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*Strategies help guide success and break down the writing process into steps
*Students can create a visual to connect their thoughts
*Motivating when approached in a fun and engaging manner
*Multisensory approach and differentiated instruction speaks to all learners.
*Use of mnemonics makes it easy for kids to remember the steps and reference

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*Ability to make accommodations and differentiated Instruction
*Ability to see students thought process and errors in order to redirect or provide further instruction
*Provide tools and supports for success
*Strategies help break down tasks in order to focus and build upon the other.

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Strategy #3-Creative Writing and Technology

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Strategy #3-Creative Writing and Technology

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Computer software encourages students to add graphics, color and fun to their writing. Goal is to motivate students and express their ideas fluently using a written format. Good for older students who have longer and more complex writings as well when proofreading and editing. Younger students may use this to combat  fatigue in the writing process and in keeping with a multisensory approach. Should be balanced with the students skill ability and the need to keep important life skill of bringing pen to paper so to speak (Richards, 2002)

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When the writing task is the primary barrier to learning or demonstrating knowledge, then accommodations, modifications and remediation for these problems may be necessary.  Examples include: rate or volume of work, tools used to produce written product (computer, graphic organizers, voice to text), time allotted, remove neatness or spelling as grading criteria, break writing into stages, along with many others.

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teaching students to use transition words helps improve their writing by providing logical organization and improving the connections between thoughts, allowing the stories to flow. Transition words provide coherence to a story, bridge gap between ideas and provide signals to the reader or listener about what is coming next (Reading Rockets).

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is a writing strategy that helps students understand their roles as writers, the audience they will address, the varied formats for writing and the topic they'll be writing about. This strategy helps students write creatively, consider different perspective of topic and practice writing for different audiences.
R- role of writer
A- audience
F- format
T- topic
(Reading Rockets)

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Writing takes practice and needs to be done often! At each level students need substantial explicit instruction and modeling, followed by a great deal of practice before each step becomes automatic (Richards, 2002). In order to motivate students make it fun and let them be creative, play with words!

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Writing should be approached as a process. Selecting a topic and knowing its purpose is just the beginning. 5 basic subtasks that follow include: 1) Preplanning and organizing, 2)Writing the draft, 3) Proofing and rewriting, 4)Editing to elaborate and enhance content and rewriting, 5)Writing the final.

P-O-W-E-R:
Plan, Organize, Write, Edit, Revise
(Richards, 2002).

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Effective writing helps people remember, organize and process information (Jones, 1999) The process of writing is  a complex activity and requires juggling a great many components. The student must coordinate many skills at the same time and the more automatic each subskill is, the easier it will be for the student to incorporate it with other skills (Richards, 2002).