Introduction

Click here for Full Instructional Guide in Word format

Information Technology

Guide to Instruction

to support

Vermont’s

Information Technology

Grade Expectations

Published by

The Vermont Department of Education

Text Box:

Table of Contents

Introduction ………………………………………. Pages 4-7

Kindergarten ……………………………………… Pages 8-14

Grade 1 …………………………………………… Pages 15-22

Grade 2 .…………………………………………... Pages 23-31

Grade 3 …………………………………………… Pages 32-40

Grade 4 …................................................................ Pages 41-49

Grade 5 …………………………………………… Pages 50-59

Grade 6 …................................................................ Pages 60-70

Grade 7 …………………………………………… Pages 71-79

Grade 8 ……………………………………………. Pages 80-88

Grade 9 …………………………………………… Pages 89-97

Grade 10 ….............................................................. Pages 98-105

Appendix A ………………………………………. Pages 106-107

Preface

The Information Technology Guide to Instruction has been created as a support document to accompany the Information Technology Grade Expectations. The Grade Expectations define where students should be assessed. The premise of this document is that prior to assessment, intentional instruction and opportunities for practice must take place. Consequently, this document outlines at which grade each Expectation should be introduced, practiced and assessed.

Format

This document defines by specific grade level (not cluster) where particular Technology Expectations might be Introduced, Practiced, and Assessed. Generally, it follows a three grade sequence: an Expectation is introduced at one grade level, practiced at the next grade level and assessed at the following grade level. Throughout the document, there are several exceptions to this rule. For example, there are times when Expectations are introduced at one grade level and assessed at the next.

Flexibility

Even though this document specifies the precise grade level where Introduction, Practice and Assessment should occur, it is intended to be very flexible. Schools/districts should make changes based on their particular needs and circumstances which might include access constraints. What is important is that Introduction, Practice and Assessment will occur and the person responsible for it is identified.

Pre-Assessment

When something is introduced, the implication is that it is new to students. This may or may not be the case. We strongly urge teachers to pre-assess their students prior to instruction. The same is true for practice as it is possible that some students may not have been introduced to a skill. As with other subject matter, it is likely that a teacher will find students of varying skill level in their classes and we encourage them to differentiate their instruction based on their pre-assessment.

What is an Introduction?

When an item appears under Introduction, the presumption may be that this is the first time the students have had an experience with that particular concept or skill. This may or may not be the case. First, it is important to consider what the students have had for previous experiences. This can be accomplished by scanning through the previous grade clusters in the Technology Grade Expectations document to see what may have been Introduced, Practiced, and/or Assessed at previous grade levels. If a database of student performance on past assessment tasks exists, this would be an ideal source of information. Once the teacher has this basic information, they may decide to pre-assess their students. This could be done formally through some type of “test” be it written, oral, or performance. It could also be accomplished more informally through a conversation with the individual students.

Once it is determined what previous experience students have had with the skill or concept, instruction can be planned. If it is the first time, the teacher may need to adjust the instruction based on the difficulty of the task. One might approach “navigates between open windows and applications” quite differently than “creating a spreadsheet from scratch.” In the first example, an obvious need must exist or be created. Once students see the need, a demonstration with several opportunities for practice in “real life situations” would seem appropriate. In the second example, students must make a connection with what they already know. They must understand what a spreadsheet can and can’t do and how that might apply to their own learning experiences. They might start by looking at examples of existing spreadsheets and discuss how they work and the benefits of using them. This might be followed by students inputting data into an existing spreadsheet to test “if/then” scenarios. Finally, students might construct a very simple spreadsheet of their own while under direct supervision of the teacher. It would be important that students see a direct connection to the spreadsheet they are creating and what they are presently learning in their curriculum. In other words, it must be integrated in a fashion that makes sense to the students and allows the students to connect it to previous learning.

What is Practice?

Like the Introduction, when teachers begin the Practice lesson, they must be aware of what experiences students have had in the past, prior to presenting the new lesson. The same process and sources can be used at this point as were used in the Introduction section. And just as above, some type of pre-assessment may be called for.

Once the teacher ascertains the previous level of experience s/he can create learning opportunities for each student based on that data. It will be important to consider some basic differentiation at this point as it is quite possible that some students need a refresher while others are ready to move to the next level.

Let’s use the examples from above and see what might happen at the Practice level. Giving practice in “navigates between open windows and applications” might look quite similar to what happened during Introduction. Since the task is not particularly complex, students need multiple opportunities to practice with at least some of these practice sessions on their own with someone giving feedback. This might be an excellent opportunity for small cooperative learning groups. As students demonstrate their readiness, the teacher could increase the complexity of the task by having students navigate between multiple open windows and/or applications. For example, they might copy a (un-copyrighted) graphic from the Internet using a Browser, paste it into an open Paint program, modify it in the Paint program and paste it into a Word Processing document that they have open and were working on.

