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K 5 Instructional Technology Lessons

Compiled by Henry Anker, ITAF, Local District 3, LAUSD

Each grade levels list of skills builds on those mastered in previous grades. Here are some general guidelines when managing all levels of students in a Computer Lab, or in a classroom using laptops from a mobile cart:
Provide expectations for academic goals and behavior before walking over to Lab. Ensure students hands are clean. When arriving at Lab, students are to be lined up quietly. Have students enter in groups, 5 or so at a time, depending on how workstations are arranged (generally in rows). Remind students not to touch computers until instructed to do so. Once all students are seated, with their hands in their laps, reinforce expectations for behavior, and explain why these rules are important to follow. Explain that students are going to be using activities in reading, writing, math, and other subjects during the year. Remind students that you will need to have them stop working at times, either to learn something new, deal with a problem that came up, to share a discovery, or to stop because it is time to go. The most effective way to have students stop and give you their attention is the have students put their hands on their head (model this, and repeat). You might want to remind students that an earthquake (or drill), or fire (or drill) could occur while they are in the Lab using computers, and explain (or demonstrate) how to respond appropriately in that instance. Most schools have a standard method of stopping work when an announcement is made over the PA system, which you may want to remind students of as well. Note: The lessons described here are modeled using the Apple Macintosh OSX 10.4.x or higher interface, though most lessons can be easily modified for use with PCs running Windows. For students using laptops, it is especially important for them to learn to use the trackpad using only one hand (the students dominant hand), using only the thumb and index finger. Learning to do this correctly from day one is akin, though not life threatening, to a teenager learning to drive using the right foot to control both the gas pedal and brake. As adults, we know it is not possible to drive well having one foot on the gas and the other on the brake.

Kindergarten
Overview of Skills for Kindergarten: 1. Name parts of a computer and terms for interface elements (menus, icons) 2. Can turn computer on/off 3. Use keyboard & mouse (or laptop trackpad), menus and basic shortcuts 4. Follows established procedure when asking for help 5. Can visually compare own screen with instructors 6. Open basic programs 7. Draws/paints a picture with graphics program 8. Save a document with assistance 9. Open and close windows 10. Access Internet sites 11. Types first & last names with initial capital letters, all alphabet letters 12. Review all of the Kindergarten skills from the previous lessons 13. Types words and sentences from handwritten drafts 14. Completing word processing from a hand written draft 15. Using web sites to support standards

K - Lesson 1 Name parts of a computer and terms for interface elements (menus, icons, etc.) 1. Hold these items up and review the names of Keyboard, Mouse, Trackpad (laptops); point to Monitor. Have students repeat the terms as you introduce them. Demonstrate the proper way to hold and press the mouse button, or move index finger on Trackpad. Whenever letters on the keyboard are referred to, hold up a keyboard and point to where the letter is. Show other important keys like the delete key, space bar, and shift key as needed. Demonstrate, ideally using an LCD projection of a model computer, everything you want students to do. Have students repeat the terms as you introduce them. 2. Practice moving the mouse arrow on the screen. Prompt students to move their arrow in circles; to the right, left, up, down. 3. Direct students attention to the Dock at the bottom of the screen. Tell students that the word we use to describe the small pictures on the screen is icons. 4. Have students move their arrow over to your preferred Internet web browser (either Safari or Firefox) in the dock. (bounces, opens applications window). 5. Point out that the page they first see is called the Home Page, and that the home page on computers
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Have

students click on the icon and watch how it responds

in other places, such as their classroom, home, or library may be different. Point out the Address Bar. Have students click on the icon to the left of the http:// in the address bar. 6. Once they have clicked, students will notice that the text in the address bar has changed color. The text in this state is called Selected Text or Highlighted Text. 7. Entering a new Internet address (www.starfall.com): Prompt students to look for the letter S on the keyboard. Give them a moment to try and find it on their own, then hold up your model keyboard and show where it is. Students should notice that the S replaced the highlighted text. Let students know that they are typing in a new Internet address called Starfall. Type out the whole name starfall, without the www. or the .com. Even if the web browser anticipates the address (completes the address before you do), have students continue typing. 8. Magnify the address area of the projected screen using the shortcut commandoption-plus key. (The shortcut to zoom out is command-option-minus key). Universal Access Zoom On (then use shortcut). 9. Once all students have completed the typing of the address (be patient!), have them confirm their spelling with the address on your demo computer. 10. Demonstrate for students where the return key is and have them press it. (You will probably hear a lot of wows from the students.) Give them a minute to absorb the content on the screen and whisper to their neighbor. 11. Demonstrate how to use Part 1 - ABCs - the Alphabet portion of the Starfall site. This process includes clicking ABCs , then on a letter tile, clicking on hot spots found on many images, using an interactive game after the words are presented, leaving
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If

this does not work, follow this procedure: Apple menu System Preferences

with X (close) button, then choosing another letter. Be sure to remind students what you want them to do, and that they are not to choose any other activity. Let students know that this will be the portion they use today, and likely for the next several weeks. You can direct students to work on specific letters, or allow them to browse. If students are sharing computers, model how they would take turns. If headphones are used, model how you will call for their attention (Put your hands on your head). Whether headphones are used or not, show students how to adjust the volume on their computer (using the keys on the keyboard, or some other method), and let them know what level of volume is acceptable. 12. Use proximity to observe your students, provide positive reinforcement for their successes, and observe problems they might have, that you might want to point out to the whole class. 13. Be sure to prepare your students to leave, or return laptops to the cart, at least 5 minutes early. Demonstrate for students how to use the menu bar to quit (in future lessons they can be taught the keyboard shortcut). Move your mouse arrow to the word Safari (or FireFox), click on the word and a menu will appear. Go down to the last line that says, Quit Safari. (What does that say?) 14. Review with students what happened. Point out to students that they have returned to the Finder, and that they should see the Desktop. Let students know that they should always quit any open programs and leave the computer ready for another student to use, just like cleaning up after yourself in class or at home. 15. Ask if there are any questions. Review what they practiced and learned. Remark on their work as a class. Have students leave the lab, row by row, and make a line at the door. Thank any other adults who assisted with the lesson.

K - Lesson 2 Student can turn the computer on/off 1. Computers should be off for the beginning of this lesson. Follow opening procedures from previous visit to establish expectations for entire year. 2. Explain that sometimes when they go to work at a computer it may not be on, or may not appear to be on. (Sometimes computers that are asleep appear to be off). Have students press the space bar to check and see if the computer is asleep or off (model location of the space bar). Nothing should have occurred, so let students know that this is a good way to find out if the computer is on or not. 3. Show students the location of the power button. Older children can usually learn to feel for it, but Kindergarten students will need to see the location of the button, typically on the back of the machine, to know where it is. Have students, row by row, turn the computers on. 4. Review previous lesson procedures using the Starfall website, and have students continue with alphabet activity, allowing them to develop more independence. Students can be encouraged to share quietly with their neighbors if not sharing computers in order to develop oral language (especially EL students). 5. Review cleaning up procedures. Using Safari or Firefox menu in menu bar, have students quit the application. Normally, students will not need to shut down the computer at the end of a lesson, as other students will be using the computers later in the day. A common exception would be the last class using the computers on a Friday. Shutting computers down over the weekend is a good practice, though on weekdays it is not necessary, as the computer will go into its sleep mode, which uses almost no electricity overnight. 6. As part of this lesson, students should turn the computer off. Here are two acceptable methods for shutting down a Mac:
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a. Pull down the apple menu to Shut Down Click on the Shut Down button (or press the return key). If using a laptop, do not close the lid (screen) until the screen has turned black. b. Press the power button. A dialog box appears asking if you want to shut down the computer. The Shut Down button will be highlighted blue. Students can click on the Shut Down button with their mouse, or can press the return key to simulate clicking on the Shut Down button. 7. Reflect on how it went with students.

K - Lesson 3 Use keyboard & mouse (trackpad on laptops), menus and basic shortcuts 1. Continue using opening procedures as before. If computers are off, have students turn them on. 2. Have students open web browser, enter www.starfall.com address, and open the ABC (Alphabet) activity. Prompt students to stop. Tell them that you are going to teach them a way, other than using the mouse, to quit a program. This is called a keyboard shortcut. 3. Model for students, by holding up a keyboard, how to place their thumb on the command key (commonly called the apple key on older computers). Point out to students that when they press this key, nothing happens. This is important to note, because some young students mistakenly believe that they need to press the command key and the Q key simultaneously (and if they do that, sometimes the effort to quit a program this way will fail). 4. Model pressing the Q key while the command key is down with one hand, explicitly, so students learn this right the first time. Even K students can reach these two keys with one hand. Have students quit their web browser this way. 5. Repeat this procedure (perhaps 2 more times), first opening the web browser, and then quitting. 6. Have students continue their regular Alphabet work, this time stopping only a few minutes before time is up, as they should be able to clean up in less time. Tell students they will be learning more shortcuts in other lessons, and that the purpose of using shortcuts is to have more time to work.

K - Lesson 4 Follows established procedure when asking for help; student can identify an active link on a website, follows links, and uses back button 1. Follow opening procedure. Today, students will be learning to read short, decodable-like books with the www.starfall.com website. With this lesson, students will have a chance to explicitly ask for help, or call the teacher over when the student is prepared to read a story, (or a page of a story), to the teacher. 2. Use whatever established method you use in your classroom, or is used as a standard in the Computer Lab at the school. This could be raising hands, placing a plastic cup on top of the computer, etc This should be consistent with all adults in the room (Lab Teacher, Classroom Teacher, Aide, Parent Volunteers, etc) 3. Demonstrate the use of the Learn to Read section. Show students how they can click on any word, that they should read silently the words they know and get help from the computer when needed. Remind students to read passages more than once. You may want students to choral read passages with you as you demonstrate, to model your expectations. Remind students to read the stories in order, and only go on to the next one once they have read the story to an adult. (Using upper grade peers as assistants can also help, if available.) It is not necessary to have a student read an entire story to an adult, but enough to evidence fluency. 4. Use proximity to allow you to get to as many students as you can during the work session. If you have other adults working with you, students can read to them as well. Encourage students to read to one another. 5. Follow established closing procedure and review with students what they learned and preview the fact that students will be working this way again next time.
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K - Lesson 5 Review previous lesson skills: (through opening, independent work, closing) Name parts of a computer and terms for interface elements Mouse Return key Icons Address bar Keyboard Delete key Menu Web page Monitor Desktop Arrow Link Track pad Finder Web browser Shortcut Space bar Dock Window Command-Q

Student can turn the computer on/off Use keyboard & mouse, menus and basic shortcuts Follows established procedure when asking for help Identies active links on a website, follows them, uses back button Students will pick up where they left off in the Learn to Read section of Starfall.

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K - Lesson 6 Can visually compare own screen with instructors; open basic programs In this lesson, along with standard review of your open and closing procedures, students will begin to learn a little bit of MS Word while working with the alphabet. 1. Tell students they will be using a computer application to begin writing using a computer. Let them know that our goal for future lessons will be for them to write their full names, words, sentences, and when they get bigger stories. 2. Open MS Word (or other word processing application) using icon in the Dock, or from a window. Students will notice there are choices for the type of document they want to open. Walk students through each step, comparing their screen with your demo screen to confirm they are with you. 3. Once students have window with blank page, have them stop and place their hands in their lap. Hold up a blank piece of paper and help students understand that what they are looking at on their screens represents a blank page, and that they will be typing letters onto the page. 4. Direct students to type a letter a using their keyboards (model this using demo keyboard). Ask students if the size of the a is okay, or if it is too small. Once students confirm that the letter size is too small, direct them to delete the letter using the delete key (again modeling). 5. Direct students to locate the Formatting Pallet (or other location in your word processor) to change the size of the text. Be explicit in pointing out the various parts of the Formatting Pallet. Have students change the text size to 36. Ask students to confirm with you by holding up three fingers (or some other established method) that they have successfully changed the text size. Have students type a letter a again. Ask them if they think this is a better size to read.
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6. Show students the space bar. Explain that this is used to put space between words in stories, but that today we will be using it to put spaces between the letters. After students have found the space bar and pressed it, direct them to type a letter b. 7. Follow same procedure, using hand signals and proximity to check. Point out sound/spelling cards on wall (or other alphabet reference visual in the room). Have students begin to work independently (or with partner, if sharing) to type entire alphabet in lower case letters. Point out to students that as they type their letters and spaces, at some point, the insertion point will move down to the next line, ready to type letters there (you may want to model that as well, so students will know what to expect). 8. If all students finish this task before time is up, they can be directed to type their alphabet in capital letters, or even their numbers in sequence (see next lesson).

