Getting Ready to Write for K–1

Kindergarten/Grade 1

Getting Ready toWrite for K–1by Barbara Mariconda & Dea Paoletta Auray

www.empoweringwriters.com 6515 Main Street, Suite 6, Trumbull, CT 06611 (203) 452-8301

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Typewritten Text

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English Student Pages

19

Expository/Informative Text Book Cover TemplateFr

ont

Cover

- T

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and

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This tex

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_____________________________________________________________________

The auth

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_____________________________________________________________________

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Narrative Story Book Cover TemplateBa

ck -

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ve

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ToothbrushFirst, we put the toothpaste on

the toothbrush.Next, we brush vigorously.

Last, we spit it out.

CarFirst, we put on our seat belt.

Next, we turn the key.Last, we drive away.

FlowerFirst, we plant the seed.

Next, we water it.Last, we pick the flower.

✁Index Card Activity: First, Next, Last

First, Next, Last

First, Next, Last

First, Next, Last 27

28

First, Next, Last

First, Next, Last

First, Next, Last

Cookies and MilkFirst, we grab a cookie.

Next, we dunk it in the milk.Last, we eat it!

TelephoneFirst, we pick up the phone.

Next, we punch in the numbers.Last, we say “Hello.”

Gym ClassFirst, we walk to the gym.

Next, we play games.Last, we get a drink of water and

come back to our classroom.


29

First, Next, Last

First, Next, Last

First, Next, Last

30

First, Next, Last

First, Next, Last

First, Next, Last

Peanut Butter and JellyFirst, take two slices of bread.

Next, smear on the peanut butter and jelly.

Last, put it together and eat it!

Snow

First, put on your snow pants, coat, gloves, and hat.

Next, put on your snow boots.Last, head outside to play in the snow.

Game DayFirst, get all of your gear on.

Next, join your team on the field.Last, play your hardest.


31

First, Next, Last

First, Next, Last

First, Next, Last

32

First, Next, Last

First, Next, Last

First, Next, Last

Red Riding HoodFirst, Red Riding Hood skipped

through the forest.Next, she met the big bad wolf.

Last, she ran away from the wolf.

CinderellaFirst, Cinderella was the servant.

Next, she went to the ball and met the prince.Last, she lost her glass slipper and

the footmen found her.

The Three PigsFirst, the pig built a house of straw

and the wolf blew it down.Next, the pig built a house of sticks

and the wolf blew it down.Last, the pig built a house of bricks

and the wolf ran away.


33

First, Next, Last

First, Next, Last

First, Next, Last

34

First, Next, Last

First, Next, Last

First, Next, Last

© 2013 Empowering Writers, LLC

l

37available in poster size — K–1 Story Posters

Simplified Narrative Writing Diamond

Beginning

End

Middle

In the beginning __________________________________________________________________________ . The main character and what she/he did

In the middle of the story ___________________________________________________________ . The main character’s problem or adventure

Finally, in the end ________________________________________________________________________ . How the story ended

Author’s purpose:__________________________________________________________________________


Tem

pla

teBasic Beginning, Middle, End

Summarizing Framework for Narrative Stories(Template for use in Kindergarten)

38 available in poster size — K–1 Story Posters

Five Little Monkeys Jumping on the Bed Eileen Christelow, Clarion Books, 1989

Summary: In the beginning, five little monkeys are tucked in bed.

In the middle of the story they jump on the bed and one by one

fall on their heads.

Finally, in the end the doctor says, “No more jumping on the beds!”

and the five little monkeys go to sleep.

Author’s purpose: To entertain

Are You My Mother? P.D. Eastman, Random House, 1960

Summary: In the beginning, the little bird realizes she is alone.

In the middle of the story she searches out all the animals looking

for her mother.

Finally, in the end she finds her mother.


Little Beaver and The Echo Amy McDonald, Trumpet Club, 1990

Summary: In the beginning, the little beaver was lonely because he

didn’t have any friends.

In the middle of the story he searches for the cry on the other

side of the pond.

Finally, in the end he is happy because he becomes friends with

a duck, an otter, and a turtle.


The Very Hungry Caterpillar Eric Carle, Philomel Books, 1981

Summary: In the beginning, a caterpillar was hungry.

In the middle of the story the caterpillar ate through many different

foods.