In the example of “creating a spreadsheet from scratch,” the lesson should provide ample opportunities to create at least two different spreadsheets. The first one could be with the assistance of the teacher or peers but at least one should be done by the student on their own. They should receive formative feedback on their creation by their teacher. Based on the formative assessment results, a plan could be developed for more instruction and practice or the teacher may find that the students’ skills are adequate.

What is Assessment?

It is appropriate to give students some practice prior to the assessment, it should not be constructed to practice one minute and assess the next. The goal at this point is summative, not formative assessment. The purpose is not to give the students feedback so that they can increase their ability (this should have already been done) but rather to determine if the student possesses the skill or concept. Typically, we would assess the student individually by observing a product or performance on which they have worked. It is possible to do a summative assessment while students are working in pairs or small groups but it presents certain challenges that must be overcome. The teacher must be certain that the work that is being assessed has been done independently by the specific student s/he is assessing.

In both examples above, the clearest way to determine if a student has the skill/concept may be to physically observe the student. At this point it wouldn’t matter if students were working in pairs or small groups as the teacher would be observing each student demonstrate what they know/can do without assistance or prompting. Another way to assess this would be for the teacher to give the students an on-demand task that required them to carry out the skill/concept. The teacher would not have to observe all the students but instead would observe the product. This would only work if the students were in a controlled situation. For example, the students could not take the task home or work on it outside of class because the teacher couldn’t guarantee that someone else didn’t assist the student or do the work for them.

What happens during a task when students don’t have the skill/concept?

Introducing, practicing and assessing both the students’ understanding of content and technology grade expectations can take some careful maneuvering. When technology is embedded deeply into the curriculum, students may come to a point where they can not move forward with the content part of the lesson if they don’t have a particular technology skill or concept. For example, if students were trying to analyze the relationship between certain demographic information and voting patterns and they don’t have the skill to query a database containing the data they may come to a dead end. Conversely, if the student lacks the content knowledge or skill they may not be able to proceed even though they were capable of the technology expectation. If this occurred during the introduction or practice stages of student work, teachers would monitor a student carefully to determine if they can move forward with the skill or if they need assistance and react accordingly. When assistance is needed it would be provided in a timely manner. More instruction and/or more practice would be provided so that the student can “move on.” In the assessment stage, and especially if the teacher has the students doing Performance Assessment Tasks, the teacher must make a critical decision as to when to step in and provide assistance so that the student may continue the remainder of the task. If the student is working in pairs or a small group, the timing is even more critical. When to intervene is clearly a judgment call. But at some point, before the student (or group) hits a stage of high frustration, the teacher must move in and assist the student so that s/he can move forward with the remainder of the task. In this case, the teacher would simply note that the student did not meet the particular technology standard because they needed assistance.

Connecting Classroom to Real-Life Experiences

Throughout Introduction, Practice and Assessment it is important for teachers to make certain that students have ample opportunity to make connections between classroom and real life experiences. In the examples above that relate to “navigating between open windows and applications” students may not immediately recognize it in the format presented but may have experienced it in other ways. Often when students are “chatting” or Instant Messaging they are doing exactly what the Expectation is requesting.

Technology Performance Assessment Tasks

This document aligns with the Technology Performance Assessment Tasks-Version 3.

See Appendix A.

Grade

Kindergarten

Technology Instructional Guide

Information Technology Instructional Guide

Based on Vermont Technology Grade Expectations

Level – Pre-Kindergarten-Kindergarten

Basic Operations

Introduction

· Differentiating between right and left mouse click [Windows] or click, hold, and drag [Mac/Windows], recognizing and using keys: letters, numbers, and space bar, shift, return/enter, punctuation, delete/backspace keys)

· Using removable media (e.g., floppy disk, CD, DVD)

· Launching a program from the desktop using a shortcut or alias.

· Minimizing applications

· Logging in and out of a computer.

· Creating, opening, saving, and printing a document

· Cutting, copying, and pasting within a document.

Practice

· None

Assessment

· Navigating with a mouse, recognizing and using keys: (e.g., letters, numbers, and space bar).

Social, Ethical & Human Issues

Introduction

· None

Practice

· None

Assessment

· Describing and practicing responsible use of technology (e.g., don’t bang on the keyboard).

Productivity Tools

Word Processing

Introduction

· Entering, selecting, deleting text

· Manipulating styles (e.g., bold face, italicize and underline).

Practice

· None

Assessment

· None

Productivity Tools

Databases

Introduction

· None

Practice

· None

Assessment

· None

Productivity Tools

Spreadsheets

Introduction

· None

Practice

· None

Assessment

· None

Productivity Tools

Paint/Draw

Introduction

· Illustrating a simple concept using a paint application

Practice

· None

Assessment

· None

Productivity Tools

Visual Organizer

Introduction

· None

Practice

· None

Assessment

· None

Productivity Tools

Calculators

Introduction

· None

Practice

· None

Assessment

· None

Communications

Multi-media

Introduction

· Identifying components of multi-media presentations (e.g., title, transitions, sound effects, animation, text and graphics).

