Teachers Using Technology
Preservice Teacher: Kimberlea Kerns
Title: KidWorks Deluxe
Learning Area(s): Reading and Writing
Grade Level: Second Grade
Technology Entry Skills:
The teacher should be able to install/load the CD-ROM.
Students should have some prior knowledge and hands on experience with
using a computer keyboard and mouse.
Length of Lesson:
Students will work for 30-45 minutes per day for
5 days.
Academic Standards and Goals:
1.B.1a, 1.B.1d, 2.A.1a, 2.B.1c, 3.A.1, 3.B.1a
Overview/Lesson Objectives:
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After hearing the teacher read The Three Little Pigs
by James Marshall, students will build upon prior knowledge of story
structure and while engaged in group discussion generate new ideas to
make changes in any of the story elements to create a new story version
from The Three Little Pigs.
-
While generating ideas in group discussion, students may
change the plot, characters, setting, theme, or point of view of the
elements of the story structure.
-
Students will work cooperatively in pairs to create a
rough draft of their stories that includes a beginning, middle, and
ending to help build further understanding of story structure.
-
Students will work cooperatively with their peers on
revising their stories.
-
The students will use proper sentence structure,
grammar, punctuation, and capitalization during the editing of their
stories.
-
Students will work cooperatively in pairs to create a
cover and title for their story.
-
Students will publish their stories using KidWorks
Deluxe, and share their finished stories with the class.
Technology Resources:
KidWorks Deluxe CD-ROM by Davidson
Materials and Supplies:
Computers, KidWorks Deluxe CD-ROM, The Three Little
Pigs, and The True Story Of The Three Little Pigs! books,
index cards, computer printer paper, notebook paper, construction paper,
pencils, markers, crayons, yarn, hole punch, glue, tape, or stapler are
required materials.
Learning Environment/Lesson Setting:
The teacher has the students gather in the Library
Center on throw rugs, and reads The Three Little Pigs by James
Marshall and The True Story Of The Three Little Pigs! by Jon
Scieszka. The students are then engaged in group discussions on the
story and how they might like to change it. They are asked to compare
both versions of the stories and the way each author developed the plot,
characters, setting, theme, and point of view. The students will then
work cooperatively in pairs at the writing center within the classroom,
and at the five computer stations located in the computer center.
Teaching/Learning Strategies:
Springboard:
The teacher will read at least two versions of The
Three Little Pigs. One version will be The True Story Of The 3
Little Pigs! by Jon Scieszka and the other will be the traditional
version, as told by the author, James Marshall. The teacher will then
review the elements of story structure, and talk about the different
ways the two authors present the plot, characters, setting, theme, and
point of view. Group discussion will include possible ways for them to
create a new version of the story by changing any of these elements.
Students will be encouraged to make changes based on prior knowledge and
personal life experiences that could help them develop a new story.
The teacher will then let the students know they will be
working in pairs at the writing center, and at the 5 computer stations
in the computer center. Each group of pairs will have the opportunity to
work with the computer program before beginning the project. They will
be encouraged to focus on the section that shows how to create a new
story.
They will be creating a new story using the computer
program called KidWorks Deluxe to complete their final story product.
The teacher will answer any questions the students may have.
Information Exploration/Active Involvement:
Day 1:
The teacher will reread The Three Little Pigs by
James Marshall to the entire class in the Library Center. The class will
begin brainstorming new ideas that will change any of the story
elements. The teacher will then write the ideas onto index cards and put
them in a hat. Students will be paired up and each pair will draw an
index card out of the hat. The students will begin working on the new
story at the writing center. Each pair of students will be encouraged to
begin creating a rough draft of the story from the idea selected.
The teacher will let them know the whole class, while
working in pairs, will be creating different versions of the story based
on the ideas they brainstormed. They will be encouraged to use the
computer software to write and illustrate their final story product.
Each pair will continue to remain partners until the story is published.
