Digital Literacy

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Type:Application Exercise

Estimated Time:45 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: interfaces, language arts, program menus, research, ribbon, science, social science, speaking, toolbars, word processing


Objectives:

  • 21st Century Skills
  • Student demonstrates originality and inventiveness in work.
  • Student develops, implements, and communicates new ideas to others.
  • Student is open and responsive to new and diverse perspectives.
  • Student acts on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
  • Student exercises sound reasoning in understanding.
  • Student makes complex choices and decisions.
  • Student understands the interconnections among systems.
  • Student articulates thoughts and ideas clearly and effectively through speaking and writing.
  • NETS
  • Student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. Student applies existing knowledge to generate new ideas, products, or processes.
  • Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Student interacts, collaborates, and publishes with peers, experts, or others employing a variety of digital environments and media.
  • Student demonstrates a sound understanding of technology concepts, systems, and operations. Student understands and uses technology systems.

Subjects:

1st Person / 3rd Person / Narrator

Language Arts > Writing > Literary Elements > Point of View > 1st Person / 3rd Person / Narrator

All Aspects

Language Arts > Communication > Group Work > All Aspects

Answer Qs Nonfiction

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

Answer Questions

Language Arts > Communication > Speaking Strategies / Presentations > Answer Questions

Application of Safe Use of Tools and Equipment 

Information Technology > Student Use > Application of Safe Use of Tools and Equipment 

Ask Questions

Language Arts > Communication > Speaking Strategies / Presentations > Ask Questions

Awareness of / Adjust For

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

Biographies

Language Arts > Writing > Genre > Biographies

Biographies

Language Arts > Reading / Literature > Genre > Biographies

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 

Constructive Criticism

Language Arts > Communication > Listening Strategies / Context > Peer Evaluation / Feedback > Constructive Criticism

Create Communication Products 

Information Technology > Digital Communications > Create Communication Products 

Create Presentations 

Information Technology > Digital Communications > Create Presentations 

Critical / Analytical Thinking

Language Arts > Life Skills Daily Life > Critical / Analytical Thinking

Critical Thinking and Decision Making Process 

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

Curiosity

Science > History / Technology / Social Perspectives > Curiosity

Description

Language Arts > Writing > Describe > Description

Develop Products 

Information Technology > Student Use > Develop Products 

English Language Arts 

Information Technology > Connects to Other Disciplines > English Language Arts 

Evaluation by Peer, Self or Teacher

Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Evaluation by Peer, Self or Teacher

Evaluation by Peer, Self or Teacher

Digital Literacy > Student Use > Student Projects/Presentations > Evaluation by Peer, Self or Teacher

Expository / Nonfiction / Informational

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

Follows Along / Responds Appropriately In Class

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

Form Opinion Orally or in Writing

Language Arts > Reading / Literature > Comprehension / Analysis > Respond Nonfiction > Form Opinion Orally or in Writing

Formal / Academic Contexts

Language Arts > Communication > Speaking Strategies / Presentations > Formal / Academic Contexts

Formatting and Preparation

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

Formatting and Preparation

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

From Nonfiction Material

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

General Skills

Language Arts > Research > General Skills

Grammar Usage

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

Graphic Applications (includes pictures, labels, diagrams, charts) 

Information Technology > Software Applications > Graphic Applications (includes pictures, labels, diagrams, charts) 

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

Innovations

Science > History / Technology / Social Perspectives > Innovations

Internet

Science > Concepts and Processes > Tools / Instruments > Software Tools > Internet

Internet Search Engines

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

Inventors

Science > History / Technology / Social Perspectives > Inventors

Journaling / Science Journal

Science > Concepts and Processes > Scientific Communication > Written > Journaling / Science Journal

Journaling Daily Writing Learning Logs

Language Arts > Writing > General > Journaling Daily Writing Learning Logs

Lighting / Camera Angles / Sound / Color

Language Arts > Communication > Multimedia Usage / Production > Techniques > Lighting / Camera Angles / Sound / Color

Lists / Logs

Language Arts > Writing > Lists / Logs

Nonfiction

Language Arts > Writing > Visual Aids > Graphic Organizers / Webs / Clustering > Nonfiction

