EasyTech Pacing Calendar Grade 1
This Pacing Calendar provides a suggested order of assignments and timing for utilizing the EasyTech curriculum in your classroom. For planning purposes, each week contains approximately 30 minutes of curriculum delivered through whole group, independent, or guided practice implementation models.
Prior to beginning the school year, it is recommended that you create student technology portfolios (digital or print) to provide students with a way to share their learning. The portfolio may include EasyTech certificates, reports, and Application Exercise entries and work products. Pictures are a great way to show your students the learning process and can be used at the end of the year for a class slideshow or a technology showcase.
|Digital Literacy Concept||Month 1||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Online Safety||Week 1||Working Online||Whole Group||Discussion||30|
|Online Safety||Week 2||Working Online Reflection||Whole Group||Application Exercise||5|
|Online Safety||Week 2||Lab Rules Sign||Guided Practice||Application Exercise||30|
|Online Safety||Week 3||Following Computer Rules||Guided Practice||Application Exercise||20|
|Online Safety||Week 4||Safe Site Strategies||Whole Group||Discussion||30|
|Online Safety||Week 4||Safe Site Strategies Reflection||Whole Group||Application Exercise||5|
Tips & Suggestions – These Lessons help set a firm foundation for safe, appropriate, responsible, and effective technology use throughout the year. Take this opportunity to differentiate or extend using the lesson plans or as you see is needed for your students. During this initial unit, make time to model and practice logging in and out.
|Digital Literacy Concept||Month 2||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Online Safety||Week 1||Open Communication||Whole Group||Discussion||30|
|Online Safety||Week2||Open Communication Reflection||Whole Group||Application Exercise||5|
|Computer Fundamentals||Week 2||Computer Fundamentals: Mouse, Select, Drag, and Double-click||Whole Group||Lesson||8|
|Computer Fundamentals||Week 3||Computer Fundamentals: Mouse, Select, Drag, and Double-click||Independent||Lesson||8|
|Computer Fundamentals||Week 3||Computer Fundamentals: Processors, Input and Output Devices||Whole Group||Lesson||9|
|Computer Fundamentals||Week 3||Computer Fundamentals: Processors, Input and Output Devices||Independent||Lesson||9|
|Computer Fundamentals||Week 4||Computer Fundamentals: Data Storage||Independent||Lesson||7|
|Computer Fundamentals||Week 4||Computer Fundamentals: Data Storage||Independent||Lesson||7|
Tips & Suggestions – Using interactive Lessons as whole group activities will allow you to model efficient use and understanding of the Learning.com online classroom as well as reinforce students’ knowledge of computer parts and how they’re used. This is a good time to implement “tech buddies” in your classroom to help struggling students when concepts aren’t mastered. Try to use the “talk, not touch” or “point, not press” approaches with your buddies so the learner retains control of his/her equipment.
|Digital Literacy Concept||Month 3||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Computer Fundamentals||Week 1||Data Storage Bingo Unplugged||Guided Practice||Activity||45|
|Computer Fundamentals||Week 2||Computer Fundamentals: Symbols of Technology||Independent||Lesson||12|
|Hardware Fundamentals||Week 3||Hardware Fundamentals: Printer||Independent||Lesson||9|
|Hardware Fundamentals||Week 2||Hardware Fundamentals: Scanner||Independent||Lesson||6|
|Hardware Fundamentals||Week 3||Computer Parts Memory Unplugged||Guided Practice||Activity||45|
|Keyboarding||Week 4||Keyboarding: Locate and Type Letters A, B, C, D, and E||Whole Group||Lesson||7|
|Keyboarding||Week 4||Keyboarding: Locate and Type Letters A, B, C, D, and E||Independent||Lesson||7|
|Keyboarding||Week 4||Keyboarding: Locate and Type Letters F, G, H, I, and J||Whole Group||Lesson||7|
|Keyboarding||Week 4||Keyboarding: Locate and Type Letters F, G, H, I, and J||Independent||Lesson||7|
Tips & Suggestions – Continue to make time to model and practice logging in/out during each class period. Have struggling students pair up with their tech buddies to review/revisit any Lessons with a score of less than 90%.
|Digital Literacy Concept||Month 4||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Keyboarding||Week 1||Keyboarding: Locate and Type Letters K, L, M, N, and O||Whole Group||Lesson||6|
|Keyboarding||Week 1||Keyboarding: Locate and Type Letters K, L, M, N, and O||Independent||Lesson||6|
|Keyboarding||Week 1||Keyboarding: Locate and Type Letters P, Q, R, S, and T||Whole Group||Lesson||6|
|Keyboarding||Week 1||Keyboarding: Locate and Type Letters P, Q, R, S, and T||Independent||Lesson||6|
|Keyboarding||Week 2||Keyboarding: Locate and Type Letters U, V, W, X, Y, and Z||Whole Group||Lesson||10|
|Keyboarding||Week 2||Keyboarding: Locate and Type Letters U, V, W, X, Y, and Z||Independent||Lesson||10|
|Keyboarding||Week 3||Beginning Sounds||Guided Practice||Application Exercise||20|
|Keyboarding||Week 3||Keyboarding: Locate and Type Numbers||Independent||Lesson||10|
|Keyboarding||Week 4||Typing Numbers||Guided Practice||Application Exercise||30|
Tips & Suggestions – To enrich, extend, or differentiate during this unit, utilize interactive online Keyboarding games to keep students engaged in practice. Another option is to have your students apply their progressing skills by typing spelling words at a computer workstation. Integrating math and new technology skills can be a fun way to get students creating story problems. Remember to use “tech buddies” for assistance during lessons and classroom practice.
