Word Processing

Instructional Guide 202 4 -202 5

Word Processing

Utah Career and Technical Education 2022-2023 AT-A-GLANCE

Career and Technical Education provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value.

Data Represents Secondary Education Source of Data: Utah State Board of Education

185,256 Students enrolled in CTE courses

of CTE concentrators 97% graduate in 4 years. Native American Caucasian Asian Pacific Islander Black Hispanic Economically disadvantaged Homelessness Students with disabilities 92.8% 95.1% 96.1% 96.4% 96.9% 97.0% 97.2% 98.1% 91.7% 72.2% of students who concentrated in a CTE Pathway placed in postsecondary education, military service, or employment, within six months after graduation. (October 1-December 31, 2021-2022)

97% Graduation rate for students 99% who are CTE concentrators

Graduation rate for students who are CTE completers

graduatio Compared to Utah’s statewide n rate of

88.3%

50.1% of students concentrated in a CTE Career Pathway. A concentrator is a student who has completed specific requirements in a single CTE program of study. 18.2% of students completed a CTE Career Pathway. A completer is a student who has completed specific course requirements and earned 3.0 credits in a single CTE program of study.

CREDENTIALS OF VALUE CTE Competency Certificates earned

144,201 * TOP CERTIFICATIONS Food and Nutrition 1 Child Development Woods 1 Commercial Photo 1 Interior Design 1 Exploring Computer Science 1

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

* Utah skill certifications, business, trade association, or other industry group

Utah Career and Technical Education

Top Pathways Students completing a CTE Career Pathway are recognized by the state of Utah and their high school by receiving a CTE Secondary Pathway Completer recognition Award. CTE Career Pathways with the Highest Completer Rates Health Science Broadcasting & Digital Media Programming & Software Development Business Information Management

WORKPLACE and COLLEGE READINESS 9th–12th grade CTE concentrators who earned credit, at “C” grade or better, in (CE, or IB, or AP) OR who passed skill certification/third-party industry exams. 85.2%

Engineering Automotive

Utah Members National Members 22,386 students are members of a Career and Technical Student Organization (CTSO).

3,365

2,487

227,000

442

16,208

2,667

198,000

6,272

3,275

264,487

2,029

380,432

1,850

309,565

236,529

945,988

Students who participate in school organizations in 10th grade have higher grade point averages and are more likely to be enrolled in college at 21 years of age than other students (ctsos.org).

47,015 students participated in

124,065 CTE Concurrent Enrollment (CE) credits earned

Students have opportunities to earn CE credits i CTE courses. CE provides prepared high school students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

n

College and Career Awareness is a middle school course designed to increase awareness of college and career pathways. Students explore high school, college, and career options based on individual interests , abilities , and skills . Students investigate high-skill and/or in-demand jobs in the Utah labor market, while developing workplace skills.

Utah CTE classes are open to all qualified students without regard to race, color, national origin, sex, disability, or age.

Utah State Board of Education | 250 East 500 South | P.O. Box 144200 | Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D. State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education

Published January 2024

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Defnition

Association for Career and Technical Education (National)

ACTE

Agriculture

AG

A group of careers and industries that are related by skills or products.

Career Cluster

College and Career Awareness

CCA

College and Career Readiness

CCR

Concurrent Enrollment

CE

Career and Technical Education

CTE

A secondary student who has met all of the requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. A secondary student who has completed at least two courses, with at least one concentrator course, in a specifc CTE pathway. A Career Pathway is a sequence of courses within a student's area of interest that connects career interests and serves as an educational road map leading to a credential. Utah has developed 35 CTE Career Pathways that align with the national Career Clusters.

CTE Completer

CTE Concentrator

CTE Pathway

Career & Technical Student Organization

CTSO

CTSO for future leaders and entrepreneurs in careers in marketing, fnance, hospitality and management.

DECA

CTSO- for Future Educators

Educators Rising

CTSO- Future Business Leaders of America

FBLA

CTSO- Family, Career and Community Leaders of America

FCCLA

Family Consumer Science

FCS

CTSO- Future Farmers of America

FFA

CTSO-Future Health Professionals

HOSA

Information Technology

IT

A listserv is an automatic emailing service. As a member of a list, you will receive copies of all the mail that is sent to the group. Lists are used to share information and ideas, ask for help or clarifcation on topics, etc.

