Sheltered Instruction technology plan

1. Sheltered Instruction
Technology Plan
By: Taryn Wood
December 7, 2015
SEI 301
Lisa Kempton

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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/