Washington Township Public Schools

COURSE OF STUDY – CURRICULUM GUIDE

Course: Computer Literacy- Grade 5

Written By: Mary Lou Barnett, Kellie Gorski, Kathleen Kersznowski, Eileen Keller, Lori Mazzeo, Dawn Heil

Under the Direction of: Steve Whalen

Mission Statement: The mission of the elementary computer education program is to empower students to become
Description: life-long learners and effective users of information, ideas, and technology. All students will use digital tools to access,
manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge across the curriculum.

Goals & Expectations:

Grade 5: Building on grade 4 goals and expectations, students are introduced to using developmentally
appropriate digital resources to solve problems individually and collaboratively. Keyboarding Software, Word
Processing Software, Drawing Software, and online resources will be used to solve problems individually and
collaboratively. Students will also be introduced to cyber safety, cyber security, and cyber ethics when using
existing and emerging technologies.

Jack McGee: Assistant Superintendent for Curriculum & Instruction

Gretchen Gerber: Director of Elementary Education

Written: 2014
Revised:
BOE Approval:

Revised: September 2014 1

 DEMONSTRABLE PROFICIENCIES
COURSE TITLE: Computer Literacy- Grade 5

I. CLASSWORK REQUIREMENTS
A. Remain on Task
B. Demonstrate respect for and understanding of technology and equipment
C. Understand Basic Computer Vocabulary
D. Demonstrate Lesson Objectives
II. ATTITUDE & BEHAVIOR
A. Maintain the proper attitude and behavior to be a successful learner.
III. COURSE OBJECTIVES/OVERVIEW
A. COURSE CONTENT
B. SKILLS
C. APPRECIATION OF CONCEPTS
IV. ATTENDANCE
Attendance: Refer to Board of Education Policy
V. GRADING PROCEDURES
A. Teacher observation
B. Performance Assessment
C. Class Participation

Revised: September 2014 2

 September 2014

MAJOR UNITS OF STUDY

Course Title: Computer Literacy- Grade 5

I. Computer Basics: Reinforce knowledge of parts of a computer, peripherals and proper operating techniques.

II. Keyboarding: Continue to develop proficiency with the keyboard, special functions of keys common to all computers, and
proper keyboarding techniques in order to use the computer efficiently.

III. Word Processing/Multimedia/Spreadsheets: Build upon knowledge of word processing programs to enhance the writing
process, including presentation tools and simple spreadsheet development.

IV. Internet Use and Research/Cyber Safety: Use the internet efficiently, effectively, ethically, and safely.
 SCOPE & SEQUENCE
Grade 5
1. Computer Basics
a. Identify parts of a computer (hardware & software)
b. Open folders and applications
c. Use of ‘save’ and ‘save as’
d. Basic troubleshooting
e. Logging on and off of the computer
f. Distinguish between local and network drives
g. Use of the Help Menu
2. Keyboarding
a. Increase proficiency with key location, space bar, enter/return, shift keys, backspace, and delete
b. Use proper home row finger placement and type without looking at the keyboard
c. Efficiently use the home row keys
d. Use proper keyboarding posture and techniques
e. Increase speed and accuracy

3. Word Processing/Multimedia/Spreadsheets
a. Use ‘enter’ key to create a new line
b. Type simple paragraphs
c. Use keyboard shortcuts and copy/cut/paste functions
d. Use ‘undo’ and ‘redo’
e. Know and use various text features such as borders, bullets/numbering
f. Format font, justification/alignment
g. Page Orientation and Set up; Insert header and footer
h. Insert and format clip art, word art and photos from a variety of sources
i. Create audio recordings of stories, poems
j. Use drawing tools
k. In Presentations, use animations, transitions, sounds, slide design
l. Create a simple spreadsheet

4. Internet Use and Research/CyberSafety

a. Click on web browser icon to access internet
b. Click on a hyperlink to open a webpage
c. Awareness of cyber safety (password protection, private information, advertisements, etc.)
d. Define and give examples of netiquette
e. Define and give examples of cyberbullying
f. Search for information using a search engine
g. Analyzing the accuracy of information on a website
h. Awareness of acceptable and fair use practices
i. Understanding the dangers of sharing personal information through various social media sites