Finally, in the end the caterpillar becomes a butterfly.


Suggested Stories to Illustrate

Beginning, Middle, End for Kindergarten

39Getting Ready to Write



42© 2013 Empowering Writers, LLC

42

Name: _________________________________________________________________________________________________

Beginning of the Story

Middle of the Story

End of the Story

In the beginning

In the middle of the story

Finally, in the end


Tem

pla

teCharacter-Problem-Solution/Personal Experience

Narratives Summarizing Framework

44

This story is about _______________________________________________________________________ . Who is the story all about? (Main Character)

The problem/adventure/or experience was that

______________________________________________________________________________________________________What happened? (The Main Event)

______________________________________________________________________________________________________ .

The problem was solved/experience concluded when

______________________________________________________________________________________________________How does the main character solve the problem or end the adventure? (Solution or conclusion)

______________________________________________________________________________________________________ .

Author’s purpose: ____________________

available in poster size — K–1 Story Posters



Mike Mulligan and His Steam Shovel Virginia Lee Burton, Houghton Mifflin, 1939

Summary: This story is about Mike Mulligan and his steam shovel named Mary Ann.

The problem was that new kinds of shovels have taken their jobs away and Mike and Mary Ann have a digging contest to show how well they dig.

The problem was solved when they dug the cellar for the Popperville Town Hall and Mary Ann became the boiler for the new furnace.


Brave Irene William Steig, Farrar, Straus, Giroux, 1986

Summary: This story is about Brave Irene.

The problem was that she needed to deliver the dress her mother sewed through a snowstorm to the Duchess.

The problem was solved when Irene used the dress box as a sled and slid down the hill to the palace.


Katy No Pocket Emmy Payne, Houghton Mifflin, 1972

Summary: This story is about a litle kangaroo named Katy.

The problem was that Katy was sad because she had no pouch like other kangaroos.

The problem was solved when Katy went searching for a pouch and discovered she could use a workman’s apron.


Caps for Sale Esphyr Slobodkina, Harper and Row, 1947

Summary: This story is about a peddler selling caps.

The problem was that while napping a treeful of monkeys stole his caps.

The problem was solved when the peddler tricked the monkeys into throwing the caps on the ground.


Inch by Inch Leo Lionni, Astor-Honor, 1960

Summary: This story is about an inchworm.

The problem was that a robin and a nightingale wanted to eat him.

The problem was solved when the inchworm inched away as he measured the nightingale’s song.


Suggested Narrative Stories to Illustrate

Character/Problem/Solution for Kindergarten


Chrysanthemum Kevin Henkes, Trumpet, 1992

Summary: This story is about a mouse named Chrysanthemum.

The problem was that the children at school made fun of Chrysanthemum’s name.

The problem was solved when the music teacher told the children that she was named after a flower, too.


Strega Nona Tomie dePaola, Aladdin, 1975

Summary: This story is about Strega Nona and Big Anthony.

The problem was that Big Anthony used Strega Nona’s magic pasta pot and he couldn’t get it to stop making pasta.

The problem was solved when Strega Nona came home and stopped the

pot from making pasta and made Big Anthony eat up the mess.


Stellaluna Janell Cannon, Harcourt Brace & Co., 1993

Summary: This story is about a bat named Stellaluna.

The problem was that she got separated from her mother, fell into a bird’s nest, and was raised as a bird.

The problem was solved when Stellaluna met a bat and was reunited

with her mother.


Ira Sleeps Over Bernard Waber, Houghton Mifflin, 1972

Summary: This story is about a boy named Ira who was invited to a sleepover.

The problem was that he was embarrassed to bring his teddy bear along for the night.

The problem was solved when Ira discovered that his friend Reggie had

a teddy bear, too.


Miss Nelson Is Missing Harry Allard, Houghton Mifflin, 1977

Summary: This story is about a nice teacher named Miss Nelson.

The problem was that her class would not behave.

The problem was solved when the mean Miss Elvira Swamp took her

place and the class learned to behave.


Suggested Narrative Stories to Illustrate

Character/Problem/Solution for Grade 1



Barn Dance Bill Martin Jr. & John Archambault, Henry Holtt, 1986

Summary: This story begins when night falls on the farm.

Then, a boy wakes up and joins the animals in the barn for a barn dance.

