Digital Literacy

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grades:4-5

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Digital Audio, Digital Video, Literary Elements, Reading


Primary Objectives:

  • Student uses digital video.
  • Student recognizes and uses the symbols of technology.
  • Seconary: Student compares a print version of a story to a video version of the same story.

Secondary Objectives:

  • Student understands literary elements such as setting, characterization, plot, and theme.
  • Student gains familiarity with the role of author (print) and director (video).

Subjects:

Answer Qs Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Answer Qs Fiction

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Compare Movie to Book / Print to Non Print / Fiction

Language Arts > Reading / Literature > Analysis / Critique > Compare Print to Non-Print Material > Compare Movie to Book / Print to Non Print / Fiction

Description

Language Arts > Writing > Describe > Description

Empathy

Language Arts > Life Skills Daily Life > Appreciate Diversity > Empathy

English Language Arts 

Technology Education > Information Technology > Connects to Other Disciplines > English Language Arts 

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

Fiction

Language Arts > Reading / Literature > Graphic Organizers > Creating / Interpreting > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Reading Strategies > Fiction

Fiction

Language Arts > Reading / Literature > Literary Elements > Character > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Supporting Details > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Main Idea > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > General Comprehension > Fiction

Fiction

Language Arts > Reading > Concepts of Print > Identify Author / Illustrator / Title > Fiction

Fiction

Language Arts > Reading / Literature > Literary Elements > Setting / Time Frame > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Word Study > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Context Clues > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Cultural / Multicultural > Fiction

Fonts / Graphics Symbols

Language Arts > Computer Literacy Skills > Personal Use > Fonts / Graphics Symbols

Form Opinion Orally or in Writing

Language Arts > Reading / Literature > Comprehension / Analysis > Respond Fiction > Form Opinion Orally or in Writing

Grammar Usage

Language Arts > Writing > Writing Process - Revision Editing > Grammar Usage

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Literature

Language Arts > Reading / Literature > Analysis / Critique > Literature

Models and Simulations 

Technology Education > Information Technology > Student Use > Models and Simulations 

Nonfiction

Language Arts > Writing > Topic Development > Organization > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Compare / Contrast > Nonfiction

Nonfiction

Language Arts > Writing > Vocabulary > Word Choice > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Topic Sentence > Nonfiction

Nonfiction

Language Arts > Writing > Compare / Contrast > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Supporting Details > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Conclusion > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Introduction > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Main Idea > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Paragraph Development > Nonfiction

Not Genre Specific

Language Arts > Writing > General Skills > Not Genre Specific

Novels / Short Stories / Fiction

Language Arts > Reading / Literature > Genre > Reads A Variety of > Novels / Short Stories / Fiction

Output Devices: Monitor, Printer, etc 

Technology Education > Information Technology > Basic Operations and Concepts > Output Devices: Monitor, Printer, etc 

Plot

Language Arts > Reading / Literature > Literary Elements > Plot

Spelling Caps Punctuation

Language Arts > Writing > Writing Process - Revision Editing > Mechanics > Spelling Caps Punctuation

Strategies

Language Arts > Writing > Writing Process > General > Strategies

TV / Film

Language Arts > Communication > Media Literacy / Viewing > TV / Film

Theme

Language Arts > Reading / Literature > Literary Elements > Theme

Thesis Statement

Language Arts > Writing > Topic Development > Thesis Statement
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
ELA-Literacy.L.4.3a Choose words and phrases to convey ideas precisely.
ELA-Literacy.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense.
ELA-Literacy.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
ELA-Literacy.RF.4.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA-Literacy.RF.5.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELA-Literacy.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.
ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
ELA-Literacy.W.4.9a Apply grade 4 reading standards to literature (e.g., ''Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].'').
ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.5.2e Provide a concluding statement or section related to the information or explanation presented.
ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
ELA-Literacy.W.5.9a Apply grade 5 reading standards to literature (e.g., ''Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]'').
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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