Revised: September 2014 4

 UNIT OVERVIEW
Course Title: Computer Literacy- Grade 5

Unit #: UNIT 1 OVERVIEW Unit Title: Computer Basics

Unit Description and Objectives:

The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. Students will
identify the basic features of a computer and explain how to use them effectively. Students will explain common uses of computer
applications and hardware and identify their advantages and disadvantages. Students will engage in daily class discussions using
technological terminology.

Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/Generalizations Guiding Questions

Students will understand that:
1. What are the computer parts and their 1. The computer has basic parts and with 1.1 What are the parts of the computer and
uses? specific uses. their functions?
2. How can a word processor help you 2. Word Processors can become a useful 2.1 How can you create a document using a
create a document? tool in creating documents. word processor?
3. What are the advantages and 3. Both software and hardware have 3.1 What are the advantages and disadvantages of
disadvantages of the applications and advantages and disadvantages. the each hardware part of the computer?
3.2 Where are the advantages and disadvantages of
hardware?
using software?
4. What are the basic technology terms? 4. That there is basic computer vocabulary. 4.1 What are the names of the computer
hardware parts?
4.2 What terms help us navigate software?
5. How do you navigate software? 5. Virtual Environments can be navigated 5.1 How do we navigate a virtual
when age appropriate. environment?

Revised: September 2014 5

 UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Technological Terminology Sub-Concept/Topics:
Sub-Concept/Topics:
Use of Computer Software, such as Storage devices
word processer (various drives in computer, flash
drives, and cloud storage)

Theme:
Computer Basics
Conceptual Lens:
Computer Use and Terms

Sub-Concept/Topics: Sub-Concept/Topics:
Sub-Concept/Topics:
Peripheral devices Parts of a Computer (hardware and
Input/Output Devices software)

Revised: September 2014 6

 CURRICULUM UNIT PLAN
Course Title/Grade: Computer Literacy- Grade 5 Primary Core Content Standards referenced With Cumulative Progress Indicators
Unit Number/Title: Unit 1: Computer Basics 8.1.2.A.1 8.1.2.A.4 9.2.4.A.4
Conceptual Lens: Computer Use and Terms 8.1.2.A.2 8.1.2.A.5 9.3.4.A.6
Appropriate Time Allocation (# of Days): 2-4 weeks 8.1.2.A.3

Topics/Concepts Critical Content Skill Objectives Instructional/Learning Activities Technology & 21st C Skills NJCCCS w/
Instructional Resources Evaluation/ Assessment:
Incl. time / # days per topic) (Students Will Know:) (Students Will Be Able To:) & Interdisciplinary Connections Integration (Specify) CPI Reference
1. Identify computer parts 1. Identify parts of the 1. Be able to name both 1. Present and label the parts Websites ( such as Integration of 21st 8.1.2.A.1
and terms computer and peripheral and of the computer and discuss ABCya.com) century skills will 8.1.2.A.2 Classwork
2. Proper care of the know their nonperipheral computer their functions. Flashcards enhance higher order 8.1.2.A.3
computer functions parts and their functions 2. Specify steps to proper Bingo/Matching Games, thinking in daily 8.1.2.A.4 Quizzes
3. Uses of applications 2. Proper care of the 2. Properly take care of the computer care Hardware Hunt curricular activities as 8.1.2.A.5
and hardware/software computer computer 3. Present basic computer Worksheets, documented in lesson Project Rubric
4. Use basic technology 3. Uses of software 3. Recognize the difference terms, vocabulary, and Chart plans, which include: 9.2.4.A.4
terms and hardware between various definitions 9.3.4.A.6 Observation of group
5. Use and navigation of 4. Basic computer hardware, software, and 4. Identify, compare, and LCD Projector Creativity and cooperation and interaction
software environments vocabulary storage devices locate various hardware, innovation
6. Basic troubleshooting 5. How to navigate 4. Recognize, identify and software, and storage PowerPoint Presentations Participation in class
techniques appropriate use computer vocabulary devices Critical thinking and discussions
7. Distinguish between websites using 5. Navigate appropriate Computers: problem solving
local and network folders, tabs, etc. websites using folders,  Internet Research
drives 6. How to tabs, etc.  Age appropriate Communication and Common Benchmark-Unit 1
8. Use of the Help Menu troubleshoot 6. Access and search using software collaboration Assessments:
common issues the Help Menu  Relevant websites for 1. Quiz: Students will be able
(Control+Alt+Dele simulations, games, and Information, media and to correctly label computer
te keys) challenging learning technology skills parts.
7. Locate documents  Activities
or applications Life and career skills
from various Smart Board  Initiative and self-
locations on the direction
hard drive or other Net-Op
drives as needed  Social and cross-
Internet Research and online cultural skills
simulations
 Productivity and
Video Streaming accountability

