Letters, Words, Spaces, Sentences

Credits:

Steve Gandy

Mountain View Elementary School

Broomfield, Colorado

steve@stevegandy.com

VITAL INFORMATION

Subject Matter:

Language Arts (English), Technology

Grades:

Kindergarten-1

Software Application:

AppleWorks, StarOffice, any word processor

LESSON DESCRIPTION

Summary:

This lesson plan details the steps for getting emerging writers to create meaningful text with computer tools.

State & National Standards:

CO- Colorado Academic Standards

• Subject : Reading and Writing

• Standard 2: Students write and speak for a variety of purposes and audiences

Writing and speaking are essential tools for learning, for success in the workplace, and for responsible citizenship. Developing a range of writing and speaking abilities requires extensive study, practice, and thinking. Students need frequent opportunities to write and speak for different audiences and purposes, and they need to be able to communicate expressively, informatively, and analytically. Growth in writing and speaking abilities occurs by applying skills to increasingly challenging communication tasks

• Grade/Level : Grades K-4

 Performance Indicator : choosing vocabulary that communicates their messages clearly and precisely

 Performance Indicator : creating readable documents with legible handwriting or word processing at the appropriate time• Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling

Students need to know and be able to use standard English. Proficiency in this standard plays an important role in how the writer or speaker is understood and perceived. All skills in this standard are reinforced and practiced at all grade levels and should be monitored by both the teacher and student to develop lifelong learning skills

• Expectation by Grade or Topic : Kindergarten

 Suggested Expectation : spell simple words;

 Suggested Expectation : apply letter/sound relationships as emergent writers;

 Suggested Expectation : copy the 26 letters of the alphabet.

Local Standards:

INSTRUCTIONAL TECHNOLOGY SKILLS CONTINUUM

Standard #2 Productivity Applications: Students use technology tools to enhance learning, increase productivity, and promote creativity.

2A Word Processing

2A.1 Keyboarding 2A.1.1 Uses the keyboard to enter text

2A.1.2 Uses special function keys such as: enter/return, spacebar, shift, delete, backspace, numbers, letters, and punctuation

2A.2 Editing 2A.2.1 Uses the backspace/delete key to edit text

Lesson Outcomes:

The students will become familiar with entering meaningful text into a word processor. They will have the language experiences of doing so. They will become familiar with some of the special function keys: Shift, Space Bar, Return(Enter).

Assessment:

Writing at this level is not assessed formally. It is individually observed by the teacher and each student is counseled.

Assessment/Rubrics:

NA

CLASSROOM & TIME MANAGEMENT

Student Prerequisites:

Students must be able to identify some letters and/or numbers.

Lesson Preparation:

Teachers must be prepared with appropriate prompts for the writing activities. This may be just the decision to practice certain letters of the alphabet or numerals. It might be important words from the classroom activities. It might be names. It might be sight words. It might be a combination of the above.

Depending on what writing is going to be done or at what level the students are functioning teachers may want to engage the CAPS LOCK key before the lesson on all or some of the computers. Please remember to disengage it for the next class when you are finished.

Time Frame:

4 class periods. 20 Min. per class.

Implementation Steps:

This lesson is meant to be repeated at least 4 times. The earlier sessions should lead to more complex writing later on. This is not a time for experimental composition. Instead the students are led in a structured manner through the process of creating meaningful text. They get to see and feel what it is like to get words arranged correctly on a page. Later they can then use these skills to compose their own text.

Day 1:

Assuming the students have participated in the Keyboarding Unit, the first session can be a review of those skills. Show the students what you want them to type on the display and verbalize it as well.

For Example:

Display:

AAA BBB CCC AAA BBB CCC

Say:

Type an AAA, then a space. Type a BBB, then a space. Type a CCC, then a space and so on...

If the group needs work on particular letters or numbers, use those. The idea is to support the left-right sequence and spacing groups of letters.

Many will be capable of picking out their names. Have them do that.

Day 2 and 3:

Build on the skills and start using meaningful combinations of letters and/or numbers. The actual words used will depend on your classroom activities. You may want to introduce the use of the Shift key to create capitals, especially for their name.

Day 4:

Use the content words from your classroom and the sight words to create some simple sentences.

For Example:

apple is red

I like dogs

Some will be ready for this and some will not. Allow those that can extend the learning to progress. We have seen some Kindergartners produce their first sentences in this way.

RESOURCES

Lesson Resources:

Alphabet Charts

Black/White board

Computer overhead display

STUDENT PRODUCT(S)

Product(s) Description:

The student products will be varied. Depending on the prompts for writing they could be a list of letters, words or numbers. They could be simple sentences. If the teacher feels it is appropriate he/she could print (or teach the printing process to the class) but that is not necessary. The process of creating the text is the important part.

REFLECTION

Comments:

This is a natural extension to the Keyboarding Unit. It builds on the skills acquired in it.