{"id":12006,"date":"2021-10-29T09:39:50","date_gmt":"2021-10-29T16:39:50","guid":{"rendered":"https:\/\/blog.essaypop.com\/?p=12006"},"modified":"2021-10-29T09:41:39","modified_gmt":"2021-10-29T16:41:39","slug":"essaypop-the-perfect-solution-for-elementary-school-writing-instruction","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/features\/essaypop-the-perfect-solution-for-elementary-school-writing-instruction","title":{"rendered":"Essaypop: The Perfect Solution for Elementary School Writing Instruction"},"content":{"rendered":"

Moving younger students from sentence combining to paragraphing to short essay writing is easy when you have the right platform.<\/span><\/em><\/p>\n

A Common Thread in an Uncommon World<\/h2>\n

What kind of academic writing should students be doing in elementary school? We know by reviewing the nation\u2019s academic standards and most professional educators tend to agree that elementary students in grades two through four should be composing short, academic paragraphs, and that by grades five and six, they should be venturing into writing short essay responses and perhaps even giving multiple-paragraph papers a try. But what is the scope, sequence, and pace of learning how to write proficiently in these grades? When exactly should kids be moving from sentence combining to paragraphing to composing essays? Here things get a little hazy and perhaps \u201cunstandardized\u201d.<\/p>\n

At essaypop, we are in a unique position to understand how writing is taught at all levels across the country as we have over a hundred thousand users in every state in the nation. We talk to teachers who teach writing every day, and more and more, these discussions have been with elementary school teachers.<\/p>\n

Now, our users are by no means perfectly synchronized in their approach to writing instruction. In fact, one of the reasons we have a totally open source and customizable platform is because we learned early on that different teachers, schools, and even regions have very different terminologies, assessment rubrics, and methods for teaching kids how to write. Levels of rigor and writing expectations are not entirely uniform. And while there is quite a bit of variety and even disagreement on the subject, we’ve also noticed some consistent trend lines among elementary school teachers and how they teach academic writing to their students.<\/p>\n

The most common thread we have found is that teachers who teach grades two, three, four, and five tend to, at varying degrees of complexity, have their students compose writing that does three basic things:<\/p>\n