This is amazing, thanks so much for this! How fun, your son writing for you as a guest. I bet your readers will love that. Stopping by from the Friday Flash Blog and sooooo happy that I did! My daughter is a budding little author at the ripe age of 6 and she will LOVE these! Have a great weekend! Hi Michelle, I love the title of your website. Writing is such an important life skill; so, I love finding ways to make it fun.
Thanks so much for sharing these great free writing resources at the Kid Lit Blog Hop. Perfect for the summer!! Pragmatic Mom Mia , It is my pleasure. Glad you liked them. I enjoy being a part of the kid lit community. Having access to screens encourages writing. Additionally, these free writing web sites inspire kids to […].
Glad it was helpful. Sign me up for the newsletter! StoryJumper This is a new website that allows your kids to create and illustrate books with ease. Scribblett This site was created by a mom that wanted to develop a program for her daughter that loved to write stories. Becoming a member gives you free access to creating stories, comics, illustrations and the ability to publish your own work and make your own special products Little Write Brain Your kids create their own story books by selecting characters and building the story.
FunEnglishGames This link takes you to an on-line story frame. StoryboardThat For free, your kids can create 2 stories a week.
Comic Creator Kids use the character, Arthur, to create a comic strip. Early Elementary Be sure to check out these fabulous reading websites for kids too. Lover of God, cappuccino, and chocolate. Ordinary with an extraordinary desire to make a positive difference in the lives of others particularly children. Erin Nourishing My Scholar June 15, at Pamela Hall June 15, at 2: Bethany June 19, at Pamela Hall June 21, at 8: Bonnie June 19, at 2: Reshama June 24, at 8: Pamela Hall June 25, at LindseyLoo June 26, at 6: Pamela Hall June 27, at 4: Bernadyn June 26, at 8: PragmaticMom July 7, at 5: Pamela Hall July 10, at 6: Pamela Hall January 6, at 8: The purpose of L.
This is accomplished through relevant programs , seminars, tutoring, and a blog community. We inspire the love of reading and writing. We hope it is contagious. We believe that by taking a holistic approach to literacy, people will have the skills they need to be literate for life which leads to more opportunities for them. We are so glad you are here. Receive relevant, applicable tips, and join in sharing ideas by becoming part of our blog community. Instruction should include the components of the writing process: An additional component, publishing, may be included to develop and share a final product.
Students need to acquire specific strategies for each component of the writing process. Students should learn basic strategies, such as POW Pick ideas, Organize their notes, Write and say more , in 1st or 2nd grade. More complicated strategies, such as peer revising, should be introduced in 2nd grade or later.
Many strategies can be used to assist students with more than one component of the writing process. For example, as students plan to write a persuasive essay, they may set goals for their writing, such as providing three or more reasons for their beliefs. Students should then devise a plan for periodically assessing their progress toward meeting these goals as they write. As students evaluate their draft text, they may reread their paper to determine whether they have met the goals they articulated during planning.
If not, students may revise their writing to better meet their goals. Writing strategies should be taught explicitly and directly through a gradual release of responsibility from teacher to student. Teachers should ensure that students have the background knowledge and skills they need to understand and use a writing strategy.
Then, teachers should describe the strategy and model its use. Teachers also should articulate the purpose of the strategy, clearly stating why students might choose to use it as a way of improving their writing. Teachers then should guide students to collaborate in small groups to practice applying the strategy.
Once students demonstrate an understanding of the strategy, the teacher should encourage students to practice applying it as they write independently. Teachers should make sure they do not release responsibility to students too early. When students initially learn to use writing strategies, teachers frequently should discuss when and how to use the strategies throughout the writing process, as well as why the strategies are helpful.
Once students learn to use a variety of strategies independently, through the gradual release process, teachers should help them understand how to select appropriate strategies and use them across a range of writing tasks. To help students select the appropriate writing strategy, teachers might consider posting strategies on a wall chart in the classroom.
One column of the chart might include a list of all the strategies, and another column might provide a list of situations in which these strategies could be used. Once students are able to use a strategy effectively and independently, they can identify and add situations to the chart. Students also can identify opportunities to apply strategies in different content areas. Writing requires flexibility and change. Once students have acquired a set of strategies to carry out the components of the writing process, they need to be purposeful in selecting strategies that help them meet their writing goals.
They also need to learn to apply these strategies in a flexible manner, moving back and forth between different components of the writing process as they develop text and think critically about their writing goals.
For example, plans and already written text may need to be revised and edited numerous times to communicate more effectively, and writing must be polished to make it suitable for publication. Writing for different purposes often means writing for different audiences.
To help students understand the role of audience in writing, it is important to design writing activities that naturally lend themselves to different audiences. Otherwise, students may view writing in school as writing only for their teacher. When discussing writing purposes, teachers and students can generate a list of potential audiences for a given writing assignment.
Students then can choose the audience that best fits their writing topic. Exemplary texts can illustrate a number of features, including text structure; use of graphs, charts, and pictures; effective word choice; and varied sentence structure.
