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: Audience Culture, Email Software, Language Arts, Letters, Social Studies


Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

Answer Qs Nonfiction

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

Awareness of / Adjust For

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

Communication

Social Studies > Social Science - Society > Communication

Communication

Information Technology > Technology Use In Society > Communication

Communication 

Information Technology > Technology Use In Society > Communication 

Compare and Contrast

Social Studies > Process and Literacy Skills > Social Science - History > Compare and Contrast

Create Communication Products 

Information Technology > Digital Communications > Create Communication Products 

Cultural Diversity - Understand and Display Tolerance For

Social Studies > Social Science - Society > Personal Responsibility > Cultural Diversity - Understand and Display Tolerance For

Drafting

Language Arts > Writing > Writing Process > Drafting

Email 

Information Technology > Basic Operations and Concepts > Email 

Empathy

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

English Language Arts 

Information Technology > Connects to Other Disciplines > English Language Arts 

Expository / Nonfiction / Informational

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

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

Grammar Usage

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

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

Hardware / Software Applications

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

Input Devices: Mouse, Keyboard, Remote Control, etc 

Information Technology > Basic Operations and Concepts > Input Devices: Mouse, Keyboard, Remote Control, etc 

Internet Search Engines

Language Arts > Computer Literacy Skills > Research > Internet Search Engines

Lists / Logs

Language Arts > Writing > Lists / Logs

Nonfiction

Language Arts > Writing > Vocabulary > Word Choice > Nonfiction

Nonfiction

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

Nonfiction

Language Arts > Writing > Compare / Contrast > Nonfiction

Nonfiction

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

Nonfiction

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

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Synthesize > Nonfiction

Nonfiction

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

Nonfiction

Language Arts > Writing > Summaries / Paraphrases > Nonfiction

Nonfiction

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

Note-taking

Language Arts > Communication > Listening Strategies / Context > Note-taking

Projects - Presentations

Social Studies > Process and Literacy Skills > Social Science - History > Projects - Presentations

Regions

Social Studies > Geography > Regional and Cultural Patterns > Regions

Request Information

Language Arts > Writing > Purposeful Writing > Write Questions > Request Information

Research - Using Internet / Technology

Social Studies > Process and Literacy Skills > Social Science - History > Research - Using Internet / Technology

Social Studies 

Information Technology > Connects to Other Disciplines > Social Studies 

Spelling Caps Punctuation

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

Strategies

Language Arts > Writing > Writing Process > General > Strategies

Student Communication with Others 

Information Technology > Digital Communications > Student Communication with Others 

Student Participation

Social Studies > Process and Literacy Skills > Social Science - History > Student Participation

Thesis Statement

Language Arts > Writing > Topic Development > Thesis Statement

Websites / Blogs / Email / Internet

Language Arts > Computer Literacy Skills > Personal Use > Websites / Blogs / Email / Internet

Writing Skills

Social Studies > Process and Literacy Skills > Social Science - History > Writing Skills

Writing Skills - World History - Culture

Social Studies > World History - All Process and Literacy Skills > Writing Skills - World History - Culture
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Standards:

S.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
S.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
S.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
ELA-Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
ELA-Literacy.L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.8.1d Recognize and correct inappropriate shifts in verb voice and mood.
ELA-Literacy.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
ELA-Literacy.W.6.10 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.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.5 With some 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 6 on page 53.)
ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELA-Literacy.W.6.9b Apply grade 6 reading standards to literary nonfiction (e.g., ''Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not'').
ELA-Literacy.W.7.10 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.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.W.7.9b Apply grade 7 reading standards to literary nonfiction (e.g. ''Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims'').
ELA-Literacy.W.8.10 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.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for 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.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELA-Literacy.WHST.6-8.3a Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.
ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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