Educator’s Guide

Guide to Multisensory Lessons and Activities

by Jan Z. Olsen, OTR and

Emily F. Knapton, M.Ed., OTR/L
 Table of Contents
This educator’s guide will help you get started with Keyboarding Without Tears™! It provides you
information and lessons to teach digital literacy, digital citizenship, and general computer readiness.

Click on a link below to jump to a specific section. Some sections also contain links to additional
downloads. You can print a copy of this guide—just be sure to print out your extra activity downloads, too!

1 - Introduction 41 - Ready, Set, Row

2 Get to Know Keyboarding Without Tears™ TEACHING STRATEGIES
3 Simply Smart Activities 42 Keyboard Tour for Teachers
4 Active Teaching 43 Introducing a Keyboard
5 Teacher Support 45 Build a Keyboard
6 Scope & Sequence of Technology & Keyboarding
47 - Resources
9 - Digital Citizenship: K–2
48 Glossary
TEACHING STRATEGIES 49 School-to-Home Connections
10 Parts of a Computer 50 Remediation Tips
11 Snail Mail v. Email 51 Standards
12 Parts of a Tablet 52 References
13 Privacy, Please!
14 Let’s Talk Technology
15 Follow the Rules
16 Hike Around Safely
17 STOP the Strange
18 Digital Citizenship Certification

21 - Digital Citizenship: 3–5

TEACHING STRATEGIES
22 Parts of a Computer
23 Password, Privacy & Power
24 Offline, Online...Be Kind!
25 Snail Mail v. Email
26 Parts of a Tablet
27 Privacy, Please!
28 Don’t Be a Copycat
29 Where’s the Access?
30 Let’s Talk Technology
31 Care What You Share The contents of this educator’s guide are protected by
32 Follow the Rules US copyright law. If Keyboarding Without Tears™ licenses
33 Where’s the Money? have been allocated to you, the author and Keyboarding
34 Other Ways to Chat Without Tears give you limited permission to copy the
35 Hike Around Safely guide and the student activities for your use and for any
36 STOP the Strange
child for whom a license has been assigned. No copied
37 Digital Citizenship Certification
pages from the guide or the student activities can be
38 Digital Citizenship Lessons
given to another person without written permission from
Keyboarding Without Tears.
Welcome
Welcome to Keyboarding Without Tears™ and teaching keyboarding skills in grades K–5.

This effective, game-based curriculum for students in grades K–5 fits perfectly into the developmental
progression of writing. It teaches pre-keyboarding and keyboarding skills, alongside computer readiness,
digital citizenship, and digital literacy. This is your educator’s guide not only for the curriculum, but for
a way of teaching keyboarding that is effective for children. Educators need to be able to connect to a
student’s online world to engage and motivate them, because they are a new and different type of learner
(Larson et al. 2009). Your students will be learning technology foundation skills and touch typing skills they
need to successfully navigate computer-based testing and produce written work in the classroom.

We began as a handwriting company in the 1970s, and we have evolved based on our continued and
direct experience with students, teachers, occupational therapists, and administrators. We know that
to be successful today, schools must effectively integrate different skills and technologies. In order for
students to be successful writers, they must have a range of tools available to produce effective, written
communication with ease. Our 35 years of experience and ongoing collaboration with educators brings
unique solutions to the problems associated with teaching written production skills in a way that is joyful,
effective, and innovative.

Keyboarding and handwriting are essential to student success, and are essential life-long skills that develop
through proper instruction. The key is to teach developmentally, according to what students are ready to
master at different levels.

Our lessons and activities make learning keyboarding a positive experience for children in just 5–10
minutes a day. You will help your students solidify strong technology foundation skills, typing skills, and
muscle memory. We use rich and varied activities to teach keyboarding skills along with capitalization
and punctuation practice, word and sentence practice, and common keyboarding and computer functions.
Lessons include multisensory elements and can be easily connected to other subjects.

We hope you enjoy using our curriculum and we are excited for you to bring it to life in your classroom.

© 2014 Keyboarding Without Tears™ Educator’s Guide: Introduction 1

Get to Know Keyboarding Without Tears™
Our Philosophy
Keyboarding is one of the important skills children need to be successful in today’s world. Our easy-to-teach,
easy-to-learn curriculum enables you to teach keyboarding efficiently and well. With your guidance, children
will develop grade-appropriate skills for using technology.

Our teaching of keyboarding is developmentally appropriate by grade. Keyboarding for the kindergarten
child is quite different from keyboarding for a second or fifth grader. What is consistent across the grades
is our simplified approach to letter location and learning to use fingers correctly. We use a specific teaching
order to teach letters on the keyboard. This dynamic keyboard approach presents the keys in three color-
coded rows to help children easily locate letters. These rows are further broken down into six units—three
for the left hand, and three for the right. This enables us to build unit by unit, rather than teaching the entire
keyboard all at once.

In kindergarten, activities begin with the use of fingers on the left and right hand separately. This is referred to
as unilateral hand skills. By teaching unilateral hand skills first, children learn how to correctly move fingers on
the keys around the Home Row. This prepares them to press keys and locate symbols when they begin typing
with both hands.

In grades 1–2, children progress to typing frequently used letter combinations and words with both hands. At
all levels, students enjoy a variety of games and activities to be sure they have the basic keyboarding skills
and habits. In grades 3–5, lessons develop the fluency and skills students need for sentence and paragraph
typing. We familiarize students with common practices from computer-based assessments, such as scrolling,
dragging, and dropping. This promotes familiarity and success with computer literacy and digital fluency.

Keyboarding, like handwriting, is a complex skill that requires consistent practice and instruction over time.
As young children memorize letter locations and type frequently used letter combinations, they’re sharpening
their letter and word skills. As older students type within a variety of activities, they’re being exposed to
interesting vocabulary and cross-curricular content. We teach effectively with joy and are excited to help your
children develop the technology and keyboarding skills they need in each grade.

Principles of Ef fective Curriculum Design

Simply Smar t Activities
We designed all of our activities and lessons to be intuitive, engaging, and developmentally appropriate.
We’ve used our direct experience and knowledge of how students learn best to develop unique teaching
materials that are easy and fun.

Active Teaching
We facilitate instruction that engages children. The curriculum provides different multisensory aspects
to help you teach children of different learning abilities. You will immediately know the effect of your
instruction and will be able to adjust, repeat, or vary the instruction for the best learning outcome.

Teacher Suppor t
We believe that if you have knowledge of keyboarding, you will be empowered. We can answer your
keyboarding questions and help you with your concerns. When are my children ready to type? Why do
children find it difficult to type with two hands at once? We provide answers to help you understand and
avoid those problems.

2 Educator’s Guide: Introduction © 2014 Keyboarding Without Tears™

 Simply Smart Activities
Activities & Lessons
All of the lessons and activities are designed to make learning keyboarding fun and easy. They each use
specific features based on how children learn best:

• Grade-Level Appropriate Curriculum

• Developmental Teaching Order
• Color-Coded Rows
• Dynamic Keyboard and Cursor
• Unilateral Hand and Finger Skills
• Theme-based, Cross-Curriculur Content

Programs by Grade Level

Kindergarten: Keys for Me introduces the keyboard and mouse functions while making sure young children
use correct habits from the beginning. Activities support reading and handwriting skills, with a strong
focus on letter recognition, blends, digraphs, and rhymes. Students practice these skills with engaging
and changing themes: Let’s Eat, Off to Work, and On the Go. Spot Checks are used to gauge student
understanding of specific skills. Each Spot Check measures speed and accuracy.

First Grade: My Keying Board uses game-based lessons to develop finger dexterity and finger-key
association for typing letters and words. As familiarity with the keyboard grows, children type word
parts, frequently used words, and short sentences. Students practice these skills with engaging and
changing themes: Let’s Play, Wild About Animals, and Art Start. Spot Checks are used to gauge student
understanding of specific skills. Each Spot Check measures a student’s speed and accuracy.

Second Grade: Key Power introduces all of the letter and keyboarding skills from earlier grades, but at
a faster pace. Muscle memory of the keyboard is developed with frequently used letter combinations.
Students enjoy changing themes as they learn to type words and sentences. Students practice these skills
with engaging and changing themes: Start the Music, Water, Water!, and Math Mix. Spot Checks are
used to gauge student understanding of specific skills. Each Spot Check measures speed and accuracy.

Third Grade: Keyboarding uses activities to sharpen accuracy and fluency skills. With basic keyboarding
well in hand, children practice with frequently rotating themes: Sing & Play, Famous Faces, Greek & Latin,
Bones & Bodies, and Great Grammar. Spot Checks are used to gauge student understanding of specific
skills. Each Spot Check measures speed and accuracy.