Day 2:
The students will be working cooperatively in pairs at
the writing center on their rough drafts. The rough draft will consist
of a beginning, middle, and ending. The students will pay close
attention to the three components of story writing and share their ideas
as they each write up the rough draft on notebook paper. Students will
be encouraged to use the entire classroom period of 30-45 minutes to
develop their rough draft.
Day 3:
The students will work in the writing center to make
revisions to their story. They will continue to build on the three parts
of story structure and develop the plot, characters, setting, theme, or
point of view of the stories.
The students will exchange their revisions with other
groups and work cooperatively with peers on revising, their stories.
Encouragement will be provided by the teacher to help assist students
who may be having difficulty with this process. Each group will be asked
to check for a beginning, middle, and ending to the stories they are
revising to be sure they make sense.
At this time, students will also check the editing of
the stories for proper sentence structure, grammar, punctuation, and
capitalization. Any changes needed will be done at this time.
Day 4:
Today students will be working at the writing center,
and at the computer centers. Five pairs of students will work at the
writing center, and five pairs of students will work at the computer
centers.
Those students working at the writing center will begin
to decorate the cover of their story as well as come up with the title
to their story. Ideas for illustrations can be generated at this time to
be added at the computer centers. This will be a cooperative effort
between the pairs of students.
Those students working at the computer center will begin
the process of writing the final story product using the KidWorks Deluxe
Program. The teacher will assist each group with this part of the story
process. The students will use prior knowledge of computer skills and
open the program at New Book to begin typing in the final edited
story.
The names of the student’s working on the story are
entered first, the page is turned, and then the title of the story is
added. The page is turned again, and then the text is typed. This is the
time the students will be able to add the illustrations, or stickers to
their stories to help with the final product. Each student will have
fifteen minutes of the class period to work the keyboard and the mouse
while writing the final story on the computer. Stickers can be agreed
upon before adding them to the text.
The computer program allows the students the opportunity
to spell check, and to have the final product read back to them. Then
the students may print the story in folded book format.
Day 5:
Day 4 is reversed; those students who worked at the
writing center are now working at the computer centers, and those
students who worked at the computer centers, are now working at the
writing center.
Those students working at the writing center are now
finalizing their finished product by creating their cover, and adding
the title they came up with at the computer center. They will assemble
the book by folding the printed pages into quarters, punching holes into
the backside of the pages, stapling, gluing, or using yarn to bind the
book cover onto the pages. They will present the finished product to the
class the next day.
The process of creating the final published product is
the same for the new group at the computer centers. Those students
working at the computer centers will begin the process of writing the
final story product using the KidWorks Deluxe Program. The teacher will
assist each group with this part of the story process. The students will
use prior knowledge of computer skills and open the program at New
Book to begin typing in the final edited story.
The names of the student’s working on the story are
entered first, the page is turned, and then the title of the story is
added. The page is turned again, and then the text is typed. This is the
time the students will be able to add the illustrations, or stickers to
their stories to help with the final product. Each student will have
fifteen minutes of the class period to work the keyboard and the mouse
while writing the final story on the computer. Stickers can be agreed
upon before adding them to the text.
The computer program allows the students the opportunity
to spell check, and to have the final product read back to them. Then
the students may print the story in folded book format.
Note:
An additional day may be required to present the stories
based on the time it actually takes each group to complete typing the
final draft on the computer and assembling the final product.
Closure/Final Product:
The students will share their completed stories with the
class. Each student will be given the opportunity to read their version
of the story they created. This should be an enjoyable and positive
experience for them.
Students will be asked to recall the objectives of the
lesson. The students will discuss the ways they changed the story
elements. Group discussion will include the following questions: What
did they do to change the plot, characters, setting, theme, or point of
view? Did they use their prior knowledge of story structure and story
elements to build on their understanding of story writing? Did the
stories have a beginning, middle, and ending? Did the stories make
sense? Did they revise and edit the stories before typing the text on
the computer? What did they learn with this writing process that they
did not know before? After the group discussion, the students will be
able to take the stories home at designated times for their parents or
family members to read, then return them to the classroom. Once all the
stories have been returned, they will be placed in the Library Center
for everyone to read and enjoy during free time.
