Lesson 14: Browser Basics Master Badge...LVL 1 UNIT 2: BROWSER BASICS LESSON 14: BROWSER BASICS...

LVL 1 UNIT 2: BROWSER BASICS LESSON 14: BROWSER BASICS

MASTER BADGE

Digitability™ - Be Work Ready! © 2018 1

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Lesson 14: Browser Basics Master Badge

1Digitability™ - Be Work Ready! © 2020

Preparing students with cognitive disabilities for our

tech-driven workplace.

™

digitability.com

Unit 2


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UNIT 2: BROWSER BASICSLESSON 14: MASTER BADGE

LESSON OVERVIEW

PRINT PREPARATION ONLINE REVIEW

A browser lets you view websites. Google Chrome, Safari, and Internet Explorer are types of browsers that look similar and do the same things like viewing and using the Internet. Each browser has an icon that represents them. Double-click the browser icon to open your browser. A browser is the square that is the outside of the website. A URL is a website’s address. An address bar is a white and long rectangle at the top of a browser window. The delete key is a key located on my keyboard with the word delete or backspace. The enter key is a key on your keyboard that you use after you type the URL into the address bar. Browser icons and buttons help us move around the Internet. Back and forth buttons help you move from one page to another. The refresh button is a button that reloads the webpage that you are viewing to your browser window. A scroll bar is a long bar that appears on the side or the bottom of the browser window that lets you move around the webpage.

1. Print this units Dollar Tracker.

2. Review sequence of activities in lesson.

3. Identify which supplements you will use.

4. Print/Copy/Laminate materials that fit your students’ needs.

5. Refer to your Level 1 Guide to read about effective practices.

1. Sign into Digitability.com

2. Click LESSONS tab

3.Select Level 1 - Internet Navigator

4. Select Unit 2

5. Select Lesson 14 - Browser Basics Master Badge

OBJECTIVEStudent is able to operate basic elements of a browser.

Time: ~25 minutes

WORKPLACE BEHAVIOR FOCUS FOR THIS UNITUsing the Dollar Tracker, award dollars for participation. Identify students who have not earned, or are earning less, and give them opportunities in this lesson, to participate and earn money. Dollars are given for participation not for “correct” answers.

+ -


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WARM UPDistribute Badge Board 2.BADGE to students. See DIFFERENTIATION below to identify supplements needed for your students.

Correct Verbal Response.

Writes down badge name using Badge Board [2.BADGE] for this unit.

Uses Badge Board [2.BADGE] for this unit.

DIFFERENTIATION

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“Marcus speaks about his favorite badge. Nice job participating and earning a dollar Marcus. Who else would like to share for a participation dollar.”

3. Give immediate feedback and record Workplace Behavior earnings on the Dollar Earnings Tracker. [2.14.DollarTracker]

Award at least four participation dollars.

1. Ask students to wirte down their favorite badges they have unlocked together

2. “For a participation dollar, someone tell me one of their favorite badges.”

Call on more students and have them share.

PHOTO OPPCapture images of your students working on this activity. Be sure to add a description of the image when you submit it to your Milestone form.


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GUIDED WATCHINGDistribute Badge Board 2.BADGE and Thumbs Image Exchange cards 2.13.THUMB to students. See DIFFERENTIATION below to identify supplements needed for your students.

DIFFERENTIATION

Student shares an on-topic verbal response.

Uses Badge Board [2.BADGE] for this unit. Holds up or points Thumbs Image Exchange Cards [2.14.THUMB] to hold up or point to for rephrased question.

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Writes down badge name using Badge Board [2.BADGE] for this unit. Verbal response or holds up Thumbs Image Exchange Cards [2.14.THUMB].


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1. Ask, “For a participation dollar, who can tell me the name of our next badge?”

Answer: Browser Basics Master Badge

“Marcus answers Browser Basics Master Badge. Nice job participating and earning a dollar Marcus. Who else would like to share for a participation dollar.”



3. Bring attention to screen, “Let’s watch this lesson. I know that [student’s name] is actively watching because he has his eyes on the screen and he is actively listening by giving a thumbs up when he hears the words you have already learned.”

