Welcome to Computer Technologyat Canisteo-Greenwood Central SchoolOur students are learning many skills in computer class as they relate to their academics. This course infuses academic instruction with Microsoft 365 Programs, specifically Word and Power Point in grades 1-6. The course also infuses instruction on using and storing documents and school related projects in Microsoft's OneNote for grades 1-6.Please see my scope and sequence for ALL computer skill building instruction, per grade level.Deb McCutcheonComputer Technology Teacher, grades Pk-6_____________________________________________________________________________________________________________
Using [5Ws and How] in Computer Instruction
This information is meant to provide you with (computer class) instructional information on the [5Ws and How] that may carry into your classrooms or at home. The 5Ws are Who, What, Where, When and Why. The information contained in this message is from computer class instruction as it relates to ELA. The details for connecting computer class curriculum to the curriculum of other subjects or home studies will probably be in the Explanation of the note catcher section. If you’d like, you can skip to it, to get the gist. The other information seems pertinent to build understanding, but it may not be. I am including it just in case. My Explanation of the note catcher is an explanation of how I present some of my instruction to students and this message is meant to share it with you. Please feel free to connect it to your curriculum with your own twist/instructional needs, if you’d like.
CG teachers, staff, parents and friends, please know the information in this message is not a request to infuse my way into your classroom or at home. Instead, it is my hope that it may be helpful in some way. When teachers, staff, parents, and friends know the instruction that is provided to students, then it is easier to take them forward with instruction.
Computer Class “Research” Curriculum:
The students begin the research process with a note catcher (a common core term). This note catcher was created using a Word document and basically simulates 5 index cards (as shown below). Each text box is named and color coded. The note catcher is designed to research a “simple” main idea or topic.
Explanation of the note catcher and how it is used:
Only the details for a simple main idea are recorded on a single note catcher. It is basically a complete paragraph of information, if you want to think of it that way, including the topic/main idea and supporting details. However, in computer class, the students need to build knowledge of formatting a Word document. Therefore, computer class students write(type) the information from each text box into separate paragraphs. The finished product for 5th and 6th graders is 6 paragraphs, which includes the claim or why paragraph and sources cited. The finished product for 2nd – 4th graders is 5 paragraphs.
Vocabulary and the specific meanings used in computer class for: Who, What, Where, When, and How.
I use the “who” question-word as a synonym for any noun. That way, I have clearly identified a difference between the noun in the main idea/topic and what happened. For example, The Ganges River would be listed in the Who text box, even though it is a river. To help students wrap their brains around a river being a person, I tell them to personify it. Even though the note catcher is designed for (1) who in the main idea/topic, the text box is larger than the “what” text box to allow room for key words that describe “Who” the Ganges is. For example, words that describe who the Ganges River is are words like, Ganga, sacred river, Mother Ganges, and Ganga Ma.
The key words or key word phrases listed in this box are color coded yellow.
I am very careful to use the “what” question-word as it relates to a “happening or occurrence.” The word, “what,” has many definitions and uses; however, I focus on the one. The text box is smaller than the other text boxes, to prevent the students from filling it up. The focus is on (one) happening per note catcher. It doesn’t take much room to write a key word phrase to state a happening.
The key words or key word phrases listed in this box are color coded green.
I use the “where” question-word to refer to the location of [what happened or occurred as noted in the “what” text box].
The key words or key word phrases listed in this box are color coded blue.
I use the “when” question-word to refer to the time of [what happened or occurred as noted in the “what” text box].
The key words or key word phrases listed in this box are color coded pink.
I use the “how” question-word to refer to [how the happening or occurrence looked]. The “sequence of events” details directly connect [to what happened or occurred as noted in the “what” text box], so the students will stay focused on the main idea/topic.
The key words or key word phrases listed in this box are color coded gray.
There are 20 hours of computer instruction, per year at CG. It is 20 hours per year; however, computer instruction is progressive and builds year after year. At Canisteo-Greenwood Central, there is a high emphasis on building proper research techniques with even more emphasis on proper documentation in digital form using Microsoft Word and storage in Microsoft’s OneNote.All of the students in grades 1-6 receive this color coding instruction:
1st grade-yellow/who and green/what
2nd grade-yellow/who, green/what, blue/where, pink/when, gray/how
3rd grade-yellow/who, green/what, blue/where, pink/when, gray/how, and the claim/why
4th grade-yellow/who, green/what, blue/where, pink/when, gray/how, the claim/why, and citations
5th grade-yellow/who, green/what, blue/where, pink/when, gray/how, the claim/why, and citationsplus, editing the first draft by adding words to a written response using the parts-of-speech: adjectives, adverbs, similes, metaphors, definitions, prepositional phrases, etc. to create a final copy
6th grade- yellow/who, green/what, blue/where, pink/when, gray/how, the claim/why, and citationsplus, editing the first draft by adding words to a written response using the parts-of-speech: adjectives, adverbs, similes, metaphors, definitions, prepositional phrases, etc. to create a final copyBelow are (2) images that illustrate an example of the color coding requirements from the note catcher to a written response, both are Word documents. The example came from a 6th grader. You will notice in the written response that the key words and key word phrases [that came directly from the note catcher] are sandwiched around words that are not color coded. The uncolored words are the students’ own words and I point that out, a lot! The uncolored words are the words the students need to pull out of their brain to create complete sentences/paragraphs that are focused on the details. Oh boy, getting over this hurdle was huge, too. The good news is we are starting to get over this hurdle.