| Grade Level | Kinder | 1st | 2nd | 3rd | 4th | 5th |
| Mar. 19, 2001 | ||||||
| Description | Kinder will solve problems involving spatial reasoning. Students will read for information by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. | First grade will test the attributes of planes looking for variables which affect the plane's flight length as well as other charac- teristics. They will write using butcher paper, adding drawings. | Second grade will test the attributes of planes looking for variables which affect the plane's flight length as well as other charac- teristics. They will write using butcher paper, adding drawings. | Third grade will test the attributes of planes looking for variables which affect the plane's flight length as well as other charac- teristics. They will write using butcher paper, adding drawings. | Fourth grade will test the attributes of planes looking for variables which affect the plane's flight length as well as other charac- teristics. They will write using butcher paper, adding drawings. | Fifth grade will test the attributes of planes looking for variables which affect the plane's flight length as well as other charac- teristics. They will write using butcher paper, adding drawings. |
| TEKS | (K.5) Reading /print awareness. The
student demonstrates knowledge of concepts of print.
(1) In Kindergarten, students engage in many activities that help them develop their oral language skills and help them begin to read and write. |
1.10) Reading /variety of texts. The student reads widely for
different purposes in varied sources.
(B) know that print moves left-to -right across the page and top-to -bottom (K-1); |
(2.7) Reading /variety of texts. The
student reads widely for different purposes in varied sources.
(C) read to accomplish various purposes, both assigned and self-selected (2-3).
|
3.7) Reading /variety of texts. The
student reads widely for different purposes in varied sources.
(C) read to accomplish various purposes, both assigned and self- selected (2-3). |
(4.8) Reading/ variety of texts. The
student reads widely for different purposes in varied sources.
(G) draw conclusions from information gathered |
(5.11) Reading/ literary response. The
student expresses and supports responses to various types.
(G) draw conclusions from information gathered |
| 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. | |||||