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K - Lesson 7 Types first & last names with initial capital letters 1. Review previous lessons with students orally, and by way of looking back at a sample document resembling their alphabet work from the previous lesson. 2. Open word processor, model changes to make text larger. Test with a to ensure all students are ready to type. 3. Remind students that there are two forms of every letter in the alphabet, and that computers can make them. Let students know that their goal today is to type their letters of the alphabet in pairs, capital & lower case, in order (Aa Bb Cc Dd), and that they will use a special key, the shift key, to make the capital letters. Remind students to use the delete key to erase mistakes when necessary. 4. Model for students how their page is to appear. Let students know that once they have completed this task, their next task will be to type their first and last names on the page, and that they can practice typing their name over and over, pressing the return key after each instance, to see how fast they can do it (surprisingly, this is a very motivating task for most students the first time they try it).

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K - Lesson 8 Access Internet sites 1. Students already have practiced using www.starfall.com. In this lesson, they will have the opportunity to access other websites, either by typing their addresses, or by clicking links that are set in up on a web page on your web site designed for this purpose. 2. Repeat the following procedure for each web site you introduce. Feel free to use any effective primary age websites you are familiar with. Start by having students type the url for starfall: www.starfall.com. Have students work on unread stories in the Learn to Read section, and if they have read all the stories, explore some of the holiday themed stories. After about 5 minutes, prompt students to stop to learn how to enter another web site. 3. Once students have typed in the address, show them the particular activity that you want them to do. Also, show students how to use the Back button in the browsers button bar, in the event that they click in the wrong place. Allow students to work on each site for 5 minutes, or give them more time as appropriate. Review these sites, or others you intend to use (and their specific activities before you introduce them to students, to anticipate interaction issues, content, problems, etc that may come up). www.fossweb.com (Foss Web Science K-5 site) www.pbskids.com (pbskids web site, also works as .org) www.rainforestmaths.com/ (leveled math activities) www.henryanker.com (standards-based skills) www.abcya.com (primary grade skills)

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K - Lesson 9 Draws/paints a picture with graphics program from model In this lesson, students will begin to learn how to use the painting tools in an age appropriate graphics program. It is best to keep the drawing simple for this lesson. Students can draw more complex illustrations when they have had more opportunities to practice. Whether you are using a version of KidPix, TuxPaint (a free, downloadable software title), or some other graphics program, show students the model you are working from, and then how to use the tools to do the drawing. Ideally, have every student work from the same model for the first lesson. You will want to limit the tools used in the first lesson to the pencil, bucket fill tool, eraser, color pallet, and the undo feature. 1. Explain to students that they will be learning how to draw using the mouse. Let them know that this is not as easy as drawing with a pencil or crayon at first, but that it will get easier with practice. Let students know that they will be observing you demonstrating the way the program is opened, how they will find the tools, and how to use them. Also, let students know that their work doesnt have to be perfect (and be sure to demonstrate age-appropriate imperfections as you do the demo drawing). 2. Draw out the first shape using the pencil tool. Draw out the remaining shapes
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in the order on the sample (as they progress in complexity), asking students to name each one. Be sure to leave a gap in one of the shapes (the triangle, for example), so that when you return to each one to apply a fill color with the bucket tool, you can demonstrate the paint leaking and the use of the Edit Undo menu. * This is an especially important concept young students need to understand: a figure must be closed before a fill color is applied, or the color will leak out. If this occurs, students can use the undo feature, as attempting to erase the spilled paint is futile. 3. Show students where the bucket tool is, and that once it is selected, a fill color can be chosen. Show students that the hot spot of the bucket fill icon is the point of the paint dripping out. 4. Show students that they must click inside the shapes outline to fill the area, not on the line itself. If they do, the line will change to the fill color selected. (You may choose to demonstrate this feature as well, and again, the Undo menu or tool.)

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K - Lesson 10 Draws/paints a picture with graphics program from model; save a document with assistance In this lesson, the students will use their own hand-drawn model, and attempt to replicate it using the graphics program. 1. Provide a review of the use of the drawing program for students, prompting them to remember the tools they would use. 2. Create a sample that resembles age-appropriate work, making mistakes along the way, so that you can demonstrate how to fix them (minor mistake corrected with eraser, major mistake corrected with Edit Undo). 3. Stop students periodically to demonstrate methods they need reminders about, and also to relieve the tension students may feel. When students express frustration about not being able to draw a figure as theyd like, it is okay to draw it for them on their computer (in kid style), but be sure to erase it so that students are doing their own work. 4. Stop students more than 10 minutes before the class period ends so that you can lead students through the saving process (not available on all graphics programs): File Save Expand Save dialog box with triangle (if necessary) Desktop Give the file a name (Playground-Adam, or something like that) Save button (or return, as a shortcut) 5. Ask students to Quit drawing program: KidPix or TuxPaint Quit KidPix. 6. Draw students attention to the Desktop. Ask students to see if they can find the file they just saved. Ask them to imagine that the day is now tomorrow, and that they are going to open the file again to continue working on their painting. Have students double-click on the file to open it. 7. Students should see their painting file and realize that they would be able to
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continue working on it if time allowed. 8. Ask students to Quit painting program: KidPix or TuxPaint Quit KidPix 9. Review concepts in lesson and prepare to leave. o After lesson, create a new folder on the Desktop for student work, if necessary, and place the file students saved into the folder, to be reopened and worked on as part of the next lesson. Note: The newer versions of KidPix save files in its own proprietary format that is not recognizable by programs like Word and PowerPoint. It is possible to use students images in a slide show or as an illustration that accompanies their writing. This can be done by using the Export option. Once the students have finished their work, have them (or assist them) in moving the mouse arrow to the top of the screen where they will see a downward pointing triangle appear. Click the mouse button and the menubar will appear, then move the arrow over to the File menu, and pull down to Export The dialog box that appears will ask for a name and location for the saved file, and it will assume you want to use the .jpg format.

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K - Lesson 11 Open and close windows In this lesson, the goal is for students to understand the parts of a window, and how folders and windows help us organize work. 1. Have students locate the folder you want them to open from the Desktop. Tell students that they will have to hold the mouse steady and double-click the mouse button to open the folder. 2. Once the folder is open, have the students double-click on their file to open it. 3. Following some review of the previous painting lesson, direct students to make a few changes/additions to the file and stop at your direction. Tell students that they will now quit the program. 4. Remind, and model, the use of the shortcut command-Q. Help students notice that a dialog box appears on the screen asking, Do you want to save changes to the document __________? Have the students click the Save button (in later lessons, you can teach the use of the return key as a shortcut for the default button). 5. Tell students that the painting/drawing program was reminding students to save their changes so they would not be lost. 6. Remind students that part of responsible use of computers is to leave them ready for the next student to use. Closing open windows is part of that. 7. Direct students to click on the red dot in the upper left corner of the window. Ask, What happened? Have students open the window again and repeat closing process. Show effect of using yellow dot (minimize) and where the minimized window goes. Demonstrate this several times before allowing students to try. This ensures that students with poorer visual
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tracking can find the minimized window icon in the dock near the trashcan on the right. Allow students to try this repeatedly. You can also show the effect of using the green dot (which toggles between the smaller and larger views of the window). 8. Demonstrate the ability to resize the window with the diagonal lines in the lower right corner of the window. This is a slightly more difficult mousing skill, as students have to hold down the mouse button as they move the mouse. For students using laptops, be especially patient, as this can be a fine motor control challenge for some students. Tell students to practice stretching and shrinking the window size, repeating those terms, as well as descriptive words like tall, wide, narrow, etc 9. Using the view buttons on the top of the window, have students try the various views for files (as icons, list, column, coverflow on 10.5 Macs). Depending on what is contained in the folder, students may see many document icons from other students, or just their own. 10. Demonstrate for students that the position of the window on the screen can be changed also by dragging from the title bar that contains the name of the folder/window, or from the bottom edge of the window. 11. If time allows, have students reopen their drawing file and continue their work. Have students quit and save their changes, and close the window as they get ready to end their work.

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K - Lesson 12 Review all of the Kindergarten skills from the previous lessons: Name parts of a computer and terms for interface elements (menus, icons) Can turn computer on/off Use keyboard & mouse (or laptop trackpad), menus and basic shortcuts Follows established procedure when asking for help Can visually compare own screen with instructors Open basic programs Draws/paints a picture with graphics program Save a document with assistance Open and close windows Access Internet sites Types first & last names with initial capital letters, all alphabet letters, words and sentences from handwritten drafts Ask students as a class, and individually, to respond to prompts such as the following: What is this called? When would we want to ________? What should you do if? How do we ask for help? Why do you think? Where is the ___________ located? Ask students to speak in complete sentences, modeling for students who need help expressing themselves. Have students open an Internet browser and enter a url for a site youd like them to use for additional practice, for a particular skill youre working on at this point in the year. As students are working, have the group stop and respond to further questions that check for their understanding. Also use proximity to question students individually or in partners as they are working.
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K - Lesson 13 Writing words and sentences from a hand written draft 1. Have students place their hand-written drafts in front of them in a location you designate (between monitor and keyboard, clipped to an easel made from pencil boxes, to the right of the computer, etc). Doing this helps to minimize student eye movement, paper-holding, etc 2. Remind students how to open their word processor (MS Word, AppleWorks, Pages). Walk them through, offering clues, the steps to setting up a page with text size 24, double-spaced. 3. Direct students to type their name with appropriate capital letters at the top of the page. 4. Remind students about capital letters in their sentences, and especially about proper spacing between words. Students at this age often will try to put 2 or even 3 spaces between words. Make sure they only use one space! Model that First Last name should be typed on the top line of the document in the upper left-hand corner, and that they will always do this first when they are typing stories. Next, show students that the return key should be used to force MS Word to go down to the next line. Then model what sentences should look like by creating sample sentences, and how to correct mistakes as students notice them. Remind students that as they near the end of a line as they are writing their sentences, the computer will move the words down to the next line automatically. 5. Let students know that it is okay for them to assist their neighbor quietly as they work. Allow students to begin working. 5-10 minutes before the end of the period, be sure to stop, to walk through the saving process, prompting students to ask what they should do next as they go. They can complete their work and print it, if appropriate in the next lesson.

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K - Lesson 14 Completing word processing from a hand written draft With fewer prompts and more pausing, direct students to work together to find the file they had started the previous lesson. Let them know that their goal is to finish typing the sentences they have. Remind students of the method you want them to use to ask for help and also to let you know that they are finished and ready to print. Assist students individually in printing their work. Once students have finished, keep their draft and published copies together to display, include in student portfolio, or send home. Students can be asked to assist another student in completing his or her work, or use a specified web site until the work time is over. Please do not allow students to freely choose web sites independently. Free Time is not a standards-based use of instructional time.

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K - Lesson 15 Using web sites to support standards 1. Navigate to www.henryanker.com web site Mr. Anker Tests page. (Students can simply type henryanker in the address bar, then click on Mr. Anker Tests link.) 2. Model for students how to click on a pop up menu; then start a test. In Number Sense section, click on Number Basics Set 1. Show students how to type in their name, then press Start button, or press the return/enter key. 3. Do the first 4 or 5 questions with students, modeling how to examine the parts of the screen and answer choices. Also, by holding up the keyboard, show how to find numbers in either the number row (if using a laptop), or number pad (on right, if using a desktop). Students will need to type numbers in answer space in later questions. 4. Show students how to use Back Button to navigate back to the main menu page, where they can then select the next test in the group, for example, Number Basics Set 2. 5. Later in this lesson, or in later lessons, students can continue working on Number Basics. Here are some other appropriate Kindergarten activities: Vocabulary Animal Match 1-6 Time & Money Clockwork Set 1 Hour Geometry Measurement Set A Computation Click Here Addition 1 Digit A, B Spelling Set 1

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Kindergarten Third Grade Recommended Standards-Based Software Zoo Zillions (Math K-3) Carnival Countdown (Math K-3) Trudys Time & Place House (Various Skills K-3) Sammys Science House (Various Science Skills K-3) KidPix (Drawing/Painting Program-Software MacKiev Version)

Trudys Time & Place House

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First Grade
Overview of Skills for First Grade: Review all Kindergarten skills and activities in first several lessons to ensure students have requisite skills to move on: o o o o o o o o o o o Name parts of a computer and terms for interface elements (menus, icons) Can turn computer on/off Use keyboard & mouse (or laptop trackpad), menus and basic shortcuts Follows established procedure when asking for help Can visually compare own screen with instructors Open basic programs Draws/paints a picture with graphics program Save a document with assistance Open and close windows Access Internet sites Types first & last names with initial capital letters, all alphabet letters, words and sentences from handwritten drafts