Practice

· None

Assessment

· None

Communications

World Wide Web

Introduction

· None

Practice

· None

Assessment

· None

Communications

E-Mail

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Digital Resources

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Searching & Search Engines

Introduction

· None

Practice

· None

Assessment

· None

· Research, Problem Solving and Decision Making

Using a Browser

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Problem Solving & Decision Making

Introduction

· None

Practice

· None

Assessment

· None

Grade One

Technology Instructional Guide

Information Technology Instructional Guide

Based on Vermont Technology Grade Expectations

Level – Grade 1

Basic Operations

Introduction

· Recognizing and using keys: shift, return/enter, punctuation, delete/backspace, control/ command, tab, escape keys)

· Navigating between open windows

· Logging in and out of a network.

· Opening documents from and saving documents to multiple locations (e.g.,: c drive, network drive, removable media).

· Locating files and folders using the Find command.

Practice

· Launching a program from the desktop using a shortcut or alias.

· Minimizing applications

· Logging in and out of a computer.

· Creating, opening, saving, and printing a document

· Cutting, copying, and pasting within a document.

· Using removable media (e.g., CD, DVD, flash drive)

Assessment

· None

Human, Social & Ethical Issues

Introduction

· Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate use of email, respect for others’ electronic property, maintaining confidentiality)

· Describing personal consequences of inappropriate use.

Practice

· None

Assessment

· Describing and practicing responsible use of technology (e.g., taking turns using technology equipment)

Productivity Tools

Word Processing

Introduction

· Manipulating styles (e.g., fonts, style, size, color of text, alignment).

Practice

· Entering, selecting, deleting text

· Manipulating styles (e.g., bold face, italicize and underline).

Assessment

· None

Productivity Tools

Databases

Introduction

· None

Practice

· None

Assessment

· None

Productivity Tools

Spreadsheets

Introduction

· None

Practice

· None

Assessment

· None

Productivity Tools

Paint/Draw

Introduction

· Illustrating a simple concept using a paint application showing evidence of the following:

o paint brush

o line

o rectangle

o oval

o flood fill

o line thickness,

o brush shapes

o colors

Practice

· Illustrating a simple concept using a paint application

Assessment

· None

Productivity Tools

Visual Organizer

Introduction

· Entering information into a teacher created template (e.g. concept map).

· Illustrating a simple concept (e.g., concept map, web, bubble, etc.).

Practice

· None

Assessment

· None

Productivity Tools

Calculators

Introduction

· None

Practice

· None

Assessment

· None

Communications

Multi-media

Introduction

· None

Practice

· Identifying components of multi-media presentations (e.g., title, transitions, sound effects, animation, text and graphics).

Assessment

· None

Communications

World Wide Web

Introduction

· Describing a web page, home page and website

Practice

· None

Assessment

· None

Communications

E-Mail

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Digital Resources

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Searching & Search Engines

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Using a Browser

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Problem Solving & Decision Making

Introduction

· None

Practice

· None

Assessment

· None

Grade Two

Technology Instructional Guide

Information Technology Instructional Guide

Based on Vermont Technology Grade Expectations

Level – Grade 2

Basic Operations

Introduction

· Using effective keyboarding:

o --posture (i.e., back straight, body leaning slightly forward, etc.,

o --techniques (e.g., eyes on monitor or copy-not the keyboard, etc).

o --and attitudes (e.g., willingness to change habits, persistence and diligence)

· Creating, naming, and renaming folders.

· Creating folders within folders (nested folders).

· Cutting, copying, and pasting within a document and across documents

· Using removable media (e.g., CD, DVD, flash drive)

· Using digital tools to capture images (e.g., scanner, digital camera)

· Navigating between open windows

· Locating files and folders using the Find command.

Practice

· Recognizing and using keys: shift, return/enter, punctuation, delete/backspace, control/ command, tab, escape keys)

· Logging in and out of a network.

· Opening documents from and saving documents to multiple locations (e.g.,: c drive, network drive, removable media).

· Launching a program from the desktop

Assessment

· Launching a program from the desktop using a shortcut or alias.

· Minimizing applications

· Logging in and out of a computer.

· Creating, opening, saving, and printing a document

· Cutting, copying, and pasting within a document.

· Using removable media (e.g., floppy disk, CD, DVD)

Human, Social & Ethical Issues

Introduction

· Documenting sources of information obtained through electronic resources (e.g., identifying author and URL).

Practice

· Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate use of email, respect for others’ electronic property, maintaining confidentiality)

· Describing personal consequences of inappropriate use

Assessment

None

Productivity Tools

Word Processing

Introduction

· Combining text with pictures on a single page (e.g., inserting clipart).

· Adding non-textual elements (e.g., arrows, lines, shapes, etc.).

· Using spell check

Practice

· Manipulating styles (e.g., fonts, style, size, color of text, alignment).

Assessment

· Entering, selecting, deleting text

· Manipulating styles (e.g., bold face, italicize and underline).

Productivity Tools

Databases

Introduction

· Entering data into and manipulating an existing data base by browsing, sorting and searching/ finding/querying.

