THE ANDREW SAMUELS INFORMATION TECHNOLOGY TEACHING MODEL®

FOR CARIBBEAN EXAMINATIONS COUNCIL COUNCIL INDIVIDUAL EDUCATION PLANINFORMATION TECHNOLOGY (TECHNICAL
PROFICIENCY) EXAMINATIONS

Name of ChildName of school: ________________________Starting Date:_________________________ Mid Review Date ____________________

Ending Date: ___________
D.O. B.Name of Teacher _____________________________ Grade/Form: __________________________ PHDRC Teacher :
____________________ Class Teacher ______________External Assessment: _________________________________
UNIT 1 CXC IT OBJECTIVE 2: MEMORY STORAGEEducation
STORAGE Examiner : _______________________________________________________________
SPECIFIC OBJECTIVES MATERIAL/ EVALUATIONAPPRO OBJECTIVE Support COMMENTS
INSTRUCTIONCONTENT ACH ACHIEVEDMETHODOLOGY Documents
(DURATION OF USED
LESSON)
Unit 1 CXC IT Obj. 2 - The learner should also understand the
mechanistic that - Marker board will be used
-
-
Mostly a lecturer
Some visual illustrations of internal
Students will: data/information/programs stored are to assist in explain some - Memory Storage
structure of a computer System
transferred from Secondary Storage to concepts by drawing Handout, Youth
Explain the functions and Primary Storage before they can be used diagrams such as
Unit pointing out the memory chip
and explanation of how to increase
Link Reading on
by the computer. illustration of memory Primary Storage –
uses of Primary storage - The student should now be able to cells like a post office box of memory when computers are
Howard Campbell
devices and medias; understand the role of the variations of with unique address operating slowly
ROM – PROM, EPROM and EEPROM and
- Observer Lecturer
identifiers.
give practical illustrations of where they Series Page X
are used. - CXC IT by Skeete
- Fundamental Handout Chapter 2
Content: Bistable devices, PROM, - The learner should understand the
Summary/ - Observer Lecturer Series Page - Discovering
development of storage measurements X, Computers
EPROM, RAM, ROM, Byte, from Bit up to Terabyte (and Petabyte) - Computers for your
Kilobyte, bit, megabyte, gigabyte, and know the exact measurements of Bit Conclusion: future Bill Daley
terabyte, word, wordsize, address,
(1 binary digit), Byte (8 binary digits),
Kilobyte (1024 Bytes) and Megabyte
NO Chapter
- Summarize the main point
location and address content. (1,048,576 bytes). The learner must also
be aware that KB, MB, GB, TB and PB are
popularly used measurements of with an on the marker
memory storage and that memory
storage is measured in bytes. The board especially those of
Control Unit, ALU, Main Memory/IAS, learner should also understand how to
backing/disk Storage, peripheral devices calculate the number of bits and bytes listing the comparative
that would be needed to store words
such as INFORMATION TECHNOLOGY (22 knowledge of RAM and
bytes, 22 Bytes * 8 bits = 88 Bits),
calculate the number of KB found in XMB ROM in a tabular format.
Lesson Content: e.g. How many KB are there in 5 MB (5 *
Introductory lecture covering the 1048576 bytes = 5242880 bytes ÷ 1024 YES
following: bytes = 5120 KB) Mostly a lecturer
- Students must also be able to
understand clearly all terms associated Some visual illustrations
- What isare Information with memory as is stated in the content of internal structure of a
Technology and Computer on the syllabus for Objective 2 and be computer System Unit
Science? How may IT be used in able to draw examples as to how these
our society? What is the role of terms may be applied.
Diagrams of the
IT in our society? Machine/Instruction
- What is a computer and Cycle
computer system? What are the Identify parts of
components found inside of a computers such as
computer? What are the
 different connections (ports) - Identify and describe the roles motherboards, memory
outside of the computer used of components of the CPU – ALU chips, CPU, Fans, Power
for (practical demonstration and CU and understand how Supply, Extension Bays
necessary with a computer
they inter-relate in getting their and explain their
showing USB, Parallel, and
Serial ports, etc.) job done, listing functions of purpose, etc.
- Distinguish between data and ALU and CU; the role of the
information, Identify the Machine Cycle and Instruction
elements in the Data Cycle – clearly explaining the
Processing Cycle (IPOS) - Fetch, Decode, Execution,
Discuss the purpose of each Write-back (storage) process,
and give examples, along with both in words and diagram;
providing diagram;
- To explain the role of Main
- Understand the role of the CPU
– knowing its functions, types Memory in relation to the CPU
of CPU, etc; and list its functions.
- Explaining why memory is not
Lesson Content: Introductory lecture apart of the CPU physically, but
covering the following: why some people consider
Memory a CPU component;
- Develop an understanding as to why - To understand the flow of
computers need to have primary
storage.
information inside of the
- Site advantages and disadvantages of System Unit, with a diagram
Primary Storage over Secondary Storage. being used;
- List the characteristics of each memory – - To be able to explain the
RAM and ROM, and ensure that the
comparison and similarities of both following key terms:
memories are highlighted to the learner. - Cyberphobia, offline vs.
Students should be able to say that
instructions can be read from and written online, peripheral device,
to in relations to memory as Read means
to access instructions and written to ports, etc.
means that new instructions maybe
added. Oral Test
- Explain the use of each memory (RAM
and ROM) with ROM being used to store
Booting and BIOS instructions and RAM
storing data and instructions currently Written Report
being used by the CPU. The types of
booting must be explained and also the
purpose of BIOS operations. The learner
should also be told about the need to Project
save data regularly when they are
working on the computer.