1. Knows the difference between an application & a website 2. Type 5-10 wpm with 85% + accuracy 3. Knows the home row (but does not necessarily master its use) 4. Word processes a paragraph with proper capitals, spacing, ending punctuation Using many of the Kindergarten activities included on the previous pages will allow you to get a sense of the readiness students have to move on to more sophisticated word processing and web navigation that is appropriate for this age. The work this year is based on many of the same activities with more demanding writing projects. The goal is mastery of work at this level and greater independence with the work. Be sure to review with students, especially when you have students new to the school, your expectations for their behavior. Give them a brief overview of what you expect them to learn to do independently this year, and how working with the computers can help them learn to read, write well, do well in math, and learn about using the Internet.
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Grade 1 - Lesson 1 Navigates web sites (beyond the review mentioned earlier) 1. Remember that in most cases, students have not been in school, or used a computer academically over the summer. Repeating these activities from Kindergarten will give students comfort and confidence which they will need to be able to move at a more rapid pace appropriate to First Grade. 2. Use the www.starfall.com website, reviewing the alphabet letters section for about 10 minutes. 3. Model for students that you want them to stop working, then preview once again the decodable books section, Learn to Read. Students may have mastered several of the books the previous year. Require all students to begin with the first book, reading it together with their partner or neighbor, and then each successive one in order. It might be a good idea to seat students together by reading level, but in other cases, you may want to pair a weak reader, or EL student, with a student who will patiently mentor them. 4. Follow established clean up procedures, i.e.: quitting applications, ensuring that all windows are closed, chairs straightened, etc

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Grade 1 - Lesson 2 Navigates multiple web sites 1. Begin by introducing new section of www.starfall.com web site, Its Fun to Read All About Me. Model for students how this section works, emphasizing the importance of reading every word, but beyond that, demonstrating the ability to read with fluency and expression. Call on various students (or groups of students by row, the room, all the boys, etc) to read pages aloud, chorally, as each page is created. Show students how they can change their choices and go back as desired. 2. By observation, determine when the majority of the class has completed all of the section of All About Me (there are 4 parts, along with the additional About My box). 3. Tell students they will be using other web sites that will help them practice their reading, math, and computer skills. 4. Remind students how to click on the icon in the address bar next to the http://, to highlight the text. Magnify the screen at the address bar of the web browser and type in abcya. (Magnify the address area of the projected screen using the shortcut command-option-plus key. The shortcut to zoom out is command-option-minus key). If this does not work, follow this procedure: Apple menu System Preferences Universal Access Zoom On then use shortcut). 5. On this site, choose First Grade activities. Start with Build a House and then have students move on to How Many Fish? 6. Review what students accomplished today. Clean up using established procedures.

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Grade 1 - Lesson 3 Navigates multiple web sites; Using web sites to support standards There are several sites included in this lesson, and multiple activities within each site. If time is short, split this lesson into two lessons, rather than rushing through the activities. 1. Review navigating to section of www.starfall.com web site, Its Fun to Read Art Gallery. Model for students how this section works (selecting artist, reading selection, zooming for detail, choosing another artist). After students had ample time to browse and read, ask students to stop working and share what they liked about particular art works. Share primary art concepts of color, movement, and perspective, reinforcing this vocabulary as they share. 2. Navigate to www.fossweb.com/CA web site (dont forget the /CA). This gives students the ability to select their own grade level activities. Have students click on the Grade 1 icon. Model for students how to use the Air & Weather, Solids & Liquids, Watch It Grow activities (one at a time, giving students time to work on each one, reviewing what students learned in each section) 3. Navigate to www.henryanker.com web site Mr. Anker Tests page. (Students can simply type henryanker in the address bar, then click on Mr. Anker Tests link. Model for students how to click on a pop up menu; then start a test. 4. With any activity, do the first 4 or 5 questions with students, modeling how to examine the parts of the screen and answer choices. Also, by holding up the
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keyboard, show how to find numbers in either the number row (if using a laptop), or number pad (on right, if using a desktop). Students may need to type numbers in answer space on some questions. 5. Show students how to use Back Button to navigate back to the main menu page, where they can then select the next test in the group. 6. Here are some tests that students can use if they hadnt used any in Kindergarten: Number Basics; Vocabulary Animal Match 1-6; Time & Money Clockwork Set 1 Hour; Geometry Measurement Set A; Computation Click Here Addition 1 Digit A, B; Spelling Set 1 o Some tests that are appropriate for First Grade are located on this page:
http://www.pumaland.net/Staff_Pages/Henry_Anker/Mr_Anker _Tests_New/1_Grade.html

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Grade 1 - Lesson 4 Navigates between web sites and applications


1. Review navigating to section of

www.starfall.com web site, section 3: Its Fun to Read. Introduce the Music section. Allow students to work in this section for about 10-15 minutes.
2. Remind students that they have used many activities on the

www.starfall.com web site. Tell students, that in a few minutes, they will be asked to share some of their favorite parts of the web site, writing their thoughts in Microsoft Word (or another word processing program).
3. Open MS Word, use formatting pallet to change the size of the text to

24, and spacing to double-space.


4. With the blank page open on the projected screen, ask students to share

their thoughts about their favorite parts of Starfall. Using a Language Experience Approach (LEA), as though you were charting student responses, ask students to suggest ideas for the work, paraphrasing comments with correct grammar, etc before typing the sentence(s) into the projected document.
5. As each sentence is typed, ask students to chorally read the sentence.

Repeat this process until there are up to 10 sentences. Remind students that they may have different ideas, and some that may be similar to what is on the screen. Let students know that when they write, that this will happen, and everyones ideas can be good ones.
6. Tell students that they can use the projected document as a model, but

that they should write their own ideas on their computer. Remind students about proper spacing, capitalization, and punctuation.
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7. In order for students to use needed words

on their own with minimal assistance, highlight key words that came up in the sample sentences, i.e.: favorite, activity, artists, composer, alligator, etc (you can highlight the words with the highlighter tool in word, or change the style to bold and/or the color to blue to help students find the words. Ask students to chorally read all the key words. Ask selected students to restate what your expectations are.
8. Use proximity and the established method students use to ask for help

throughout their independent writing.


9. Review with students the fact that they used both a web site and an

application: (www.starfall.com = web site, MS Word = application) 10. Clean up, saving work if desired. You may find that this was a lot of work for one lesson, and that the students were only able to write a sentence or two. Repeating this lesson, and letting students know that they will be doing a similar activity the next week will reassure them that what they did today will help them be more successful the next time. It is acceptable for some students to copy from the projected screen until they are able to generate their own sentences.

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Grade 1 - Lesson 5 Repeat Lesson 4 (Navigates between web sites and applications) As you begin this lesson, review with students what they did and accomplished last time. Remind students that they will use other sections of Starfalls web site (Poetry, Tongue Twisters, Riddles), and will be asked to then share orally, and then through their writing, what they liked using this section and why. Remind them explicitly that they will be using both a web site and an application. 1. Ask students to go to Starfall web site (without assistance) 2. In a quick model, show the steps that students use to get to the Its Fun to Read section, how to choose a topic, how to read it, and how to return. Students should be able to do all this independently after reviewing this. 3. Allow students 10-15 minutes of time to work, sharing with neighbor, as appropriate. 4. Have students quit web browser, and then open MS Word. 5. Make changes to text size (24) and spacing (double). 6. Once everyone has a blank page, use ELA approach to have students share ideas, and type them on projected computer. Ask students to read sentences chorally as they are added, and when complete. Highlight key words other students may want to use in their writing. 7. Ask students what questions they might have, and review with students concepts like deleting errors, capitalization, the red squiggly line under spelling errors and names, and punctuation. 8. Tell students that they will be saving their work, so that they will be able to continue with it the following week.

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Grade 1 - Lesson 6 Writes complete sentences with correct capitalization, spacing, punctuation; saves work; prints work
1. Remind students what they have been working on in the previous two

lessons. Let students know that their goal will be to complete __ number of sentences with correct spelling, capitalization, and punctuation.
2. Allow students to review navigating of section/topics they used

previously in Starfall. 3. Direct students to quit browser. 4. Model for students the process of reopening a saved document from the previous week. 5. Students write independently. When finished, use established procedure for asking for help, where students can be prompted to save, and then print, as appropriate.

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Grade 1 - Lesson 7 Writes complete sentences correctly from draft; types 5-10 wpm - 85% accuracy Students will bring a writing sample that is edited that you intend to have them publish. 1. Upon only the teachers oral instructions, students are directed to place their hand-written draft near the computer, open MS Word, and change the size of text to 24 and the spacing to double. 2. Students should be prompted with questioning to be reminded to use correct spacing, punctuation, and spelling. Ask students, Is MS Word is a web site or an application? 3. Tell students they will have __ minutes to type as much of their draft before being prompted to save their work. Let them know that your expectation is to complete __ lines of text by the time they are prompted to stop and save. 4. Have students stop typing. Again, through the use of prompting questions, lead students through the saving process. If time remains, have students continue typing, and for those students who are finished, save and print their work with assistance. Students finished may use one of the previous sections of Starfall while other students complete their work. 5. Clean up using established procedures.

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Grade 1 - Lesson 8 Writes complete sentences correctly from draft; types 5-10 wpm - 85% accuracy; uses Home Row, but doesnt necessarily master its use Once again, students will be word processing, either completing the publishing of a previous sample, or beginning a new one. In this lesson, students can be prompted to center their title, and learn how to change the style to bold. See sample below for a sample layout of the page for students at this level. 1. Before beginning their word processing, try this exercise with students: model for students where the Home Row keys are. Be sure students place their fingers on the Home Row correctly. Be explicit in naming the Home Row, the groups of letter keys, and the left and right hands, and where they go. Be sure to name the semi-colon key, as it will be new to them. If students are having difficulty with their left and right hand, try this exercise: Hold up both hands (model, displaying the reflection of what you want students to do). Make an L with each hand. Which is the real L? Or phrased another way, Which L is facing in the correct direction? Keep that hand up. That is your Left hand. 2. Tell students that some of them may finish their work before other students, and that you are going to give them an IWT activity to do. Model for students (they should only be watching, not imitating) how to open the Starfall web site click on section 4, Im Reading and display the library of works available here. (There are several selections in each genre that students can read.) There is more text on each page, and let students know that your expectation is that they will read most of each one without having to
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click on words to hear them. Students can read as partners if you like. Once you have checked for understanding about when students should use this site, students can open MS Word from the Dock, or open a previously saved document and continue working on it through completion. o This procedure can be used for all subsequent computer lab visits where writing is the focus.

Sample Student Document Grade 1

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Second Grade
Overview of Skills for Kindergarten & First Grade: Kindergarten o Name parts of a computer and terms for interface elements (menus, icons) o Can turn computer on/off o Use keyboard & mouse (or laptop trackpad), menus and basic shortcuts o Follows established procedure when asking for help o Can visually compare own screen with instructors o Open basic programs o Draws/paints a picture with graphics program o Save a document with assistance o Open and close windows o Access Internet sites o Types first & last names with initial capital letters, all alphabet letters, words and sentences from handwritten drafts First Grade o Knows the difference between an application & a website o Type 5-10 wpm with 85% + accuracy o Knows the home row (but does not necessarily master its use) o Word processes a paragraph with proper capitals, spacing, ending punctuation Overview of Second Grade Skills 1. Word Process a paragraph with proper capitals, punctuation, indentation, and centering of title 2. Know drawing program basic tools (pencil, brush, line, fill bucket, eraser) 3. Create Slideshow from photos and/or drawings imported, with teacher assistance, that conveys an experience shared or a concept learned 4. Create a PowerPoint presentation (less than 5 slides) from template 5. Use Scott Foresman Digital Path (Social Studies) to access student text, activities, and view video footage 6. Types username and password independently when needed 7. Be able to type a URL in the address bar, example: www.starfall.com 8. Identifies active links on a website, follows them, uses back button
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9. Type 8-15 wpm with 85% + accuracy 10. Know how to type symbols (i.e. #, $, %) 11. Differentiate between Shift key and Caps Lock Before using the Second Grade Lessons that follow, use the K-1 lessons above, in digest form. This will benefit students who would benefit from reviewing, and those who can master the skills they will be building on this year.

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Grade 2 - Lesson 1 Word Process a paragraph with proper capitals, punctuation, indentation, and centering of title By the end of this lesson, students should know how to bring out the Formatting Palette, and how to change the Size of text, as well as Alignment and Spacing independently. * Fundamental word processing skills of setting up text size, spacing, typing own name in Header were covered in First Grade lessons (please review as necessary). 1. Have students place their draft in a location where they can easily see it, without having to move their eyes far from the keyboard. On eMacs and newer iMacs, the page should be placed between the keyboard and monitor, folded if necessary. 2. Have students spend a few minutes reading over their draft so that they can better type without looking. Tell students that they will be publishing this work, but that we want to improve our typing speed over last year. 3. Describe, model, and practice the method of chunking the text. Rather than typing word by word, students will type 4 or 5 words without having to look back at their draft. Model this process using the projected example. 4. Remind students of the pattern of one space after each word, one space after a comma, two spaces after a period, question mark, or exclamation point, but ensure that students do not put spaces before punctuation.
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5. Review for students how a new document is set up, again using the projected computer, and ask clarifying questions along the way. This includes using the Formatting Palette to set up text and alignment. Once students are confident with what they are expected to do, allow them to begin working. Use proximity to ensure that all students are on task, stopping students along the way if you see difficulties. 6. If the students drafts contain multiple paragraphs, also show students how to press the return key, then tab, in order to begin a new paragraph. If students documents are likely to contain multiple pages, you can show them how to use the Header and enter the page numbering. View Headers & Footers (scroll page down to see footer space) using the palette, click on icon with # sign click on close button. 7. Save to a designated folder, print (if applicable), and clean up using established procedure (all discussed in earlier K-1 lessons).

