Checklist of Instructional Modifications for LEP Students

Student(s) (initials): K. Young, I. Rodrigues, J. Smith, J. Michaels

Kindergarten______
School: McNicolas Plaza__________________________
2015_________

Grade:

Date: Spring

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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?
In the kindergarten classroom I observed in, there were
multiple ELL students. Students went along with the morning
routine and then were pulled out of services during I-Time.
Each of the students had individual groups, determined by
their testing results. Students would either work with special
teacher aides to improve their reading or go with the reading
specialist. The reading specialist would go over key lessons
that the students were also learning in the classroom.
Learning alphabet was key during this time because most
students already knew it once arriving in kindergarten. Once
the students returned to the regular classroom, most of their
work was not accommodated. Since their work was not as
complicated, students were usually able to follow along quite
well with the teacher. However, the teacher was aware which
students usually needed help, always standing by them just in
case questions were asked. I feel these certain strategies
worked because the students were used to this routine. They
enjoyed the small group instruction when they were pulled out
but also like being in the classroom with their friends. I
believe this technique also works because the students are
still so young. As they grow older, students will need more
help and more one on one instruction time.
2. Do you notice any student behaviors that you would consider out of
the ordinary? Please describe in detail.
I did not find any students behavior out of the ordinary.
Students behaved extremely well for being in kindergarten. I
believe this happens everyday because the teacher, from the
beginning of the year, set up a schedule and routine for her
students. Students like following this because they know what
the school day is like everyday. Students who did not
understand something always had a helping hand coming from
somewhere in the classroom. I believe this kindergarten

classroom was one of the best behaved classrooms I have been

in.
3. What type of interactions do you see between the ELL student(s), other
classroom students, and the teacher(s)? Please describe in detail.
ELL students are only different because of their lack of the
English language. The teacher in this classroom would always
go over to the ELL students in the morning asking them if they
needed anything. Even though the teacher knew the answer,
there was never a morning I was in the classroom that she did
not ask them. I also feel the ELL students had a close
connection with the teacher. The teacher always looked out for
them no matter what was going on in the classroom. Other
children in the classroom viewed the ELL students no
differently than any other student. All the children in the
classroom were very accepting of each other.
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 I have seen used with the ELL students are
accommodated work when learning the basics in reading with
the reading specialist. The reading program that was used
was Wilson, which included all of the materials from
Fundations. The ELL students would have double the
amount of time with Fundations everyday, both in the
classroom and with the reading specialist. I believe the
materials they are using are extremely effective. Students
seem to be gaining a good amount of knowledge each day
through this program.
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.
Yes, the kindergarten classroom is extremely welcoming for all
students. Students are welcomed are function the same way
as all the other students, so there is no trouble. Students also
do not pick on any of the ELL students. Like I mentioned
before, the some students may not even realize they are ELL

students. Since they are so young manner do not even know

the difference.
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?
Many of the ELL students know the basics. They know how to
explain most things to the teacher, but not abstract things.
They know how to ask for things they need and want and also
when the teacher asks them a question, they can answer.
However, when the teacher is explaining directions to certain
assignments, the ELL students usually ask questions because
they are confused. The teacher automatically goes over to
them once finished explaining the directions to the entire class
and slowly explains it to them. She often uses hand signals
and gestures to get her point across. I would place the
students at a low level only because they are just learning and
are still so young. However, I believe they are not far behind
the other students as a result of all the extra support they
receive. I can truly tell the extra support and pullout services
are doing a great job!
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?
When I asked my cooperating teacher what type of
accommodations she uses she simply laughed. Since they
children are still in kindergarten there are no formal written
accommodations for things such as homework or worksheets.
The accommodations are more classroom involved. If she sees
a students struggling, she will only make them do a certain
amount of questions, or step it down a level for them. For
example, instead of writing 5 sentences with the new
vocabulary word in the story she will only except two at the
most from the ELL students. They are still learning, and will

continue learning for a long time. When doing a math lesson,

each student is always provided with some type of
manipulative for him or her to use. Since they are still in
kindergarten, the teacher adapts as she goes along. She is
learning with them, since she does not want to baby them.
She knows her limits and is always a step away from helping
them with anything they need.
Many of the accommodations on the checklist do not apply
since they children are only in kindergarten. However, the
ones that did apply are used in the classroom everyday. No
matter what it is, my teacher wants the best for all of her
students.