Computer Skills for Little Kids by Teacher Superstore

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Ready-Ed

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Publications

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 415 8 Page 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Introduction

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Getting to Know the Computer

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8 10 11 12 13 14 15 16 18 19 21 23 24 25 26 27 28 29

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Teachers’ Notes Parts of a Computer 1 Parts of a Computer 2 Computer Terms Word Processing Icons Design Your Own Icons My Computer Keyboard Printing a Document Saving a Document Changing the Font: Style & Size The Wingdings Code Cut and Paste Spell Check Activity Thesaurus Activity Screen Savers 1 Screen Savers 2 My Computer Skills Checklist

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32 33 33 34 35 36 37 38 39 40 41

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Teachers’ Notes Internet Terms Meanings Using Internet Icons Internet Research Sheet About E-mails E-mail Activity Sending an E-mail Write your own E-mail Net Surfer Licence Computer Icon Game

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Introduction Many of the activities in this book have been designed for students aged 6, 7 and 8 years, however the book can be used by any computer learner. The activities can be completed individually or, particularly for early learners, as a whole class or large group activity. Most teachers know how to use a computer (or at least know how to turn one on) but they aren’t always sure how to teach children to use one. With this book, I hope to make the task a little easier. Many of the activities don’t involve using a computer, but are designed to reinforce the skills needed on the computer. Once children are familiar with an activity, develop related independent activities that children can choose to do, by enlarging them and putting them on card. Keep these near the computer for reference.

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When teaching a skill, ensure the children are able to see the computer and keyboard (or relevant OHT/chart). Demonstrate the actual skill. Some children will pick it up on their own, others will need lots of practise and reminders. I’ve always found it very effective to have the children help one another to reinforce a taught skill. Never put children at their computer stations until after a skill has been demonstrated as children tend to become distracted when in front of a computer.

If you only have access to a few computers, show a skill and give children time to learn and practise it. If you want children to learn how to make capital letters, for example, show them how to use the shift key. Let them practise with it, perhaps by typing their name or starting a sentence with a capital letter.

One way to organise children’s access to a computer is to include word processing as part of your language program. Allow each child 15/20 minutes each to write on a computer.

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= working with teacher

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Group C Group C

Group A Whole class Language Experience activity.

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Group A - Writing with teacher every day. Group B Group C Group B Group C Group C Group C

= writing independently, e.g. on Monday half of Group C would write stories on the computer and the other half would write in their books. On the Wednesday groups would swap around.

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Group A, in this example, are emergent writers. By timetabling them on a Friday there is no group working specifically with the teacher and so he/she can be on hand if assistance is required. It works quite effectively for these children to have a helper, who they can turn to for assistance. Draw up and display a computer timetable so that the children know which day they are on. To stimulate children’s writing on the computer and to prevent the usual ‘I went to the shop’ stories, display a picture by the computer that the children can write about. This might include a clip-art picture, a cartoon or an illustration from a book. You will be amazed at the variety of stories that evolve from the same picture.

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If your school has a computer learning centre or computer lab, put the children into small groups of 2 or 3 (depending on computer numbers) of mixed ability, for example, a confident computer user with someone who is not so confident. Label each computer station ‘A’, ‘B’, ‘C’ and so on and assign each group to a computer station. Have a list on display so children know which station is theirs every time they come to the learning centre. It makes it easier to retrieve saved work and makes for smooth movement when children move from the mat or desks to the computers.

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Use a vivid marker or highlighter pen to write the lower case letter onto the computer keys so that children can see both versions of a letter.

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When introducing a CD-ROM or floppy disk, stress the importance of caring for them by holding them correctly and keeping them in their boxes. Remind the children that CD-ROMs can be broken and show them the right way to load both CDs and disks. Make the rule that “if a disk isn’t going in - don’t force it, but check to see if it is being inserted correctly”. Keep a catalogue of CD-ROMs and disks you have and display this where the children can see it.

Make activity sheets which help encourage children to discover specific information about a CDROM or disk program.

Some adventurous teachers may wish to brave the Internet and construct a class or school home page, but are unsure where to start. There are a variety of websites that will help you create your own home page. The instructions are very simple and most sites generally have a tutorial to help you that are easy to follow.

