Entries Tagged 'Writing Lessons' ↓

Create a historical newspaper

Create a Historical Newspaper | Writing about History for Kids

Extra! Extra! Read all about it!

Making a newspaper is a great way to learn more about a time period or even a specific day of a famous event. During our homeschooling years, we put together several, including a Jamestown settlement newspaper and a Victorian era newspaper.

This activity is perfect for an individual history project, but several students can also work together. Because there are so many different sections in a newspaper, there’s something for everyone, from the most advanced writer to the youngest child.

TIP: If your children are not especially familiar with newspapers, pick one up at the grocery store. Have them do this free Newspaper Scavenger Hunt (courtesy of Moms and Munchkins) before launching into their project!

Directions

Consider the period you are currently (or soon to be) studying. Create a historical newspaper that centers on a specific year, decade, or era. Whether children are working alone or together, their newspaper should include 5-8 articles or sections:

1. National news story

What was happening in the news at the time? (Consider political, social, and religious news of the day in your country of study.)

  • Are you studying about Christopher Columbus? Then the national news story will probably be in Spain.
  • Are you learning about the the Renaissance? Your national news story would be about events in Italy or France.
  • Are you studying an American historical event? This news story needs to happen in the United States.

In addition to library books and other resources, web sites such as HistoryOrb.com, Animated Atlas, and Church History Timeline will help spark topic ideas. For specific help, try websites such as Roman Society, Elizabethan Era, Colonial Daily Life, or Victorian England.

Don’t forget to include a headline!

2. International news story

What was happening elsewhere in the world at this time? To find out, explore a timeline such as World History Timeline B.C. or World History Timeline A.D.

3. Letters to the Editor

Everyday citizens write letters to the newspaper expressing their opinions about current events. Your children might use this opportunity to tell why they think:

  • the Church should not sell indulgences
  • the Virginia Company is misleading new colonists
  • Industrial-era factories shouldn’t hire child laborers
  • the United States should practice isolationism

4. Advertisements

What sorts of jobs did people have during this time period? What were the common occupations of the day? What kinds of things did people buy and sell? Kids can do a little research to find answers to these questions. Then they can write:

  • For sale ads
  • Help-wanted ads (apprentices needed, etc.)
  • Ads for lost animals, runaway slaves, traveling companions, etc.

5. Crossword or other puzzle

Most modern newspapers include games or puzzles for entertainment. Your children can put puzzles in their newspapers, too!

Crosswords are the most “educational” because they require the student to come up with clues. Invite children to come up with crossword vocabulary and appropriate clues that fit the time period. These websites will help them generate a printable puzzle:

6. Vital statistics

Newspapers often include information that tells more about the people of the day. As they create their own historical newspaper, your kids might want to include vital statistics such as:

  • Births
  • Deaths
  • Marriages
  • Crimes
  • Casualty lists during war times

This can be especially interesting when they report about real people. What important people were born? Did anyone of importance get married or die? Was a notorious crime committed during this era?

7. Miscellaneous sections or news

Likewise, most newspapers have sections that provide other types of information or amusement. Invite your students to consider including:

  • Inventions
  • Sports
  • Travel
  • Advice column
  • Doctor’s column
  • Comic strips or political cartoons

8. Photos or other images

In addition to articles and sections, it’s fun to include images! Try a site like Historical Stock Photos.com for images you can download for free.

Edit: After posting this article, I received an email from the Historical Newspapers Database recommending Timothy Hughes Rare and Early Newspapers as a useful resource when creating your own historical newspapers. You and your students can look at pictures of real newspapers printed during the time period you’re researching.

::

Your Turn

Making a newspaper is a fun, educational way to practice new skills while writing across the curriculum. Have you ever had your children create a newspaper? What time period did you choose to write about?

Copyright 2012 © Kim Kautzer. All rights reserved.

Page copy protected against web site content infringement by Copyscape

 

Photo of RMS Lusitania – Courtesy of Free Pictures at Historical Stock Photos.com

Paint chip stories

palate

MOMS LOVE summertime writing activities that are creative, stress-free, and fun. Here’s one idea you can try today.

Paint Chip Stories

Paint chip samples often have interesting names. Some of these names are so descriptive, they could become elements in a story! Take a quick trip to the hardware store and pick up a handful of paint chips. Then, using the paint chips as inspiration, invite your kids to write some clever stories.