Assessment/Student Evaluation/Group Evaluation/Teacher
Records.
The teacher will develop a rubric or checklist to
maintain a daily log of the student’s activities for individual
student evaluation. The rubric will be used to assess class
participation, group discussion, cooperative group work, cooperative
learning, as well as personal choices and responsible behavior.
A second rubric will be used to assess paired work. It
will include a checklist for each of the lesson objectives. Did they use
new ideas or new story elements, that may have included changes in the
plot, characters, setting, theme, or point of view? Did they have the
beginning, middle, and ending of the story? Were corrections made during
revisions and editing, such as; grammar, punctuation, and
capitalization? Was class-time used wisely? Was the cover neat? Did the
final story make sense?
Extension/Integration/Off Computer Activities
The students could create a play or skit with the
characters in their stories. Each story could be presented over the
school year. The students could include characters created from sock
puppets, paper bag puppets, or paper plate masks.
KidWorks Deluxe can be used to create the scenes for the
backgrounds in the plays. They can be enlarged and used as props.
Sound effects can be used to create a specific mood, or
to create a third person to narrate.
Folktales/Fairytales could be the thematic unit used to
continue the reading and writing process of creating new stories from
existing ones using elements of story structure.
Teacher Notes:
I think the students will enjoy working with this
program to create original stories. This program allows them to be
creative and make illustrations of their work. There are many components
to this program that would take more time to discover and explore during
free time, or during computer center work. More class-time may be needed
to complete the projects. Additional class-time could be used at the
discretion of the teacher. I think this is an effective tool in building
reading and writing skills in the classroom setting.
TECHNOLOGY COMPONENT OF LESSON
Preservice Teacher: Kimberlea Kerns
CD-ROM: KidWorks DELUXE by Davidson
1. List the hardware requirements for using this CD-ROM:
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33 MHz 486 (or faster) computer
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256-color SVGA graphics
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Double-speed (or faster) CD-ROM drive
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Sound card (Windows compatible)
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Microphone and printer highly recommended
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Hard disk
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8 MB of RAM
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Windows 3.1 or higher
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Mouse |
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2. How is this CD installed?
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Double Click on "My Computer"
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Double Click on D:
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The CD may automatically start. If this happens just
click "install;" if the CD does not automatically start,
find the setup or install file.
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Double Click on the setup or install file.
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Click on "Start"
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Go to "Settings"
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Click on "Control Panel"
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Double Click on "Add/Remove Programs"
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Click install
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Insert CD to be installed
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Click Next
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The command line should automatically appear in the
box. If it does not then you will have to browse to find the command
line.
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Click Finish
3. List at least 10 commands for using this particular
program:
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CLICK on the New Book in the center of the Bug
House to create a new story.
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Name the story at the Book Cover Screen. My
Story will appear. CLICK here to delete the words My Story
and type in your new title. The new title will also be
the file name.
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Text, Style, and Color can be selected by
CLICKING the Font Blocks on the Bookshelf at
the bottom left of the screen.
-
Each word or pages of text can be read to you by CLICKING
on a Bug Head at the bottom of the page, listening to the voice
of each bug, and choosing one by CLICKING the Yes Button.
CLICK the Bug Head again and hear the text read.
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CLICK the Audiocassettes to hear a
different narrator’s voice read the entire page.
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Open the book by CLICKING on the Right
Downward Arrow at the corner of the page.
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When the book opens there are two choices for creating
your story. The first choice is a Pen to the left center of
each page. To begin writing the story, CLICK on the Pen and
type in your text.
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The second choice is a Paintbrush to the right
center of each page. To begin creating illustrations to the story CLICK
on the Paintbrush and begin to draw, paint, edit, and add
stickers.
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To see, hear, or add stickers, CLICK on the Flag
to get to the Sticker Book, Scroll the list of stickers
and CLICK on one you want to view. Once selected, CLICK Yes
to add it to your story.
