Digital Literacy

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Type:Application Exercise

Estimated Time:60 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: Problem-solving, Questioning, Research, Word Processing Software


Primary Objectives:

  • Student creates a document using word processing software.
  • Student practices typing using word processing software.
  • tudent uses bullets in a word processing document.
  • Student formats text style.

Secondary Objectives:

  • Student writes interview questions.
  • Student takes notes from an interview.
  • Student contributes to their community.

Subjects:

Audience Definition 

Information Technology > Digital Communications > Audience Definition 

Awareness of / Adjust For

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

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Communication to Others

Information Technology > Student Use > Communication to Others

Communication to Others 

Information Technology > Student Use > Communication to Others 

Create Communication Products 

Information Technology > Digital Communications > Create Communication Products 

Critical Thinking and Decision Making Process 

Information Technology > Student Use > Critical Thinking and Decision Making Process 

Formulate Questions

Language Arts > Research > Formulate Questions

General

Information Literacy > Student Use - Digital Media > Student Projects/Presentations > General

General Skills

Language Arts > Research > General Skills

General Skills

Information Literacy > Reference and Research > Student Projects/Presentations > General Skills

Interviewing / Interviews

Language Arts > Communication > Speaking Strategies / Presentations > Interviewing / Interviews

Interviews

Information Literacy > Reference and Research > Reference Tools > Interviews

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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Standards:

S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.
S.6.d Students publish or present content that customizes the message and medium for their intended audiences.
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.4.4 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.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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.5.4 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.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
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