ListServ

Federal CTE funding

Perkins

CTSO- for Future Skilled Workers

SkillsUSA

Technology & Engineering

TE

CTSO- Technology Student Association

TSA

Utah State Board of Education

USBE

Utah Association for Career and Technical Education

UtahACTE

Work-Based Learning

WBL

Helpful Websites ● ACTE ● CSDCTE ● USBE- CTE ● UtahACTE

Utah CTE Career PATHWAYS Pathways to College & Career Readiness School Year 2024-2025

Career Cluster® > Career Pathway

Agriculture, Food & Natural Resources > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Natural Resource Science > Plant Science Architecture & Construction > Architectural & Interior Design > Construction & Structural Systems Arts, Audio/Visual Technology & Communications

Education & Training > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Engineering & Technology > Engineering Health Science > Health Science Hospitality & Tourism > Culinary Arts > Hospitality & Tourism Human Services > Family & Human Services > Personal Care Services Law, Public Safety, Corrections & Security > Protective Services Manufacturing > Manufacturing & Production > Welding & Machining Transportation, Distribution & Logistics > Automotive >Aviation >Diesel

> Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business, Finance & Marketing

>Business >Finance > Marketing Computer Science & Information Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of August 2023 ADA Compliant: August 2023

Year- at- a Glance Word Processing

Word Processing A/B Day 1 st Quarter

2 nd Quarter

3 rd Quarter

4 th Quarter

Create Word Processing Documents Strand5

Overarching Unit

Standard1 Standard2

Navigation of Word Processing Documents

Basic & Advanced Formatting

Editing and Reviewing Documents

Keyboarding

Unit

Strand1 Standard1

Strand2 Standard1

Strand3 Standard1 Standard2

Strand4 Standard1

Standards

Word Processing - Semester Schedule 1 st Quarter/3 rd Quarter

2 nd Quarter/4 th Quarter

Create Word Processing Documents Strand5

Overarching Unit

Standard1 Standard2

Keyboarding

Basic and Advanced Formatting

Unit 1

Navigation of Word Processing Documents

Editing and Reviewing Documents

Unit 2

Strand1 Strand2

Strand3 Strand4

Standards

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the frst two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ● Consider precision partnering or individualized work for PBL and simulation assignments. ● Allow a student to develop potential new projects for the cluster area lesson. ● Students develop lesson materials (graphic organizers, relevant articles, career brochures, etc.). ● Consider more involved projects: (for example) instead of the student making the pencil roll, allow the student to make a drawstring bag.

Unit 1

Keyboarding

Pacing

Key Language Usage

● One Quarter

Narrate Argue Inform Explain

Key Standard(s) STRAND1 : Students will enhance touch keyboarding using correct techniques. Standard 1: Students will demonstrate correct keyboarding techniques. ● Eyes on copy or screen, not on keys. ● Fingers curved and orientated to the home row.

● Correct fngers are used for keystrokes. ● Key with smooth rhythm and quiet hands.

● Forearms parallel to the keyboard slant; wrists low but not resting on any surface. ● Proper sitting posture: body-centered with feet providing balance and elbows naturally at the sides.

End of Unit Competency ● Students will identify correct keyboarding techniques. ● Students will explain correct keyboarding techniques.

● Students will argue why correct keyboarding techniques are often considered essential for many careers.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

● Cover the Keyboard: Use keyboard covers or even a simple sheet of paper to block the view of the keys. ● Visual Drills: Display words or sentences on the screen for students to type, gradually increasing complexity. ● Typing Games: Incorporate typing games that emphasize keeping eyes on the screen. ● Finger Placement Exercises: Practice placing fngers on the home row keys (ASDF JKL;) repeatedly until it becomes a habit. ● Hand Diagrams: Provide diagrams showing correct fnger positioning for reference. ● Home Row Drills: Conduct drills focusing solely on typing sequences from the home row keys to reinforce muscle memory ● Metronome Practice: Use a metronome to help students maintain a steady rhythm while typing. ● Silent Typing Challenges: Encourage students to type as quietly as possible to promote gentle keystrokes. ● Posture Guides and Posture Checks: Display posters or diagrams showing correct sitting posture. Regularly check and correct students' arm and wrist positions.

Extension

● Typing Games: Incorporate typing games that emphasize keeping eyes on the screen.

Resources/ Suggested Lesson(s) Free Options For Keyboarding ● Keyboarding Lessons in Nearpod by Typesy (free and available as long as they use a district Nearpod account) ● NitroType

● BBC's Dance Mat Typing ● 10 Fast Fingers Speed Test

Paid Options (Contact your Instructional Coach for more info) ● Typing Club ● Keyboarding Online ● Typing.com ● Typesy

Skills: ● Have students use one of the above district’s approved keyboarding programs to practice correct keyboarding techniques.

