TICA Basic Skills Checklist Final

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Basic skills checklist for Phase 1 of Internet Reciprocal Teaching. The New Literacies Research Lab @ UConn
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  TICA Basic Skills (Phase One) Checklist 1 Most of the students and all of the groups in my class know how to: Computer BasicsComment  Turn a computer on/off   Use the mouse/track pad  Follow classroom and school rules for computer use  Open programs and files using icons and/or the Start Menu (PC)  Log on and log off from individual file space  Create/open a new folder/file  Launch a word processor   Open a word processing file  Type a short entry in a word processing file  Copy text  Cut text  Paste text  Delete text  Name a word processing file and save it  Open a new window  Open a new tab Web Searching Basics  Locate and open a search engine  Type key words in the correct location of a search engine  Type addresses in the address window  Use the refresh button  Use the “BACK” and “FORWARD” buttons  Use a search engine for simple key word searches General Navigation Basics  Maximize/minimize windows  Open and quit applications  Toggle between windows E-mail Basics  Locate and open an e-mail program  Attach documents to e-mail messages  Compose, edit and send email messages  Receive and reply to messages  1 These skills and strategies inform and guide instruction during Phase One but they are not intended to limit instruction.New skill and strategy needs will emerge within each classroom. Each teacher must respond to (and document) thoseadditional skill and strategy needs during the year. When most students and all groups can accomplish this list, the move toPhase Two will take place. As the teacher, I consistently support the development of these dispositionsamong the students in my class: 2 Dispositions My Lesson Evidence and Comments  Persistence I support the willingness to sustain effort especially when things become difficult and/or when a strategy appearsnot to be successful.  Flexibility I support students in keeping in mind alternative strategies for accomplishing goals, continually look for moreeffective and efficient ways of working online  Collaboration I encourage students to regularly seek out support and tp support others while working online.  Critical Stance I support students in developing a healthy skepticism to information online, regularly questioning its source,reliability, stance, and accuracy.  Reflection I support students and encourage them to self-monitor and self-regulate during online literacy and learning tasks, 2 The evaluation of dispositions will be done from the teacher side, checking to make certain that these are included duringinstruction, largely because it is hard to evaluate if each student has these dispositions in place and regularly uses them.
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