Skill 1

Teacher: Peter J. Rice, Ms.Ed Technology 3/19/2018

Learning Target​: I will type letter on the keyboard by matching letter displayed on the screen

Learning Objectives:
● The students will
o Students will learn the basic typing position, and practice key stroking, spacing and return.
o Students will learn to operate the home row letter keys and the basic service keys by touch.

How does this lesson address our 2016-17 Instructional focus (​student-to-student communication​)?
Students will share their thoughts about personal preferences to build social bonds. Use of preferred method of
communication will be encouraged.

IEP Goals:
X05
Sebastian Will increase functional reading skills.
Afchana Will learn functional reading skills.
Joshua Will demonstrate reading skills
Ashley Will develop reading skills.
Anfel Will improve vocabulary skills
Nishat Will demonstrate reading skills

Common Core Learning Standards (CCLS​) 

 CCSS.ELA-Literacy.CCRA.R.9 
Analyze how two or more texts address similar themes or topics in order to build knowledge or to 
compare the approaches the authors take. 
 CCSS.ELA-Literacy.CCRA.W.2 
Write informative/explanatory texts to examine and convey complex ideas and information clearly 
and accurately through the effective selection, organization, and analysis of content. 
 
CDOS-Standard 3a—Universal Foundation Skills.1 
Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and 
mathematical functions. 

Vocabulary​: Keyboard, typing, letters, words, and progress

Materials​:
● Computers, internet, and www.typingclub.com

Procedure​:

Anticipatory Set (Hook):

(Whole Group/Modeling)
● The teacher will instruct the students that they are going to be learning to identify letters so they know where
to find them on the keyboard. Playing the ABC Letters / Phonics game, the students will take turns warming up
with their letter identification skills.

(Guided Practice)-Student Driven

 Skill 1

● Students will then be broken up into groups of 2 to work on three different letter identification activities.
o Group 1 (Anfel and Joshua)
▪ Joshua was paired with Anfel to help peer model positive classroom behaviors.
o Group 2 (Nishat and Ashley)
▪ Nishat was paired with Ashley to help build peer-to-peer communication skills.
o Group 3 (Afchana and Sebastian)
▪ Afchana and Sebastian were both paired together to work on using their devices functionally.
● Activity 1:
o Read, build, write - students practice reading words, spelling them with actual letters, and writing them
in a sentence.
● Activity 2:
o Language Alphabet - students review the sequence of the alphabet and find the missing letters.
● Activity 3:
o Premier Dolch Sight Words - students use stamps to spell words from a model.
● Students will be provided 4 minutes at each station before rotating to the next. Once all students have
completed all three activities, they will then be offered time to independently practice their letter identification
skills and typing skills on the computer.

(Independent Practice)
● Once signed into ​www.typingclub.com​, the students will begin individually tracking their typing progress in
order to develop their individual computers skills using the keyboard.

Differentiation:
1. Engaging Visual Learners​ – Use graphic organizer and visuals with all words.
2. Engaging Auditory Learners​ – Vary pitch and tone of voice to emphasis key facts.
3. Engaging Kinesthetic Learners​ – Physically holding the answers and holding up responses.

Research:​ Carol Ann Tomlinson & Cindy Middendorf

Para Responsibilities:
1. Teacher
a. Prepare all materials and set up the SmartBoard
b. Hand out schedules to student after finding a seat
c. Assist student in checking and following directions
d. Ask wh-questions
2. Para 1:
a. Monitor peer interaction and communication
b. Assist students to remain seated
c. Assist students to respond to Wh’ questions asked by peer or teacher
d. Make sure 1:1 is following along and engaged in the activity
3. Para 2:
a. Positioned near assigned student
b. Assist student with getting and giving out item using gestural cues
c. Assist student in asking Wh’ question to peer (“Would you like ______?”)

There is limited talking by the teacher/paras during this routine. Gesture and picture prompts are used to help aid
independence during the routine.
 Skill 1

Assessment​: Progress assessments reports from ​www.typingclub.com

Homework (HW): ​None