Unit: Keyboarding Alphabetic Keys

Unit: Keyboarding – Alphabetic Keys

Big Idea Focus of Study Real World Applications Apply the touch method in operating the keyboard.

This module is designed to teach basic keying skills, consisting of fluent manipulation of all alphabetic letters. Emphasis is on daily use of a computer system and appropriate software to provide integrated training through a learn/practice/sustain/assess plan of skill building.

Curriculum Goals & Objectives Addressed Resources/Materials CTE: SCS CTE: Business and Information Technology, CTE: Grades 6-8, Keyboarding* (6511) A KEYBOARDING SKILLS Instructional Activities  MK01.00 Apply the touch method in operating the Resources keyboard and numeric keypad.

 MK01.01 Implement proper keyboarding Use the Power Point and handout of Proper Keyboarding technique. Posture and Techniques to explain the importance of proper posture and finger placement when keyboarding. Demonstrate MK01.02 Execute the touch method in operating  the proper position of hands, arms, wrists, fingers, legs, feet, the alphabetic keys. etc. PowerPoint Proper Keyboarding Posture and Techniques

Use Work Area Arrangements document to explain the importance of work area arrangement. Although copy is usually placed on the right, some children may prefer to locate their copy to their left. Remind students that a clean and organized work area will promote better performance in class.

Show students start procedures. These will vary according to the equipment in the classroom. However, students should have a printed instructions for the following operations: Turning the equipment on and off Accessing the network, if applicable. Handling disks Copying and saving files. Operating the printer. Inserting, aligning, and recycling printer paper. Determining what, when, and how many copies to print Work area Arrangement Handouts

Use the Posture and Technique Check List activity to also allow students to rate each other’s posture and rate themselves on how well they use proper technique and posture.

To motivate students to exhibit proper posture, place three mints, candy, or other incentive on each monitor. Remove a mint each time improper posture is demonstrated. At the end of the period, the students keep the remaining mints.

Show students closing procedures. This includes things like turning off the equipment, cleaning up the work area, and storing textbooks and other materials. These procedures will vary from classroom to classroom. Posture and Technique Check List Mints (Andes or other brand wrapped mints), candy, or other incentive

Use the technique rubric Technique Rubric to randomly assess student’s posture and technique. Try to assess each student at least once a week. Make a schedule assessing 20% of the class each day of the week. This will result in you assessing every student once per week. Technique Rubric

Review proper technique and posture vocabulary using Keyboarding Techniques Key Terms. Keyboarding Techniques Key Terms

Use Posture and Technique Review as a review or for a daily grade. Posture and Technique Review

Use the Touch Method of Keyboarding handout to review the importance of using good posture and technique. Explain the importance of using the touch method of keyboarding and the rules involved. Touch Method of Keyboarding

Use PPT to explain the position of the home row keys on the keyboard. Demonstrate to students each home row key showing them the proper finger to use and the proper stroking technique. Other techniques to teach include spacebar tapping and the operation of the enter key.

PowerPoint

Allow students to locate each home row key, enter key, and spacebar looking at their fingers and practice the reach without striking the keys. Then ask students to look away (at the keyboarding chart or at you) and strike the key as you dictate it. Direct students to strike the key only as it is called.

Glencoe/McGraw- Hill Lesson 1 Thompson/South-Western Lesson 1 Pearson Lessons 1 and 2

Have students complete Home Row Keys activity and Finger Names.

Explain the position of the each additional new key on the keyboard. Demonstrate to students each new reach showing them the proper finger to use and the proper stroking technique. Allow students to locate each home row key, enter key, and spacebar looking at their fingers and practice the reach without striking the keys. Then ask students to look away (at the keyboarding chart or at you) and strike the key as you dictate it. Direct students to strike the key only as it is called. Use this method to introduce each new alphabetic reach. Home Row Keys Finger Names

Use dictated drills on any exercise in textbook for students to practice new keystrokes using touch keyboarding. Ask the students to strike the key as you dictate it while keeping their eyes on the keyboarding chart or on you. Vary the speed as students become more confident with new keystrokes. Any exercises in textbook

Use lines in the text for speed drills of 20 seconds, 30 seconds, and 60 seconds. Give each timing in a series of three drills using the same line; for instance, for three 20 second drills, then three 30 second drills, etc. Each student should set a personal goal to get at least one or two characters farther for each drill. This will motivate the students to key faster because they will see improvement immediately. Any exercises in textbook

At an appropriate point or when indicated in text, give two or three one-minute timed drills and use the Computing GWAM activity to explain to students how to compute GWAM. Record each student’s timing. Use the checklist Straight Copy Skills Performance Checklist and Rubric to assess keying straight copy alphabetic sentences and paragraphs. Do not give a formal grade for timed writings at this time.

