This document provides an overview of a training for teachers on integrating technology into the English/Language Arts classroom. It outlines the learning objectives which are for participants to use discussion forums, summarize reading strategies videos, and provide peer feedback. It then covers activities using tools like forums, surveys, reading strategies, spelling games, and creating communication boards. The training aims to help teachers use the curriculum, differentiate instruction, and engage multi-abled learners through technology.

1. Technology and ELA
Technology in the English/Language Arts Classroom
Ayo Jones
P a r t i c i p a n t s :
1. Log On To Computer
2. Access www.tinyurl.com/Tech-N-ELA
3. Open a new browser window. Access
www.Socrative.com
and enter classroom number ______

2. ELA Curriculum and You
In this training, participants will learn
new ways to use the curriculum,
integrate technology, and differentiate
for multi-abled learners.

3. Learning Objective
1) When presented with a sample writing
activity, participants will use a Forum accurately by
posting a question.
2) When presented with reading strategies
videos, training participants will summarize specific
strategies, explain a way to use strategies in the
classroom, and create a video using Screenr.
3) When presented with a peer questions about ELA in
the classroom, training participants will respond to at
least one and provide feedback.

4. Welcome
P a r t i c i p a n t s :
1. Log On To Computer
2. Access www.tinyurl.com/Tech-N-ELA
3. Open a new browser window. Access
www.Socrative.com
and enter classroom number ______
Trainer Introduction
Ayo Jones
Teacher and Trainer
CFISD

5. Warm Up
Participants:
1. Access the Project Share Page and click on “Forums” tab.
2. Post one question you‟d like answered from this session.
(In the title section, place a generic title like
“curriculum”, “planning”, “abilities”, or “help”.)

6. Warm Up
Differentiation:
• LEVEL 1- Will work on typing their name (hand over hand help).
• If your level 1 student cannot access computers for behavioral or
accessibility reasons, students can use paper & pencil, assistive, or
augmentive tools.
• LEVEL 2- Will type their name, the date, and the prompt. (Letter
recognition, keyboard practice, and simple sentence. )
• If your level 2 student cannot write a simple sentence, do so with
assistive tools (like word lists, vocabulary communication boards, or
dictation tools).
• LEVEL 3- Will type their name, the date, and the prompt. (Expected
to write 3-5 on topic sentences.)
• If your level 3 student is able to, write a paragraph with topic sentence,
supporting details, and closing sentence (may need graphic organizer).
• ALL STUDENTS should check for periods and capital letters & read
what they wrote before time is up.
When time is up, each student will read their prompt aloud to share.
Those that were unable to compose sentences will respond with a
communication board, voice output device, or verbally stating the

7. Quick Check
Participants:
1. Click over to your Socrative Page.
How comfortable do you feel using a forum on a scale of
1-5? (5 is no idea and 1 is I’ve got this)
2. Second Question:
Do you plan on using this tool back in the classroom?
(Yes or no)

8. Communication Boards
L o w Te c h : N o n - W r i t e r s
1. Image matching
Cut one board into squares, Put second board in a sleeve.
Student will match image to “mat” board in sleeve.
2. Letter Matching
Cut one board into squares. Have alphabet cards, letters, or manipulative.
Student will match letters to build word on card –
Can write/type word once spelled.
3. Sorting
Cut one board into squares. Pull squares as needed.
Student will sort by letter, noun/verb, or related grouping.

9. Communication Boards
L o w Te c h : W r i t e r s
1. Sentence Writing
Students will write sentences using the vocabulary words.
2. Story Building
Students will write a story using the spelling words.
If able, students can write a story or recap the chapter.
3. Sorting
Cut one board into squares. Pull squares as needed.
Student will sort by noun/verb or alphabetize the words.
Students can also use letters to spell the words to solidify spelling skills.

10. Smartboard Integration
Wo r d G e n e r a t o r
1. Students can read words spit out.
2. Students can spell the words as they appear.
3. Students can write or say a sentence with the word.
4. Students can give a meaning to the word.
5. Teacher can discuss the word and what it means.
6. Students can spell out the words with manipulative pieces.
7. Students can locate the word on the Comm Board.
8. Students can find the picture card to match the word (cut the comm
board into squares, but cut OFF the word).

11. Smartboard Integration
I m a g e S e l e c t
1. Students come up and stop the images.
2. Student can read all the choices.
3. Student can play the „teacher‟ and call on a student to select the answer.
4. Teacher can ask student to find all the comm board squares that match
the choices to participate from their seat.
5. Student can read all the choices before picking their answer.
6. Student can use the word in a sentence before selecting answer..

12. Smartboard Integration
R a n d o m Wo r d C h o o s e r
1. Students come up and spin.
2. Student can read the word.
3. Students can spell the word.
4. Student can use it in a sentence.
5. Student can play the „teacher‟ and call on a student to spell or read.
6. Teacher can ask student to find all the comm board squares that match
the choices to participate from their seat.
7. Teacher can ask student to make a sentence and spin more than once to
select words.

13. Smartboard Integration
F r i d g e M a g n e t s
1. Students come up and spell words.
2. Students can work with letter id.
3. Student can work with phonic sounds.
4. Teacher can demonstrate word endings and practice blending.
5. Teacher can use this as a hands on „practice‟spelling test.
Upper Level 2 or 3 students: can take a spelling test on Spelling City.

14. COWs & Spelling
S p e l l i n g C i t y
1. Students can log into the spelling city page found at
www.spellingcity.com/ajones1509
2. Upper Level 2 and Level 3 students can take the spelling test online.
3. Students can also play the spelling games before or after the test.
4. Struggling students can use the Comm Board while they take the test
(this can reinforce the student‟s word identification skills).

15. Creating Comm Boards

16. Quick Check
Access www.tinyurl.com/Tech-N-ELA
Click on “Chat”

17. Reading Strategies
R e a d i n g & Te c h
Allowing students to read in the classroom is essential. Including students
who are unable to read is also important.

18. Wrap-Up
Te c h n o l o g y :
*Forums and Chats through the PST site
*Socrative classroom response technology,
*Screenr a screencast tool,
*Spelling City through the web,
*Building and using Comm Boards with
News2You, *Ideas on using the Smartboard Files you
will be receiving with the new curriculum information.

19. Wrap-Up
Think of an activity based on these technology tools.
Post on www.tinyurl.com/Tech-N-ELA under „Blog‟
Include title, activity details,
and description of the technology to be used.
THEN…
*Reply to a post on how you could
use their activity in your class.
*Finally, reply to one other post
with a suggestions or comment.

20. Course Evaluation
Q1: Rank this course on a scale of 1-5
(1 being best and 5 being worst)
Q2: Please Post Any Additional
Comments.