While the Conceptual Frameworks will provide general descriptions of skill areas, the checklists will give teachers concrete descriptions of specific skills for students to learn. For example, where the Media and Meaning affordance in the Framework says broadly that an 'advanced'-level live presentation would be one in which, "different forms of representation are used to highlight different aspects of the information " the checklists will direct teachers to look at each component of a live presentation. The checklists are flexible tools; teachers can pull from the checklists when planning lessons or when designing rubrics to assess student work.

A. Getting information into a presentation Can students:
1.		Basic:	Attach pictures made with or provided within the given software (e.g., Clipart in PowerPoint, pictures drawn in Kid Pix)?
2.		Intermediate:	Attach pictures from external sources (e.g., other software, CD-ROMs, digital cameras, the Internet)?
3.		Intermediate:	Scan and import visual material?
4.		Intermediate:	Import and embed digital video?
5.		Intermediate:	Import and attach sound files?
6.		Intermediate:	Embed links to web resources?
7.		Advanced:	Import animated material from other software?
B. Using the multimedia capabilities of software and production tools Can students:
1.		Basic:	Use transition effects that come with the software?
2.		Basic:	Use animation effects that come with the software?
3.		Basic:	Use drawing tools that come with the software?
4.		Basic:	Use drawing tools that come with the software?
5.		Basic:	Record sound?
6.		Intermediate:	Record digital video?
7.		Advanced:	Create animation effects?
C. Positioning material on a slide Can students:
1.		Basic:	Place text in different components on a slide (e.g., title, body, etc.)
2.		Basic:	Manipulate text and pictures (cut and paste)?
3.		Basic:	Align objects in relation to one another (move groups of objects, turn objects, etc.)?
D. Formatting material in a presentation Can students:
1.		Basic:	Choose an appropriate template when creating a new file?
2.		Basic:	Format text (e.g., change font size, change color of text)?
3.		Basic:	Manipulate the size of slide elements (e.g., images, title box, text boxes, etc.)?
4.		Basic:	Format objects and background(s) (e.g., alter color, line, fill effects, etc.)?
E. Structuring the presentation Can students:
1.		Basic:	Create multiple slides?
2.		Basic:	Change the sequence of slides?
3.		Basic:	Combine slides from multiple files into one slide show?
4.		Intermediate:	Manipulate the timing of animated transitions?
5.		Intermediate:	Create custom slide templates?
6.		Advanced:	Create nonlinear navigational structures for their presentation (e.g., create links within the presentation that allow them to skip to other parts of the presentation)?

A. Spoken Narrative Can students:
1.		Basic:	Accompany the slide presentation with a spoken narrative that elaborates the material in their slides?
2.		Basic:	Explain how illustrations relate to information in text (or make it evident in the product)?
B. Text Can students:
1.		Basic:	Write in a style oriented toward presentations, keeping text clear and concise, rather than writing in a report style, in which text is more narrative and elaborate?
C. Illustrations (Still/Moving) Can students:
1.		Basic:	Choose illustrations that support the meaning of the presentation?
2.		Intermediate:	Use visuals to supplement, clarify, or elaborate upon information being conveyed in the text?
3.		Advanced:	Choose and employ different forms of representation (e.g., data tables, charts) depending upon which form most effectively highlights the information they wish to emphasize?
D. Sound Effects Can students:
1.		Basic:	Choose sound effects that support the meaning of the presentation?
2.		Intermediate:	Use sound effects to supplement, clarify, or elaborate upon information being conveyed in the text?
E. Transitions Can students:
1.		Basic:	Choose animated transitions that support the meaning of the presentation?
2.		Intermediate:	Use animated transitions to supplement, clarify or elaborate upon information being conveyed in the text?
F. Mix of Media Can students:
1.		Basic:	Combine text, visual, and audio materials that relate to one another?
G. Layout Can students:
1.		Basic:	Organize text and visual elements of a slide around a coherent idea? (E.g., does the order of the slides present sensible narrative?)
2.		Basic:	Lay out their slides so that each element is legible to the viewer?
3.		Intermediate:	Organize text and visual elements of a single slide around a coherent idea, with each element conveying distinct information? (I.e., Can the student explain the reasons for the grouping and distribution of information across slides?)
H. Distribution of Information Can students:
1.		Basic:	Put slides in an order that creates a sensible narrative or presents a logical sequence of ideas?
2.		Intermediate:	Choose how to group and distribute information across slides and explain the reasoning for this distribution?
I. Pacing Can students:
1.		Intermediate:	Time slide changes, transitions, and animation to match the flow of the spoken narrative?

