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Digital Literacy

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Teacher-Facing Resources

Type:Lesson

Estimated Time:12 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: capitalization, close, cursor, end punctuation, erase, exclamation point, exit, file, input, lowercase, open, period, printing, question mark, save, spacing, text, word processing


Primary Objectives:

  • Student learns how to close a file.
  • Student learns how to create a new document.
  • Student learns how to exit a word processing program.
  • Student learns how to open a file.
  • Student learns how to open a word processing program.
  • Student learns how to print a file.
  • Student learns how to save a file.
  • Student learns how to use the cursor.

Secondary Objectives:

  • Student identifies and uses basic capitalization and appropriate end punctuation, including periods, question marks, and exclamation points.
  • Student understands that words are separated by spaces.
  • Student understands the difference between capital and lowercase letters.

Subjects:

Beginning of Sentences

Language Arts > Writing > Grammar / Language Structure > Mechanics / Capitalization > Beginning of Sentences

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Desktop Publishing 

Technology Education > Information Technology > Software Applications > Desktop Publishing 

End Punctuation

Language Arts > Writing > Grammar / Language Structure > Mechanics / Punctuation > End Punctuation

Follow Print / Tracking

Language Arts > Reading > Concepts of Print > Follow Print / Tracking

General Capitalization Knowledge

Language Arts > Writing > Grammar / Language Structure > Mechanics / Capitalization > General Capitalization Knowledge

Internet

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

Knowledge of Sentences Being Composed of Words

Language Arts > Reading > Concepts of Print > Distinguish Words from Sentences > Knowledge of Sentences Being Composed of Words

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 

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

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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  • This lesson presents basic sentence structure concepts, such as starting with a capital letter and ending with punctuation. You might want to reinforce how certain punctuation is used to write telling sentences, questions, and strong feeling sentences.

  • This lesson presents the idea of using arrow keys to move up, down, left, and right. You might want to practice these directions with the class before they take the lesson.

  • This lesson refers to the word File starting with the letter F, the word Close starting with the letter C, and the word Exit starting with the letter E. You might want to review the letters F, C, and E before students take the lesson.

  • For extra practice with end punctuation, consider writing the words "The cat is wet" without punctuation three times on the board. Then read the words to the class with a telling, questioning, or exclaiming inflection. Have students listen to your inflection and tell you which type of sentence you just made. Then have a volunteer draw the correct punctuation after one of the sentences on the board while the rest of the students draw the punctuation mark on a piece of paper at their desk. Repeat this exercise to demonstrate the three main types of sentences. Finally, have students take their piece of paper to the computer or tablet and type their favorite sentence in a word processing program.
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.d Students publish or present content that customizes the message and medium for their intended audiences.
1A-CS-01 Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use. (P1.1)
ELA-Literacy.L.1.2b Use end punctuation for sentences.
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.