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  • Technology Applications
  • Grade 6
  • Digital citizenship

Technology Applications.6.8.B

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The student is expected to create formal and informal digital communications using appropriate digital etiquette; and

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

  • Overview
  • Alignments
  • Resources

TECHNOLOGY APPLICATIONS.6.8.B — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

Previous grade
TA.3.8.B
define digital etiquette; and
TA.4.8.B
describe appropriate digital etiquette for various forms of digital communication such as text, email, and online chat; and
TA.5.8.B
describe appropriate digital etiquette for addressing different audiences such as peers, teachers, and other adults; and
TA.6.8.B
create formal and informal digital communications using appropriate digital etiquette; and
TA.7.8.B
create and revise formal and informal communications using a feedback process and appropriate digital etiquette; and
TA.8.8.B
create and publish a formal digital communication for a global audience using appropriate digital etiquette; and

TECHNOLOGY APPLICATIONS.6.8.B — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to
create
formal digital communications using appropriate digital etiquette
informal digital communications using appropriate digital etiquette

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the technology applications TEKS and other subject areas. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
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Science

Science.6.3.C engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence

Math

Math.6.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

Social Studies

SS.6.21.F apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives

English Language Arts and Reading

ELAR.6.1.D participate in student‐led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement

Health

Health.6.13.A discuss appropriate personal digital and online communication boundaries

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