Students also must learn to use techniques that are specific to a purpose of writing. When developing a persuasive essay, for example, students can use the TREE Topic sentence, Reasons—three or more, Ending, Examine technique, whereby they make a plan for their paper that includes what they believe, reasons to support their beliefs, examples for each reason, and an ending.
When basic writing skills become relatively effortless for students, they can focus less on these basic writing skills and more on developing and communicating their ideas. However, younger writers must typically devote considerable attention to acquiring and polishing these skills before they become proficient. Spelling skills can affect the words students choose because they may be less likely to use words they cannot spell.
Students also need to be able to generate strong, interesting sentences that vary in length and complexity in order to convey their intended meaning and engage readers.
When a student's writing contains spelling mistakes and poor handwriting, it can be difficult for the reader to understand what the student is trying to convey. Word processing programs can make many aspects of the writing process easier for students, including assisting students with spelling and handwriting difficulties to write more fluently.
Early writing instruction should begin with demonstrations of how to hold a pencil comfortably between the thumb and forefinger, resting on the middle finger. Teachers also should show young writers the most efficient and legible ways to form each letter, regardless of whether print or cursive script is used.
Because handwriting is a motor skill, it works best to practice in multiple short sessions. Students also should apply their handwriting skills in sentences and in authentic writing activities.
A relatively small number of words account for 80 percent of the words elementary- grade students use in their writing. Teachers should help students learn to spell words they commonly use.
Although many elementary schools have an explicit spelling curriculum, teachers should connect spelling instruction with writing as much as possible. Students should be encouraged to learn words they frequently misspell, as well as words they wish to include in their writing.
Teachers also should help students acquire the skills they need to generate and check plausible spellings for words. Students should learn to write strong sentences that convey their intended meaning and engage readers.
Teachers should focus sentence-level instruction on sentence construction, encouraging students to consider the meaning and syntax of the sentences they develop. Teachers also should explicitly demonstrate how sentence construction and sentence mechanics, such as punctuation and capitalization, interact to form strong sentences. Students also need instruction on how to use a variety of sentence structures in their writing.
Students should be introduced to typing in 1st grade. By 2nd grade, students should begin regular typing practice. By the end of 2nd or 3rd grade, students should be able to type as fast as they can write by hand. Instruction in typing should be accompanied by instruction in how to use a word processor. Students need both the skill and the will to develop as writers. In a supportive writing environment, teachers participate as writers, not simply instructors, to demonstrate the importance of writing.
By taking part in writing lessons and activities, teachers convey the message that writing is important, valued, and rewarding. Teachers should model how the ability to write affects their daily lives, demonstrate the importance of writing to communicate, model the perseverance required to create a good piece of writing, and express the satisfaction that can come from creating a meaningful text.
For example, a teacher could draft a letter or an email to a friend in front of students, thinking out loud to make the invisible act of composing — which occurs internally for experienced writers — more visible to students. Teachers should provide opportunities for student choice in writing assignments — for example, choice in selecting writing topics or the freedom to modify a teacher-selected prompt.
One way to foster choice is for students to keep a notebook in which they record topics for writing. Teachers also need to provide instruction and opportunities for students to practice writing to prompts. Teachers can encourage students to collaborate throughout the writing process by brainstorming ideas about a topic, responding to drafts in a writing group, or helping peers edit or revise their work. Collaboration also can take the form of collaborative writing, whereby students jointly develop a single text.
Students need to know whether their writing is accurately and appropriately conveying its message. One way students can determine this is by sharing their writing and responding to written and verbal feedback from the teacher and their peers. Although teachers should provide feedback to students through teacher-student conferences and rubrics, peers also should be encouraged to participate in the feedback process.
Students also need to be taught strategies and appropriate language for written feedback. We will incorporate more writing into our classrooms by have students write about composers, artists, atheletes, and summaries of books read.
Some very useful strategies for young learner. That said, the article continually expands further with some excellent choices: There is a stress on time development daily and over time to develop writing confidence and excellence. Thanks for the sharing, I also found a useful service for forms filling. It looked much better typed than hand-written. I think that writing is the best tool for children to express every feeling and emotion. This way we are able to understand them and guide them towards more knowledge.
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The website is considered one of the best writing websites for kids because it helps them write what interests them in a way that is not only interesting but friendly for their age. This writing website is ideal for children in preparatory school.
These story writing websites for kids are a wonderful way for your children to publish their writing too. StoryJumper This is a new website that allows your kids to create and illustrate books with ease.
Quill Grammar has over sentence writing activities to help your students. Our activities are designed to be completed in 10 minutes so you have the freedom to use them in the way that works best for your classroom. These top-rated middle school apps and websites can help you and your students address some key writing skills. More importantly, many of the selections offer students an authentic community that can get them writing about high-interest topics and sharing their writing with others.
Teachers should provide opportunities for student choice in writing assignments — for example, choice in selecting writing topics or the freedom to modify a teacher-selected ru-apsnynews.tk way to foster choice is for students to keep a notebook in which they record topics for writing. This website has grade levels for aspects that will improve students’ reading and writing skills. Many subsumed skills can be reviewed without explicit instruction, and if there are struggling students in the.