The list below also contains actual names of paint colors. If you can’t make it to the paint department, simply have each child choose five paint chip names from the list and write a descriptive story using all five. Alternatively, visit My Perfect Color to browse through the amazing selection of paint chip names and pick five favorites as a story springboard.

Example: Copper Mountain, Tent, Campground, Moon, Happy Camper

Painted Sky
Tropical Holiday
Wheat Field
Gentle Rain
Baked Scone
Pebble Path
Garden Wall
Tent
Icicle
Calm Air
Scotland Road
Moon
Cloudy Day
Cup of Cocoa
Puddle
Early Morning
Vibrant
Rain-washed
Ballerina Gown
Candlelight
Happy Camper
Secret Garden
Copper Mountain
Heirloom Lace
Scroll
Parakeet
Campground
Sandstorm
Cozy Cottage
Koala Bear
Pool
Treasures
Sunlight
Splashing

Your Turn

Share five paint color names you would use in a story. For added fun, tell your story’s main idea!

Photo credit: Bob Mical, courtesy of Creative Commons. Used by permission.

Using our senses: A descriptive writing lesson

Descriptive Writing Lesson: One of the best ways to engage students in descriptive and imaginative language is through the use of the five senses.

ONE OF THE most difficult aspects of writing is perfecting the art of description—the thing that really brings a scene, image, character, or feeling alive within a piece of writing.

While younger children often love using imaginative language, many struggle to find the most appropriate and engaging words to put down on paper. One of the best ways to engage students in descriptive and imaginative language is through the use of the five senses.

Try out this fun and simple lesson to help your students experiment with descriptive language that is unique and full of life and movement.

1. Discuss the Senses

It is through our five senses that we experience the world around us. Discuss with your students what the senses are and how they work. List the five senses and invite them to come up with examples of descriptive words within each sense category.

  • Talk about sight, sound, touch, smell, and taste.
  • Collect words from your students that fall within each category. They will likely suggest that something can look pretty or ugly, sound loud or quiet, feel hard or soft, smell good or bad, taste yummy or nasty.
  • This is a great way to help them identify weak, unimaginative descriptions.

Talk about why it is difficult to come up with sensory words in this manner: Writing with your senses means you have to really take the time to see, hear, feel, smell, or taste what you are trying to write about. If you can’t experience the subject at hand with all your senses when you are writing about it, then your readers certainly won’t be able to either.

2. Experience the Senses

This is where the lesson gets interesting and fun. Gather objects your students can experience with each of their senses:

    • Sweet, salty, sour, or bitter foods for them to taste
    • Objects that are interesting to touch
    • Noise-making items to listen to
    • Fragrant or aromatic things to smell
    • Objects that are colorful and interesting to look at

Let’s say you gathered some Silly Putty, a fork, and a sharp rock to help them experience their sense of touch. Hide the items in a bag or box. Have your children take turns closing their eyes, reaching into the bag, and feeling an item. Remind them to focus on only one sense at a time (in this case, touch).

Descriptive Writing Lesson: One of the best ways to engage students in descriptive and imaginative language is through the use of the five senses.

It’s important that they only describe how the object feels (hard, sharp, pointed, cold, smooth), not what it is used for (you stab food with it). This will help focus their senses on the subject, and it will narrow their descriptive language to really pinpoint the attributes of that item. If extra help is needed, they may use word banks or a thesaurus.

Descriptive Writing Lesson: One of the best ways to engage students in descriptive and imaginative language is through the use of the five senses.

Next, hide a bell, rattle, squeaky cat toy, or other noisemaking objects in a box or bag. Have students close their eyes as you produce each sound, and then make a list together of specific words to describe it.

Descriptive Writing Lesson: One of the best ways to engage students in descriptive and imaginative language is through the use of the five senses.

Repeat this exercise with the other items you’ve collected to help them explore the other senses. Help them really zero in on one sense at a time. You and your students will be surprised and excited by the descriptive language they come up with for each of the senses, such as fluffy, icy, pliable, jagged, papery, leathery, or slick.

3. Use Descriptive Language in Writing

Once your students have recorded all of their sensory words and phrases, have them compare this list with the list they made at the very beginning.

Open up a conversation about why the second collection of words contains stronger, more descriptive language. Your students will surely explain that they were able to actually feel, see, or smell the thing they were writing about, so it was easier to come up with more concrete, specific words like downy or silky instead of just plain soft.