Finally, morning comes and the boy and the animals go back to sleep.


One Morning in Maine Robert McCloskey, Puffin Books, 1952

Summary: This story begins when a little girl named Sal discovers her tooth is loose.

Then, her tooth falls out while she is clamming and she can’t find it.

Finally, she goes to Buck’s Harbor and gets the chocolate ice cream cone that she wished for when her tooth fell out.


We’re Going on a Bear Hunt Michael Rosen, McElderry Books, 1989

Summary: This story begins when a family sets out to find a bear.

Then, they go through grasses, a river, mud, a forest, a snowstorm and a cave.

Finally, they come upon a bear.


All the Places to Love Patricia MacLachan, HarperCollins, 1994

Summary: This story begins when a baby is born on a family farm.

Then, the boy and his family visit their favorite places around the farm and countryside.

Finally, a sister is born and he shows her all the places to love.


Roxaboxen Barbara Cooney, Lothrop Lee and Shepard, 1991

Summary: This story begins when Marian, her sisters, and neighbors build an imaginary town out of rocks and wooden crates. They call it Roxaboxen.

Then, day after day they pretend to play in this town.

Finally, the children grow up and move away but have fond memories of Roxaboxen.


Suggested Stories to Illustrate:

Personal Experience Narrativesfor Kindergarten


Fireflies Julie Brinckloe, Simon and Schuster, 1986

Summary: This story begins when the kids run outside to gather fireflies.

Then, they gather many of them.

Finally, they return home and let the fireflies go free.


My Great Aunt Arizona Gloria Houston, HarperCollins, 1991

Summary: This story begins when a little girl named Arizona is born. Arizona loves

to read, sing, dance, and dream of faraway places.

Then, she goes off to study dreams of faraway places that she would like

to visit.

Finally, she becomes a teacher and teaches for fifty-seven years.


Miss Rumphius Barbara Cooney, Puffin Books, 1982

Summary: This story begins when Alice Rumphius wishes to visit faraway places

and to make the world more beautiful.

Then, she visits many faraway places.

Finally, she plants lupines around her town and makes it more beautiful.


Owl Moon Jane Yolen, Philomel Books, 1987

Summary: This story begins when a father and child set out in the woods.

Then, they listen and look for an owl.

Finally, they see an owl and return home.


Midnight Farm Carly Simon, Simon & Schuster, 1997

Summary: This story begins when twin boys awaken at midnight on their family

farm.

Then, they go outside and discover that the farm is enchanted.

Finally, they go inside and back to bed.


Suggested Stories to Illustrate:

Personal Experience Narratives for Grade 1


Simplified Expository/Informative Pillar

Introduction/Topic

Fact Fact

Conclusion

Summarizing Framework - Expository/informative

This piece gives information about .

topic

________________________________________________________________________________________________________ _______________________________________________________________________________________

fact fact

Author’s purpose: ________________________________________________________________________________________________________________________________________________________________


Bugs are Insects Anne Rockwell, HarperCollins, 2001

Summary: This book gives information about bugs.

Author’s Purpose: To inform

How Many Teeth Paul Showers, HarperCollins, 1991

Summary: This book gives information about teeth.


One Bean Anne Rockwell, Walker Publishing, 1998

Summary: This book gives information about planting a bean seed.


Buzz With the Bees Karen Latchana Kenney, Abdo Publishing, 2011

Summary: This book gives information about bees.


Snow Weekly Reader Early Learning Library, Weekly Reader, 2005

Summary: This book gives information about snow.


The Boat Book Gail Gibbons, Holiday House, 1983

Summary: This book gives information about boats.


Suggested Texts to Illustrate:

Expository/Informative Texts for Kindergarten

Students who are developmentally ready may support their summary statement with details from the text. The following sentence starters can help them express this:

The author taught us ___________________. I learned how ____________________________________ .

I found it interesting that ____________. The author describes ________________________ .

The text introduces _____________________. I discovered that ______________________________ .

The author reveals ______________________. I understand that ______________________________ .

The text shows ____________________________. I was surprised to learn that ___________ _.

51

Head


Where Does the Garbage Go? Paul Showers, HarperCollins, 1994

Summary: This book gives information about garbage and recycling.


Dolphins National Geographic Readers, National Geographic Society , 2010

Summary: This book gives information about dolphins.


