NEW: Fun Lines Doodle Borders & S-A-L-E

Added a new set of fun line borders to my TpT store this morning...view & purchase it HERE

Also, celebrating the end of the quarter/school year with a 3-day only SALE on the bundles below.
Get 20% before it end Saturday night....

{{{Grab them here}}}



Font & Border Update

Due to popular demand, I am converting my border sets for sale in my TpT store to .zip files instead of .ppt. ALSO, and this is a biggie....I've added a directions sheet on how to convert the doodle borders to a transparent image in you want to layer the borders onto top of a colored other words, how to get rid of the white space.  If you bought this file already, you can re-download this updated version now...this is the link to purchase OR re-download. 

For the other doodle border sets, I will convert them to zip files in the coming days...(I'm still in [year-round] school, so all my work is at night...thank you for your patience.)

I've also added new font and wingding are a few of them.

Hello Squiggles Wingding Font (download to the right)

Hello Dot & Stick Font (download to the right)

Hello Doodles Wingding Font (download to the right)

My last post is about my Hello Fonts Terms of Use. 



TCRWP CA Trip - Update# 6 - Architecture of a Mini-Lesson

This is Lea, one of the presenters from Teacher's College...she's an absolute nut and writing workshop super smartie! She has taught me a ton about conferring, the language to use, how to research the writer and what to say to kids in a conference "this is what it looks like to [insert teaching point here...add strong feeling words, collect seed ideas, tell a small moment across some pages], now watch me do it in my writing." She taught us the architecture of a mini-lesson, how to plan and write mini-lessons (not maxi-lessons) by creating your teaching point first (called The Teach) and your connection second, active engagement third, and link last...these are the four part of a mini-lesson in writing workshop.  A good connection is one that sets up the teaching point...a good connection is no longer than 30 seconds, and the connection is written after you have crafted your teaching point. When we craft our teaching point, we ask ourselves, "What am I teaching and how am I teaching it?"

Here is a example of the mini-lesson I crafted (with her help) in her session (5th grade-Personal Narratives-Collecting):

[in an enthusiastically excited voice!!!] "Boys and girls, remember how I told you I took that trip to CA and I had to fly on an airplane to get there? On the airplane I sat next to a couple who were having an argument because she forgot her sunglasses in his car and she wanted to buy a new pair when they got there and he told her 'no...that's a waste of money'...when he said that to her that made me feel mad...and then I realized that that was an emotional small moment with a strong feeling that I could write about."

Teach: (teaching point-the strategy you're teaching)
[teaching them what]"So writers, [and I love that, I'm so calling my students writers from now on in writers workshop!!] today I want to teach you one way that writers collect small moments is by thinking about strong emotions. One way writers do this is by thinking of times when they felt...
-embarrassed, OR
-shocked, OR
-frustrated, OR...
[now teaching them how-always with steps] "First, we ask, when have I felt (emotion)? Then, we list a few small moments that fit with that emotion. Finally, we choose one moment and write a story, and then another, and then another..."[always avoiding the 'I'm done' syndrome]  Then you will demonstrate in front of them doing what you just said, thinking out emotion and an example, another emotion, another example, another emotion, and example of that emotion. Then you say to students, "Did you see how I just did that? I thought of some strong emotions and thought of times in my life that I had felt that way."

Active Engagement: (getting kids to actively try it out before they leave the rug)**
"Now it's your turn to try it out. First, choose an emotion, write it down, and underline it. Then, think of a time in your life that you felt that feeling and write it down. Think of another emotion and time and write it down, and think of another emotion and time and write it down. Then share your lists with your partner. Partner A goes first, Partner B goes second. Then decide which emotion and time you like to use as your small moment story for your writing today. Choose one and go write your small moment story in your Seed Notebook."  (During this time, there is no group sharing, unless the teacher quickly spotlights a child, only the partners are sharing when done with their lists).

Link: (before heading back to their seats)
"I'm going to remind you what I just taught are the goals for writing today...this is what I taught you....and...this is what I expect of you...."

