Digital Literacy

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Type:Application Exercise

Estimated Time:60 minutes

Score Type:Auto Score

This application exercise automatically provides a score to your gradebook

Available Language: English


Vocabulary: How To, Word Processing Software, Writing


Primary Objectives:

  • Student practices typing using word processing software.
  • Student formats text size.
  • Student changes page orientation of documents.

Secondary Objectives:

  • Student draws illustrations.
  • Student writes effective instructions.
  • Student comprehends and follows directions.

Subjects:

Audience Definition 

Information Technology > Digital Communications > Audience Definition 

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Communication to Others

Information Technology > Student Use > Communication to Others

Communication to Others 

Information Technology > Student Use > Communication to Others 

Create Communication Products 

Information Technology > Digital Communications > Create Communication Products 

Desktop Publishing 

Information Technology > Software Applications > Desktop Publishing 

Drafting

Language Arts > Writing > Writing Process > Drafting

Expository / Nonfiction / Informational

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

General

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

Graphics/images (insert/modify) 

Media Production > Multimedia / Video Production > Graphics/images (insert/modify) 

Intermediate Feature

Information Technology > Software Applications > Word Processing > Intermediate Feature

Manuals / Warranties / Functional Text

Language Arts > Reading / Literature > Genre > Technical > Manuals / Warranties / Functional Text

Nonfiction

Language Arts > Writing > Topic Development > Sequence / 1st 2nd 3rd / Chronological > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Topic Sentence > Nonfiction

Nonfiction

Language Arts > Writing > Visual Aids > Illustrations Drawings > Nonfiction

Nonfiction

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

Recognize Identify Use Linking Words

Language Arts > Writing > Grammar / Parts of Speech > Transitional Devices Nonfiction > Recognize Identify Use Linking Words

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.RI.3.10 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 2-3 text complexity band independently and proficiently.
ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
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.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
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.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
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.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
ELA-Literacy.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
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.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
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.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.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
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.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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