As needed, use the following websites for review and typing practice:

http://www.quia.com/jg/334481.html Keyboarding technique

http://www.quia.com/cm/50448.html Review of fingering for alphabetic keys

http://www.quia.com/jw/95821.html Keyboarding phrases

http://www.quia.com/cb/68214.html Keyboarding jeopardy

http://www.quia.com/jg/534830.html Basic keyboarding

http://www.gamequarium.com/keyboarding.htm Typing practice

http://www.mrkent.com/typingtest/index.asp Typing Tests Computing GWAM Straight Copy Skills Performance Rubric

Review the words in the vocabulary list. Vocabulary

When all the letter keys have been introduced, for review have the students complete Color Coding Keyboarding Correct Fingers on the location of the keys

Color Coding Keyboarding Correct Fingers

Use Keyboarding Quiz as a review or for a grade. Keyboarding Quiz

1.01 Power Point

1.01 HO 1_Proper Keyboarding Posture and Review

1.01 HO 2 Work Area Arrangement

01.01 ACT 1 Posture and Technique Checklist.doc

01.01 RB1 Posture and Technique Rubric.doc

01.01 Vocabulary.doc

Quia Activities 6207_C6_1.01.docx

Enduring Understandings Essential Concepts and Process Skills Creating an effective work environment. Implement proper keyboarding techniques. Touch method techniques will increase speed and accuracy in keying.  We want our students to be able to key text using the touch method of keying.

 -Apply the touch method in operating the alpha keys. -Implement proper keyboarding techniques and posture -Utilize proper work area arrangements.

 Learn the form and keying style that a typist uses while operating the Keyboard

 To key by touch rather than by the hunt-and-peck method

 The way the typist sits; the way the typist’s arms, wrists, fingers, legs and feet are placed

Essential Questions What are correct keyboarding techniques when keying using the alphabetic keys? How do I implement proper keyboarding technique? What is the correct keying position? What are Start/Closing procedures?

Integration Opportunities Additional Integration Opportunities P21: 21st Century Student Outcomes, P21: K-12, Life &

Career Skills Initiative and Self-Direction Manage Goals and Time

 Set goals with tangible and intangible success Technology may be incorporated into core subjects for research criteria and learning.

 Balance tactical (short-term) and strategic (long- term) goals Be Self-directed Learners

 Demonstrate commitment to learning as a lifelong process Social and Cross-Cultural Skills Interact Effectively with Others

 Know when it is appropriate to listen and when to speak

 Conduct themselves in a respectable, professional manner Productivity and Accountability Manage Projects

 Prioritize, plan and manage work to achieve the intended result Produce Results

 Demonstrate additional attributes associated with producing high quality products including the abilities to: - Work positively and ethically - Manage time and projects effectively - Multi-task - Participate actively, as well as be reliable and punctual - Present oneself professionally and with proper etiquette - Collaborate and cooperate effectively with teams - Respect and appreciate team diversity - Be accountable for results Be Responsible to Others

 Act responsibly with the interests of the larger community in mind

Differentiation/Intervention Focus Areas Microtype Software is self paced

Students are expected to: Sit up straight Flat on the floor Body centered in front of the computer Elbows naturally by side Fingers curved Wrists low, but not touching the keyboard Quick, snappy strokes Quick, down-and-in motion of the thumb Right little finger used for the enter key; other fingers remain on the home row Use the appropriate little finger for the shift keys

Students are also expected to be responsible for the computer lab environment:

 Turning the equipment on and off

 Accessing the network, if applicable.

 Handling disks  Copying and saving files.

 Operating the printer.

 Inserting, aligning, and recycling printer paper.

 Determining what, when, and how many copies to print.