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    Canisteo-Greenwood Computer Technology Class

    Scope and Sequence - Grades Pk-6

     

    This page shows our [Keyboarding, Typing, Documentation, and Internet Research Skill Building], per grade level.  You will be able to see each grade level more clearly (or focused) by viewing the particular grade level sub-section.  Each grade level, though, is cumulative and includes reinforcement of skills learned in prior years.

     

    Pre-Kindergarten Scope and Sequence

    Introduce a computer mouse and the Proper hand position for holding it

    L-Click on the mouse

    R-Click on the mouse

    Sign out of the computer (control, alt, delete and L-Click on "sign out")

                                         (pink, yellow, green, Countdown 3, then L-click)

    Introduce “flashing cursor” and it’s purpose, train the eye to look for it

    Login screen introduced

    Write (type) Login username and password into the computer at the login screen.  Letters and numbers are provided, students match letters and number with keys on keyboard (do not emphasize username and password vocabulary yet)

     

    Arrow keys (are not delete keys, but rather keys to maneuver cursor around)

    Arrow keys are introduced to Pre-K to edit username and password mistakes

    Backspace key (backs up or backs out a character)

    Backspace key is introduced to Pre-K to edit username and password mistakes

    Enter key is pushed (vs. L-Clicking on the submit button on the login screen)

    L-Click out of a pop-up menu box if r-click is accidentally pushed

     

    Properly placing mouse on cabinet keyboard tray to reduce clicking errors

    Accessing the Internet, and maneuvering around

    ·         Back button

    ·         Scrolling with scroll bar on the screen and wheel on the mouse

    ·         Proper left clicking to open links

    Number recognition reinforced -- Activities are numbered on my website and students are directed to click on the appropriate “numbered” activity

    Counting is reinforced as students count from the bottom of a column of teacher names to get to mine (they have counted to 4 and then to 5, move my name moved from the 4th position to the 5th)

    first letter in a word is reinforced—students click through a serious by recognizing the first letter of a word

    Open an online video, minimize/maximize, close by L-Clicking on the x

    Adjust volume

    Expose to keyboard with ABCya's "keyboard challenge" activity

    Practices [location of letters and numbers on the keyboard. Guided instruction on layout of keys on the keyboard.  I am drawing student eyes to the 3 rows of letters.  It is only pointed out that the (3) rows of letters keys are surrounded by other keys.

    Vocabulary:

    1)      L-Click

    2)      R-Click

    3)      Flashing Cursor

    4)      Screen

    5)      User name

    6)      Password

    7)      Edit

    8)      Scroll

    9)      Tab

    10)    Enter

    11)   Backspace

     

    Kindergarten scope and sequence

    All skills learned in PK are reinforced in K, plus the following skills are added:

     Learn where the (1) row of numbers and (3) rows of letters are on the keyboard using ABCya's "keyboard challenge" activity.

    Letter tracing activity, further develops proper handling of the mouse to create good control of it

    Reinforce “username and password” vocabulary at login screens and login to multiple programs with increased fluency

     Introduction to writing (typing) with the “word” program

    Open a blank word document

    Write a 2-line heading on a Word document (progressional)

    • open the Word program, toggle on the hide/show key, toggle on the ruler
    • open the Word program, toggle on the hide/show key, toggle on the ruler, begin with writing name
    • open the Word program, toggle on the hide/show key, toggle on the ruler, write name and tab across the page to the 5 on the ruler
    • open the Word program, toggle on the hide/show key, toggle on the ruler, write name, tab across page to the 5 on the ruler, write date
    • open the Word program, toggle on the hide/show key, toggle on the rulerm, write name, tab across page to the 5 on the ruler, write date, enter to advance to second line and write the class name (under the student name), tab across to the 5 on the ruler and write the writing task name

    Introduce the idea of activities that students learn/build upon a specific skill

    For example:

