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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 minutes

Grades:1-4

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Data Tables, Database Software, Language Arts, Reading, Simple Sort


Primary Objectives:

  • Student learns to perform a sort to organize information in a database.
  • Student learns how to perform a descending sort to sort data from biggest to smallest or alphabetically from Z to A.
  • Student learns how to perform an ascending sort to sort data from smallest to biggest or alphabetically from A to Z.
  • Student gains additional experience finding information in a database.

Secondary Objectives:

  • Student describes the setting, main character, and the basic plot of a book.
  • Student classifies a book as fiction or nonfiction
  • Student identifies the author of a book
  • Student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology.
  • Student applies existing knowledge to generate new ideas, products, or processes.
  • Student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Student interacts, collaborates, and publishes with peers, experts, or others employing a variety of digital environments and media.
  • Student demonstrates a sound understanding of technology concepts, systems, and operations.
  • Student understands and uses technology systems.
  • Student demonstrates originality and inventiveness in work.
  • Student develops, implements, and communicates new ideas to others.
  • Student is open and responsive to new and diverse perspectives.
  • Student acts on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
  • Student exercises sound reasoning in understanding.
  • Student makes complex choices and decisions.
  • Student understands the interconnections among systems.
  • Student articulates thoughts and ideas clearly and effectively through speaking and writing.
  • Student demonstrates ability to work effectively with diverse teams.

Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

Alphabetize

Language Arts > Reading > Phonics / Decoding > Alphabetize

By Concept General

Language Arts > Vocabulary > Grammar / Language Structure > Sort / Classify Words > By Concept General

Critical Thinking and Decision Making Process 

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process 

Data Formats 

Technology Education > Information Technology > Basic Operations and Concepts > Data Formats 

Database Applications 

Technology Education > Information Technology > Software Applications > Database Applications 

Description

Language Arts > Communication > Speaking Strategies / Presentations > Describe > Description

Description

Language Arts > Writing > Describe > Description

Design Sorting Algorithms 

Technology Education > Information Technology > Programming > Design Sorting Algorithms 

English Language Arts 

Technology Education > Information Technology > Connects to Other Disciplines > English Language Arts 

Fiction

Language Arts > Reading > Concepts of Print > Identify Author / Illustrator / Title > Fiction

Fiction / Nonfiction

Language Arts > Reading / Literature > Genre > Identification > Fiction / Nonfiction

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Lists / Logs

Language Arts > Writing > Lists / Logs

Nonfiction

Language Arts > Reading > Concepts of Print > Identify Author / Illustrator / Title > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Conclusion > Nonfiction

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Resolve Conflict / Compromise / Negotiate

Language Arts > Communication > Group Work > Consensus Building > Resolve Conflict / Compromise / Negotiate

Thesis Statement

Language Arts > Writing > Topic Development > Thesis Statement

Timelines / Diagrams / Maps

Language Arts > Writing > Visual Aids > Graphs / Charts > Timelines / Diagrams / Maps

Using a rubric

Language Arts > Writing > Writing Process - Revision Editing > Using a rubric
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
1A-DA-05 Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. (P4.2)
ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
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.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.2.1b Build on others' talk in conversations by linking their comments to the remarks of others.
ELA-Literacy.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on page 28 for specific expectations.)
ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of ''how-to'' books on a given topic and use them to write a sequence of instructions).
ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
ELA-Literacy.W.3.2d Provide a concluding statement or section.
ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
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.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.
ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards