My students have gotten the blogging fever. I did not expect this and am silently cheering. I am sharing our kidblog site with a colleague whose students are also posting. Also, two former students who are now in middle school are joining in. The site is getting lots of activity.
On my simple rubric for kidblog, my students have four requirements, each worth 10 points: Post 3 times, GUMS (Grammar, Usage, Mechanics, Spelling), 3 comments, and comments must be thoughtful and constructive. Here are the highlights:
1. Lots of posts! What are you reading? Slice of Life stories. Poetry Friday. My students are writing a lot. This must be good for them. I have seen great strides in just these first three weeks of school. They are adding details. They feel like their writing matters. They are using sentence structure and humor to make their writing more interesting.
2. I am using their posts to teach grammar, either in whole group or one on one. This is working. My students are realizing that grammar matters to the reader. They are noticing when other writers are not following grammar rules.
3. Sharing and caring! My students are getting to know the other students posting on our blog. They are relating, connecting, wondering.
How do I turn this activity into data? In this day of data-driven instruction, I want to find a way to track and analyze the progress of my students. I know it’s happening, but how do I prove it? I welcome your responses.
To read some of the many student blog posts, click here.
Please link up your own digital literacy post with Mr. Linky.