4. Ask students to give a thumbs up every time they hear and/or see the words they have already learned in the video. Distribute Thumbs Image Exchange cards [2.14.THUMB]

5. Play video.

-- Video Ends (Do not click activity Button yet) --


“I see students putting there thumbs up and pointing to thumb cards. Nice Job!”




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Use Informal Assessment Section to have each student use the language from the video to describe the key concept of the lesson: “A browser lets you view websites. Google Chrome, Safari, and Internet Explorer are types of browsers that look similar and do the same things like viewing and using the Internet. Each browser has an icon that represents them. Double-click the browser icon to open your browser. A browser is the square that is the outside of the website. A URL is a website’s address. An address bar is a white and long rectangle at the top of a browser window. The delete key is a key located on my keyboard with the word delete or backspace. The enter key is a key on your keyboard that you use after you type the URL into the address bar. Browser icons and buttons help us move around the Internet. Back and forth buttons help you move from one page to another. The refresh button is a button that reloads the webpage that you are viewing to your browser window. A scroll bar is a long bar that appears on the side or the bottom of the browser window that lets you move around the webpage.”

Throughout the Informal Assessment section, you will prompt students until they use the language from the video to describe the key concept.

Once this is done, have every student in the class use their language to state the key concept.Then, have the whole class state the key concept together.

You can use phrases like, “What did the video say the/a _________ is?”


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INFORMAL ASSESSMENTDistribute Yes/No Image Exchange Cards WS.IEC.Y/N to students. See DIFFERENTIATION below to identify supplements needed for your students.

DIFFERENTIATION


Student points to Yes/No using Yes/No Image Exchange Cards for a rephrased question [2.IEC.Y/N].

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Student writes down response in notebook or on post-it OR Student points to Yes/No using Yes/No Image Exchange Cards for a rephrased question [WS.IEC.Y/N]


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1. Ask, “For a participation dollar, who can tell me what the definition for a browser is?”

2. Ask, “For a participation dollar, is Safari a type of Browser?”

3. Ask, “For a participation dollar, is a URL the address of a website?”

Structure prompting to get students to come up with a definition using language from the video.

Key Concept: “A browser lets you view websites. Google Chrome, Safari, and Internet Explorer are types of browsers that look similar and do the same things like viewing and using the Internet. Each browser has an icon that represents them. Double-click the browser icon to open your browser. A browser is the square that is the outside of the website. A URL is a website’s address. An address bar is a white and long rectangle at the top of a browser window. The delete key is a key located on my keyboard with the word delete or backspace. The enter key is a key on your keyboard that you use after you type the URL into the address bar. Browser icons and buttons help us move around the Internet. Back and forth buttons help you move from one page to another. The refresh button is a button that reloads the webpage that you are viewing to your browser window. A scroll bar is a long bar that appears on the side or the bottom of the browser window that lets you move around the webpage.”

Optional: Write the term and definition in notebooks after student responses.

“Marcus points to Yes/No. Nice job participating and earning a dollar Marcus. Who else would like to share for a participation dollar.”





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GUIDED ACTIVITYUse Lesson Badge Cut Out 2.13.6 Students that unlocked the badge will place the print out on the classroom’s word wall. See DIFFERENTIATION below to identify supplements needed for your students.

Student will use verbal prompting to unlock the badge with the class.

Student will use verbal prompting and hand signals to unlock the badge with the class

Student will use hand signals, pointing, prompting levels or adult/Tier 1 partner support to unlock the badge with the class.

DIFFERENTIATION

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1. Ask the class, “Who would like to unlock the Browser Basics Master Badge for $1?”

Click Activity Button to Play Activity Video

3. Student discusses with class to choose the correct answer. a. If student chooses correct answer, have student or whole class dance. b. If student chooses incorrect answer, repeat Step 3 until student unlocks the badge.

Increase the dollar amount for shy students or to increase motivation.

“Marcus unlocks the Scroll bar. Nice job participating and earning a dollar Marcus.”




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EXIT TICKET (PART A)Distribute the Browser Basics Master Badge Exit Ticket 2.14.7 to students. See DIFFERENTIATION below to identify supplements needed for your students.

