Tackling Your K-2 Writing TEKS
With Technology
Presented By:
Vickie McQueen
Kindergarten Teacher – Denton I.S.D
and
Lisa Syler
Technology Integration Specialist – ESC XI
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
Writing/spelling/penmanship. The student develops the foundations of writing. The student is expected to:
write his/her own name and
other important words (K-1)
K.14.A
1.17.A
TA TEKS: 2.A,C,D,E
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write each letter of the
alphabet, both capital and
lowercase (K)
K.14.B
TA TEKS: 2.A,C,D,E
5.A,B 7.A,B
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AlphaSmart – word wall, write the room; students work in pairs where
one calls out the word and the other one types the word
Word Processing – type word wall words in a list and have students
change font name, size, and color for each word
Large keyboard template – student “types” word wall word during
calendar time or word wall activities
Word Processing – fill in the blank of missing word wall words
(songs and poems)
Digital Camera – take a picture of each student then students can match
names to pictures
AlphaSmart – first AlphaSmart lesson, learn how to use the Shift key
(see AlphaSmart keyboard template); write word wall words that
include students’ names and use Shift key
Document Camera – place AlphaSmart or computer keyboard under
Document Camera to show where the keys are located; teach
handwriting using DC
Video Streaming – numerous United Streaming videos covering
alphabet
Keyboard template – play Bingo using upper and lowercase letters
with paper templates
Web resources
o Big Comfy Couch: Letter Match
http://www.bigcomfycouch.us/games.html
o Starfall.com: ABC’s
http://www.starfall.com
CPS – Which one matches? Two pairs of letters upper/lower
KidPix – stamp letters in ABC order
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Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
phonological knowledge to
map sounds to letters to
write messages (K-1);
K.14.C
1.17.C
TA TEKS:
2.A,C,D,E
7.A,B 8.B
10.A,B 11.A
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write messages that move
left-to-right and top-tobottom on the page (K-1)
K.14.D
1.17.D
TA TEKS: 2.C,D,E
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Word Processing – Initial consonants table with clipart
KidPix – letter templates and stamp pictures of initial consonants;
Students will draw a picture at the end of a unit of study of what they
have learned and then write a sentence describing their picture.
(dinosaur)
AlphaSmart or Word Processing – compose sentences using word wall
words and picture cards with or without proper spelling (one side with
other without) (Be sure to turn off Check Spelling and Grammar as you
type.)
Kidspiration – Students select images and place into proper
SuperGrouper categories, switch to write mode and write a sentence
about the word.
Word Processing or AlphaSmart – make picture/word cards for
students to use to write high frequency word sentences
Writing/composition. The student composes original texts. The student is expected to:
dictate messages such as
news and stories for others
to write (K-1);
K.15.A
1.18.A
TA TEKS:
1.B 2.D 7.A,B 9.B
10.A,B 11.A,B
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PowerPoint - Create a class book sequencing events using digital
pictures, teacher writes what students dictate
o Print slides and bind for literacy center
o Print handouts 6 per page, cut and bind/staple for each
student
KidPix – Students paint picture, student dictates or write story about
picture
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Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
write labels, notes, and
captions for illustrations,
possessions, charts, centers
(K-1);
K.15.B
1.18.B
TA TEKS: 1.B 2.C,D,E
7.A,B
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write to record ideas and
reflections (K-3);
K.15.C
1.18.C
2.14.A
TA TEKS: 1.B 2.C,D,E
7.A,B 8.B 11.B
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generate ideas before
writing on self-selected &
assigned topics (K-1) & use
prewriting techniques such
as drawing & listing key
thoughts. (2-3)
K.15.D,E
1.19.A,B
2.18.A
TA TEKS: 7.A,B
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Word Processing – research/theme book (see K.15.C, F; 1.18.C, 1.19.E;
2.14.A, 2.18.E)
KidPix – label parts (have a word list prepared ahead of time)
Word Processing – journal, theme/research book
Students research an animal from web and print resources and fill
in information and pictures to create a multiple page book.