Nonfiction

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

Nonfiction

Language Arts > Reading / Literature > Graphic Organizers > Creating / Interpreting > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Supporting Details > Nonfiction

Nonfiction

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

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Background Knowledge > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Context Clues > Nonfiction

Nonfiction

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

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Group Work / Shared Reading > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Inference / Draw Conclusions > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Main Idea > Nonfiction

Nonfiction

Language Arts > Writing > Vocabulary > Word Choice > 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

Nonfiction

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

Nonfiction

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

Nonfiction

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

Oral

Science > Concepts and Processes > Scientific Communication > Oral

Personal Expression Reflective To Entertain

Language Arts > Writing > Creative > Personal Expression Reflective To Entertain

Persuasive Language

Language Arts > Communication > Speaking Strategies / Presentations > Persuade > Persuasive Language

Photos / Photography / Analyze Photographs

Language Arts > Research > Photos / Photography / Analyze Photographs

Plays / Skits / Acting / Role Playing

Language Arts > Communication > Speaking Strategies / Presentations > Performances > Plays / Skits / Acting / Role Playing

Posters

Language Arts > Writing > Brochures / Pamphlets > Posters

Posters / Props / People

Language Arts > Communication > Speaking Strategies / Presentations > Visual Aids > Posters / Props / People

Power Point /Video

Language Arts > Communication > Multimedia Usage / Production > Create End Product > Power Point /Video

Presentation Software 

Information Technology > Software Applications > Presentation Software 

Problem Solving 

Information Technology > Student Use > Problem Solving 

Productivity Tools

Information Technology > Software Applications > Productivity Tools

Productivity Tools 

Information Technology > Software Applications > Productivity Tools 

Purpose / Organization / Topic Development

Language Arts > Communication > Multimedia Usage / Production > Purpose / Organization / Topic Development

Questioning / General / Use for questioning by scientists, researchers only

Science > Concepts and Processes > Problem Solving > Questioning / General / Use for questioning by scientists, researchers only

Recognize Identify Use Linking Words

Language Arts > Writing > Grammar / Parts of Speech > Transitional Devices Nonfiction > Recognize Identify Use Linking Words

Request Information

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

Science 

Information Technology > Connects to Other Disciplines > Science 

Spelling Caps Punctuation

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

Storyboard

Language Arts > Writing > Genre > Drama / Plays / Scripts > Storyboard

Student Communication with Others 

Information Technology > Digital Communications > Student Communication with Others 

Student Evaluation and Selection of Tools / Software for Task 

Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Student Presentations

Media Literacy > Student Presentations

Student Presentations

Media Literacy > Student Presentations

Student Presentations 

Media Production > Multimedia / Video Production > Student Presentations 

Student Project Planning and Tracking 

Media Production > Multimedia / Video Production > Student Project Planning and Tracking 

Thesis / Reports

Information Literacy > Reference and Research > Research Skills > Thesis / Reports

Thesis Statement

Language Arts > Writing > Topic Development > Thesis Statement

Use Technology when Writing

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

Video Hardware 

Media Production > Multimedia / Video Production > Video Hardware 

Video Presentations 

Media Production > Multimedia / Video Production > Video Presentations 

Video Software 

Media Production > Multimedia / Video Production > Video Software 

Video Systems 

Media Production > Multimedia / Video Production > Video Systems 

Word Choice

Language Arts > Writing > Writing Process - Revision Editing > Word Choice

how-to / process writing

Language Arts > Writing > Directions Instructions > how-to / process 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.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.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
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.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense.
ELA-Literacy.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
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.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.7.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.8.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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.RF.5.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
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.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
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.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
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.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
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.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
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.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
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.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
ELA-Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.5.2e Provide a concluding statement or section related to the information or explanation presented.
ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
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.
ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
ELA-Literacy.W.5.9b Apply grade 5 reading standards to informational texts (e.g., ''Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]'').
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.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
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.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
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.6.6 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 three pages in a single sitting.
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.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
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.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
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.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
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.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
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.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.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
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.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
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.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
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.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
ELA-Literacy.WHST.6-8.7 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.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.
ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
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