DIFFERENTIATION

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Students complete Unit 3 Goals #1 worksheet [2.14.7.1]

Students complete Unit 3 Goals #1 [2.14.7.1] or Unit 3 Goals #2 worksheet [2.14.7.2]

Students complete Unit 3 Goals#3 worksheet [2.14.7.3]


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1. Read off Dollar Earnings Tracker and announce how many dollars each student earned during the lesson.

2. Students will fill in their dollar earnings from the lesson using their [My Digitability Earnings sheet [2.14.8] Have students staple this sheet into their notebooks so they can use it for the entire unit. 3. Distribute informal Assessment sheet for each student to complete.

4. Have students complete the Unit 3 Goal Setting worksheet self-monitor their own progress in Digitability.


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Student completes Feedback Sentence Starter [2.14.8.2] to give feedback about other students’ summaries.

Teacher distributes Image Exchange Cards [2.IMAGE.IEC] or Yes/No Image Exchange Card [2.IEC.Y/N] for a rephrased question.

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DIFFERENTIATION

EXIT TICKET (PART B)Distribute Image Exchange Cards WS.IMAGE.IEC or Yes/No Image Exchange Cards WS.IEC.Y/N to students. See DIFFERENTIATION for this activity to identify supplements needed for your students.


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Have student summarize the day’s session.

37. Say, “For a participation dollar, tell me what [student presenting] said he did today?”


“Nice job sharing, listening and earning a dollar, Marcus. Who else would like to share for a participation dollar?”

32. Ask, “For a participation dollar, who would like to share one thing we discussed during our session?”


“Nice job sharing and earning a dollar, Marcus. Who else would like to share for a participation dollar?”

34. Ask, “For a participation dollar, who would like to stand up and summarize our session?”

35. Say, “I know that you are carefully listening because your eyes are focused on the presenter, and you are thinking of the feedback you would like to offer.”


“Nice job sharing and earning a dollar, Marcus. Who else would like to share for a participation dollar?”



After students summarize what they did, ask others in class to give feedback.



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NEXT STEPS

39. Read off Dollar Earnings Tracker and announce how many dollars each student earned or spent (and what specific behaviors they spent that money on) during the lesson.

40. Students will fill in their dollar earnings from the lesson using their My Digitability Earnings Tracker. Have students staple this sheet into their notebooks so that they can use it for the entire unit.

41. Review any bills that are due and their amounts.

42. Please submit your narrative and photos/videos online using the Milestone form found at digitability.com/milestone6. Contact your Implementation Coach if you need help or have a question.


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Login independently using password cards.

Login independently using password card with the help from a Tier 1 partner for any required troubleshooting.

Teacher or Tier 1 assistance to help student login using their password card.

DIFFERENTIATION

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1. Have class say the key concepts together.

Key Concept: “A browser lets you view websites. Google Chrome, Safari, and Internet Explorer are types of browsers that look similar and do the same things like viewing and using the Internet. Each browser has an icon that represents them. Double-click the browser icon to open your browser. A browser is the square that is the outside of the website. A URL is a website’s address. An address bar is a white and long rectangle at the top of a browser window. The delete key is a key located on my keyboard with the word delete or backspace. The enter key is a key on your keyboard that you use after you type the URL into the address bar. Browser icons and buttons help us move around the Internet. Back and forth buttons help you move from one page to another. The refresh button is a button that reloads the webpage that you are viewing to your browser window. A scroll bar is a long bar that appears on the side or the bottom of the browser window that lets you move around the webpage.”

2. “Now we know what the Internet is and can use it in a sentence. Whenever you use the word Internet correctly, and at appropriate times (on-topic), you will earn a dollar.“

WRAP UP MESSAGE


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1. Play games! These games are designed to reinforce knowledge and develop socialization and communication skills. The Digitability Game section includes a variety of games that can be play with students including Bingo, What am I?, Matching and Make a Website.