|Digital Literacy Concept||Month 5||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Keyboarding||Week 1||Keyboarding: Cursor, Spacebar, Backspace, Enter, and Words||Independent||Lesson||9|
|Keyboarding||Week 1||Keyboarding: Shift Key for Capitals and Symbols||Independent||Lesson||10|
|Keyboarding||Week 2||Animal Story||Guided Practice||Application Exercise||10|
|Word Processing||Week 3||Word Processing: Basic Document Creation||Independent||Lesson||12|
|Word Processing||Week 3||Word Processing: Formatting Text||Independent||Lesson||15|
|Word Processing||Week 4||Group Story||Guided Practice||Application Exercise||30|
Tips & Suggestions – As young learners emerge into writers, provide them with opportunities to publish their classroom writing using Word Processing software then illustrate with digital or hand-drawn art. Remember to use “tech buddies” for assistance during Lessons and classroom practice.
|Digital Literacy Concept||Month 6||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Computational Thinking||Week 1||Computational Thinking: Patterns||Whole Group||Lesson||15|
|Computational Thinking||Week 1||Computational Thinking: Patterns||Independent||Lesson||15|
|Computational Thinking||Week 2||Spirit Day T-shirts||Guided Practice||Application Exercise||20|
|Computational Thinking||Week 3||Computational Thinking: Directions||Whole Group||Lesson||15|
|Computational Thinking||Week 3||Computational Thinking: Directions||Independent||Lesson||15|
|Computational Thinking||Week 4||A New Student in Class||Guided Practice||Application Exercise||20|
|Computational Thinking||Week 4||Patterns and Directions Unit Quiz||Whole Group||Quiz||10|
Tips & Suggestions – For Computational Thinking, remind students that patterns and directions are something that they use in school every day. To reinforce their learning, have students point out the patterns they see and directions they follow throughout their day.
|Digital Literacy Concept||Month 7||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Multimedia||Week 1||Basic Design||Whole Group||Discussion||30|
|Multimedia||Week 1||Basic Design Reflection||Whole Group||Application Exercise||5|
|Multimedia||Week 2||Multimedia: Drawing Lines and Shapes to Tell a Story||Independent||Lesson||9|
|Multimedia||Week 2||Portrait of Myself||Guided Practice||Application Exercise||30|
|Multimedia||Week 3||Multimedia: Drawing and Filling Shapes Using Graphics Tools||Independent||Lesson||12|
|Multimedia||Week 3||Personal Flag||Guided Practice||Application Exercise||60|
|Multimedia||Week 4||Personal Flag (Continued)||Guided Practice||Application Exercise|
Tips & Suggestions – Extend student practice with digital drawing and painting by encouraging students to create artwork for an “Art Gallery Show” where you share their digital drawings in class with a slideshow. Remember to print or save your students’ work and include it in their tech portfolios. This is also the perfect time of year to design mini-projects which end in digital publication to demonstrate your students’ application of their Digital Literacy skills.
|Digital Literacy Concept||Month 8||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Visual Mapping||Week 1||Visual Mapping: Groups and Labels||Independent||Lesson||12|
|Visual Mapping||Week 1||Sorting Sets||Guided Practice||Application Exercise||20|
|Visual Mapping||Week 2||Visual Mapping: Attributes and Linking||Independent||Lesson||12|
|Visual Mapping||Week 2||Designing a Visual Map||Guided Practice||Application Exercise||30|
|Visual Mapping||Week 3||I Belong to Many Groups||Guided Practice||Application Exercise||30|
|Databases||Week 4||Finding Information||Whole Group||Discussion||30|
|Databases||Week 4||Finding Information Reflection||Independent||Application Exercise||5|
|Databases||Week 4||Databases: Classifying Data||Independent||Lesson||8|
Tips & Suggestions – To assist with Visual Mapping, make sure you have proper software or online mapping resources that your students have quick and easy access to. To extend the learning, provide in-class opportunities for students to using their visual mapping skills.
|Digital Literacy Concept||Month 9||Curriculum Title||Implementation Model||Type||Time (in minutes)|
|Databases||Week 1||Databases: Data Classification Journal||Guided Practice||Application Exercise||30|
|Online Safety||Week 2||Safe Site Strategies (Review)||Whole Group||Discussion||30|
|Online Safety||Week 3||Netiquette and Cyberbullying||Whole Group||Discussion||30|
|Online Safety||Week 3||Netiquette and Cyberbullying Reflection||Independent||Application Exercise||5|
|Online Safety||Week 4||Summer Online Safety Poster||Small Group||Application Exercise||45|
|Technology Showcase (Optional)|
Tips & Suggestions – Online Safety is important to revisit at the end of the year to remind students that they need to be smart when online whether at home or at school. Provide parents with resources to help them keep their students safe online. See the Parent Online Safety Guide here. Provide students and parents with ideas for continuing to practice their Digital Literacy skills during the summer.