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
19
Expository/Informative Text Book Cover TemplateFr
ont
Cover
- T
itle
and
Phot
oBa
ck -
Lea
ve
Blan
k
Nam
e:____________________________________________________________
This tex
t is about __________________________________________
_____________________________________________________________________
The auth
or’s purp
ose was______________________________
_____________________________________________________________________
Fold
20
21
Narrative Story Book Cover TemplateBa
ck -
Lea
ve
Blan
k
Fron
t Co
ver
- T
itle
and
Stu
den
t Dr
awin
g
Nam
e:____________________________________________________________
This tex
t is about __________________________________________
_____________________________________________________________________
The p
roblem
was ___________________________________________
_____________________________________________________________________
_____________________________________________________________________
The p
roblem
was solv
ed ________________________________
_____________________________________________________________________
_____________________________________________________________________
The auth
or’s purp
ose was______________________________
_____________________________________________________________________
Fold
22
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.
✁Index Card Activity: First, Next, Last
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.
✁Index Card Activity: First, Next, Last
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.
✁Index Card Activity: First, Next, Last
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:__________________________________________________________________________
© 2013 Empowering Writers, LLC
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
Suggested Stories to Illustrate
Beginning, Middle, End for Kindergarten
39Getting Ready to Write
© 2013 Empowering Writers, LLC
© 2013 Empowering Writers, LLC
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
© 2013 Empowering Writers, LLC
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
45Getting Ready to Write
© 2013 Empowering Writers, LLC
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
Suggested Narrative Stories to Illustrate
Character/Problem/Solution for Kindergarten
46© 2013 Empowering Writers, LLC
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
Suggested Narrative Stories to Illustrate
Character/Problem/Solution for Grade 1
47Getting Ready to Write
© 2013 Empowering Writers, LLC
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
Suggested Stories to Illustrate:
Personal Experience Narrativesfor Kindergarten
48© 2013 Empowering Writers, LLC
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
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.
Author’s purpose: To entertain
Suggested Stories to Illustrate:
Personal Experience Narratives for Grade 1
49© 2013 Empowering Writers, LLC
Simplified Expository/Informative Pillar
Introduction/Topic
Fact Fact
Conclusion
Summarizing Framework - Expository/informative
This piece gives information about .
topic
________________________________________________________________________________________________________ _______________________________________________________________________________________
fact fact
Author’s purpose: ________________________________________________________________________________________________________________________________________________________________
50© 2013 Empowering Writers, LLC
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.
Author’s Purpose: To inform
One Bean Anne Rockwell, Walker Publishing, 1998
Summary: This book gives information about planting a bean seed.
Author’s Purpose: To inform
Buzz With the Bees Karen Latchana Kenney, Abdo Publishing, 2011
Summary: This book gives information about bees.
Author’s Purpose: To inform
Snow Weekly Reader Early Learning Library, Weekly Reader, 2005
Summary: This book gives information about snow.
Author’s Purpose: To inform
The Boat Book Gail Gibbons, Holiday House, 1983
Summary: This book gives information about boats.
Author’s Purpose: To inform
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
51© 2013 Empowering Writers, LLC
Where Does the Garbage Go? Paul Showers, HarperCollins, 1994
Summary: This book gives information about garbage and recycling.
Author’s Purpose: To inform
Dolphins National Geographic Readers, National Geographic Society , 2010
Summary: This book gives information about dolphins.
Author’s Purpose: To inform
What Makes Day and Night Franklyn M. Branley, HarperCollins, 1986
Summary: This book gives information about day and night.
Author’s Purpose: To inform
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.
Author’s Purpose: To inform
Snow Elizabeth Miles, Heinemann Publication, 2005
Summary: This book gives information about snow.
Author’s Purpose: To inform
Starfish Rebecca Stefoffs, Benchmark Books, 1997
Summary: This book gives information about starfish.