Fourth Grade: Keyboarding Success uses keyboarding games to promote muscle memory, accuracy, and
speed. Students practice formatting and typing skills with engaging and changing themes: Oh, Look!
(visual arts), Greek & Latin, Go Geography, and Words & Writers. Spot Checks are used to gauge student
understanding of specific skills. Each Spot Check measures speed and accuracy.

Fifth Grade: Can-Do Keyboarding develops the accuracy and speed necessary to handle the demands of
schoolwork and testing in higher grades. Formatting and typing skills are reinforced with engaging and
changing themes: Start the Music, Super Words, People Power, and Water, Water! Spot Checks are used
to gauge student understanding of specific skills. Each Spot Check measures speed and accuracy.

© 2014 Keyboarding Without Tears™ Educator’s Guide: Introduction 3

Active Teaching
Educator’s Guide: What You’ll Find and How to Use It
This is your guide for building the foundations of technology and keyboarding. Each section has a mix of
information, activities, and fun lessons for your class. Within the sections you’ll find a variety of teaching
options and lesson plans. We’ll show you how to pace instruction and support your class for the best
outcomes.

Digital Citizenship & Literacy

Begin with the basics of technology. Teach children the vocabulary for the parts of a computer, parts of
a laptop, parts of a tablet, and other devices. Activities focus on students becoming comfortable at their
workstations and address technology rules and common technology terms. This section also includes fun
activities about communication, including snail mail, email, and the Internet.

Ready, Set, Row: Get ting to Know the Keyboard

This section is all about the keyboard. Fun activities help children learn the features of a keyboard. Children
will learn correct finger placement on a keyboard. The section wraps up with a fun activity that has children
“build a keyboard” with letters, numbers, action keys, and punctuation keys.

Resources
In the back of this guide there are important resources to support your teaching throughout the year and
help you guide, adjust, and monitor your instruction.

• Glossary
• School-to-Home Connections
• Remediation Tips
• Standards
• References

Compute
r Basics:
Today, I lea
rned the
names and
functions
of a com
puter.

N am e:

,
Dear
ee n
er en ce betw
ned th e diff
(snail mail)
y we le ar
Toda
snai l mai l.
to yo u by
@
se nd in g th is letter
and . W e’ re
emai l
yo u wa nt to
(email)
se d th e enve lope . If
dr es
W e ev en ad
se nd yo ur
tter , pl ea se
pl ac e of writi ng a le
ou r cla ss in ac he r wi ll
and ou r te
ge to
emai l m es sa yo u.
aring from
e lo ok fo rward to he
us . W
sh ar e it with
S in ce re ly ,
™

arding Without Tears

© 2014 Keybo
rd

r
K ey boa

M o n i to

Email (K–2)
Mouse

load: Snail Mail v.

Mouse

Guide Down
Educator’s
Educato
r’s Guide
Downloa
d: Parts of
a Compute
r (K–2)

© 2014
Keyboard
ing With
out Tears ™

4 Educator’s Guide: Introduction © 2014 Keyboarding Without Tears™

 Teacher Support
Downloads
Throughout this educator’s guide, you will see the digital citizenship icons. Click on these icons to access
each download. If you’re printing the guide, you will find all of the downloads on your +Live Insights
dashboard, under the Downloads and Guides section. This password-protected site is a great resource
exclusively for educator’s guide users. You will find downloads to supplement your keyboarding instruction or
to send home to families to foster school-to-home connections.

+Live Insights ™
+Live Insights is the digital dashboard that helps administrators and educators manage classrooms,
obtain student reports, monitor progress throughout the year and access the Stop & Review feature. This
feature allows you to set points in the curriculum where students review specific skills. You can also access
all of your extra activity downloads in +Live Insights. Access this dashboard at plusliveinsights.com.
We recommend you bookmark this page!

Dif ferentiated Instruction

We have dedicated a section of this guide for remediation tips (p. 50). We’ll show you how to spot any
keyboarding difficulties and modify the curriculum to meet the needs of all your students.

Webinars
Join us for interactive exchanges with program experts and other education professionals. For more
information, visit kwtears.com/learninglounge

E-Newslet ters
Receive tips, resources, engaging articles, activities, and free downloads when you sign up for our
newsletters. Topics include the entirety of written production from Pre-K readiness to handwriting
to keyboarding. They will help you get the most out of our curricula. To register for one or all of our
newsletters, visit kwtears.com/learninglounge

Professional Development
We are nationally recognized for our outstanding and engaging professional development workshops and
continuing education opportunities. Educators benefit from the extensive support we offer. Our workshops
come in a variety of subjects and use a fun, hands-on approach to instruction in the teaching methodology
of written production from Pre-K through fifth grade. Our webinars and how-to videos are widely used by
educators to support their teaching.

computer
© 2014 Keyboarding Without Tears™

© 2014 Keyboarding Without Tears™

cursor Educator’s Guide: Introduction 5
Scope & Sequence of Technology & Keyboarding

The Scope & Sequence of Technology & Keyboarding defines the content and order of instruction.
The skills needed for technology knowledge and keyboarding develop as early as kindergarten.
The secret to teaching technology and keyboarding in the early elementary years is to make learning
easy, fun, and developmentally appropriate.

Type of Instruction
Teacher directed: Introduce technology and digital citizenship with class activities
Curriculum directed: Schedule and supervise children’s time and progress through the online keyboarding curriculum

Digital Citizenship
Digital Information: Introduce technology by showing and explaining how computers and tablets are used
Digital Protection: Explain access and boundaries of technology for personal, home, and school use
Digital Consideration: Respect the work and words that belong to others; use respectful words in your own work
Digital Communication: Show different ways to communicate; choose the best way for different situations

Physical Approach
Hand Position: Develop good habits with color coded home row keys and varied target key games
Posture: Teach good habits and learn the effect of furniture size on children’s posture
Finger Use: Develop fine motor skills for individual hands and both hands together with varied activities

Pre-Keyboarding
Target: See how the curriculum’s unique target key activities develop fine motor skills and correct finger-key habits
Mouse Clicks: Use a song and activities to teach mouse, cursor, and click functions
Key Identification: Boost letter skills as children learn keyboard letter locations with a variety of fun games
Drag & Drop: Extend hands-on puzzle play learning with drag and drop activities
L/R Home Row: The green Home Row is taught with hands apart; left hand keys, then right hand keys
L/R Top Row: The yellow Top Row is taught with hands apart; left hand keys, then right hand keys
L/R Bottom Row: The blue Bottom Row is taught with hands apart; left hand keys, then right hand keys
L/R 2 Rows: 2 Rows: Home and Top Row, then Home and Bottom Row are taught with hands apart
L/R 3 Rows: 3 Rows: Top, Home and Bottom Rows are taught with hands apart

Keyboarding
2 Hands, 3 Rows: 3 Rows: Top, Home and Bottom Rows are taught with hands together
Punctuation Keys: Puntuation keys are taught as part of sentence and word activities
Action Keys: The space bar, left and right shift for capitals, and enter key are introduced with writing activities
Number Keys: Numbers 1, 2, 3, 4, 5 are taught with the left hand, 6, 7, 8, 9, 0 with the right hand

Functional Use
Technology is changing the ways children learn and communicate. However, technology doesn’t change children’s basic
developmental, educational, and social needs. This curriculum fits technology and keyboarding into what children need at different
grades. Children need both handwriting and keyboarding to meet the written communication requirements of school and life.

6 Educator’s Guide: Introduction © 2014 Keyboarding Without Tears™

 SCOPE & SEQUENCE OF TECHNOLOGY & KEYBOARDING
K 1st 2nd 3rd 4th 5th
Type of Instruction
Active      
Passive      
Digital Citizenship
Digital Information      
Digital Protection      
Safety, Security, Self      
Commerce   
Digital Consideration      
Etiquette      
Laws   
Digital Communication      
Physical Approach
Hand Position      
Posture      
Finger Use      
Pre-Keyboarding
Target      
Mouse Clicks      
Key Identification      
Drag & Drop      
L/R Home Row      
L/R Top Row      
L/R Bottom Row      
L/R 2 Rows      
L/R 3 Rows      
Keyboarding
2 Hands, 3 Rows      
Punctuation Keys      
Action Keys      
Number Keys      
Functional Use
Educational Activities      
Typing Letter Combinations      
Typing Words      
Typing Sentences     
Typing Paragraphs   
Typing Assigned Work Independently & Accurately  

© 2014 Keyboarding Without Tears™ Educator’s Guide: Introduction 7

DIGITAL CITIZENSHIP: K–2
Being a good digital citizen is important. Digital citizenship is the understanding
that we can teach individuals how to use technology so that everyone can get along in the digital
world. Just as we raise our children to be productive members of society, we also need to extend
our teachings into the online world. We know that when curriculum is designed to foster digital
citizenship, it helps develop ethics in young people (Microsoft). Digital citizenship includes teaching
not only children, but families (and even educators) what technology users must do in order to use
technologies appropriately (Ribble 2011).

