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.