In this engaging and interactive digital lesson, the learners will receive direct instruction and practice formatting text in word processing documents using the bold, underline, italic, and font size features, opening documents and using the select, cut, copy, and paste features.
Estimated Time:15 minutes
Score Type:Automatically Graded
Available Languages: English, Spanish
Vocabulary: bold, clipboard, copy, cut, font, font size, font style, italic, open, paste, reading, rhyme, select, spacing, underline, word processing
Bold Italicized Headings LayoutLanguage Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout
Bold Italicized Headings LayoutLanguage Arts > Writing > Visual Aids Fiction > Text Features > Bold Italicized Headings Layout
Create Communication ProductsTechnology Education > Information Technology > Digital Communications > Create Communication Products
Desktop PublishingTechnology Education > Information Technology > Software Applications > Desktop Publishing
Fonts / Graphics SymbolsLanguage Arts > Computer Literacy Skills > Personal Use > Fonts / Graphics Symbols
InternetScience > Concepts and Processes > Tools / Instruments > Software Tools > Internet
ItalicsLanguage Arts > Writing > Titles > Underlining > Italics
Listening / Pay AttentionLanguage Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention
Principles of DesignTechnology Education > Information Technology > Digital Communications > Principles of Design
RhymingLanguage Arts > Reading > Phonemic Awareness > Rhyming
Use Technology when WritingLanguage Arts > Computer Literacy Skills > Writing > Use Technology when Writing
Vocabulary DevelopmentLanguage Arts > Communication > Listening Strategies / Context > Vocabulary Development
Vocabulary and AbbreviationsTechnology Education > Information Technology > Basic Operations and Concepts > Vocabulary and Abbreviations
In this lesson’s final exercise, students copy and paste a picture to complete a pattern. You might want to have students identify and complete patterns (using solid objects such as blocks or coins) before they take the lesson.
The poem used in this lesson demonstrates simple rhyming. You might want to review the concept of rhyme, and point out how "hops" and "shops" rhymes as well as "pickle" and "nickel" before students take the lesson.
This lesson introduces the concepts of cutting and copying. You might want to emphasize that copying leaves the original item in place while cutting removes the item from its original position.
This lesson refers to the word Bunny starting with the letter B, the word File starting with the letter F, the word Nickel starting with the letter N, and the word Open starting with the letter O. You might want to review the letters B, F, N, and O before students take the lesson.
|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.1.d||Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.|
|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.d||Students publish or present content that customizes the message and medium for their intended audiences.|
|ELA-Literacy.L.1.6||Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).|
|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.SL.1.2||Ask and answer questions about key details in a text read aloud or information presented orally or through other media.|
|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.W.1.6||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.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.|