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Teacher-Facing Resources

Type:Lesson

Estimated Time:12 minutes

Grades:2-4

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: bubble diagram, diagram, format, graphic organizer, idea web, orientation, outline, text, toolbar, tree diagram, visual mapping, workspace, writing process


Primary Objectives:

  • Student gains additional experience using the create tool.
  • Student learns to use the writing tool.
  • Student understands the connection between the bubble tool and the writing tool.
  • Student gains additional experience adding text to the workspace.
  • Student begins to understand the concept of subgroups.
  • Student learns to create diagrams of various orientations.
  • Student understands visual mapping software as a way to organize ideas and pre-write documents.

Secondary Objectives:

  • Student organizes information.
  • Student creates diagrams.
  • Student uses planning tools and graphic organizers.
  • Student learns about parts of sentences, including subjects and predicates.
  • Student prewrites as one step of the writing process.
  • Student uses capital letters at the beginning of sentences.
  • Student uses punctuation at the end of sentences.
  • Student creates outlines.
  • Student uses reading comprehension strategies.
  • Student reads about state history.

Subjects:

Create Communication Products 

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

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

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

Graphic Organizers (Venn Diagrams,etc.) 

Technology Education > Information Technology > Software Applications > Graphic Organizers (Venn Diagrams,etc.) 

Input Devices: Mouse, Keyboard, Remote Control, etc 

Technology Education > Information Technology > Basic Operations and Concepts > Input Devices: Mouse, Keyboard, Remote Control, etc 

Internet

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

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Listening to Nonfiction

Language Arts > Communication > Listening Strategies / Context > Listening to Nonfiction

Look for and make use of structure

Mathematics > Process Standards > Common Core > Look for and make use of structure

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Student Presentations 

Technology Education > Media Production > Multimedia / Video Production > Student Presentations 

Use Technology when Writing

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

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development
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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.
ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
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.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
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.4.6 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.
Math.Practice.MP7 Look for and make use of structure.