Classroom Observation

Checklist of Instructional Modifications for LEP Students
Student(s) (initials):
D.C.
Grade: 4
School: Mill Creek Elementary

4/2/15
Date:
Secure skills only
List steps to solve

problems
Calculator problems only

Highlight operations
Notes key vocabulary
Cooperative learning
Home links in Spanish
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 teacher I observed used various visuals and check lists with the
ELL student. She used many of the visuals with the whole class, and
the check lists were just for the ELL student. I think that it was
effective in providing another method of receiving information besides
auditorily. The student seemed to respond well to the visuals and used
the check lists to make sure he was correctly completing the task at
hand.
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 general education students in the classroom were extremely eager
to help the ELL student. The teacher taught all of the students some
common words in Spanish to make the ELL student feel more
comfortable, and the other students in the classroom were very
enthusiastic about helping the ELL student feel comfortable and learn
English.
3.
What type of interactions do you see between the ELL

student(s), other classroom students, and the teacher(s)?
Please describe in detail.
As I mentioned in the previous question, the class was very eager to
help the ELL student. Because it is later in the year, the ELL student
has grown to be relatively comfortable with his class, and he frequently
looked to other students for clarification. The students were very kind
to the ELL student and willing to help. The teacher also made various
accommodations and modifications for the student and was very
willing to do whatever necessary to help the student succeed.
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.
Some resources used with the ELL student included flash cards,
checklists, and study guides. For example, when learning new
vocabulary, the teacher provides the student with a flashcard for each
word. Each flashcard includes the word, a definition, and some kind of
visual representation. She said that this method has helped the
student to successfully learn and understand new vocabulary.
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.
In the classroom that I observed, the students are seating in groups.
The ELL student seemed very comfortable with this arrangement and
frequently turned to his peers for help, as I mentioned. The teacher I
observed frequently uses cooperative learning and group work to allow
students to help each other. It was a very laid-back environment that
was definitely conducive to 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?
The student I observed definitely had a higher receptive vocabulary
than ability to actually speak English. I would place him somewhere
between early production and speech emergence. He was able to
communicate with the other students and with his teacher, but his
English was not all that great. He was able to use simple phrases and
to piece together words and gestures to convey his point.
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?
The teacher makes various accommodations and modifications for the
ELL student in her class. She shortens her tests to address the main
concepts, has the student complete assignments but sometimes
leaves them ungraded, uses various cooperative learning activities,
and provides opportunities for ELL students to talk, share, and respond.
She takes a very student-centered approach. Many of these do appear
on the checklist.

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Checklist of Instructional Modifications for LEP Students

School: Mill Creek Elementary

Secure skills only

List steps to solve

Calculator problems only

Notes key vocabulary

Home links in Spanish

Observation Questions for ELL/LEP student(s)

What techniques/methods/strategies do you see being used

2. Do you notice any student behaviors that you would consider

What type of interactions do you see between the ELL

4. Identify resources/materials that are being used with the ELL

Does the classroom environment seem to be comfortable for

6. Whats the comfort level of the ELL student(s) in regards to

7. If you feel comfortable enough to ask, ask the cooperating

appear on the checklist? Why/why not do you think they are

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