Author’s Purpose: To inform
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
✁Se
nten
ce S
tarte
rs fo
r Res
pons
e to
Na
rrat
ive
Text
sIn
my
opin
ion
____
____
____
____
____
____
____
____
_.To
me
it se
ems
that
__
____
____
____
____
____
____
_.Fr
om m
y po
int o
f vie
w _
____
____
____
____
____
____
_.Th
e st
ory
prob
lem
was
___
____
____
____
____
____
__.
The
way
I se
e it
____
____
____
____
____
____
____
___.
The
adve
ntur
e w
as _
____
____
____
____
____
____
___.
With
out a
dou
bt th
e be
st p
art
____
____
____
____
____
.Th
e pa
rt I l
iked
bes
t was
___
____
____
____
____
____
_.Th
e pa
rt I e
njoy
ed m
ost w
as _
____
____
____
____
____
.It
rem
inde
d m
e of
the
time
whe
n _
____
____
____
____
.
Wha
t is
you
r op
inio
n ab
out
this
sto
ry?
1 2
3 4
58
I am
for
___
____
____
____
____
____
____
____
____
_.
I am
in fa
vor
of __
____
____
____
____
____
____
____
.I a
m pr
o __
____
____
____
____
____
____
____
____
__.
I app
rove
____
____
____
____
____
____
____
____
___.
I am
lean
ing
tow
ard
____
____
____
____
____
____
__.
I pre
fer _
____
____
____
____
____
____
____
____
____
.
Yes!
I lik
e ___
____
____
____
____
____
____
____
____
_.I s
uppo
rt _
____
____
____
____
____
____
____
____
__.
It m
ade
me
thin
k of
___
____
____
____
____
____
____
__.
The
mos
t exc
iting
par
t was
____
____
____
____
____
___
.I f
elt s
ad w
hen
___
____
____
____
____
____
____
____
_.
The
funn
iest
sce
ne w
as _
____
____
____
____
____
____
.I r
eally
love
d __
____
____
____
____
____
____
____
____
.M
y re
ason
for l
ikin
g th
is s
tory
is
____
____
____
____
__.
I lik
ed th
is s
tory
bec
ause
___
____
____
____
____
____
_.
My
reas
on fo
r dis
likin
g th
is s
tory
is __
____
____
____
___
.Th
e st
ory
mad
e m
e fe
el _
____
____
____
____
____
____
.W
hat I
enj
oyed
mos
t abo
ut th
e st
ory
____
____
____
___
.I w
ould
not
reco
mm
end
this
boo
k be
caus
e __
____
____
.I w
ould
reco
mm
end
this
boo
k be
caus
e _
____
____
____
.
I am
agai
nst
____
____
____
____
____
____
____
____
.
I am
oppo
sed
to _
____
____
____
____
____
____
___
.I d
isap
prov
e of
___
____
____
____
____
____
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__.
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like
____
____
____
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____
____
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- ___
____
____
____
____
____
____
____
____
.
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ppos
itio
n of
____
____
____
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No! I
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lly d
on’t
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____
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ort
____
____
____
____
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y op
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____
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____
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____
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my
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____
____
____
____
____
____
____
__.
The
way
I se
e it
___
____
____
____
____
____
____
____
____
_.
59
Wha
t w
as t
he s
tory
pro
blem
or
adve
ntur
e?
Opinion Cards
Wha
t w
as t
he b
est
part
of t
he s
tory
?
Wha
t di
d th
e st
ory
remi
nd y
ou o
fin
you
r ow
n lif
e?
Wha
t w
as t
he m
ost
exci
ting
par
t?
5 6
7 8
60
To m
e it
see
ms t
hat
____
____
____
____
____
____
____
____
_.
The
stor
y pr
oble
m w
as _
____
____
____
____
____
____
____
_.
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adve
ntur
e w
as _
____
____
____
____
____
____
____
____
.
It r
emin
ded
me o
f the
tim
e w
hen
____
____
____
____
____
__.
It m
ade
me t
hink
of
____
____
____
____
____
____
____
____
_.
Wit
hout
a d
oubt
the
bes
t pa
rt _
____
____
____
____
____
__.
The
part
I lik
ed b
est
was
__
____
____
____
____
____
____
_.