Practice

· None

Assessment

· None

Productivity Tools

Spreadsheets

Introduction

· Entering data into a spreadsheet template.

· Explaining the relationship between data and visual representation (graph)

· Creating a graphical representation of numerical data (e.g., bar line, and pie)

Practice

· None

Assessment

· None

Productivity Tools

Paint/Draw

Introduction

· None

Practice

· Illustrating a simple concept using a paint application showing evidence of the following:

o paint brush

o line

o rectangle

o oval

o flood fill

o line thickness,

o brush shapes

o colors

Assessment

· Illustrating a simple concept using a paint application

Productivity Tools

Visual Organizer

Introduction

· None

Practice

· Illustrating a simple concept (e.g., concept map, web, bubble, etc.).

Assessment

· Entering information into a teacher created template (e.g. concept map).

Productivity Tools

Calculators

Introduction

· Using grade appropriate calculator and applications/functions (e.g., basic operations).

Practice

· None

Assessment

· None

Communications

Multi-media

Introduction

· Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources.

Practice

· None

Assessment

· Identifying components of multi-media presentations (e.g., title, transitions, sound effects, animation, text and graphics).

Communications

World Wide Web

Introduction

· None

Practice

· Describing a web page, home page and website

Assessment

· None

Communications

E-Mail

Introduction

· None

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Digital Resources

Introduction

· Accessing information from a workstation, LAN or Internet-based electronic encyclopedia.

· Using multiple resources including:

o Library catalog,

o Electronic resources, &

o Internet web pages.

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Searching & Search Engines

Introduction

· Preparing a search off-line using a teacher-prepared form/strategy.

· Using a search engine predetermined by the teacher, implementing the search strategy developed and locating pertinent information.

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Using a Browser

Introduction

· Navigating to various websites by typing a URL into a browser or using a list of links identified by the teacher

· Navigating using forward, back, home, and refresh

· Using hyperlinks to navigate the world wide web

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Problem Solving & Decision making

Introduction

· Identifying decisions made, (e.g. representing data, formatting, criteria for search, visual organizer) Example: What key words did you use in your internet search?

Practice

· None

Assessment

· None

Grade Three

Technology Instructional Guide

Information Technology Instructional Guide

Based on Vermont Technology Grade Expectations

Level – Grade 3

Basic Operations

Introduction

· Right clicking [Windows] or clicking, holding, and dragging [Mac/Windows] presents a contextual menu.(e.g., right clicking on an image offers a menu of choices about what you want to do with the image), control/command, escape keys

· Launching a program by locating it on the internal, external, or network drive.

· Opening documents from and saving documents to nested folders.

· Locating files and folders using the Find command.

· Copying and moving files and folders.

· Cutting, copying, and pasting within a document, across documents, and across applications.

· Navigating between open windows and applications.

· Creating, naming, and renaming folders

· Creating folders within folders (nested folders)

Practice

· Using effective keyboarding:

o --posture (i.e., back straight, body leaning slightly forward, etc.)

o --techniques (e.g., eyes on monitor or copy-not the keyboard, etc.)

o --attitudes (e.g., willingness to change habits, persistence and diligence).

· Using removable media (e.g., CD, DVD, flash drive)

· Navigating between open windows

· Using digital tools to capture images (e.g., scanner, digital camera)

Assessment

· Recognizing and using keys: shift, return/enter, punctuation, delete/backspace, control/ command, tab, escape keys)

· Logging in and out of a network.

· Opening documents from and saving documents to multiple locations (e.g.,: c drive, network drive, removable media).

· Creating, naming, and renaming folders.

· Creating folders within folders (nested folders).

· Cutting, copying, and pasting within a document and across documents

· Launching a program from the desktop

Human, Social & Ethical Issues

Introduction

· Documenting sources of information obtained through electronic resources using acceptable formats.

· Exhibiting safe, legal and ethical behaviors when using technology.

· Describing personal and interpersonal consequences of inappropriate use.

· Articulating and providing examples of relevant, reliable and unreliable Internet resources.

· Demonstrating an understanding of copyright and fair use guidelines for educational purposes.

Practice

· Documenting sources of information obtained through electronic resources (e.g., identifying author and URL)

Assessment

· Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate use of email, respect for others’ electronic property, maintaining confidentiality)

· Describing personal consequences of inappropriate use.

Productivity Tools

Word Processing

Introduction

· Adding non-textual elements (e.g., arrows, lines, shapes, etc.).

· Using thesaurus.

· Embedding an original piece of art, applying text wrap and resizing.

· Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).

Practice

· Combining text with pictures on a single page (e.g., inserting clipart).

Assessment

· Manipulating styles (e.g., fonts, style, size, color of text, alignment).

· Adding non-textual elements (e.g., arrows, lines, shapes, etc.).

· Using spell check

Productivity Tools

Databases

Introduction

· Identifying components of data base including field/category, record, file.

· Identifying single and multiple record formats.

· Entering data into an existing database

Practice

· Entering data into and manipulating an existing data base by browsing, sorting and searching/ finding/querying.

