10 Easy Steps to Teach Writing through Blogging

I have been thinking of writing this post for the past six months. Blogging has done more for my students’ writing than anything I have ever tried. Students are writing so much that it is hard for me to keep up with them! Here is how I began:

1.  Students need to be able to critically read blogs and evaluate others’ writing before they can write themselves. I asked my students what they were interested in reading about. With the help of a couple of colleagues, we created a list of blogs that were safe for them to read using Mentor Mob. Feel free to use it yourself or create one in the same way! 

2.  We then had a discussion about why they liked or disliked particular blogs. Opportunities for digital and information literacy skills are endless! We discussed layout, graphics, advertisements vs. no advertisements, grammar and how it affected their understanding, safety (Some kids used their full names and we decided that was not a good idea.), content (Did the writer do a good job of explaining their topic-why or why not?), and also intended audience (Could they tell who this was intended for?), as well as information literacy skills (Would they consider this writer an expert on the topic? Would it be worthy of using as a resource for research purposes? Was it only intended for entertainment as an opinion piece?)

3.  We copied a style of another writer.  Students are allowed to copy the style of writing another person uses. It is very important to distinguish copying style to copying words. Copying the way a person writes is good practice. Eventually their own voice comes through and they develop their own style through practice. I am reminded of the book, Steal Like an Artist, which I am still thinking about reading to my students!

4.  We then participated in The Student Blogging Challenge through Edublogs. Although we started a little later than the official challenge began, I chose challenges for students to give them some focus. In the past, allowing students to freely write about anything they wanted right from the git-go did not provide the structure they needed. They needed to learn how to write. I was able to structure mini-lessons on opening/topic sentences, writing supporting sentences, and also lessons on specific grammar topics that came up in their own writing. I was able to differentiate instruction based on their own writing style. The challenges I chose also gave enough choice that they felt as though they had some say in what they were writing about! Students had choice and were able to direct their own learning in many ways.

5.  The most influential piece of blogging for my students has been having an authentic audience! I Tweeted their blogs out to my PLN (personal learning network) and they commented on my students’ writing. The creator of Edublogs Student Blogging Challenge, Miss W., commented on my students’ writing! Parents read their children’s writing, invited other family members and friends to comment on their child’s writing. Parents, family and friends began commenting on other student’s writing! This was also great because parents often want to know what their child’s work looks like in comparison to other kids their age. This is also a very difficult and sticky thing to show. As a teacher, you do not necessarily want parents to compare their kid to another, but being a parent, I get it. Blogging allows parents to see all different kinds of writing and how sometimes, topic and purpose affects how well a child writes. Sometimes it is better than others just like it is in real life!

6.  We talk about commenting throughout the whole process. Students critically read other comments and as a result, were able to write better comments themselves! They were so motivated to write because people were reading what they wrote about. Although they still write one-liner comments sometimes with way too many exclamation marks, most of the time, they are thoughtful about their comments. They are fifth graders…a million exclamation marks are fun sometimes!!!!!!!!!!!!!!!!!!!!!!!!!!

7.  Students edit and revise even after I published their work! After a few revisions, and I always struggle with not beating them to death with revising, I publish a student’s work. Because I use Kid Blog, I am the one who pushed the “Publish button.” This is a great feature! What I have found most amazing about using blogging to teach writing skills, is that many times, students go back in after it is published to revise again. What happens is that they read their friends’ work and realize they need to add more detail, or a picture, or a link that will make their piece even better. I think this is so incredible! What more could you ask for as a teacher?!

8.  Students finally move in and out of what we call “Free Blogging” between assigned blogging challenges. I didn’t allow students to begin free blogging about whatever they wanted until I felt they had a good handle on the purpose and intended audience of writing. I know this may sound awful, but I do not believe that all thoughts are worthy of publishing. Students have often asked me why teachers allow students to publish with so many mistakes. Now, of course sometimes it is because of the developmental stage and age of students, but other times, I believe it must be a difference in philosophy. Just like math, and foreign language, and music and sports, writing takes practice. I explained to students that because they began a new sport this year, should they play in a stadium and invite the world to watch them yet? No, of course not, they need practice. Writing is a muscle that also needs practice and it needs to be clear enough for others to read it.  

