| Grade Level | Kinder | 1st | 2nd | 3rd | 4th | 5th |
| Feb. 26, 2001 | ||||||
| Description | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. Students will also hear a story about a man and diamonds. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. Students will also hear a story about a man and diamonds. | Discovery learning and curricular ownership will be the focus as children will be encouraged to choose their own paths by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. Students will also hear a story about a man and diamonds. |
| 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. | |||||