A. Spoken Narrative Can students:
1.		Basic:	Definitively clarify and support their point of view when asked pointed questions based on the presentation?
B. Text Can students:
1.		Basic:	Explain their choices about what text to include, based on their point of view about the material?
2.		Intermediate:	Include other viewpoints within their presentation?
3.		Advanced:	Include a discussion of multiple viewpoints that illustrates their depth of understanding and rationale behind their point of view?
C. Illustrations (Still/Moving) Can students:
1.		Basic:	Explain their choices about what illustrations to include, based on their point of view about the material?
2.		Intermediate:	Select appropriate images to support their interpretations of their content material?
3.		Intermediate:	Explain how the illustrations they have selected communicate their interpretation?
4.		Advanced:	Use illustrations to present multiple viewpoints?
D. Sound Effects Can students:
1.		Basic:	Explain their choices about what sound to include, based on their point of view about the material?
2.		Intermediate:	Select appropriate sounds to support their interpretations of their content material?
3.		Intermediate:	Explain how the sounds they have selected communicate their interpretation or perspective?
4.		Advanced:	Use sound to present multiple viewpoints?
E. Transitions Can students:
1.		Basic:	Explain their choices about what transitions to include, based on their point of view about the material?
2.		Intermediate:	Select appropriate transitions to support their interpretations of their content material?
3.		Intermediate:	Explain how the transitions they have selected communicate their interpretation or perspective?
4.		Advanced:	Use transitions to present multiple viewpoints?
F. Fix of Media Can students:
1.		Intermediate:	Combine text, visual, and audio elements to effectively convey their points of view?
G. Layout Can students:
1.		Basic:	Make aesthetic choices about the overall appearance of the presentation?
2.		Intermediate:	Employ an aesthetic consistently across the presentation?
3.		Intermediate:	Relate aesthetic choices to the content of their presentation?
4.		Intermediate:	Use layout to highlight the elements of their presentation they deem important?
5.		Advanced:	Use elements of style to promote their point of view (e.g., using irony or humor to undercut opposing arguments, or austerity to lend authority to assertions)?
H. Distribution of Information Can students:
1.		Intermediate:	Choose how to group and distribute information across slides to emphasize information that strengthens their points of view?
2.		Intermediate:	Order their presentation slides in a manner that powerfully presents their points of view?
I. Pacing Can students:
1.		Intermediate:	Choose slide changes, pauses, transitions, and animation that help convey their points of view more effectively?

A. Spoken Narrative Can students:
1.		Intermediate:	Address the audience's questions and incorporate their questions and points of interest into their narrative?
2.		Advanced:	Tailor their presentations to speak directly to a particular audience's perspective?
B. Text Can students:
1.		Basic:	Include verbal information that their audience needs in order to understand the presentation?
C. Illustrations (Still/Moving) Can students:
1.		Basic:	Include visual information that their audience needs in order to understand the presentation?
2.		Intermediate:	Use visuals, sounds, and layout to draw connections between content material and the audience's personal experience?
3.		Advanced:	Choose illustrations whose appearance will appeal and be comprehensible to the intended audience (and explain these choices)?
D. Sound Effects Can students:
1.		Intermediate:	Use sounds to draw connections between content material and the audience's personal experience?
2.		Advanced:	Choose sound effects who's meaning will be clear and whose effect will appeal to a particular audience (and explain these choices)?
E. Transitions Can students:
1.		Advanced:	Use rhythm, pacing, and transitions that will be appealing and comprehensible to a particular audience (and explain these choices)?
F. Fix of Media Can students:
1.		Advanced:	Combine text, visual, and audio elements that are particular effective with their specific audience?
G. Layout Can students:
1.		Intermediate:	Use layout to draw connections between content material and the audience's personal experience?
2.		Advanced:	Anticipate areas that an audience might want to linger over and design the structure of the presentation to respond to those concerns? [Employ nonlinear navigation structures to respond flexibly to audience questions and comments] ­ to refer back to and elaborate on their slides, to answer questions from the audience, or to help interpret ideas for their audience?
H. Distribution of Information Can students:
1.		Advanced:	Organize information in their slides to foster understanding and speak to the issues of the intended audience (e.g., choose to distribute information across slides that will have the most impact on the intended audience)?
I. Pacing Can students:
1.		Advanced:	Choose slide changes, pauses, transitions, tempo, and animation that will be appealing and comprehensible for their audience?