The whole mine-lesson is ((((only)))) 10 minutes long.  The more we talk, the less they write...'not good'. Keep it they can write, write, their pen [yes, pen] is on fire!
One short anecdotal story about Lea... when she taught in Palm Beach, Florida, she had Georgia Heard's son in her class....and all the teachers in the school were saying, "I don't want her in my class, oh, no way...and Lea said, "I'll take her, I want to learn, I want to get better" and Georgia would be there volunteering during writing workshop and afterwards she would say to Lea, and always in the sweetest voice, "that was a very sweet story in told in your mini-lesson, but what did you teach them?" and Lea would say, "Thanks [and chuckle]...I don't know" and Georgia Heard would coach her up...all the time, always graciously offering offering her time and support to anyone who wanted it...and Lea took her up on it because she wanted to get better, she knew she was learning from the best...and now laughs and says to her former colleagues..."and that' s why I'm up here coaching you and you're still teaching!" The lesson here is...when we keep our doors open and are willing to learn from each other...we learn so much about ourselves and we become better teachers.
 Also, it was in her session that I finally "got" how important it is for me, the writing teacher to also be a writer, to "write and do" at home, in front of, ahead of time and alongside the students. "Your folder/notebook [and yes, you need to start one for yourself, that's what I'm saying] needs to match what you expect them to have in their notebook....have prepared pieces ahead in some cases." When they collect, you collect, when they draft, you draft, etc.

AND, the presenters (well, ok, just Lea) were super excited to hear that I'd made all borders and fonts for the institute (and they said Lucy would approve) that when I showed Lea the app on my iPad, she totally wanted to make a font...guess what she called it?....Hello Lea! ...and she was so excited that one (anyone) could MAKE a font..[I know Lea, isn't it great?]...anyway, thanks Lea for teaching me so much this week! You're an inspiration!

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TCRWP CA Trip - Update #5: Writing Workshop in 4th/5th Grade

Yesterday in my afternoon session, I sat in with presenter, Brooke Gellar, who was doing a lecture, vs. the workshop style practicuum session in the morning...on the nuts and bolts of writing workshop in the upper grades spending time talking about two options for the writing process (option #2 being more rigorous than option #1) how the units of study might look over a year, a month, and a day. Some of the differences between K-2 and 3-5 is students move out of using the Writing Folder in K-2 and use a composition book as their Seed Notebook for the first step in the writing process to "generate ideas"...then move to lined paper or yellow lined tablets as theydraft, revise, and edit later in the same writing process.   Here are the two options for the way the writing process could go in upper grades.

3-5 Writing Process Option #1 (best to use if your students have never done WW before) (15 day process)
(((Immersion))) - immersing yourself in the new genre style and studying mentor texts and pieces in the new style to study and research the like before writing Personal Narratives...reading and studying some examples of personal narratives...this lasts 1 day in class, perhaps a week as homework {{{and TCWRP is big on writing homework, and yes, they let the students take their Seed Notebooks home and back everyday to collect new seed ideas...}}}
2. Collecting (generating ideas) (1-2 days)
3. Choosing (1 day) (selecting one seed idea (not a watermelon idea) and taking that piece through the process)
4. Drafting (1-2 days) (outside of the writers notebook...on yellow lined tablet paper or other Lucy paper)
5. Revising (3-4 days) (elaborating, adding craft throwing the pieces of a puzzle up in the air...Brooke stressed yesterday that revising is NOT changing a few words, adding a sentence, re-writing or trimming's really re-thinking your story, adding perspective, adding emotion, making the reader "feel what you felt, see what you saw")
6. Editing (2-3 days) - ex, circling words you are unsure of, etc., correcting punctuation and grammar
7.Publishing (1-2 days) - (incorporate technology when appropriate)

3-5 Writing Process Option #2
Immersion (see above)
1. Rehearsing and Generating Notebook Entries (2-3 days)
2. Choosing and Developing a Seed Idea (2 days)
3. Drafting (1-2 days) ((("don't let kids get married to their spend no more than 2 days drafting)))
4. Revising (2-3 days) ((("spend the most time and energy in this stage of the process)))
5. New Generating (1-2 days)
6. New Choosing and Developing (1-2 days)
7. Drafting (1-2 days)
8. Revising either piece (2-3 days)
9. Editing (1-2 days)
10. Publishing (1-2 days) (((NOT PUBLISHING WEEK they said)))

In 3-5, EVERYONE moves through the writing process at the same time (times given above)....and it's critical that only small moment seed ideas get chosen because then you have one child who has to go back to Choosing a "seed idea" because they chose a watermelon story and the rest of the class is drafting and that one child is back at Choosing.  Lea, my presenter in the afternoon, said on Choosing day, have each child write their small moment topic on a post-it note and have all children paste it up on the board . She then goes through them all at a quick glance and says "seed idea, seed idea, seed idea, watermelon idea, seed idea, seed idea, seed idea, watermelon idea..." and all the watermelon kids must go back and choose a seed idea....example, bike riding is a watermelon idea (no time frame)...falling off my bike is a seed idea (less 5 minute time frame)....a baseball game is a watermelon idea (4 hour time frame), a home run is a seed idea (1 minute time frame)....I hope this helps...

