1. 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.

2. 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.

3. STRATEGIES I USE TO MAKE CONTENT ACCESSIBLE TO ESOL STUDENTS

4. A WORD FROM OUR STUDENTS

5. 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

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

7. 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.

8. 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.

9. 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.

10. 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.

11. SIOP

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

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

14. 8 COMPONENTS LESSON PREPARATION INTERACTION
BUILDING BACKGROUND PRACTICE & APPLICATION
COMPREHENSIBLE INPUT LESSON DELIVERY
STRATEGIES REVIEW & ASSESSMENT

15. 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

16. 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.