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.
- 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:
- 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.
- 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.
- Tell the students that we call the information they learned facts. They learned many facts about the TOPIC: bugs.
- Ask: “What was the author’s purpose in writing this piece?” to inform
- Model some sentences using the information gathered. Be sure to use some sentence starters. (See below.)
- 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.
- 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 ____________.
- 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.