 Leadership and
responsibility

Revised: September 2014 7

UNIT OVERVIEW
Course Title: Computer Literacy- Grade 5

Unit #: UNIT 2 OVERVIEW Unit Title: Keyboarding

Unit Description and Objectives:

Knowing how to keyboard is a critical life skill. Proper finger placement and the ability to memorize the location of all keyboard
keys will be a valuable life skill for school, college, and career. Students will build upon prior keyboarding knowledge and improve
typing speed and accuracy.

Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/Generalizations Guiding Questions

Students will understand that:
1. Why is proper finger placement on the 1. Proper finger placement is important for 1. How does knowing home row keys and
keyboard important? accurate keyboarding. proper fingering technique improve
keyboarding speed and accuracy?
2. How will proper keyboarding prepare you 2. Typing speed and accuracy is a critical 2. For what life tasks will you need to know
for college and career readiness? life skill. keyboarding?
3. How does key memoriziation improve 3. Memorization of key locations aids typing 3. How does memorizing the keys help you
words per minute fluency and speed ? speed. type faster and more accurately?

Revised: September 2014 8

 UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Home Row Keys Sub-Concept/Topics:
Sub-Concept/Topics:
Words Per Minute and Accuracy Use of special keys
(shift, backspace, delete, tab, etc.)

Theme:
Keyboarding
Conceptual Lens:
Using a keyboard

Sub-Concept/Topics: Sub-Concept/Topics:
Sub-Concept/Topics:
Proper posture and technique

Revised: September 2014 9

 CURRICULUM UNIT PLAN
Course Title/Grade: Computer Literacy- Grade 5 Primary Core Content Standards referenced With Cumulative Progress Indicators
Unit Number/Title: Unit 2: Keyboarding 8.1.4.A.1 CCS 4.W.6 9.2.4.A.1 9.3.4.A.2
Conceptual Lens: Using a keyboard 9.2.4.A.2
Appropriate Time Allocation (# of Days): ongoing 9.3.4.A.1