Assessment

· None

Productivity Tools

Spreadsheets

Introduction

· None

Practice

· Entering data into a spreadsheet template.

· Explaining the relationship between data and visual representation (graph)

· Creating a graphical representation of numerical data (e.g., bar line, and pie)

Assessment

· None

Productivity Tools

Paint/Draw

Introduction

· Modifying a digital image using flip; rotate, resize, crop

Practice

· None

Assessment

· Illustrating a simple concept using a paint application showing evidence of the following:

o paint brush

o line

o rectangle

o oval

o flood fill

o line thickness,

o brush shapes

o colors

Productivity Tools

Visual Organizer

Introduction

· Illustrating a concept with topic and sub-topics, selecting different shapes and colors to differentiate various levels or processes ( e.g., concept map, web, bubble, flow chart).

Practice

· None

Assessment

· Illustrating a simple concept (e.g., concept map, web, bubble, etc.).

Productivity Tools

Calculators

Introduction

· None

Practice

· Using grade appropriate calculator and applications/functions (e.g., basic operations).

Assessment

· None

Communications

Multi-media

Introduction

· Creating a linear or non-linear presentation including title slide, graphics, text, voice, sound related to topic, scanned or digital photo, animation, bibliography and table of contents.

Practice

· None

Assessment

· Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources.

Communications

World Wide Web

Introduction

· Describing the components of a web address (e.g. ~, /, .edu, .com, .gov, etc.)

· Creating a web page including text, graphics, tables and internal and external links

Practice

· None

Assessment

· Describing a web page, home page and website

Communications

E-Mail

Introduction

· Differentiating between an email and web address.

· Sending an email message to another local user.

· Sending an email message to a remote user (i.e., using address with @).

· Sending and receiving an email attachment.

· Including the text of the original message in their reply (using quote).

· Forwarding mail.

· Using cc: to copy a message to another individual.

· Using reply options (e.g. reply sender, reply group, reply conference)

Practice

· None

Assessment

· None

Research, Problem Solving and Decision Making

Digital Resources

Introduction

· Locating information that is accurate, relevant and appropriate, using a variety of electronic resources including digital encyclopedias, specialized CDs and the Internet.

Practice

· Accessing information from a workstation, LAN or Internet-based electronic encyclopedia.

Assessment

· Using multiple resources including:

o Library catalog,

o Electronic resources, &

o Internet web pages.

Research, Problem Solving and Decision Making

Searching & Search Engines

Introduction

· Preparing a search off-line without using a teacher-prepared form/strategy.

Practice

· Preparing a search off-line using a teacher-prepared form/strategy.

· Using a search engine predetermined by the teacher, implementing the search strategy developed and locating pertinent information.

· Implementing a search strategy using Boolean logic (e.g., and, or, not).

Assessment

· None

Research, Problem Solving and Decision Making

Using a Browser

Introduction

· Bookmarking sites relevant to their research and organizing sites into categories.

Practice

· None

Assessment

· Navigating to various websites by typing a URL into a browser or using a list of links identified by the teacher

· Navigating using forward, back, home, and refresh

· Using hyperlinks to navigate the world wide web

Research, Problem Solving and Decision Making

Problem Solving & Decision Making

Introduction

· Identifying and justifying decisions made, (e.g. representing data, formatting, setting up formula, selecting criteria for search, visual organizer)

Example: What key words did you make and why? Are there other words that might have worked better?

Practice

· Identifying decisions made, (e.g. representing data, formatting, criteria for search, visual organizer)

Example: What key words did you use in your internet search?

Assessment

· None

Grade Four

Technology Instructional Guide

Information Technology Instructional Guide

Based on Vermont Technology Grade Expectations

Level – Grade 4

Basic Operations

Introduction

· Using digital tools to capture images and other information (e.g., temperature, light, sound, etc.) and import them into a computer.

· Identifying and saving documents in multiple formats (e.g.,.doc, .jpg, .pdf, .rtf).

· Using shortcuts/alias

Practice

· Copying and moving files and folders.

· Cutting, copying, and pasting within a document, across documents, and across applications.

· Launching a program by locating it on the internal, external, or network drive.

· Opening documents from and saving documents to nested folders.

· Navigating between open windows and applications.

· Creating, naming and renaming folders

· Creating folders within folders (nested folders)

Assessment

· Navigating between open windows

· Using effective keyboarding:

o --posture (i.e., back straight, body leaning slightly forward, etc.,

o --techniques (e.g., eyes on monitor or copy-not the keyboard, etc).

o --and attitudes (e.g., willingness to change habits, persistence and diligence)

· Using digital tools to capture images (e.g., scanner, digital camera)

· Locating files and folders using the Find command.

· Using removable media (e.g., CD, DVD, flash drive)

· Launching a program from the desktop

Human, Social & Ethical Issues

Introduction

· Documenting sources of information obtained through electronic resources using acceptable formats.

Practice

· Describing personal and interpersonal consequences of inappropriate use.

· Exhibiting safe, legal and ethical behaviors when using technology.

