Grade Level > Kinder 1st 2nd 3rd 4th 5th
 Nov 20, 2000
Description Using the WordPad program, the learner will write their name as well as manipulate the size and color of the letters.  Learners will also work with patterns and text to wp translation as well as copy words from simple books.  Using the WordPad program, the learner will write their name as well as manipulate the size and color of the letters.  Learners will also work with patterns and text to wp translation as well as font changing and an introduction to storys. 

Using the WordPad program, the learner will write their name as well as manipulate the size and color of the letters.  Learners will also work with patterns and text to wp translation. Classes ready for more instruction will receive pre-algebraic  problems in which students will make patterns of 2, 3, 5, and 10. 

Learners will use Microsoft WordPad to construct patterns as well as rudimentary algebra problems for classmates to solve.  Learners will begin to see the connection between algebraic thought and missing addends.   Learners will use Microsoft WordPad to construct patterns as well as rudimentary algebra problems for classmates to solve.  Learners will begin to see the connection between algebraic thought and missing addends.   Learners will use Microsoft WordPad to construct patterns as well as rudimentary algebra problems for classmates to solve.  
TEKS (K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns.

(A) name and identify each letter of the alphabet (K-1);

 

 (1.4) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. (2.6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. (3.6) Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. (4.6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. (5.5) Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships.
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.