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www.riverland.net.au/text/hphints.htm

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Information and Communications Technology (ICT) in the Australian Curriculum Technological Area: Information and Communication Technology Objectives

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Knowledge and Understanding

Students should develop an understanding of the use and operation of technologies:

Level 2 - Students explore and discuss the use and operation of computer technology in everyday use.

Essential Skills

Communication skills - through pictorial representation; use of e-mail. Information skills - presenting information; using information retrieval and processing technologies confidently and competently; devising questions.

Children understand what the icons mean and are able to use them confidently. Children confidently operate on the Internet, use search engines, and send and receive e-mails.

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Level 1 - Students ask questions and offer ideas about the use and operation of everyday computer technology.

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Children explore the basic computer functions and understand what they do, e.g. screen saver, thesaurus, spell checker, cut and paste.

Assessment and Evaluation

Students will demonstrate progress in technological knowledge and understanding through their: ability to investigate increasingly unfamiliar examples of computer technology;

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Physical skills - developing manipulation skills; learning to use tools and equipment correctly, efficiently and safely.

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Work and study skills - developing the skills to operate independently and in small groups.

My Computer Skills Checklist Font Activity Checklist

Net Surfer Licences - Stages 1 and 2.

For a comprehensive Australianbased look at ‘Good Practice and Leadership in the Use of ICT in Schools’ visit this website:

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Specific Learning Outcomes

Children learn to use computer tools and equipment confidently and correctly. Children become confident users of word processing programs.

Children know the correct vocabulary and definitions associated with word processing, the Internet and e-mail. Children are able to explore and use multimedia interactive story screens confidently and competently.

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Progression of skills in this book can be recorded through the completion of:

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Social and co-operative skills - working in small groups; negotiating the allocation of tasks within groups, taking into account the views of others in the group.

increasing accuracy in using computer terminology.

www.edna.edu.au/edna/go/ schooled/schools_kla

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r o e t s Bo r e Getting to Know p ok u S the Computer

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Teachers‛ Notes Parts of a Computer 1- Page 10 Use this sheet to familiarise children with the basic components of the computer. Once they have completed the activity, keep an enlarged version by the computer where children can independently pin the labels to the correct components.

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Parts of a Computer 2- Page 11 Children draw pictures of parts of a computer.

Word Processing - Page 13 Introduce children to the language. They may not need to use some of these commands on a regular basis but it is still important for your class to become familiar with them. Place a chart by the computer as a reference for children to look at.

Printing a Document - Page 18 Children put the instructions in their correct order - File, Print, OK. Saving a Document - Page 19 This activity is to reinforce the steps children need to carry out to save work. Children look at items that can save computer information.

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Computer Terms - Page 12 It is important that children learn the correct terms. Discuss each word and its meaning with the children. When the terms are familiar follow up with the activity.

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Opening a Document - Page 17 Children look at different ways to open a file. This activity reinforces the steps that help children to find work they had previously saved.

Keyboard Shortcuts - Page 20 This activity introduces keyboard shortcuts for opening a file, printing a file, saving a file and undoing an action.

Changing the Font: Style / Size Page 21 This activity will assist in reinforcing the steps needed to change the typeface of the document. Children are required to number the steps in their correct order.

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Design Your Own Icons - Page 15 ‘Icons’ are small pictures which indicate the various functions of the computer. Show the children examples of icons from different programs. The discussion could be expanded to include symbols found around us in everyday life. For example a display of road signs could be created showing the examples children find.

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Introduce the commands to the children and have them design their own icons for the commands shown. A display could be set up to show the many different icons invented. My Computer Keyboard - Page 16 This can be used as a front page for a checklist booklet or as the very first page in an exercise book (to keep all computer work in). The children complete the keyboard by tracing over the letters in the keyboard. They can also complete the key blanks. Page 8

About Fonts - Page 22 To introduce different fonts, get the children to collect examples from magazines and newspapers. The children choose a letter (this could be the first letter of their name) and create their own design of font showing both the upper and lower case letters. Their letter designs could be used to create a large keyboard for display.

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Icons - Page 14 This activity is to help reinforce the basic icons and their functions so they become familiar to the children.

For children to practise with different fonts, they can type their names either in upper or lower case on the computer. Show them how they can highlight the text using the mouse and cursor and change the font. Children then experiment with choosing different fonts - print and paste their choice on the activity sheet.