 AlphaSmart - journal
 KidPix - Students will draw a picture at the end of a unit of study of
what they have learned and then write a sentence describing their
picture. (See K.16.B; 1.23.B; 2.20.B)
 Kidspiration – Story Web
Web – publish student work on the web
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Kidspiration – templates give ideas and help organize ideas.
Digital microscope or document camera zoomed in to show details
of writing topic (snail, seed, flower, lady bug, ant, tarantula, etc.)
Digital Camera – take picture of creation/building students have made,
write about the creation/building
Page 4 of 14
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
use available technology to
compose text (K-3)
K.15.F
1.19.E
2.18.E
TA TEKS: 8.B 11.A,B
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Page 5 of 14
Word Processing, Kidspiration, AlphaSmart,
PowerPoint, KidPix – Students researched ocean animal using
Internet resources and printed material then wrote a paragraph
about specific topic and illustrated each topic using KP. KidPix
drawings were exported as JPG files and inserted on slides. The
presentation was created in Power Point and printed six slides per
page and bound to create a mini book. Students gave oral reports to
classmates and parents using their PowerPoint presentation.
Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:
Record/write or dictate
questions for investigating
(K-1)
K.16.A
1.23.A
2.20.A
TA TEKS: 7.A,B
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Kidspiration – graphic organizer; science fair scientific process
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
record or dictate his/her own
knowledge of a topic in
various ways such as by
drawing pictures, making
lists, and showing
connections among ideas
(K-3)
K.16.B
1.23.B
2.20.B
TA TEKS: 7.A,B 8.B
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use word and letter spacing
and margins to make
messages readable (1-2)
1.17.F
2.15.B
TA TEKS: 2.E
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use basic capitalization and 
punctuation such as
capitalizing names and first
letters in sentences, using
periods, question marks, and
exclamation points (1-2)
1.17.G
2.15.B
TA TEKS: 2.D
KidPix - Students draw a picture at the end of a unit of study of
what they have learned and then write a sentence describing their
picture.
Word Processing – theme/research books (see K.15.C, F; 1.18.C,
1.19.E; 2.14.A, 2.18.E)
Kidspiration – Use SuperGrouper or Venn Diagram to have students
compare attributes
Kidspiration – Create a story web to show connections among ideas
Document Camera – use document camera for students to see how
they will write in their journal
Word Processing or AlphaSmart – Correct sentences that have been
already typed. Fix That Sentence activity has sentences prepared
for correction of capitalization, puctuation and sight words.
Students may change fonts and colors when complete.
Page 6 of 14
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
Page 7 of 14
Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is
expected to:
write to communicate with a 
variety of audiences (1-3)
1.18.E
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2.14.C
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TA TEKS: 1.B 2.D, E 7.B
9.B 10.B
write in different forms for
different purposes such as
lists to record, letters to
invite or thank, and stories
or poems to entertain (1-3)
1.18.F
2.14.D
TA TEKS: 1.B 2.C,D,E
7.B 8.A 10.A,B
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PowerPoint – slide show of findings from research or pages of story
(see K.15.C, F; 1.18.C, 1.19.E; 2.14.A, 2.18.E)
Word Processing – class book, individual book
Word Processing – Who Am I?
Students start with a Who Am I? template that contains
exaggerated or silly information describing themselves. Students
will change the incorrect information to describe themselves and
change text formatting and colors. The second page will have a
digital picture of the student and their name. This is a great activity
to have at the beginning of school or out in the hall for an open
house activity.