We teach developmentally, so we start digital citizenship lessons in kindergarten. At this young

age, many children are not yet experienced with all the ins and outs of the online world. However,
it’s important to educate children about technology and give them exposure to the things they
will experience. According to Ribble (2011), digital citizenship consists of nine elements: access,
commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness,
and security.

We have created four topics that encompass lessons to support the nine elements of digital
citizenship. The lessons can be taught at the teacher’s discretion. Each lesson covers one or more
of the four topics of digital citizenship: information, protection, consideration, and communication.
The lessons rotate throughout the topics to give students exposure to all simultaneously. Because some
students may have more exposure to technology than others, it is wise to consider teaching digital
citizenship prior to starting the Keyboarding Without Tears™ curriculum. This ensures that all students
are familiar with the parts of technology, as well as the rules required to be responsible, digital
citizens. Don’t forget to start with a K-W-L chart. You’ll be amazed how much they’ll learn along
the way.

9
 Parts of a Computer
First things first! Many children may be using a computer without actually understanding what they are
using. This interactive activity teaches your class the basic parts of a computer and their functions.

Materials Activity
• Parts of a Computer activity
1. Show students a computer in the classroom or technology lab.
Grouping 2. Ask students if they know the names of any of the items and their
Whole class functions.

Suppor t/ELL 3. Point to the items (i.e., monitor, keyboard, mouse) and say the names
Let children touch the items as together. Discuss their functions.
they say the names out loud. 4. Print the Parts of a Computer activity and distribute one per child.
5. Read labels one at a time and point to the items on the worksheet.
Children cut, label, and color worksheet.

Check
Observe children as they label their activity. Are they labeling parts
correctly?

More to Learn
Discuss the differences between a real mouse and a computer mouse.

Computer Basics: Today, I learned the names and functions of a computer.

Name:

TECH TALK
K e y b o a rd

M o n i to r

Mouse Cursor
Mouse

Mouse

Keyboard
Educator’s Guide Download: Parts of a Computer (K–2) © 2014 Keyboarding Without Tears™
Monitor

10 Educator’s Guide: Digital Citizenship: K–2 © 2014 Keyboarding Without Tears™

 Snail Mail v. Email
It’s important to teach children about the way we communicate. Young children may be aware of email,
but have never sent or received one, unlike a physical piece of mail. However, few children may understand
the concept of electronic mail. This lesson will give them experience with both.

Materials Activity
• Envelope and stamp
• Snail Mail v. Email activity 1. Show children samples of physical mail and discuss.
• Pen 2. Ask children what they know about email. Using an easel or dry erase
• Computer or tablet board, compare the two.

Grouping 3. Show an example of an email on a computer or tablet. Discuss the parts

Whole class of an email (e.g., to, from, address, subject, message, etc.).
4. Print the Snail Mail v. Email activity and read aloud. Choose a person
Suppor t/ELL to send the letter to and fill in an email address. Mail the letter and
Explain how physical mail
wait for a response.
travels slowly, just like real
snails.

Check
Observe as children participate in discussion. Can they identify how to
send email versus how to send physical mail?

More to Learn
Discuss the speed of physical mail and email.

Dear ,

Today we learned the difference between

(snail mail)
@

and . We’re sending this letter to you by snail mail.

(email)
We even addressed the envelope. If you want to email

our class in place of writing a letter, please send your

email message to and our teacher will

share it with us. We look forward to hearing from you.

TECH TALK
Sincerely,
Email
Computer/tablet
Educator’s Guide Download: Snail Mail v. Email (K–2) © 2014 Keyboarding Without Tears™
Email address

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: K–2 11

 Parts of a Tablet
Children are increasingly being exposed to tablets. While some have experience, they may not necessarily
understand the working parts of the device. Use this lesson to teach children how a tablet works.

Materials Activity
• Parts of a Tablet activity (K)
OR 1. Show students a tablet in the classroom or technology lab.
• Parts of a Tablet activity 2. Ask students what they know about tablets. Discuss.
(1–2)
3. Point to the items (e.g., front camera, screen, home button, etc.) and
Grouping say the names together. Discuss their functions.
Whole class 4. Print the Parts of a Tablet activity, based on grade, and distribute one
per child.
Suppor t/ELL
Allow children to hold the 5. Discuss activity and complete.
tablet and experience how
it works.

Check
Observe children as they complete their activities. Are they labeling parts
correctly?

More to Learn
Discuss the difference between a tablet and a computer.

Name: Name:
Color the parts of the tablet with your teacher. Draw something on the screen. Label the parts of the tablet.
power button = blue
camera = red
volume = green
home button = orange

TECH TALK
Tablet
screen camera home button app dock connector
App
Educator’s Guide Download: Parts of a Tablet (K) © 2014 Keyboarding Without Tears™ Educator’s Guide Download: Parts of a Tablet (1–2) © 2014 Keyboarding Without Tears™
Parts of a tablet

12 Educator’s Guide: Digital Citizenship: K–2 © 2014 Keyboarding Without Tears™

 Privacy, Please!
Children take pride in learning information about themselves. They work hard to learn to write their name,
say their phone number, and recite their address. In the world of technology, children need to learn that it’s
not always safe to share this information with others.

Materials Activity
• Privacy, Please! activity
1. Discuss the meaning of personal information. Make a list on an easel or
Grouping dry erase board (e.g., name, address, birthday, etc.).
Whole class 2. Discuss the word “private.”

Suppor t/ELL 3. Make two lists of times when it is safe and not safe to share private
Show children websites that information. Discuss.
require usernames. Make sure 4. Discuss the word “public.” Explain that usernames are public. Show
they understand that this is
children a website that requires a username and explain why. Discuss
not their real name.
how we don’t include our private information in a public username
(give examples). Create safe usernames (e.g., use a favorite color,
animal, etc.). Complete activity.

Check
Observe as children complete their checklist. Do they check the boxes?
Do they create a safe username? (Children may need help writing it.)

More to Learn
Compare a real name to a username. Discuss the differences.

Name:
Privacy, Please!
Today, we learned about keeping information private online. Just like we wouldn’t tell a stranger
where we live, we wouldn’t share that information online.
My privacy checklist. Things NOT to share unless an adult is helping me.

 NAME

 ADDRESS

 PHONE NUMBER

 BIRTHDAY

We learned about safe usernames. This is a username I created! TECH TALK

My Username: Private
Public
Username

Name:
© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: K–2 13
Privacy, Please!
 Let’s Talk Technology
Instead of a Word Wall, have students discuss technology as a group or one-on-one activity. Use this
activity throughout the year to increase your students technology vocabulary. Of course, if you want to
celebrate the words they know, put them on a wall.

Materials Activity
• Technology Word Cards
(K–2) 1. Print Technology Word Cards (K–2).
2. Select five cards to share with students. Say the first word, then allow
Grouping them to share what they know about the word. Continue with other
Whole class; one-on-one
words.

Suppor t/ELL 3. Turn cards face down on floor. Allow one student to select a card and
Show the physical object review the meaning of the word.
if it’s available as children
review cards.

Check
Observe students during step three. Do they define the word correctly?
If the device is available, can they locate it?

More to Learn
If the device is available, consider allowing children to hang the card on the device.

app
© 2014 Keyboarding Without Tears™

avata r
computer TECH TALK
Teacher’s choice of words

© 2014
© 2014 Keyboarding
Keyboarding Without
Without Tears
Tears™
™

14 Educator’s Guide: Digital Citizenship: K–2 © 2014 Keyboarding Without Tears™

 Follow the Rules
Good digital citizens understand and follow rules. They know it’s important to be safe and be respectful.
This activity will teach your students how to be tech stars with only five simple rules!

Materials Activity
• Remember Your Tech Stars
sign 1. Discuss the meaning of rules. Rules are created to remind us how things
are done.
Grouping 2. Print Remember Your Tech Stars sign.
Whole class
3. Hang the document on an easel and review the rules one at a time.
Suppor t/ELL Invite children to come forward and color the stars as rules are covered.
Explain difficult words, Be sure to explain words like “respect,” “surf,” and “save.”
like “surf.” Give examples
4. Post the rules in the classroom and review occasionally as a reminder of
of the multiple meanings
how to be a tech star.
of the word.

