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Keyboarding

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Teacher-Facing Resources

Type:Lesson

Estimated Time:14 minutes

Grades:2-5

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 Language: English


Vocabulary: finger placement, key, keyboard, keyboarding, letters, posture, punctuation, reach keys, touch keys, upper row keys


Primary Objectives:

  • Student learns proper posture for keyboarding.
  • Student learns to identify touch keys.
  • Student understands reach keys.
  • Student learns to type upper row keys.
  • Student learns to type letters without looking at the keyboard.

Secondary Objectives:

  • Student learns and practices using technology for real-world application.

Subjects:

Ergonomics 

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

Formatting and Preparation

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

Input Devices: Mouse, Keyboard, Remote Control, etc 

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

Keyboard Use / Input, Output Devices / Proficiency of use

Science > History / Technology / Social Perspectives > Computer Science > Computer skills > Keyboard Use / Input, Output Devices / Proficiency of use

Keyboarding 

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

Listening / Pay Attention

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

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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  • It might be helpful to post a diagram of a keyboard where students can view it. For this lesson, label the upper row and middle keys, T and Y.

  • In this lesson, fingers are numbered to help describe to students which finger to use to type letters. The numbering is from 1 through 4, with Finger 1 being the index finger, Finger 2 the middle finger, Finger 3 the ring finger, and Finger 4 the little finger.

  • You might want to spend time watching students type and encourage them to use correct keyboarding finger placement and posture. While the hunt-and-peck method might seem faster to students at this point, remind them that in the long run, they'll be able to type much faster if they learn proper typing techniques.

  • In the You vs. Kangaroo game at the end of the lesson, students are rewarded with Australian-themed prizes, such as didgeridoos, sport boomerangs, freshwater crocodiles, cork hats, and Waltzing Matilda music boxes. If students do not beat the kangaroo, they receive Vegemite and butter sandwiches, shark-bitten surfboards, and stolen Emu eggs. Each prize is accompanied by a picture and a short description or fact about the item.

  • Students must type 70% of the letters correctly in each exercise to earn a point. Further, students earn 1 point if they beat the kangaroo at the end of the lesson. Students should take the lesson more than once to strengthen their keyboarding proficiency.

  • You might want to have the class work together to create typing exercises for themselves. To do this, write the upper row letters on the board. Then have the class work together to create a list of words and phrases that use the upper row and home row letters. Write the words and phrases on the board. After the class discussion, have students type the upper row letters and the list of words and phrases they created into a word processing document to create a practice sheet. Students should then print their practice sheets and save copies in a folder along with the home row practice sheet, if they created one. Practice sheets can be combined to form individual or class typing practice books.
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.
ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.W.2.6 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.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.