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Task 1- Using The Snipping Tool


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Task 2- Creating Files and Folders


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Task 3- Using and Sending CWI Email


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Task 4- Using Word Online


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Tiffany Rydalch

Professor Scott Straub

Intro to Technology

19 June 2019

MLA Formatting

MLA is a certain format for essay. This allows others to read it easy and also helps when

teachers are grading. There are a few basics when setting up a MLA paper. Your header should

be in the top left corner with your name, professors name, course, and date. In the top right

corner should be your page number. Then a title in the centered in the middle. The entire paper

should be double spaced with one-inch margins. You should not add any additional spaces.

Lastly left justify your paper.


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Task 6- Creating Class Documents in Word


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Task 7- Creating Class Documents in Word

Book and Bite

 Free Lunch
 Free Book
 Read aloud
 Stem Activity
 Raffles
For 8 Weeks this summer on Wednesdays Ages 5-17
by Unknown Author is licensed under
This will help to reduce summer learning loss through interactive activities
For more information contact Tiffany Rydalch at tiffanyrydalch@my.cwi..edu or 208-736-5648
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Task 8- Creating Class Documents in Word

Second Grade is going to the Second Grade is going to the


Boise Zoo! Boise Zoo!
This is their end of the year This is their end of the year
celebration! celebration!
Date: May 24, 20019 Date: May 24, 20019
We will leave school at 8:30 We will leave school at 8:30
and arrive back at 2:30 and arrive back at 2:30
My My
son/daughter_____________ son/daughter_____________
___________ may attend ___________ may attend
Parent signature Parent signature
________________________ ________________________
________ ________
Yes _______ I would like to Yes _______ I would like to
volunteer volunteer
No _______ I would not like No _______ I would not like
to volunteer to volunteer
Thank You! Tiffany Rydalch Thank You! Tiffany Rydalch
tiffanyrydalch@my.cwi.edu tiffanyrydalch@my.cwi.edu
208-736-5648 208-736-5648
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Task 9- Creating Class Documents in Word

Monday April 15-Friday April 19


For Questions Contact Tiffany Rydalch at tiffanyrydalch@my.cwi.edu or

208-736-5436

Monday Tuesday Wednesday Thursday Friday

ELA 8:15-9:30 8:15-9:30 8:15-9:30 8:15-9:30 8:15-9:30

Math 9:35-10:45 9:35-10:45 9:35-10:45 9:35-10:45 9:35-10:45

History 11:30-12:30 11:30-12:30

Science 11:30-12:30 11:30-12:30 11:30-12:30

Reading 12:45-2:00 12:45-2:00 12:45-2:00 12:45-2:00 12:45-2:00


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Task 10- Creating a Lesson Plan in Word

Lesson Plan

Teacher(s): Mrs. Rydalch


Date: 3/17/2019

Time needed 40 minutes


Subject / grade level: Math First Grade
Materials: Picture Cards, Pencil, addition and subtraction sheet, Units of 10, Units of 1
State Standards: CCSS.MATH.CONTENT.1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking

apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown

number to represent the problem.1


Lesson objective(s):

 Students will be able to answer a word problem using subtraction and addition within 20 and turn it in showing the strategy they used to solve it. S

Differentiation/Accommodation strategies to meet diverse learner needs:

 Autistic student with little independent language skills but has great number sense.
 As we are practicing whole group to solve problems, I am asking the class questions. For example, are we going to compose or decompose? This
student is given picture cards to hold up when called on. They can also be given a white board to write on and then hold up.
 This allows the learner to be involved and shows the teacher their understanding of the lesson. By giving them tools to participate.

ENGAGEMENT

 The teacher will capture the student’s interest by giving fun word problems. For example, using candy, cookies, or students from the class in the word
problems given.
 They should ask themselves questions like the ones the teacher asked while solving the problem. For example, after reading the problem they might
ask themselves “Am I going to compose or decompose?” This helps them solve the problem systematically like when it was done whole group.

EXPLORATION

 Students will use units of one and units of ten to solve problems on their own and they will use their minds and word that give clues to know rather to
compose or decompose.

EXPLANATION

 After the teacher reads the story problem, they will go through the process with students systematically looking for key words to help us know how to
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solve it.
Questions:

Are we going to compose (put together) or decompose (take apart)?

What numbers are we going to use?

What number will be the one we are taking from?

How do we know?

ELABORATION

 We will go over vocabulary words at the beginning of the lesson. So that we can use them in the lesson. Words: Compose, decompose, unit of one,
and unit of ten. This will connect because they are more sophisticated words that mean the same as add or subtract and the definition of them help
the student’s use critical thinking.
 Composing and decomposing will be used for the rest of our lives. For example, at the store.

EVALUATION

 Students will demonstrate understanding by solving two-word problems, one of each on paper and turning it in.

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