Check
Observe children as you go over the rules. Can they give examples of
the rules?

More to Learn
Create additional tech star rules. Just add to the list.

Remember Your Tech Stars

Surf Safely

Two Hands

Approved Apps Only

Respect Equipment
TECH TALK

Stay Safe and Secure Surf

Apps
Educator’s Guide Download: Remember Your Tech Stars (K–2) © 2014 Keyboarding Without Tears™
Save

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: K–2 15

 Hike Around Safely
In the real world, we never allow children to travel alone. The same is true in the online world. In order to
stay safe when traveling online, we must teach children how to travel safely. This visit to a National Park
will allow you to model safe travel on the Internet and share safe tips along the way.

Materials Activity
• Computer with Internet
capabilities 1. Explain and show children the meaning of a website and being online.
• Hike Around Safely activity Discuss that there are a lot of places to travel online and just like in the
(optional) real world, some places are safer than others.
2. Discuss the steps to hiking around the Internet safely: 1. Ask an adult
Grouping
before going online. 2. Ask an adult to help you find safe places or
Whole class
websites to visit. 3. Stop if something feels unsafe.

Suppor t/ELL 3. Visit a National Park online. Examples include:

Children may not understand pc.gc.ca
terms used in the virtual world nps.gov
(e.g., bookmark). Explain that
4. Explore the website together and discuss the things you see.
a bookmark can be used on
a book to save your place Check
and on a computer to mark Review rules in step two with children. Can they identify three things to
a page. stay safe while hiking around online?

More to Learn
Download and complete the Hike Around Safely activity. Teach children how to bookmark
a safe website.

Hike Around Safely

Name:
Today, we learned about hiking around the Internet safely. We learned to always go to sites that are
child-friendly and to ask adults for help. We visited a national park, this is what I saw.

TECH TALK
Website Bookmark
Online
Educator’s Guide Download: Hike Around Safely (K–2) © 2014 Keyboarding Without Tears™
Safe

16 Educator’s Guide: Digital Citizenship: K–2 © 2014 Keyboarding Without Tears™

 STOP the Strange
Even though we try to travel with children online, bookmark safe sites, and do all the things we can to set
up safe situations, children may still encounter things that feel strange and unsafe. This lesson gives simple
scenarios and quickly reminds children what to do if they encounter something strange online.

Materials Activity
• Stop the Strange Scenarios
activity 1. Print the Stop the Strange Scenarios activity and STOP poster.
• STOP poster 2. Share the poster with children and discuss the concept of “strange.”
Explain to children that if something strange happens online, they
Grouping should stop what they’re doing and tell an adult.
Whole class
3. Play the Stop the Strange game. Read a scenario from the activity.
Suppor t/ELL If the situation feels strange, have children hold up their hands in an X
Reinforce the meaning of the and say, “Stop! That’s strange.”
word “stop.”
4. Remind children that in those scenarios, they would leave the computer
and go tell an adult.

Check
Observe as children play the game. Are they identifying the situations
correctly?

More to Learn
Have children color the STOP posters, and take them home to share with their families.

TECH TALK
Safe
Website
Privacy

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: K–2 17

 Digital Citizenship Certification
Children love to feel accomplished. Once you have completed the lessons of digital citizenship, hold a small
ceremony. Discuss the things they have learned and present them with a certificate. Remind them that they
will have more to learn about technology when they are older, but for now they are off to a safe start!

Materials Activity
• Digital Citizen Certificate
(K) 1. Revisit the K-W-L chart.
• Digital Citizen Certificate 2. Review the things that children knew and the things they wanted
(1) to know.
• Digital Citizen Certificate
(2) 3. In the final column, list and discuss all the things they learned.
4. Hand out certificates at the end of the lesson.
Grouping
Whole class

Suppor t/ELL
When reviewing concepts,
make sure to point to a
physical device if it’s available
during discussion.
Check
Observe children as you complete the chart. Were they able to list things
they learned?

More to Learn
Have children speak with a friend and say three of their favorite things about technology.

Digital Citizenship
Certificate of Completion
This certificate is presented to:

TECH TALK
Teacher Date
Teacher’s choice of words

18 Educator’s Guide: Digital Citizenship: K–2 © 2014 Keyboarding Without Tears™

DIGITAL CITIZENSHIP: 3–5
Being a good digital citizen is important. Digital citizenship is the understanding
that we can teach individuals how to use technology in a way so that everyone can get along in
the digital world. Just as we raise our children to be productive members of society, we also need
to extend our teachings into the online world. We know that when curriculum is designed to foster
digital citizenship, it helps develop ethics in young people (Microsoft). Digital citizenship includes
teaching not only children, but families (and even educators) what technology users must do in order
to use technologies appropriately (Ribble 2011).

We teach developmentally, so we start digital citizenship lessons in kindergarten. At this young

age, many children are not yet experienced with all the ins and outs of the online world. However,
it’s important to educate children about technology and give them exposure to the things they will
experience. In the later grades, the technology demands on children increase. Ninety-three percent of
teens in the U.S. are regularly online (Lenhard et al. 2010). Now, more than ever, it is essential that
students are learning how to handle technology appropriately. According to Ribble (2011), digital
citizenship consists of nine elements: access, commerce, communication, literacy, etiquette, law,
rights and responsibilities, health and wellness, and security.

We have created four topics that encompass lessons to support the nine elements of digital
citizenship. The lessons created to teach digital citizenship may be taught at your discretion.
Each lesson covers one or more of the four topics of digital citizenship: information, protection,
consideration, and communication. The lessons rotate throughout the topics to give students exposure
to all simultaneously. Because some students may have more exposure to technology than others,
it is wise to consider teaching digital citizenship prior to starting the Keyboarding Without Tears™
curriculum. This ensures that all students are familiar with the parts of technology as well as the
rules required to be responsible, digital citizens. Don’t forget to start with a K-W-L chart. You’ll be
amazed how much they’ll learn along the way.

21
 Parts of a Computer
First things first! Many students may be using a computer without actually understanding what they are
using. This interactive activity teaches your class the basic parts of a computer and their functions.

Materials Activity
• Parts of a Computer labels
1. Break students into small groups and assign them a computer in the
Grouping technology lab.
Small group 2. Point to parts of the computer. Ask students if they know the names of
any of the items and their functions.
Suppor t/ELL
Let children touch the items as 3. Print the Parts of a Computer labels and distribute one per group.
they say the names out loud. 4. Have students cut out the labels and label the computer. Groups
take turns presenting one part of their computer and explaining the
function.*
*Fourth and fifth graders can skip the labeling and focus on the function of each part and the explanation.

Check
Observe children as they label their computers. Are they labeling them
correctly?

More to Learn
Discuss the differences between a laptop and desktop computer.

Monitor Monitor

Screen Screen

Mouse Mouse

Keyboard Keyboard

Computer Computer

Power Power

Power Power

Disc Drive Disc Drive

US B Port US B Port
TECH TALK
Speake rs S peake rs
Mouse Disc drive
Mouse Pad Mouse Pad Keyboard Power
Educator’s Guide Download: Parts of a Computer (3–5) © 2014 Keyboarding Without Tears™
Monitor

22 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

 Password, Privacy & Power
Students need to know that it’s important to keep information online private. This lesson will teach them the
importance of privacy and how to create strong passwords that don’t contain personal information.

Materials Activity
• My Favorite Passwords
activity 1. Discuss the meaning of the word “private.” List the reasons it’s
important to keep personal information private online on an easel or
Grouping dry erase board.
Whole class
2. Discuss personal information that should not be shared with others
(e.g., name, birthday, address, phone number, etc.). Discuss passwords
Suppor t/ELL
and how these are also personal and should be kept private.
Show students an example
of passwords online. Show 3. Print My Favorite Passwords activity and distribute one per student.
them how and where they
4. Read directions and have students complete.
are required.

Check
Observe as students complete their worksheet. Are they creating strong
passwords?

More to Learn
Discuss the difference between a username and password. Explain that people can see your
username, so it’s often important to keep your real name as private as your password.

My Favorite Passwords
Activity by Nettie C. Knapton

Choose one item from each column and then put them together.

Favorite color Lucky number Favorite candy

Favorite animal Happy place Favorite season

Future job Favorite subject Your age

Favorite food Favorite sport Special date

Favorite character Favorite object/toy Pet’s name

+ + =

TECH TALK
Private
Password
Educator’s Guide Download: Password, Privacy & Power (3–5) © 2014 Keyboarding Without Tears™
Username

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 23

 Offline, Online...Be Kind!
There is good and bad everywhere. Children will learn that just as people can be unkind in real life,
there are also ways they are unkind online. Through discussion and problem solving, children will make a
brochure to teach others about being kind.