Scaffolded Learning: ● Create a presentation that identifes and describes correct keyboarding techniques used in the class. Consider using Flipgrid, Prezi, Screencast, etc. ● Research high-wage, in-demand careers that list keyboarding as a required skill. Create a poster to inform others about that career. Vocabulary

Alignment

Enter Key

Monitor

ArrowKeys

File

Mouse

Backspace Key

Font

Numeric Keypad

Bold

Home Row Keys

Print

Caps Lock Key

Icon

Printer

Click

Indent

Save

CPU

Italics

Shift Key

Cursor

Keyboard

SpaceBar

Edit

LogOut

WPM

Navigation of Word Processing Documents

Unit 2

Pacing

Key Language Usage

● One Quarter

Narrate Argue Inform Explain

Standards STRAND2: Students will be able to navigate through a word processing document. Standard 1: Identify and navigate parts of a word processing document. ● Create a blank new document. ● Open and close a document. ● Move the insertion point and select text using the mouse and the keyboard. ● Know the difference between Save and Save As. ● Customize the layout views. ● Search for text within a document. ● Prepare documents to be printed, saved, or distributed. ● Save documents in an alternate fle type (i.e. PDF). ● Manage fles by creating fles, cutting fles, copying fles, pasting fles, renaming fles, searching for fles, and deleting fles. ● Know the keyboard shortcuts for Print, New, Save, and Open.

End of Unit Competency ● Students can explain how to create a blank document.

● Students can explain how to open and close a document.

● Students can narrate how to move an insertion point and select text using a mouse and keyboard.

● Students can explain how to customize layout views in a word-processing document.

● Students can narrate how to search for text within a document.

● Students can narrate how to prepare documents to be printed, saved, or distributed.

● Students can explain how to save documents in an alternative fle type.

● Students can identify and explain how to manage fles.

● Students can identify and explain keyboarding shortcuts. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg., have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

● Hands-on practice: Provide students with step-by-step instructions or a checklist of tasks to perform in a word processing application. This could include creating a new document, opening and closing fles, selecting and moving text, saving documents in different formats, and using keyboard shortcuts. ● Guided exploration: Allow students to explore the word processing application's interface and features under your guidance. Encourage them to experiment with different tools and functions, such as changing layout views, searching for text, and managing fles. ● Screencasting or video tutorials: Create or use existing screencasts or video tutorials that demonstrate the various navigation and fle management tasks. Students can follow along and practice as they watch the videos. ● Simulations or interactive tutorials: Utilize interactive tutorials or simulations that walk students through different scenarios and tasks related to navigating and managing word-processing documents. ● Collaborative activities: Assign group activities where students work together to complete a set of tasks in a word processing document. This can foster peer learning and allow students to share their knowledge and strategies. ● Gamifcation: Incorporate game-like elements, such as points, badges, or leaderboards, to make the learning process more engaging. Students can earn rewards or advance levels by completing navigation and fle management tasks. ● Real-world examples: Provide students with examples of documents they might encounter in real-world situations, such as reports, letters, or essays. Ask them to practice navigating, modifying, and managing these documents. ● Job aids or cheat sheets: Create reference materials, such as job aids or cheat sheets, that students can refer to when practicing or working on tasks related to navigating and managing word processing documents.

● Tables and graphics: Introduce students to creating and modifying tables, inserting and formatting images or graphics, and using tools like SmartArt or diagrams to visually represent information. ● Document collaboration: Demonstrate how to share documents with others for collaboration, track changes, add comments, and manage revisions. ● Advanced keyboard shortcuts: Introduce more advanced keyboard shortcuts or keystroke combinations to increase effciency and productivity when navigating and working with word-processing documents.

Extension

Resources/ Suggested Lesson(s) Google Applied Digital Skills Lessons Google Docs Training and Help Differences between Google Docs and Microsoft Word Microsoft Offce Activities and Lessons How to teach Google Docs in Middle School- ICEV 10 Google Docs Lessons for Middle School Students

Skills : ● Have students use Google Docs or Microsoft Word to practice and demonstrate profcient navigation in the word processing program. Scaffolded Learning: ● Have students write an autobiography. Provide students with a rubric that requires students to demonstrate basic word-processing navigation skills while completing the assignment.

