Megan Leddy

Checklist of Instructional Modifications for LEP Students

Grade: 5th Math

Student(s) (initials): J and V

School: Armstrong Elementary

Date: November 4, 2016

Instructional Modifications

Check () Modifications

1. Shorten assignments, tests

Comment

2. Oral administration of test,

taped tests
3. Provide highlighted texts,
test
4. Use visual cues to
accompant oral directions

J has to translate Spanish words

to English.

5. Provide advanced
organizers-webbing, outlining,
graphing.
6. Extend time for completion
of assignments, projects

7. Provide study sheets

8. Use assignment notebooks

and prompts

Notes in Spanish

9. Provide repeated reviews

and drills-vary teaching
strategies
10. Teach insmall copperative
groups
11. Reduce paper/pencil tasks
12. Provide manipulatives

Spanish/English word container

13. Seat in close proximity to

the teacher

J is sitting right next to the

teacher

14.Encourage students to
underline key words or facts
15. Use language experience
activities

16. Allow students to express

key concepts in their own
words

Teacher speaks Spanish to J

sometimes

17. Provide time and place for

assistance with school projects
18. Directly teach vocabulary
used on tests
19. Audiotape lecutes
20.Peer tutoring
21. Shorten length of oral tasks
22. Provide clarification in
primary language (if possible)

23. Allow translations by peers

for calrification

24. Monitor for individual

student comprehension

25. Simplify language and

adjust rate of speech when
needed

26. Frequently monitor

comprehension

Teacher speaks spanish to J and

student next to J translates
sometimes

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)
- The ELL students are in a regular 5th grade math classroom. In Armstrong, 5th grade
switches for all of their classes. I obseved Mr. Farklays math class he also teaches Social
studies to the same class. The Ell students are taught the same Everyday Math concepts
as everyone else in the class. J received worksheets, notes, homework, and test in
Spanish. Z receives everything in English. It seemed like both ELL students we
comfortable being in the regular math class with English speaking students. Mr. Farklay
knows basic Spanish and will try his best to use it to help J understand if this does not
help he looks to another student next to J to translate. He did not interrupt the other
student if she was working, he only asked for her help when she was done her work.

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(s) and other classroom
students)
- I did not notice any out of the ordinary behavior for Ell students or other classroom
students.
3. What type of interactions do you see between the ELL student(s), other classroom
students, and the teacher(s)? Please describe in detail.
- I noticed some students in the class look at J to see if she is doing the same work as
them and checking to see if she is translating her words correctly. Mr. Farklay did not ask
them to do this, I think they were curious. Mr. Farklay asked another student in the class
to walk with J to get her papers from the copy room, the other student did not mind and
tried to talk to J in spanish using some words he knew.
4. 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 resources J uses are translated notes, worksheets, tests, and homework. When
worksheets are not translated in time Mr. Farklay asks J to work on her Spanish to english
translation words. The words are in a container and J has to pick a spanish word out and
write the english translation. The english word is on the back of the spanish word if J
needs help. When J is done Mr. Farklay review the words with J . He alternates between
spanish and english when he talks to J. I think these resources and materials are effective
because J is not behind in class because she can understand what her papers say and what
it is asking her to do.

5. 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 classroom environment seems very comfortable for all students especially ELL
students. Mr. Farklay is very helpful, calm, and gives every student time to think, gives
hints when students are struggling, and shows more than one way to solve problems. He
asks students to show their problems in front of the class and when the student is done he
asks the rest of the class to give the student who shared a round of applause. This shows
students to support each other. J sits right in the front close to Mr. Farklays desk while Z
sits in the 2nd row in the middle of the class. J sits next to another student who speaks
Spanish and she translates for Mr. Farklay sometimes.
6. 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?
-

J is in the pre-production stage. Mr. Farklay told me she knows little to no English.
Her assignments are tranlated to Spanish and Mr. Farklay speaks English and Spanish
to J. I observed her in the silent period, she did not talk to her teacher or classmates
she would nod yes or no when Mr. Farklay asked questions.

Z is in the early production and speech emergence stages. I think he is in both because
Mr. Farklay told me Z is fluent in English but has poor retention and comprehension.
He is not where he needs to be. I noticed Z has trouble with comprehension because
Mr. Farklay had to talk to Z one-on-one to repeat the directions in a slow manner and
step-by-step. Z started to just copy other students answers in math and Mr. Farklay
asked him to redo it. Z was not allowed to look at the board. Mr. Farklay told me he
asked Z to redo it because he wants to see what Z really knows in Math. Mr. Farklay
asked Z to walk him through the problem and how Z solved it, Mr.Farklay wanted to
assess Zs knowledge.

7. 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?
- Mr. Farklay told me he writes out J and Zs notes and gives them a copy during the
class. Js notes are translated to Spanish. Mr. Farklay shortens both students test but he
did not tell me if test are read to them. All of Js tests, worksheets, homework, and notes
are all translated to Spanish. Zs are not he just gets a copy of the notes and shorten tests.
Mr. Farklay gives J words that are in Spanish and English in a container. When her work

did not print out he asks her to translate her words in her notebook. He goes over each
word with her when she is done. Mr. Farklay talks in Spanish to J when he can.