Stop And Smell The Flowers

This is the lesson: If you can’t picture what you are describing in your writing, neither can your reader.

Now that the students have a collection of interesting, concrete words to draw from, invite them to create a poem or story containing descriptive language. What a fun and engaging way to help students “feel” their writing to create more illuminating poetry or prose!

Thanks to Alvina Lopez for joining us as a guest blogger. Alvina is a freelance writer and blog junkie. She welcomes your comments by email at alvina.lopez@gmail.com.  

Photos: Gustaff Prins (cat), Charles Barilleaux (listening), Dan Zen (ice cream cone), and Paul De Los Reyes (rose), courtesy of Creative Commons

“Never” poems | Write a silly poem

What funny things would your kids "never" do? Let those ideas inspire them to write a silly poem

APRIL IS National Poetry Month. In honor of the occasion, I thought it would be fun to introduce some new poetry activities!

Today, why not have your children write a silly poem? With only a few simple rules to get them started, they should produce some gems in no time at all.

Alliteration

When your children write their “Never” poems, they will need to choose a consonant sound to repeat using alliteration.

al·lit·er·a·tion is the repetition of a consonant sound at the beginning of a word.

Betty Botter bought some butter,
But,” she said, “the butter’s bitter.”

Charlotte shared her sugar
With a shaggy sheep named Shane.

Directions

To write your “Never Poem,” you will write one sentence for each of the following, repeating your chosen consonant sound as many times as possible.

  1. Something you would never eat.
  2. Something you would never wear.
  3. Something you would never buy.
  4. Something you would never do.
  5. Someplace you would never go.
  6. Something you would always like to think about.
  7. “And I promise you I will never …”

Once their poems are finished, invite them to choose some words from the poem and write a title.

Of Blue Biscuits and Bouncing Balls

I would never eat blue biscuits.
I would never wear a baggy beaded bonnet with brown buttons.
I would never buy a blind baboon’s broken bicycle.
I would never read a book about boat-building in Bulgaria.
I would never go to Brooklyn to get bologna.
I would always like to think about bouncing balls in the bathtub.
And I promise I will never let Bubba’s bunny eat barbecued beans for breakfast.

Your Turn

Poetry should be shared! I hope you’ll post your kids’ “Never Poems” in the comments.

. . . . .

Photo of blue ball © Sharyn Morrow. Used by permission.

Book report sandwich

Banish boring book reports with afun book  report sandwich! Each "ingredient" helps kids summarize and describe plot, characters, and setting.

ARE YOUR kids tired of the typcial, ho-hum, “this book is about” book report?

Here’s a fun variation to try: A book report sandwich.

Preparing the Ingredients

First, make templates for the various sandwich ingredients. Using similar dimensions for each item, draw the following elements on plain white paper. Then, photocopy as many as you need onto colored paper.

  • Bread slice (2) - brown or tan
  • Lunch meat – pink
  • Cheese – orange or yellow
  • Tomato – red
  • Lettuce – green
  • Mayonnaise – white

Creating the Book Report

Each “ingredient” represents one element of of the book. After reading a book, write the different parts of the report on the various sandwich fixin’s—much more fun than writing out a traditional book report on lined paper!

  • Top bread slice: Write the book title and author.
  • Lettuce: Summarize the plot.
  • Tomato slice: Tell some interesting facts and details about the main character.
  • Mayonnaise layer: Describe the book’s setting.
  • Cheese slice: Describe your favorite part of the story.
  • Lunch meat: Give your opinion of the book.
  • Bottom bread slice: Draw a favorite scene from the book.

When finished, staple your sandwich together into a mini book you can sink your teeth into!

What are some of your favorite creative book report ideas?

 

Writing a holiday “how-to” paragraph

Holiday how-to paragraphs are a great December writing activity! Describe a familiar process such as wrapping gifts or setting the table.

As holiday decorations come out and the tree or menorah takes center stage, children can become increasingly distracted, sidetracked, and fidgety in anticipation of upcoming seasonal celebrations.

Homeschooling doesn’t need to fall by the wayside during December! The holidays can be a great time to assign writing activities that focus on the festivities, allowing children to immerse themselves in the fun while encouraging productivity. This month, have your kids write a paragraph describing a holiday-themed process where they explain, in a step-by-step manner, how something is done.

