Digital Literacy

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Type:Lesson

Estimated Time:11 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: audience, bullets, draft, graphics, insert pictures, numbered list, organize, reading comprehension, word processing, writing, writing process


Primary Objectives:

  • Student learns to create bulleted and numbered lists.
  • Student learns to identify and create materials for a specific audience.
  • Student learns to insert pictures into a document.

Secondary Objectives:

  • Student considers audience when creating a document.
  • Student follows the steps of the writing process.
  • Student organizes information in a written draft, including beginning, middle, and end.
  • Student selects pictures to support written messages.
  • Student uses reading comprehension strategies.

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 

Drafting

Language Arts > Writing > Writing Process > Drafting

Graphics/images (insert/modify) 

Media Production > Multimedia / Video Production > Graphics/images (insert/modify) 

Intermediate Feature

Information Technology > Software Applications > Word Processing > Intermediate Feature

Lists / Logs

Language Arts > Writing > Lists / Logs

Nonfiction

Language Arts > Writing > Topic Development > Organization > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Introduction > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Conclusion > Nonfiction

Nonfiction

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

Strategies

Language Arts > Writing > Writing Process > General > Strategies

Student Technical Writing and Documentation Production 

Information Technology > Student Use > Student Technical Writing and Documentation Production 

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.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.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.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
ELA-Literacy.W.3.2d Provide a concluding statement or section.
ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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.4.2a 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.4.2e 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.4.6 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.5.2a 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.5.2e 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.5.6 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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