ELL / LEP student(s): what techniques / methods / strategies do you see being used? ELL students in Mrs. Padden's class are very reluctant to engage with other classroom students. ELL students get along with other students in the class, But rarely begin a conversation on their own.
Original Description:
Original Title
checklist of instructional modifications for lep students
ELL / LEP student(s): what techniques / methods / strategies do you see being used? ELL students in Mrs. Padden's class are very reluctant to engage with other classroom students. ELL students get along with other students in the class, But rarely begin a conversation on their own.
ELL / LEP student(s): what techniques / methods / strategies do you see being used? ELL students in Mrs. Padden's class are very reluctant to engage with other classroom students. ELL students get along with other students in the class, But rarely begin a conversation on their own.
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)
Mrs. Padden used flexible grouping and modifications to aid her
ELL/LEP students. In terms of flexible grouping, she determines whether the students would benefit more from being in a herogenius or homogenous group. For instance, if students are working with learning new vocabulary, she places her ELL students in a group where her learning support co-teacher can work with them and individualize their learning. With group projects, conversely, she places ELL students in heterogenius groups so they can learn from other students. For tests, she gives ELL students word banks, stortens answer choices, and reduces choices to simpler language. 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) The ELL students in Mrs. Paddens class are very reluctant to speak and participate in class and group discussions and activities. Many of the other students in the class are quite rowdy and loud, and the ELL students seem uncomfortable by that. All of the students get along for the most part; however the ELL students generally keep to themselves. 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 ELL students in Mrs. Paddens class are very reluctant to
engage with other classroom students and the teachers. They will speak when spoken to, and as mentioned above, they get along with other students in the class. But their interactions are minimal, and rarely do they begin a conversation on their own even when it comes to asking for help. As such, Mrs. Padden and the learning support co-teacher in the classroom make a concerted effort to engage the ELL students, asking them questions and encouraging them to speak and share their thoughts and ideas. 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. ELL students receive guided notes, which seem to be effective. All students receive guided notes, but for ELL students, it is broken down and important words are bolded. Although the guided notes are helpful, they are not entirely effective, as the ELL students rarely ask for help or raise their hand when they are lost. Because Mrs. Padden cannot be constantly checking in on these students thoughout the lesson without sacrificing the total progression of the class, they sometimes fall behind. The learning support coteacher checks in on these students too, but she also has to be checking in on other students with IEPs, as this is an inclusionary classroom. 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.
I do feel that the classroom environment is comfortable for ELL
students. They are encouraged to share their ideas, and although they are sometimes uncomfortable speaking in front of their peers
and sometimes fall behind, Mrs. Padden constantly strives to
make sure that her classroom environment is open and safe. Her ELL students seem to like her and to enjoy the class, even though many of them are quiet and reserved. She offers extra help, and ensures that she groups them in ways which will increase their confidence and their learning. 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? I would say that many of the ELL students in Mrs. Paddens classroom are at the Developing phase, according the the WiDA performance definitions for levels of English language proficiency in grades 9-12. Many of these students appear uncomfortable when speaking in front of the class; however many of them are capable of making predictions, comparing and contrasting characteristics, and identifying sequence processes. As for listening, they can certainly distinguish main ideas from supporting points, as well as evaluate information in social and academic conversations. They can also categorize content. In terms of reading, they can, for the most part, apply multiple meanings of words in an academic context, as well as answer questions about explicit information found in the book they are reading. For writing they can outline ideas in graphic organizers, and compose short writing pieces. Although many of her ELL students are shy, they are capable of keeping up with the content their peers are learning, and Mrs. Padden works hard to maintain and increase their comfort levels. 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? Mrs. Padden accommodates her ELL students by shortening assignments and tests, highlighting texts for them, providing graphic organizers, giving extended time on her assignments, pulling out ELL students to teach in small groups with the learning support co-teacher, encouraging students to underline key vocabulary words, seating ELL students in the front of the classroom, providing audiobooks for students to listen along with as they read their books, monitoring for individual student comprehension, shortening the length and requirements of oral tasks, simplifying language in instructions, and directly teaching vocabulary used on tests. She makes three different tests with different modifications for ELL students, students with IEPs, and general education students. Overall, she goes above and beyond to reach every student in her classroom of very diverse learners.