This week has been fantastic but complete information overload and blogging often like I had hoped didn't happen like that sponge is almost full and everything I hear here could be small moment post, but I am going to blog next with some pictures and anchor charts from the institute. 


TCRWP CA Trip - Update #4 - Getting Started as a Writer

I was placed with the 2nd grade group for the workshop demonstration session this morning. Barb, our presenter, walked us through a Writing Workshop day as if we were students in her class.  She talked (and she's really funny). She read a book. We talked and shared.  We listened. She talked. We talked.   She did a mini-lesson.  We sketched. We shared. She talked. We wrapped-up. She gave us homework.

She began the session right off by reading this book out loud to us, The Best Story, about a little girl on a journey to find her own identity as a writer. She is journeying into the world of writing and gets advice from different characters in the story about what good writing should have...she ultimately comes to discover that writing comes from your heart, from inside you.  [By the way, you might like to know that she read the book on the document camera and we stayed in our seats.]

Barb used this book as a springboard to begin sharing the important topic of Generating Ideas for Our Own Writing...a BIG SKILL in K-2 writing workshop...[so often times as teachers we help kids figure out what to write about my making anchor charts with idea lists, but we don't teach them HOW and where to find their own ideas for writing]...She said, "When faced with a  blank piece of paper, I think, there's nothing exciting about my life" so....writers must ask themselves, "Where do I come from?" [and she doesn't mean geographically,...but meaning more like "Where are my heart-centered places?" and she goes on to to talk and sketch the "heart-centered places" that she comes from and tell these stories of where she comes from.

"I come from my grandma, she's 90. She has false year, I made hard candy for a family gathering knowing grandma had false teeth...she took one anyway and I said Grandma you can't eat that, and she said, yes I can, I'll take my teeth out and suck the chocolate off"....and drew a picture of her grandma's face on a blank white sheet of paper and wrote the word Babushka under her face.  

She went on the tell and draw about important people and places, giving specific examples for each one about why they were important and part of "where she came from."  She said that writing about where you come from is less about the coordinates and more about the emotional experiences about who you are and where you come from.  

Then it was our turn to think and sketch about where we came from and share out with our neighbor...all the while wrapping up this part by saying [when talking about her grandma] "it's not about my grandma, it's about the conversation I had with her and sucking off the chocolate..." we [students] need to be as specific as we can with people...and tell the emotional story that goes with the experiences. 

From here we move to the back of the room...with 23 adults sitting on the floor around her easel as she begins the writing workshop mini lesson. 

This was the anchor chart that she created...again, tied into the focus of Generating Ideas.  She told us four steps for getting started.  She said getting started is like ripping off a band-aid, you just have to do it.  For the Plan step, you'll see that she shared three different strategies for making a plan before sketching. 1. Tell the story across your fingers. 2. Point to each page and tell what you will say on each page. 3. Write a blurb at the top of each page to remind you what will be written on that page.  You want to give students permission to plan in one of these ways vs. saying, everybody do it this way today.   For the Sketch step, she modeled making a sketch of her story on each page (5 pages). Then she said you will write words to match each sketch on each page.  Her story was a small moment story about when she told her dad she was moving to Taiwan over a glass of iced tea at a downtown deli (the small moment lasted 3-5 minutes).  

We each then went to the writing center, took a writing folder, took five pieces of writing paper and began to think, plan and sketch.   Our homework is to Write.  She shared a few books that help with Generating Ideas for Writing, called demonstration texts, including this one called Night of the Veggie Monster...also, The Rain Stomper and My Best Friend.  

She spent the last 15 minutes before lunch going over the layout and design of the new Curricular Plan Units of Study, speaking to the organization by year, month and day.  Telling teachers that they could follow all units in order or deciding to cut some out. She did say that the units are cyclical throughout the year, so unit 2 builds on 1, unit 4 builds on units 1, 2 and 3, etc.  At the beginning of the document, there are goals of how the year might go and each unit has an overview. She recommends highlighting BIG IDEAS in the units.  There are possible teaching points suggested in each unit, but only bulleted, not numbered as you may find your students need something as the bottom of the list before something at the top, your students will guide where you go. She suggested reading the Curricular Plans like a book study on your grade level, and to only read one unit at a time.  Like read September in August, etc. She said you will craft your own mini-lessons as you go as well.  Think about Big Skills that are transferrable from unit to unit, not the tick-tacky things that are unimportant. For example, a Big Skill is Planning Your might say, "everyone plans, here are some different ways"