What Makes Day and Night Franklyn M. Branley, HarperCollins, 1986

Summary: This book gives information about day and night.


Hop With the Grasshoppers Karen Latchana Kenney, Abdo Publishing, 2011

Summary: This book gives information about grasshoppers.

Author’s Purpose: To inform.

An Egg is Quiet Dianna Aston, Chronicle Books, 2006

Summary: This book gives information about different kinds of eggs.


Snow Elizabeth Miles, Heinemann Publication, 2005

Summary: This book gives information about snow.


Starfish Rebecca Stefoffs, Benchmark Books, 1997

Summary: This book gives information about starfish.


Suggested Texts to Illustrate:

Expository/Informative Texts for Grade 1

Students who are developmentally ready may support their summary statement with details from the text. The following sentence starters can help them express this:

The author taught us ___________________. I learned how ____________________________________ .

I found it interesting that ____________. The author describes ________________________ .

The text introduces _____________________. I discovered that ______________________________ .

The author reveals ______________________. I understand that ______________________________ .

The text shows ____________________________. I was surprised to learn that ___________ _.

OPINIONWRITING

57

Opinion Cards

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59

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Opinion Cards

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60

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Opinion Cards

61

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9 10

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62

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Opinion Cards

63

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13 14

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64

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65

Why

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Opinion Cards

17 18

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66

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Opinion Cards

67

Wha

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21 22

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68

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brin

ging

lunc

h to

sch

ool

be

caus

e…

dogs

vs

. ca

ts be

caus

e…

win

ter

vs.

summ

er

beca

use…

movi

e th

eate

r vs

. ho

me v

ideo

be

caus

e…

69

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

25 26

27 28

Opinion Cards

70

base

ball

vs.

foot

ball

be

caus

e…

hot

dog

vs.

hamb

urge

rs

beca

use…

hide

n s

eek

vs.

tag

beca

use…

panc

akes

vs

.w

affle

s

beca

use…

Opinion Cards

71

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

29 30

31 32

72

eati

ng o

ut

vs.

eati

ng a

t ho

me

beca

use…

ridin

g bi

ke

vs.

skat

e bo

ardi

ng

beca

use…

appl

es

vs.

bana

nas

beca

use…

math

vs

.re

adin

g

beca

use…

Opinion Cards

73

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

Wha

t do

you

pre

fer?

Take

a p

ositi

on! P

ose

an is

sue

to th

e cl

ass.

• ha

ve a

set

bed

time?

•

limit

TV, c

ompu

ter t

ime?

• ha

ve a

n ex

tra re

cess

eac

h da

y?•

have

a c

lass

pet

?•

be a

llow

ed to

wea

r flip

flop

s?•

have

des

sert

ever

y da

y?•

have

an

all b

oy o

r all

girl

clas

sroo

m?

• ha

ve g

ym c

lass

dai

ly?

• ha

ve h

omew

ork?

• ha

ve s

choo

l six

day

s a

wee

k?

33 34

35 36

74

narr

ativ

e bo

oks

vs.

expo

sito

ry/in

form

ativ

e bo

oks

beca

use…

lemo

nade

vs

.ch

ocol

ate

milk

beca

use…

Take

a p

osit

ion!

spag

hett

i vs

.ta

cos

beca

use…

Opinion Cards

75

Take

a p

osit

ion!

Take

a p

osit

ion!

Take

a p

osit

ion!

Take

a p

osit

ion!

37 38

39 40

76

Shou

ld w

e –

have

a s

et b

edti

me?

Shou

ld w

e –

limit

TV

or c

ompu

ter

time

?

Shou

ld w

e –

have

an

extr

a re

cess

eac

h da

y?

Shou

ld w

e –

have

a c

lass

pet

?

Opinion Cards

77

Take

a p

osit

ion!

Take

a p

osit

ion!

Take

a p

osit

ion!

Take

a p

osit

ion!

41 42

43 44

78

Shou

ld w

e –

be a

llow

ed t

o w

ear

flip

flops

?

Shou

ld w

e –

have

des

sert

all d

ay?

Shou

ld w

e –

have

an

all b

oy o

r al

l girl

clas

sroo

m?

Shou

ld w

e –

have

gym

cla

ss d

aily

?