Topics/Concepts Critical Content Skill Objectives Instructional/Learning Activities Technology & 21st C Skills NJCCCS w/
Instructional Resources Evaluation/ Assessment:
(Incl. time / # days per topic) (Students Will Know:) (Students Will Be Able To:) & Interdisciplinary Connections Integration (Specify) CPI Reference
1. Identify key locations 1. Correct 1. Follow lessons in 1. Use of tutorial software Integration of 21st 8.1.4.A.1
2. Continued use of keyboarding keyboarding program such as Type to Learn/Type Type to Learn and Type century skills will Classwork
special keys such as techniques 2. Correctly place hands on for Fun for Fun Software, as well enhance higher order CCS 4.W.6
space bar, enter/return, 2. Appropriate use of home keys and spacebar 2. Memorize the home row as Type to Learn thinking in daily Quizzes
backspace, shift keys, special keys 3. Use special keys keys. Assessment Software curricular activities as 9.2.4.A.1
caps lock, delete 3. How to type correctly 3. Use of internet games to documented in lesson 9.2.4.A.2 Project Rubric
3. Type punctuation punctuation 4. Type punctuation reinforce keyboarding (such LCD Projector plans, which include: 9.3.4.A.1
including the comma, including the including the comma, as Dance Mat Typing, 9.3.4.A.2 Observation of posture and
semicolon, comma, semicolon, semicolon, exclamation, ABCya, Keyboard Ninja, Creativity and proper keyboarding technique
exclamation, question exclamation, question mark, etc.) Computers: innovation
mark, apostrophe and question mark, apostrophe and period  Age appropriate Participation in class
period apostrophe and 5. Label the home row keys software Critical thinking and discussions
4. Use number keys, period 6. Demonstrate correct  Relevant websites problem solving
colon, underscore, 4. How to use home posture while  Activities Common Benchmark-Unit 2
hyphen, and key finger keyboarding Communication and Assessment:
parentheses placement 7. Monitor their own words Smart Board collaboration Technology Learning
5. Proper finger placement 5. Proper keyboarding per minute Activity/Rubric: Type to
on home keys posture 8. Use proper keyboarding Net-Op Information, media and Learn assessment
6. Proper keyboarding 6. How to monitor techniques and finger technology skills
posture their own words placement in other areas,
7. Increase speed and per minute such as word processing Life and career skills
accuracy  Initiative and self-
direction

 Social and cross-

cultural skills

 Productivity and
accountability

 Leadership and
responsibility

Revised: September 2014 10

 UNIT OVERVIEW
Course Title: Computer Literacy- Grade 5

Unit #: UNIT 3 OVERVIEW Unit Title: Word Processing/Multimedia/Spreadsheets

Unit Description and Objectives:

Software and web-based programs will allow students to create documents, presentations, and spreadsheets that support the learning
process and foster collaboration and creativity. Students will engage in a variety of developmentally appropriate learning activities
that allow them to learn the tools they need to create documents, presentations, and spreadsheets.

Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/Generalizations Guiding Questions

Students will understand that:
1. How do computers help students to create 1. Computers can be used to create 1. How do you use the computer to create
documents, presentations, and documents, presentations, and documents, presentations, and
spreadsheets? spreadsheets. spreadsheets?
2. How do students use the computer to 2. Computers can help communicate 2. How can the computer help you to
create original works? thoughts and ideasand create/share express yourself functionally and creatively?
knowledge with others.

Revised: September 2014 11

 UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Word Processing Sub-Concept/Topics:
Sub-Concept/Topics:
Multimedia Saving and retrieving work

(insertion and formatting of video, (storage)

graphics, sound, etc.)

Theme:
Word
Processing/Multimedia/Spreadsheets
Conceptual Lens:
Using the computer to communicate
and present ideas

Sub-Concept/Topics: Sub-Concept/Topics:
Sub-Concept/Topics:
Spreadsheet creation Editing skills
Printing and presentation
(columns, rows, cells, borders) (formatting)

Revised: September 2014 12

 CURRICULUM UNIT PLAN
Course Title/Grade: Computer Literacy- Grade 5 Primary Core Content Standards referenced With Cumulative Progress Indicators
Unit Number/Title: Unit 3: Word Processing/Multimedia/Spreadsheets 8.1.4.A.1 8.1.8.A.1 8.1.8.A.5 CCS 5.W.6 5.SL.5 9.2.4.A.1 9.3.4.A.2
Conceptual Lens: Using the computer to aid the writing process 8.1.4.A.2 8.1.8.A.3 CCS 5.SL.5 5.SL.5 9.2.4.A.2
Appropriate Time Allocation (# of Days): 10-12 weeks 8.1.4.A.3 8.1.8.A.4 CCS 5.W.7 9.2.4.A.1