Materials Activity
• Offline, Online...Be Kind
brochure template 1. Discuss what it means to be kind and unkind. List ways that people are
unkind both in the real world and online.
Grouping 2. Discuss the term “bully” and ways you can take a stand against bullying
Small group
(e.g., tell an adult, stand up for others, be kind, accept others, etc.).

Suppor t/ELL 3. Print the Offline, Online...Be Kind brochure template and distribute one
Show children a real brochure per group.
so they can understand the
4. Students plan and create a brochure to teach others about kindness.
concept.

Check
Observe children as they participate in small group discussions. Are they
designing their brochures with information and tips about being kind?

More to Learn
Have students present or share their brochures with others. Have groups trade brochures
and read what the other created.

TECH TALK
Bullying/cyberbulling
Kind
Unkind

24 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

 Snail Mail v. Email
It’s important to teach your students about the way we communicate. Some children may have experience
receiving something in the mail. However, few may fully understand the concept of electronic mail. This
lesson will give them experience with both.

Materials Activity
• Snail Mail v. Email activity
• Computer or tablet 1. Show children samples of physical mail and discuss.
2. Ask children what they know about email. Compare the two using an
Grouping easel or dry erase board.
Whole class
3. Using a computer or tablet, show an example of an email. Discuss the
Suppor t/ELL parts of an email (e.g., to, from, address, subject, message, etc.).
Explain the concept of 4. Print the Snail Mail v. Email activity. Complete the Venn diagram
physical mail traveling slowly,
together comparing the two forms of communication.
like snails travel slowly.

Check
Observe as children participate in discussion. Are they identifying the
differences between the two forms of communication?

More to Learn
Discuss the speed of physical mail and email. On the board, list times when it would be
better to use physical mail versus email or vice versa.

Name:

Complete the worksheet by comparing email to snail mail.

@ Email

Snail Mail

TECH TALK
Email
Computer/tablet
Educator’s Guide Download: Snail Mail v. Email (3–5) © 2014 Keyboarding Without Tears™
Email address

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 25

 Parts of a Tablet
Children are being exposed to tablets more and more. While some have experience, they may not
necessarily understand the working parts of the device. Use this lesson to teach your students how
a tablet works.

Materials Activity
• Parts of a Tablet activity
(3–5) 1. Show students a tablet in the classroom or technology lab.
2. Ask students what they know about tablets. Discuss.
Grouping
Whole class 3. Point to the items (e.g., front camera, screen, home button, etc.) and
say the names together. Discuss their functions.
Suppor t/ELL 4. Print the Parts of a Tablet activity and distribute one per child.
Allow children to hold a
tablet and experience 5. Discuss activity and complete.
how it works.

Check
Observe children as they complete their worksheets. Are they labeling
them correctly?

More to Learn
Discuss the difference between a tablet and a computer.

Name:
Label the parts of the tablet.

TECH TALK
Tablet
screen camera home button app dock connector App
Educator’s Guide Download: Parts of a Tablet (3–5) © 2014 Keyboarding Without Tears™
Parts of a tablet

26 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

 Privacy, Please!
In the world of technology, children need to learn that it’s not always safe to share personal information
with others. By third grade, many children have more opportunities to be online. This activity will teach
children when it’s safe to share their personal information.

Materials Activity
• Privacy, Please! activity
1. Discuss the meaning of personal information. Make a list on an easel or
Grouping dry erase board (e.g., their name, address, birthday, etc.).
Whole class 2. Discuss the meaning of the word “private.”

Suppor t/ELL 3. Make two lists of times when it is safe and not safe to share private
Show children websites that information. Discuss.
require usernames. Make sure 4. Show children a website that requires a username. Discuss how we
they understand that this is
don’t include private information in a username (give examples).
not their real name.
5. As a class, discuss ways to make safe usernames (e.g., use a favorite
color, animal, etc.). Complete worksheet.

Check
Observe children as they complete their personal information. Do they list
private information correctly? Do they create a safe username?

More to Learn
Compare a real name to a username. Discuss the differences.

Privacy, Please!

Name:

Write five things you can share about yourself online that are safe.

1.

2.

3.

4.

5.

TECH TALK
Private
Username
Educator’s Guide Download: Privacy, Please! (3–5) © 2014 Keyboarding Without Tears™

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 27

 Don’t Be a Copycat
The internet is full of information that can be helpful to those researching a topic. It’s important for children
to understand that information online is created by others. This lesson will teach children the importance of
respecting other’s work. Children will learn about how to cite information to prevent plagiarism.

Materials Activity
• Don’t Be a Copycat activity
1. Discuss the meaning of the word “plagiarism.”
Grouping 2. Give an example of how to research a topic, use the information, and
Whole class correctly cite the source.

Suppor t/ELL 3. Review your school’s rules regarding plagiarism. Explain that there are
Explain the different meanings consequences associated with plagiarism.
of the word “copy.” 4. Print the Don’t Be a Copycat activity and distribute one per child.
Complete.

Check
Observe as children research their topics. Are they able to use the information
they find appropriately? Do they cite the source?

More to Learn
Discuss the difference between online research versus library research. Compare the two.

Don’t Be a Copycat

Research anything about cats online. Be sure to write about what you find and cite at least one source.

TECH TALK
Reference:
Plagiarism
Research
Educator’s Guide Download: Don’t Be a Copycat (3–5) © 2014 Keyboarding Without Tears™
Citation
Bibliography

28 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

 Where’s the Access?

Some of your students may have greater access to technology than others. Regardless of how much access
they have, it’s good for all children to understand where they can access technology in order to make their
research efforts and academic work more productive.

Materials
Activity
• Where’s the Access?
activity 1. Discuss meaning of the word “access.” Explain that technology can be
used in a lot of different places.
Grouping 2. Make a list of all the places where technology can be available on the
Whole class
easel or dry erase board.

Suppor t/ELL 3. Print the Where’s the Access? activity. Distribute one per child.
Explain the word “mobile.” 4. Review handout. Encourage children to take the handout home to share
with their families.

Check
Observe children during discussion. Can they identify a place where they
can access technology if it’s not readily available for them at home?

More to Learn
Discuss mobile technology and the concept of Wi-Fi. People can access technology
even on the go (e.g., libraries, restaurants, etc.).

Where’s the Access?

Not everyone has computer and Internet access at home. If you are in need
of access, consider the following places to do your work online.

• Technology lab • Coffee shop

• School library • Copy centers

• Classroom • Restaurant

• Friend’s home • Bookstore

• Family member’s home • Public library

TECH TALK
• Church • Community college Access
Wi-Fi

Where’s
© 2014 the
Keyboarding Access?
Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 29
Not everyone has computer and Internet access at home. If you are in need
 Let’s Talk Technology
Allow students to discuss technology and the things they know as a group or one-on-one. This activity can
be used throughout the year to increase your students’ technology vocabulary.

Materials Activity
• Technology Word Cards
(3–5) 1. Print Technology Word Cards (3–5).
2. Select five cards to share with students. Say the first word,
Grouping then allow them to share what they know about the word.
Whole class; one-on-one
Continue with other words.

Suppor t/ELL 3. Turn cards face down on floor. Allow one student to select a card and
As students review cards, review the meaning of the word.
show the physical object
if it’s available.

Check
Observe students during step three. Do they answer with the correct
meaning of the word? If the device is available, can they locate it?

More to Learn
If the device is available, consider allowing children to hang the card on the device.

app
© 2014 Keyboarding Without Tears™

avata r
computer TECH TALK
Teacher’s choice of words

© 2014
© 2014 Keyboarding
Keyboarding Without
Without Tears
Tears™
™

30 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

 Care What You Share
You can’t emphasize enough how important it is to be thoughtful when sharing and communicating online.
Children eventually learn that as they surf and post things in the online world, they create a digital imprint
or trail. It’s important to keep this trail full of good information.

Materials Activity
• Billboard activity
1. Discuss the many things that are shared online (e.g., photos, text
Grouping messages, different forms of communication, etc.).
Whole class 2. Discuss and make a list of all the reasons why it’s important to be
thoughtful about what you share online.
Suppor t/ELL
Explain the meaning of the 3. Discuss the meaning of the concept digital trail/imprint (i.e., a trail we
word “billboard.” Show create that shows the places we visit and things we do online).
examples of billboards online.
4. Print the Billboard activity. Explain the meaning of the word “billboard.”
Explain that they are used to
Explain to students that if the information they post online could be
advertise.
printed on a billboard, then it’s safe to post online. Complete.