2. Have students complete the Show What You Know Assessments independently.

3. Administer Unit 3 Pre-assessment


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STAGE 1: INTERNET NAVIGATORUNIT 2: BROWSER BASICS

176 Digitability™ - Digital Life Skills for Workforce Inclusion. © 2017

Student is able to develop conceptual knowledge and comprehension of using the Internet as measured by the unit objectives below.

UNIT 2: BROWSER BASICS SHOW WHAT YOU KNOW

STAGE GOAL

Student will be able to identify basic Internet terminology in a paragraph using the TAG writing strategy as measured by Digitability’s Unit 2: Show What You Know rubric.

Student will be able to count denominations of money in their equivalent amounts in order to add up the total sum of money earned as measured by Digitability’s Unit 2: Show What You Know rubric.

OBJECTIVE

WORK SMARTER,NOT HARDER!

Domains: Reading Comprehension, Writing, Math Ability and Money Skills

INCLUDEDRESOURCES

• TAG mini-lesson• Differentiated writing probes• Differentiated conceptual math probes• Differentiated Rubrics• Paychecks

STAGE GOAL

OBJECTIVE

Student is able to develop conceptual knowledge and comprehension of using the Internet as measured by the unit objectives below.

Student will be able to identify basic Internet terminology in a paragraph using the TAG writing strategy as measured by Digitability’s Unit 2: Show What You Know rubric.

Student will be able to count denominations of money in their equivalent amounts in order to ass up the total sum of money earned as measured by Digitability’s Unit 2: Show What You Know rubric.

Domains: Reading Comprehension. Writing. Math Ability and Money Skills

• TAG mini-lesson• Differentiated writing probes• Differentiated conceptual math probes• Differentiated Rubrics• Paychecks

WORK SMARTER, NOT HARDER

INCLUDED RESOURCES


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20Digitability™ - Be Work Ready! © 2020

Preparing students with cognitive disabilities for our

tech-driven workplace.

™

digitability.com

Supplemental Materials

Unit 2


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Directions: Use this form to brainstorm your Milestone submission. You can submit your Milestone assets using your Teacher Resources Portal at digitability.com/teacherresources. We included some suggestions but feel free to submit what you think is most important to capture your implementation!

Suggested Capture:

Videos/photos of students presenting the planning session summary

Videos/photos of differentiation for students with expressive/receptive language needs

Videos/photos of students completing supplements and those completed supplements

Narrative:

Describe what is happening in your photos/videos. (at least five sentences)

Describe the cognitive or behavioral impact on the classroom as a whole and/or on a specific student (what are the needs being addressed for him/her?).

Tell us what you or your students like about this part of the Work Simulation.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

*Refer to the Taking “Good” Photo resource in warm up supplements

PHOTO OPP GUIDE

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LESSON 2:

TYPES OF

BROWSERS

LESSON 3:

BROWSER

ICONS

LESSON 4:

OPENING A

BROWSER

LESSON 5:

BROWSER

WIN

DOW

LESSON 6:

URL

LESSON 7:

ADDRESS BAR

LESSON 8:

DELETING A

URL

LESSON 9:

ENTERING A

URL

LESSON 10:

BROWSER IC

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BACK & F

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REFRESH

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LESSON 13:

SCROLL BAR

LESSON 14:

MASTER

BADGE

2.14

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STAGE 1: INTERNET NAVIGATORINTRO UNIT, LESSON 1 - WHAT IS DIGITABILITY?


NOYES

IECS CARDSYES OR NO IMAGE EXCHANGE CARD2.IEC.Y/N


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THUMBS IMAGE EXCHANGE CARD2.11.THUMB


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2.IEC.IMAGE

IMAGE EXCHANGE CARDS

Loved It Confused About Standup

Great Details I Have a Question


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Volume of Speech too LowGreat Speech Volume

Make More Eye ContactGreat Eye Contact

Great Energy



MASTER BADGE

BADGE BOARD2.BADGE

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a long bar that appears on the side or the bottom of the browser window that lets you move around

the webpage

Choose to cut out the badge and definition or only the badge for your classroom word wall

DIFFERENTIATION

WORD WALL PRINTOUTWORD WALL PRINTOUT2.14.6



We can identifybasic browser terminology!

