Digital Literacy

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Type:Lesson

Estimated Time:10 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: alignment, font, font color, font size, font style, format, move pictures, move text, page break, revise, spacing, symbols, text wrap, word processing, writing, writing process


Primary Objectives:

  • Student learns to format font style, color, and size.
  • Student learns to format paragraph alignment and spacing.
  • Student learns to insert page breaks.
  • Student learns to insert symbols.
  • Student learns to move text around and revise a document.
  • Student learns to rearrange pictures and specify text wrap.

Secondary Objectives:

  • Student evaluates the use of pictures that accompany text and moves pictures to logical locations.
  • Student rearranges text into a logical order.
  • Student revises and reviews a document as part of the writing process.
  • Student uses symbols with text to communicate.

Subjects:

Audience Definition 

Information Technology > Digital Communications > Audience Definition 

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Fiction > Text Features > 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 

Fiction

Language Arts > Writing > Visual Aids > Illustrations Drawings > Fiction

Fonts / Graphics Symbols

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

Formatting and Preparation

Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Formatting and Preparation

Formatting and Preparation

Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

General

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

Italics

Language Arts > Writing > Titles > Underlining > Italics

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Principles of Design 

Information Technology > Digital Communications > Principles of Design 

Rearrange

Language Arts > Writing > Writing Process - Revision Editing > Organization > Rearrange

Strategies

Language Arts > Writing > Writing Process > General > Strategies

Use Technology when Writing

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

Visual Literacy 

Information Technology > Student Use > Visual Literacy 

Vocabulary and Abbreviations 

Information Technology > Basic Operations and Concepts > Vocabulary and Abbreviations 
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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.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
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.
ELA-Literacy.L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.W.3.10 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.3.5 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 3 on page 29.)
ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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.4.5 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.4.6 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.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.5.5 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.
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