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CLICK New to go to the Sticker Maker
and create your own sticker. You can move, enlarge, rotate, and flip
your stickers.
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Listen to your entire story by CLICKING on the Storyteller
Bug sitting on the top of your open book.
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You can save your story by CLICKING on the Spider
Menu at the top left of the screen and CLICKING Save. Your
story is saved under the title you gave it.
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You can print your new story by CLICKING on the
Spider Menu at the top left of the screen and CLICKING Print
Story.
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To Close your Story CLICK on the Arrow
that has the closed book at the top right of the screen. This will
take you back to the Bug House where you then CLICK the EXIT
Arrow at the top of the screen to Close the Program.
4. Can a student’s work be saved? Yes it can be saved.
5. What components of engaged learning are included?
Indicators of engaged learning include:
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Students activate prior knowledge and brainstorm new
ideas.
|
Students are engaged in cooperative group work as
well as collaborative efforts to complete their projects.
|
Students are expected to stay on task as they work
on their projects over a 5 day period.
|
Students are expected to assist their peers with
revisions and editing and engage in interactive learning.
|
Students are expected to make their own choices and
take responsibility for those choices.
|
Students will be actively creating authentic
stories.
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The teacher is an active facilitator and maintains
continuity and direction in the classroom. |
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6. What did you like most about this program?
Once I began to explore the program I found all the
new elements fun and exciting to see. I enjoyed discovering the
different aspects of the program and creating my own story with the
stickers and my illustrations. It was quite funny to hear the story
told by a bug! I liked making the stickers move and the text talk. I
also liked making my own sticker. I think children will also
appreciate the creative ways they can express themselves with this
program. They can use their imagination to create stories, poems,
books, albums, plays, cards and invitations. I would use the program
in my classroom.
7. What did you dislike about this program?
I have limited computer skills and found the task of
tackling a new program very challenging. I was convinced my lack of
technology skills would make the work that much more difficult for me
to complete. I was close to giving up, but I had much help and
encouragement from some very understanding people.
8. General comments:
The cursive and manuscript text options provide
students with the opportunity to learn how to read them more easily.
The bug voices help to pronounce the words, albeit a little stilted
and rough, but still very audible and clear. Children feel a sense of
accomplishment when they see their work in cursive before they are
actually able to write in cursive themselves. They can even follow
along and read the cursive writing as the bug voice reads it to them.
This program is a great tool for building writing, and reading skills.
|
Condition:
Used but in excellent shape. 1 copy of the CD, retail includes 2).
Description:
KidWorks Deluxe
Retail is $119.95 Includes 2 copies of the
CD
Ages 4 to 9 
Dual WIN/MAC CD
Build writing, reading and creativity skills with this multimedia
creativity kit that combines a word processor and paint program into one!
You can write and record your stories and the computer will read back
what you have written.
|
Write it down! Publish your own multimedia stories, letters,
journals and more. With lots of inventive tools, animated stamps,
sounds, pictures and story starter ideas to help you. Pictures can be
imported from another file or Kid Works pictures can be exported to
another paint program.
|
Playful interface lets you easily start a new story from your own
idea, or from one of the story starters, to get the creative juices
flowing!
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Grease Pencil Tool! This is a great tool for teachers - you can lay
an invisible cover over any page in Kid Works and mark all over it
with the grease pencil tool – correcting spelling, suggesting
changes. Your child can read your comments and think about them –
and his creation is never altered until he decides to alter it.
|
Hear your stories read back in one of several funny built-in voices
- or record your own! (Lots of fun and great for ESL student’s to
hear their own pronunciation skills). Sounds can also be imported.
|
Sending stories via email to your family and friends is easy with
Kid Works Deluxe.
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Your storybooks can be printed in color or black & white.
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Guidance and giggles are available to help you throughout the
program.
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Save your storybook on disk and play back on any computer – even
without Kid Works Deluxe - when you save your story as a player file.
|
Connection to the internet is available to send and receive
stories.
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