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: Formatting, Grammar, Spelling, Word Processing Software


Primary Objectives:

  • Student formats text using word processing software.
  • Student uses the Word Count tool.
  • Student uses the Spell Check tool.

Secondary Objectives:

  • Student organizes information.
  • Student reads about Martin Luther King, Jr.
  • Student identifies biographies.
  • Student identifies homonyms.
  • Student practices finding synonyms.

Subjects:

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

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

Communication to Others 

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

Create Communication Products 

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

Expository / Nonfiction / Informational

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

Homonym

Language Arts > Vocabulary > Grammar / Language Structure > Homonym

Nonfiction

Language Arts > Writing > Vocabulary > Word Choice > Nonfiction

Synonyms

Language Arts > Vocabulary > Grammar / Language Structure > Synonyms

Thesauri

Library Media > Information Literacy > Reference and Research > Reference Tools > Thesauri

Thesaurus

Language Arts > Vocabulary > Grammar / Language Structure > Thesaurus

Use Technology when Writing

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

Word Choice

Language Arts > Writing > Writing Process - Revision Editing > Word Choice
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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.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.3.3a Choose words and phrases for effect.
ELA-Literacy.L.4.3a Choose words and phrases to convey ideas precisely.
ELA-Literacy.L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
ELA-Literacy.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
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.3.6 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.4.2a 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.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
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.4.6 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.5.2a 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.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
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.5.6 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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