KidPix – write poems or stories, use pictures & stamps to illustrate
Word Processing – Create a speech bubble for characters from a
book, ex. The Ant Bully by John Nickle
Digital Camera – take picture of class, write note, invitation
Writing/writing processes. The student selects and uses writing processes to compose original text. The student is
expected to:
develop drafts (1-3)
1.19.C
2.18.B
TA TEKS: 1.B 2.A,C,D,E
8.B
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Kidspiration – Use concept map, story web to organize ideas,
switch to writing mode and write sentences
Word Processing – complete story started with Kidspiration
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
revise selected drafts for
varied purposes, including
to achieve a sense of
audience, precise word
choices, and vivid images
(1-3) & edit for appropriate
grammar, spelling,
punctuation, and features of
polished writings (2-3)
1.19.D
2.18.C,D
TA TEKS: 1.B 2.A,C,D,E
5.B
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Word Processing – complete story started with Kidspiration
Web – Use on-line dictionary
o Enchanted Learning’s Little Explorers English Picture
Dictionary
http://www.enchantedlearning.com/Dictionary.html
o Mirriam-Webster’s Word Central Student Dictionary
http://www.wordcentral.com/
Word Processing – Use spelling and grammar feature. Teach students to
right-click on red or green squiggly in Word.
Writing/spelling. The student spells proficiently. The student is expected to:
write with more proficient

spelling of regularly spelled
patterns such as consonant- 
vowel-consonant (CVC)
(hop), consonant-vowelconsonant-silent e (CVCe)
(hope), and one-syllable
words with blends (drop) (13)
1.20.A
2.16.B
TA TEKS: 2.C,D,E 7.B
8.A,B
AlphaSmart – Teacher calls out words, students spell the words or
students work in pairs each calling out a word for the other to type.
CPS – Choose correct spelling. Which word follows the rule?
Page 8 of 14
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
write with more proficient
spelling of inflectional
endings such as plurals and
verb tenses (1-2)
1.20.B
2.16.C
TA TEKS: 2.C,D,E 7.B
8.A,B
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spell single syllable words
that have r-controlled
vowels such as in burn or
star; that have the final
consonants f, l, and s such
as in miss or doll; and that
have ck as the final
consonants such as in buck
(1)
1.20.C
TA TEKS: 2.C,D,E 7.B
8.A,B
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Word Processing or AlphaSmart – Correct sentences that have already
been typed. (See 1.17.G; 2.15.B)
CPS – Choose word with correct ending
Web - The Plural Girls at Fun Brain
http://www.funbrain.com/plurals/index.html
Word Processing or AlphaSmart – Correct sentences that have already
been typed. (See 1.17.G; 2.15.B)
CPS – Choose word with correct ending
Kidspiration – Use SuperGrouper tool to create two groups: words
with the sound you want and Other. Students will drag pictures of
words that match into the appropriate group. Switch to the Writing
mode and write a sentence with the word.
Page 9 of 14
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
use resources to find correct 
spellings, synonyms, and
replacement words (1-3)
1.20.D
2.16.A
TA TEKS: 2.A,C,D,E 5.B
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Web – Use on-line dictionary
o Enchanted Learning’s Little Explorers English Picture
Dictionary
http://www.enchantedlearning.com/Dictionary.html
o Mirriam-Webster’s Word Central Student Dictionary
http://www.wordcentral.com/
Word Processing – Use spelling and grammar feature. Teach students to
right-click on red or green squiggly in Word.
use conventional spelling of 
familiar words in final drafts
(1)
1.20.E
TA TEKS: 2.C,D,E
Word Processing – Use spelling and grammar feature. Teach students to
right-click on red or green squiggly in Word.
o Turn off/on Check Spelling and Grammar as you type depending
if you want the red and green squiggly lines to appear.
In Microsoft Word:
 Tools, Options, Spelling & Grammar tab
 Check/uncheck Check spelling as you type
 Check/uncheck Check grammar as you type
 OK
o Turn off/on capitalization of first letter of a sentence:
 Tools, AutoCorrect Options
 Check/uncheck: Capitalize first letter of sentence
Page 10 of 14
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
Page 11 of 14
Writing/grammar/usage. The student composes meaningful texts by applying knowledge of grammar and usage. The
student is expected to:
use nouns and verbs in
sentences (1)
1.21.A
TA TEKS: 2.C,D,E
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Word Processing – Terrific Sentences (see 2.17.C)
Web – The Grammar Gorillas at FunBrain
http://www.funbrain.com/grammar/index.html
compose complete
sentences in written texts
and use the appropriate end
punctuation (1-2)
1.21.B
2.17.B
TA TEKS: 2.C,D,E 8.B
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CPS – Which sentence uses appropriate ending punctuation?