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Grade 2 - Lesson 2 Know drawing program basic tools (pencil, brush, line, fill bucket, eraser) 1. Using the model drawing from the K lesson, review with students the important concepts of drawing using a computer, namely the following: o Outlined objects must be closed in order to be filled using the bucket tool o Small mistakes should be erased rather than starting a whole new work o Short lines connected together often look better than long squiggly ones o Different tools and line thicknesses are available as needed o Drawings on a computer are almost always best done when working from a hand drawn draft. o Drawings can be saved, and even used later in WP documents Students will create and save their own drawings using the tools listed above, and then add the use of new tools each time. Drawings should start off rather simple (such a geometric figures, line drawings) and then can become more sophisticated. Students can also add text labels to their drawings, such as one for parts of a flower. Each drawing is saved so that it can later be incorporated into a slide show and/or PowerPoint Presentation that will display multiple works. After the lesson, so as not to deter students willingness to try, show a gallery of HS or College level computer generated art (just use a search engine and type Student Computer Art to find some galleries. Here is one: http://www.tunxis.commnet.edu/art/computerart/index.htm#27 This lesson will be repeated at least 3 or 4 times through the year.
Recreate for review purposes.

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Grade 2 - Lesson 3 Create Slideshow from photos and/or drawings imported, with teacher assistance, that conveys an experience shared or a concept learned Using whichever software application the school has available (KidPix, PowerPoint, Appleworks, Preview(Apple), Google Docs, etc ), the teacher will demonstrate, and then lead students through the procedure for inserting images into slide show. 1. Have students open folder in location (desktop, server, flash drive) where they had saved their drawings. Review with students how files are arranged in the folder, and what the names of the files are. *Notice, in the folder window shown, titles like Cows, Landscape are pretty helpful in knowing what a file contains, whereas Picture 1 and Picture 2 do little to help the student remember what the file contains. Students should always be specific when saving a file that will be used later. 2. Open Slideshow application. Show method for inserting student-made images. In PowerPoint, for example, the process is the following: once on the slide where the image is to be inserted, pull down Insert menu Picture From File navigate using the directory, to the folder where the images are stored. 3. Resize, adjust the position of image as necessary. Insert new slide; repeat process. As each image is successfully added, direct students to save their work.
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When all of the images have been added, show students how they can use transitions to animate the change from one slide to another. 4. Text can also be added to each slide to serve as a caption for each image. 5. Have students present their slide shows to each other, and to parents at Open House, or some other event.

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Grade 2 - Lesson 4 Create a PowerPoint (or another applications) presentation (less than 5 slides) from template 1. Using a pre-made template, such as the one shown, students can include their text. 2. Pre-planning is a must to make this a successful project. If you have the title, text and images already in draft form, and any images needed saved in a folder, the assembly of the presentation will flow smoothly, limiting the amount of assistance students will need. 3. Using the OCR Camouflage Unit as an example, students can prepare a draft for each type of camouflage they which to describe, or type of animal that uses camouflage, and how it uses it to its benefit. The title for a slide could be Walking Stick, the text could be the description of the animal and its use of camouflage, and the image could be one either that the student drew and saved using KidPix, or some other graphics program, or an image the student found on line. 4. When multiple slides are used, students can create slide transitions, as described in the previous lesson.

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Grade 2 - Lesson 5 Use Scott Foresman Digital Path (Social Studies) to access student text, activities, and view video footage; types username and password independently when needed In order to direct students to use this content, either review the materials that came with the Scott-Foresman Social Studies materials and/or use the tutorial provided using this on line link: http://www.pumaland.net/Staff_Pages/Henry_Anker/Resource_Files/Digital _Path_Tutorial.swf Students should be introduced to this content early in the year, shown how to use the site in classroom, and also how to use it at home. There is a parent letter in English and Spanish included in the Teachers materials packet that explains to parents how students can use the content at home. If you have further questions about using this site with your students, please contact Henry Anker at 310-253-7841 or by email at henry.anker@lausd.net

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Grade 2 - Lesson 6 Type 8-15 wpm with 85% + accuracy (this should be an ongoing goal, met though regular access to computers via word processing assignments) Specific keyboarding lessons can also be taught using AlphaSmarts. Software
Mavis Beacon Teaches Typing

can be purchased for this purpose (Mavis Beacon Teaches Typing, Typing Tutor, Type to Learn, etc) 1. When students are introduced to keyboarding, you will have a few obstacles to overcome:
AlphaSmart

resistance to using the Home Row, if students have been typing for several years improperly; lack of motivation to build this skill, boredom of activity 2. Demonstrate for students how fast a competent adult should be able to type, using the projected computer, typing a live narrative into MS Word or another word processor. 3. Explain to students, that as they matriculate through school, they will be expected to type more and more of their work, and that their teachers will expect them to work efficiently in both the lab and the classroom. This is needed because lab time is limited, and classroom computers must be shared. 4. Explain to students also, that as they age, their teachers will expect more quantity of writing on the computer to be completed at home. Just like having good fluency in reading, and allowing for completing reading assignments in a timely way, students will be able to complete their writing assignments in a timely way if they type well. Students
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will also find that they will have more free time at home when they are able to complete assignments quickly. 5. Using one full lab visit to provide an overview of the particular typing program you have, and giving students sustained practice time is fine, but practice for the remainder of the year should be ongoing, repeated short sessions with frequent praise offered. Continue to reinforce the positioning of the fingers over the home row keys as well as proper posture.

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Grade 2 - Lesson 7 Know how to type symbols (i.e. #, $, %); differentiate between Shift key and Caps Lock 1. Provide each student a draft of the document, Symbols I MADE IT ON TIME. Have students read through the document silently, then chorally, pointing out the various symbols used in the document. 2. Explain to students that all symbols have names, and that may are like abbreviations for terms. 3. Tell students that our goal for todays lesson is for students to know where the symbols are on the keyboard, and how to make them. (Only the symbol uses a key other than the shift key; the option key.) 4. Have students open a new Word document, change the text size to 18, and the spacing to double, using the Formatting Palette. 5. Students should write their name in the upper left corner of the page. 6. Have the students press the return key twice, then change the alignment to center. 7. Students should now press the CAPS LOCK key. Remind students that it should be used because all the letters in the title are capitalized. 8. Once the title is completed, students should press the caps lock key again to turn the Caps Lock feature off. Help students realize that the green indicator light tells when the caps lock key is activated. 9. Have the students press the return key twice, then change the alignment to left. 10. Direct students to press the tab key to indent. Ask students to assist one another if they cannot find the symbol they are looking for. 11. Remind students to proofread their work as they go.
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Third Grade
Review all of the skills and projects listed in the K-2 sections above with students before beginning new lessons that follow Overview of Grade 3 skills and projects: 1. Competently uses Microsoft Word 2. Masters capitalizing, punctuation, indenting, centering 3. Makes attempt at spell checking writing 4. Understand the anatomy of a finder window, be able to use the features of the window to organize, locate items 5. Uses basic formatting tools and palettes 6. Uses quotation marks in dialog 7. Performs basic copy/paste within application, and between applications; i.e.: image or text from web to Word, KidPix to Word 8. Writes a Friendly Letter with proper formatting 9. Creates a 4-6 slide PowerPoint adding at least one image 10. Saves to a specified folder or location independently 11. Imports pictures 12. Uses standard keyboard shortcuts ( -S = Save, -P = Print, etc) 13. Understands and follow rules of Internet Safety 14. Types 10-20 wpm with 85% + accuracy

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Grade 3 - Lesson 1, 2, 5 Competently uses Microsoft Word; masters capitalizing, punctuation, indenting, centering; uses basic formatting tools and pallets Students will need to have an edited, hand-written draft to do this lesson. The writing sample should include a title and multiple paragraphs. 1. Have students place their draft between the monitor and keyboard at the workstation where they are sitting. Have students spend a few minutes reading their drafts silently. 2. Tell students, that in order to type efficiently, they will need to keep their fingers over the Home Row keys and chunk the text as they go. (Chunking text refers to having students read and internalize several words in sequence that they would then type, rather than typing one word at a time.) 3. Open MS Word, make sure Formatting Palette is visible (if not, assist students in brining it out, either with the menu View Formatting Palette, or through the toolbar). Have students change the size of their text to 18 4. Direct students to type their heading (Name, Teachers Name, Date) in the upper left hand corner of their document, pressing return after each line. 5. Direct students to change their line spacing to 1.5 (second icon under Alignment & Spacing). Have students choose Centered Text. 6. Have students type their title with capital letters in the appropriate places. Press return twice after title. 7. Direct students to indent their first paragraph using the tab key. Remind students to press return only after a paragraph is completed, and then to press the tab key to indent each successive paragraph. Remind students of the pattern of one space after each word, one space after a comma, two spaces after a period, question mark, or exclamation point, but ensure that students do not put spaces before punctuation mark. 8. After giving students 15-20 minutes to type independently as you use
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proximity to ensure that all students are on task and working efficiently, have students stop typing in order to save their work thus far. 9. Walk students through the saving process. Ask prompting questions along the way to help model for students the thinking process as they encounter dialog boxes and do the important navigation to the correct saving location: When you see this dialog box, what options do you have? What are the most important parts that you need to respond to? What would be a good name for the document we are working on? Why would it be a good idea to include your name? What key can you press instead of using the mouse to click the Save button? 10. Have students continue typing until their work is complete, or until the lab time is over, in which case, the work can be completed next time. It is a good idea, as a practice, to have students carry a folder of completed handwritten drafts to the lab so that they will always have other work that they can type if they finish before other students. This will undoubtedly happen as you will have students whose typing speed varies as well as on-task behavior. 11. Direct students, at the conclusion of the lesson, to confirm that their documents were saved to the intended location. If the document cannot be found where it was expected, first check the Documents folder (the default location), and if it is not found, try using Spotlight (the magnifying glass in the right corner of the menu bar) to search for the document by name.

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Grade 3 - Lesson 3 Makes attempt at spell checking writing 1. Using a prepared error-riddled document (see Correcting Errors.doc), students will first observe teacher modeling the use of the spell check feature before beginning to do so themselves. Using a common document allows you to discuss the best way to address each error that arises. 2. Point out the squiggly red and green lines (indicating possible spelling and grammar errors, respectively). 3. Pull down the Tools menu to Spelling & Grammar 4. Point out the features of the window and all the buttons and make suggestions about the best one to choose in each situation. Be explicit with your directions. Most students may never have worked with spell-check before. 5. Direct students to complete the correction of errors independently, or with a partner. Point out that they will also come across grammar and spacing errors, which they can attempt to correct, or choose to ignore. 6. Let students know that this was only a practice exercise and did not contain their own writing. Have students Quit without saving any changes. If your students leave it unsaved, then other classes can use the same sample document for practice purposes. You can show students the unpublished shortcut command-D which simulates a click on the Dont Save button.
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Grade 3 - Lesson 3 (Part 2) Makes (independent) attempt at spell checking writing 1. Using a hand-written draft of at least two paragraphs, students will first use typical formatting and typing to create and save the document. 2. Students save changes before beginning spell check process. 3. Remind students that spell-check is not a completely dependable way to proofread a document. There are several errors that spell-check may not catch: a. proper nouns, especially names b. errors in capitalization, spacing, punctuation c. homophones used incorrectly (there-their, would-wood, etc) 4. Students work independently, but may ask for assistance of their neighbor. 5. Students will use established procedure to ask for help and to let teacher know when they are finished spell checking their document before printing, if applicable. 6. When students have completed their typing and spell-checking, remind them to manually proofread their work to check for the limitations of computerized spell checking.

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Grade 3 - Lesson 4 Understand the anatomy of a Finder window, be able to use the features of the window to organize, locate items Here is a very helpful video on this topic, entitle, Find Out How found on the Apple web site: http://www.apple.com/findouthow/mac/#tutorial=anatomy While this clip would probably not best communicate to students, viewing it yourself will help you prepare for this lesson with students.