The Wingdings Code - Page 23 Practise changing fonts. Once the children have tried the activity sheet they can try typing a message on the computer and then changing the text to the Wingdings font. Print and display their messages. Display the Wingdings alphabet so that other children can enjoy decoding their messages.

On the computer get the children to copy a rhyme and print it in its correct order. Then the children practise with ‘cut and paste’ and print the rhyme in an incorrect order.

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Cut and Paste - Page 24 Explain to the children how they can use the computer to sort and change the order of their writing in a word processing program by using ‘cut and paste’. It means they don’t have to write something out many times to get it right. To introduce the idea of how written text can be moved around, get the children to arrange the poem on the activity sheet in its correct order. (This is a simulation of the ‘cut and paste’ facility on the computer.)

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Screen Savers 1 & 2 - Pages 27/28 Screen savers were first created to protect the screen of a computer. You may like to demonstrate how to change a screen saver on the computer. 1. Position the mouse on the desktop. 2. Right click on the mouse. 3. Scroll down to properties. 4. Go to the screen saver tab 5. Click and scroll down on the drop down menu 6. Click preview to show your selection Screen savers are used to prevent static images “burning” into the computer screen. Show the children examples of existing screen savers. Ask the children what they all have in common (they all move). Many screen savers are based on changing geometric patterns (as in a kaleidoscope). If possible, look at how colours and shapes change in a kaleidoscope. Discuss how a screen saver changes over time.

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Example:s

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Spell Check Activity - Page 25 This is a simplified version of the computer spelling checker tool. It shows different examples that may appear on the screen that the children would have to select from. Emphasise to the children that if they have no idea which word is the correct one, then they should stay with the one they wrote (both in this activity and when using the computer). This is particularly important for children who are less able readers, or with more difficult words, as children could end up more confused and with an unreadable text. When introducing the spelling checker tool on the computer go through the steps and make sure the children understand all the commands. Emergent writers should not attempt this activity.

Model an example of a simple screen saver, then have children design their own geometric screen saver and screen saver story.

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My Computer Skills Checklist - Page 29 Children tick the appropriate boxes as they become confident and competent in each skill.

Thesaurus Activity - Page 26 This is a simple way to introduce the computer thesaurus. It encourages children to try to think of alternatives to common words they use. It could be used as an extension activity by having children compile lists of alternatives to other common words, e.g. like, look.

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Parts of a Computer 1

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Use the terms below to label the computer parts. monitor hard drive keyboard speakers on/off button mouse printer

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. t o Writee a brief description of what each part does. c . che e Monitor ___________________________________________________ r o t r s super Hard drive ________________________________________________ Keyboard__________________________________________________ Speakers __________________________________________________ On/Off button _____________________________________________ Mouse ____________________________________________________ Printer ___________________________________________________ Page 10

Parts of a Computer 2

r o e t s Bo r e p ok u S mouse

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Draw pictures of parts of a computer below.

cursor

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. teCD monitor o c . che e What can you do on a computer? r o t r s super

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Computer Terms Draw a line to match the computer term with its meaning. Meaning r o e t s Bo r e p You use this to point ok and click. u S

Computer terms

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hard drive

It shows you where you are on the computer screen.

mouse

Information not stored on your computer can be kept here.

click

computer screen.

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Information that is kept on the computer is kept here.

double-click

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cursor

tool bar

scroll

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Pressing the button on the mouse once. Pressing the mouse button twice. A set of icons on the top of a computer screen.

Word Processing Another name for a font is typeface. Match up the terms that can be applied to a typeface. upper case bold

lower case italic

underline highlight

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abc

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r o e t s Bo r e p ok _______________ Abc _______________ u S

Abc

_______________

ABC

_______________

Abc

_______________

Abc

_______________

Paste next to the correct word processing command below.

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cut

delete

paste

font

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save

remove

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edit

Word Processing Commands

insert

take out

keep

check

typeface Page 13

Icons An icon is a symbol that represents something. Most computer programs use icons to stand for a command. Look at the icons below and write the command it stands for.

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save

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o c . cheCommands e r o t r s super cut

bold

new document

copy

italic

open file

paste

underline

print preview

spelling & grammar

Design Your Own Icons You will have already found out what icons are and how they are used. Design some new icons to fit the commands below.

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draw

r o e t s Bo r e p o u k save S

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S _ _ _ _

m Space Bar - (finger spaces) . u

Z X C V B N M

? /

< ,

> .