Check
Observe children as they create their billboards. Are they creating things
that would be appropriate to share online?

More to Learn
Discuss the consequences of sharing things that are inappropriate. Make a list of
examples of things to avoid.

Care What You Share

Billboards are used to advertise and to tell the world about something! The things you post online also reach a lot of people. If you
wouldn’t post your picture, text, or message on this billboard, then you shouldn’t post it online. Draw a picture of something that is safe
to post or say online.

TECH TALK
Digital trail/imprint

Educator’s Guide Download: Care What You Share (3–5) © 2014 Keyboarding Without Tears™

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 31

 Follow the Rules
Good digital citizens understand and follow rules. They know it’s important to be safe and be respectful.
This activity will teach your students how to be tech stars with only five simple rules!

Materials Activity
• Remember Your Tech Stars
sign 1. Discuss the meaning of rules. Rules are created to remind us how things
are done.
Grouping 2. Print Remember Your Tech Stars sign.
Whole class
3. Hang the document on an easel and review the rules one at a time.
Suppor t/ELL Invite children to come forward and color the stars as rules are covered.
Explain difficult words Be sure to explain words like “respect,” “surf,” and “save.”
like “surf.” Give examples
4. Post rules in the classroom and review occasionally as a reminder of
of the multiple meanings of
how to be a tech star.
the word.

Check
Observe children as you go over the rules. Can they give examples of what
the rules mean?

More to Learn
Create additional tech star rules. Just add to the list.

Remember Your Tech Stars

Surf Safely

T hink Before You Write

Approved Apps Only

Respect Equipment and

Other’s Work
TECH TALK

Stay Secure and Private Email

Computer/tablet
Educator’s Guide Download: Remember Your Tech Stars (3–5) © 2014 Keyboarding Without Tears™
Email address

32 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

 Where’s the Money?
At a young age, children are still too young to purchase things online. Regardless, it’s important to expose
them to the difference between online shopping versus real shopping. In time, children will need to know
how to purchase things online responsibly, as well as learn how to be smart digital consumers.

Materials Activity
• Where’s the Money?
activity 1. List examples of real shopping on a dry erase board or easel.
• Computer or tablet 2. Ask children what they know about online shopping. Compare the two.

Grouping 3. Using a computer or tablet, show an example of online shopping.

Whole class Discuss the parts of the online shopping experiences (e.g., research,
selecting items, shopping cart, checkout, and credit card).
Suppor t/ELL 4. Print the Online Shopping v. Real Shopping activity. Complete the Venn
Show children the difference
diagram together comparing the two forms of shopping.
between physical money and
a credit card. Explain that
in a online world, physical
money isn’t used.
Check
Observe as children participate in discussion. Are they identifying the
differences between the two forms of shopping?

More to Learn
Have children research an item to purchase. See if they can find the lowest price for the
item by visiting three different sites.

Name:

Complete the worksheet by comparing shopping online versus shopping in real life.

Online Shopping

Real Shopping

TECH TALK
Online shopping
Credit cards
Educator’s Guide Download: Where’s the Money? (3–5) © 2014 Keyboarding Without Tears™
Cash

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 33

 Other Ways to Chat
Your students will encounter many different ways to socialize and communicate with others online. It’s
important to teach children that their communication should always be thoughtful. It is also important to
teach children that different social media sites use different forms of language.

Materials Activity
• K-W-L chart
• Other Ways to Chat 1. Download and print the K-W-L chart.
handout and Family Letter 2. As a class, discuss all the things children have discovered or heard
about socializing online. List them on the chart. Remind children that
Grouping most social media sites require you to be 13 years old.
Whole class
3. Discuss the things children would like to learn about social media.
Suppor t/ELL 4. Visit social media sites and provide examples of how people
Discuss the differences
communicate using social media.
between socializing in real life
versus online. List how they 5. Discuss the Other Ways to Chat handout. Encourage children to share
are different. it with their families, using the Family Letter on the back of the handout.

Check
Observe children as they are completing their activity. Are they creating a
social post that is thoughtful and accurate?

More to Learn
Discuss the difference between socializing in real life versus socializing online.

Other Ways to Chat

When you are older, you may use social media. Complete a post that would
be appropriate for a social media site. Make sure you are using happy and
thoughtful words.

TECH TALK
Social media

Educator’s Guide Download: Other Ways to Chat (3–5) © 2014 Keyboarding Without Tears™

34 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

 Hike Around Safely
In the real world, we never allow children to travel alone. The same is true in the online world. In order to
stay safe when traveling online, we must teach children how to travel safely. This visit to a National Park
will allow you to model safe travel on the Internet and share safe tips along the way.

Materials Activity
• Computer
• Internet 1. Explain and show children the meaning of a website and being online.
• Hike Around Safely activity Discuss that there are a lot of places to travel online and just like in the
(optional) real world, some places are safer than others.
2. Discuss the steps to hiking around the Internet safely: 1. Ask an adult
Grouping
before going online. 2. Ask an adult to help you find safe places or
Whole class
websites to visit. 3. Stop if something feels unsafe.

Suppor t/ELL 3. Visit a National Park online. Examples include:

Children may not understand pc.gc.ca
terms used in the virtual world nps.gov
(e.g., bookmark). Explain that
4. Explore the website together and discuss the things you see.
a bookmark can be used in a
book to save the page and on
a computer to mark a page.
Check
Review rules in step two with children. Can they identify three ways to stay safe
while hiking around online?

More to Learn
Download and complete the Hike Around Safely activity. Teach children how to bookmark
a safe website.

Hike Around Safely

Name:
Today, you learned about hiking around the internet safely. You learned to always go to sites that are
child-friendly and to ask adults for help. Visit nps.gov/yell and answer the following questions:

1. Where is Yellowstone National Park located?

2. Name one thing you learned about bear safety?

3. Search for the word “geyser.” Briefly explain how they work.

TECH TALK
4. Name one of the geysers at Yellowstone.
Email
Computer/tablet
Educator’s Guide Download: Hike Around Safely (3–5) © 2014 Keyboarding Without Tears™
Email address

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 35

 STOP the Strange
Even though we try to travel with children online, bookmark safe sites, and do all the things we can to set
up safe situations, children may at times encounter things that feel strange and unsafe. This lesson gives
simple scenarios and quickly reminds children what to do if they encounter something strange online.

Materials Activity
• Stop the Strange Scenarios
activity 1. Print the Stop the Strange Scenarios activity and STOP poster.
• STOP poster 2. Share poster with children and discuss the concept of strange. Explain
to students that if something strange happens online, they should stop
Grouping what they’re doing and tell an adult.
Whole class
3. Play the Stop the Strange game. Read a scenario from the activity.
Suppor t/ELL If the situation feels strange, have children hold up their hands in an X
Reinforce the meaning of the and say, “Stop! That’s strange.”
word “stop.”
4. Remind students that they would leave the computer and go tell an
adult.

 Check
Observe as children play the game. Are they selecting the situations correctly?

More to Learn
Have children color STOP posters, and take them home to share with their families.

TECH TALK
Safe
Website
Privacy

36 Educator’s Guide: Teaching Technology 3rd–5th © 2014 Keyboarding Without Tears™

 Digital Citizenship Certification
Children love to feel accomplished. Once you have completed the lessons of digital citizenship, hold a small
ceremony, discuss the things they have learned, and present them with a certificate. Remind them that they
will have more to learn about technology when they are older, but for now, they are off to a safe start!

Materials Activity
• Digital Citizen Certificate
(3) 1. Revisit the K-W-L chart.
• Digital Citizen Certificate 2. Review the things that children knew and the things they wanted
(4) to know.
• Digital Citizen Certificate
(5) 3. In the final column, list and discuss all the things they learned.
4. Hand out certificates at the end of the lesson.
Grouping
Whole class

Suppor t/ELL
When reviewing concepts,
make sure to point to a
physical device if it’s available Check
during discussion. Observe children as you complete the chart. Were they able to list things
they learned?

More to Learn
Have children speak with a friend and say three of their favorite things about technology.

Digital Citizenship
Certificate of Completion
This certificate is presented to:

TECH TALK
Teacher Date
Teacher’s choice of words

© 2014 Keyboarding Without Tears™ Educator’s Guide: Digital Citizenship: 3–5 37

Digital Citizenship Lessons
These lessons created to teach digital citizenship may be taught at the teacher’s discretion. Each lesson
covers one or more of the four areas of digital citizenship: information, protection, consideration, and
communication. The lessons rotate throughout the four areas to give students exposure to all areas
simultaneously. Because some students may have more exposure to technology than others, it is wise to
consider teaching digital citizenship prior to starting the Keyboarding Without Tears™ curriculum. This
ensures that all students are familiar with the parts of technology as well as the rules required to be
responsible digital citizens.

