LET’S GET STARTED DUNDALK HIGH IS ONE OF FIVE HIGH SCHOOL ESOL CENTERS. WE ARE THE CENTER FOR THE SOUTHEAST AREA AND SERVE STUDENTS FROM PATAPSCO, CHESAPEAKE, KENWOOD AND SPARROWS POINT HIGH SCHOOLS.

PRE-ASSESSMENT All ESOL students are recent arrivals to the U.S. T F ESOL students have only sheltered ESOL classes. T F I have to make my lessons easier for ESOL students. T F About 10% of DHS students are in the ESOL Program. T F ESOL students have different graduation requirements than T F non-ESOL students.

STRATEGIES I USE TO MAKE CONTENT ACCESSIBLE TO ESOL STUDENTS

A WORD FROM OUR STUDENTS

OUR STUDENTS COME FROM 28 COUNTRIES AND PUERTO RICO ARGENTINA GUATEMALA NIGERIA BENIN HONDURAS PAKISTAN COLUMBIA INDIA PUERTO RICO CONGO IRAQ REP CAMEROON CUBA JAPAN RWANDA DOMINICAN REPUBLIC JORDAN SYRIA ECUADOR KENYA TANZANIA EGYPT LIBERIA UKRAINE EL SALVADOR MEXICO USA ETHIOPIA NEPAL

OUR LARGEST POPULATIONS ARE SALVADORAN (30%) AND HONDURAN (21%)

OUR STUDENTS HAVE DIVERSE ACADEMIC BACKGROUNDS SOME ENGLISH LANGUAGE LEARNERS HAD STRONG ACADEMIC BACKGROUNDS IN THEIR NATIVE COUNTRY BEFORE COMING TO THE UNITED STATES. THEY MAY BE ABOVE GRADE LEVEL IN CERTAIN SUBJECTS, I.E., MATH OR SCIENCE, AND ARE LITERATE IN THEIR NATIVE LANGUAGE. THESE STUDENTS NEED ENGLISH LANGUAGE DEVELOPMENT SO THAT THEY CAN BECOME MORE PROFICIENT IN ENGLISH AND TRANSFER THE KNOWLEDGE THEY LEARNED IN THEIR NATIVE COUNTRY’S SCHOOLS TO THE COURSES THEY ARE TAKING IN THE UNITED STATES.

STUDENT POPULATION - #2 OTHER ENGLISH LANGUAGE LEARNERS HAD VERY LITTLE FORMAL SCHOOLING IN THEIR NATIVE COUNTRY BEFORE COMING TO THE UNITED STATES. THEY HAVE LITTLE TO NO LITERACY IN THEIR NATIVE LANGUAGE AND MAY NOT HAVE HAD MANY SCHOOLING EXPERIENCES. THESE STUDENTS NEED TIME TO BECOME ACCUSTOMED TO SCHOOL ROUTINES AND EXPECTATIONS AND ARE MOST AT RISK FOR EDUCATIONAL FAILURE.

STUDENT POPULATION - #3 OTHER ENGLISH LANGUAGE LEARNERS HAVE GROWN UP IN THE UNITED STATES BUT SPEAK A LANGUAGE OTHER THAN ENGLISH AT HOME. SOME STUDENTS ARE LITERATE IN THEIR HOME LANGUAGE AND, WITH APPROPRIATE ENGLISH LANGUAGE AND CONTENT INSTRUCTION, ARE LIKELY TO BE ACADEMICALLY SUCCESSFULLY.

STUDENT POPULATION - #4 OTHER ENGLISH LANGUAGE LEARNERS ARE LONG-TERM ENGLISH LANGUAGE LEARNERS, WHO LACK PROFICIENCY IN ENGLISH EVEN AFTER FIVE, SIX OR MORE YEARS IN U.S. SCHOOLS. THEY TYPICALLY HAVE ORAL PROFICIENCY IN ENGLISH, BUT LACK ENGLISH READING AND WRITING SKILLS IN THE CONTENT AREAS. THESE STUDENTS TYPICALLY STRUGGLE ACADEMICALLY.

SIOP

WHAT IS SIOP? S HELTERED I NSTRUCTION O BSERVATION P ROTOCOL

WHAT DOES IT MEAN? IN SIMPLE TERMS, BLOW THE DOORS OFF TO MAKE CONTENT COMPREHENSIBLE FOR ALL STUDENTS.

8 COMPONENTS LESSON PREPARATION INTERACTION BUILDING BACKGROUND PRACTICE & APPLICATION COMPREHENSIBLE INPUT LESSON DELIVERY STRATEGIES REVIEW & ASSESSMENT

EXAMPLES OF SIOP STRATEGIES USE GRAPHIC ORGANIZERS INTRODUCE AND DEFINE KEY VOCABULARY SIMPLY AND CONCRETELY CREATE A CONTENT WORD WALL USE A VARIETY OF QUESTION TYPES ALLOW AMPLE WAIT TIME THINK ALOUD PROVIDE OPPORTUNITIES FOR INTERACTION ENCOURAGE MORE ELABORATE RESPONSES

FOLLOW UP HANDOUT WILL BE PLACED IN YOUR MAILBOXES FRIDAY AFTERNOON WITH MORE INFORMATION ABOUT SIOP. IF YOU HAVE QUESTIONS PLEASE SEE NANCY YETTER IN 2166.