Checklist of Instructional Modifications for LEP Students

Students Initials: CS
Grade: Third
School: Jefferson Elementary
Date: 10/15/15

Instructional Modifications

Check
Comments
Modification
1. Shorten assignments, tests
x
Students tests were
altered with written text
but added with pictures
and sound to help student.
2. Oral administration of test, taped
x
Teacher helped read the
tests
test to students so that
student could understand
what was being asked.
3. Provide highlighted text, tests
X
If information needed to
be pointed out it was
highlighted
4. Use visual cues to accompany oral
X
Teacher made sure to
directions
point to objects so
students understood what
she was talking about.
5. Provide advanced organizer-
X
Student was provided
webbing, outlining, graphing.
with additional
information to follow
along easier.
6. Extend time for completion of
X
In class student had
assignments, projects
longer time to complete
assignment.

7. Provide study sheets
X
Teacher provided sheets
for whole class
8. Use assignment notebooks and
X
Teacher has all students
prompts
use notebooks.
9. Provide repeated reviews and
X
Teacher repeated
drills-vary teaching strategies
instructions and kept
them simple so student
understood.
10. Teach in small cooperative groups X
Teacher taught students
in tiered groups.
11. Reduce paper/ pencil tasks
X
Teacher had student use
more hands on
approaches to explain
answers.
12. Provide Manipulatives
X
Were provided for the
students if necessary.

13. Seat in close proximity to the
X
So that student could
teacher
clearly hear her.
14. Encourage student to underline
X
Teacher used this method

key words or facts

15. Use language experience activates X
16. Allow student to express key
X
concepts in their own words
17. Provide time and place for
X
assistance with school projects

with all students.

Teacher offers help to all
students who need
additional help.
Went over unfamiliar
words with student.

Teacher pairs students in
pairs for some tasks.
When giving directions
teacher is clear and
doesnt use to many
unnecessary words.

18. Directly teach vocabulary used on

tests
19. Audiotape lectures
20. Peer tutoring

21. Shorten length of oral task

22. Provide clarification in primary

language if possible
23. Allow translations by peers for
clarification

24. Monitor for individual students

comprehension
25. Simplify language and adjust rate
of speech when needed
26. Frequently monitor for
comprehension
27. Other recommended interventions

Teacher allows students

to work with one another
to help solve problems

During instruction

1. ) There were many techniques used to ensure that the ELL student
comprehended the lesson. Providing extra time for the student to
process the instructions and information, talking in a clear slow tone,
and pairing student with a partner when necessary were all strategies
that benefit the ELL student.
2. I did not encounter any behaviors that were out of the ordinary when
observing the lesson. Some students, at times, fell off task, however
the teacher used various methods to pull the students attention back to
the task.
3. The ELL student worked well with his peers. He also worked very
well with the teacher in communicating what he did and did not
understand. I imagine that in the beginning the ELL student was
reluctant to speak up or ask questions because he was not familiar

4.

5.

6.

7.

with the language however he seemed to be comfortable working with

his peers and the teacher at this time.
Within the classroom there were images placed on objects to help the
ELL student identify. There were also words placed on these objects
so the student could become familiar with words in the English
language. There were some books in the students native language so
that the other students as well as the teacher could become familiar
with his language, as well as help the ELL student acclimate to the
classroom environment.
The classroom was very comfortable for all of the students including
the ELL student. It is important that students feel comfortable in their
classroom so that they feel comfortable to learn and grow to become
problem solvers.
The student has a basic command of the language. I would say that
this student displays signs of being in Stage IV, intermediate fluency.
The student is expressing comfort in sharing his opinions. He is
starting to use more complex sentence structure but still struggles to
grasp some of the basic grammar formation of the English language.
The teacher has made several accommodations for the student. For
example the student sits closer to the teacher so that he can better hear
and understand her instruction. She also has the classroom labeled so
that he can slowly start to assimilate objects with their names in the
English language.