Web – First Grade Sentences
http://www.northcanton.sparcc.org/~greentown/quiz/1st1020c.htm
Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to:
identify the most effective

features of a piece of writing
using criteria generated by

the teacher and class and
respond constructively to
others’ writing (1-3);
1.22.A,B
2.19.A,B
TA TEKS: 8.A,B 9.A
Document Camera - students read writing pieces to find correctly
written texts
CPS – give samples and choose which piece was written correctly
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
Page 12 of 14
Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written
language such as capitalization and penmanship to communicate clearly. The student is expected to:
use more complex
capitalization and
punctuation with increasing
accuracy such as proper
nouns, abbreviations,
commas, apostrophes, and
quotation marks (2)
2.15.D
TA TEKS: 2.A.C.D,E
9.A
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Word Processing, AlphaSmart – Start with basic sentences and add
multiple elaborations.
Word Processing – Use spelling and grammar feature. Teach students to
right-click on red or green squiggly in Word.
Word Processing, AlphaSmart – Start with basic sentences and add
capitalization and punctuation.
Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The student
is expected to:
compose sentences with
interesting, elaborated
subjects (2-3)
2.17.C
TA TEKS: 2.A,C,D,E
10.A,B
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Word Processing, AlphaSmart – Start with basic sentence and add
multiple elaborations.
Word Processing, Digital Camera – Terrific Sentences, students
write an elaborated sentence, take a picture with the digital camera
acting out the sentence, use word processor to type and change
fonts. Students will format the different parts of speech with
different font styles and colors. Create a legend below the terrific
sentence.
Word Processing, AlphaSmart – Start with basic sentence and add
multiple elaborations.
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
edit writing toward standard
grammar and usage,
including subject-verb
agreement; pronoun
agreement, including
pronouns that agree in
number; and appropriate
verb tenses, including to be,
in final drafts (2-3).
2.17.D
TA TEKS: 2.E 5.B
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Page 13 of 14
Word Processing, AlphaSmart – Start with basic sentence and add
multiple elaborations.
CPS – which sentence has correct usage?
Web – 2Bee or NotTooBee at FunBrain
http://www.funbrain.com/verb/index.html
Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The
student is expected to:
demonstrate understanding
of language use and spelling
by bringing selected pieces
frequently to final form and
"publishing" them for
audiences (2-3)
2.18.F
TA TEKS: 1.B 11.A,B
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Word Processing, AlphaSmart, KP
Web – publish student work on the web
Example: Kid’s Space
http://www.kids-space.org/
Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to:
use published pieces as
models for writing (2-3)
2.19.D
TA TEKS: 2.A,C,D,E 7.B
9.B
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Document Camera – put student work under document camera for
shared writing and class discussion
Digital Camera – student/class made books
Word Processing, PP
Tackling Your K-2 Writing TEKS with Technology – TSRA November 2005
Vickie McQueen, Denton I.S.D. Kindergarten Teacher and Lisa Syler, ESC XI Technology Integration Specialist
review a collection of
his/her own written work to
monitor growth as a writer
(2-3)
2.19.E
TA TEKS: 11.B 12.A,B
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Page 14 of 14
Web – publish student work on the web
Example: Kid’s Space
http://www.kids-space.org/
Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:
take simple notes from
relevant sources such as
classroom guests,
information books, and
media sources (2-3);
2.20.C
TA TEKS: 5.A,B 8.A,B
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Kidspiration – organize notes on story map, switch to writing mode
& write summary of information
Web – research information from web sources
compile notes into outlines,
reports, summaries, or other
written efforts using
available technology (2-3).
2.20.D
TA TEKS 10.A,B 11.A,B
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Kidspiration – Story Web, Venn Diagram
Word Processing
PowerPoint – slide show for presentation