This is a 4-day Set of Contextualized Digital Literacy Lessons that culminate in students writing their own letter requesting a reference. These lessons include all materials or links to materials. It was taught in a computer career class for ELLs. Students need to have basic computer and word processing skills.

This lesson employs the use of a quiz created on Google Forms. When these forms are linked to a website (such as a classroom website) students can access them without needing a username or password. The primary purpose of this lesson to give students experience taking an online quiz, while simultaneously reinforcing academic content. The content of this quiz is Counting Money, although the numeracy goals are secondary to the digital literacy goals.

In this lesson, students will practice using a mouse in order to type onto a Google Doc T-chart .

This lesson uses Google Docs. Students write WH questions and answer them, based on a newspaper article.

A lesson for orienting new students to the distance learning platform, USA Learns. The teacher goes over the class expectations and goal setting sheet, as well as helps students make an email and USA Learns account, and save this info.

I have a fact sheet that has been helpful for me in explaining Phonics/ Phonemes/ Graphemes/ Phonemic Awareness/ Phonological Awareness.
I have several mini-books here that you can print for ESL/ LEP/ severe ABE students to learn basic vowel sounds.
Long/Short Vowel books is what I have here.
I have also added a few PowerPoints that i created with cc images that you can use to put up to encourage spelling/ phonemic skills.
Hope something here is helpful for you!!

This book uses authentic freshman-level reading materials to teach important reading skills and prepare students, including English Language Learners, for university. In each chapter, you’ll find passages from freshman textbooks, explicit reading skill instruction, reading comprehension questions, vocabulary activities, and discussion topics. Together the materials in this book will help students better understand typical readings from their freshman year of college by giving them the tools to succeed.

Evidence Based Reading Training focused on Vocabulary, Fluency, Phonics & Comprehension. By learning about root words, prefixes and the like my students find more fluency & comprehension in the GED materials that they work with.
I am sharing some of the different resources I have found & created to use in teaching ABE, or Adult Basic Education.

This lesson is designed for students in adult basic education grade level E (low and high adult secondary education). The purpose of this lesson is to develop student proficiency in reading and analyzing text. The lesson topic is the issue of an individual’s right to privacy as balanced with the government’s responsibility for security of its citizens.

Designed for Adult Basic Education ESL levels 2-3, this is a Google Slides lesson to help students learn how to sign in to email and work on a Google Slide in English.

Students will complete research on the subject of United States Wars using the offline Wikipedia available on their classroom computers. They will create a short presentation in Open Office Impress and share with the class.

The students will learn how to use iPads to access, via QR Code, a KWL chart created on Padlet. The students will add their own comments, questions, photos, videos, links, maps, etc. to the “What I Know” and “What I Want to Know” columns. After reading and research, students will add to the “What I Learned” column.

Overview:  In this lessopn students will use Google Docs, Search and Drive to research, organize, write, and defend a point of view essay. Content/Context: The content area for this is writing for History/Social Studies, Science, and Technical Subjects. In addition several key digital literacy skills will be put into practice. Length of lesson:  Multiple lesson sessions up to a couple of weeksNorthstar Digital Literacy Standards: Locate potentially relevant information in media found online, including text, video, images, etc. Locate the source of the information.File/store information in a format that facilitates ease of access for future use (e.g., file naming, folder organization, bookmarking, etc.)Synthesize relevant information from one or more sources.Integrate new information into current knowledge and use it to support understanding, views, perspectives, or opinions.CCRS Standards addressed:W.9-10.1WHST. 9-10.1Lesson Objective(s): At the end of this lesson, students will be able to:Search For and bookmark relevant and reliable sources for a persuasive essay.Be able to navigate in Google Search and save links and information to a Google DocFormat and write an essay in Google DocSave to a Google Drive folderAssessing Mastery of the Objective(s):  By the end of this lesson, students will be able to access information, format and write an essay, with sources cited and make the essay available in a shared Google Drive folder  Materials/links:computersPen and PaperOutline:Introduction:Explain that students will be writing a persuasive essay of their choice of topic using sources cite from the internet..  Explanation/Modeling:Demonstrate on a computer (projected if needed) the workflowIdentify topicSearch for sources; assess reliability and relevanceSave citations and relevant quotes or notes in a Google DocFormat and write essay in Google DocSave essay to a Google folderGuided Practice:Start by asking for topic ideas. Have students pair up, with each taking an opposing view point. When students have a topic, have them each list 4 or 5 points in support of their idea and organize them in a logical order. Discuss how to identify and assess the reliability and relevance of information found on the WebAllow time for searching sources, aiding the students in refining their search terms to find information supporting their claim and refuting it. Use pen and paper to take notes and refine essay plan.Have students open their Google Doc and begin formatting and writing a 5 paragraph essay in support of their idea. Make sure they use the points against to acknowledge some potential weaknesses in their argument.Walk students through the process of creating and sharing a Folder with their partner and the teacher. Partners are then encouraged to read and comment on their opponents essay. Students should continue to refine their essay in response to comments.At end of lesson, have students share folders with all students and vote on which ones are most persuasive.