Topics/Concepts Critical Content Skill Objectives Instructional/Learning Activities Technology & 21st C Skills NJCCCS w/
Instructional Resources Evaluation/ Assessment:
(Incl. time / # days per topic) (Students Will Know:) (Students Will Be Able To:) & Interdisciplinary Connections Integration (Specify) CPI Reference
1. Identify word processing 1. Word processing 1. Understand word 1. Sample projects (may Software such as Microsoft Integration of 21st 8.1.4.A.1
terms Formative Assessments:
terms processing terms and include All About Me, Word, KidPix and century skills will 8.1.4.A.2
2. Change the font 2. How to populate a their functions poems, stories, acrostics, or PowerPoint, Recording enhance higher order 8.1.4.A.3
size/style/color Classwork
word processing 2. Word format: be able to creative stories) software, Excel thinking in daily 8.1.8.A.1
3. Place pictures and
graphics in document
template format font. 2. Templates to be populated curricular activities as 8.1.8.A.3
Quizzes
from a clip art source 3. Use the toolbar to 3. Insert by students documented in lesson 8.1.8.A.4
4. Apply correct editing and change font, size, 4. Spell check 3. Students will create an Websites such as: Mrs. plans, which include: 8.1.8.A.5
Project Rubric
proofreading skills and color of text 5. Retrieve, save, and print audio recording (using Sterling’s Word Pad, emaze,
5. Retrieve, save, and print a 4. Apply graphics a document Microsoft recorder or Glogster.edu, Google docs, Creativity and 9.2.4.A.1
document Word Processing,
from a clip art 6. Compose documents applications such as, etc. innovation 9.2.4.A.2
6. Create an audio recording Presentation, and Spreadhseet
source using word processing Audacity, PowerPoint, 9.3.4.A.1
7. Type simple paragraphs activities and projects
5. Employ spell check tools Excel, etc.) Critical thinking and 9.3.4.A.2
8. Use keyboard shortcuts and editing skills 7. Use technology to 4. In presentations, students problem solving
and copy/cut/paste LCD Projector Participation in class
functions
6. Process of produce a published will be able to add
Teacher Presentations discussions
9. Use ‘undo’ and ‘redo’ retrieving, saving, writing transitions and transition Communication and
and printing work sounds Computers collaboration
10. Know and use various text 8. Create engaging audio
Smart Board Common Benchmark-Unit 3
features such as borders, 7. How to use a recordings of stories or 5. In spreadsheets, students
Net-Op Assessment:
bullets/numbering computer poems will be able to identify cells, Information, media and
11. Insert and format clip art, Technology Learning
microphone to 9. Students will be able to rows, and columns, and technology skills
word art and photos Activity/Rubric: document
create an audio create a simple enter formulas
12. Create audio recordings of creation and use of editing
recording slideshow or Life and career skills
stories, poems tools in a word processing
8. How to create a presentation that  Initiative and self-
13. Use drawing tools document
14. In Presentations, use
simple spreadsheet, includes graphics direction
animations, transitions, enter data, and 10. Create a simple - Development of a
sounds, slide design interpret the spreadsheet, and read  Social and cross- multimedia presentation
15. Create a simple information and interpret the data cultural skills
spreadsheet, enter data,
and interpret the  Productivity and
information accountability

 Leadership and
responsibility

Revised: September 2014 13

 UNIT OVERVIEW
Course Title: Computer Literacy- Grade 5

Unit #: UNIT 4 OVERVIEW Unit Title: Internet Use and Research/Cyber Safety

Unit Description and Objectives:

Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. Students will model
appropriate conduct and behaviors when using classroom technology and online resources.

Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/Generalizations Guiding Questions

Students will understand that:
1. How can students safely and ethically use 1. Legal and ethical behaviors are important 1.1 How can you use the internet safely?
the internet responsibly? in using the internet. 1.2 What behaviors are followed for internet
use?
2. How do you ethically use information from 2. Resources need to be cited when using 2.1 When is it ethical to use information from
an internet source? information obtained from the internet. the internet?