    • Tumble Books offers the skill building for viewing words as they are being read aloud.
    • Sesame Street Activities are skill builindg for listening and following directions
    • Letter and Number tracing are activities for increasing knowledge of letters and numbers
    • Road to Reading are activities to build knowledge for letter sounds/blends, creating words, etc.
    • Typing Practice 1 and 2 introduces left hand keys and right hand keys

    Internet "Back Arrow" button

    Introduce the back arrow button at the top of the screen that goes "back" to the previous screen

    Hover Preview

    Introduce the mini pre-view windows that show when hovering the cursor over the search engine application that is open

    Hide/Show

    introduce “show/hide” button option on the ribbon and how it toggles on/off

    Tab key

    tabbing is used in the heading to space information on the left side of the page away from the right

    L-Click on a "tab" on an Internet site

    Space bar

    spacee are used between each word in the heading

    Enter key

    enter is used to advance from the first line in the heading to the second line

     

    Vocabulary to add:

    1.       Hide/Show

    2.       Ruler

    3.       Tab Key (in a Word document)

    4.       Space Bar (in a Word document)

    5.       Enter Key (in a Word document)

    6.       Shift Key (in a Word document)

    7.       Undo Button (Word command)

    8.       2 line heading

    9.       Username

    10.     Password

    11.     Back button (on an Internet site)

    12.     Tab (on an Internet site)

     

     

    First Grade Scope and Sequence

      All skills learned in PK and K are reinforced in 1, plus the following skills are added:

     

    Create unique passwords for logging into the CG server.

    Login with unique username and student created password.

     

     

    Begin to build knowledge about guiding-question words

             with the guiding question word:       Who

     

    Describe a “who” with key words and document the words on a color coded note catcher.

    Key words determined in a whole class discussion will describe familiar people to the kindergarteners, and the teacher will document the words on a color coded note catcher.

    “Write” a basic sentence [describing who] as the focus of the sentence.

    This sentence will also be determined iin a whole class discussion and a printed copy will be supplied to the class to type from.  The copy the students will type from includes the view with the “show/hide” option toggled on so they can see the proper spacing, tabbing, and entering.

    Caps lock key (toggle on/off)

    Number lock key (toggle on/off)

    Delete key (eliminates characters to the right of the cursor)

    Spell check (using the spell check button and r-click on misspelled word and select correct spelling from a list)

    Undo button

    introduce the "undo" button on the ribbon and how it functions

     

    Expose to some typing-lessons with the Typing.com program

     

    Continue building upon guiding-question words knowledge

    ·         with the guiding question words: 1 Who and 1 What

     

    Visually, introduce a word-bank graphic organizer (Word document) to document key words for a simple main idea: 1-who + 1-what key words

    Guided internet research using a, video or storybook to identify 1-who and 1-what key words for the teacher to type into a color-coded graphic organizer

    Write typed report that includes 1-line heading, who paragraph, and what paragraph

    Students will not be expected to create their own Who and What paragraphs at this grade level. The paragraphs will be created in a whole class discussion and the teacher will document the paragraphs as a result of the discussion.  Then, a copy will be printed and given to the students to type from, which includes the view with the “show/hide” option toggled on so they can see the proper spacing, tabbing, and entering.

    Comma key

    Question mark key

    Exclamation mark key

     

    I will guide the students during the writing portion for a simple main idea to include these marks described above in written responses.

     

    Vocabulary to add as a result of viewing the state computer test:

    1)      Written response

    2)      End marks, punctuation

     

    Carry forward and reinforce/practice PK, K, 1 computer skills AND 2nd grade computer skills:

    Open multiple Word documents from a shared drive

    Recognize and click between -- Read mode vs. Print Layout vs. Web Layout

    View multiple documents in miniature view on task bar

    Save documents in a shared drive

    Introduce a text box in a Word document

    resize text box, move text box, write in text box

    Write key words in a graphic organizer, which includes typing in text boxes

    Select text

    Highlighting text

    Copy/paste text

    Open/close multiple word documents

    Save as” multiple word documents

    Esc key (to turn off highlighter function)