Vocabulary

Alignment

Cursor/Insertion Point

Footer

Autocorrect

Cut

Font

Clipboard

Document

Format

Copying

Edit

Header

Highlighting/Selecting

Indent

Cursor

Landscape

Legal Size

Letter Size

Line Spacing

Margin

Paragraph

Paste

Portrait

Print Preview

Ruler

Scroll Bar

Spelling/Grammar Check

Tab

Table

Template

Toolbar

Undo

Word Processing

WrapText

Unit 3

Basic and Advanced Formatting

Pacing

Key Language Usage

● One Quarter

Narrate Argue Inform Explain

Standards STRAND 3: Students will be able to complete basic and advanced document formatting. Standard 1: Students will be able to identify and use basic tools within a word processing document. ● Use alignment, line spacing, and margin features to format documents. ● Use headers and footers, page numbering, and vertical centering to format documents. ● Change the appearance of text by using bold, italics, and underlining, and by changing the font face, point size, and appearance. ● Insert bullets and create numbered lists. ● Format paragraphs with a left indent, a left and right indent, and a hanging indent. ● Create tabulated text by setting left, right, center, decimals, and leader tabs. ● Use format painter. ● Know the keyboard shortcuts for bold, underline, italicize, and select all. Standard 2: Students will be able to apply advanced document formatting. ● Add page and paragraph borders in a document. ● Insert graphics and objects (shapes, lines, text boxes) into a document. ● Edit and format graphics by changing size, position, wrap, border/fll. ● Format text in columns. ● Create and format a table. ● Insert hyperlinks (email, websites). ● Insert watermarks. ● Insert symbols and special characters. ● Insert and apply endnotes, and footnotes.

End of Unit Competency

● Students will be able to identify and explain alignment, line spacing, and margin features to format a document. ● Students can explain how to use headers, footers, page numbers, and vertical centering in a document. ● Students can explain how to change the appearance of text by using bold, italics, and underlining, and by changing the font face, point size, and appearance. ● Students can narrate how to insert bullets and create numbered lists. ● Students can explain how to format paragraphs with a left indent, a left and right indent, and a hanging indent. ● Students can explain how to create tabulated text by setting left, right, center, decimals, and leader tabs. ● Students can explain how to use Format Painter. ● Students can identify keyboard shortcuts for bold, underline, italics, and select all. ● Students can explain how to add page and paragraph borders in a document. ● Students can narrate how to insert graphics and objects (shapes, lines, text boxes) into a document. ● Students can explain how to edit and format graphics by changing size, position, wrap, and border/fll. ● Students can narrate how to format text in columns and tables. ● Students can explain how to insert hyperlinks (email, websites) and watermarks. ● Students can explain how to insert symbols and special characters and how to apply endnotes and footnotes. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

● Hands-on Practice: Provide students with a variety of document templates or sample documents and have them practice applying the formatting techniques listed in the standards. This could involve creating new documents from scratch or modifying existing ones. ● Step-by-Step Tutorials: Develop detailed, step-by-step tutorials or screencast videos that demonstrate each formatting technique. Students can follow along with the tutorials and practice the skills themselves. ● Formatting Challenges: Create formatting challenges or assignments that require students to apply multiple formatting techniques to a single document. For example, a challenge could involve creating a formatted report with specifc requirements for headers, footers, page numbers, text formatting, graphics, tables, and hyperlinks. ● Peer Review and Feedback: Have students exchange their formatted documents with peers for review and feedback. Students can evaluate each other's work based on the formatting standards and provide constructive feedback for improvement. ● Keyboard Shortcut Practice: For the keyboard shortcut standard, create exercises or games that require students to identify and use the correct keyboard shortcuts for various formatting tasks. ● Real-World Examples: Provide students with examples of well-formatted documents from various industries or contexts. Analyze these examples to understand how formatting techniques are applied in real-world scenarios. ● Formatting Quizzes or Assessments: Develop quizzes or assessments that test students' understanding and application of formatting techniques. These could include multiple-choice questions, matching exercises, or practical tasks where students must format documents according to specifc requirements. ● Reference Materials: Provide students with access to reference materials, such as user manuals, online resources, or cheat sheets, that they can consult when learning and practicing document formatting techniques. ● Collaborative Formatting Projects: Assign group projects where students collaborate to create a formatted document, such as a report or presentation. This encourages teamwork, communication, and the application of formatting skills in a collaborative setting. ● Formatting Troubleshooting: Present students with scenarios where they need to identify and troubleshoot formatting issues in documents. This promotes problem-solving skills and a deeper understanding of formatting techniques. ● Import and Export Formats: Teach students how to import and export documents in various formats (e.g., PDF, HTML, EPUB) while preserving formatting. ● Advanced Graphics and Multimedia: Expand on inserting graphics by incorporating advanced multimedia elements like

Extension

audio, video, and interactive objects. ● Accessibility Features: Explore accessibility features in word processing software, such as creating alternative text for images, adjusting document structure for screen readers, and ensuring proper color contrast.

