Digital Literacy

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:30 minutes

Grades:1-2

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: Oral Presentations, Parts of Speech, Word Processing Software, Writing


Primary Objectives:

  • Student formats a document using word processing software.
  • Student practices typing using word processing software.

Secondary Objectives:

  • Student works collaboratively.
  • Student understands and identifies basic parts of speech, such as nouns, verbs, and adjectives.
  • Student follows the writing process.
  • Student writes creatively.

Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Concrete

Language Arts > Writing > Grammar / Parts of Speech > Nouns > Concrete

Create Communication Products 

Technology Education > Information Technology > Digital Communications > Create Communication Products 

Follows Along / Responds Appropriately In Class

Language Arts > Communication > Group Work > Participation > Follows Along / Responds Appropriately In Class

General

Language Arts > Writing > Writing Process - Revision Editing > General

General Usage

Language Arts > Writing > Grammar / Parts of Speech > General Usage

Group Work / Discussions

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

Online collaboration

Library Media > Information Technology > Internet > Online collaboration

Online collaboration 

Technology Education > Information Technology > Internet > Online collaboration 

Short Stories

Language Arts > Writing > Genre > Fiction > Short Stories

Student Collaboration

Library Media > Information Literacy > Student Use - Digital Media > Student Collaboration

Student Collaboration 

Technology Education > Digital Literacy > Student Use > Student Collaboration 

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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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.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.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.
S.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
ELA-Literacy.L.1.1b Use common, proper, and possessive nouns.
ELA-Literacy.L.1.1f Use frequently occurring adjectives.
ELA-Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
ELA-Literacy.SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of ''how-to'' books on a given topic and use them to write a sequence of instructions).
ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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