Checklist of Instructional Modifications for LEP Students

Student(s) (initials): ____________________________________________ Grade: _5,6,8_____ School: _Abington Heights Middle School________________________________________ Date: _5/16/13_______________________
Instructional Modifications 1. Shorten assignments, tests 2. Oral administration of tests 3. provide highlighted texts, tests 4. Use visual cues to accompany oral directions 5. Provide advanced Organizers 6. Extend time for assignments, projects 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 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. Check (X) Modification X X Comment

Oral Tasks

X X X X X

Students create their own definitions The class is used to complete tasks from their Gen. Ed. Classes Older students helping younger students with math problems

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 for peers for

X X

clarification 24. Monitor for individual comprehension 25. Simplify language and adjust rate of speech when needed 26. Frequently monitor for comprehension 27. Other recommended interventions.

X X X X

Discussion of everyday activities

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 students were in a pull out class for ELL. There were 5 students who worked together for better understanding of material and worked with the teacher. Two students were working on sentence structures by writing sentences using helping verbs.

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) Yes one boy sat away from the other four students and actually said he was happy that one of the girls in the class was returning to her home country. 3. What type of interactions do you see between the ELL student(s), other classroom students, and the teacher(s)? Please describe in detail. The students were helping each other by making up sentences or working on math strategies such as changing an improper fraction to a mixed number. The teacher was very hands on with the students making up example problems and establishing communication

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. Maps were in the room but not really used but the students did have white boards to draw or write on. 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. It was very comfortable for all but one student. He didnt get along very well with the other students. 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? The students all had the ability to speak English fluently. They were able to communicate with each other and their teacher in English. Due to this I bellieve they were all at level 4 proficient. 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?