· Articulating and providing examples of relevant, reliable and unreliable Internet resources.

· Demonstrating an understanding of copyright and fair use guidelines for educational purposes.

Assessment

· Documenting sources of information obtained through electronic resources (e.g., identifying author and URL).

Productivity Tools

Word Processing

Introduction

· Creating a table

Practice

· Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).

· Using spell check, and thesaurus.

· Embedding an original piece of art, applying text wrap and resizing.

· Adding non-textual elements (e.g., arrows, lines, shapes, etc.)

Assessment

· Combining text with pictures on a single page (e.g., inserting clipart).

Productivity Tools

Databases

Introduction

· Creating, entering and manipulating a data base using ascending and descending sorting, and searching/finding/ querying, using single criterion.

Practice

· Identifying components of data base including field/category, record, file.

· Identifying single and multiple record formats.

· Entering data into an existing database

Assessment

· Entering data into and manipulating an existing data base by browsing, sorting and searching/ finding/querying.

Productivity Tools

Spreadsheets

Introduction

· Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and AVG)

· Manipulating format (e.g., resizing rows and columns, font, colors, hiding grid)

· Creating a graphical representation of multiple series of numerical data.

Practice

· None

Assessment

· Entering data into a spreadsheet template.

· Explaining the relationship between data and visual representation (graph)

· Creating a graphical representation of numerical data (e.g., bar line, and pie)

Productivity Tools

Paint/Draw

Introduction

· Saving graphic images in multiple formats (e.g., .jpg, tif, gif)

· Creating original illustrations using paint and draw applications

· Comparing and contrasting the uses of a paint and a draw application

Practice

· Modifying a digital image using flip; rotate, resize, crop

Assessment

· None

Productivity Tools

Visual Organizer

Introduction

· None

Practice

· Illustrating a concept with topic and sub-topics, selecting different shapes and colors to differentiate various levels or processes ( e.g., concept map, web, bubble, flow chart).

Assessment

· None

Productivity Tools

Calculators

Introduction

· Using grade appropriate calculator and applications/functions (e.g., basic operations, fraction-decimal conversion, percentage).

Practice

· None

Assessment

· Using grade appropriate calculator and applications/functions (e.g., basic operations).

Communications

Multi-media

Introduction

None

Practice

· Creating a linear or non-linear presentation including title slide, graphics, text, voice, sound related to topic, scanned or digital photo, animation, bibliography and table of contents.

Assessment

· Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources.

Communications

World Wide Web

Introduction

· None

Practice

· Describing the components of a web address (e.g. ~, /, .edu, .com, .gov, etc.)

· Creating a web page including text, graphics, tables and internal and external links

Assessment

· None

Communications

E-Mail

Introduction

· None

Practice

· Sending and receiving an email attachment.

· Including the text of the original message in their reply (using quote).

· Forwarding mail.

· Using cc: to copy a message to another individual.

· Using reply options (e.g.reply sender, reply group, reply conference)

Assessment

· Differentiating between an email and web address.

· Sending an email message to another local user.

· Sending an email message to a remote user (i.e., using address with @).

Research, Problem Solving and Decision Making

Digital Resources

Introduction

· None

Practice

· Locating information that is accurate, relevant and appropriate, using a variety of electronic resources including digital encyclopedias, specialized CDs and the Internet.

Assessment

· Accessing information from a workstation, LAN or Internet-based electronic encyclopedia.

Research, Problem Solving and Decision Making

Searching & Search Engines

Introduction

· None

Practice

· Preparing a search off-line without using a teacher-prepared form/strategy.

· Implementing a search strategy using Boolean logic (e.g., and, or, not).

Assessment

· Preparing a search off-line using a teacher-prepared form/strategy.

· Using a search engine predetermined by the teacher, implementing the search strategy developed and locating pertinent information.

Research, Problem Solving and Decision Making

Using a Browser

Introduction

· None

Practice

· Bookmarking sites relevant to their research and organizing sites into categories.

Assessment

· None

Research, Problem Solving and Decision Making

Problem Solving & Decision making

Introduction

· Selecting the appropriate tools and technology resources to address a variety of tasks and problems (e.g., spread sheet vs. data base, word processing vs. presentation program.)

· Applying technology skills to learning unfamiliar technologies (e.g., digital cameras, scanners, probes)

Example: What are the first steps you would take to figure out how to use a new technology?

· Using electronic Help to solve a problem.

Practice

· Identifying and justifying decisions made, (e.g. representing data, formatting, setting up formula, selecting criteria for search, visual organizer)

Example: What key words did you make and why? Are there other words that might have worked better?

Assessment

· Identifying decisions made, (e.g. representing data, formatting, criteria for search, visual organizer)

Example: What key words did you use in your internet search?

Grade Five

Technology Instructional Guide

Information Technology Instructional Guide

Based on Vermont Technology Grade Expectations

Level – Grade 5

Basic Operations

Introduction

· Locating files and folders using multiple criteria within the Find command.

