Sheltered Instruction Technology Plan

By: Taryn WoodDecember 7, 2015

SEI 301Lisa Kempton

Introduction

In a second grade classroom there are many different technological resources that can be utilized to aid in instruction. In classrooms that have English language learners these technological resources can be extremely useful in helping these students succeed. Teachers need to know about the resources they can utilize in their classroom and how they can benefit the students to their fullest potential.

Scenario #1

A second grade teacher is using an interactive white board during a science lesson. The lesson was about the water cycle and how water moves through each part.

Aide in Demonstrating a Concept, Skill, or Strategy An interactive white board aides in demonstrating a concept, skill, or

strategy. Really an interactive white board can do so many more things but is particularly helpful in this instance because teachers can use many different resources from one place and display them all on this board.

To introduce the lesson the teacher can present a presentation, show a video, or play an interactive game. Students and the teacher can do different things by touching the screen and navigating how the activity is prepared to go.

An interactive white board is useful in this sense because it can focus on one concept, skill, or strategy but allow the flexibility to use many different resources all at one at the front of the classroom. It also allows for the teacher to talk through the lesson while using the resources.

Scenario #2

In classrooms everywhere there are computer, now more commonly laptops. Students use them for a variety of things from research, play games, do assignments, and even online assignments that are sent directly to the teacher.

Providing Feedback

It is becoming more and more common for students to do assignments on the computer. The assignments could be needed to be printed or sent directly to the teacher over the internet.

Teachers can use computers to provide feedback to students in a multitude of ways. When assignments are submitted electronically, teachers can provide feedback on that assignment that students can see at home. The feedback can also come quicker since the teacher does not have to write anything by hand.

Teachers can also use computers to provide feedback by using rubrics. Rubrics can be created on simple software such as Microsoft Word and can use simple language for English language learners.

Scenario #3

Story Time for Me is a website that has a library of stories that are animated and read by people aloud. The stories also have the text on the screen and highlight word for word as they are read so the students can see what is being said.

Building Vocabulary

Story Time for Me is a great resource in building a student’s vocabulary, especially one that is an English language learner.

English is a tricky language and sometimes words sound differently than they are spelt and the other way around. By seeing the words as they are being read the students can learn what these words look like. They are also hearing these words in context and can understand their meanings by using context clues for the words that they already are familiar with.

Teachers can arrange for students to watch these stories (they are also animated) during class time or at home in their leisure time.

Scenario #4

The students are instructed to work in small groups to complete an assignment. In some groups there are English language learners who are at different proficiency levels. The students who are not at a higher level proficiency level can be given a hand held translating device. This device can be used to translate the assignment as well as conversation with the group.

Cooperative Learning Groups

Translating devices are useful, especially when they are small and portable.

Group work can be intimidating for anyone, especially an English language learner. In this situation there may not be another student who speaks their native language and able to translate what is going on that the student may not understand. By having a hand held translation device the student can look at a paper or listen to what the others are saying and translate what is going on.

To help the English language learner the students who are proficient can write down what they are discussing so that the student who is translating can keep up. The student can also translate from their native language to English to include themselves in the conversation.

References

Echevarria, J. J., Vogt, M., & Short, D. J. (2013). Making content comprehensible for English learners: The SIOP model (4th ed.). Boston, MA: Pearson.

Story Time for Me. (2010). Free Online Children's Stories. Retrieved from http://storytimeforme.com/