Digital Quick Writes

Looking at our identified needs - many of our writers said they struggle with ideas... where to start.

In response to this, I have incorporated the website storybird.com into our daily quickwrites.  Students have the opportunity to complete one digital quickwrite a week.

There are topics particularly for engagement from the group of identified learners - monsters, chasing etc . I have started all of our learners as part of the Storybird.com class site, creating assignments for all with 80-100 words  for use.  Learners can reset the images, but keep the assigned words.

Learners then just let their imagination go and create a poetic response to the topic.




Our target learners have said they are engaged with this digital format as
- the words are already there (they don't have to think about topic words)
- there is no actual punctuation.  (However, there is learning around punctuation as they are seeing/hearing when and where words should be on new lines or possibly stand alone.)
- writing is short and to the point


As our learners progress, they will be able to access the longer form of picture books on Storybird.  Opening up the word bank to our learners too, so that they have shared ownership of the writing.


Storybird allows all learners to read, enjoy and comment on other class members writing within the online class library - giving feedback in a non-threatening way.

Positive Blogging Experiences

Beginning the blogging journey has seen positive results for our learners with identified needs in writing.

Our small group of learners (majority boys) identified that they needed support with ideas and organisation, voice and vocabulary... also - what PURPOSE was writing serving them?

Blogging has seen increased engagement as these writers are aware of their audience - they are keen to post to get a genuine reply... especially from a learner at the same age and stage as them.

An identified learner actively wanting to share his
QuickWrite on his blog.  He chose to type out
his writing as well.

By viewing our buddy class blogs as part of Tuhi Mai Tuhi Atu, our learners are seeing that writing does not necessarily equate to pages of 'writing in a book'.  Writing can take the form of a short blog post about their learning of any sort; a thoughtful and positive blog comment to another learner; a quick review of a book they are reading; a retell or explanation of a reading group activity.


More of our learners with identified needs are actively seeking out opportunities to share their learning - writing has become the 'by-product' of blogging!