     

    Continue building upon guiding-question words knowledge

    ·         with the guiding question words: Who What Where, When, How

    The guiding question words are organized, though to fit together like a puzzle, with a focused thought. At this grade level, there is:

    1-Who + 1 What = simple main idea

    Where, When and How are the supporting details for the simple main idea

    Students will access their own documents from a shared drive: “note catcher,” “written response” and “internet source copy”

    Documenting on a note catcher:

    Students will select and copy key words and key word phrases from an internet source document (text will be color coded by me) and paste them in the appropriate text boxes on a color-coded note catcher--one text box for each guiding question

    Documenting a written response:

    Students will use the key words on the note catcher to write in complete sentences/paragraphs in a written response

    The written response will include paragraphs. Students will be writing paragraphs describing the who, what happened, where it happened, when it happened, and how it happened (a focused response)

    The written response could be written in one paragraph; however, the separate paragraphs will build skills in three ways

    1)      Practice formatting text into paragraphs

    2)      Practice writing focused paragraphs around a guiding question word

    3)      Students can visually see the quantity of evidence/detail

    Sentence starters will be provided to students with writer’s block. Below are some examples:

    When it happened was at……

    Where it happened was on…

    How it happened was first…., then……, next……, finally……..

    Reinforcing the use of transition words with practical application, like those above.

     

    Introduce TTL4, keyboard lesson program with some class time devoted to keyboarding

    Program/Activities on my website will be used as an incentive to finish typing tasks with quality

    Introduce State Web site with sample test questions and practice

     

    Vocabulary to add as a result of viewing the state computer test:

    1)      Highlight

    Carry forward and reinforce/practice PK, K, 1,2 computer skills AND 3rd grade computer skills:

    Read the login screen for the vocabulary words: username vs. password to know which entry the student is making (students are still mixing up login, especially when logging into Reflex Math)

    Continue building upon guiding-question words knowledge

    ·         with the guiding question words: Who What Where, When, How with fluency and enhanced writing

    The students will practice all of the skill building done in 2nd grade with writing responses, but with some fluency and more enhanced sentences

    Introduce text box with scroll for students to write their written responses in

    ELA lessons will not be taught as mini-lessons, but students will be reminded to use the language arts skills they are learning in their classrooms in their written responses, like adding adjectives, adverbs, prepositional phrases, etc.

     

    More Keyboard practice with TTL4 to keyboard fluency

    Program/Activities on my website will be used as an incentive to finish typing tasks with quality

    More State Web site with sample test questions and practice

     

    Carry forward and reinforce/practice PK, K, 1, 2, 3 computer skills AND 4th grade computer skills:

    Introduction to OneNote notebook

    Students will insert into their OneNote notebooks their computer class Word documents and (Power Points for 3rd graders) from 2nd and 3rd grades, and their prior work will be stored as a reference for their prior learning

    Add the guiding question word, “why” to written responses

    Add the source (citied works) section to written responses

    Students will access internet source material from the content library of their OneNote notebook—the text will be color coded like the past 2-years

    Students learn the (2) step process to save a document in OneNote: “save” and “refresh printout”

     

    SMART GOAL: Build fluency using text box with scroll for students when writing their written responses.

     

    Introduce Computer Technology OneNote Notebook

    Students will be issued a “computer technology OneNote Notebook.” They will be taught several features of a digital notebook:

    ·         How to access in multiple ways (due to technology failures, students will need to learn how to access from the desktop application, iPad application, and through OneDrive)

    ·         How to maneuver around in the notebook, between sections, tabs within sections, and pages on a tab

    ·         How to copy blank documents from the content library and paste them to their section and use them

    ·         How to “rename” a page and “rename” a document

    ·         How to launch open a document (whether it’s Word, PP, or excel) and edit it, then the save and refresh process

    Introduce “MY Notebook”