1. Point out and demonstrate the icons (circled above), and allow students to experiment with them. Describe to students when they might want to use them (close, minimize window, change views alphabetically, by date, kind of document, simplify window, resize window). 2. Demonstrate to students how to create a new folder, rename a folder, delete a folder, change the color of the label of a folder, etc 3. Direct students to create a new Word document; save into new folder.
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Grade 3 - Lesson 6 Uses quotation marks in dialog (part 1) The following description of this lesson activity can be done in the classroom before beginning to use the computers. 1. Begin lesson by discussing what dialog is. Clarify for students who are unclear about dialog, and what it looks like in written language. Emphasize that there are important standard rules for the way dialog is written for the reader, that an author must use, in order to make clear who is speaking, and what words are spoken. Since this is a first lesson in the use of quotation marks in dialog, the examples will be simple. Using the following sample sentences on the board or chart, point to a sentence and ask a student to read. Sample Sentences I am hungry. I like the color of your shirt. May I go to the bathroom? Hurry, were going to be late! What time is it? You are the best teacher ever! My favorite show is Curious George. I am going to watch it when I get home. For each example, write in another location on the board, the name of the child who read the sentence followed by the quote, in this form: Freddy said, I am hungry. Sheryl asked, May I go to the bathroom? Point out the organizational features of these sentences, and repeat this process with each example. When students have the idea, have them create their own. 2. Using the same example sentences, but using different students to voice
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them, have students speak the sentences, then write the sentence followed by the quote tag, in this form: I am hungry, Freddy said. May I go to the bathroom? Sheryl asked. also in the form I am hungry, said Freddy. May I go to the bathroom? asked Sheryl. Point out the organizational features of these sentences, and repeat this process with each example. When students have the idea, have them create their own. 3. Use the same procedure in the computer lab for this first experience, reviewing where the comma, quotation mark, apostrophe, question mark, exclamation mark, and period are. Tell students to press return after each example. 4. Have students copy several examples with you, then on their own, and finally create their own examples independently. Save the document, if desired, using established procedure. This lesson should be followed by a similar one where the characters quotations alternate (take turns talking) with proper carriage returns and indents. (See following lesson)

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Grade 3 - Lesson 6 (Part 2) Uses quotation marks in dialog 1. Call two students to the front of the room. Hand them each a copy of a script from a familiar play or a scene you invent. Have them read their parts aloud, taking turns, without stopping. 2. Explain to the class that what the two students just did is called a dialog. 3. Pass out copies of the script to all students (the copies can be shared by students to save paper). 4. With the remainder of the students seated at their computers, model the transposition of the first speakers voice into the correct quotation with tags using the projected computer. Model the pressing of return key tab, then begin transposing the next quotation, again using the projected computer. 5. Ask for clarifying questions, and then allow students to begin working on their own, and remind them that they can assist their neighbor. 6. Stop students periodically as you notice mistakes in form. This skill should be practiced precisely, so that variations do not occur. Keep in mind that this is a frequently tested Language Arts skill, and attention to detail is important. 7. There are even chants you can practice with students to get them to internalize the pattern, such as this one: comma quotation mark capital letter 8. End lesson with enough time to save (if desired), and quit.

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Grade 3 - Lesson 7 Performs basic copy/paste within application, and between applications; i.e.: image or text from web to Word, KidPix to Word
This lesson should be presented to students as a practice opportunity for them in using the skills needed to put a project together. These skills will appear throughout many of the lessons for upper grade students. Discuss with students that copying and pasting can only be done with their own items, items their teacher has given them permission to use, and items online that are noncopyrighted. You will need to have a folder of files/documents/websites available on the desktop, server, CD, etc that the students can access in order to complete this lesson. This is a long lesson with many types of interactions that may be new to students. Do not rush through this lesson. This is essential knowledge that can be applied to hundreds of computer skills. If it takes two visits to complete this lesson, that is fine.

1. Tell students that they will be practicing using multiple media items and putting them together. 2. Open The Copy / Paste Times document and read it together with students. 3. Begin by having students open a blank Word document. Point out that the name of this Document (possibly with a number attached). Have students click on the yellow dot in the upper left corner of the window to minimize this window (shortcut is -M). The documents window shrinks down to the lower right end of the Dock. (If Dock is not visible, pull down the Apple menu to Dock Turn Hiding Off.) 4. Next, have students open the Word document that contains regular text, entitled, Text-Clip Word.doc. 5. Help students understand that there are now two Word documents open. 6. Explain to students that the portion (or all) of the text that they intend to
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copy must first be selected. 7. Demonstrate the various methods for selecting text: a. dragging across and down with mouse until all text is selected b. using series of clicks: i. double-click for a single word ii. triple-click for a paragraph c. using Edit Select All d. click mouse, hold down shift key, then click mouse at end of selection e. click at the beginning of selection, hold down shift key, then use arrow key(s) (to the right, down, etc) until you arrive at the end of the selection 8. Once text desired is selected, Edit Copy (or shortcut -C) 9. Minimize window, close window, or use Word menu Hide Word 10. Maximize blank Word document. Click on its icon in the lwer right end of the Dock. Click where text is to be pasted Edit Paste (or shortcut -V) 11. Press return key twice. Make sure you have an Internet connection for the next two tasks. 12. Open web page location KidsHealth.org-webloc (this is in the folder where you found the Copy-Paste file), or another web page that contains text. Use one of the methods mentioned earlier to select text in the second paragraph of the web page. 13. Once text desired is selected, Edit Copy (or shortcut -C) 14. Minimize window, close window, or use Safari (or FireFox) menu Hide Safari (or FireFox). If you choose to hide the browser, you will need to click on the browsers icon in the dock to bring it back to the front. 15. Open blank document. Click where text is to be pasted Edit Paste (or shortcut -V).
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16. Press return key twice. 17. Open web page location Elephantsimages.google.com html page (or another web page that contains an image). Click on the thumbnail image in the header of the web page. It should open in its own window. (These are the steps students will commonly use when obtaining images from the Internet.) On a Mac, you can either right-click the mouse, if available, or hold down the control key (ctrl) on the keyboard while clicking on the image, and a menu will appear next to the mouse arrow. Both Safari and Firefox menus will contain the item Copy Image (though it appears in different places). Select Copy Image, then bring the blank Word document page to the front (click on the Word icon in the Dock), then choose Edit Paste, or right-click/control-click in the Word page and choose Paste (or shortcut -V). 18. This skill can be practiced multiple times with other images obtained from Google.com/Images, or Yahoo.com/Images, or another site. 19. Press return key twice. 20. Open Flower.jpg file, Edit Copy (or -C) 21. Minimize window, close window, or use Preview menu Hide Preview, or you can use Preview menu Quit 22. Open blank document. Click where image is to be pasted Edit Paste (or shortcut -V). 23. Press return key twice.
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24. Open Treehouse.jpg file, Edit Copy (or -C) 25. Minimize window, close window, or use Preview menu Hide Preview, or use Preview menu Quit 26. Open blank document. Click where image is to be pasted Edit Paste (or -V) 27. Press return key twice. 28. Locate car.jpg file. Open blank document again. Reduce the size of the Finder window and move the window so that it is to the right side of the screen, and so that you can see most of the Word documents page on the left. Model this for students more than once until all students have this basic arrangement on their screens (see image). 29. This time, instead of using the copy/paste method, we will use drag & drop. 30. Click and drag the car.jpg file onto the word document. Release the mouse button. The image appears where the insertion point is flashing. Point this fact out to students. 31. Tell students that Word and other programs of its kind treat images like large letters on the page, and that the image is stuck in that location until the user tells Word that it can be handled differently. 32. Tell students to double-click on the image. (Make sure students are holding the mouse still while they double-click, or it wont work.) The Format Picture dialog box
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appears. Have students click on Layout, and then on Square, then OK. 33. Now the image can be dragged anywhere on the page, and also resized as needed. Any text in the area of the image will wrap around the image automatically. (This is called text wrap.) Locate Go Cart Movie.mov file. Open blank document again. Reduce the size of the Finder window and move the window so that it is to the right side of the screen, and so that you can see most of the Word documents page. Model this for students more than once until all students have this basic arrangement on their screens. 34. Using the drag & drop method, click and drag the Go Cart Movie.mov file onto the word document. Release the mouse button. The movie clip appears where the insertion point is flashing. Point this fact out to students. 35. The location and size of the movie can be changed just as it was in the previous example. If, when double-clicking on the movie, the movie begins to play, click again to stop the movie, and pull down the View menu to Toolbars Movie, Use the last icon on the right on the small movie palette to format the movie to be moves and resized. 36. Have students play movie in their document if they have not done so, either by double-clicking on the movie, or on the badge in the lower left corner of the movie itself.

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This next example, using KidPix, is somewhat complicated, since KidPix does not use a standard image file format known to other programs. This task will require either quitting KidPix between the copy/paste in to Word, or using application switching using the shortcut -tab. Try it yourself first to evaluate your readiness, and the readiness of your students to do it. 36. If the blank Word document is not already open, open it. 37. Next, open KidPix. Have the students draw a simple illustration as shown, using the pencil tool and the bucket tool, and others as time allows. 38. Using the Grab Tool (Hand), have students lasso the image (dragging all the way around the picture they had drawn) until they get back to the beginning of the selection. (If students have difficulty, just have them repeat the process. It does take dexterity.) 39. Once they have the selection made, students should notice the image flashing. 40. At this point, either Quit KidPix, or use the application-switching shortcut -tab until the large Word icon is selected, then release the -tab keys. Once the Word document comes to the front, use Edit Paste, or -V. Square, and resize, if necessary. 42. Students can also copy/paste within a document. Select either a text passage or an image. Use Edit Copy ( -C), then Edit Paste ( -V) in the
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application-switching using -tab

41. Change the layout of the image by double-clicking, then choosing Layout

new location. 43. Another method of making multiple instances of an image is to hold down the option key and then click and drag the clone to its new location on the page.

44. It is also possible to select more than one image (or multiple copies of the same image) to duplicate. Select the items by holding down the shift key first, then clicking on each item in succession you want to duplicate at once. 45. When all the items you want to duplicate are selected, you can use copy/paste, the option key method, or Edit Duplicate to make copies.

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Grade 3 - Lesson 8 Writes a Friendly Letter with proper formatting After using the OCR exercises in creating a friendly letter by hand (multiple times, with proper formatting), students can use their best example of a properly formatted friendly letter as a draft to publish using the computer. 1. Explain to students that they will be using the Alignment & Spacing portion of the Formatting Palette several times in this work. 2. Show an Anchor Paper (example) to students first using the projected computer, and go over the parts (return address, salutation, body, closing, name/signature). They should remember these parts from previous lessons. 3. Ask students to verify that they have each of these parts in the draft they will be working from. 4. Make sure all students have the Formatting Palette visible. Have students change the text size to 14 or 18, and line spacing to 1-1/2 or double spacing. 5. Direct students attention to the ruler at the top of the document window. Students will be adjusting the tabs twice in the letter (once for the return address, and also for the closing/signature line). 6. If students cannot see the ruler, model for them how to move the window downward by dragging from the title bar. 7. Using the projected computer, zoom in on the tab markers that students will use to adjust the location of the text. Make sure students click on the blue rectangle beneath the triangles to adjust the tab. Move it to the 4 mark. 8. Model for students how to type their return address
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information, pressing return after each line. Allow students time to complete this part. 9. Have students press return twice after the last line of their return address. Model for them how to drag the tab marker (rectangle) back to the left to the 1 mark. Type the salutation followed by a comma. Press the return key once or twice. 10. Press the tab key (indenting can be optional, as nowadays, the formatting of business, and many friendly letters, does not use indentation). 11. Begin typing body of letter. Remind students to only use the return key when they are planning to start a new paragraph. 12. Press the return key twice after the body of the letter is complete. Students can be reminded to use any extra time to check spelling and look for other errors, add sentences and other details. 13. Using the projected computer once again, zoom in on the tab marker. Zoom back out. Model for students that this time, as they drag the tab markers, there is a dotted line that extends vertically, showing that the text can be lined up with the text above. In this case, we want the closing to be aligned with the left edge of the return address. 14. Monitor students to see if they have done this step correctly. Once all students are ready, have them type their closing line (Your Friend, Sincerely, etc), press return 3 times (allowing space for the signature), and then type their name. 15. Save and Print using established procedures.

