Request More Info

Keyboarding

Not a Learning.com customer? Learn More

Teacher-Facing Resources

Type:Lesson

Estimated Time:10 minutes

Grades:K-1

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: U, V, W, X, Y, Z, alphabet, key, keyboard, keyboarding, letters, phonics


Primary Objectives:

  • Student gains familiarity with the placement of the keys on the keyboard.
  • Student learns the relationship between pressing keys on the keyboard and seeing letters on the screen.
  • Student learns to identify and key the letters of the alphabet.

Secondary Objectives:

  • Student learns and practices using technology for real-world application.
  • Student identifies by sight and sound the letters u, v, w, x, y, and z.
  • Student identifies the beginning sounds of words.

Subjects:

Alphabetize

Language Arts > Reading > Phonics / Decoding > Alphabetize

Beginning / Ending Sounds

Language Arts > Reading > Phonemic Awareness > Beginning / Ending Sounds

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

General Phonics

Language Arts > Reading > Phonics / Decoding > General Phonics

Input Devices: Mouse, Keyboard, Remote Control, etc 

Technology Education > Information Technology > Basic Operations and Concepts > Input Devices: Mouse, Keyboard, Remote Control, etc 

Keyboarding

Language Arts > Computer Literacy Skills > Personal Use > Keyboarding

Keyboarding 

Technology Education > Information Technology > Basic Operations and Concepts > Keyboarding 

Letter Sound Association

Language Arts > Reading > Phonics / Decoding > Letter Sound Association

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Sounding Out

Language Arts > Reading > Phonemic Awareness > Blending Sounds > Sounding Out

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Upper / Lower Case

Language Arts > Reading > Phonics / Decoding > Alphabet Letter Recognition > Upper / Lower Case

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
Show More
  • Due to the small size of students' hands, this lesson does not teach proper keyboarding finger placement. A later unit, entitled Keyboarding, addresses proper touch keyboarding skills.

  • Keyboards generally show capital letters on the keys but type lowercase letters on screen by default. Therefore, you might want to make sure students can recognize and associate the capital and lowercase pairings of the letters Uu, Vv, Ww, Xx, Yy, and Zz.

  • When students work on computers, fonts sometimes show letters differently than students would print them, most notably the lowercase versions of the letters a, g, and q. You might want to discuss with the class how letters sometimes look different on a computer and in typed text, using textbooks and storybooks to show examples.

  • To help students gain more practice using the u, v, w, x, y, and z keys on the keyboard, have them type the letters in a blank word processing window as you call out the name of each letter. Consider mixing up the letters as well as including the letters a through t if students have completed the preceding Introduction to Keyboards lessons. For more advanced practice, you could have students spell words using the letters learned in this lesson along with letters learned in preceding lessons (which is the entire alphabet), such as the following words: box, boy, cut, pay, sat, tub, van, was, wet, yes, zip, zoo.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
1A-CS-01 Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use. (P1.1)
ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.
ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.