Scribd
Upload
30 views2 pages

Ya Ell

This document provides a checklist of observation questions for evaluating instructional modifications for limited English proficient (LEP) students. The 7 questions address techniques being used with LEP students and their effectiveness, student behaviors, interactions between students and teachers, resources and materials used by LEP students and their effectiveness, the classroom environment's comfort level for LEP students, LEP students' comfort level with English and their vocabulary performance level, and any accommodations or modifications made for LEP students according to the teacher.

Uploaded by

api-369995430
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
30 views2 pages

Ya Ell

This document provides a checklist of observation questions for evaluating instructional modifications for limited English proficient (LEP) students. The 7 questions address techniques being used with LEP students and their effectiveness, student behaviors, interactions between students and teachers, resources and materials used by LEP students and their effectiveness, the classroom environment's comfort level for LEP students, LEP students' comfort level with English and their vocabulary performance level, and any accommodations or modifications made for LEP students according to the teacher.

Uploaded by

api-369995430
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Checklist of Instructional Modifications for LEP Students

Student(s) (initials): _______________________________________________ Grade: ______

School: _________________________________________ Date: ________________________


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)

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)

3. What type of interactions do you see between the ELL student(s), other
classroom students, and the teacher(s)? Please describe in detail.

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.

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.

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?

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?

You might also like