Empowering Writers

April 2018 K-1 Lesson of the Month

Spring is in the air! With the increase of sunshine and warm weather we also see bugs – no doubt to the delight of many young children! This month’s K1 lesson is all about the creepy crawlers!

K1 Lesson of the Month: Expository Pillar & Expository/Informative Writing

Objective: Students use a combination of drawing, labeling, dictating, and writing to compose informative/expository texts. They name what they are writing about and supply information about the topic.

 

Materials:

  • Expository book suggestions:
    • The Best Book of Bugs by Claire Llewellyn, (Kingfisher, 2005)
    • Bugs A to Z by Caroline Lawton, (Scholastic Paperbacks, 2011)
    • The Best Bug Parade by Stuart J. Murphy, (HarperCollins 1996)
    • Caterpillars, Bugs and Butterflies: Take Along Guide by Christiane Kump Tibbits, (Cooper Square Publishing LLC, 1999)
    • Bugs, Bugs, Bugs by Bob Barner, (Chronicle Books, 1999)
    • Ladybugs by Gail Gibbons, (Holiday House, 2012)
  • Narrative book suggestions:
    • In the Tall, Tall Grass by Denise Fleming, (Square Fish, 1995)
    • The Very Greedy Bee by Steve Smallman, (Tiger Tales, 2010)
    • The Very Lazy Ladybug by Isobel Finn (Tiger Tales, 2014)
    • The Crunching, Munching Caterpillar by Sheridan Cain (Tiger Tales, 2014)
    • Leo the Lightning Bug by Eric Crachman, (Kidwick Books, 2005)

 

Here’s what you’ll do:

  1. Read expository/informative text about bugs. *You can also read a narrative story to demonstrate the differences between the two genres in terms of purpose and style.
  2. Next ask, “What did you learn about bugs in this book?” They hide in dirt, rocks and walls. “What else did you learn?” They have 3 pairs of legs and 3 body parts, head, thorax and abdomen.
  3. Tell the students that we call the information they learned facts. They learned many facts about the TOPIC: bugs.
  4. Ask: “What was the author’s purpose in writing this piece?” to inform
  5. Model some sentences using the information gathered. Be sure to use some sentence starters. (See below.)
  6. Students can then draw, dictate, label, and/or write sentences to create a piece of expository/informative text. Provide students with sentence starters to help. Use trifolds, book format, or any template you choose.
  7. Sentence Starters:

A ________ lives in a ______________.

Can you imagine living in a __________ like a ____________.

I am amazed that a ________ spends most of its life in a ___________.

A _________ makes its home in a ___________.

Bugs have ___________.

Insects eat __________.

These creepy crawlers ____________.

I found it interesting that __________.

I was surprised to learn ____________.

I discovered ____________.

 

  1. Layered Activity: For students ready to write a simple paragraph, bring out the Simplified Expository Pillar and Expository/Informative Summarizing Framework.

This piece gives information about ___________.

Fact #1: _____________

Fact #2: _____________, etc.

Author’s purpose: _____________

  • Use the framework to write a simple paragraph.
  • Students would include pictures/labels.
  • Students could make an informative book.