The
part
I en
joye
d mo
st w
as _
____
____
____
____
____
___
.
The
most
exc
itin
g pa
rt w
as __
____
____
____
____
____
____
.
Opinion Cards
61
Wha
t di
d yo
u lo
ve a
bout
thi
s st
ory?
Wha
t sc
ene
in t
he s
tory
was
the
funn
iest
?
Wha
t pa
rt o
f the
sto
ry m
ade
you
feel
sad
?
Wha
t is
you
r re
ason
for
likin
g th
is s
tory
?
9 10
11 12
62
I fel
t sa
d w
hen
____
____
____
____
____
____
____
____
____
_.
I rea
lly lo
ved
___
____
____
____
____
____
____
____
____
____
.
The
funn
iest
sce
ne w
as _
____
____
____
____
____
____
____
.M
y re
ason
for
likin
g th
is s
tory
is _
____
____
____
____
____
.
I lik
ed t
his
stor
y be
caus
e __
____
____
____
____
____
____
__.
Opinion Cards
63
Wha
t is
you
r re
ason
for
disli
king
thi
s st
ory?
How
did
the
sto
ry m
ake
you
feel
?
Wha
t di
d yo
u en
joy
the
most
abo
utth
e st
ory?
Why
wou
ld y
ou N
OT
reco
mmen
d th
is b
ook?
13 14
15 16
64
My
reas
on fo
r di
sliki
ng t
his
stor
y is
___
____
____
____
____
.
I dis
liked
thi
s st
ory
beca
use
___
____
____
____
____
____
__.
Wha
t I e
njoy
ed m
ost
abou
t th
e st
ory
____
____
____
____
_.
The
stor
y ma
de m
e fe
el _
____
____
____
____
____
____
____
_.
I wou
ld N
OT
reco
mmen
d th
is b
ook
beca
use
____
____
____
.
65
Why
wou
ld y
ou r
ecom
mend
thi
s bo
ok?
Opinion Cards
17 18
19 20
Opi
nion
/Poi
nt o
f Vie
w A
ctiv
ityTa
ke a
Cla
ss P
oll
• be
ach
vs. a
mus
emen
t par
k•
choc
olat
e ic
e cr
eam
vs.
van
illa
ice
crea
m•
scho
ol lu
nch
vs. b
ringi
ng lu
nch
to s
choo
l•
dogs
vs.
cat
s•
win
ter v
s. s
umm
er•
mov
ie th
eate
r vs.
hom
e vi
deo
• ba
seba
ll vs
. foo
tbal
l•
hot d
og v
s. h
ambu
rger
s•
hide
n s
eek
vs. t
ag
Wha
t do
you
pre
fer?
Wha
t do
you
pre
fer?
66
I wou
ld r
ecom
mend
thi
s bo
ok b
ecau
se _
____
____
____
____
beac
h vs
.am
usem
ent
park
beca
use…
• pa
ncak
es v
s. w
affle
s•
eatin
g ou
t vs.
eat
ing
at h
ome
• rid
ing
bike
vs.
ska
te b
oard
ing
• ap
ples
vs.
ban
anas
• m
ath
vs. r
eadi
ng•
narr
ativ
e bo
oks
vs. e
xpos
itory
/info
rmat
ive
book
s•
lem
onad
e vs
. cho
cola
te m
ilk•
spag
hetti
vs.
taco
s
choc
olat
e ic
e cr
eam
vs.
vani
lla ic
e cr
eam
beca
use…
Opinion Cards
67
Wha
t do
you
pre
fer?
Wha
t do
you
pre
fer?
Wha
t do
you
pre
fer?
Wha
t do
you
pre
fer?
21 22
23 24
68
scho
ol lu
nch
vs.
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 _
____
____
____
____
____
___
.