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Grade 3 - Lesson 9, 11 Creates a 4-6 slide PowerPoint adding at least one image; saves to a specified folder or location; imports pictures The previous (2nd Grade) PowerPoint lesson only required the student to work from a preset template with text boxes ready to be typed into. This lesson will require the student to build the PowerPoint presentation from scratch. It is imperative that teachers prepare students by making their draft slides by hand in advance of this lesson, (see model). This lesson/project may take two, or even three visits. 1. With their draft slides at the ready, have students open PowerPoint. Choose New PowerPoint Presentation Open. 2. Show students that there are preset boxes for them to type in, but that they are not going to use them. Model for students how to remove them, and then have students do it. The procedure is this: click on the edge of a box, notice the texture of the frame change, and then press the delete key. Repeat process for second box, and for any slides that contain them. 3. Creating a text box from scratch is easy to do. Choose Insert Text Box. Without clicking the mouse, move the arrow over the blank slide to the location where you want the upper-left corner of the box to reside. Click and drag diagonally downward to the right. The text box will only maintain the length, but not the depth. When typing in the text box, continue typing and the text will be wrapped to the next line automatically. Multiple paragraphs can be typed in one text box, but a good rule of thumb in
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PowerPoint is not to use more than 5 sentences on any one slide. Additional text can always be put on the following slide. 4. Changing the appearance of text should be limited at this grade level, but it can be done. Click on the edge of a text box, and then use the Formatting Palette or Toolbar to change it. All the text in the box changes at once. Alternatively, you can select text with the insertion point as is done in a Word document, but that takes longer, and some text could be missed. 5. Repeat the process of creating text boxes and typing text into them on each slide. 6. Model for students that when a new slide is needed, the student can use the Insert menu New Slide. If the New Slide dialog box appears, the student can click on the Blank Slide choice to avoid having to delete unwanted text boxes. (If the New Slide dialog box does not appear, it has been deselected in the Preferences. Follow this procedure: PowerPoint menu Preferences View New Slide Dialog check box). 7. Once students have all begun work on their second slide and are working independently, ask the students to stop and save their work. Most students to this point have only saved work in Word, and only with assistance. Let students know that the saving process in every application is similar. 8. The save dialog box on a new Mac can have one of two appearances: simplified view or normal (see images on next page). The simplified view was designed (for a typical adult consumer) so that all saved work would end up in a Documents folder. We want students to begin to understand the organization of a computers files, and how the user of the computer can customize the saving of documents to a specific location of his or her choice.

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9. Direct students to click on the small downward facing arrow to expand the save dialog box, if necessary. Depending on the saving scheme that is set up at your school, your directions may vary. Heres an example (this may or may not be set up at your school): a. Click on the word Desktop in the blue navigation bar on the left (you may have to scroll to see it). Look for a folder named Student Saved Work. Click on it, and then click the Open button. Now you see the names of teachers. Find the name of your teacher. Doubleclick on it. Look for your name, and then double-click on it. b. Look at the name of the document suggested by PowerPoint. Select the text in the name, except for the suffix (.ppt). Replace this text with the following Steven-Animals.ppt 10. Resume work on the PowerPoint presentation. Stop students about 10 minutes later to show them how to change the background color of each slide. By this time, students should have 3 or 4 slides completed. The following instructions apply to PowerPoint in Office 2004. The instructions for Office 2008 differ slightly. 11. Show students how to change the slide background. Pull down the Format menu Slide Background 12. The ellipses indicate that the user will have an opportunity to
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make choices here. The student can either choose one of the suggested colors, or choose More colors This is a good opportunity to show students how the color palette in the Mac OS system integrates with an application like PowerPoint. Students can elect to apply the color to all slides (which is normally a good idea), but here you may want to instruct students to use a distinct color on each slide so they can see the change as the slides transition from one to another. 13. Give students a chance to make these background changes, and let them know that they can continue to apply them to additional slides they make in this presentation. 14. Ask students to stop working, and watch you demonstrate how to do slide transitions. Pull down the Slide Show menu to Slide Transitions Once in the Slide Transition dialog box, show students how to choose a transition type, whether or no they want sound, and if they want to require the user to click to advance the slide, or have the show advance after a preset number of seconds. 15. Remind students to save their work periodically, and at the end of their work session. Once the majority of students have completed their writing on each slide, provide a step-by-step demo of how to obtain an image from the Internet that can be used in the presentation. For the purposes of this demo, students can all get and use the same image, and then delete it if not wanted. Make sure all students have saved their work before beginning this process. 16. Direct all students to navigate to the second slide in their presentation. One way to do this is to go to the Slide Sorter in the lower left corner of the screen
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(see image of the tiled rectangles), or in the View menu Slide Sorter. When students see the thumbnails on the screen, they can double-click on the second slide. 17. Once on the second slide, have students resize their PowerPoint window down somewhat in order to also be able to see the browser window as they open FireFox or Safari. Open FireFox or Safari. Type in www.google.com/images. In the search field, have students type in a word such as plowing. Have students spend a few moments browsing the images. Bring students attention together, and then have them click on the image you designate. The image chosen will appear in the top panel of the web browser window. 18. Click on the thumbnail of the image at the top of the window. The image will appear by itself in its own window. The next step is to move the image to the desktop of the computer. (This is necessary because some images wont simply copy/paste from their web pages to another application.) Dragging the image to the desktop will convert the image to a .jpg image that can then be dragged onto a PowerPoint slide (or a Word document, or other program). 19. Make sure the PowerPoint window is in view. Drag the image file from the desktop onto the PowerPoint slide. (You should see a small + sign next to the arrow indicating that the image will be added to the PowerPoint document.) 20. Once the image is on the slide, you can resize it or move it.
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21. Save the presentation. 22. Students should be given the opportunity to share their presentations with the class as part of their assignment. Tips on giving effective presentations should be shared with students beforehand, along with the chance to practice in class and at home. Here are some tips for presenting: a. Presenters should have note cards in hand b. Presenters should not read text on slides verbatim to their audience, but rather share additional information c. Presenters should make frequent eye contact with their audience, speak in an audible voice, changing inflection, and take questions d. Presenters should rehearse many times before presenting

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Grade 3 - Lesson 12 Uses standard keyboard shortcuts (Apple-S = Save, Apple-P = Print, etc) Keyboard shortcuts are very useful to both the students, and to the teacher, as you will want students to complete cleanup tasks and other repeated tasks such as saving and printing in an efficient manner. For this weeks lesson, shortcuts can be practiced explicitly to give students repeated practice that they can internalize. 1. Explain to students that they will be using computers throughout their lives, in school, and the world of work, and also as consumers. (Show students images of students and adults working with computers, in school and in the workplace, and also show images of adults and young people using computers in the home.) Tell students that the more shortcuts they know, the better their interaction with computers will be. Students should have already used the following shortcuts in previous lessons: -Q (Quit) -P (Print) -W (Close Window) -C (Copy) -V (Paste) 2. Have students open MS Word. Once a blank file is open on the screen, direct students to press -N (New Document). Do this several times, creating many new blank documents. 3. Direct students to press -W (Close Window). Do this several times, until all the blank documents are closed. 4. Have students type their names in a blank document. Direct students to pull down the press -A (Select All). All of the text in their names should be selected. Direct students to make a few changes to the appearance of their names, changing font, size, style, and color. Have the students click in any white area of the page to de-select the stylized text. 5. Direct students to press -A (Select All). All of the text in their
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names should once again be selected. 6. Tell students that at times, we, as users of computers, make mistakes where text or an image can be erased, and we need to be able to bring it back. Tell students this is what they are about to simulate. 7. While their text is selected, tell students to press the space bar. Their text should have disappeared. (Actually, their text was replaced by a space). Tell students to say Oh, no! and then raise their hands over their head. Tell students what happened and not to panic. The goal is to show them what to do should this happen while they are working on any writing or art project. 8. Tell students that there is a shortcut designed specifically to fix this problem. Direct students to press -Z (Undo). All of the text in their document should reappear. Show students that the item is in the Edit menu. 9. Repeat the previous process with other text, or an image accidentally deleted with -Z (Undo), so they can see the result again. 10. Try this procedure with students to show them the power of copy/paste: Type first name only, press -A (Select All) press -C (Copy) click after word to de-select text press -V (Paste) repeat, i.e.: Henry Henry Henry Henry Henry Henry 11. Reinforce for students that they can copy text or an image once, but paste it an unlimited number of times. This feature is useful for creating borders with small repeated images around the margin of a document. (This was mentioned in an earlier lesson, but this, itself, could be a separate lesson.) 12. As a concluding activity, show students where the shortcuts are listed in contextual menus in the Finder and applications. Some shortcuts are
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always the same, and some vary depending on the needs of the program. Tell students there are also undocumented shortcuts that they can memorize and share with their friends and family. 13. Here is an undocumented shortcut for shutting down a Macintosh computer: control-eject key.

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Grade 3 - Lesson 13 Understands and follows rules of Internet Safety Internet safety should not be taught in isolation, and as only a one shot lesson, but rather touched on in nearly every computer lesson where a connection to the Internet is used. Internet safety can also be referenced in the course of other lessons taught about safety regarding strangers, gangs, drugs, sexual harassment, etc in later grades. This lesson does not need to be taught with students at their own computers. You could conduct the reading of the article together as a class using an LCD projector, or students can use the article here: http://kidshealth.org/parent/positive/family/net_safety.html as an opportunity to do research on Internet safety based on their reading of the article and any personal experiences they may have had. Ask students to share their opinions about weather the guidelines mentioned in the article are valid, and why and why not. This particular article is available in Spanish. Ideally, students will go home and discuss these ideas with their parents and siblings. Students can report back what rules they may have (or have established) for the use of the Internet at home. Students can write their own report on Internet safety at this age, but should also do this in later grades to demonstrate their awareness of the dangers on line. All LAUSD students should read, independently and together, the LAUSD AUP (Acceptable Use Policy) for use of the Internet while at school. The contents of this document should also be discussed openly in class. The LAUSD AUP is available by clicking on the tiny link at the bottom of the LAUSDnet Home Page. Another good source of information on Internet safety is www.isafe.org. You can also call Henry Anker to do a presentation on this at your school for teachers, students, or parents.
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Grade 3 - Lesson 14 Types 10-20 wpm with 85% + accuracy Keyboarding should be practiced regularly (at home, ideally, as homework), but also in class during IWT, as a reward, the first or last 5-10 minutes of a lab visit, when work is completed, etc The purpose of this initial lesson is to get students to understand how a published keyboarding program or web site works, and to develop good habits of finger placement on the Home Row, as well as good posture. Once these habits are established, students can practice independently, though periodic review of work habits is a good idea. Read the teachers guide and/or on-line tips for using the program/web site. Also be sure to preview the lessons as a student would so that you can anticipate problems students may have progressing through the program. Here are a few quality keyboarding programs and web sites* you can purchase or use. Mavis Beacon Teacher Typing Type to Learn Typing Tutor Kid Type Ten Thumbs Typing Dance Mat Typing* Power Typing* Provide lots of positive reinforcement as well as a way to set benchmarks and allow students to show that they have met the benchmark.

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Fourth Grade
1. Masters word processing (tools, pallets, shortcuts, spell-check, save, print) 2. Writes multiple paragraphs 3. Saves file to designated location or media independently; opens saved files from location, navigating through windows or dialog boxes 4. Uses Excel Spreadsheets (Data Table, Sum, Average, Graphs) 5. Graphs own OCR fluency progress using Excel 6. Switches between active applications using System Tray, Dock, etc 7. Uses the Internet competently, safely; evaluates/judges sites for legitimacy, appropriateness 8. Creates a webpage or other multimedia project with research acquired through the Internet and other sources (books, interview) 9. Creates a research bibliography of books and websites with clickable links in Word or PowerPoint 10. Creates acrostic poem with formatted title and initial caps 11. Types 15-25 wpm with 85% + accuracy 12. Restarts computer and diagnoses basic problems 13. Serves as peer tutor to others to mastery of specific skill

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Grade 4 - Lessons 1 - 3 Masters word processing (tools, pallets, shortcuts, spell-check, save, print); writes multiple paragraphs; saves file to designated location or media independently Before beginning with this lesson, be sure to review all of the previous lessons back to Kindergarten to ensure students have mastered the skills from the previous grades. If a majority of students show a need for one or more of the earlier lessons, please do those first. 1. With an edited draft of a grade level writing assignment or end-of-unit OCR writing prompt, review the following before students begin to type text (it may be necessary to lead students through these, with their own text, to get document started): a. viewing Formatting Palette b. changing font size c. using proper keyboarding hand position and posture d. type standard heading that includes name, teacher name, date e. text alignment (centering title, left align text, tab indents) f. carriage returns for paragraphs (return key tab key) At this point, allow students 10-15 minutes to type a portion of their work. 2. Lead students through the process of saving work to designated location (folder on Desktop, on server, onto Flash Drive At this point, allow students 10 more minutes to continue typing. 3. Using a students completed document for demonstration purposes, project the work for all students to see and contribute answers. 4. Pull down the Tools menu to
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Spelling and Grammar As the dialog box opens and identifies the first questionable word, discuss why it came up in the window, and what the choices are in addressing each word that comes up. (Questionable word means that the word identified is not known to the computers dictionary, either as a word that was included by the maker of the word processing program, or a new word added by a user of the computer. Proper nouns, like names often come up, especially names like Gonzalez, Kayla, or Chang. These words will often be underlined in red in the document. Let students know that these are not mistakes, but that the dictionary does not have them in it.) 5. Once students show they understand the process of spell-checking, they can do it on their own, or with a partner when their writing is finished. 6. Other refinements that can be made to the document are changing the font, size, color, and style of the title only. A good method of reinforcing this is to hold up an OCR student text and show how titles are always presented in a special way, whereas the body text is written in Times or Arial in the color black. 7. When all of the students have written and checked a substantial amount of their work, lead students through the saving process. Most students should have seen and followed these steps a number of times in previous grades, though you will also have students who are new to the school and may not have had the experience. This brings up an axiom that you may already employ, which is, assume nothing, and allow students to prove to you that they can do something: walk in line politely, raise their hands, multiply to 12 mentally, etc
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8. Have students pull down the File menu to Save

9. Have students click on the word Desktop in the left sidebar, and the folder name at the top of the window changes to Desktop.