Whe

ther

pos

itive

or n

egat

ive, i

t is

helpf

ul to

hav

e a

varie

ty of

way

s to

ex

pres

s op

inion

s. Th

ese

sent

ence

sta

rters

can

be

used

to

state

the

au

thor

’s po

sition

of s

tanc

e on

just

abou

t any

topic

, situ

ation

, acti

vity,

and

issue

. Som

e ge

nera

l phr

ases

are

:

Wha

t’s y

our O

pini

on?

In m

y op

inio

n __

____

____

____

____

____

____

____

__.

From

my

poin

t of v

iew

, __

____

____

____

____

____

__.

The

way

I se

e it,

____

____

____

____

____

____

____

__.

I bel

ieve

that

____

____

____

____

____

____

____

____

_.D

on’t

you

agre

e th

at __

____

____

____

____

____

____

?I f

eel t

hat

____

____

____

____

____

____

____

____

___.

Take

a p

osit

ion!

Opinion Cards

79

Take

a p

osit

ion!

45 46

47

Like

?I t

otal

ly e

njoy

___

____

____

____

____

_.

My

pref

eren

ce is

____

____

____

____

__.

I alw

ays

appr

ecia

te _

____

____

____

__.

I abs

olut

ely

love

___

____

____

____

____

____

____

___

.W

hat c

ould

be

bette

r tha

n __

____

____

____

____

____

.Th

ere’

s no

thin

g I e

njoy

mor

e th

an _

____

____

____

___

.It’

s re

war

ding

to _

____

____

____

____

____

____

____

_.

I rea

lly li

ke _

____

____

____

____

____

____

____

____

_.

My

favo

rite

____

____

____

____

is __

____

____

____

__. 48

Wha

t’s Y

our O

pini

on?

80

Shou

ld w

e –

have

sch

ool s

ix d

ays

a w

eek?

Shou

ld w

e –

have

hom

ewor

k?

Dis

like?

I abs

olut

ely

can’

t sta

nd _

____

____

___

.M

y le

ast f

avor

ite _

____

____

____

____

.I’d

nev

er c

hoos

e to

___

____

____

____

.I t

ry to

avo

id __

____

____

____

____

___

.It’

s fru

stra

ting

to _

____

____

____

____

____

____

____

.I r

eally

dis

like

____

____

____

____

____

____

____

___

.I d

etes

t ___

____

____

____

____

____

____

____

____

_.

I’m n

ot a

fan

of _

____

____

____

____

____

____

____

.I j

ust c

an’t

appr

ecia

te _

____

____

____

____

____

___

.


82

83

Summarizing Framework

This piece expresses an opinion about ___________________________________________

_____________________________________________________________________________________________________ .

The author likes this dog because __________________________________________________

_____________________________________________________________________________________________________ .

Another reason is because _____________________________________________________________

_____________________________________________________________________________________________________ .


Tem

pla

te

l


Summarizing Framework

This piece expresses an opinion about ___________________________________________

_____________________________________________________________________________________________________ .

The author likes this hat because___________________________________________________

_____________________________________________________________________________________________________ .

Another reason is because _____________________________________________________________

_____________________________________________________________________________________________________ .

©2015 Empowering Writers, LLC

Tem

pla

te

86


Tem

pla

te

90

I like ___________________________________________________________________________________________________

because ______________________________________________________________________________________________

_________________________________________________________________________________________________________ .


Tem

pla

te

92

My favorite part of the story was ______________________________________________________

because ______________________________________________________________________________________________

_________________________________________________________________________________________________________ .


Tem

pla

te

My favorite story was ________________________________________________________________________

because I liked ___________________________________________________________________________________

_________________________________________________________________________________________________________ .

EXPOSITORY/INFORMATIVE

WRITING


Beach

towel fry pan

tv sun hat

bucket/shovel sunglasses

✁

Sorting Cards


Barnyard

crown sheep

cow pig

horse airplane

✁

99


Lunchbox

sandwich juice box

bird sneaker

apple cookie

✁

101


Halloween

witch whistle

elephant ghost

pirate cowboy

✁

103


Swimming

bathing suit inflatable toy

goggles fork

flippers car

✁

105


Pond

key bed

frog fish

turtle snake

✁

107


Breakfast

eggs pancakes

drum pen

cereal muffin

✁

109


Baseball

bat cap

ball glove

cat flower

✁

111


Hair

brush tree

cup barrette

comb shampoo

✁

113


Backpack

book rabbit

crayons pencil

notebook kangaroo

✁

115


116


✁

Use this template to create your own topic.