© 2013 Empowering Writers, LLC
82
83
Summarizing Framework
This piece expresses an opinion about ___________________________________________
_____________________________________________________________________________________________________ .
The author likes this dog because __________________________________________________
_____________________________________________________________________________________________________ .
Another reason is because _____________________________________________________________
_____________________________________________________________________________________________________ .
© 2013 Empowering Writers, LLC
Tem
pla
te
l
85© 2013 Empowering Writers, LLC
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
©2015 Empowering Writers, LLC
Tem
pla
te
90
I like ___________________________________________________________________________________________________
because ______________________________________________________________________________________________
_________________________________________________________________________________________________________ .
©2015 Empowering Writers, LLC
Tem
pla
te
92
My favorite part of the story was ______________________________________________________
because ______________________________________________________________________________________________
_________________________________________________________________________________________________________ .
93© 2013 Empowering Writers, LLC
Tem
pla
te
My favorite story was ________________________________________________________________________
because I liked ___________________________________________________________________________________
_________________________________________________________________________________________________________ .
EXPOSITORY/INFORMATIVE
WRITING
97© 2013 Empowering Writers, LLC
Beach
towel fry pan
tv sun hat
bucket/shovel sunglasses
✁
Sorting Cards
98© 2013 Empowering Writers, LLC
99© 2013 Empowering Writers, LLC
Barnyard
crown sheep
cow pig
horse airplane
✁
99
100© 2013 Empowering Writers, LLC
101© 2013 Empowering Writers, LLC
Lunchbox
sandwich juice box
bird sneaker
apple cookie
✁
101
102© 2013 Empowering Writers, LLC
103© 2013 Empowering Writers, LLC
Halloween
witch whistle
elephant ghost
pirate cowboy
✁
103
104© 2013 Empowering Writers, LLC
105© 2013 Empowering Writers, LLC
Swimming
bathing suit inflatable toy
goggles fork
flippers car
✁
105
106© 2013 Empowering Writers, LLC
107© 2013 Empowering Writers, LLC
Pond
key bed
frog fish
turtle snake
✁
107
108© 2013 Empowering Writers, LLC
109© 2013 Empowering Writers, LLC
Breakfast
eggs pancakes
drum pen
cereal muffin
✁
109
110© 2013 Empowering Writers, LLC
111© 2013 Empowering Writers, LLC
Baseball
bat cap
ball glove
cat flower
✁
111
112© 2013 Empowering Writers, LLC
113© 2013 Empowering Writers, LLC
Hair
brush tree
cup barrette
comb shampoo
✁
113
114© 2013 Empowering Writers, LLC
115© 2013 Empowering Writers, LLC
Backpack
book rabbit
crayons pencil
notebook kangaroo
✁
115
116© 2013 Empowering Writers, LLC
116
117© 2013 Empowering Writers, LLC
✁
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
139© 2013 Empowering Writers, LLC
Tem
pla
teT
emp
late
140© 2013 Empowering Writers, LLC
Head
140© 2013 Empowering Writers, LLC
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
147© 2013 Empowering Writers, LLC
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
156© 2013 Empowering Writers, LLC
Descriptive Segments for Use in Kindergarten
157© 2013 Empowering Writers, LLC
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
Descriptive Segments for Use in Kindergarten
158© 2013 Empowering Writers, LLC
Descriptive Segments for Use in Kindergarten (cont.)
159© 2013 Empowering Writers, LLC
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.
160© 2013 Empowering Writers, LLC
Descriptive Segments for Use in Kindergarten
Descriptive Segments for Use in Kindergarten
Descriptive Segments for Use in Grade 1
161© 2013 Empowering Writers, LLC
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.
162© 2013 Empowering Writers, LLC
Descriptive Segments for Use in Grade 1
Descriptive Segments for Use in Grade 1
Descriptive Segments for Use in Grade 1 (cont.)
163© 2013 Empowering Writers, LLC
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.