WORD WALL PRINTOUTCLASSROOM MATERIALSUNIT 2: MASTER BADGE


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L10 L11 L12 L13 L14STAGE 1: INTERNET NAVIGATORUNIT 2: BROWSER BASICS


UNIT 3 GOALSINFORMAL ASSESSMENTUNIT 2: MASTER BADGE

BADGESCIRCLE THE WORD “YES” WHEN YOU UNLOCK A BADGE IN YOUR ACCOUNT

IF YOU CIRCLED “YES”, GIVE YOURSELF 1 POINT AND FIND THE SUM OF YOUR TOTAL POINTS.

Browser YES + _______________

Types of Browsers YES + _______________

Browser Icons YES + _______________

Opening a Browser YES + _______________

Browser Window YES + _______________

Address Bar YES + _______________

URL YES + _______________

Deleting a URL YES + _______________

Entering a URL YES + _______________

Browser Icons and Buttons YES + _______________

Back and Forth Buttons YES + _______________

Refresh Button YES + _______________

Scroll Bar YES + _______________

TOTAL BADGES EARNED: ________

Name: Date: PART 1 DIRECTIONS Use this worksheet to check your progress in Digitability’s Unit 2: Browser Basics.

T12.14.7.1

BROWSER BASICS MASTER BADGEEXIT TICKET UNIT 3 GOALS


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Digitability™ - Digital Life Skills for Workforce Inclusion. © 2017 255

MASTER BADGECIRCLE THE WORD “YES” WHEN YOU UNLOCK THE MASTER BADGE IN YOUR ACCOUNT

IF YOU CIRCLED “YES”, GIVE YOURSELF 1 POINT AND FIND THE SUM OF YOUR TOTAL POINTS.

Unit 2: Browser Basics YES + _______________

TOTAL MASTER BADGES EARNED: ________

ADD IT UP!

TOTAL BADGES: +____________

TOTAL MASTER BADGES: +____________

TOTAL: ________


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YOUR TOTAL # UNIT 2 GOAL

13 I will continue to consistently use Digitability and complete all of my lessons and unlock all of my badges for Unit 3.

12I will check my account on the Monday of every week to make sure that I am completing all of my lessons and unlocking all of my badges for Unit 3.

5-11I will check my account on Mondays and Wednesdays of every week to make sure that I am completing all of my lessons and unlocking all of my badges for Unit 3.

0-4I will check my account every night of the week for homework to make sure that I am completing all of my lessons and unlocking all of my badges for Unit 3.

Name: Date: PART 2 DIRECTIONS Circle one goal for Unit 3 based on the total # of BADGES & MASTER BADGES sum from Part 1.

T22.14.7.2



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BADGECIRCLE THE IF YOU UNLOCKED THE BADGE

OR MASTER BADGE

Name: Date: PART 1 DIRECTIONS Use this worksheet to check your progress in Digitability’s Unit 2: Browser Basics

T32.14.7.3



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TOTAL BADGES AND MASTER BADGES EARNED: ________


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FEEDBACK SENTENCE STARTEREXIT TICKET B | 2.14.8.2

I liked the part of your presentation when you _______________

______________________________________________________________

______________________________________________________________

I think you can work on ______________________________________

______________________________________________________________

______________________________________________________________

I have a question about _____________________________________

______________________________________________________________

______________________________________________________________

T2


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UNIT 2: BROWSER BASICS


TAG WRITING PROMPT

Choose a writing prompt to answer using the TAG writing strategy: • What can you do on a browser?• How can you navigate a browser?• What is your favorite browser to use? Which tools do you use on this browser?

