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Willow ElementaryUpper Grade SDC CLassTaught by Janelle Maluenda2013 - 2014

With great power, comesgreat responsibility

-Peter Parker, Spiderman

Hi! Im Janelle!

What blogging has done for meI began blogging in 2007 on myMySpace. I expressed my feelings.And complained about boys. I took anInternet communications class thattaught me about addressing the blogaudience and developing a voice.

I continued to blog. Professionallyfor companies and personally about myexperiences in college, public rela-tions, teaching, grad school, preg-nancy, and being a mom.

I love that I can look back on mypersonal growth through my blogs. Ihope to create the same platform foryou and your family as well.

My online lifeVisit janellemaluenda.wordpress.comto read my personal blog.

Communicate any way you wantClassroom: D-3Email: jmaluenda@cousd.netCell: 626-825-3602Site: Autismepiphanies.com

Why are we blogging?Publish powerful contentWhen students realize what they do at home can bebrought into the classroom and visa versa, they aremore excited to share, communicate, discuss, theiractivities. They also develop a sense of pride abouttheir accomplishments.

Empower shy and non-verbal studentsNon verbal students can express themselves through

Google search images, videos, and typed expression.

Command an authentic audienceIts no secret that kids like sharing their accom-plishments. Its difcult to lug around a folder ofwriting samples and pictures of your children in theclassroom are not always readily available. Thisis an easy way to share your childs progress withpeople you love.

Develop a digital footprintAccumulating work samples for the year or for I.E.Psis simplied with the working blog. Categorize worksamples as writing, reading, math, IEP goals, social-ization, etc... to quickly navigate these topics.

Encourage transparency and collaborationParents enjoy seeing and experiencing the classroomtheir children spend so much time. Teachers enjoysharing the projects the spend so much time develop-ing. Both parties can work together to further de-velop the child, consistently, in both environments.

Access common core curriculumCommon core standards encourage students to articu-late themselves visually and using multiple forms oftechnology. Many times students with disabilities getstuck with the skill of reading, writing and spell-ing, and are deprived of the opportunity to share,discuss, present and analyze.

Assess growth and developmentThe students will begin blogging and not much ofit will be readable. But as the year continues, thechronological order of the posts, will paint a clearpicture of if the students are progressing.

Teach Internet safetyWe can use our blog to teach our kids that there aresome things we can post online, and others we cannot.We can teach them that things online stay online for-ever. We can introduce them to the Internet in a safe

educational fashion.

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How to log in

http://kidblog.org/d3scholars/ Here a a few pointers to consider be-fore hitting publish.Post like you are publishing on thecover of the New York TimesThough our classroom website is pass-

word protected, and each familiy hastheir own password, the site can beread by all families. Also, fami-lies may share their password at theirdiscretion. So be mindful of what youshare with your school family.

Do not give out personalinformationDont post addresses, phone numbers,schedules or other personal informationabout your family.

Keep a positive attitudeUse the blog to communicate positiveexperiences. If your family is strug-gling with something, communicate withclassroom sta before using the blog torelease frustrations. The blog is mod-erated by Willow sta and inappropriatecontent will be removed immediately.Also, please contact sta if anythingon the site makes you feel uncomfort-able.

Be authentic. Be polite.Its great to allow your child to nar-rate the pictures while you type. Maybeits not grammatically correct, but itis your child and we love that he/sheis sharing his voice/opinion. With thatin mind, be mindful that other childrenare sharing their thoughts and we mustrespect and encourage them to do so.

Online Safety Tips

1. Google

search kidblog

2. Click Log in 3. Search for

D3Scholars

4. Click the

link at thebottom

5. Click log inat top right

6. Find namefrom dropdown menu

7. Enterpassword

8. Viewstudent blogs,post entries andenjoy the site!

How to post

You can also look into the kidblog mobile app which

is available on Apple and Android products.1. Click newpost

2. Title yourpost

4. Add apicture

4. Add text

5. Add a link

to anotherwebsite

6. Add a video

from your com-

puter or Youtube

7. Select a

category

8. Hit publish!

Username: Password:

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4th grade Language L.4.1. Demonstrate command of the conventions ofstandard 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 ahistorical, scientic, or technical text, including what happenedand why, based on specic information in the text.

RI.4.7. Interpret information presented visually, orally, or quan-titatively (e.g., in charts, graphs, diagrams, time lines, anima-tions, or interactive elements on Web pages) and explain how theinformation contributes to an understanding of the text in which itappears.

RI.4.9. Integrate information from two texts on the same topic inorder to write or speak about the subject knowledgeably.

Writing W.4.1. Write opinion pieces on topics or texts, supporting apoint of view with reasons and information.

