BUTLER R-V SCHOOL DISTRICT

SEVENTH GRADE KEYBOARDING CURRICULUM

 

 

SEVENTH GRADE KEYBOARDING

Approved by the Board of Education, May 2002

 

DESCRIPTION:

7th Grade Keyboarding is a class designed to give students the opportunity to become proficient in the use of the standard keyboard and the number keypad.  It will also give them practice in working on a networked computer, navigating various applications, and working with Windows in an appropriate way.

 
 

 

 

 

 

 


RATIONALE:

Since computer technology has reached into all areas of life, it is necessary for all students to acquire a basic keyboarding proficiency so they can successfully build their computer skills according to their interests, future goals, and ambitions.

 
 

 

 

 

 

 

 


BUTLER R-V SCHOOL DISTRICT

SEVENTH GRADE KEYBOARDING CURRICULUM

 

 

Objective

Process Standard

Instructional Activity

Instructional Method

Assessment

Perform start-up activities for working on a network computer, open and navigate among various applications, perform an appropriate shut-down or a log-off and handle  Windows lock-ups in the appropriate way.

2.5

Students will be expected to start-up their own systems and have multiple applications open to begin their work session.  A shut-down or log-off will be required at the end of the period so that students will not forget how to do either of these.

The teacher will use the overhead to demonstrate the appropriate procedure for start-up, moving from program to program in different ways, log-off/shut-down.  The teacher will be available to assist student when machines lock up so that eventually they will be able to handle this annoyance on their own.

  The teacher will monitor these activities by observation on a daily basis. Students will be required to describe in writing the keyboard and mouse methods for completing these operations and explain why knowing the keyboard method is important.

Learn proper arrangement of work area and proper seating position for keyboarding with minimum physical stress.

2.5

Each day the student will arrange their monitor, keyboard, mouse and chair for the safest possible arrangement.

The teacher will use demonstration and provide pictures to emphasize the safest posture for maximizing productivity and minimizing stress.

Based on observation, the teacher completes a technique rubric which addresses all areas of appropriate posture.  Rubrics will be presented to students weekly for feedback.

Learn to operate letter keys, space bar, and enter key using the touch method.

2.5

Students progress through the lessons of a typing tutorial (Microtype Pro) at their own pace.  They are encouraged to evaluate their own work on-screen and repeat lessons until they are at an acceptable accuracy level.  Students print their own lessons.

The teacher sets the accuracy level and keeps a log of completed lessons to monitor progress.  The teacher is continually observing individual students and offering suggestions which may eliminate certain error patterns and keeping student motivated.

Every two weeks completed work is used to calculate a production grade.

Learn to operate the special character keys and use them to present information in correct printed form.

2.5

Students progress through the lessons of a typing tutorial (Microtype Pro) at their own pace to learn to operate these keys using the touch method.  Then they are given a reference to illustrate how these special characters are to be presented when used in printed copy.  (Two characters at a time) they use this reference to practice presenting material correctly when given dictated sentence.

The teacher will use a rubric to monitor technique.  Then, one special character at a time, the teacher will demonstrate correct presentation of that character in print and discuss the related reference materials.  The teacher will dictate typical business sentences containing the special characters.

A rubric is used to monitor technique.  During drill/practice activities on typing from dictation, the teacher will observe student progress on the screen.  For evaluation of this segment, students will be given printed sentences with special characters.  Each sentence will be typed three different ways.  Students will be able to identify the one correct sentence.

Learn to use the numeric keypad using correct techniques and the touch method

2.5

Students progress through the lessons of a typing tutorial (Microtype Pro) at their own pace to learn to operate these keys using the touch method. 

The teacher will use a rubric to monitor technique and will provide hand-written columns of numbers for students to drill after they had complete the Microtype lessons.

Evaluation will be based on how many correct answer a student can produce in a given time when presented with a sheet of hand-written problems.

 

Objective

Process Standard

Instructional Activity

Instructional Method

Assessment

Learn proper spacing to use with various punctuation marks presented in print.

Students will type from copy containing  many punctuation marks.  They will circle their own errors on daily work before it is presented for grading.  

The teacher will use the overhead to demonstrate the proper spacing with punctuation marks, then provide practice materials, monitor students as they work and provide feedback on completed work.

When given a paragraph containing many punctuation marks (and presented in the Courier New font), the student will be able to identify errors in spacing with punctuation marks.

Learn the proper operation of special function keys: shift, shift lock, backspace and tab

2.5

Students progress through the lessons of a typing tutorial (Microtype Pro) at their own pace to learn to operate these keys using the touch method.  Students will type from copy presented in columns to drill using the tab with the touch method.

The teacher will demonstrate the appropriate operation of these keys and  provide additional materials which require using the tab to present copy in different arrangements.

Technique will be graded using a rubric.

Learn to send and receive e-mail messages using the school’s system, with emphasis on providing an appropriate subject, writing with correct grammar, spelling and punctuation and understanding the parts of the e-mail address.

2.5

Students will write messages to other students in the classroom.  These will be messages which complete a sentence beginning.  With practice, the student will be able to compose their own subject.  Students will print each message and then proofread it to identify grammar, spelling and punctuation errors.

The teacher will use the overhead to demonstrate using the school’s e-mail and then provide sentence beginnings.  The teacher will distribute e-mail addresses so that every student sends and receives a message.  The teacher will model composing appropriate subject lines until students are able to do that on their own.

The teacher will grade (using a rubric) selected messages for accuracy in grammar, spelling, and punctuation, inclusion of a subject, use of an accurate address, and whether the message completely  and concisely completes the sentence beginning.

Learn to type copy in a word processor and perform simple editing operations

.

The students will open and use a current word processing program to create copy and edit according to common business/journalism proofreaders’ marks.

The teacher will demonstrate common editing activities using the overhead (i.e. word wrap, overwrite mode, inserting, deleting, style, and alignment.) The teacher will provide a list of common proofreaders’ marks and their meanings. The teacher will provide copy of a personal nature for student practice.  The teacher will provide files which only require editing, so that every student will get some practice at editing. 

The teacher will grade and return practice papers to show students areas which need improvement.  Final papers will be graded according to a rubric.