Process Paragraph: Choosing a Topic

Help them pick a process that isn’t too involved or complicated. With younger or reluctant writers, it’s especially important to keep the number of steps to a minimum. Also, the more familiar children are with the process, the easier it will be to write about it.

Here are some ideas to get them started. They can explain how to:

  • Wrap a present
  • Make latkes
  • Decorate the tree
  • Bake gingerbread cookies
  • Build a snowman
  • Be a “Secret Santa”
  • Set the table for dinner
  • Create a handmade greeting card
  • Make a holiday craft project
  • Play the dreidel game
  • String popcorn
  • Make a paper “countdown” chain

Process Paragraph: Writing the Rough Draft

Once your kids have chosen a topic (and narrowed it down to a specific task, if necessary), walk them through a few simple steps to guide and direct them.

  1. If possible, have them go through the process themselves before beginning to write. Take digital photos of them as they complete each step.
  2. Provide a graphic organizer to help them break down the steps of the process and plan the composition. Here’s a simple one that’s especially good for elementary ages. Here’s one can be filled in on the computer. Or download a free lesson sample from WriteShop I (grades 6+) that includes a Process Planning Worksheet.
  3. Next, have them begin to write the rough draft, explaining the most important steps first.
  4. Teach them to use transition words such as first, second, third, next, then, finally, or last.
  5. If the paper isn’t too long, or if the steps are too vague, they can expand each step by adding sub-steps, more detail, or colorful description.

Process Paragraph: Making an Instruction Manual

Edit the rough draft together to ensure the steps are logical and easy to follow, and check for spelling and punctuation errors.

To publish their how-to composition in a fun way, have your children create an instruction manual. Here’s how:

  1. Invite them to choose the photos they want to use to illustrate the process. They will need to print out 4-6 pictures. Let them tape or glue each picture to the top half of a sheet of notebook paper, using a separate sheet for each photo.
  2. Next, have them copy their corrected composition onto the sheets of notebook paper, writing the sentence or sentences that each photo illustrates.
  3. Finally, encourage them to design and decorate a colorful cover, including a catchy title. Assemble the instruction manual and share with family members.

Activities like this will keep your children happily writing, even during the busiest time of year!

Copyright © 2010 Kim Kautzer. All rights reserved.

Page copy protected against web site content infringement by Copyscape

Creative Commons photo courtesy of Flickr.

Describing a place: An imaginary land

Stretch those creative-writing muscles! Invite children to think up and describe an imaginary place.

Summer is a season of travel, a time of sandy beaches, hypnotic sunshine, stamped tickets, and the excited laughter of children visiting out-of-the-ordinary places.

Summer vacations—and the summer months—fill our minds with those moments of wonder and imagination so natural to childhood and keep us connected to our own children.

But sometimes the household budget doesn’t stretch quite far enough for exotic adventures.

What to do?

Go anyway!

Here’s how!

Start with a Map

  • Gather your family around the kitchen table with paper, pencils, pens, and an atlas. Better yet, pull out a road map of your state. As these maps are more detailed for the traveler, interstate road maps usually have the richer place names.
  • Study some maps, reading place names aloud. Listen for those syllables and sounds that tickle and tempt your ear, hinting at the exotic. Where I live, nearby towns, rivers, and ancient mountain ranges honor the first Americans who dwelled here. Names like “Uwharrie,” “Oconeechi,” “Saponi,” “Lumbee,” “Saxapahaw,” and “Eno” dot the landscape and tease my heart and mind.
  • Make a list of place names you like.
  • Begin to imagine an island or a country or a planet where you’d like to visit.

Set Your Imagination Loose

It’s time to describe an imaginary place! Begin to paint this strange land with colorful, descriptive words and phrases.

Imaginary Mountain

What color is the sky? Are there cliffs, rivers, canyons, or mountains? Name the landforms.

weird flower

Are there trees or flowering plants? What do they look like? Describe and name the flowers.

Weird rock formations near Page, AZ

Place yourself there. What does the ground feel like under your feet? Stony? Sandy? Spongy?

on the wings of a snow white dove

What kind of person—or wonderful being—could you allow yourself to be there?

Create Your World

As ideas shape themselves around your kitchen table, have your children create colorful maps and illustrated “travel guides” of their visionary worlds.

Don’t forget rich descriptions, helping your kids write and edit for an imaginary audience of would-be adventurers or vacationers. This is the magic of writing! In the creative power of words, our children are free to journey through the realms of their own sacred and unique imaginations.