164© 2013 Empowering Writers, LLC
Descriptive Segments for Use in Grade 1
Descriptive Segments for Use in Grade 1
5 Senses Bingo
165© 2013 Empowering Writers, LLC
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
167© 2013 Empowering Writers, LLC
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
168© 2013 Empowering Writers, LLC
5 Senses B I GN O
5 Senses B I GN O
5 Senses B I GN O
169© 2013 Empowering Writers, LLC
see
see
hear
hear
smell
smell taste
taste
touch
see
see
hear
smell smell
taste
taste
touch
touch
5 Senses B I GN O
170© 2013 Empowering Writers, LLC
5 Senses B I GN O
5 Senses B I GN O
5 Senses B I GN O
171© 2013 Empowering Writers, LLC
smell
smell
smell
smell
taste
taste
taste
touch
touch
touch
see
see
see
see
see
hear
hear
hear
5 Senses B I GN O
172© 2013 Empowering Writers, LLC
5 Senses B I GN O
5 Senses B I GN O
5 Senses B I GN O
173© 2013 Empowering Writers, LLC
taste
taste
taste
touch
touch
touch
see
see
see
see see
hear
hear
hear
smell
smell
smell
smell
5 Senses B I GN O
174© 2013 Empowering Writers, LLC
5 Senses B I GN O
5 Senses B I GN O
5 Senses B I GN O
175© 2013 Empowering Writers, LLC
hear
hear
hear
taste
taste
taste
see
see
see
see
see
touch
touch
touch
touch
smell smell
smell
5 Senses B I GN O
176© 2013 Empowering Writers, LLC
5 Senses B I GN O
5 Senses B I GN O
179© 2013 Empowering Writers, LLC
hear
taste
see
touch
smell
Name: _______________________________________________________________
lYou come home
from school and see a huge present with
your name on it.
Your goldfish dies.
You are on the playground and a
big dog runs toward you.
✁Index Card Activity
201
✁Index Card Activity
Scenario Cards
Scenario Cards
Scenario Cards
202
A space alien walks into your classroom.
A dinosaur lumbers onto the playground
while you are at recess.
A clown walks by, trips over his big shoes,
and falls down- KABOOM!
✁Index Card Activity
203
✁Index Card Activity
Scenario Cards
Scenario Cards
Scenario Cards
204
Your little brother hides your favorite toy.
✁Index Card Activity
205
✁Index Card Activity
Scenario Cards
206
l Boom, boom went the sound in the distance. It was loud enough to make the ground
rumble. I looked around. There were dark clouds that seemed to be rolling in and taking over the blue sky. Then a bright light flashed
across the sky followed by another boom. I felt a drop on my head and then another
one. Oh no! It's a … (thunderstorm)
The silence that had settled into the dark house was suddenly disturbed. Listening closely
I could hear a small scurrying sound followed by the crinkling sound of plastic. As I moved toward the noise I heard what sounded like
squeaking. I flipped on the night light and peered into the kitchen. In the middle of the floor was a large piece of cheese that had
been carefully unwrapped. A gray flash darted across the room. It was a … (mouse)
The package was simply wrapped. I stared at the large brown carton with a maroon
ribbon tied loosely around in. As I reached to open it, suddenly, it moved. I wondered what was inside. I began to untie the ribbon and
I could hear gentle scratching along the inside of the box. I stopped and listened closely. I could hear soft purring sounds.
I lifted the lid. It was a … (kitten)
Index Card Activity: Suspenseful Riddles to Share
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213
✁ K
Suspenseful Riddles to Share with Kindergarten
Suspenseful Riddles to Share with Kindergarten
Suspenseful Riddles to Share with Kindergarten
214
When I came upon this small black furry critter I gasped! It was about the size of a
cat with a pointy snout and tiny ears. The animal’s tail was bushy and long. As
the creature came closer I noticed a white stripe down its back. I held my nose and
said, “P.U.” It was a …(skunk)
I watched the small rodent scamper across the yard on its four short legs. My gray
furry friend sat up and nibbled on an acorn. Its bushy tail flicked this way and that. The frisky little critter chattered as it
bounded up a nearby tree. It was a …(squirrel)
At the zoo I paused to look in a jungle habitat. A long furry tail hung down from
the branches. The fast, nimble animal’s face looked like that of a small person. The
comical creature reached for a banana, peeled it, and made a chattering sound.