I O P

A S D F G H J K L

: ;

Q W E R T Y U

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Caps Lock

T _ _

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Teac hkeyboard. 1. Trace over the upper case letters on the e r 2. Complete the missing letters on the blank keys.

My Computer Keyboard

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{ [

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Shift

E _ _ _ _

Opening a Document Draw the icon for the Open command.

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There is more than one way to open a file

Look at the four steps below explaining how to open a file. Fill in the missing words.

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2. Click __ __ __ __ in the drop down menu.

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1. Click __ __ __ __ on the tool bar.

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3. Click on the __ _ _ _ _ _ _ _ you want to open, e.g. Ben.doc.

the name of a file in step 3 above?

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Printing a Document

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There is more than one way to print a file

Draw the icon for the Print command.

Cut out the commands at the bottom of the page and paste them to show the order you print a document.

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Click 1

OK Page 18

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o c . che e r o t r s super Commands Click 2

File

Click 3

Saving a Document

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Saving a document on a computer is an important step to remember.

Draw the icon for the save command.

Fill in the missing words for the ‘save as‛ procedure below. Click on

Click on

Type

Click on

of the S _ _ _ name document Sns _ _ _ File© ReadyEdPu bl i cat i o as e.g. john.doc •f orr evi ew pur posesonl y•

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All the items below can save computer information. Use the words below to label hard drive flash drive floppy disk CD/DVD

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Circle the items above that you have used. Page 19

Keyboard Shortcuts A shortcut can be a quicker way of doing something. You can use keyboard shortcuts on a computer by holding down the control key and pressing a letter.

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Colour in the control (Ctrl*) key on the keyboard below.

Tab

Caps Lock

Shift

Ctrl *

Q W E R T Y U

I O P

A S D F G H J K L

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Colour in the letters O, P, S and Z in a different colour.

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: ;

} ]

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< > ? N Z X C V B M ,a .i /n © ReadyEdPubl i c t o s

Shift

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Space Bar - (finger spaces)

Keyboard Shortcut

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Action

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Match up the keyboard shortcut with the correct action by drawing a line.

o c . che e r o t r s super Undo an action Print a document

Control S

Open a document

Control Z

Save a document

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Enter

Changing the Font: Style Look at the steps on how to change a font style below. Number them in the correct order from 1-4 Highlight

r o e t s Bo r e p ok u S the text you wish to change by dragging the cursor.

Go to the toolbar

Go to the list of fonts on the tool bar and click on the arrow.

the style of font you like.

Scroll

up and down the list of fonts on the tool bar by clicking the arrow.

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Select

Look at the steps on how to change the font size below.

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Select

Scroll

up and down the list of font sizes on the tool bar by clicking the arrow.

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Number them in the correct order from 1-4

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Highlight

the text you wish to change by dragging the cursor.

the font size you need.

Go to the toolbar

Go to the font sizes on the tool bar and click on the arrow.

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About Fonts There are many different styles of fonts. Another word for font is typeface.

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Collect examples of different fonts from newspapers and magazines. Glue your collection here:

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Select a font you like on the computer and type your name. Print it out and paste it here.

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The Wingdings Code Wingdings is a font used for symbols. Here is a code using Wingdings:

K L r o e t s Bo r e Op P Q R okS u SV W X Y

☺ J

T Z

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Decode the secret message using the code above.

E i c i o s_ _ _ _ _ _© _ Re _ad _y __dPu _b _l _at _n _ •f orr evi ew pur posesonl y• _

_ _ _ _ _

_ _ _

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! !

Use the secret code to write your name:

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Now write your own secret message using the Wingdings code:

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Cut and Paste Cut out the sentences and paste the poem in its correct order on another piece of paper.

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r o e t s Bo r e up beside her,ok And satSdown Along came a spider,

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Little Miss Muffet

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o c . c e herMiss Muffet r And frightened away. o t s super Eating her curds and whey. Page 24

Spell Check Activity Read the story below. The story has spelling mistakes which have been highlighted in bold font.

Ther was an old woman who lived in a sho .

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She had so many chilldrin she didn‛t kno what to do.

She wiiped them all soundly and put them to bed.

Each spelling mistake has a list of possible corrections below. Colour the word you think is the correct spelling.