Resources/ Suggested Lesson(s) Word Processing Lessons on UEN Proofreading Lesson Keyboarding Report Lesson Internet For Classroom Microsoft Word Lessons Skills : ● Have students use Google Docs or Microsoft Word to practice and demonstrate profcient formatting skills and techniques in the word processing program. Scaffolded Learning : ● Have students write and create a school newspaper. Provide students with a rubric that requires students to demonstrate basic and advanced formatting skills while completing the assignment. Vocabulary

Alignment

Italics

Line Spacing

Underline

Margin

Font

Header

Hyperlink

Footer

Watermark

Bold

Symbols

Special Characters

Endnote

Footnote

Editing and Reviewing Documents

Unit 4

Pacing

Key Language Usage

● One Quarter

Narrate Argue Inform Explain

Standards STRAND 4: Students will be able to edit and review a document using word processing tools. Standard 1: Students will be able to edit a word-processing document. ● Use cut, copy, and paste within a document. ● Use writing tools for spelling, thesaurus, and grammar. ● Search for text within a document. ● Know the difference between backspace and delete. ● Know how to clear formatting. ● Know keyboard shortcuts undo, redo, cut, copy, and paste . End of Unit Competency ● Students will be able to explain how to edit a word-processing document using cut, copy, and paste. ● Students will be able to identify tools for spelling, thesaurus, and grammar in word processing software. ● Students will be able to narrate how to search for text within a document. ● Students will be able to argue the difference between backspace and delete. ● Students will be able to explain how to clear formatting. ● Students will be able to identify keyboard shortcuts for undo, redo, cut, copy, and paste. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

● Hands-on Editing Exercises: Provide students with sample documents containing errors, formatting issues, or areas that need editing. Have them practice using various editing tools and techniques, such as cut, copy, paste, spelling and grammar checkers, fnd and replace, and keyboard shortcuts. ● Editing Challenges: Create timed challenges or contests where students must edit and correct a document as quickly and accurately as possible, applying the editing skills they've learned. ● Peer Review and Feedback: Have students exchange their edited documents with peers for review and feedback. This promotes critical thinking and allows students to learn from each other's editing approaches. ● Guided Tutorials: Develop step-by-step tutorials or screencasts that walk students through the editing process, demonstrating the use of various tools and techniques. ● Editing Quizzes or Assessments: Create quizzes or assessments that test students' knowledge of editing concepts, tools, and keyboard shortcuts. ● Editing Simulations: Develop simulated scenarios or case studies where students must edit and review documents in a realistic context, such as proofreading a report, revising a research paper, or preparing a manuscript for publication. ● Keyboard Shortcut Practice: Design interactive exercises or games that reinforce the use of keyboard shortcuts for common editing tasks, such as undo, redo, cut, copy, and paste. ● Real-World Examples: Provide students with examples of well-edited and poorly edited documents from various industries or contexts. Analyze these examples to understand the impact of effective editing and review practices. ● Collaborative Editing Projects: Assign group projects where students collaborate on editing and reviewing a shared document, promoting teamwork, communication, and the application of editing skills in a collaborative setting. ● Editing Checklists or Rubrics: Develop editing checklists or rubrics that outline the criteria for effective editing and review. Students can use these tools to self-assess their work or evaluate their peers' editing efforts. ● Editing Software or Tools: Introduce students to specialized editing software or tools, such as grammar checkers, style guides, or track changes features, to enhance their editing capabilities. ● Refection and Self-Assessment: Encourage students to refect on their editing process, identify areas for improvement, and set goals for developing their editing skills.

● Editing Tools and Plugins: Explore third-party editing tools, plugins, or extensions that can enhance the editing and review capabilities of word-processing software.

