Emma Gilroy
Checklist of Instructional Modifications for LEP Students
Student(s) (initials): JF
Grade: 2
School: Valley View Elementary School
Date: November 21, 2016
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)
This particular ELL student is provided with various techniques, methods, and strategies.
From my observation with the checklist below, I observed the following: oral
administration of tests, use of visual cues to accompany oral directions, advanced
organizers (outlining and webbing), study sheets, repeated reviews and drills, various
teaching strategies, teaching in small cooperative groups, seat in close proximity to
teacher, encourage student to underline key words or facts, allowing student to express
key concepts in their own words, provided time and place for assistance with school
projects, direct teaching of vocabulary used on tests, audiotape lecture, peer tutoring,
simplifying language/adjusting rate of speech when needed, and frequently monitoring
for comprehension. The classroom I observed in is a learning support classroom, so many
of these strategies are used for all students. These prove to be effective for the ELL
student as well as the other students in the class. The ones that seem to be most effective
for and personal to the ELL student are: seat in close proximity to teacher, allowing the
student to express key concepts in their own words, and simplifying language/adjusting
rate of speech when needed. I chose these because I have seen the student use his
learning support teacher as a resource because he sits so close to her. He often asks her
questions, but sometimes he even just turns to look at her before answering questions and
she gives him an affirmative nod. He is also allowed to explain concepts in his own
words and I believe this aids in comprehension because it is what he is more comfortable
with. Teachers also simplify language and adjust rate of speech when speaking to the
ELL student so that he is able to understand them. Sometimes when people speak to him,
they speak too fast. He seems to have difficulty comprehending what he has heard
because of the expression on his face. If things are repeated to him slowly and more
clearly, he is able to engage in conversation.
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 student seems to have some behavior issues, however they are not extreme enough to
warrant emotional support. He typically responds well to his regular classroom teachers,
but displays anger issues with other adults, particularly teachers of specials
(llibgray/art/gym/music). This student is a member of a learning support classroom and I
believe that the teachers are more aware of and sensitive to his needs or feelings. As an
ELL student within a learning support classroom, this students needs are met and
accomodated at all times. Sometimes he becomes very frustrated (likely due to his
difficulties expressing himself linguistically) and as a result he is given the opportunity to
take a break from assignments or takes them at a different time; however, this usually is
not an option in specials and he begins to act out as a result.
What type of interactions do you see between the ELL student(s), other classroom students, and
the teacher(s)? Please describe in detail.
The ELL student has appropriate social interactions with other students in the classroom.
The students do not view him any differently despite the fact that sometimes
communication is difficult for him and he has a thick accent. Students in this class work
incredibly well in small, collaborative groups and I believe that he has learned a lot from
his peers, especially figurative expressions. The student responds very well to his two
classroom teachers. As mentioned, they allow outlets for his emotions. He is given a
break from work when he becomes frustrated in class. However, his specials teachers
do not allow this. He often becomes frustrated in these subjects and acts out emotionally.
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 uses advanced organizers (outlining and webbing) and study sheets. The
student uses outlines for writing about sequencing in his English Language Arts lessons.
As a learning support classroom, many students are given the sequencing outline sheet
because they are in need of prompting. They are effective for most students, including
the ELL student. The students in the classroom also use webs for identifying the
chracteristics of characters or settings in stories. The ELL student responds best to webs,
likely due to the fact that all of the information he needs is right in front of him and he
does not need to recall anything. Students are also allowed to use their own words when
putting information in their webs. This is effective for the ELL student because he will
be able to understand his own thoughts/writing.
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 most comfortable in his classroom, when compared
to other areas such as the gym, cafeteria, or in any of his specials classrooms.
The students sit in small groups and are usually allowed to work within those
groups. He works best in these small groups and truly enjoys learning from his
peers. His teachers are incredibly responsive to his academic and emotional
needs as well. The classroom seems to be his safe place, as he rarely displays
any behavioral issues with classmates or teachers within the classroom. His
learning support teacher acts as his closest ally and offers assistance and
reassurance whenever hes in need. She acts as a mediator, poor both teachers and
students, whenever they have issues with the ELL student.
Whats 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 speaks decent English and seems comfortable with it the majority of
the time. The student does receive help at home from parents and older siblings.
His parents are not fluent, however they had participated in adult ESL classes
before they moved to the area; however, I am not sure where they lived and took
the lessons. The student is relatively advanced as an English language learner. I
have observed his conversations with peers and various teachers. He is able to
communicate ideas but sometimes chooses the wrong words or is hesitant when
speaking. The student displays a variety of vocabulary understanding,
specifically general sense of the word, context-bound knowledge, and knowledge
of but inability to use word in conversation. I would place this student at level 3.
He still does experience misunderstandings, both academically and socially. He
also relies entirely on collaborative work and support from teachers. He often
requires assistance and prompting during independent writing.
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?
Considering the ELL student is placed in a learning support classroom, all
students receive accommodations and modifications. When I showed the
checklist to my co-operating teacher, she said that many of them (all listed in the
first question) are used for all students and it was difficult to pinpoint any that
were specific to him. However, she did identify a few to be most helpful to and
most used for the ELL student: seat in close proximity to teacher, allowing the
student to express key concepts in their own words, and simplifying
language/adjusting rate of speech when needed. There were no
accommodations/modifications that were not on the checklist.
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