It was a ... (monkey)
Index Card Activity: Suspenseful Riddles to SharePoint out the word referents in these riddles.
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215
✁ K
Suspenseful Riddles to Share with Kindergarten
Suspenseful Riddles to Share with Kindergarten
Suspenseful Riddles to Share with Kindergarten
216
Woo, Woo! The noise of the emergency vehicle sounded up and down the street. The shiny, red truck flashed its lights and blasted its sirens. There was smoke coming from over
the treetops as the engine made its way toward the blaze. Turning the corner I
saw a …(fire truck)
The final touches were added to the house fit for a queen. Beautiful shells, a flag made of seaweed, and small rock gardens finished off this sandy creation. Now my only job was to keep the waves away from it. I fought the battle of the waves for as long as possible
but my beachside home crumbled anyway. I guess I’ll have to come back again
tomorrow and build another … (sandcastle)
Plucking the red, ripe fruit off of the tree I sniffed it. It was as round as a ball and had a little stem attached. When I took
a bite of this treat it went crunch! Juice dribbled off my chin and I could just imagine
this tasty morsel baked into a pie. My scrumptious snack was an …(apple)
Index Card Activity: Suspenseful Riddles to SharePoint out the word referents in these riddles.
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217
✁ K
Suspenseful Riddles to Share with Kindergarten
Suspenseful Riddles to Share with Kindergarten
Suspenseful Riddles to Share with Kindergarten
218
Have the children bring in a small stuffed animal from home in a bag. Gather the class, and
have individuals come forward to share. Ask the children questions such as: How big is it in real
life? What kind of fur, scales, feathers, ears, tail does it have? How does it move? What color(s)
is it? Where does it live? What kinds of sounds does it make? Does it have claws, fangs, wings,
fins? Then translate their responses into a suspenseful riddle.
Jennifer says her animal is the size of a big dog, is pinkish white, has short hair, a little curly
tail, lives on a farm, and says oink.
Your translation: I walked across the barnyard and stopped short. The animal before me was
the size of a big dog with short hair. I stared at its pinkish white skin and curly little tail.
Listening carefully I heard it say “Oink.” It was a …….(pig)
:Fun Follow-Up
:Example:
I stood on the edge of the large rectangle. Dipping my toe into the watery surface it felt cool. Sweat dripped down my forehead and
I got ready to take the plunge. It was a deep shade of blue and looked inviting on this hot summer day. I bent my knees and
jumped into the …(swimming pool)
Index Card Activity: Suspenseful Riddles to SharePoint out the word referents in this riddle.
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✁ K
Suspenseful Riddles to Share with Kindergarten
220
There she stood dressed all in black. Her long dark hair reached toward the
ground and her skin was an ugly shade of green. On her head was a large black pointy
hat that flopped over just at the peak. Her mean beady eyes and twisted nose gave her the most wicked expression. That's the
best Halloween costume I've seen, I thought. What a great …(witch)
As I walked along the old dirt road I stopped dead in my tracks. There it was lying on the
road. The cold-blooded reptile was perfectly still. As I moved closer I noticed the long crea-ture had a bright yellow stripe down its back.
Black glassy eyes stared right at me as it start-ed to raise its pencil thin body off the ground. Just then his long body began to twist into s's as he quickly slithered away. It was a …(snake)
I tiptoed through the barn and stopped short. I heard a rustling sound coming from
the stall. I turned and peered in the direction of the sound. The creature was very large
and looked at me with big brown eyes. The animal's coat was black and white
spotted. That was when I heard a loud "mooooooo...." sound. It was a …(cow)
Index Card Activity: Suspenseful Riddles to Share
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221
✁ 1
Suspenseful Riddles to Share with Grade 1
Suspenseful Riddles to Share with Grade 1
Suspenseful Riddles to Share with Grade 1
222
I walked into the wild animal preserve and that was when I saw it! His small tail waved
gently back and forth with each step it took. The graceful spotted creature had beautiful gold and brown fur that looked soft enough
to touch. His long neck looked as though it could reach the top of the trees.
