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Digital Literacy

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grades:4-5

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Formatting, Problem Solving, Research, Word Processing Software


Primary Objectives:

  • Student creates and formats a report in a word processing program using research recorded in a data table.

Secondary Objectives:

  • Student contributes to their community.
  • Student researches using library and Internet sources.
  • Student takes notes from sources.
  • Student follows the steps of the writing process.

Subjects:

Bibliography

Language Arts > Research > Citing Sources > Bibliography

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 

Drafting

Language Arts > Writing > Writing Process > Drafting

Expository / Nonfiction / Informational

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

From Nonfiction Material

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

General

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

General (includes making a bibliography)

Library Media > Information Literacy > Reference and Research > Source Citations > General (includes making a bibliography)

General (includes making a bibliography)

Technology Education > Digital Literacy > Reference and Research > Source Citations > General (includes making a bibliography)

General Skills

Language Arts > Research > General Skills

Nonfiction

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

Nonfiction

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Nonfiction

Nonfiction

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

Nonfiction

Language Arts > Writing > Topic Development > Main Idea > Nonfiction

Real-World Solutions 

Technology Education > Information Technology > Digital Communications > Real-World Solutions 

Spelling Caps Punctuation

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

Strategies

Language Arts > Writing > Writing Process > General > Strategies

Student Communication with Others 

Technology Education > Information Technology > Digital Communications > Student Communication with Others 

Use Technology when Writing

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

Uses a Variety of Resources

Language Arts > Research > Reference Materials > Uses a Variety of Resources
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
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.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
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.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.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.RF.4.4a Read on-level text with purpose and understanding.
ELA-Literacy.RF.5.4a Read on-level text with purpose and understanding.
ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.5.7 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.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.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to 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.4.5 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.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
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.5.4 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.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards