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: Paragraphs, Voice, Word Processing Software


Primary Objectives:

  • Student uses a word processing program to type and format a document.
  • Student formats font size, color, and style in word processing software.

Secondary Objectives:

  • Student uses pictures to generate ideas for writing.
  • Student works collaboratively.
  • Student writes creatively.
  • Student proofreads and corrects errors.

Subjects:

Communication to Others

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

Communication to Others 

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

Conflict / Problem

Language Arts > Writing > Literary Elements > Conflict / Problem

Create Communication Products 

Technology Education > 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

General

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

Group Work / Discussions

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

Plot

Language Arts > Writing > Literary Elements > Plot

Setting Time Frame

Language Arts > Writing > Literary Elements > Setting Time Frame

Short Stories

Language Arts > Writing > Genre > Fiction > Short Stories

Spelling Caps Punctuation

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

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.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.3.4 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.4.5 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.
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