Extension

● Research projects about careers such as Journalists, Editors, Publishers

Resources/Suggested Lesson(s) Proofreading activities in Microsoft Word Proofreading Presentation

Skills: ● Have students use Google Docs or Microsoft Word to practice and demonstrate profcient editing and reviewing techniques in the word processing program. Scaffolded Learning: ● Have students create a resume. Have students peer review each other's resumes. Provide students with a rubric that requires students to demonstrate knowledge of editing and reviewing documents. Vocabulary

● Edit ● Cut ● Copy Paste ● Spelling and Grammar Check ● Backspace ● Delete

Overarching Unit

Create Word Processing Documents

Pacing

Key Language Usage

● Throughout the course

Narrate Argue Inform Explain

Standards Strand5 : Students will be able to create a variety of word-processing documents. Standard 1: Students will demonstrate composition skills on the keyboard. ● Compose sentences and short paragraphs. Standard 2: Students will create a variety of documents. ● TitlePage ● Resume ● Labels ● Envelopes ● Business Letter ● Personal Letter ● Outline End of Unit Competency ● Students can explain how to compose sentences and short paragraphs. ● Students can explain how to create a title page, resume, labels, envelopes, business letters, personal letters, and outlines using word processing software. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (eg., have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

● Typing Practice: Provide students with typing tutorials or online typing games to improve their keyboard composition skills. As they become more profcient, have them practice composing sentences and paragraphs using proper typing techniques. ● Document Templates: Create pre-formatted document templates for different types of documents (e.g., resume, business letter, outline) and have students practice flling in the appropriate sections with their content. ● Model Documents: Provide students with well-structured examples of different types of documents (e.g., title page, personal letter, labels) and have them analyze the formatting, layout, and content structure. ● Scenario-based Assignments: Create realistic scenarios or prompts that require students to compose and format specifc types of documents. For example, have them write a business letter inquiring about a job opening or create a resume for a hypothetical job application. ● Peer Review and Feedback: Encourage students to share their composed documents with peers for review and feedback. This promotes critical thinking and allows students to learn from each other's writing and formatting approaches. ● Step-by-Step Tutorials: Develop detailed tutorials or screencasts that guide students through the process of creating each type of document, from formatting to content composition. ● Document Deconstruction: Provide students with existing documents and have them deconstruct the formatting, layout, and content structure. Then, have them recreate the document from scratch using the appropriate formatting and composition techniques. ● Rubrics and Checklists: Develop rubrics or checklists that outline the specifc requirements for each type of document. Students can use these tools to self-assess their work or evaluate their peers' documents. ● Real-World Examples: Provide students with authentic examples of different types of documents from various industries or contexts. Analyze these examples to understand best practices and conventions. ● Collaborative Document Creation: Assign group projects where students collaborate to create a variety of documents, promoting teamwork, communication, and the application of formatting and composition skills in a collaborative setting. ● Writing Prompts and Exercises: Incorporate writing prompts or exercises that encourage students to practice composing different types of content, such as descriptive paragraphs, persuasive letters, or informative outlines.

● Refection and Self-Assessment: Encourage students to refect on their composition and document creation process, identify areas for improvement, and set goals for developing their skills.

● Data Visualization: Teach students how to create and format data visualizations, such as charts, graphs, or diagrams, within word-processing documents to effectively present and communicate data. ● Desktop Publishing: Introduce desktop publishing principles and software, allowing students to create more visually appealing and professionally designed documents, such as brochures, newsletters, or fyers.

Extension

Resources/ Suggested Lesson(s)

Resume Templates Label Template

Business Letter Format Personal Letter Format Title Page Template Outline Template

Skills: ● Have students use Google Docs or Microsoft Word to create a title page, labels, envelopes, business letters, personal letters, and outlines in the word processing program. Scaffolded Learning: ● Have students create each of the required documents. Provide students with a rubric for each required document that incorporates keyword processing skills and techniques. Vocabulary ● TitlePage ● Resume ● Labels ● Envelopes

● Business Letter ● Personal Letter ● Outline

Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines (Shanahan & Shanahan, 2012). Each discipline (e.g., science, math, history, art, technology, etc.) has a specialized vocabulary and components that DISCIPLINARY LITERACY Specific reading, writing, and communicating within a discipline.

are unique to that discipline. Secondary students need to be taught what is unique about each discipline and the “nuanced differences in producing knowledge via written language across multiple disciplines” (Moje, 2007, p. 9). Content literacy strategies typically include ways to approach text in any discipline; these strategies help with comprehension but are not sufficient for an in-depth understanding of a particular discipline. Content literacy strategies include predicting what the text might be about before reading, paraphrasing during reading, and summarizing after reading.

However, in addition to these strategies, students must learn and use specific strategies to comprehend complex text in the disciplines. For example, when reading historical documents, students need to contextualize information (When was it written? Who was the audience? What was going on in society at that time?); source the document (Who wrote it? For what purpose?); and corroborate conclusions (Do other documents written during that time have the same perspective and come to the same conclusions?).