When reading the unit, you might use a T-chart like the one below to plan what it is you want students to do and how you will teach them to do it. 
Or, as you are reading through and highlighting the unit of study, you may want to organize the skills and strategies you will want to teach them in this way for whole group or small group mini-lesson ideas:
Barb mentioned that the new curricular plans are written in narrative form and can be overwhelming at first, but to dive in one unit/chapter at a time. Someone in the room asked about the Primary Units of STudy, the books (the K-2 set and 3-5)....and how the curricular plans were were different or the same. This was her response: She said the Lucy Units of Study (the books) are more outdated than the Curricular plans and in the process of being rewritten right now. [So if you or your district is considering purchasing them, wait]...however, she gave me the impression that the Curricular Plans (the e-docs) were just fine, in fact, she said use the Curricular Plans for content (what to teach) and she said to use the Units of Study for methodology.  

If you have any questions, you'd like me to ask the presenters, we, Kathy and I, and the other instructional coaches in the district, are having a working lunch with the presenters on Thursday.  So leave a question in the comments and I'll ask them for you...and repost all the Q&A's in another post.  

P.S. While I was sitting in the Atlanta airport for three hours, I made some new fonts and dingbats...Hello Doodles, Hello Squiggles and Hello Digitheads.  Not that I'm on a computer and not my iPad, I've added them to the right sidebar of my blog. 

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TCRWP CA Trip - Update #3 - Check-In

I know you're not tuning in to see the scenic views from San Luis Obispo, or to hear that the TCRWP provides Reading and Writing professional development all over the world, like Singapore and Taipei, Taiwan...but I will blog about my day today over several posts. 

Recognize the border on this poster??? Or how about the font in the words "Summer Institute"??? 

I played "greeter" this morning as the presenters arrived in the parking lot and showed them where to go...this conference room is their staging area for the week.

Last night Kathi and I stayed until 8:00pm to make sure everything was set and ready for check-in this morning....

...and the participants were finally here.  San Luis Coastal Unified School district is a rather small school district compared to mine, Wake County....there are 8 elementary schools in the district....and there were approximately 175 K-6 teachers in attendance for the conference, which began today and end Friday afternoon.  

I was assigned to the 2nd grade I began my morning in the demonstration workshop session. In the afternoon I was in the 4th/5th grade lecture about the Nuts and Bolts of 4th/5th grade workshop.  
I will blog about this next. I took a ton of notes, and made lots of sketches in my notebook and took as many pictures as I could (from all the sessions, not just mine). As much as I would love to create a series of "one scene" small moment posts about what I learned today...I just don't have that much time and it 11:36PM now.  I'll do my best. 


TCRWP CA Trip - Update #2 - Sea of Signs

Although the TCRWP Writing Workshop Summer Institute doesn't officially start until tomorrow, Tuesday, I have been busy helping Kathi make signs, binder inserts, schedules, and dinner invitations.   I'll be heading up to San Luis Obispo this afternoon.


TCRWP CA Trip - Update #1

So excited to boarding a plane for stomping grounds. I've been invited to attend the TCRWP Writing Workshop Summer Institute with Lucy's peeps hosted by San Luis Coastal Unified School District, my first and former school district. I'll be blogging more frequently this week to keep my Lake Myra buds (and you!) in the Lucy loop. Although I've been using Lucy's WW lessons for years, I've never been to a TCRWP training...and I know it's going to be great! So stay's going to be a fabulous ride!



e-pd Module: Creating A Reading Response Classroom Blog

Module Rationale:
This module is designed to show teachers how using a classroom blog for students gives them a way to express their opinions and reactions to texts, especially books read in class or as part of a book club. In light of the new Common Core and integration of ELA and technology, creating a blog for students to post comments to open-ended questions from the book as well as comments to each other's posts, lets students use technology as an engaging platform to demonstrate their critical thinking skills as well as their writing and grammar skills.  Reading to oneself is not highly motivating for many students, it is for a few, but sharing ideas through live and/or online discussions creates a community of learners and is more engaging than reading and responding in a journal or on a piece of paper. Engagement and motivation is key!

The module will showcase high school ELA and technology standards, and explore how creating a student blog can easily be adapted to middle school and elementary school for grade appropriate texts related to social, human and global issues.    