Four Areas of Digital Citizenship:

Digital Information

Digital Protection

Digital Consideration

Digital Communication

DIGITAL CITIZENSHIP LESSONS

K 1st 2nd 3rd 4th 5th
Area Lesson
Parts of a Computer      
Password, Privacy & Power   
Offline, Online...Be Kind!   
Snail Mail v. Email      

Parts of a Tablet      
Privacy, Please!      
Don’t Be a Copycat   
Where’s the Access?   

Let’s Talk Technology      

Care What You Share   
Follow the Rules      
Where’s the Money?   

Other Ways to Chat   

Hike Around Safely      
STOP the Strange      
Digital Citizen Certified      

38 Educator’s Guide: Digital Citizenship: 3–5 © 2014 Keyboarding Without Tears™

READY, SET, ROW
The first practical typewriter was invented in 1868 by Christopher Latham Sholes
(Weller 1918). Although most of us learned to type in high school, the ever increasing demands of
technology are requiring children to learn this skill much earlier. We believe in teaching touch typing
in third grade. However, students in grades K–2 can gain a lot by being introduced to technology
and the keyboard, too.

Teaching keyboarding should be grade specific. Keyboarding for the kindergarten child is quite
different from keyboarding for a second or fifth grader. As we do with handwriting, we stress correct
habits from the beginning. We do this by breaking keyboarding—or touch typing—into simple tasks,
and then building developmentally until children are fluent. We have developed a simple system with
color-coded rows. Children first learn the green Home Row keys. They learn to use the left hand and
then the right hand correctly letter by letter, row by row.

Keyboarding, like handwriting, is a complex skill that requires a few minutes of consistent practice
and instruction over time. We have developed this section to give children exposure to a keyboard in
a hands-on way. We believe that when children can touch, move, feel, and see something in a social
environment that fosters engagement and fun, they will learn.

41
Keyboard Tour for Teachers

Number Row
open/close
tilde exclamation at number dollar percent caret ampersand asterisk parentheses underscore plus Backspace

left quote minus equal

Top Row – 10 Letters

open/close
Tab braces bar

open/close backslash
brackets

Home Row – 9 Letters

quotation
Caps Lock colon mark Enter

semicolon apostrophe

Bot tom Row – 7 Letters

less more question
Left Shift than than mark Right Shift

comma period forward

slash

Here is some fun trivia about the QWERTY keyboard.

• It’s a QWERTY keyboard if the top row keys spell QWERTY.
• You can type secret and dessert with just your left hand.
• Most fingers type three letters, pointer fingers type six, and one finger types just one.
That’s your right pinky finger.
• Shifts give lifts! If you want a capital or a symbol on top, press and hold down Shift.
• The left hand can type ABCDEFG. The right hand can type HIJKLMNOP.
• To make a smiley face, press shift, colon then press the close parenthesis key.
• Pointer fingers can type six letters each.
• The top row has all the vowels except A.
• The top row can type TOP ROW.
• The Q key asks, “Who are my neighbors?” The answer is, “WE R(are).”

42 Educator’s Guide: Ready, Set, Row © 2014 Keyboarding Without Tears™

 Introducing a Keyboard
There are several ways to introduce your students to a keyboard. The easiest way is to discuss the
keyboard as a group and to introduce them to proper hand placement. This fun lesson gets every child off
to the right start. They will love their own keyboard that is just right for the size of their hands.

Materials Activity
• Keyboard for Training
Fingers download 1. Print Keyboard for Training Fingers download, one per child.
2. Discuss the keyboard and the meaning of the Home Row.
Grouping
Whole class 3. Identify the Home Row keys and place fingers on these keys.
4. Explore other features:
Suppor t/ELL
Show children the paper - Left hand, right hand
keyboard next to a real - Top Row
keyboard. Allow them to
place their fingers on a real - Bottom Row
keyboard and find the Home - Individual finger movements (e.g., index fingers touch six different keys)
Row keys.
Check
Observe children as they place their hands on the keyboards. Do they
locate the Home Row and place their hands correctly?

More to Learn
Compare a real keyboard with a paper keyboard. Allow students to take turn placing
their fingers on the Home Row.

Keyboard for Training Fingers

Q W E R T Y U I O P

:
A S D F G H J K L ;

<, >.
?
Z X C V B N M /

TECH TALK
Keyboard Bottom Row
Home Row
Top Row

Keyboard for Training Fingers

© 2014 Keyboarding Without Tears™ Educator’s Guide: Ready, Set, Row 43
More Than Visual Memory
In the skill of handwriting, children need to understand how a letter looks in order to form it with a pencil.
This is a skill known as visual memory. It’s essential to handwriting because if the brain can’t visualize
a letter, there is no way to form it. In keyboarding, children aren’t forming letters, but locating them.
In order to type with speed, we must train our brain and our fingers to know where to locate the keys.
Building keyboard activities help children acquire visual location skills.

Once children have participated in hands-on learning, consider building the keyboard online with
Keyboarding Without Tears™.

44 Educator’s Guide: Ready, Set, Row © 2014 Keyboarding Without Tears™

 Build a Keyboard
Your students will have a blast with this hands-on activity. You can teach the visual location of keys
individually or as a group. Simply cut out the keys and let the building begin. Follow up the activity by
building the keyboard online.

Materials Activity
• Build a Keyboard Tiles
1. Print, copy, and laminate paper keys.
Grouping 2. Distribute one per child (more if needed).
Whole class
3. Build a keyboard in various ways:
Suppor t/ELL - By Home Row, Top Row, Bottom Row
Have a real keyboard
available as a reference. - With vowels only
- By letter groups (QWERTY, ASDF, JKL;, punctuation keys, action keys)
- In ABC order
4. Create new ways to build a keybaord.

Check
Observe children participate in the activity. Can they find where their
paper key is located?

More to Learn
Download and complete the Build a Keyboard activity.

TECH TALK
Home Row Action keys
Top Row
Bottom Row
Punctuation keys

© 2014 Keyboarding Without Tears™ Educator’s Guide: Ready, Set, Row 45

RESOURCES
Glossary
School-to-Home Connections
Remediation Tips
Standards for the Production & Presentation of Writing
References

47
Glossary
This is a quick glossary of terms you might find helpful as you and your students use Keyboarding Without
Tears™ and the Educator’s Guide.

Color-Coded Rows
Keyboarding Without Tears uses color-coded rows to help visually organize the keyboard in a child-friendly way.

Digital Citizenship
Digital citizenship is the appropriate and responsible behavior with the use of technology to teach children, so
everyone can get along in the digital world.

Digital Literacy
Digital literacy is the ability to use technology and communication tools to find, evaluate, create, and communicate
information.

Dynamic Cursor
Our grade-appropriate dynamic cursor lets children know where to type and whether they have typed the correct
letter, number, or symbol through different color cues. The cursor changes shape in a developmental sequence in a
way that reduces the role of color in cuing letter location as children move through our K–5 curriculum.

Dynamic Keyboard
This refers to the small units taught to help children easily locate letters on the keyboard. The dynamic keyboard is
separated into three color-coded rows to help children easily locate letters. These rows are further broken down into
six units--three for the left hand, and three for the right.

License
Our Keyboarding Without Tears products are available through licenses. All licenses are good for one-year for one
student. Each grade level product has its own license.

Quick Start Guide

The purpose of the Quick Start Guide is to provide you with step-by-step guidance for allocating licenses, setting up
Keyboarding Without Tears on desktops and laptops, creating your own classes and students, and managing requests
for more licenses.

Speedy Keyboard Kid

The Speedy Keyboard Kid is a character that appears throughout the keyboarding program in areas such as Stop &
Review and Spot Checks.

Spot Check
Keyboarding Spot Checks focus on evaluating pre-keyboarding and keyboarding skills at incremental stages
throughout the curriculum. We measure letters per minute, words per minute, and accuracy throughout the
assessments. There are four types of Spot Checks—Spot Check: Letters, Spot Check: Words, Spot Check: Sentences,
and Spot Check: Paragraph.

Stop & Review

Stop & Review allows educators to set a point in the curriculum where they want students to stop and review certain
skills. It can be accessed through +Live Insights.

Unilateral Hand Skills

This term refers to the use of the left and right hand separately. By teaching unilateral hand skills first, children learn
how to correctly move fingers on the keys around the Home Row. This prepares them to press keys and locate symbols
when they begin typing with both hands.