Revised: September 2014 14

 UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Cyberbullying Sub-Concept/Topics:
Sub-Concept/Topics:
Understanding Personal Safety online Website evaluation
(accuracy and bias of information)

Theme:
Internet Use and Research/Cyber Safety
Conceptual Lens:
Understand Safety and Ethics on the Internet

Sub-Concept/Topics: Sub-Concept/Topics:
Sub-Concept/Topics:
Online resources and copyright Internet Navigation
Netiquette
(web browsers, tabs, yo mama)

Revised: September 2014 15

 CURRICULUM UNIT PLAN
Course Title/Grade: Computer Literacy- Grade 5 Primary Core Content Standards referenced With Cumulative Progress Indicators
Unit Number/Title: Unit 4: Internet Use and Research/Cyber Safety 8.1.4.D.1 8.1.8.D.1 CCS 5.RI.7 CCS 5.W.8 9.2.4.A.4
Conceptual Lens: Understand Safety and Ethics on the Internet 8.1.4.D.2 CCS 5.W.6 9.3.4.A.6
Appropriate Time Allocation (# of Days): 4-6 weeks 8.1.4.D.3 CCS 5.W.7

Topics/Concepts Critical Content Skill Objectives Instructional/Learning Activities Technology & 21st C Skills NJCCCS w/
Instructional Resources Evaluation/ Assessment:
(Incl. time / # days per topic) (Students Will Know:) (Students Will Be Able To:) & Interdisciplinary Connections Integration (Specify) CPI Reference
1. Safety and ethics on the 1. How to stay safe 1. Discuss and understand 1. Navigate and discuss age Websites (such as Integration of 21st 8.1.4.D.1
internet on line by not that the internet can be a appropriate web sites such NetSmartz Kids, Cyber century skills will 8.1.4.D.2 Classwork
2. Use and misuse of the sharing private dangerous tool and learn as “Welcome to the Web” Pigs, Safe Side enhance higher order 8.1.4.D.3
internet information and internet safety 2. Demonstrate ethical Superchick, Welcome to thinking in daily Quizzes
3. Use of web browsers not communicating 2. Recognize ownership of behavior in all activities. the Web) curricular activities as CCS 5.RI.7
4. Navigation in a virtual with strangers what they do on line and 3. Webhunts and webquests, documented in lesson CCS 5.W.6 Project Rubric
or online environment 2. That ethics are be ethical in internet use Cyber Café Age Appropriate Videos plans, which include: CCS 5.W.7
5. Use of hyperlinks and important on line 3. Click on a web browser 4. SOS.FBI.gov website CCS 5.W.8 Observation of group
bookmarks 3. Click on a web icon to access the 5. NS Teens Presentation Creativity and cooperation and interaction
6. Netiquette browser icon to internet (Netsmartz.org) LCD Projector innovation 92.4.A.4
7. Cyberbullying access the internet 4. Click on a link to open a 9.3.4.A.6 Participation in class
8. Acceptable Use Policy 4. Use appropriate web page DVDs Critical thinking and discussions
9. Digital research websites to locate 5. Use appropriate websites problem solving
10. Social Media and research to locate and research Teacher Presentations
Awareness information on a information on a given Communication and Common Benchmark-Unit 4
given topic topic Computers: collaboration Assessment:
5. Use search tools 6. Use search tools (key  Age appropriate Technology Learning
(key words, text words, text features, side software Information, media and Activity/Rubric: Completion
features, side bars, bars, hyperlinks) to  Relevant websites for technology skills of an online program
hyperlinks) to locate information simulations, games, and focused on cybersafety
locate information 7. Determine what is challenging learning Life and career skills and/or netiquette
6. The dangers of acceptable and  Activities  Initiative and self-
sharing personal unacceptable to post on direction
information on social media sites, such Smart Board
social media sites as Twitter, Facebook,  Social and cross-
and Instagram Net-Op cultural skills

Online simulations  Productivity and

accountability
Video Streaming
 Leadership and
responsibility

Revised: September 2014 16

 UNIT OVERVIEW

Unit Modifications for Special Population Students:

Gifted and Talented Students
Struggling Learners English Language Learners Special Education Students
(Challenge Activities)
 Assist students in getting organized.  Provide ample opportunities for creative  Use a slow, but natural rate of speech; speak  Use concrete examples to introduce concepts.
 Give short oral directions. behavior. clearly; use shorter sentences; repeat concepts  Make learning activities consistent.
 Use drill exercises.  Create assignments that call for original work, in several ways.  Use repetition and drills spread over time.
 Give prompt cues during student performance. independent learning, critical thinking, problem  Act out questions using gestures with hands,  Provide work folders for daily assignments.
 Let students with poor writing skills use a solving, and experimentation. arms, and the whole body. Use  Use behavior management techniques, such
computer.  Show appreciation for creative efforts demonstrations and pantomime. Ask as behavior modification, in the area of
 Break assignments into small segments and  Respect unusual questions, ideas, and questions that can be answered by a physical adaptive behavior.
assign only one segment at a time. solutions. movement such as pointing, nodding, or  Break assignments into small segments and
 Demonstrate skills and have students model  Encourage students to test their ideas. manipulation of materials. assign only one segment at a time.
them.  Provide opportunities and give credit for self-  When possible, use pictures, photos, and  Demonstrate skills and have students model
 Give prompt feedback. initiated learning. charts. them.
 Use continuous assessment to mark students’  Avoid overly detailed supervision and too much  Write key terms on the board. As they are  Encourage students to function independently.
daily progress. reliance on prescribed curricula. used point to them.  Give students extra time to both ask and
 Prepare materials at varying levels of ability.  Allow time for reflection.  Corrections should be limited and appropriate. answer questions while giving hints to
 Provide more hands-on activities.  Resist immediate and constant evaluation. Do not correct grammar or usage errors in front answers.
 Avoid comparisons to other students. of the class.  Give simple directions and read them over with
 Give honest praise and positive feedback students.
through your voice tones and visual articulation  Shorten the number of items on exercises,
whenever possible. tests, and quizzes.
 Encourage students to use language to  Provide more hands-on activities.
communicate, allowing them to use their native
language to ask/answer questions when they
are unable to do so in English.
 Integrate students’ cultural background into
class discussions.
 Use cooperative learning where students have
opportunities to practice expressing ideas
without risking language errors in front of the
entire class.

Revised: September 2014 17

 CROSS-CONTENT STANDARDS ANALYSIS
Course Title: Computer Literacy Grade: 5

21st Century
Visual and Comp. Health & English
Unit Title: Mathematics Science Social Studies World Languages Technology Career & Life
Performing Arts Physical Ed. Language Arts
Skills
8.1.2.A 1 9.1.4.A.1
8.1.2.A 2 9.1.4.A.2
8.1.2.A 3 9.1.4.A.3
Computer 8.1.2.A 4 9.1.4.A.5
Basics 8.1.2.A 5

5.W.6 8.1.P.A.2 9.1.4.E.1

8.1.P.A.3
Keyboarding 8.1.P.A.4
8.1.2.B.1
Word 5.RI.7 5.RL.7 8.1.2.C.1 9.1.4.A.1
5.RI.9 5.W.6 9.1.4.A.2
Processing 9.1.4.A.3
5.W.7 5.W.8
9.1.4.A.5
5.SL.2 5.SL.5 9.1.4.E.1
Multimedia
9.1.4.E.2
9.1.4.E.3
Spreadsheets 9.1.4.E.4

Internet Use and 5.RI.7 8.1.2.D.1 9.1.4.E.4

8.1.2.E.1 9.1.8.E.1
Research/ 9.1.8.E.4

Cyber Safety

*All core content areas may not be applicable in a particular course.

Revised: September 2014 18

 Washington Township Public Schools
Department of Student Personnel Services

CURRICULUM MODIFICATION
The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs
available in the district.

The intent is three-fold:

 To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

 To parallel the regular curriculum in skill, content sequence and coverage to prepare students for
mainstreaming;

 To maximize students' potential for movement to less restrictive environments.

Revised: September 2014 19