- The learner should also understand the Presentation

mechanistic that
data/information/programs stored are
transferred from Secondary Storage to
Primary Storage before they can be used Worksheet
by the computer.
- The student should now be able to
understand the role of the variations of
Workbook
ROM – PROM, EPROM and EEPROM and
give practical illustrations of where
they are used.

Reading
Word Attack/Vocabulary

1. Read words, sentences and

 stories from word strips,
large story cards and
books. (Word and sentence
strips, story cards, big
books)
2. Write letter for beginning
and final sound of names of
pictures and words. Write
beginning and final sounds
of orally presented words.
(picture cards, worksheets)
3. Discriminate between like
and unlike sounds. ( Word
list, work sheets)
4. Teach short vowel sounds
a, e, I, o, u. Teach word
families with short vowel
sounds ( vowel chart,
games, worksheets)
5. Teach silent e rule. Have
students read and mark
vowels in words. (vowel
chart, games, worksheets)
6. Teach rhyming words by
emphasizing endings with
vowel sounds. Student
identifies and form rhyming
words by adding new
endings. ( word and ending
strips, worksheets)
7. Teach root words and
endings. Students forms
and read words by adding
new endings ( word, ending
strips and worksheets)

8. joining two smaller words.

Student forms compound
words using picture clues
and word strips. Teach
meaning of compound
words. (word cards, picture
cards, chart, worksheets)

9. Teach sight words by

reading words and have
students repeat words. Use
words in sentences and
discuss meaning of words.
(word list charts, audio
tapes, worksheets,
workbooks, games)
10. Teach synonyms and
antonyms of vocabulary
and grade appropriate
words using picture clues
and sentences. Discuss
meaning of opposites –
Words that tell different
ideas about the same
object. Eg. Size :- big
little, feel: - soft hard etc.

1. Show students pictures and

have then select
appropriate word(s) that
go(es) with the picture.
Have students use picture
clues and sentence
meaning to choose
appropriate word(s) to
complete sentences and
stories. (pictures, sentence,
and word strips, worksheets
and workbooks)
2. Teach student to identify
details in pictures and
complete pictures using
specific details, Have
student answer detail
questions from oral and
printed text by answering
who, what, where, when,
why, and how questions.
(pictures, worksheets, big
books, and games)
3. Teach student to identify
main idea of pictures and
stories by asking what is
the most important thing or
what is the story/picture
about. (pictures,
worksheets, big books,
games)
4. Teach terms such as FIRST,
NEXT, FINALLY to identify
sequence of events. Have
students arrange pictures,
events and letters in order
and discuss order of events.
( pictures, big book
sentence strips, alphabet
cards and games)
5. Teach student to follow
 directions by making
something and follow
directions to solve a
problem. Have student
follow orally presented
instructions. (material to
make things, worksheets)
6. Teach students to identify
cause and effects by doing
simple experiments and
everyday experience.
(material for experiment,
worksheets, stories)
7. Teach student to predict
events by using everyday
experiences and completing
story using cloze procedure.
(stories, story charts/maps
and word strips,
worksheets)

8. Teach student to draw

conclusion by presenting
facts from stories and draw
his/her own conclusions.
( stories, story chart,
conclusion sentence strips,
worksheets)
9. Teach student to identify
feelings by relating to their
own experience. Teach
words to describe feelings.
(stories, story chart, word
strips, worksheets)
10. Teach student to
differentiate between
real/factual stories by
reading fairy tales and
other true to life stories.
Teach student to identify
what could happen in real
life and what is make
believe.

Recommendation (s)Evaluation
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Special Services Follow Up Activity

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________________Date___________ ______________________Date______________
_______________________________ ____________________
Special Ed. TeacherAndrew C. Samuels Class TeacherDelroy Daley
Parent Date
IT Teacher Head of Department
 WORD
TERMS ATTACK/DECODING TEST SCORES ORAL READING TEST SCORES SILENT READING TEST SCORES
SKILLS COMPRHENSION COMPREHENSION

TERM 1

TERM 2

TERM 3