Readable Document/Focused Message

VITAL INFORMATION

Subject Matter:

Language Arts (English), Technology

Grades:

1-2

Software Application:

StarOffice-word processing, AppleWorks-word processing, Microsoft Word

LESSON DESCRIPTION

Summary:

This is a writing lesson that can be used for a variety of writing activities throughout the year. One day sessions at the beginning of the year using only parts of the lesson would be appropriate. Throughout the year, various parts of the lesson could be added or taught separately. At the end of the year, students would be able to accomplish the entire writing process which would include planning/organizing, drafting, revising/editing, and publishing.

Along the way to completing all those steps, many of the fundamental word processing skills can be addressed in context. These skills might include: using the shift, return, space bar, arrow, and delete keys. Other skills could include character formatting, text selection, editing skills, and saving.

This activity would start out small and simple, possibly only containing 1 to 3 sentences at the beginning. As students develop in their word processing skills, 4 to 6 sentences or more could be expected. By the end of the year, students should be writing at least 6 details about a topic.

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 : generating topics and developing ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation);

 Performance Indicator : organizing their speaking and writing

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

 Performance Indicator : revising and editing speech and writing

 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

• Grade/Level : Grades K-4

 Performance Indicator : knowing and using subject/verb agreement

 Performance Indicator : knowing and using correct modifiers

 Performance Indicator : knowing and using correct capitalization, punctuation, and abbreviations

 Performance Indicator : spelling frequently used words correctly using phonics rules and exceptions

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 gain experience with the writing process and see how it is achieved using technological tools.

The students will learn to use the appropriate level of word processing skills for their grade.

Assessment:

See the school district approved rubrics attached for evaluating the writing process.

The word processing skills will be observed informally during the process. Appropriate remediation will be given individually.

Assessment/Rubrics:

Attachments:

 1.  1_description.doc

 2.  1_personal_narrative.doc

 3.  1_simple_report.doc

 4.  2_personal_narrative.doc

 5.  2_report.doc

CLASSROOM & TIME MANAGEMENT

Student Prerequisites:

Students should have completed the Keyboarding lesson before beginning this activity.

Lesson Preparation:

The teacher should be prepared with an appropriate prompt for the writing. This is not the place to have the student choose the topic. The focus here is on the skills (writing and technology), not the content. The prompt could easily relate to activities happening in the classroom.

Time Frame:

4 class periods. 45 Min. per class.

Implementation Steps:

At the beginning of the year:

Introduce the activity and give the prompt for writing. This can be done in the classroom with students sharing their ideas orally first in a large group or in small groups or pairs.

Once in the computer lab, have students create a new word processing document. Students should already have knowledge of basic word processing skills. Review capital/lower case letters (shift key), spacing (space bar), return, delete and arrow keys. Make sure students understand they do not have to return at the end of each line. Instruct students to type their name and return. Encourage students to write at least 1 to 3 sentences about the topic. Print a copy for students to take home. Make sure parents are aware that it is okay that the mistakes have not been fixed.

Throughout the Year:

Introduce the activity and give the prompt for writing. The first step is planning/organizing. Students can do oral planning with a partner, fill out a web or planning sheet in the classroom, or make a list on the computer. Skills needed for making the list include: emphasizing words/short phrases (not complete sentences) and returning after each idea. Once the list has been created, the teacher may want to model how to highlight the detail students want to start with. Model how to select the detail and then change the color. If students make a list, it should be printed to use during the next session.

Next, students begin their draft by creating a new word processing document. By this time of the year, students should have experience with saving work. Have students name the document and save. Review capital/lower case letters (shift key), spacing (space bar), return, delete and arrow keys. Make sure students understand they do not have to return at the end of each line. Encourage students to write at least 6 sentences (details) about the topic.

The next step is revising. Many students struggle with the revision process. If students have had limited experience with revising, the teacher may want students to bring the draft back to the classroom to work on the revision process in individual conferences. If so, model how to select the entire piece and change the line spacing from single to double space. Print the document.

During the revision session, students work on adding details, changing words or eliminating words or details. If the piece is double spaced, model again how to select the text and change it to single spacing. Model how to use the mouse or arrow keys to maneuver around the text and use the delete key to delete words/details. Depending on skill level, students can delete one character at a time or select the entire word/section to delete. Student use the mouse or arrow keys to add new information where necessary.

The next session is editing. Once again, depending on skill level, students can edit initially on the computer or print out the document and edit in individual conferences back in the classroom. Model editing according to grade appropriate skills. Students continue to use their knowledge of the mouse and arrow keys to move within the text and use the delete key to eliminate information.

During the publishing session, model how to change the font and size of the text so students can create their own unique piece. Students will need to select the text and then choose the font and size desired. A title and their name can be added. Model how to select and center the title at the top of the page. Print the final copy.

RESOURCES

Lesson Resources:

Visual aides from the classroom might be used to help motivate the planning and drafting phase of the writing process.

STUDENT PRODUCT(S)

Product(s) Description:

The student product from this activity will vary. See the Implementation Steps for details.

REFLECTION

Comments:

This is an excellent way to get started in the lab setting for 1st and 2nd. They get valuable experience with the writing process and learn or review some of the text skills that they will be using all year in their projects.

 

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