9.  Students become self-directed learners of writing through blogging. In allowing “free blogging,” students can explore different genres of writing through trying them out on their own. Although I am still struggling with keeping up because it takes me some time to read and then individually respond to students, I still feel that they are motivated to read other students’ writing and write their own posts. The 21st century learner isn’t so different from learners of the past. I think we all innately want to be self-directed learners. However, the 21st century learner has the unique opportunity of being provided the experience to self-direct their learning. They are all researchers of information. Technology has provided us with some really cool tools to help students become better readers, writers, and problem solvers. 

10.  Students are reminded that learning to write happens through making mistakes and most importantly, through reflection! Throughout the year, no matter what we learn about, students are reminded that perfection is not necessary and would make life boring. I would also be out of a job if everything they did and wrote about was perfect. Their uniqueness in all that they are and all that they do, including writing, is what makes our community so much fun and so interesting. The next step I will take with my students is to list ways in which students’ writing can improve…a sort of brainstorming list. We will then look at the writing of a peer and share three things that person has improved in with their writing since we first began to blog.  I hope to have students then evaluate their own progress and even blog about it if they are brave enough!

Lastly, I must add that students have been so excited to blog, that other fifth grade students who do not have me as a teacher, have come to me to ask if they too could learn how to blog. As a result, I created a blogging site for them to blog as well. Feel free to visit all three of our sites and comment! Friends of the Fifth Dimension , Ms. Hutch’s Marvelous Math Students , and Kids Who Just Wanna Blog.





Why Blogging Needs to Be in My Curriculum and Why My Students Need It!

The day before yesterday, I brought my students to our computer lab to blog again. It was so wonderful to see them so excited about writing! 

It has taken me a few years to develop a system of how to teach students to blog. It has also taken me a few years to effectively incorporate writing skills I usually taught in other ways into a blogging curriculum. And, I hesitate to even use the word curriculum because I think it is only the beginnings of one. I have also not done this alone. With the help of fabulous technology teachers, Andy Hanes and Jennifer Robinson, we really are starting to make it come together for kids, and ourselves!

We began the year with showing students what blogs were: what was the difference between an article and a blog? I then asked my students to make a list of what they would like to read about. My colleagues and I responded by making a Mentor Mob list of blogs that fit their criteria and were safe for them to read. After giving students about two 1/2 hour periods in the computer lab to simply browse and read, we began to have discussions about questions they had regarding the blogs. Some questions were: How can we tell if the information is coming from a reputable source? What do we do when information is really mixed in with opinion? Can we use blogs as sources for research? Why do some blogs have pop up ads or ads on the screen and some don’t? What formats do we prefer…the writing on the right side of the page? The left? Do we like pictures on the page at the top? Is the page too busy for us or too boring? They commented on being annoyed when someone didn’t capitalize the word “I” or put too many exclamation points. They loved it when someone was able to tell a clear story and put lots of details in. 

We are taking part in the Student Blogging Challenge on Edublogs, but using KidBlog to blog. As a teacher, the ability to check my students’ writing before they post, as well as approve comments before they are posted, is extremely important to me. For the challenge, students needed to first write an introduction of themselves so we checked out a couple of examples and talked about which one we liked best and why.

This brings me to our class we had two days ago. Students were so excited to write and read other classmates’ blogs! During class, I was able to individually conference with students who had finished and submitted their blogs for review. It was differentiation at its’ best! I could help students with their specific writing difficulties and build on their strengths. Some students needed to understand how to appropriately use colons, some needed help with organization and learned how to cut sentences out and move them to a different place so that it made more sense, some students just wanted reassurance and praise. Yes, there was time to individually praise students! We are learning about compound subjects and predicates and next time we blog, I can have them copy and paste a favorite sentence into a Word Doc, or better yet, something collaborative, like Pirate Pad. We can then highlight subjects and predicates using their own writing. We can also take that opportunity to share why they love that particular sentence they wrote the best!
When my colleague, Jennifer, who was working with me at the time, asked students why they loved blogging, their responses said it all:

Because it’s fun!
Because real people are going to see it that aren’t us!
Because when I make mistakes, it makes more sense when I have to fix it!
Because we get to learn more about our classmates and people we
don’t know!
Because it isn’t made up, it’s real.

My students need this kind of writing. They need it because it means something to them, it motivates them to learn and be better readers and writers. They need it because it builds on their interests, taps into their creativity, invites them to be collaborative, and begs them to think critically. What more could you want as a teacher?