1

Name: Date:

WORD BANK

browser ($1) browser icons ($1) types of browsers ($1) browser window ($1) address bar ($2)

URL ($2) entering URLs ($2) refresh button ($2) scroll bar ($4) back and forth buttons ($4)

T12.TAG.1

TAG WRITING PROMPT


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WORD USED:AMOUNT FOR USING THE

WORD CORRECTLY:

FIND THE SUM OF

EACH WORD USED CORRECTLY:

browser $1 + _______________

browser icons $1 + _______________

types of browsers $1 + _______________

browser window $1 + _______________

address bar $2 + _______________

URL $2 + _______________

entering URLs $2 + _______________

refresh button $2 + _______________

scroll bar $4 + _______________

back and forth buttons $4 + _______________

DOLLARS EARNED: $________

TAG: ADD IT UP! 1

Name: Date:

T12.TAG.1

TAG ADD IT UP


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ADVANCED 4 POINTS

PROFICIENT 3 POINTS

BASIC 2 POINTS

BELOW BASIC 1 POINT

T & A: Turn Question into a Topic Sentence and Answer Question

(4/4)

Topic sentence is clear, correctly placed, and correctly answered. Nice job!

Topic sentence is either unclear or incorrectly placed, but has a correct answer. Next Steps: For homework, you will rethink and rewrite your topic sentence.

Topic sentence is unclear but is correctly placed and has a correct answer. Next Steps: For homework, you will rethink and rewrite your topic sentence.

Topic sentence is unclear, incorrectly placed and did not have an accurate answer.

Next Steps: For homework, you will rethink and rewrite your topic sentence and select a correct answer.

G: Give Supporting Examples

(4/4)

Paragraph(s) has three or more supporting example sentences that relate back to the topic sentence. Nice job!

Paragraph(s) has two supporting detail sentences that relate back to the topic sentence. Next Steps: For homework, you will compose three supporting example sentences that relate back to the topic sentence.

Paragraph(s) has one supporting example sentence that relates back to the topic sentence. Next Steps: For homework, you will compose three supporting example sentences that relate back to the topic sentence.

Paragraph(s) has no supporting example sentences that relate back to the topic sentence. Next step: For homework, you will compose three supporting example sentences that relate back to the topic sentence.

Legibility

(4/4)

Legible handwriting, typing, or printing.

Nice work!

Writing is legible in most places. Next step: For homework, you will either rewrite or type up your paragraph(s) so that they are completely legible.

Writing is not legible in places. Next step: For homework, you will either rewrite or type up your paragraph(s) so that they are completely legible.

Writing is not legible. Next step: For homework, you will either rewrite or type up your paragraph(s) so that they are completely legible.

Mechanics

(4/4)

Paragraph(s) has no errors in punctuation, capitalization, and spelling.

Great work!

Paragraph(s) has 1-2 punctuation, capitalization, and/or spelling errors. Next Steps: For homework, you will correct all errors.

Paragraph(s) has 3-5 punctuation, capitalization, and/or spelling errors. Next Steps: For homework, you will correct all errors.

Paragraph(s) has 6+ punctuation, capitalization, and/or spelling errors.

Next Steps: For homework, you will correct all errors.

TAG WRITING RUBRIC 1

Name: Date:

T12.TAG.1

TAG WRITING RUBRIC


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ADVANCED 4 POINTS

PROFICIENT 3 POINTS

BASIC 2 POINTS

BELOW BASIC 1 POINT

Creativity/Style

(4/4)

Makes writing descriptive by using 5-10 adverbs, adjectives and/or prepositional phrases appropriately in each paragraph(s), ALL of the time.

WOW! Great work!

Makes writing descriptive by using 5-10 adverbs, adjectives and/or prepositional phrases appropriately in each paragraph(s), most of the time. Next Steps: For homework, you will rewrite your paragraph(s), implementing 5-10 adverbs, adjectives and/or prepositional phrases appropriately.

Makes writing descriptive by using 5-10 adverbs, adjectives and/or prepositional phrases appropriately in each paragraph(s), some of the time. Next Steps: For homework, you will rewrite your paragraph(s), implementing 5-10 adverbs, adjectives and/or prepositional phrases appropriately.

Does not use adverbs, adjectives and/or prepositional phrases to make writing descriptive. Next Steps: For homework, you will rewrite your paragraph(s), implementing 5-10 adverbs, adjectives and/or prepositional phrases appropriately.

WRITING PROBE STUDENT SCORED ___ / 20 POINTS ON THEIR WRITING PROBE RUBRIC

WITH _______% ACCURACY.