English Language Arts

Mathematics

Social Studies

Science

• Story elements: who, what when, where, why • Literal vs. implied meaning • Themes Text structures • Genres: i.e., poetry, essay, fiction

• Search for the “truth” and for errors • Importance of each word and symbol • Interpretation of information presented in unusual ways • Mathematical modeling & problem solving

• Author’s perspective and bias; sourcing • Time period: contextualization • Corroboration of multiple perspectives and documents • Rhetorical constructions

• Facts based on evidence • Graphs, charts, formulas • Corroboration and transformation • Concepts such as data analysis, hypothesis,

observations, investigations

Literacy in the disciplines is crucial for several reasons. A secondary students’ ability to read complex texts is strongly predictive of their performance in college math and science courses (Alliance for Excellent Education, 2011). Yet students are reading less in high school than they did fifty years ago. The Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) emphasize close reading of complex text in the disciplines to build a foundation for college and career readiness.

Adapted from Shanahan, shanahanonliteracy.com

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Implementation Tools & Resources

A critical component of the Utah Core Standards for Reading is the requirement that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Being able to read complex text independently and profciently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. To grow, our students must read a lot, more specifcally they must read a lot of complex texts that offer them new language, new knowledge, and new modes of thought.

The Utah Core Standards defne a three-part model for determining how easy or diffcult a particular text is to read as well as grade-by-grade specifcations for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specifc standards that require increasing sophistication in students’ reading comprehension abilities (Reading standards 1–9). In this way, the Standards approach the intertwined issues of what and how students read. The three-part model includes quantitative and qualitative measures of text complexity as well as reader and task considerations.

Quantitative

Qualitative

Reader & Task Considerations

Readability and other scores of text complexity often best measured by computer software.

Levels of meaning, structure, language conventionality and clarify, and knowledge demands often best measured by an attentive human reader. Levels of meaning, levels of purpose, structure, organization, language conventionality, language clarity, prior knowledge demands

Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Considerations such as motivation, prior knowledge, purpose for reading, complexity of task assigned regarding text.

Word length, word frequency, word diffculty, sentence length, text length, text cohesion

Determine lexile level of a text at lexile.com

Use the text complexity rubrics

Reader & Task Considerations

Revisiting How We Match Readers and Texts “For decades, teachers have been told that quality instruction requires a careful matching of materials to students. The goal has been to select materials that are neither too diffcult nor too easy for student. Typically, students are assessed on their ability to orally read and comprehend text. Then, instructional materials are selected to match the students’ current performance” (Fisher, Frey, & Lapp, 2012). The main issue with this approach is it limits what students can read with instruction and creates a divide between what the Standards are calling for and what students’ access. “There is evidence that students learn, and perhaps more, when they are taught from challenging texts“ (Morgan, Wilcox, & Eldredge, 2000; O’Connor, Swanson, & Geraghty, 2010).

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Quantitative Measures

A popular method used to measure a student reader’s ability is Lexile level or a Lexile Measure. A Lexile measure is a valuable tool for teachers, parents, and students. It serves two unique functions: it is the measure of how diffcult a text is OR a student’s reading ability level.

Teachers can determine the Lexile of any text at lexile.com. First, a free account must be created, next paste text, and a Lexile score will be determined.

The Reading Inventory (RI) is given to students in Grades 4-12 and SALTA students Grades 1-5, as a screener 3 times per year (Fall, Winter, Spring). This exam calculates a student reader’s ability to read. The Lexile text level for each CSD student can be found on the CSD Data Dashboard. Knowing the reading ability of each student will help determine what types of scaffolds are needed.

When planning a close read, grade level text should be used, even if students are below grade level. The purpose of close reading is to scaffold the text enough for all students to be able to access the text.

The table below displays grade band Lexile levels. Students who fall in the Basic or Below Basic categories will require signifcant scaffolds to access grade level text.