As adults, what a wonderful gift we can give our kids: a love of adventure enhanced with the tools of creative writing.

Enjoy your magical travels this summer!

. . . . .

Janet Wagner is a regular contributor to In Our Write Minds. For over two decades, Janet was an elementary and middle school teacher in two Christian academies, a public district school, and a public charter school. She also had the honor of helping to homeschool her two nieces. Janet and her husband Dean live on the family farm in the Piedmont region of north central North Carolina. Currently, she enjoys a flexible life of homemaking, volunteering, reading, writing, tutoring students and training dogs, and learning how to build websites. You can view her web work-in-progress at www.creative-writing-ideas-and-activities.com.

All photos from Flickr, courtesy of Creative Commons.

Helping children write about a favorite memory

Lost in Thought

“But I don’t know what to write about!” 

“I can’t think of anything!”

How many times have we heard these cries of anguish when asking our children to face a blank page? And although we may do our best to encourage their creative efforts through the use of topic-specific prompts, sometimes we need to give kids more direction, more of a step-ladder to climb into the clarity of their own thinking.

Smaller Steps

The next time you’re faced with kids who are absolutely convinced the power of the pen has abandoned them, try breaking the prompt itself down into manageable parts. Doing so allows children to concentrate on one task at a time and to experience feedback in developing their ideas for written expression.

The “I Remember” Activity

Let’s use the prompt “Write about a favorite memory” as an example of breaking a writing topic into smaller chunks of ideas. This activity gives a feeling for the writing process approach and works well with any age.

Happy Little Fishergirl

  • Think of five things that have happened to you. Write down each of the five things, beginning with the phrase, “I remember.” When you’ve finished, share your ideas with me.
  • Now, write down one name associated with each of the five things you selected.
  • Write down the most important of the five senses (taste, touch, hearing, sight, or smell) that goes with each of your “I remembers.”
  • Now select the “I remember” you would most like to write about. Share the memory with me.
  • Now, writing as fast as you can for ten minutes, see how much of the memory you can get on paper. Don’t worry about punctuation or spelling; you can think about that later, if you like what you’ve written.
  • Now, let’s read your story and think of ways to possibly make it even better.

By tackling a topic in this step-by-step manner, students become more confident and skilled in the brainstorming and drafting stages of writing. And as they will discover, fluent writing flows from the power of knowing you have something to say.

. . . . .

Janet Wagner is a regular contributor to In Our Write Minds. For over two decades, Janet was an elementary and middle school teacher in two Christian academies, a public district school, and a public charter school. She also had the honor of helping to homeschool her two nieces. Janet and her husband Dean live on the family farm in the Piedmont region of north central North Carolina. Currently, she enjoys a flexible life of homemaking, volunteering, reading, writing, tutoring students and training dogs, and learning how to build websites. You can view her web work-in-progress at www.creative-writing-ideas-and-activities.com.

Creative Commons “Lost in thought” photo courtesy of Flickr.
Photo of “Happy Little Fishergirl” © D Sharon Pruitt. Used by permission.

Conversation Journals

After a busy week in the classroom, Friday evenings were a quiet, delightful treat: Delightful because I got to curl up on my living room couch, with cookies and tea, and read through my students’ journals. Delightful because the brightly colored pocket folders held the written thoughts of my kids, as they experienced classroom life in real time. Delightful because each student and I kept a written, running conversation in the pages of those folders.

Conversation journals, we called them.

Every afternoon, students penned brief summaries of:

  • their observations about each day’s class.
  • what they wanted to remember.
  • what they found difficult.
  • what they would seek assistance on to understand better.
  • what attitudes they had about learning in different subject areas.

They addressed their entries to me, and I responded, thus often beginning written conversations that would last weeks on many topics!

Not only did I gain insight into their struggles with long division, enjoyment of O.Henry’s short stories, or thoughtful concern for environmental issues, but I gained insight into my students’ growth as writers.

Conversation journals are also a handy tool in the homeschooling classroom. They provide a non-threatening context for kids to write at their own proficiency level. Mom or Dad writes back, modeling appropriate language use, but not correcting children’s language.

Such journals allow opportunities for kids to see growth in their own writing ability. And while a parental response should not result in corrections, an adult can examine a child’s writing for topic initiation, elaboration, variety, use of different genres, expression of interests and attitudes, and awareness of the writing process.