MATH PROBE STUDENT CALCULATED ___ / 10 VOCABULARY TERMS

WITH _______% ACCURACY.

TAG WRITING RUBRIC 1


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TAG WRITING PROMPT 2

Name: Date:

WORD BANK

address bar refresh button back and forth buttons types of browsers

browser icons URL browser browser window

Browsers can be used to do many things. A 1. ___________________lets you view

websites on the internet. There are many different 2. ___________________ that

you can pick from and use; such as, Google Chrome, Safari, and Internet Explorer.

You will see that each browser has their own 3.___________________ , which is a

picture that stands for each type of browser. After you click on a browser icon, a

4.___________________ , or a the square that surrounds the outside of a website, will

appear. The browser window has many of tools.One tool that you can use is the 5.

___________________ , which is a long and white rectangle at the top of the window.

You can use the address bar to enter 6. ___________________ , which are website ad-

dresses. Also, you can use different browser buttons to navigate the internet. Some

examples of these buttons are scrollbar, the 7._______________ to help you move

from one web page to another, and the 8. ___________________ which helps you

replay, reload, or update information on the browser.

SCORE: Student correctly answered ___ /8 vocabulary terms with _______% accuracy.

T12.TAG.2

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WORD USED: IF YOU GOT IT CORRECT, CIRCLE THE DOLLAR AMOUNT:IF YOU GOT IT

CORRECT, ADD IT UP:

browser ($1) + _______________

types of browsers($1) + _______________

browser icons ($1) + _______________

browser window ($1) + _______________

address bar ($3) + _______________

URLs ($4) + _______________

back and forth buttons ($4) + _______________

refresh buttons ($5) + _______________

DOLLARS EARNED: $________

TAG: CHECK YOUR ANSWERS! 2

Name: Date:


T22.TAG.2

TAG CHECK YOUR AN-


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TAG WRITING PROMPT 3

Name: Date: Browsers can be used to do many things. A (1. browser/website) lets you view

websites on the internet. There are many different (2. internet/types of browsers)

that you can pick from and use. You will see that each browser has their own

(3. scroll bar/browser icon) which is a picture that stands for each type of browser.

After you click on a browser icon, a (4. browser window/URL), or a the square that

surrounds the outside of a website, will appear. The browser window has many of

tools.One tool that you can use is the (5. browser/address bar) at the top of the

window. You can use the address bar to enter (6. URLS/ types of browsers), which

are website addresses. Also, you can use different browser buttons to navigate the

internet. Some examples of these buttons are the the back and forth button

and the Some examples of these buttons are the scroll bar,

(7. back and forth button/scroll bar) to help you move from one web page to

another, and the (8. refresh button/back and forth buttons), which helps you

replay, reload, or update information on the browser.


T32.TAG.3

TAG WRITING PROMPT


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STUDENT NAME TIERDATE: __________ UNIT 2 WRITING PROBE SCORE

DATE: __________ UNIT 2 MATH PROBE SCORE

Franklin M. 1 19/20 or 95% 80%

Winnie G. 2 5/8 or 63% 75%

Barkley P. 3 6/8 or 75% 95%

ASSESSMENT DATA UNIT 2: SHOW WHAT YOU KNOW

SHOW WHAT YOU KNOWASSESSMENT DATA


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Objective

MaterialsDifferentiated Activity

Activity Description

• Students are able to identify browser basics vocabulary.• Students will show comprehension of browser basics vocabulary.

10 Bingo boards, 96 Bingo markers, 13 Bingo Clue Cards, Scissors, A box or a bowl

Cut bingo markers and distribute 9 markers per player.

Cut clue cards and fold. Place clue cards into a bowl or box.

One person should be assigned as the Bingo Host. The Bingo Host will pull out one card and read the clue.

Players will check their bingo card to see if they have the vocabulary word that matches the description. If they have a match, the learner can cover it with a bingo marker.

Players can decide how to win, ie. three in a row or an L shape, or a square.

Bingo!

1 2

3 4

5

# $ %

Please refer to your supplemental guide for support on reinforcement and prompting.

Consider laminating materials and using velcro.


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Name:

Unit 2. Internet Browser Vocabulary