10. Have students scroll down to the STUDENT WORK folder. Change the file name in the Save as: field, leaving the suffix .doc. Finally, click on the Save button (or teach students to press the return key to complete the saving process. 11. Allow students to continue typing until time is up. Have students press -S, then -Q to quit.

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Grade 4 - Lesson 4 (Part 1) Uses Excel Spreadsheets (Data Table, Sum, Average, Graphs) As an introduction to Excel, use this lesson as a practice tool to make a basic bar chart. The lesson is located at this address:
http://www.pumaland.net/Staff_Pages/Henry_Anker/Lesson_Plans/Excel_Lesson_Anker.swf

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Grade 4 - Lesson 4 (Part 2) Uses Excel Spreadsheets (Data Table, Sum, Average, Graphs) As an opportunity to see the basic mathematical power of Excel, have students complete the lesson at this address:
http://www.pumaland.net/Staff_Pages/Henry_Anker/Lesson_Plans/Excel_Lesson_2.swf

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Grade 4 - Lesson 5 Graphs own OCR fluency progress using Excel We know, from working with the Open Court Reading Program for many years, that improving reading fluency has many positive implications for students, most especially, improved reading comprehension. Getting students more motivated to read and practice their fluency is the role of the teacher. One way many teachers has raised student reading fluency is through tracking their progress, and then providing positive reinforcement to help students further improve their fluency. When students take responsibility for tracking their own fluency growth through mathematic awareness and technology use, they likely will do even better. That is the goal of this Excel lesson. 1. Have students open Excel. Post the sample data on the projected computer for students to copy. Tell students to copy the data. The only difference would be that students would type their own fluency numerical data. 2. Have students select the data as it is shown in the illustration to the right.

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3. Use Insert Chart, or click on the Make Chart button in the button bar. Choose Line Chart, as shown. Click Next.

4. Click Next.

5. Add the text in the fields as shown.

6. Click Finish.

7. The chart appears over the spreadsheet.

8. If you would like the students to write about their experience with fluency practice, have them follow this procedure: a. click on the chart to select it b. pull down the Edit menu to Copy c. open a new Word document d. change the alignment to Center e. pull down the Edit menu to Paste
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Grade 4 - Lesson 6 Switches between active applications using System Tray, Dock, etc As technology has advanced, the ability to multitask has increased dramatically, both with equipment and the people who operate it. Young people seem especially able to listen to music, talk on a cell phone, chat on the Internet and work on homework simultaneously. When personal computers were first developed, they could only perform one task at a time. If the user wanted to do another task, the first task had to be quit (or exited) before starting the other. Now computers can perform several, or even a dozen, tasks at once. Often a computer user will have several of the following running simultaneously: Web Browser Photos Word Processor Movies Music Mapping Email Presentation Spreadsheet Painting

On a Mac running any version of OSX, you can switch between actively running programs by doing one of the following: a. clicking on a window to bring it to the front b. clicking on the icon for an application in the Dock c. holding down the command key and tapping the tab key repeatedly until you are on the application you want (left thumb on the command key, index finger pressing tab key d. pulling down the application menu (next to the apple menu) to Hide________. The last application accessed will then come to the front while the application you hid will metaphorically hide behind the Desktop. e. pulling down the Apple menu to Recent Items To practice this skill, have students open several programs you want them to work with, for example: Word, PowerPoint, and a Web Browser. Students can perform copy/paste tasks (see 3rd Grade Lesson on this topic), switching between active applications using these methods.
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Grade 4 - Lesson 7 Uses the Internet competently, safely; evaluates/judges sites for legitimacy, appropriateness This is a difficult lesson to teach completely within the LAUSDnet, or other school district Firewall, as inappropriate web sites are, for the most part, blocked for students safety. Students at this age, however, must begin to understand that there are strangers out there on the Internet. Some are pedophiles pretending to be children or teenagers trying to make personal contact with our children after luring them in through on line conversations. These are very dark and troubling issues to discuss with students. Some schools and school districts have prescribed programs on Internet Safety. Other schools rely on classroom teachers to address this issue. Still others provide parent education that helps spread the word on such dangers, though the success of such efforts depends on parent attendance at these presentations. There are also many free on line sites that have information on Internet Safety. Here are a few: http://www.isafe.org/ http://www.staysafeonline.org/index.html http://www.cybersafety.ca.gov/ http://www.pbs.org/wgbh/pages/frontline/kidsonline/ Many of these sites, such as I-Safe, offer video clips that illustrate dangers on the Internet. Please view these videos yourself first to determine if the content and comprehension level of the content is appropriate for your students. In addition to personal safety issues, these sites also discuss other important topics such as copyright infringement (including illegal music and movie downloads) and plagiarism. Students should understand that using copyrighted materials without permission is illegal, and the punishments are real (including
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large fines and possible prison time). It is important for students to know that performing a copy/paste of biographical or other information from a reference web site without proper citation in a school assignment is plagiarism. The penalties for that include a grade of F, an incomplete, or further sanctions by the school. Elementary school is the time to learn, or we may end up sending students to college with the mindset that this type of behavior is permissible. See image and this web link: http://www.nytimes.com/2006/09/10/weekinreview /10mcgrath.html

One more aspect of this brief conversation should include the reliability of the information students find on the web, and of the reputation of the sites publishers. Most web sites that contain offensive content, such as racist, sexist, or hate group content will be blocked within the school districts campuses. There will be exceptions, however, as new sites that have not yet been discovered by filters come on line nearly every day. Many sites camouflage themselves to draw impressionable children in. See images and this web link at this hate site frighteningly entitled, Martin Luther King Jr. A True Historical Examination: http://martinlutherking.org/ Students would not be able to see this site if they typed Martin Luther King into a Google search. But if students attempted to perform such a search from a home computer with no filtering employed, they would likely find it and might believe some of the words on the site to be true. We, as teachers, have to
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help students understand that just because something is on the Internet, doesnt mean that it is true. There are likely thousands of sites like this on line. Knowing this helps us understand why filtering is necessary in school, and also understand why it is important to teach students to be aware consumers of content on the Internet.

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Grade 4 - Lessons 8 & 9 Creates a webpage or other multimedia project with research acquired through the Internet and other sources (books, interview); Creates a research bibliography of books and websites with clickable links in Word or PowerPoint These lessons will take several visits to the computer lab to complete. If portable storage is available, having students begin creating the presentations in the lab, and resuming them in the classroom over a period of a week or two works well for many students. For more help with using PowerPoint, try the lessons posted at this address: http://www.pumaland.net/Staff_Pages/Henry_Anker/Lesson_Plans.html You can also search the web for additional tutorials just by typing Powerpoint Lessons (or tutorials). Every year that goes by means that less work done by students is done using traditional paper and pencil, and more is done using computer technology. The computer will soon become a tool equal to the pencil in schools, and then surpass it. This is especially true of student projects. Students by this age likely will have had much experience as a consumer of web content, but it is more important that students also become skilled at creating it. If students can do this, they will be more informed consumers as well, as they will understand what went into creating the sites they use. The same goes for being consumers of presentations, slide shows and movies. As in Science class, its one thing to observe a science experiment and make judgments based on being a witness, but its quite another to perform the experiment and make observations and adjustments along the way, and then reflect back on the process. 1. In this example, students will create a PowerPoint presentation that features events and biographies of leaders in the Civil Rights Movement.
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Students can work alone, or in small groups. Begin by showing films, or clips of films to the class. Be sure that you have the approval of your site administrator, and to review the media first, to ensure that the content is age appropriate. Using film will help students be better prepared to read on the topic, both with books, and using computers and the Internet. Examples might include the following: a. From Montgomery to Memphis b. Mississippi Burning c. The History Channel Presents Voices of Civil Rights d. The March on Washington & The Civil Rights Movement e. The Great Debaters f. The Tuskegee Airmen g. Citizen King DVD ~ Martin Luther King Many of these titles may be available in your schools library, or your public library. Remember that public library systems in the City and County of Los Angeles (and many other urban areas) offer online access to their catalogs as well as the ability to request an item that is not in your local library be brought to your library at no charge. You likely will not have time to show all these films in their entirety, so cue up to key portions of the film to illustrate a point. This will help students understand that their presentation also will be digest versions that feature highlights and spotlights in a very long and complex time in history. 2. Provide guidance to reading materials, web sites, and CD encyclopedic content students will use to do their research. As students do their research, they will either write by hand, or type their notes into a WP application, mail message, Google Docs, or an AlphaSmart. Again, be certain students know that copying/pasting information verbatim is not legal. And if they are going to use a direct quote, to be sure and cite it
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properly. If students are citing printed materials, here is a guide that you and your students can use to ensure that the citations are listed properly: 3. Once students have completed their research, they can search for images that would go well with specific passages on slides. There should be an obvious connection between the text and the image. If a students text described the assassination of President Lincoln, a landscape of a Civil War battlefield would not do well to illustrate the text. As part of a minilesson, students should be taught how to create a folder on a computer, server, or flash drive. They can even create sub-folders titled People, Events, etc to sort their photos. Some sites even have video clips that students can save for later use. 4. Once the photos are stored and the text is saved, students can begin assembling their presentations. An outline should be provided to students so that can ensure that they are including the right content, in the right order. You may want to create a template and/or storyboard for students to use to plan out their order. 5. A model lesson youll want to provide is one on design sense. Elements of design youll want to present to students include the following: 1. the Z scan meaning that it is important for students to understand that viewers typically visually scan across a slide from upper left to lower right. 2. appropriate use of color meaning good contrast of color, no yellow or light blue text, no garish combinations like red and pink. 3. use of bounding boxes meaning that text, or images with poor color matching with neighboring items be bound by a bordering line. 4. use of appropriate sized text meaning that text can be read from a distance, that it is spaced properly, and there is not too much text
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on one slide (a good rule of thumb is a maximum of 5 sentences or bullet points). 5. use of negative space - meaning that slides are not cluttered, and that there is good spacing between items and edges of the slide. 6. limit use of transition and animation effects remember these two axioms: less is more and just because you can do something, doesnt mean that you should so it. Students often are so excited about using these features that they overuse flipping, flying, spinning effects to the distraction of their audience. Its okay for students to use these features sparingly. 2. Model for students the process of copying and pasting the notes they wrote into the slides. Model for students the process for importing, copying/pasting, or using the drag & drop procedure for adding images to slides. 3. Model for students the creation of bounding boxes, color fills, moving things around on the screen to respect the Z-scan attention of the audience, and preserve negative space. Note: If you want to move an object on the screen precisely, select the object(s), hold down the option key, and tap the arrow key in the direction you want the object to go. 4. After students have worked for a few minutes, or have finished their first slide, remind students to save their file, and walk them through the procedure, if necessary. Remind students to save their work after each slide is completed. 5. Allow students to work independently, or with their partners, as applicable. Use proximity to notice good things that students are doing and provide them positive reinforcement for their creativity and effort. When you notice problems, rather than fixing them for students, find a nurturing way to present them using the projector, and ask students for
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suggestion for ways to fix them. 6. Build rigor in the sophistication of the presentations as students show you that they are ready.

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Grade 4 - Lesson 10 Creates acrostic poem with formatted title and initial caps Use the lesson, Creating an Acrostic Poem to not only accomplish many of the goals here, but also to allow your students to better acquaint yourself with them. This lesson can also be found at the following web address: http://www.pumaland.net/Staff_Pages/Henry_Anker/Lesson_Plans.html (This lesson may require more than one visit to the computer lab to complete.)