Module Prerequisites...Words of Caution before Proceeding...

Prior to beginning this module, you should explore the blog options in your district? First find out if the district is supported or contracts with certain blog hosting sites. For example, in Wake County, the district approves and (technically) supports Edublogs.  Next, find out if you need to take a pre-requisite module to apply for a blog in your district. In Wake County, you must complete the CyberSense Online Training before requesting a blog. Also, talk to your technology contact at your site because you will definitely need them to help you get all student users entered onto the blog. (If you teach in Wake County, all students have a email address [it's not highly publicized, nor do they know it] but this is the address that you will use to begin setting up your blog). If your students do not have a district email address, check to see if you need parent permission to create an email address for them if they don't already have one.

Edublogs hosts all WCPSS blogs

Here are some blog hosting sites to explore if you are not in Wake County:

Ok, with that out of the way, we can get onto the purpose of the blog...what you and the students do on the blog.  

Problem Statement:
You have been asked by your principal to implement the standards on the new Common Core for ELA (whatever grade you teach) and you are also expected to integrate technology into your ELA lessons, but the district is asking for some formative assessment data on open-ended questions stems because the district is conducting its own internal academic evaluation and want to quantify student responses according to the Revised Bloom's Taxonomy levels of  cognition.  This blog will serve as your formative data to provide to the district.  They will access your student's responses and code them.  This will guide the district direction for upcoming professional development in 21st century learning.

Module Objective: 
This module is designed to walk you (the participants) through the steps of starting a Reading Response blog as if you were walking through it with your students. The English Language Arts (ELA) standards addressed by a technology intregrated lesson or unit will vary slightly from grade to grade as will the grade level appropriate books at each level.  There are many ways to find a selection of grade-appropriate and interesting books, but for the purpose of the blog, you will want to select books that have significant social, human or global issues...things that students can really get into and discuss, share their opinions, agree and disagree, demonstrate their critical thinking skills, their writing skills and their netiquette skills. For this module I will highlight a few books (at each level) I feel are best for this purpose.  The format of how the book is read by students is a professional choice you can make (shared reading, guided reading, homework, book club live, book club online, etc.) it's what the students will do as a response to the reading where the technology integration comes in.  

There are five Common Core ELA Standards addressed in this module.  Although this module was originally designed for high school teachers, it is easily adaptable to middle school and elementary due to the spiral design of the Common Core ELA Standards.  View ELA Standards here:

So, now that you are familiar with the standards that the ELA Technology integration will accomplish, you will carry out the reading of the text in a manner that works in your classroom.  

When you are ready to introduce the blog that you have created to students, you will model and teach (in a series of mini-lessons)  how the following procedural and content: 
1. Log in (using thier pseudonym username and password)
2. Leave an Opinionated Comment to a Blog Post
3. Reply Respectfully to Others' Blog Posts
4. Use Text Based Quotes and Evidence to Justify Their Comments
5. Make Inferences and Connections Drawn from the Text

It might be helpful to develop a Critical Thinking rubric, either ahead of time or collaboratively with the students, so they know what is expected in their blog responses, similar to the one I developed below. Evaluation is a key component when identifying and communicating objectives to students, they need to know what specifically to improve in order to be more successful with the objectives, and even big picture, with their learning and their overall success.

If you're interesting in seeing a few other Reading Response blogs in action, check out some examples below:

Mr. Purdon's Class Blog

Mrs. Jones Student Blog

If you haven't read the books listed above, you can browse the internet. There are several resources online to give teachers ideas and resources with the books mentioned above, including chapter questions for discussion.  Here are some resources that you may or may not use as initial post questions on your blog.

The Glass Castle


Because of Winn-Dixie

Happy Reading! -Jen Jones



Halls and Walls of Lake Myra {First Grade}

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Informative Writing through For Dummies How-To Books

I found a great and relevant web 2.0 tool today, Dummies Book Cover Generator, by way of the blog by Burkins and Yaris Think Tank for 21st Century Literacy, who featured a blog post by To Make a Prairie called Information Writing for Dummies.  With the roll-out of the Common Core, everyone is wondering where genre studies, especially in writing, fits in.  We all know that narrative, informative, and persuasive are not genres, but the authors of the Common Core have placed equal emphasis on these three "types" of writing as ELA standards W.1, W.2 and W.3.  