127

Response to Expository/Informative Texts

Sent

ence

Sta

rters

for R

espo

nse

to

Expo

sito

ry/in

form

ativ

e Te

xts

The

auth

or ta

ught

us

____

____

____

____

____

____

__.

I dis

cove

red

how

___

____

____

____

____

____

____

__.

The

topi

c of

this

pie

ce w

as _

____

____

____

____

____

.Th

e au

thor

reve

aled

that

___

____

____

____

____

____

.Th

e pi

ece

give

s in

form

atio

n ab

out _

____

____

____

___.

I rea

lized

that

___

____

____

____

____

____

____

____

_.

I lea

rned

that

___

____

____

____

____

____

____

____

_.

I tho

ught

that

___

____

____

____

____

____

____

____

_.

I fou

nd it

inte

rest

ing

that

____

____

____

____

____

____

.Th

e au

thor

exp

lain

s __

____

____

____

____

____

____

_.

I was

sur

pris

ed to

lear

n __

____

____

____

____

____

__.

Wha

t di

d th

e au

thor

tea

ch y

ou?

Wha

t w

as t

he t

opic

of t

his

piec

e?

1 2

3 4

Wha

t do

es t

his

piec

e gi

ve y

ouin

form

atio

n ab

out?

128

Sen

tenc

e S

tarte

rs fo

r Res

pons

e to

Exp

osito

ry/In

form

ativ

e Te

xts

The

topi

c of

thi

s pi

ece

was

___

____

____

____

____

____

___

.

The

auth

or t

augh

t us

___

____

____

____

____

____

____

____

.Th

e pi

ece

give

s in

form

atio

n ab

out

____

____

____

____

____

.

Response to Expository/Informative Texts

129

Wha

t di

d yo

u fin

d in

tere

stin

g in

thi

s pi

ece?

Wha

t di

d yo

u le

arn

from

thi

s pi

ece?

W

hat

surp

rised

you

abo

ut t

his

piec

e?

5 6

7

130

I fou

nd it

inte

rest

ing

that

___

____

____

____

____

____

____

.

I lea

rned

tha

t __

____

____

____

____

____

____

____

____

____

.

I fou

nd it

inte

rest

ing

that

__

____

____

____

____

____

___

.

I was

sur

pris

ed t

o le

arn

___

____

____

____

____

____

____

.

I dis

cove

red

how

___

____

____

____

____

____

____

____

___

.

The

auth

or r

evea

led

that

____

____

____

____

____

____

___

.

I rea

lized

tha

t __

____

____

____

____

____

____

____

____

___

.

I tho

ught

tha

t _

____

____

____

____

____

____

____

____

___

.

The

auth

or e

xpla

ins

____

____

____

____

____

____

____

____

.

RESEARCH

Who? ___________________________________________________________________________________________________(Story Critical Character)

______________________________________________________________________________________________________________________________________________________________________ .

Where? _______________________________________________________________________________________________(Story Critical Setting)

______________________________________________________________________________________________________________________________________________________________________ .

What? _________________________________________________________________________________________________(Story Critical Object)

______________________________________________________________________________________________________________________________________________________________________ .

lStory Critical Character/Setting/Object


Tem

pla

teT

emp

late


Head


Strega Nona, Tomie dePaola

Who? Strega Nona and Big Anthony

Where? The village

What? The magic pasta pot

Sylvester and the Magic Pebble, William Steig

Who? Sylvester the Donkey

Where? The meadow near the forest

What? A pebble

The Amazing Bone, William Steig

Who? A pig named Pearl

Where? The forest

What? The small talking bone

Anansi and the Moss-Covered Rock, Eric A. Kimmel

Who? Anansi the Spider

Where? A forest

What? A moss-covered rock

Red Riding Hood, James Marshall

Who? A girl called Red Riding Hood/

the Wolf

Where? The forest

What? Basket of food

Samples

See bibliography on p. 280 for publishing information.

This is a story about _________________________________________________________ .

Flip Book Template

It’s all about ______________________________________________________________________ .

It takes place ____________________________________________________________________ .

