WriteStories

The curriculum focuses on complete picture books rather than excerpts or passages. Students engage with full 20+ page illustrated stories, working through entire narratives from beginning to end.

Review notes books are '20 pages or more' and children work through complete stories like 'The Three Little Pigs' and 'The Tale of Peter Rabbit'

The review suggests minimal teacher guidance or training materials. Parent/teacher support appears limited to commenting and grading features rather than comprehensive instructional support.

Review mentions 'Parents can comment on and grade children's stories' but notes that 'just talking about their work would be much better' with no mention of teacher training materials

The curriculum appears to use guided discovery through visual prompts rather than explicit direct instruction. Learning happens through practice and exploration rather than systematic teaching.

Review describes the platform as making 'writing much easier for children' through pictures that 'should stimulate children's imaginations' but mentions no direct instructional components

The program incorporates classic literature and quality children's books but appears primarily focused on creative writing skills rather than systematic domain knowledge building. The selection includes both traditional tales and contemporary stories.

Books include classics like 'The Tale of Peter Rabbit,' other Beatrix Potter tales, and 'The Rocket Book by Peter Newell,' alongside newer titles, all selected to be 'family-friendly'

The curriculum uses age-appropriate picture books for grades 2-6, though the focus is on visual rather than textual complexity. Students create their own text rather than reading complex passages.

Platform serves 'students in grades two through six' with books including both classic and contemporary picture books appropriate for the age range

The platform provides structured support for story writing through visual prompts and sequential page-by-page composition. However, explicit instruction in writing mechanics or techniques is not described.

Students 'write or tell their story about what is happening page by page' with tools for text formatting, and 'children will gradually absorb story-writing skills that should improve with practice'

No evidence of retrieval practice or spaced review is mentioned in the available materials. The platform appears focused on creative production rather than systematic review.

Review describes story creation and revision features but makes no mention of review activities, quizzes, or retrieval practice

No evidence of phonics instruction is provided in the available review materials. The platform appears focused on story composition rather than foundational reading skills.

Review focuses entirely on writing and storytelling features with no mention of phonics, decoding, or foundational reading instruction

The curriculum may support vocabulary development through exposure to varied picture books and story creation, but no explicit vocabulary instruction is mentioned. Learning appears incidental rather than systematic.

Review mentions exposure to 'beautifully illustrated books' and story writing but does not describe any specific vocabulary instruction features