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Sheltered instruction technology integration plan
- 1. Sheltered Instruction Technology Integration Plan Andra Reynolds July 13, 2015 SEI 503 Shannon MC Church
- 2. Introduction Sheltered Instruction Meets Individual Student Needs Three Classroom Scenarios Technology Tools and Recommendations Demonstrate a Concept, Skill, or Strategy Provide Feedback Build Vocabulary
- 3. Classroom Scenario #1 Smart Board Whole Class Review of Parts of Speech Students Actively Participate
- 4. Classroom Scenario #2 ABC Mouse on iPad Students Create Sentences Individualized Learning
- 5. Classroom Scenario #3 Scholastic Image Galleries Bilingual Books Multimedia Projects
- 6. Conclusion Differentiate Use Any and ALL Avenues Reach ALL Learners
- 7. References ABC Mouse. (2015). Early Learning Academy. Retrieved from https://www.abcmouse.com/ Heinze, Juliette. (2004). Supporting English Language Learners with Technology. Retrieved from http://www.scholastic.com/teachers/article/supporting
Editor's Notes
- Hello and welcome. As you know, this committee has been charged with the task of exploring the integration of technology into sheltered instruction. The following presentation will focus on three realistic third grade classroom scenarios in which technology may be integrated into the SIOP model of instruction. I will be making several recommendations regarding the use of technology tools that support English language learners within the classroom. These tools will aide in demonstrating a concept, skill, or strategy, provide feedback for student development, and help students build their vocabulary. The comic on this screen is a great representation of our how students think these days because of their ease of access to technology. This access is available to all groups of students, including our ELLs. We should use this to our benefit since there are so many tools available out there that will help our students reach academic success.
- The first classroom scenario is as follows. He class will participate in a whole group review of the parts of speech they have learned about over the past few weeks. The teacher will utilize the Smart Board for this discussion to display on the overhead a sheet of paper that contains both simple and complex sentences. Each student will also have a copy of the sentences to use at their desk and keep for future reference. The teacher will go over expectations and then ask the students in random order (by pulling sticks) to read the sentences one at a time. They will go up to the Smart Board and take turns underlining the noun, circling the verb, place a “p” over any pronouns, and put rectangle around any adjectives. After each sentence is complete, the teacher will ask the class to raise their hands if everything is correctly labeled on the sentence. If not, then what can be changed? The Smart Board is a great tool to use in all classroom settings because it allows all students in the class to actively view and observe what is being discussed. Using this as part of a classroom discussion as previously mentioned, the students receive automatic feedback while they are building their vocabulary, language acquisition, and grammatical skills.
- iPads have unlimited uses in today’s classrooms. Since our district has on average three per classroom, it is a good idea to look at how these tools can benefit our learners. ABC Mouse is a web-based program that is for lower leveled learners (K-3) and teaches the basic foundations of the English language through fun learning games and exploratory activities. The program along with the iPad could be used in the following scenario. The ELL students are having a difficult time in making a complete sentence. There is an activity called “Sentence Builder” on this program that allows students to choose from specific words and they are tasked with dragging and dropping them into the correct place in the sentence. It is even complete with proper punctuation marks. The game goes at the student’s individual pace, and they receive immediate feedback on whether or not the sentence they created was correct. They are then given the opportunity to correct it. The teacher may observe and make recommendations for additional activities within the program that will further enhance their chances at successful learning.
- Scholastic’s website offers a plethora of technology tools for use with ELL students. In scenario 3 let’s examine a science class. You know the ELL students in your class will have a difficult time fully understanding the new science unit. Scholastic has a multimedia program that exposes students to more “complex vocabulary and complicated concepts by offering hands-on, engaging ways to explore the scientific content presented. Tools include curriculum based videos, live satellite broadcasts, and online activities including digital labs and electronic journals” (Heinze, 2004, para.5). This program will serve the function of introducing a new skill set to the students as well as give real world examples of science in action. Rather than focusing on the ELL student specifically, introduce the new information to the entire class in this manner but making sure to differentiate instruction for the ELL student/s.
- The tools and websites mentioned in this presentation may be used for the given scenarios as well as any number of other classroom situations. Many other websites specifically cater to ELL students, but these were ones that could be utilized for whole class instruction but with leveled and individualized learning for the ELL population. The ultimate goal in teaching is to reach all learners, and we as teachers should ultimately try everything in our power to do so.