Expository Writing For Primary Grades Prepared and Presented

Expository Writing For Primary Grades Prepared and Presented by Janet Allen July 16, 2003

Research and Theory • The best subjects are close to us; it is our individual vision of our shared, familiar world that the reader finds most informing and satisfying. Shop Talk Donald M. Murray

Research and Theory • I usually start writing with something I know: A detail, an image, an overheard conversation, a story, a person. What a Writer Needs Ralph Fletcher

Research and Theory • Of all the subjects available, to you as a writer the one you know best is yourself: your past and your present, your thought and your emotions. On Writing Well William Zinsser

Research and Theory • Still, at any age, memory is a powerful writer’s tool and the physical act of writing is a powerful search mechanism. Your memory is almost always good for material when your other wells go dry. On Writing Well William Zinsser

Things To Guide Our Practice • Writers write best about things they know about, care about and wonder about. Encouraging young writers to discover explore and ask questions about their passions is the primary responsibility of the non fiction teacher. Non Fiction Matters Stephanie Harvey

Outline Of The Lesson • This first writing lesson, designed for the beginning of the school year provides a model for children to follow a subject they know and love and a framework with in which they will create a wonderful essay about the objects that are important to them.

Focus • Students will learn a valuable life long skill of being able to organize their thoughts and put them on paper for reports, essays and recreational writing. Objective • Teaching students to use transitions, a variety of sentence structures, elaboration, and description. • The student will get first hand experience in writing his own title, introduction, topic sentences, extensions, and closing for an expository writing.

Modifications • GT: Add elaborate detail to their work • For Learning Challenged: Do more guided practice and to review the elements of good writing. Students begin to write with more structure. • ESL: Include more discussion. Students begin to write with more structure.

Presenting The Lesson • Discuss parent letter • Have students look at teacher essay. • Have students write the first sentence, add second and third sentence. • Finally have students write the fourth sentence and list what was in their bag. • Encourage students to think of creative words to go into blanks. • Students will create a self portrait.

Dear Parents, Attached to this note is a brown paper bag. Your child’s homework tonight is to find three of his or her favorite things to put into this bag. These three things should tell the class about your child’s personality or favorite activities. Please do not allow your child to bring in large, breakable, or expensive items. If your child has a special item that is not appropriate to bring to school, please help your child find a drawing, photograph, or small toy that will represent that item. Everything that your child brings must fit into the bag. Your child should only bring three items for this writing assignment. Thank you so much with your assistance with this project. Sincerely,

Three Favorite Things I have enjoyed being your teacher this year. I brought this bag to help tell you about me. In the bag I have three things: a figurine, a picture, and a small book. I brought a figurine because I collect all kinds of porcelain. My sister gave me this piece for my birthday. I keep my figurines in a glass case. I also brought a picture of my family. My family and I do many things together. In this picture we are at my son’s game. Last of all, I have a book. I brought it because I love to read. Usually I read mysteries. I also read lots of magazines. Now you know three important things about me. We will have lots of fun learning together this year, but first I want to know at least three things about you!

My name is _____. I am ______ years old. I think school is _____. In my bag I have these things: _________, _________. I brought a ____ because _______. I also brought a _______. I brought it because___________. Last of all, I have a ________. I brought it because______. I enjoyed telling you about me. I am looking forward to a great school year at _______ Elementary School.

Variations • Instead of writing about three objects in a paper bag, students can bring in pictures of their favorite foods and glue them onto paper plates. • Students will elaborate or give details about the objects they have been writing about.

Assessment • Keeping portfolios of your students work is a excellent way for both you and them to see progress. • Ask students to choose what they think is their best piece of writing and the one they are least satisfied with. • Have students complete self assessment activity.

Conclusion • From this starting point, students should continue to develop as writers creating far longer more complicated pieces.