4th Grade Assured Experiences
Sample Lessons
1. Create, save, retrieve, and edit a story or report by entering text (appropriate to grade level writing expectations) in a word processing document. Edit text using spell check, format, alignment, delete and tab keys.*

2. Create a research product using information gathered from a variety of resources such as Internet sites, library databases, and print materials. Use appropriate keyword searches.*

3. Create a multimedia presentation for a defined audience. Presentations should be based on a storyboard and include elements such as sounds, transitions, effects, graphics, and animations.*

4. Gather, organize, and enter data into a spreadsheet to create a chart or graph to appropriately display data.*
Hungry Mungry Supper Feast (located in the 4th Grade Math Lessons with Embedded Technology folder in the district ARRC)

Temperature Graphing (located in the 4th Grade Math Lessons with Embedded Technology folder in the district ARRC)

5. Use proper keyboarding techniques for all alpha keys and demonstrate increased accuracy and speed of 15 words per minute.*
Resources for Typing Practice (located in the 4th Grade Language Arts Literacy Lessons with Embedded Technology folder in the district ARRC)

6. Contribute comments or information for an electronic communities class activity. (i.e. blog, wiki, etc.)*
Literature Circles Blogging (located in the 4th Grade Language Arts Literacy Lessons with Embedded Technology folder in the district ARRC)

* For each Assured Experience students must:
- demonstrate appropriate use of hardware, software, terminology, input devices, and networks
- cite sources of text, images, and all digital media created by others
- demonstrate compliance with the RRISD acceptable use policy

Technology TEKS for Grades 3rd, 4th, and 5th

(These have been vertically aligned so that 4th Grade is only responsible for what is shown in black. What is in green will be covered by 5th Grade.)
(3-5.1.A) use technology terminology appropriate to the task;
(3-5.1.B) save and delete files, uses menu options and commands, and work with more than one software application;
(3-5.1.C) identify and describe the characteristics of digital input, processing, and output;

(3-5.1.D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; and (3-5.1.E) access remote equipment on a network such as a printer or other peripherals.
(3-5.2.A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(3-5.2.B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns;
(3-5.2.C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(3-5.2.D) produce documents at the keyboard, proofread, and correct errors;
(3-5.2.E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate; and
(3-5.2.F) demonstrate an appropriate speed on short timed exercises depending upon the grade level and hours of instruction.
(3-5.3.A) follow acceptable use policies when using computers; and
(3-5.3.B) model respect of intellectual property by not illegally copying software or another individual's electronic work.
(3-5.4.A) apply appropriate electronic search strategies in the acquisition of information including keyword
and Boolean search strategies; and
(3-5.4.B) select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.
(3-5.5.A) acquire information including text, audio, video, and graphics; and
(3-5.5.B) use on-line help and documentation.
(3-5.6.A) apply critical analysis to resolve information conflicts and validate information;
(3-5.6.B) determine the success of strategies used to acquire electronic information; and
(3-5.6.C) determine the usefulness and appropriateness of digital information.
(3-5.7.A) use software programs with audio, video, and graphics to enhance learning experiences;
(3-5.7.B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(3-5.7.C) use a variety of data types including text, graphics, digital audio, and video.
(3-5.8.A) use communication tools to participate in group projects;
(3-5.8.B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and
(3-5.8.C) participate with electronic communities as a learner,
initiator, contributor, or mentor.
(3-5.9.A) use software features, such as on-line help, to evaluate work progress; and
(3-5.9.B) use software features, such as slide show previews, to evaluate final product.
(3-5.10.A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;
(3-5.10.B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and
(3-5.10.C) use appropriate applications including, but not limited to, spreadsheets
and databases to develop charts and graphs by using data from various sources.
(3-5.11.A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and
(3-5.11.B) use presentation software to communicate with specific audiences.
(3-5.12.A) select representative products to be collected and stored in an electronic evaluation tool;
(3-5.12.B) evaluate the product for relevance to the assignment or task; and
(3-5.12.C) create technology assessment tools to monitor progress of project such as checklists, timelines, or rubrics