Grade Level Kinder 1st 2nd 3rd 4th 5th
 Mar. 5, 2001
Description Kinder will review letters, numbers and colors using the Billi Bear program. An additional activity could include 6 minutes of Zeek time. Students will read for information by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. The learner will follow visual instructions for constructing an airplane out of paper. on the sprocket works website. Students will read for information by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. The learner will follow visual instructions for constructing an airplane out of paper on the sprocket works website. Students will read for information by way of a pictorial / textual roadmap. Children will follow non-verbal directions in navigating to the website. The learner will follow visual instructions for constructing either an airplane out of paper. Students will read for information 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 snake and a farmer. The learner will follow visual instructions for constructing an airplane out of paper on the sprocket works website. Students will read for information 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 snake and a farmer. The learner will follow visual instructions for constructing an airplane out of paper on the sprocket works website. Students will read for information 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 snake and a farmer.
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); 

(1.6) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast

(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). 

(2.8) Geometry and spatial reasoning.

 

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).

(3.9) Geometry and spatial reasoning

(4.8) Reading/ variety of texts. The student reads widely for different purposes in varied sources.

(G) draw conclusions from information gathered.

(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

(5.11) Reading/ literary response. The student expresses and supports responses to various types.

(G) draw conclusions from information gathered. 

B) use experimental results to make predictions.

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.