1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)

2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3,5)

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3)

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6)

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4,5)

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1,6)

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2,5,6)

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Writing to Read 2000 will continue for grades K & 1 in the Computer Lab. Writing to Read is an effective instructional strategy which will enable students to master the content of the standards.


A Core Language Arts Pedagogy in the Archdiocese of Los Angeles since 1989.
Writing to Read + Standards=
Increased Student Achievement


OUTCOMES FOR STUDENTS
Fluency
Productivity
Higher Expectations
Confidence!
Curiosity About Language

Kindergarten and First grade students learn to write what they can say, and read what they have written.

PURPOSE
To teach young children to read through their own writing.

10 VITAL PRACTICES OF WRITING TO READ

1. Teacher completes Daily Assignment Sheet

2. Children work at the Computer Station, Work Journal Station, Writing Station, Typing Station and Listening Station daily.

3. Children listen to stories.

4. Children record completed work on their Work Journal Progress Chart daily.

5. Teacher evaluates children's progress regularly.

6. Children work in pairs or individually.

7. Children write / type and read their writing every day.

8. Children move to a new task as needed.

9. Children operate equipment independently.

10. Children take completed Work Journals home.