Unit 2 — Keyboarding
Description
Effective professionals demonstrate appropriate digital literacy skills as needed in their role. Students will develop keyboarding speed and accuracy using proper technique.
Essential Questions
- Why is proper keyboarding technique important?
- How will effective keyboarding skills improve productivity on the computer?
Learning Objectives
- Demonstrate keyboarding speed and accuracy on a computing device.
- Demonstrate proper keyboarding technique when keying letters, numbers, and symbols at a rate of 25-30 words per minute.
- Collaborate in small groups to create and edit online documents in real time (e.g. multiple users editing one document in a shared online space.)
- Identify and use appropriate file sharing strategies (e.g., copy and paste, links, e-mail attachments).
- Produce documents according to industry standards (e.g., citation styles, agendas, financial statements, resumes).
- Identify and use tabs in a word processing document (i.e., left, right, center, decimal).
- Create and upload a screenshot.
Supplemental Resources
- Typing.com or NitroType
- Typingclub.com
Technology Literacy
Students write research paragraphs on touch-typing benefits, complete text-dependent analyses of findings, and participate in class discussions using correct terminology related to word processing, computers, and digital tools. Students also engage in collaborative writing activities and create digital content with proper formatting and grammar.
Formative Assessments
- Anecdotal observation, monitoring, and adjustment of keyboarding posture.
- Touch typing and keyboarding technique data collection sheets.
Summative Assessment
Technique Evaluations (1 or more per unit); TDA Paragraph
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate keyboarding competency through extended time on timed typing assessments, use of word prediction or text-to-speech tools, or completion of shorter typing passages with accuracy measured instead of speed. Alternative documentation of proper technique may include video recording, teacher observation checklist, or verbal explanation of posture and hand position.
IEP (Individualized Education Program)
Peer mentoring on problems; Differentiated teacher feedback on assignments; Modeling out problems on whiteboard; Visual aids as we project problems on whiteboard; Study guides; Tiered assignments; Scaffolding of materials and assignments; Re-teaching and review; Guided note taking; Exemplars of varied performance levels; Multi-media approach to accommodating various learning styles
Section 504
Peer mentoring on problems; Differentiated teacher feedback on assignments; Modeling out problems on whiteboard; Visual aids as we project problems on whiteboard; Study guides; Tiered assignments; Scaffolding of materials and assignments; Re-teaching and review; Guided note taking; Exemplars of varied performance levels; Multi-media approach to accommodating various learning styles
ELL / MLL
Peer mentoring on problems; Differentiated teacher feedback on assignments; Modeling out problems on whiteboard; Visual aids as we project problems on whiteboard; Study guides; Tiered assignments; Scaffolding of materials and assignments; Re-teaching and review; Guided note taking; Exemplars of varied performance levels; Multi-media approach to accommodating various learning styles
At Risk (RTI)
Peer mentoring on problems; Differentiated teacher feedback on assignments; Modeling out problems on whiteboard; Visual aids as we project problems on whiteboard; Study guides; Tiered assignments; Scaffolding of materials and assignments; Re-teaching and review; Guided note taking; Exemplars of varied performance levels; Multi-media approach to accommodating various learning styles
Gifted & Talented
Supplemental reading material for independent study; Flexible grouping; Tiered assignments; Topic selection by interest; Enhanced expectations for independent study; Elevated questioning techniques using Webb's Depth of Knowledge matrix