Tuesday, April 16, 2024, 12:44 PM
Site: Learnbps
Class: BPSS (LTS) Library Technology Standards (BPSS (LTS))
Glossary: "I can...statements"
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LTS-MS.IAI.10
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Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Organize Information)
LTS-MS.IAI.10 Collaborate with others to exchange ideas and develop new understandings.
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Student Learning Targets for 6th Digital Literacy:
Skills (Performance) Targets
- I can collaborate through peer feedback to exchange ideas and develop new understandings.
Proficiency Scale for 6th Digital Literacy:
| Score |
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Description:
Standards: LTS-MS.IAI.09 Organize and analyze information using technology and other tools.
LTS-MS-IAI.10 Collaborate with others to exchange ideas and develop new understandings.
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Sample Activity
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| 4.0 |
- Student justified feedback through descriptive explanations.
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
- Project was neatly organized and laid out sequentially. (IAI.09)
- Student gave constructive and specific feedback in a manner that was well-received. Student responded appropriately to feedback. (IAI.10)
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
- Project was neatly organized. However some information is not easy to find or out of sequence. (IAI.09)
- Student gave feedback, but it was not specific. Student responded appropriately to feedback most of the time. (IAI.10)
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
- Project was disorganized and some information is not easy to find or out of sequence. (IAI.09)
- Student did not give constructive or specific feedback. Student responded negatively to feedback. (IAI.10)
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0.5 |
- Project was disorganized and a majority of information is not easy to find or out of sequence. (IAI.09)
- No attempt was made to give or receive feedback. (IAI.10)
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Resources
Websites
- Add resources with links, youtube or PDF
Student Learning Targets for 8th Communications:
Reasoning Targets
- I can change my ideas or defend my stance based on the evidence.
- I can reflect on my strengths and weaknesses.
Skills (Performance) Targets
- I can give and receive constructive and specific feedback.
- I can follow agreed upon norms for discussions.
- assist others as needed.
Product Targets
- I can provide significant contribution to my group.
Proficiency Scale for 8th Communications:
Click HERE to view proficiency scale.
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LTS-MS.IAI.11
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Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Develop and Share)
LTS-MS.IAI.11 Explain how information and ideas support a decision or solution.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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| Rubric - Resources |
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LTS-MS.IAI.12
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Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Develop and Share)
LTS-MS.IAI.12 Evaluate and reflect on the inquiry process using assessment techniques.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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| Rubric - Resources |
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LTS-MS.MTL.01
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Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.01 Define and use grade-appropriate media and technology terminology in context.
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Rubric - Resources
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Student Learning Targets:
Knowledge Targets
- *I can compare and contrast two or more applications and describe which will best accomplish a task.
- I can
Reasoning Targets
Skills (Performance) Q22
Product Targets
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Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
Student compared and contrasted an application of his/her choice in addition to the teacher provided list in order to describe which will best accomplish a task. |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
Student compared and contrasted two or more teacher provided applications in order to describe which will best accomplish a task. |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
Student only compared or contrasted two or more teacher provided applications in order to describe which will best accomplish a task.
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
Student did not compare or contrast two or more teacher provided applications in order to describe which will best accomplish a task. |
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0.5 |
Teacher selected application to accomplish a task. |
Resources
Websites |
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LTS-MS.MTL.02
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Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.02 Select the appropriate technology to accomplish a goal.
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Student Learning Targets:
- I can compare and contrast two or more applications and describe which will best accomplish a task.
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Rubric - Resources
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Proficiency Scale
Click here for proficiency scale
Resources
Websites
Vocabulary |
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LTS-MS.MTL.03
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Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.03 Perform grade-appropriate operations using technology to accomplish a goal..
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Student Learning Targets:
Skills (Performance) Targets
- *I can use the features of an application to accomplish a task.
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Proficiency Scale
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0.5
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1
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2
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3
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4
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Student appropriately used none of the targeted features of an application to complete a task.
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Student appropriately used a few of the targeted features of an application to complete a task.
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Student appropriately used some of the targeted features of an application to complete a task.
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Student appropriately used targeted features of an application to complete a task.
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Student appropriately used targeted and additional features of an application to complete a task.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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LTS-MS.MTL.04
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Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.04 Use a variety of strategies to troubleshoot systems and applications with guidance.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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| Rubric - Resources |
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LTS-MS.MTL.05
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Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.05 Adapt current knowledge to the learning of new Technologies.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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| Rubric - Resources |
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LTS-MS.MTL.06
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Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)
LTS-MS.MTL.06 Adapt current knowledge to generate new ideas, products, or processes.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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| Rubric - Resources |
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LTS-MS.MTL.07
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Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)
LTS-MS.MTL.07 Create unique products and processes by selecting digital resources, tools, and formats for a real-world task.
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Student Learning Targets:
Products Targets
- I can create an original work.
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Proficiency Scale
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0.5
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1
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2
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3
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4
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Student did not create a product and/or process.
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Product and/or process is not considered unique.
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Student created a somewhat unique product and/or process by meeting teacher and/or student criteria.
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Student created a unique product and/or process by meeting teacher and/or student criteria.
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Student created a unique product and/or process by exceeding teacher and/or student criteria.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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