[Your State’s Name] State Department of Education
[Your Superintendent’s Name] State Superintendent of Schools
[DOE City and State]
To Whom It May Concern:
As an educator in the field of early childhood education I have a concern regarding English Language Learners (ELL) reaching linguistic proficiency. My authentic learning experience as an educator within the classroom revealed the harm that takes place academically when an ELL is pulled from the classroom two to three times a week for 30-45 minutes a day. This action creates a disconnect between the ELL and his/her classroom social interaction and normal daily classroom routines. In society today, schools have experienced a dramatic increase in enrollment of ELL’s; this is due to the immigration and migration of families to the United States from different parts of the world. There is a need to bring into existence a strategy that will increase the English language proficiency ability among ELL’s. The state of [Your State’s Name] public elementary schools have experienced linguistic and dialect differences within the classroom, which proves many ELL’s are challenged to perform at literacy proficiency levels, meet state standards and state assessments. Enrollment within the schools in society will continue to increase each year with ELL’s and it is imperative to ensure the school systems accommodate all ELL’s and help them reach their linguistic potential.
Although there are methods already in place within the [your state’s name] school systems to prevent isolation and low linguistic proficiency, such as the pull out method, an improved strategy is needed. There is an alternate system that is designed to improve the linguistic deficiency among ELL’s. The Sheltered Instruction Observation Protocol is a program that trains teachers to integrate academic language development into their lessons, through this method students are not pulled out of class, but they remain and are afforded the opportunity to learn and practice English as it is used in the textbooks and lectures in each academic discipline.
This program allows teachers to modify their instruction so they can meet the ELL where they are linguistically and build upon what they already know.
As an advocate and future educator, I strongly recommend this program for all teachers and schools. Our goal is to ensure that every ELL reaches their linguistic potential. The critical urgency to develop a strategy that will accommodate incoming ELL’s requires the support of students as learners, parents as support, teachers as instructors and the state as a resource.
Thank you for your consideration of the SIOP program in advance.