It was a …(giraffe)
I smiled when I laid eyes on the unusual creature at the edge of the pond.
Its brownish green color blended in with the grass and the mud. It was the size of a football and it seemed to wear a hard rounded helmet over its back. Four short
legs and a long neck stuck out from under the helmet. The funny animal moved slowly toward the water. It was a …(turtle)
The beautiful bird stood absolutely still in the water. It reminded me of my visit to Florida.
I wondered how the graceful creature could stand on one leg for so long. The bright pink
feathers shone in the sunlight. Just then it flapped its large wings and flew off.
It was a … (flamingo)
Index Card Activity: Suspenseful Riddles to SharePoint out the word referents in these riddles.
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223
✁ 1
Suspenseful Riddles to Share with Grade 1
Suspenseful Riddles to Share with Grade 1
Suspenseful Riddles to Share with Grade 1
224
The small person crawled across the floor and began to pull himself up on the table.
He was bald and had a chubby belly. His toothless grin was contagious and I
found myself laughing at this little guy. When I tickled his belly he let out a squeal of delight.
My new friend was a …(baby)
I spied the perfect red, ripe fruit. Picking it off the stem I looked closely and saw small black seeds, and a bright green stem with leaves on top. The scrumptious berry fit in the palm of my hand. It would taste great on a shortcake. I bit into it
and juice dripped down my chin. This sweet fruit was a …(strawberry)
Crash! The waves rushed to the shore as the dude carried his board to the edge of the
ocean. This tanned athlete paddled out into the enormous swells of the surf and turned
around. He patiently waited for just the right wave and then the wave rider propelled himself forward, stood up on the board, and rode the crest right into shore. This amazing
master of the ocean was a …(surfer)
Index Card Activity: Suspenseful Riddles to SharePoint out the word referents in these riddles.
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225
✁ 1
Suspenseful Riddles to Share with Grade 1
Suspenseful Riddles to Share with Grade 1
Suspenseful Riddles to Share with Grade 1
226
Furiously I dug into the sand and hit something solid. Clunk! Peering into the hole I spotted a large, brown, rectangle shaped box. It was in the exact place that my map
had indicated by a large X. Pulling with all of my might I removed the item from the sand
and opened it to find shiny, gold coins inside. This was truly a … (treasure chest)
Index Card Activity: Suspenseful Riddles to SharePoint out the word referents in this riddle.
Have the children bring in a small stuffed animal from home in a bag. Gather the class, and
have individuals come forward to share. Ask the children questions such as: How big is it in real
life? What kind of fur, scales, feathers, ears, tail does it have? How does it move? What color(s)
is it? Where does it live? What kind of sounds does it make? Does it have claws, fangs, wings,
fins? Then, translate their responses into a suspenseful riddle.
Jason says his animal is the size of a bus, is brown and rough, has no hair, a long curved neck
and a small head, and lived long, long ago.
Your translation: I couldn’t believe what I was seeing! The beast before me was the size of a
bus and unlike anything I’d ever seen before. The creature’s skin was hairless, rough and brown.
