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Digital Literacy

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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:1-3

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: bold, clipboard, copy, cut, font, font size, font style, italic, open, paste, reading, rhyme, select, spacing, underline, word processing


Primary Objectives:

  • Student learns how to change font size.
  • Student learns how to change font style by applying bold, italic, and underline formatting.
  • Student learns how to open a file.
  • Student learns how to select text.
  • Student learns to use the cut, copy, and paste commands.
  • Student understands the clipboard.

Secondary Objectives:

  • Student identifies and extends a pictorial pattern.
  • Student identifies words and sentences.
  • Student isolates and identifies the initial sound of words.
  • Student practices reading rhyming words.
  • Student understands that written words are separated by spaces.

Subjects:

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Fiction > Text Features > Bold Italicized Headings Layout

Create Communication Products 

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

Desktop Publishing 

Technology Education > Information Technology > Software Applications > Desktop Publishing 

Fonts / Graphics Symbols

Language Arts > Computer Literacy Skills > Personal Use > Fonts / Graphics Symbols

Internet

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

Italics

Language Arts > Writing > Titles > Underlining > Italics

Listening / Pay Attention

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

Principles of Design 

Technology Education > Information Technology > Digital Communications > Principles of Design 

Rhyming

Language Arts > Reading > Phonemic Awareness > Rhyming

Use Technology when Writing

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

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development

Vocabulary and Abbreviations 

Technology Education > Information Technology > Basic Operations and Concepts > Vocabulary and Abbreviations 
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  • 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.

  • To help students practice working with text formatting and patterns, have them type 10 letters separated by spaces in a word processing program. Then, tell students to select all the letters and change the font size to 26. Next instruct students to make every other letter bold to create a pattern. Then have students format the letters that aren’t bold so that they are italic or underlined. Finally, if time permits, allow students to create their own patterns using letters and formatting.
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.