Checklist of Instructional Modifications for LEP Students

Student(s) (initials): __________RC_____________________________________

Grade: __K__
School: Valley View Elementary Date: November 23 2014

Observation Questions for ELL/LEP student(s)

1.

What techniques/methods/strategies do you see being used

with the
2.

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 do not notice any behaviors that I would consider out of the
ordinary in RC. He is thriving at a level that I, as well as his
teachers are impressde by giving his limited time here
coming with no english speaking ability at all.
3. What type of interactions do you see between the ELL
student(s), other classroom students, and the teacher(s)?
Please describe in detail.
At first, the other students did not interact with RC at all
because of his lack of comncation. Now they are helping him
with work and communciation and will even praise him when
he is able to communicate something correctly which he
throughouly enjoys. His teachers try and treat him the same
way they would any other student so he does not feel
isolated or different.
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.
RC has a ELL teacher come in and the teacher comes to take
himout for indvidualized instruction. I have not seen the
work or what is done with the specialist, but based on his
improvement in a short amount of time, I think it is very
benefical and effective.
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 environemnt seems to be very comfortable
for RC. He has been here since the end of sepetember and
has accumlated great. He now interacts with the children

and can understand several words now so he can engage in

some communication with his peers. RCs demeanor is a lot
more extrovereted than it was when he first came and has
made friends that help him communicate.
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?
In the beginning, RC was very shy and reserved and did not
respond at all. Now he is very comfortable and is bubbly and
excited just like any other kindergatrten student. He gets
excited when he is called on and is able to idenifty all letters
of the alphabet and is working on his letter sounds. I would
put at this time RC at the Context-bound knowledge level.
HE has progessed enourmously since the beginning of the
school year. RC is able to communicate with his peers and
express his wants and needs in english in reagards to school
related situations as well as personal.

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)
I didnt really notice any different types of strategies or
methods used with the ELL student. Because he is in
kindergarten he is at the same level as many of the
students in his class. He had to learn his letters and letter
souunds at the same time as his fluent english speaking
peers. He is able to thrive without specfic methods to just
benefit him because he is at the same ability level, if not
higher, than his peers.