W.4.3. Write narratives to develop real or imagined experiences orevents using effective technique, descriptive details, and clearevent sequences.

W.4.6. With some guidance and support from adults, use technol-ogy, including the Internet, to produce and publish writing as wellas to interact and collaborate with others; demonstrate sufcientcommand of keyboarding skills to type a minimum of one page in asingle sitting.

W.4.7. Conduct short research projects that build knowledge throughinvestigation of different aspects of a topic.

W.4.8. Recall relevant information from experiences or gather rel-evant information from print and digital sources; take notes andcategorize information, and provide a list of sources.

W.4.10. Write routinely over extended time frames (time for re-search, reection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specic tasks,purposes, and audiences.

Speaking/listening SL.4.1. Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 4 topics and texts, building on others ideas andexpressing their own clearly.

SL.4.2. Paraphrase portions of a text read aloud or informationpresented in diverse media and formats, including visually, quanti-tatively, and orally.

SL.4.4. Report on a topic or text, tell a story, or recount anexperience in an organized manner, using appropriate facts and rel-evant, descriptive details to support main ideas or themes; speak

clearly at an understandable pace.

SL.4.5. Add audio recordings and visual displays to presenta-tions when appropriate to enhance the development of main ideas orthemes.

4th grade common core standards

5th grade Language L.5.1. Demonstrate command of the conventions ofstandard 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 thetext 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 specic details in the text(e.g., how characters interact).

RL.5.9. Compare and contrast stories in the same genre (e.g., mys-teries and adventure stories) on their approaches to similar themesand topics.

RI.5.7. Draw on information from multiple print or digital sources,demonstrating the ability to locate an answer to a question quicklyor to solve a problem efciently.

Writing W.5.1. Write opinion pieces on topics or texts, supporting apoint of view with reasons and information.

W.5.3. Write narratives to develop real or imagined experiences orevents using effective technique, descriptive details, and clear

event sequences.

W.5.6. With some guidance and support from adults, use technol-ogy, including the Internet, to produce and publish writing as wellas to interact and collaborate with others; demonstrate sufcientcommand of keyboarding skills to type a minimum of two pages in asingle sitting.

W.5.7. Conduct short research projects that use several sources tobuild knowledge through investigation of different aspects of atopic.

W.5.8. Recall relevant information from experiences or gatherrelevant information from print and digital sources; summarize or

paraphrase information in notes and nished work, and provide a

list of sources.

W.5.10. Write routinely over extended time frames (time for re-search, reection, and revision) and shorter time frames (a singlesitting or a day or two) for a range of discipline-specic tasks,

purposes, and audiences.

Speaking/listening SL.5.1. Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 5 topics and texts, building on others ideas andexpressing their own clearly.

SL.5.4. Report on a topic or text or present an opinion, sequencingideas logically and using appropriate facts and relevant, descrip-tive details to support main ideas or themes; speak clearly at anunderstandable pace.

SL.5.5. Include multimedia components (e.g., graphics, sound) andvisual displays in presentations when appropriate to enhance thedevelopment of main ideas or themes.

5th grade common core standards

6th grade Language L.6.1 Demonstrate command of the conventions of stan-dard English grammar and usage when writing or speaking.

L.6.2 Demonstrate command of the conventions of standard Englishcapitalization, 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 astory, drama, or poem to listening to or viewing an audio, video,or live version of the text, including contrasting what they seeand hear when reading the text to what they perceive when theylisten or watch.

RI.6.7. Integrate information presented in different media orformats (e.g., visually, quantitatively) as well as in words todevelop a coherent understanding of a topic or issue.

RI.6.9. Compare and contrast one authors presentation of eventswith that of another (e.g., a memoir written by and a biography onthe same person).

Writing W.6.3 Write narratives to develop real or imagined experi-ences or events using effective technique, relevant descriptive

details, and well-structured event sequences.

W.6.6 Use technology, including the Internet, to produce and pub-lish writing as well as to interact and collaborate with others;demonstrate sufcient command of keyboarding skills to type a mini-mum of three pages in a single sitting.

W.6.8 Gather relevant information from multiple print and digitalsources; assess the credibility of each source; and quote or para-

phrase the data and conclusions of others while avoiding plagiarismand providing basic bibliographic information for sources.

W.6.10 Write routinely over extended time frames (time for re-search, reection, and revision) and shorter time frames (a singlesitting or a day or two) for a range of discipline-specic tasks,

purposes, and audiences.

Speaking/listening SL.6.1 Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 6 topics, texts, and issues, building on othersideas 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 con-tributes 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 in-formation.

6th grade common core standards