The bonus for a parent: insight into which academic concepts need to be taught to a greater depth, how a child is developing as a writer, and a shared journaling experience. That last item is the most precious of all.

Join the conversation!

Related link: Becoming your child’s pen pal

. . . . .

Janet Wagner is a regular contributor to In Our Write Minds. For over two decades, Janet was an elementary and middle school teacher in two Christian academies, a public district school, and a public charter school. She also had the honor of helping to homeschool her two nieces. Janet and her husband Dean live on the family farm in the Piedmont region of north central North Carolina. Currently, she enjoys a flexible life of homemaking, volunteering, reading, writing, tutoring students and training dogs, and learning how to build websites. You can view her web work-in-progress at www.creative-writing-ideas-and-activities.com.

Hopscotch: Practice adding story details

Who says teaching writing skills to children has to be dull and rote? In truth, much learning happens when you infuse writing time with creativity, fun, and games!

You can help your child practice adding details to the middle of a story by playing a variation of hopscotch together. While a great activity for any child, it’s especially effective for active, kinesthetic learners.

Advance Prep

  1. Draw a hopscotch grid on the sidewalk or patio, making each square big enough for your child’s foot (about 12″). Indoors, try marking off a grid on the floor using painters’ tape.
  2. Explain to your child that the first square represents the beginning of the story, the four middle squares represent the middle of the story, and the last square represents the end of the story. (The two sets of side-by-side squares separate the middle of the story from the beginning and the end.)

Directions

1. Beginning: Have your child stand on the first hopscotch square, holding three beanbags or other markers in his hands. For the beginning of the story, tell him a story prompt that includes a problem the character faces. You may create your own story prompt, use StoryBuilders writing prompt cards, or choose some of these:

  • Chloe was playing tennis on her Wii when suddenly, the tennis ball flew out of the screen and into her room.
  • Michael got a toy remote control spy plane for his birthday, but when he flew it, he discovered it was really spying on him.
  • Ethan’s pillow told him exciting bedtime stories. Every night the stories got longer and longer until Ethan couldn’t get any sleep.
  • Carrie invented a pencil that had a calculator inside so that it did the math when she wrote down the problem. One day, however, it started to answer everything wrong.
  • Bella’s uncle invented a board game with pieces that could move by themselves. Bella would tell the pieces where to move and they would obey her voice. But one day, the pieces told Bella to be quiet! 
  • Hunter bought a robot that cleaned his room. But last week, the robot forgot how to do the chores.
  • The dentist gave Abby a new Talk-a-Lot Toothbrush that told her how to brush her teeth better, but one day the toothbrush said it didn’t like toothpaste.
  • Sam discovered a new snack called Hunger Munchers. One small bite satisfied his hunger for hours. But after a few days, Hunger Munchers stopped working. In fact, with each bite, Sam grew hungrier and hungrier until he couldn’t stop eating!

2.  Middle: Ask your child to think of one detail to add to the middle of his story. This detail should include how the main character would respond to the problem stated in the story prompt.

  • When your child thinks of the detail and states it aloud, invite him to toss a marker and try to make it land (and stay) on one of the middle four squares of the hopscotch boxes.
  • If the marker doesn’t land on one of the middle four squares, retrieve it and hand it to him to toss it again until it does.
  • Ask your child to think of two more details to add to the middle of his story. For each detail, have him toss another marker on one of the four middle squares of the hopscotch boxes. (More than one marker can be on one square.)

When all three markers are on the hopscotch boxes, direct your child to hop down to the other end, skipping over the squares that have a marker.

3. End: Have your child stop at the other end and stand in that square. Ask him to think of a possible ending to the story. After he has stated a possible ending, instruct him to hop back to the beginning, this time stopping to pick up all three markers.

Keeping Score

If your child enjoys keeping score, he may score a point for each of the following:

  • Hopping from start to finish without stepping on a line
  • Hopping from start to finish without stepping outside the boxes
  • Hopping with only one foot in each square (except the first and last squares)
  • Hopping from start to finish without falling over

Repeat the activity as many times as your child is interested, using a story prompt each time and practicing adding three details to the middle of the story.

. . . . .

Created by author Nancy I. Sanders, this hopscotch game is just one of the many fun and creative activities WriteShop Junior uses to teach and review writing skills at the elementary level. This game appears in Book D.

Photo: D Sharon Pruitt. Used with permission.
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