer applications. Instead of completing what the other students complete, AR quizzes, MV uses this time to delve into language application programs. My cooperating teacher found various websites that allow MV to test his vocabulary, spelling, and grammar. MV seems to be able to provide simple written responses, but my cooperating teacher is striving for him to provide more in depth

and explicit information. MV is proficient in punctuation, but he struggles with his word choice and spelling. It is clear that MV understands material, but it is hard for him to prove this. My cooperating teacher believes that these computer programs will provide MV with the additional assistance he may need that she can not provide him with during class time. 5. Does the classroom environment seem to be comfortable for the ELL student? Please describe the environment and explain how you made your decision. I believe that the classroom environment is comfortable for the ELL student. He is seated at the front of the classroom and in close proximity to other students. He is surrounded by students that pay attention and follow along with the teacher. These students dont deviate from the classroom agenda. This is good for MV because if he is questioning his ability to follow instruction, he can refer to his classmates for assistance. The classroom also has a variety of signs and posters that allow MV to see words of use. The vocabulary words are displayed weekly, and the subject along with assignments is also displayed for all students to see. Because MV is the first ELL student for my cooperating teacher to have in her classroom, I believe that the attempts at comforting MV are becoming successful. 6. Whats the comfort level of the ELL student 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 believe that MV is at a medium comfort level with the English Language. My cooperating teacher mentioned to me that MVs parents are also bilingual and are making the best attempts they can to speak English at home. She mentioned that the language they speak is more of a Spanglish and MVs vocabulary is not as advanced as it should be for a 2nd grader. MV embodies a context-bound knowledge in which he knows what some vocabulary words relate to but not necessarily the whole meaning. MV has basic vocabulary but struggles with the application of advance word usage or relating assigned vocabulary words to content and subject areas. MV has difficulty connecting the meaning of vocab with the actual word. 7. If you feel comfortable enough to ask, ask the cooperating teacher what type of accommodations/modifications they have to make for the ELL student. 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? I mentioned that my cooperating teacher makes sure to put MV in the front of the classroom and surround him with students that will assist him. I also mentioned that MV is given the opportunity to have tests and assignments read aloud to him. This assists him with his comfort level. My cooperating teacher mentioned to me that the curriculum book she has provides her with specific wording to use with ELL students for each lesson. Although she claims to not always have enough time to do so, my cooperating teacher says that these same strategies are helpful for her lower level students as well. She aims to make use of this helpful tool in all of her lessons. Many of the modifications that my cooperating teacher provides MV with are listed on the checklist. One modification that I would suggests would be useful is the use of audiotapes. It seems as though MV has a difficult time reading books both on his own and aloud. I feel that this would help his fluency and understanding of content. I know when I was younger, although I wasnt an ELL student, I did have central auditory processing disorders that this strategy helped me with immensely. I feel as though MV would benefit greatly with the use of audio.