Gabriella Allegra

Checklist of Instructional Modifications for LEP Students

Student Initials: A. G. Grade: Third School: Neil Armstrong Date:
Instructional Modifications Check Comment
Modification
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, graphing +
6. Extend time for completion of assignments +
7. Provide study sheets +
8. Use assignment notebooks and prompts
9. Provide repeated reviews and drills - vary teaching strategies
10. Teach in small cooperative groups +
11. Reduce paper/pencil tasks
12. Provide manipulatives
13. Seat in close proximity to the 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 words
17. Provide time and place for assistance with school projects
18. Directly teach vocabulary used on tests +
19. Audiotape lectures
20. Peer tutoring
21. Shorten length of oral tasks
22. Provide clarification in primary language (if possible)
23. Allow translations by peers for clarification
24. Monitor for individual student comprehension
25. Simply language and adjust rate of speech when needed +
26. Frequently monitor for comprehension +
27. Other recommended interventions…
 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)
Since the student I have observed for this assignment is a stage III student, certain
techniques and methods are used to accommodate this student, along with below level
learners in the classroom. One of these techniques is having students work in pairs and groups
to discuss content. I have observed that the ELL student does not often want to share in front
of the whole class, but she is comfortable sharing with other students. When pair share occurs,
the teacher makes a point to what this student is sharing with her partner to verify she has an
understanding of the material. Another technique is speaking slow and repeating directions
when necessary. This act is not only beneficial for the ELL student but for the other students in
the class as well. Another technique is showing visuals while teaching vocabulary to the entire
group. This is effective because it allows the students to see the word they are learning and can
make a connection between the two. Lastly, whenever my teacher had the chance, she would
work with the ELL student and other students in a small group to ensure they were
understanding the new material. As we have learned in multiple classes, small group instruction
can be crucial for students to grasp new material.

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 and other classroom students)
I do not notice behaviors that I would consider especially “out of the ordinary”. The only
behavior that would possibly fit in this category is the ELL student is hesitant to share in front of
the entire class. It is assumed that this is because she is still becoming comfortable using the
English language. However, I do not believe this is detrimental to her because many of the
students in the class are hesitant to share due to shyness.

3. What type of interactions do you see between the ELL student, other classroom students,
and the teacher? Please describe in detail.
I am very fortunate to be in a very positive classroom environment. My cooperating
teacher makes a point to reinforce the classroom rules and requires everyone to be respectful
of one another at all times. This is a great environment for the ELL student to be in because she
is able to grow more confident in the English language without feeling judged by her peers.
Since I am in a third grade classroom, I am sure conflicts arise, but I have not witnessed any
thus far. I have only seen positive interactions between the ELL student, other students and the
teacher.

4. 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?
I do not see many resources or materials being used with the ELL student that are not
used with other students in the classroom. Some materials used with the ELL student and other
members of the class are graphic organizers and pictures that accompany the story the class is
reading. They appear to be effective because the students receive just enough assistance to be
successful.
5. Does the classroom environment seem to be comfortable for the ELL student? Please
describe the environment and explain how you made your decision.
Yes, the classroom environment seems to be comfortable for the ELL student. As I
previously mentioned, my cooperating teacher makes a point to make the classroom a positive
place for all students to learn and grow. She constantly reinforces basic rules such as hand
raising and not speaking over others. Although the ELL student is often unwilling to share to the
whole class, the environment in this classroom gives her the opportunity to do so if she wants
to. If my cooperating teacher did not have effective classroom management, I do not think the
ELL student would be as successful.

6. 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?
After observing the ELL student, talking to my cooperating teacher and reviewing the 2 nd
Language Acquisition PowerPoint, I have determined she is in Stage III. When students are in
this stage, they are able to communicate with simple phrases and sentences and can initiate
short conversations with their classmates. I have seen this with my ELL student on numerous
occasions. Over time, her comprehension and vocabulary skills have expanded which are
characteristics of this stage. Since she is at a midpoint in the stages, I can determine she is
relatively comfortable using the English words she knows.

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?
Unfortunately, I did not have the chance to ask the cooperating teacher about
accommodations and modifications. However, I did observe my teacher frequently checking on
the ELL student to make sure she was on track. She never let any of her students, but especially
her ELL student and below level learners, become lost or confused during a lesson.