Checklist of Instructional Modifications for LEP Students

Student(s) (initials): _______________________________________________ Grade:

______
School: _________________________________________ Date:
________________________

 I am not able to modify the following checklist, though Ive trued and tried; in this video ,
there is a focus on 4. 9. 10. 11.12, and 13, 25, and 26, but very little of the other
strategies used. .

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)
In one of the first segments, when she is cooking, she continually asks the studentsWhat am I doing now? and makes them aware of small in congruencies in the English
language which a native speaker might take for granted, such as mixing verses beating
when cooking. This is important for the reason just stated but also because it forces
students to pay attention, provides visual cues, and demonstrate word usage in context.
As an English major, I find her use of live action verb tense to be very effective and I
think this method would work for any student that struggles with verb usage and tense.

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)
No, I did not notice anything out of the ordinary aside from the fact that
they appear to be very focused on their work rtaher than oneanother (even
when grouped) and keep their eyes directed toward the teacher, even when
she directs them to look at another student who is performing an action.

2.

What type of interactions do you see between the ELL

student(s), other classroom students, and the teacher(s)?
Please describe in detail.

As stated above, the students seem most intensly focused on the lesson and teacher. There
is some joking when the saute pan is passed to the back row, but it is very minimal and
resptful.

3. 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.

I found that using action (cooking) to teach the tenses of action verbs to be
very effective. Students are either simulating or actually performing an
action and this physical movement combined with visual represention and
repletion would seem to me to be very effective.
4.

Does the classroom environment seem to be comfortable for

the ELL student(s)? Please describe the environment and
explain how you made your decision.
It seems very crowded, but otherwise generally comfortable.

5. 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?
This question is difficult to answer from this vidoe, but they all seem to be at ease with
their current level of proficincy; this is also because they are only required to give one
word answers to the questions.

6. 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?