Why are we blogging?

Publish powerful content

When students realize what they do at home can be brought into the classroom and visa versa, they are more excited to share, communicate, discuss, their activities. They also develop a sense of pride about their accomplishments. Non verbal students can express themselves through Google search images, videos, and typed expression.

Empower shy and non-verbal students Command an authentic audience

Its no secret that kids like sharing their accomplishments. Its difficult to lug around a folder of writing samples and pictures of your children in the classroom are not always readily available. This is an easy way to share your childs progress with people you love. Accumulating work samples for the year or for I.E.Ps is simplified with the working blog. Categorize work samples as writing, reading, math, IEP goals, socialization, etc... to quickly navigate these topics. Parents enjoy seeing and experiencing the classroom their children spend so much time. Teachers enjoy sharing the projects the spend so much time developing. Both parties can work together to further develop the child, consistently, in both environments. Common core standards encourage students to articulate themselves visually and using multiple forms of technology. Many times students with disabilities get stuck with the skill of reading, writing and spelling, and are deprived of the opportunity to share, discuss, present and analyze. The students will begin blogging and not much of it will be readable. But as the year continues, the chronological order of the posts, will paint a clear picture of if the students are progressing.

Hi! Im Janelle!

What blogging has done for me

Develop a digital footprint

I began blogging in 2007 on my MySpace. I expressed my feelings. And complained about boys. I took an Internet communications class that taught me about addressing the blog audience and developing a voice. I continued to blog. Professionally for companies and personally about my experiences in college, public relations, teaching, grad school, pregnancy, and being a mom. I love that I can look back on my personal growth through my blogs. I hope to create the same platform for you and your family as well.

Encourage transparency and collaboration

Willow Elementary Upper Grade SDC CLass Taught by Janelle Maluenda 2013 - 2014

Access common core curriculum

My online life

Assess growth and development

Visit janellemaluenda.wordpress.com to read my personal blog.

Teach Internet safety

Communicate any way you want

Classroom: D-3 Email: jmaluenda@cousd.net Cell: 626-825-3602 Site: Autismepiphanies.com

We can use our blog to teach our kids that there are some things we can post online, and others we cannot. We can teach them that things online stay online forever. We can introduce them to the Internet in a safe educational fashion.

With great power, comes great responsibility -Peter Parker, Spiderman

How to log in http://kidblog.org/d3scholars/

1. Google search kid blog 5. Click log in at top right 2. Click Log in 3. Search for D3Scholars 4. Click the link at the bottom
8. View student blogs, post entries and enjoy the site!

Here a a few pointers to consider before hitting publish.

Online Safety Tips

Post like you are publishing on the cover of the New York Times

Though our classroom website is password protected, and each familiy has their own password, the site can be read by all families. Also, families may share their password at their discretion. So be mindful of what you share with your school family.

6. Find name from drop down menu

7. Enter password

Do not give out personal information

Dont post addresses, phone numbers, schedules or other personal information about your family.

Username:

Password:

Keep a positive attitude

How to post You can also look into the kidblog mobile app which is available on Apple and Android products.
1. Click new post 2. Title your post 4. Add a picture 4. Add text

Use the blog to communicate positive experiences. If your family is struggling with something, communicate with classroom staff before using the blog to release frustrations. The blog is moderated by Willow staff and inappropriate content will be removed immediately. Also, please contact staff if anything on the site makes you feel uncomfortable.

Be authentic. Be polite.

5. Add a link to another website

6. Add a video from your computer or Youtube

7. Select a category

8. Hit publish!

Its great to allow your child to narrate the pictures while you type. Maybe its not grammatically correct, but it is your child and we love that he/she is sharing his voice/opinion. With that in mind, be mindful that other children are sharing their thoughts and we must respect and encourage them to do so.

4th grade common core standards

4th grade Language L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Writing W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking/listening SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

5th grade common core standards

5th grade Language L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Writing W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking/listening SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

6th grade common core standards

6th grade Language L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.9. Compare and contrast one authors presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Writing W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking/listening SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.