Grade Level > Kinder 1st 2nd 3rd 4th 5th
 Nov 27, 2000
Description Using the paint program learners will paint a picture of what they did over the break and add text to it. .  Learners will also work with patterns and text to wp translation as well as copy words from simple books.  Using the paint program learners will paint a picture of what they did over the break and add text to it  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 work on Wild mind type writings, beginning with warm up practice writings and then move on to a writing roulette. Learners will also create their own folder and save to said folder. 

Using the WordPad program, the learner will work on Wild mind type writings, beginning with warm up practice writings and then move on to a writing roulette. Learners will also create their own folder and save to said folder.  Using the WordPad program, the learner will work on Wild mind type writings, beginning with warm up practice writings and then move on to a writing roulette. Learners will also create their own folder and save to said folder.  Using the WordPad program, the learner will work on Wild mind type writings, beginning with warm up practice writings and then move on to a writing roulette. Learners will also create their own folder and save to said folder.   
TEKS 1.6) Reading phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).

 

 1.6) Reading/ phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).

(1.18) Writing/ purposes. The student writes for a variety of audiences and purposes and in a variety of forms.

 (2.14) Writing/ purposes. The student writes for a variety of audiences and purposes, and in various forms. (3.14) Writing/ purposes. The student writes for a variety of audiences and purposes and in various forms. (4.15) Writing/ purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. 5.15) Writing/ purposes. The student writes for a variety of audiences and purposes, and in a variety of forms.
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.