143

✁

✁

who

where

what

Flip Book Template

144© 2013 Empowering Writers, LLC © 2013 Empowering Writers, LLC

Flip Book Template

Flip Book Template


Head

147

Use the image below to make oak tag cameras for your students. You can

copy this camera onto card stock and cut it out. Poke a small hole in it for

the “viewfinder”. For fun, attach yarn or string as their camera strap.

Students can then use these to focus on and isolate characters, settings, and objects

in their world. They can identify and name them as well as begin to write about

them. Take a nature walk, a stroll through an unfamiliar part of the building, or

bring these along on a field trip for a greater number of possibilities.

Camera Activity

“Viewfinder”

holes for “camera strap”

NOTE:

A fun reinforcement of the idea of focusing on a

particular character, setting, or object is the song

“Photograph” from the enclosed CD

All the Write Songs, lyrics p.286.

Use it as a jumping off point for the camera activity

and for review and reinforcement.

V

hear

smell

see

Index Card Activity: Listen and Imagine

word

✁

153

✁

Listen and Imagine

Listen and Imagine

Listen and Imagine

154

feel

taste

Index Card Activity: Listen and Imagine

word

✁

155

✁

Listen and Imagine

Listen and Imagine


Descriptive Segments for Use in Kindergarten


Lesson

Pla

nL

esson P

lan

]Puppy

]Garden

What Sara Saw

tall bushes long glossy vinescolorful butterfly

purple lilies

What Sara Heard

bees buzzing birds chirping

What Sara Felt

soft velvety leaves

What Sara Smelled

thick sweet scent of lilies

What Sara Tasted

*N/A

Remind them that the author COULD HAVE just said, “Sara walked through the garden.”

What You Saw

fluffy brown puppylong floppy ears

silver tags/red collar

What You Heard

woof, woof thumping tail

What You Felt

soft, warm fur

What You Smelled

*N/A

What You Tasted

*N/A

Remind them that the author COULD HAVE just said, “I saw a puppy.”

Sara looked around. Tall bushes shaded the brick walk. Long glossy vines crept over the high walls surrounding the garden. As she strolled along she ran her hands along the leaves of a strange exotic plant. The leaves felt soft and velvety against her fingers. Just then a butterfly fluttered past. Its wings were the colors of the rainbow. A thick sweet smell filled the air and Sara noticed a patch of huge purple lilies swaying in the breeze. Bees buzzed around, flower to flower, and birds chirped.

I smiled at the fluffy brown puppy. He had long floppy ears covered in silky fur. Woof, woof, went the small dog as he playfully jumped around me. His silver tags jingled oagged his long tail. His tail went thump, thump, thump against the floor. I reached over and patted him. His fur felt soft and warm beneath my hand.

Descriptive Segments for Use in Kindergarten (cont.)


Lesson

Pla

nL

esson P

lan

]Clown

]Winter

What You Saw

tall skinny clowncrazy orange hair

big red noseblue/yellow striped

pantshuge green jacketgiant brown shoes

What You Heard

BEEP! BEEP!

What You Felt

straw broom hair

What You Smelled

cotton candy

What You Tasted

*N/A

Remind them that the author COULD HAVE just said, “I saw a clown”.

What You Saw

heavy white snowglass knife icicles

frozen pond (mirror)

What You Heard

howling wind crunching feet

What You Felt

wind, shiver slick slippery ice

What You Smelled

fresh, crisp air, pine

What You Tasted

*N/A

Remind them that the author COULD HAVE just said, “One snowy day I took a walk.”

A tall, skinny clown marched toward me. His crazy orange hair stuck straight up in the air. I reached out and touched his hair. It felt like my Grandma’s old straw broom! I laughed at his nose — it was a big red ball the size of a plum! When he grabbed his nose it made a loud sound: BEEP! BEEP! Blue and yellow striped pants covered his legs and a huge green jacket flapped against his chest. He wore giant brown shoes with the laces untied. When he got close to me I noticed that he smelled like cotton candy.

Heavy white snow covered the forest path. Icicles hung like glass knives from the branches of frozen glazed trees. Everything seemed to sparkle and twinkle in the bright sun. The air smelled fresh and crisp with a slight scent of pine. I shivered and pulled my scarf tighter as the frosty wind howled and whipped my cheeks. I began to walk a little faster and my feet crunched loudly over the crusty snow. Suddenly my feet hit something slick and slippery. It was the edge of the pond, now frozen like a mirror beneath me.