48 Educator’s Guide: Resources © 2014 Keyboarding Without Tears™

 School-to-Home Connections
Send It Home
When it comes to technology and the rules of the online world, it’s important to remember that your
students’ families may need education, too. You can help educate them by having your students share
activities and the things they have learned with them along the way. In addition to sending home digital
citizenship activities, we have created additional School-to-Home Connections to help in your efforts.

School-to-Home Connections:
• Curriculum Overview Letter
• Why Keyboarding Is Important
• Digital Citizenship Explained
• Where’s the Access?
• Keeping Things Private

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03 sment 2 Digital Citizenship in School
Journal of and Abiga , and Asses s, 2nd ed. Washington, DC:
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49
cons ider the following plac
Educator’s Guide: Resources
of acce ss,
© 2014 Keyboarding Without Tears™ • Coffee shop
• Technology lab
• Copy centers
• School library
Remediation Tips
More Before the Keyboard
For a number of reasons, teachers, parents, and occupational therapists choose to teach children
keyboarding in place of handwriting. If you suspect a child may benefit from keyboarding, don’t delay the
introduction of the skill until they are older. Two important things that you can teach children include visual
location skills and target practice. Teaching these skills early on will help children of all abilities build speed
and fluency. Remember to save keyboarding games until your children have had an adequate introduction
to the keyboard. It’s also important to remember that not all children with fine motor difficulties will be
successful with keyboarding. If fine motor difficulties are interfering with handwriting and keyboarding,
consider using other means of technology to assist the child with their academic success.

Visual Location Skills: These activities will help children visually locate the keys on a keyboard. Visual
location skills help with speed and fluency later on.

Target Practice: Target practice will train the fingers to quickly locate their position on the board.
This type of practice is the easiest and most developmentally appropriate way to teach a beginner
how to touch type.

50 Educator’s Guide: Resources © 2014 Keyboarding Without Tears™

 Standards
Handwriting & Keyboarding: Standards for the Production &
Presentation of Writing
Both handwriting and keyboarding are skills students need to master and produce effective written work.
These two skills work together in the classroom to create an engaged, balanced, and successful learning
environment. Handwriting is taught in the beginning of elementary school and is mastered toward the
end of the elementary years. Keyboards are increasingly being introduced in the elementary environment,
Keyboarding:
generally in Standards for the
third or fourth grade, Production
with fluency expected & Presentation
in middle of Writing
school. Both handwriting and
keyboarding are essential life-long skills that develop through proper instruction over time.
keyboarding are skills students need to master The milestones for written production start in kindergarten.
With the introduction of the Common Core State Standards, which require children to have “sufficient
written work. These two skills work together are still working on letter recognition and developing the fi
command of a keyboard by fourth grade” along with legible handwriting in earlier grades, schools are
eate an engaged, balanced, and successful learning for effective printing. Computer work should be limited to p
trying to determine what is appropriate by grade level in terms of both writing skills. These two skills
ting is taught in the beginning of elementary school and mouse skills.
rd the endrequire
of thevery differentyears.
elementary forms of instruction.
Keyboards The techniques and timing for teaching them is critical in order
are
oduced intothe
adhere to developmental
elementary environment, appropriate
generallyinstruction
in in the classroom.
Through There are
fine motor numerous research
development, studies
multisensory activities, an
andexpected
with fluency articles that establish
in middle the relation
school. between writing most
Both handwriting and keyboarding (Berninger
children achieve 2009,
printing Goldberg
fluency 2003,
in third grade and cu
Cook 2007).
essential life-long skills that develop through proper in fifth. This is when they develop their personal style that c
middle and high school. Students who start keyboarding by
As a rule, research states that learning how to write by will hand develop
before fluency by sixth
keyboarding is a grade.
necessary motor
of the Common
exerciseCore
as it State Standards,
helps develop whichcoordination
eye-hand require motor skills (Saperstein 2012, James 2006 and 2012,
Berninger 2012). Handwriting is a foundation skill that Once
cient command of a keyboard by fourth grade” needs students developfirst
to be developed fluency withinfluence
and will print and personalizati
ndwriting students’
in earlierreading,
grades, writing,
schools language
are tryinguse, with cursive
to and critical thinking. handwriting,
The milestones combine
for written keyboarding
production start with letter-r
propriate inbykindergarten.
grade level inPre-Ktermsstudents are still working on letter recognition and developing the fine motor skillsgrade
of both writing skills. and hand-eye coordination. Activities in third for or high
developmentally appropriate skill that helps reinforce classr
effective printing. Computer work should be limited to pre-keyboarding and mouse skills.
e very different forms of instruction. The techniques develop fine motor skills.
g them isThrough
critical fine
in order to adhere to developmental
motor development, multisensory activities, and printing practice, most children achieve
n in the classroom. There are numerous research
printing fluency in third grade and cursive fluency in fifth. This is when they develop their personal style that
at establish the relation between writing and
continues into middle and high school. Students who start keyboarding by third grade will develop fluency
er 2009, Goldberg 2003, Cook 2007).
by sixth grade.
ates that learning how to write by hand before
ssary motor exercise as it helps develop eye-hand
Once students
ills (Saperstein 2012, Jamesdevelop 2006fluency
and with
2012,print and personalization and speed with cursive handwriting, combine
dwriting iskeyboarding
a foundation withskill
letter
thatrecognition
needs to be and hand-eye coordination. Activities in third grade or higher provide a
developmentally appropriate skill
ill influence students’ reading, writing, language that helps
use,reinforce classroom learning and develop fine motor skills.

To view the complete set of standards visit: hwtears.com/whyitworks

Where Handwriting & Keyboarding Intersect

Fluency: Print
Printing
Fluency: Personal Style
Fluency: Cursive Print, Cursive, Hybrid
Cursive
Fluency: Keyboarding
Keyboarding

Grades K 1 2 3 4 5 6 7 8+

arding: Standards for Production & Presentation of Writing © 2013 Ha

© 2014 Keyboarding Without Tears™ Educator’s Guide: Resources 51
References
Berninger, Virginia. 2012. “Evidence-based, developmentally appropriate writing skills K to 5: Teaching the
orthographic loop of working memory to write letters so developing writers can spell words and express ideas.”
Paper presented at Handwriting in the 21st Century? An Educational Summit, Washington, DC, January 23,
2012.
Beringer, Virginia, Robert Abbott, Amy Augsburger, and Noelia Gracia. 2009. “Comparison of pen and keyboard
transcription modes in children with and without learning disabilities.” Learning Disability Quarterly 32 (3):
11–18.
Charles Edward Weller. 1918. The Early History of the Typewriter. La Porte, IN: Chase & Shepherd, Printers.
Cook, Charles, and Lindsey Bennett. 2007. “Does using a computer disturb the organization of children’s writing?”
British Journal of Developmental Psychology 25:313–321.
Goldberg, Arnie, Michael Russell, and Abigail Cook. 2003. “The effect of computers on student writing: A meta-
analysis of studies from 1992 to 2002.” Journal of Technology, Learning, and Assessment 2 (1): 3–50.
James, Karin Harman. 2012. “The neural correlates of handwriting and its affect on reading acquisition.” Paper
presented at Handwriting in the 21st Century? An Educational Summit, Washington, DC, January 23, 2012.
James, Karin Harman, and Isabel Gauthier. 2006. “Letter processing automatically recruits a sensory-motor brain
network.” Neuropsychologia 44 (14): 2937–2949.
Larson, Lotta, Teresa Miller, and Mike Ribble. 2009. “5 Considerations for Digital Age Leaders.” Learning & Leading
with Technology Magazine (4): 12-15.
Lenhart, Amanda, and Kirsten Purcell, Aaron Smith, and Kathryn Zickuhr. “Social Media and Young Adults.”February
3, 2010. Pew Research Survey. http://www.pewinternet.org/2010/02/03/social-media-and-young-adults/

Microsoft. 2011. “Fostering Digital Citizenship.” Visual whitepaper. http://go.microsoft.com/?linkid=9781980

Ribble, Mike. 2011. Digital Citizenship in Schools, 2nd ed. Washington, DC: International Society for Technology
of Education.
Saperstein Associates. 2012. “Handwriting in the 21st Century? Research Shows Why Handwriting Belongs in
Today’s Classroom: A Summary of Research Presented at Handwriting in the 21st Century? An Educational
Summit.” http://sapersteinassociates.com/data/2_29_HW_Summit_White_Paper_eVersion.pdf

52 Educator’s Guide: Resources © 2014 Keyboarding Without Tears™

301.263.2700 | www.kwtears.com