Grade

Below Basic

Basic

Profcient

Advanced

1

BR

BR - 99

100 - 400

401 - 1700+

2

BR - 99

100 - 449

450 - 620

621 - 1700+

3

BR - 299

300 - 609

610 - 790

791 - 1700+

4

BR - 499

500 - 769

770 - 885

886 - 1700+

5

BR - 599

600-864

865 - 980

981 - 1700+

6

BR - 699

700 - 954

955 - 1020

1021 - 1700+

7

BR - 749

750 - 995

996 - 1060

1061 - 1700+

8

BR - 799

800 - 1038

1039 - 1155

1156 - 1700+

9

BR - 849

850 - 1079

1080 - 1210

1211 - 1700+

10

BR - 849

850 - 1186

1187 - 1305

1306 - 1700+

11

BR - 899

900 - 1214

1215 - 1310

1311 - 1700+

12

BR - 899

900 - 1284

1285 - 1355

1356 - 1700+

Canyons School District

Instructional Supports Department

TEXT COMPLEXITY Qualitative Measures

Text Complexity Rubric: Literary Texts

Slightly Complex Moderately Complex

Very Complex

Exceedingly Complex ☐ Meaning: Multiple competing levels of meaning that are diffcult to identify, separate, and interpret; theme is implicit or subtle, often ambiguous and ☐ Organization: Is intricate with regard to such elements as point of view, time shifts, multiple characters, storylines anddetail ☐ Narration: many shifts in point of view and/or perspective ☐ Use of Graphics: If used, illustrations or graphics are essential for understanding the meaning of the text revealed over the entirety of the text ☐ Conventionality: Dense and complex; contains abstract, ironic, and/or fgurative language. ☐ Vocabulary: Complex, generally unfamiliar, archaic, subject-specifc, or

☐ Meaning: One level of meaning; theme is obvious and revealed early in the text

☐ Meaning: Multiple levels of meaning clearly distinguished from each other; theme is clear but may be conveyed with some subtlety

☐ Meaning: Multiple levels of meaning that may be diffcult to identify or separate; theme is implicit or subtle and may be revealed over the entirety of the text

Meaning

☐ Organization: Is clear, chronological or easy to predict

☐ Organization: May have two or more storylines and occasionally be diffcult to predict

☐ Organization :May include subplots, time shifts and more complex characters

☐ Narration: No shifts in point of view or perspective ☐ Use of Graphics: I fused, either illustrations directly support and assist in interpreting the text or are not necessary to understanding the meaning of the text ☐ Conventionality: Explicit, literal, straightforward, easy to understand.

☐ Narration: few, if any shifts in point of

☐ Narration: occasional shifts in point of view and/or perspective ☐ Use of Graphics: If used, illustrations or graphics support or extend the meaning of the text ☐ Conventionality: Fairly complex; contains some abstract, ironic, and/or fgurative language. ☐ Vocabulary: Fairly complex language that is sometimes unfamiliar, archaic,

Text Structure

view and/or perspective

☐ Use of Graphics: If used, a range of illustrations or graphics support selected parts of the text ☐ Conventionality: Largely explicit and easy to understand with some occasions for more complex meaning. ☐ Vocabulary: Mostly contemporary, familiar, conversational; rarely

Language Features

☐ Vocabulary: Contemporary, familiar,

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Instructional Supports Department

conversational language

unfamiliar or overly academic

subject-specifc, or overly academic

overly academic language; may be ambiguous or purposefully misleading

☐ Sentence Structure: Mainly simple sentences.

☐ Sentence Structure: Primarily simple and compound sentences, with some complex constructions

☐ Sentence Structure: Many complex sentences with several subordinate phrases or clauses and transition words ☐ Life Experiences : explores multiple themes of varying levels of complexity; experiences portrayed are not fantasy but are uncommon to most readers moderate levels of discipline-specifc or theoretical knowledge; includes a mix of recognizable ideas and challenging abstract concepts ☐ Intertextuality : Some references or allusions to other texts or cultural elements ☐ Subject-Matter Knowledge: Relies on

☐ Sentence Structure : Mainly complex sentences with several subordinate clauses or phrases and transition words; sentences often contains multiple concepts ☐ Life Experiences: explores complex, sophisticated, multiple themes; experiences portrayed are not fantasy but are ☐ Subject-Matter Knowledge: Relies on extensive levels of discipline-specifc or theoretical knowledge; includes a range of challenging abstract concepts ☐ Intertextuality : Many references or allusions to other texts or cultural elements distinctly different from the common reader

☐ Life Experiences: explores a single theme; experiences portrayed are everyday and common or are clearly fantasy ☐ Subject-Matter Knowledge: Relies on everyday, practical knowledge; includes simple, concrete ideas

☐ Life Experiences: explores a single complex theme; experiences portrayed are common to many readers or are clearly fantasy ☐ Subject-Matter Knowledge: Relies on common practical knowledge and some discipline-specifc content knowledge; includes a mix of simple and more complicated, abstract ideas ☐ Intertextuality : Few references or allusions

Knowledge Demands

☐ Intertextuality: No references or allusions

to other texts or cultural elements

to other texts or cultural elements