Descriptive Segments for Use in Grade 1


Lesson

Pla

nL

esson P

lan

]

]Troll

Autumn

What You Saw

blue sky/cloudscolorful leaves

squirrel/nut

What You Heard

HONK HONK crunching leaves

What You Felt

cool breeze crispy dried

leaves

What You Smelled

sweet pumkin pie

What You Tasted

*N/A

Remind them that the author COULD HAVE just said, “I took an autumn walk.”

What You Saw

short, muscle-bound bodywild yellow tangled hair

What You Heard

hee-haw

What You Felt

strong steely grasp

What You Smelled

mint

What You Tasted

*N/A

Remind them that the author COULD HAVE just said, “I saw a troll.”

One autumn day I walked along the country lane. A cool breeze blew my hair up off my face. I looked up at the blue sky dotted with clouds. A flock of geese flew past. HONK, HONK, they sang as they soared above the trees. The leaves on the trees were gold, yellow, red, and orange. Some had fallen to the ground. They felt crispy and dry under my feet. CRUNCH, CRUNCH went the leaves as a squirrel scampered by gathering nuts. Near the cottage I sniffed something delicious. It was the smell of a warm sweet pumpkin pie!

I stared at the troll in front of the cave. He was about the size of a small child, but powerfully built with huge muscles rippling across his strong arms and short stocky legs. His large head was covered in wild yellow hair that hung around his shoulders in thick tangled clumps. His small beady eyes darted this way and that. His laugh sounded like the hee-haw of a donkey. As I got closer, I detected a green, minty smell. I realized he wore a necklace of woven mint leaves around his thick neck. He reached out and shook my hand and his grasp was strong as steel.

Descriptive Segments for Use in Grade 1 (cont.)


Lesson

Pla

nL

esson P

lan

]Apple Pie

]Treasure Chest

What Danny Saw

golden crustfancy slits

What Danny Heard

“Ow!”

What Danny Felt

burned finger

What Danny Smelled

apples, cinnamon

What Danny Tasted

sweet fruity syrup

Remind them that the author COULD HAVE just said, “Danny saw the pie.”

What You Saw

heavy wood chest with octopus on it

dented silver padlock

glittering diamonds/rubies

sparkling emeralds/pearls

What You Heard

jingle, clang, clank

What You Felt

rough, old woodjewels like marbles

What You Smelled

strong salty smell

What You Tasted

*N/A

Remind them that the author COULD HAVE just said, “There was a Pirate’s Treasure Chest!”

Danny looked at the huge pie cooling on the win-dow ledge. Its crust was golden and crumbly and it flaked around the edge of the pan. The top of the crust was slit this way and that in a fancy design. Honey-colored liquid bubbled between each slit. Danny leaned over and took a whiff. The aroma of apples and cinnamon made his mouth water and his stomach growl. He slowly reached out one finger and scooped up a little of the thick syrup. “Ow!” he yelled, as he stuck his finger in his mouth. But then he smiled at the sweet fruity taste.

I gasped when I laid eyes on the Pirate’s Treasure Chest! It was made of heavy old wood with a carving of an octopus on it. I ran my hand along its curved top and noticed that it felt rough and old. I jiggled the dented silver padlock that hung on the latch and it clanked and clanged before it popped open. A strong, salty smell poured out into the room. When I pushed back the lid glitter-ing diamonds and rubies, sparkling emeralds, and pearls spilled out! I reached for them and they slipped through my fingers like small marbles.

5 Senses Bingo


Reproduce the bingo cards onto heavy card stock, or glue them onto large index cards. Whenever you come across a descriptive phrase that references any of the five senses write it down and put it into your BINGO jar. Then when you are ready to play, each student receives a card and some chips. As you read the segment of description they are to cover the picture that corresponds with the correct sense. Using the bingo card on this page will result in all students winning at once. On the following pages, 63-71, there are 10 different cards for use which will result in one winner. You may decide to designate three in a row or full cards as the winning combination.

B I GN O

seehear

taste smell

touch

5 Senses


touch touchsee

see

see

hear smell

smell taste

B I GN O

5 Senses B I GN O

smell

see

see

seehear hear

touch

taste

taste