    ·         I am discovering that teachers in other classes in grades 5-6 are assigning or starting work on an iPad by launching an app, like a PP.  This work is only stored on the iPad.  If I can teach the students to also insert their work from another class into OneNote-My Notebook, then they will have access to the PP from any computer, like a class computer sitting in the back of the room or a laptop from the cart, etc. if for any reason they do not have their iPad

    ·         Students will create tabs for each subject in their “my notebook” and insert documents

     

    Introduce an Excel document

    Students will record their daily goal and rate their level of time management for completing the goals for a class period

    The daily goal will be found in the content library and each daily goal will also contain the skills/steps needed to complete a task(s)—beginning the process of weaning students from asking the teacher for step-by-step, when they can read the step-by-step on their own

    This excel form provides a road map, or scope and sequence (it has come in very handy when students have missed a class and referred to the daily goal in the content library for the day they missed). Record of daily goals also shows repetition of practice.

     

    Introduce Power Point

    Students will create a 7-slide power point presentation that provides a way to bring their written response Word document to life

    Students use their written response information in their Power Point Presentation

    They copy the key words from their note catcher to a power point in “outline view”

    (1-slide per text box)

    They copy the paragraphs from their written response to the notes section in the power point

    (1 paragraph per slide)

    Students search for the appropriate image to copy and paste to each slide guided by the key words on the slide

    i.e., an appropriate image for the when slide for when Rosa Parks refused to give up her seat on December 1, 1955 would be a calendar

    an appropriate image for the where slide for where Rosa Parks refused to give up her seat would be a map showing Montgomery Alabama

    The students bring their written response more to life by adding a Mix. They get their narration from the paragraphs they copied into the notes section of each slide, [that came from their written response document]—they can choose to add a video using the integrated webcam and/or microphone

     

    Carry forward and reinforce/practice PK, K, 1, 2, 3, 4 computer skills AND 5th grade computer skills:

    Storing Internet Source Material within OneNote from an Internet search

    ·         Students will begin this year to do their own Internet search for source material.  The source material they are looking for will provide the (evidence or details) for where, when and how a happening occurred.  It will also provide more evidence of “who” the focus of the written response is.

    ·         Students will Copy Internet Source Material through a screen clipping or file attachment in “student’s named section” into their notebook under the proper tab

    Write a claim

    ·         Claims need to be supported by evidence – this task is reinforced using the note catcher, so the students can see their evidence (in key words) and draw a conclusion that is “based on the evidence” shown on the note catcher.

    ·         The claim is written on the note catcher, then the evidence in the claim is color coded.  This provides a view opportunity for the students to see their own words within a claim (their opinion).

    Editing a draft

    ·         Students will edit their original copy of the written response and elaborate on the written response “authentically” using parts of speech, like adjectives, adverbs, prepositions, etc. to enhance the response.  Provides an opportunity to put prior classroom learning into practical application with current school related writing tasks

    Scoring the final copy

    ·         Students will score the final copy of their written response using a digital copy of a scoring rubric stored in their notebook

    ·   This task provides an opportunity to access a header, where they add text, like their name, date, report or power point name

    ·   This task also provides an opportunity for more highlighting practice

    Carry forward and reinforce/practice PK, K, 1, 2, 3, 4, 5 computer skills AND 6th grade computer skills:

    Introduce the “collaboration” section of the OneNote Notebook

     

    6th grade scope and sequence is Under construction!!  Stay tuned.  It will include some collaboration lessons where students work together to create a more complex written response.

     

    describe a “who” with key words on a color coded note catcher

    -the key words will be determined in a whole class discussion and we will describe familiar people to the kindergarteners, like Mrs. Brownell the principal, a mom, etc. (the students will not be expected to find their own key words and the teacher will document the words on a color coded note catcher)

    “write” a basic sentence [describing who] as the focus of the sentence

    -the sentence will be created in whole class discussion using the key words from the note catcher and printed out for the students to copy from (students will not be expected to create their own sentence at this grade level). The copy the students will type from includes the view with the “show/hide” option toggled on so they can see the proper spacing, tabbing, and entering.