To accomplish informative writing (that's not a boring five step essay) and content integration with a fun web 2.0 twist {that kids will love}, consider doing a "Dummies books" study to determine how to write a Dummies book and important parts it should include. After looking at several Dummies books, have students look for similarities in word choice, structure and patterns and create a Dummies Text Structure poster with students similar to this one created by the blog author over at To Make a Prairie.

Dummies Books for Dummies Chart created by Vicki Vinton and her 5th grade students

 then have students select a topic from a science or social studies unit to research and write a How-To book on one area of the unit.  For example, for a third grade (or any grade that covers state history) social studies unit on pioneers and early life in North Carolina, consider having students write a How-To For Dummies book on a pioneer skill.  Students can select or you can provide topic suggestions like the ones below: 

Download this sheet here

   To see my complete lesson on integrating social studies, ELA and technology using the pioneer topics, CLICK HERE. 

Happy Reading! -Jen Jones


e-PD Module: Cyber Safety

Cyber Safety: The Rationale
As educators, our job is to teach children and keep them safe in the process, both in real time and online.
No doubt, life as we know it has become inundated with information.  We live in a 24/7 "infowhelm" society. As educators, not only must we be models of digital citizenship ourselves, but we must know and understand the potential hazards and pitfalls facing children as we teach them the Information and Technology Essential Standards around the strand, Safety and Ethical Issues.

This e-PD is designed as a collaborative group-paced online learning module with a target audience of 6th-8th grade teachers. Although it may be done individually, it is designed to be done with a small or large group of teachers with built-in time to "stop and talk."  This e-PD module will address the middle grades IT Essential Standard:

6.SE.1.1 - "Apply the safety precautions necessary when using online resources (personal information, passwords,etc)."

This module could easily be adapted for K-5 teachers, where the Safety and Ethical Issues (SE) strand of the IT Essential Standards for each grade is:
Kindergarten - "Remember internet safety"
1st Grade - "Explain why safety is important when using the Internet."
2nd Grade - "Explain why safe use of electronic resources in important."
3rd Grade - "Understand internet safety precautions (personal information, passwords, etc)
4th Grade - "Understand internet safety precautions (personal information, passwords, etc)
5th Grade - "Understand internet safety precautions (personal information, passwords, etc)

***from  NC DPI Essential Standards for IT Skills OR (pdf version)***

Part 1 (5 minutes): Module Pre-Assessment
 First, navigate to the Module Pre-Assessment. Complete it individually and return to
 this page to begin Part 2 of the module.

Part 2 (10 minutes): Managing Digital Information & Internet Resources
Now, as a group, watch the video below to wrap your brain around the amount of information that is online... in fact, more information than we will ever need. This video demonstrates the immense amount of information available to all learners. Managing these resources requires a different set of skills than those taught in a traditional school environment. As teachers, how do we sift through and manage the enormous amount of information we recieve on a daily basis AND keep kids safe in the process? It is important that teachers learn how to be good information and digital resource managers before we begin to teach our students how to do so, safely and critically. 

After watching the video, have a discussion with the folks at your table, about some of the implications for students and learning online while at school.

Part 3 (15 minutes): Keeping Personal Information Private.
When students are working online through blogs, chatting, or posting on social networking sites, they often give away important information that can compromise their real world safety. While there are specific instances where it's ok to release personal information (like the school may have permission to use your written work or post your picture online), for the most part, students should not release, share, tell , or complete online fields that want personal information online.  Here is a list of 10 Things to keep private:

Read the list together and discuss implications for student safety if this information is purposefully or accidently shared. Then, watch this video.

Discuss the following questions with your group: What is your reaction? What personal information did the girl give out? What is your role is keeping kids safe online while at school?

Part 4 (10 minutes). Navigate your browser to this My Space link, and see if you can find 10 safety problems with this child's My Space page.


Part 5 (20 minutes).Explore and evaluate the following websites that ask students for personal information and discuss their level of safety and security. Would you consider these sites cyber safe for students? Discuss why or why not.

Zapak Kids
Scientific American: Ask a Scientist
Model UN: Ask an Ambassador

Other Related (&Helpful) Links & Sites:
CyberSmart Curriculum (complete lessons per grade level)
Real World vs. Online Safety Pledges
WCPSS Policy on Student Acceptable Use of Electronic Resources

After exploring the videos and links provided, reflect on what you've learned and come to realize over the last 60 minutes. Think about questions you still have and digital areas of conscientiousness that have been raised in your mind as you move forward creating your classroom blog (for parents and community members) and your student blog (for student responses to class texts,  critique of each other's work, experiments and classroom activities.)

Complete the Module Reflection HERE.  

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