Them

shoe

There .

shot

kno no

children

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show

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The

child

chilly

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breed

wipe

know

sum

bread

whipped

now

summer

bed

wept Page 25

Thesaurus Activity Some computer programs have a thesaurus. A thesaurus can show you words that have similar meanings, e.g. big has a similar meaning to large and huge. Write the list words in the boxes that are similar to said, nice, went and big.

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pleasant

muttered

cried

walked

enormous

fun

lovely ran

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r o e t s Bo r List Words e p o u wonderful whispered travelled k S shouted well-behaved skipped

large huge

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said nice © ReadyEdPubl i c at i ons •f orr evi ew pur posesonl y•

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Screen Savers 1 Screen savers were first created to protect the screen of a computer. Now we use them just for fun. Choose any geometric shape to create your own screen saver. Repeat the shape to show a changing pattern in the four boxes below. Colour your screen saver sequence.

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In the box below design your own screen saver story starting with the oval shape.

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Look at the example of a screen saver story above.

Screen Savers 2

My Computer Skills Checklist How much have you learnt? Tick off the skills as you achieve each.

I can OPEN a new document.

r o e t s Bo r I can PRINT my e work. p ok u I can EXIT Smy work. I can FIND my work.

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I can SAVE my work.

I can use the spacebar key to make my finger spaces.

I can use the delete key to remove mistakes.

I can use the shift key to make capital letters. © Rea dyEdPubl i cat i ons > I can use the . key to make full stops.

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I can change the Font size. I can make the font BOLD.

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I can change the Font style.

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I can use spellchecker. I can use the thesaurus. I know what a screen saver is. Page 29

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r o e t s Bo r e Using the p ok u S Internet

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Teachers‛ Notes Internet Terms - Page 33 This activity is to help ensure the children are familiar with terms related to the Internet, what they do and what they mean. Using Internet Icons - Page 34 This activity is to familiarise children with the icons and commands before using the Internet.

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Write Your Own E-mail - Page 39 Create an e-mail simulation. Have two boxes in your classroom labelled ‘Read Mail’ and ‘Send’. Create an e-mail address for every child, e.g. Jane@SmithStPS.net. The children use the blank documents to send physical e-mails to staff members or to children from other classes. The e-mails are then posted in the Send box. The teacher then passes the e-mails to the correct recipients. This works well if 2 or 3 classes choose to participate in the activity. E-mails your class receives are placed in the ‘Read Mail’ box for children to collect.

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Internet Research Sheet - Page 35 If children wish to use the Internet to research a topic, this sheet helps focus them on their task. It requires them to state their purpose and show clearly what they will be doing on the Internet. The Research Sheet should always be checked by the teacher making sure an appropriate search engine and keywords have been chosen. Once websites have been located, the children should list these on the sheet for future reference. Large sections of the information and pictures can be printed straight off the computer. If only 1 or 2 sentences are required children should write them down instead of printing them.

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Sending an E-mail - Page 38 Children put the steps in their correct order. 1. Click on Mail 2. Click on New Message 3. Type in e-mail address 4. Type in subject 5. Type your message 6. Click on Send

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E-mail Activity - Page 37 Children put the pieces in their correct places. This reinforces what each part is for. This could be enlarged and displayed in the computer area for children to do as an independent activity.

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About E-mails - Page 36 This activity is to familiarise children with e-mails, e-mail addresses and completing subject area in an e-mail.

Net Surfer Licences - Pages 40 Stage One - Beginners At this stage the children do no searching or changing of websites. They stay at the website the teacher has chosen. The Stage One licence is working towards building up the very basic skills children need to navigate a website. Stage Two As the children become more confident and capable they will learn the skills listed at Stage Two. Both licences could take a few years to be completed. Remember children should be supervised by an adult at all times whilst using the Internet.

Internet Terms Match these internet terms with their meanings: keywords

download

e-mail

website

search engine r o e t s B r e oo homepage server p u k S Terms Meanings

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surfing the net

Click 1

A company that provides Internet services.

Click 1

Electronic mail - a way to send messages on the Internet.

Click 1

Copying information from the Internet to your computer.

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Click 1

Your website address.

Click 1

A series of words which help narrow down a search.

Click 1

Browsing through a worldwide library of information.