· Saving documents in multiple formats (e.g., .doc, .jpg, .pdf, .rtf, source and txt).

· Using digital tools to capture images and other information (e.g., temperature, light, sound, etc.) and import them into a computer.

· Saving documents in multiple formats (e.g., .doc, .jpg, .pdf, .rtf,

source and txt).

· Using effective keyboarding:

--posture (i.e., back straight, body leaning slightly forward, etc.)

--techniques (e.g., eyes on monitor or copy-not the keyboard, etc.)

--attitudes (e.g., willingness to change habits, persistence and diligence and key with speed and accuracy

· Launching a program by locating it on the internal, external, and network drive.

· Opening documents from and saving documents to nested folders.

· Creating, naming, and renaming folders.

· Copying and moving files and folders.

· Creates shortcuts/alias

Practice

· Using digital tools to capture images and other information (e.g., temperature, light, sound, etc.) and import them into a computer.

· Identifying and saving documents in multiple formats (e.g.,.doc, .jpg, .pdf, .rtf).

· Using shortcuts/alias

Assessment

· Using digital tools to capture images (e.g., scanner, digital camera)

Assessment… continued

· Launching a program by locating it on the internal, external, or network drive.

· Opening documents from and saving documents to nested folders.

· Locating files and folders using the Find command.

· Creating, naming, and renaming folders.

· Creating folders within folders (nested folders).

· Copying and moving files and folders.

· Cutting, copying, and pasting within a document, across documents, and across applications.

· Navigating between open windows and applications.

Human, Social & Ethical Issues

Introduction

· Explaining the accuracy and relevancy of the content

· Comparing and contrasting information found on the internet for relevancy, accuracy, and reliability.

· Describing societal consequences of inappropriate use

Practice

· None

Assessment

· Describing personal and interpersonal consequences of inappropriate use.

· Documenting sources of information obtained through electronic resources using acceptable formats.

· Exhibiting safe, legal and ethical behaviors when using technology.

· Articulating and providing examples of relevant, reliable and unreliable Internet resources.

· Demonstrating an understanding of copyright and fair use guidelines for educational purposes.

Productivity Tools

Word Processing

Introduction

· Using grammar check.

· Manipulating styles and formats (e.g., headers, footers, borders, page breaks, tabs and margins, multiple columns, text boxes)

· Linking text blocks, span multiple columns, masthead.

Practice

· Creating a table

Assessment

· Adding non-textual elements (e.g., arrows, lines, shapes, etc.).

· Using spell check, and thesaurus.

· Embedding an original piece of art, applying text wrap and resizing.

· Modifying a digital image using flip; rotate, resize, crop

· Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).

Productivity Tools

Databases

Introduction

· None

Practice

· Creating, entering and manipulating a data base using ascending and descending sorting, and searching/finding/ querying, using single criterion.

Assessment

· Identifying components of data base including field/category, record, file.

· Identifying single and multiple record formats.

· Entering data into an existing database

Productivity Tools

Spreadsheets

Introduction

· Creating a graphical representation appropriate to the numerical data (e.g., scatter plot, x-y)

Practice

· Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and AVG)

· Manipulating format (e.g., resizing rows and columns, font, colors, hiding grid)

· Creating a graphical representation of multiple series of numerical data.

Assessment

· None

Productivity Tools

Paint/Draw

Introduction

· Importing/Inserting objects from other sources

· Selecting and using a draw or paint application appropriate for the task.

· Selecting and saving images in the appropriate format (e.g., jpg, tif, gif)

· Modifying a digital image using flip, rotate, resize, crop, select, copy and paste

Practice

· Modifying a digital image using flip; rotate, resize, crop

· Saving graphic images in multiple formats (e.g., .jpg, tif, gif)

· Creating original illustrations using paint and draw applications

Assessment

· Comparing and contrasting the uses of a paint and a draw application

Productivity Tools

Visual Organizer

Introduction

· Illustrating a variety of relationships, ideas and topics (e.g. cause and effect, Venn diagram, organizational charts, flow chart).

· Importing an illustration.

· Linking an element to appropriate files and URL(s).

Practice

· None

Assessment

· Illustrating a concept with topic and sub-topics, selecting different shapes and colors to differentiate various levels or processes ( e.g., concept map, web, bubble, flow chart).

Productivity Tools

Calculators

Introduction

· None

Practice

· Using grade appropriate calculator and applications/functions (e.g., basic operations, fraction-decimal conversion, percentage).

Assessment

· None

Communications

Multi-media

Introduction

· None

Practice

Assessment

· Creating a linear or non-linear presentation including title slide, graphics, text, voice, sound related to topic, scanned or digital photo, animation, bibliography and table of contents.

Communications

World Wide Web

Introduction

· None

Practice

· None

Assessment

· Describing the components of a web address (e.g. ~, /, .edu, .com, .gov, etc.)

· Creating a web page including text, graphics, tables and internal and external links

Communications

E-Mail

Introduction

· Attaching a file to an email message and noting in the body the file format.

Practice

· None

Assessment

· Sending and receiving an email attachment.

