| Grade Level | Kinder | 1st | 2nd | 3rd | 4th | 5th |
| Feb. 12, 2001 | ||||||
| Description | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths in all content areas through the use of funschool. com after using the resources avalible students will evaluate what they used on a eval. sheet. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths in all content areas through the use of funschool. com after using the resources avalible students will evaluate what they used on a eval. sheet. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths in all content areas through the use of funschool. com after using the resources avalible students will evaluate what they used on a eval. sheet. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths in all content areas through the use of funschool. com after using the resources avalible students will evaluate what they used on a eval. sheet. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths in all content areas through the use of funschool. com after using the resources avalible students will evaluate what they used on a eval. sheet. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths in all content areas through the use of funschool. com after using the resources avalible students will evaluate what they used on a eval. sheet. |
| TEKS | (K.5) Reading /print awareness. The
student demonstrates knowledge of concepts of print.
(K.12) Reading /inquiry/ research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. |
1.10) Reading /variety of texts. The student reads widely for
different purposes in varied sources.
(1.22) Writing/ evaluation The student evaluates |
(2.7) Reading /variety of texts. The
student reads widely for different purposes in varied sources.
(2.12) Reading inquiry/ research. The student generates questions and conducts research using information from various sources. (2.19) Writing/ evaluation. The student evaluates |
3.7) Reading /variety of texts. The
student reads widely for different purposes in varied sources.
3.12) Reading /inquiry/ research. The student generates questions and conducts research using information from various sources (3.19) Writing/ evaluation The student evaluates |
(4.8) Reading/ variety of texts. The
student reads widely for different purposes in varied sources.
(4.13) Reading /inquiry/ research. The student inquires and conducts research using a variety of sources. (4.20) Writing/ evaluation The student evaluates |
(5.11) Reading/ literary response. The
student expresses and supports responses to various types.
(5.20) Writing/ evaluation. The student evaluates |
| Progression | All classes begin with a demonstration on the big screen TV which includes modeling the expected skills and behaviors which is followed by group practice and scaffolding. Learners are then dismissed to a computer to do individual work / practice / discovery. Each session is closed with a group review of what we have accomplished and how it fits into what we will do in the coming weeks. | |||||
| Special Ed. Modifications | Teachers are encouraged to place exceptional children in the front of the line when they assemble outside of the Computer Centre. This affords them a close proximity to the instruction. Individual attention / interaction is provided by the programmed user interface response as well as the improved ratio two professional educators afford. | |||||