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o c . An address which searches for other addresses e Click 1 c her relating to a question or r a series of words. o t s super

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Using Internet Icons The tool bar on an internet browser displays icons on it. Look at the icons on this page and write the command it stands for. Explain what happens when you click on it.

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Click 1

stop

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back home mail r o e t s B r COMMANDS e forward search o print p ok u S

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Click 1

o c . Click 1 che e r o t r s super Click 1 Click 1

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Internet Research Sheet You may want to use the internet to find out lots of information. Choose a topic and use this sheet to help you. My topic is: ______________________________________

r o e t s Bo r e p ok ______________________________________________ u S ______________________________________________

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What I hope to find out about: ________________________

______________________________________________

The search engine I will be using is: ____________________

Key words I will use for my search: ____________________

Websites I have found relating to my topic:

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______________________________________________

. te o ______________________________________________ c . che e r o Information I gatheredr on the internet: t s super ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Page 35

About E-mails

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The term ‘e-mail‛ stands for ‘electronic mail‛. By using e-mail you can contact people all over the world quickly and cheaply. Look at the e-mail below.

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This is where you type the e-mail address of the person you are sending your message to.

If you want to send copies of the message to other people, type their e-mail address in this box. Type in what the e-mail is about or who it is from.

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Write 5 subjects you could send e-mails about. Write the name of the person or company you might send your e-mails to.

o c . che e r o t r s super Write down 5 e-mail addresses and where you found them, e.g. TV.

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E-mail Activity

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Cut and paste the message below to put the parts of the e-mail in the correct order.

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o c . c e her r Hi, we are Year 2 children from Room 8. o t s super

We are trying to find out what school is like in Japan. What time does school start and finish? How many children are in your class? Are your teachers strict? What sports do you play at school? What kind of work do you do in your class? Do you wear a uniform? tokyoprm@Japansch.com Enquiries from Room 8, South School Page 37

Sending an E-mail Cut out the steps in sending an e-mail at the bottom of this page. Paste the steps in order in the boxes. Use the lines to explain what each command means.

r o e t s Step 1B r e oo p u k S Click 1 Step 2 Click 1

Step 3

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Click 1

Step 5

Click 1

Step 6

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Click 1

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. teSteps in sending an e-mail o c . c e Click 1 h Click 1 r e o Click on type your message t r Send s s uper Click 1

Click on

Mail

Click 1

type in subject Page 38

Click on

Click 1

New message

Click 1

type e-mail address

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Write your own E-mail

________________________________________________________________

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________________________________________________________________ ________________________________________________________________

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________________________________________________________________

o c . ________________________________________________________________ che e r o t r s super ________________________________________________________________ ________________________________________________________________

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Page 39

Net Surfer Licence Stage 1

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I wait for the computer to finish downloading information. I can use the mouse correctly.

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I know how to move up and down the page using

I can read and follow the instructions on the computer screen. I can find my way around the website page.

This licence has been issued to ______________________ Date if issue ______________ Signed __________

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Stage 2

I can use the Internet Research sheet correctly.

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Net Surfer Licence

o c . c e he r I can use the icons to navigate the website,o e.g. t r s sgetp er I can use the Home icon tou back to the server I can choose a search engine, type in keywords and select an appropriate website.

Forward

Back

home page.

I can type and send an e-mail. I can open a new e-mail. This licence has been issued to ______________________ Date if issue ______________ Signed __________

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r o e t s Bo r e p ok u S Computer Icon Game

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Make the icons on the following pages into cards that . tchildren can use to play games like Snap or Memory, the e o c by matching the pictures with the correct words. . c e h r Alternatively make a display of a large computer screen e o t r s s using the icon picturesu onp a toolbar er(set up to look like the classroom computers‛ toolbar).

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Bold

Italic

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r o e t s Bo r e p ok u S

Underline

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Back

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o c . che e r o t r s super Forward

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Home

Mail

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r o e t s Bo r e p ok u S

Stop

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Open

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o c . che e r o t r s super New file

Save

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Cut

Copy

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r o e t s Bo r e p ok u S

Paste

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Minimise Maximise

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Print Preview

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r o e t s Bo r e p ok u S

Spelling

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Favourites

Attach

Send

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r o e t s Bo r e p ok u S

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o c . che e r o t r s super

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r o e t s Bo r e p ok u S

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o c . che e r o t r s super

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r o e t s Bo r e p ok u S

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