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Fifth Grade
1. Creates video project independently, including shooting video, transferring content to computer, basic editing, publishing 2. Navigates Internet independently/safely; teach others how to perform common web-based tasks 3. Explains anatomy of web URL (suffixes, folder hierarchy) 4. Performs efficient searches for specific information in articles, images, events 5. Publish projects independently (incorporating skills above) 6. Acts as a member of editing team for school website, school newspaper, literary magazine, yearbook (incorporating skills above) 7. Participates in videoconference and/or IM chat 8. Type 20-30 wpm with 85% + accuracy

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Grade 5 - Lesson 1 Creates video project independently, including shooting video, transferring content to computer, basic editing, publishing See Lesson entitled, Creating a Video Presentation Using Apples PhotoBooth (this lesson is also available at this address: http://www.pumaland.net/Staff_Pages/Henry_Anker/Lesson_Plans.html , along with other lesson plans

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Grade 5 - Lesson 2 Navigates Internet independently/safely; teach others how to perform common web-based tasks The two browsers functional on Intel-based Macintosh computers are Safari and Firefox. Both of these browsers also work on Windows XP and Vista computers. On PCs, Internet Explorer 6 or 7 can be used. All three web browsers work in much the same way. This should be made known to students: Whatever tasks they can do using the computers at school can be done nearly the same way on computers they might use at home or the public library. For the purpose of this lesson, the teacher will choose a site relevant to a topic being studied in class, such as fossils, Native Americans, the Civil Rights Movement, etc. Or, conversely, the teacher leads a lesson on a topic, and the skills below are embedded in the lesson. Skills students should be able to perform: Opening the designated web browser (this is important because some sites are optimized for use with particular browsers, or just work a lot better with one rather than another) Replacing the current page address with one that is called for Going to a page that is listed in a Favorites menu, or Bookmark bar Adding a page to Favorites or Bookmarks bar Resize, move, minimize a browser window Resize text in a window to make it larger and easier to read Click on a designated link and go to another page Perform a simple search for text on a particular page

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Grade 5 - Lesson 3 Explains anatomy of web URL (suffixes, folder hierarchy) Initiate a discussion with students about what the Internet is. Here is the definition of the Internet found on the web site, Wikipedia:
The Internet is a global system of interconnected computer networks that interchange data by packet switching using the standardized Internet Protocol (IP) Suite. It is a "network of networks" that consists of millions of private and public, academic, business, and government networks of local to global scope that are linked by copper wires, fiber-optic cables, wireless connections, and other technologies. The Internet carries various information resources and services, such as electronic mail, online chat, file transfer and file sharing, online gaming, and the inter-linked hypertext documents and other resources of the World Wide Web (WWW). The terms "Internet" and "World Wide Web" are often used in every-day speech without much distinction. However, the Internet and the World Wide Web are not one and the same. The Internet is the global data communications backbone, i.e., the hardware and software infrastructure, that provides connectivity between resources or services and the users of such facilities. In contrast, the Web is one of the services communicated via the Internet. It is a collection of interconnected documents and other resources, linked by symbolic hyperlinks and URLs.

There are many top level domains, though the most common is .com. For a brief background the on the inception and the system of maintaining all the domain naming systems, see the article at http://en.wikipedia.org/wiki/.com Below are some urls that you can have students type in. Doing so, and examining the content of the web sites can help students understand how the sites domain suffix was selected. List them on the board, use the projected computer, or provide handouts with these, (or other sites you would like students to survey), then ask them to make assessments and come to their own conclusion about why the web site has the particular suffix.

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http://www.mcdonalds.com McDonalds Restaurants http://www.reebok.com Reebok Shoe Company http://pbskids.org PBS television for kids http://wwf.org World Wildlife Fund http://www.colapublib.org Los Angeles County Libraries http://www.whitehouse.gov The White House (current administration) http://www.irs.gov Internal Revenue Service http://www.ucla.edu University of California, Los Angeles (UCLA) http://www.csun.edu California State University, Northridge (CSUN) http://www.army.mil United States Army http://www.navy.mil United States Navy http://www.lausd.net Los Angeles Unified School District http://www.lausd.k12.ca.us/Charnock_Road_EL/Welcome.html Charnock Road

Elementary School, (LAUSD) .com typically means commercial web site, meaning that the site represents a business trying to make money. There are exceptions, however, and many organizations choose to use .com as their suffix, even if they do not represent a business. The benefit being, that when a computer user types the name of the site without the .com, the browser will still find it, because browsers often assume .com was meant to be typed. www.henryanker.com is an example of this, because it makes it easy for students to type just henryanker. Other top level domains (suffixes) include: .mil is used for military sites. .org is used for non-profit organization sites .k12 is used for Kindergarten through High School web sites .gov is used for US Government-related web sites .net is used generically, though often by companies and large entities .edu is used by most colleges and universities
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Another aspect of the way most web sites are organized is using a folder structure. Just as a teacher might organize his or her files this way:
Alexandria Elem 2007-08 Grade 3 Reading Language Arts Unit 1 Comprehension Activities Comprehension Assessments Fluency Samples Spelling-Vocabulary Unit 2 Comprehension Activities Comprehension Assessments Fluency Samples Spelling-Vocabulary Field Trip Pre-trip activities Post-trip activities

Web sites are often organized logically, so that the web site master, or development team, knows where files are, and where new files should be placed (uploaded). Have students type in these urls and see if they can explain the organization of these folder structures (the slashes/ indicate folders):
http://www.latimes.com/sports/baseball/mlb/dodgers/

Los Angeles Times Sports baseball Major League Baseball LA Dodgers

http://www.nasa.gov/mission_pages/shuttle/shuttlemissions/sts124/mission_ overview.html

NASA Mission Pages Space Shuttle Archives of Previous Shuttle Missions Mission 124 Summary of Mission (*Note: underscores _ between words mimic spaces) An extension of this exploratory activity might be to give students a mixed-up list of
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categories and items and have students design their own web site, arranging them using a Thinking Map or Flow Chart. Upon completion of the hand-drawn activity, students can recreate it using a software program such as Inspiration or Kidspiration. If neither of those programs are available, even MS Word can be used, though it will require more practice and patience. (See example in resource folder.) Conduct a discussion with students where they are expected to explain the naming conventions used for the site, and the way the files are organized. Model this for students, where you pull up a web site, and then proceed to verbally describe the structure of the url and the way folders are embedded. Here is an example: Take a look at the web site that is up on the screen right now. Who can tell us what web site this is? (http://www.thehistorymakers.com) Who can tell us what they think the focus of this web site is? (African-Americans who made contributions to various fields of endeavor). Why do you think the creators of this web site decided to organize the biographies this way? Do you think this was helpful to the sites developers? Why? Is it helpful to the users of the web site, like you and me? Why?

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Grade 5 - Lesson 4 Performs efficient searches for specific information in articles, images, events All web browsers have the ability to search for text within an article. In Safari, have the students pull down the Edit menu to Find. Type in the text you are looking for. Press the return key. The term you are looking for appears highlighted (if it is on that page), and you can click on the Next button to see addition instances of the term. When performing an Image Search, often students will be flooded with images they dont need. Using the example Jaguar, if students simply type in the word Jaguar into the search field, they will find lots of cars, even if they only meant to look for the animal. Here is a simple way to eliminate most of the unwanted images: In the Search Engine (in this case, Yahoo) you are using, click on the Advanced Search button and then use the fields provided to say what terms you are looking for and which ones you want to exclude (in this example, you want Jaguar(s), but not cars. Doing this yields a page with far more Jaguar (cats) than cars.

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Grade 5 - Lesson 5 Publish projects independently Publishing using a computer is a lifelong skill. Students need to be able to present their learning using current technologies. The goal of publishing on a computer, either for print or multimedia, is to enhance the work to make its presentation more pleasant, more engaging, and help the audience learn more from viewing it. In many cases, especially when using presentation software, an important part of the project is having the student share his or her work orally with the class. While this may strike fear in many students, and bring up the fear many teachers felt when they were growing up, students need to develop this public speaking skill. The key to making this successful is good modeling, patience, mentoring, and ensuring that students take the time to practice. If a presentation is well rehearsed, students will be successful. Developing empathy in students who serve as the audience can also make a tremendous difference! Examples of publishing are many, but here are a few:
WP Acrostic Poem WP Haiku with WP Brochure with stylized text watermarked sharing learning in & images (lightened) image content area PowerPoint PowerPoint PowerPoint Assemble drawn Presentation Presentation Presentation images into a slide (text-based) (including images) including links show Shoot, import, edit Create a thinking Generate a bar or Creates a 2-D map photos in map using line graph from SS of room, house, document software data school, playground Basic Web Page Web Page Include Include a including text including text, bibliography as formatted table or images, links, part of WP Report chart in WP or video or PPT PPT Record short video Insert video clip Edit a video with Records an audio clip into Word or PPT transitions & podcast narrative sound or interview Word Processed Story or Report WP formatted friendly letter Assemble photos into slide show or PPT Formats dialog with quotations or a script for a play Designs a border with a repetitive design that surrounds text Create an enhanced podcast with images & voice

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Grade 5 - Lesson 6 Acts as a member of editing team for school website, school newspaper, literary magazine, yearbook (incorporating skills above) Facilitating collaborative work is a skill that good teachers possess. Being able to organize students in order to support and teach one another requires awareness of the learning styles of all of your styles. Consider the steps involved in the process of creating a school literary magazine: Keep in mind what elements are needed to publish each edition. Remember that content is key. You will need quality student work that is representative of your diverse student population, i.e.: boys, girls, younger students, older ones, special needs, English Learners, etc You will want to include writing from varied genre, i.e.: narratives, expository writing, biographies, poetry, topical events and issues, how-to, entertainment, etc You will need to consider your audience in publishing, i.e.: text sizes, styles, including graphics, numbers of pages, color of paper, etc Printing costs are also a major consideration. Black & White printing is usually the only cost effective approach, but using colored paper adds the illusion of color. Can the printing be done at school? Can the reproduction by done by a High School Printing class? Will you need to use an outside company? What are those costs? In any of these instances, what is the turnaround time?

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Grade 5 - Lesson 7 Participates in videoconference and/or IM chat It is up to the classroom teacher, or site administrator to arrange for opportunities for students to participate in videoconferences that act as lessons that meet other curricular standards. There are several agencies that currently offer videoconferencing programs free of charge to public schools. These include PORTS (California State Parks Online http://www.ports.parks.ca.gov/), LACMA (Los Angeles County Museum of Art http://lacma.org/programs/TeachersSchoolsDistanceLearning.aspx); NASA (North American Space Administration, http://nisn.nasa.gov/DOCUMENTS1/vits/nrsguide.doc) It is also possible to schedule videoconferences with other schools in LAUSD, other schools in other districts, or schools around the world, provided the other school has the necessary equipment and network capacity. Please contact Henry Anker, ITAF, LD3 at (310) 253-7841 or (310) 780-4534 or by email at henry.anker@lausd.net for more information.

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Grade 5 - Lesson 8 Type 20-30 wpm with 85% + accuracy Using published keyboarding software, or web based practice activities, students will practice daily in one of the following environments: in the classroom during IWT time, or other time, at the teachers discretion; in the computer lab as part of designated practice time (often at the beginning or end of a lab visit); at home, as part of an assigned set of homework tasks such as reading for 45 minutes nightly, practicing spelling words, etc Once a student has achieved this benchmark, the student should continue to practice to maintain speed, and improve accuracy, or to improve both, to levels above the benchmark. Typing fluency will continue to be an important skill for years to come, until the point where technology allows us to dictate text reliably into computing devices, which is still years away.

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Additional Lessons
o Uses Google Earth to locate cities, landmarks, roadways, traffic, geographic features (mountains, lakes, climatic regions) Google Earth must be downloaded from the www.google.com website at http://www.google.com/intl/en/options/ , decompressed, and the application icon located either in the Applications folder, or some other accessible location, such as the Dock or Desktop. Activities students can be directed to do: rotate the Earth horizontally and vertically zoom in on a continent hide and show the sidebar use search in the sidebar type in a landmarks name and fly to it type in a street address and fly to it zoom in on a landmark and tilt it add locations to My Places take a tour of My Places find students home and mark it with a PlaceMark find students school/classroom and mark it with a Placemark use the ruler tool to find the distance, as the crow flies from students home to school use ruler tool to find distance as student goes to school by city streets use layers to turn off all features add features one at a time to view roads, buildings, traffic, weather, etc follow the path of a freeway follow the coastline; view the Channel Islands, etc look for evidence of fires, flooding, hurricanes, etc keeping in mind that the images on Google Earth vary in age from the present
109 Use tips like this one to learn more about using Google Earth

o Grabbing Screen Shots and Portions of the Mac screen for Instruction See lesson in Resource folder entitled, Grabbing Screen Shots Lesson.doc o Cropping Images Using iPhoto or Preview See lesson in Resource folder entitled, Cropping Images Using iPhoto or Preview o Using Calculators on a Computer See lesson in Resource folder entitled, Using Calculators on a Computer o Using Dictionary/Thesarus on a Computer To introduce the use of these tools, have students open web browser, go to www.henryanker.com Mr. Anker Tests choose Synonyms, Antonyms, Homophones, or Analogies (any level). Once the activity is open and the student has arrived at a question where he or she does not know the meaning of a needed word with certainty, the student can open the Dashboard Dictionary/Thesarus Widget. The student can type in the word where the definition or list of synonyms is needed. Generally, students will need to click on the Dashboard icon in the Dock to toggle it on and off, though computers with the Mighty Mouse (has the grey scroll ball on top), also allow the user to simply push the ball down to toggle the Dashboard Widgets back on. o Creates a 2-D map of a room, house floor plan, store, school, playground See lesson in Resource folder entitled, Creates a 2-D map

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