· Including the text of the original message in their reply (using quote).

· Forwarding mail.

· Using cc: to copy a message to another individual.

· Using reply options (e.g. reply sender, reply group, reply conference)

Research, Problem Solving and Decision Making

Digital Resources

Introduction

· Locating information that is accurate, relevant, appropriate and identifying possible bias (opinion vs. fact) using a variety of electronic resources.

Practice

· None

Assessment

· Locating information that is accurate, relevant and appropriate, using a variety of electronic resources including digital encyclopedias, specialized CDs and the Internet.

Research, Problem Solving and Decision Making

Searching & Search Engines

Introduction

· Comparing and contrasting: directories, search engines, and meta-search engines.

· Implementing a search strategy using Boolean logic (e.g., and, or, not).

Practice

· None

Assessment

· Preparing a search off-line without using a teacher-prepared form/strategy.

· Implementing a search strategy using Boolean logic (e.g., and, or, not).

Research, Problem Solving and Decision Making

Using a Browser

Introduction

· Exporting and importing bookmarks/favorites and organizing sites into categories.

Practice

· None

Assessment

· Bookmarking sites relevant to their research and organizing sites into categories.

Research, Problem Solving and Decision Making

Problem Solving & Decision making

Introduction

· Selecting and justifying the appropriate tools and technology resources to address a variety of tasks and problems (e.g., spread sheet vs. data base, word processing vs. presentation program.)

Practice

· Selecting the appropriate tools and technology resources to address a variety of tasks and problems (e.g., spread sheet vs. data base, word processing vs. presentation program.)

· Applying technology skills to learning unfamiliar technologies (e.g., digital cameras, scanners, probes). Example: What are the first steps you would take to figure out how to use a new technology?

· Using electronic Help to solve a problem.

Assessment

· Identifying and justifying decisions made, (e.g. representing data, formatting, setting up formula, selecting criteria for search, visual organizer)

Example: What key words did you make and why? Are there other words that might have worked better?

Grade Six

Technology Instructional Guide

Information Technology Instructional Guide

Based on Vermont Technology Grade Expectations

Level – Grade 6

Basic Operations

Introduction

· Compressing and decompressing files.

· Creating a duplicate/backup document in another location.

· Creating folders within folders (nested folders) in a purposeful structure.

· Cutting, copying, and pasting within a document, across documents, and across applications

Practice

· Locating files and folders using multiple criteria within the Find command.

· Saving documents in multiple formats (e.g., .doc, .jpg, .pdf, .rtf, source and txt).

· Using digital tools to capture images and other information (e.g., temperature, light, sound, etc.) and import them into a computer.

· Saving documents in multiple formats (e.g., .doc, .jpg, .pdf, .rtf,

source and txt).

· Using effective keyboarding:

--posture (i.e., back straight, body leaning slightly forward, etc.)

--techniques (e.g., eyes on monitor or copy-not the keyboard, etc.)

--attitudes (e.g., willingness to change habits, persistence and diligence and key with speed and accuracy (e.g., 30 words/min with 90% accuracy)

· Launching a program by locating it on the internal, external, and network drive.

· Opening documents from and saving documents to nested folders.

· Creating, naming, and renaming folders.

· Copying and moving files and folders.

· Creates shortcuts/alias

Assessment

· Using effective keyboarding:

o --posture (i.e., back straight, body leaning slightly forward, etc.)

o --techniques (e.g., eyes on monitor or copy-not the keyboard, etc.)

Assessment… continued

o --attitudes (e.g., willingness to change habits, persistence and diligence).

· Using digital tools to capture images and other information (e.g., temperature, light, sound, etc.) and import them into a computer.

· Identifying and saving documents in multiple formats (e.g.,.doc, .jpg, .pdf, .rtf).

· Uses shortcuts/alias

· Navigating between open windows and applications.

Human, Social & Ethical Issues

Introduction

· Documenting sources of information obtained through electronic resources using acceptable formats.

· Applying copyright and fair use guidelines in student work.

Practice

· Describing societal consequences of inappropriate use

· Explaining the accuracy and relevancy of the content

· Comparing and contrasting information found on the internet for relevancy, accuracy, and reliability.

Assessment

· Articulating and providing examples of relevant, reliable and unreliable Internet resources.

· Demonstrating an understanding of copyright and fair use guidelines for educational purposes.

Productivity Tools

Word Processing

Introduction

· None

Practice

· Linking text blocks, span multiple columns, masthead.

Assessment

· Embedding an original piece of art, applying text wrap and resizing.

· Creating a table

· Manipulating styles and formats (e.g., headers, footers, borders, page breaks, tabs and margins, multiple columns, text boxes)

· Using a thesaurus

Productivity Tools

Databases

Introduction

· Creating and manipulating a data base, by entering, sorting, searching/finding/querying and using multiple criteria.

· Generating a report.

Practice

· None

Assessment

· Creating, entering and manipulating a data base using ascending and descending sorting, and searching/finding/ querying, using single criterion.