Keyboarding

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Type:Lesson

Estimated Time:7 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: A, B, C, D, E, 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 a, b, c, d, and e.
  • 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

Input Devices: Mouse, Keyboard, Remote Control, etc 

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

Instructions

Language Arts > Communication > Listening Strategies / Context > Follow Directions > Instructions

Keyboarding

Language Arts > Computer Literacy Skills > Personal Use > Keyboarding

Keyboarding 

Information Technology > Basic Operations and Concepts > Keyboarding 

Letter Sound Association

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

Respond

Language Arts > Communication > Listening Strategies / Context > Respond

Sounding Out

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

Upper / Lower Case

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

  • 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 Aa, Bb, Cc, Dd, and Ee.

  • 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.

Extension Ideas:

  • To help students gain more practice using the a, b, c, d, and e 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. For more advanced practice, you could have students spell words using the lesson’s letters, such as the following: ace, ad, bad, bed, bee, cab, dad, deed.

Standards:

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.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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