It had a long curved neck and a small head. It was a…….(dinosaur)
:Fun Follow-Up
:Example:
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227
✁ 1
Suspenseful Riddles to Share with Grade 1
228
cried
gasped
grumbled
Index Card Activity: Put Said to Bed
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239
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Put Said to Bed
Put Said to Bed
Put Said to Bed
240
hollered
moaned
mumbled
Index Card Activity: Put Said to Bed
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241
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Put Said to Bed
Put Said to Bed
Put Said to Bed
242
muttered
sang
screeched
Index Card Activity: Put Said to Bed
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243
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Put Said to Bed
Put Said to Bed
Put Said to Bed
244
shouted
whined
whispered
Index Card Activity: Put Said to Bed
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245
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Put Said to Bed
Put Said to Bed
Put Said to Bed
246
yelled
yelped
Index Card Activity: Put Said to Bed
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247
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Put Said to Bed
Put Said to Bed
248
cartwheeled
crept
danced
Index Card Activity: No Go Game
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251
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No Go Game
No Go Game
No Go Game
252
dashed
dillydallied
dodged
Index Card Activity: No Go Game
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No Go Game
No Go Game
No Go Game
254
hopped
marched
plodded
Index Card Activity: No Go Game
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255
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No Go Game
No Go Game
No Go Game
256
raced
sashayed
scurried
Index Card Activity: No Go Game
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257
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No Go Game
No Go Game
No Go Game
258
skipped
snuck
stomped
Index Card Activity: No Go Game
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No Go Game
No Go Game
No Go Game
260
strolled
stumbled
tiptoed
Index Card Activity: No Go Game
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261
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No Go Game
No Go Game
No Go Game
262
trampled
tripped
trudged
Index Card Activity: No Go Game
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No Go Game
No Go Game
No Go Game
264264
zipped
zoomed
Index Card Activity: No Go Game
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No Go Game
No Go Game
266
cautiously
eagerly
excitedly
Index Card Activity: Adverb Game
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✁
Adverb Game
Adverb Game
Adverb Game
270
forcefully
greedily
haphazardly
Index Card Activity: Adverb Game
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Adverb Game
Adverb Game
Adverb Game
272
happily
lazily
nervously
Index Card Activity: Adverb Game
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Adverb Game
Adverb Game
Adverb Game
274
quickly
sadly
slowly
Index Card Activity: Adverb Game
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Adverb Game
Adverb Game
Adverb Game
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277
1.) Title/Author/Publisher of book _____________________________________________________________ .
2.) Summary of book:
This story is about _____________________________________________________________________________ .
The problem/experience was _____________________________________________________________ .
The problem was solved/experience concluded when_________________________ .
3.) Challenge: Locate an expository companion book for a side-by-side lesson.
4.) List WHO,WHERE, WHAT(story critical character, setting, object).
___________________________________ ___________________________________ ___________________________________
5.) Select a character, setting, object, or situation that students can express/write
an opinion about: _____________________________________________________________________________________.
6.) Write a research question that relates to some aspect of the story.
_________________________________________________________________________________________________________________.
7.) Pick out, read, and analyze sections of elaborative detail that highlight sensory
details. (Mark with sticky notes).
8.) Identify “No Go” words.
9.) Identify “Put said to bed” words.
10.) What do feelings look like? Find examples.
11.) Identify adverbs (or an activity that can be described with an adverb).
12.) Identify a suspenseful section.
13.) Find word referents in the story.
14.) Identify character traits.
15.) Which art, game, or extension activities does this book inspire?
Getting Ready to Write
© 2013 Empowering Writers, LLC
Narrative Book Analysis Form
Use this teacher resource to assess instructional opportunities in the books you read.
1.) Title/Author/Publisher of book _____________________________________________________________ .
2.) Summary of book:
This book gives information about ___________________________________________ (topic)
Details:
• _____________________________________________________________________________________________________ .
• _____________________________________________________________________________________________________ .
• _____________________________________________________________________________________________________ .
3.) Challenge: Locate a narrative story book for a side by side lesson.
4.) Sorting Details – list details and/or facts highlighted in the text
5.) Arrange details/facts on the simplified pillar.
6.) Diagram: List possibilities for a diagram/labeling exercise
7.) Write a research question(s) that explores and expands on this topic.
8.) Identify word referents in the text.
9.) Identify an issue, or other aspect of this text about which students may express -
write an opinion.
10.) Which art, game, or extension activities does this topic inspire?
278© 2013 Empowering Writers, LLC
Expository Book Analysis Form
Use this teacher resource to assess instructional opportunities in the books you read.
Introduction/Topic
Fact Fact
Conclusion
Getting Ready to Write
Head
279© 2013 Empowering Writers, LLC
Foundational Skills: Can identify and distinguish between narrative and expository/informative texts
Can summarize a story using the story summary template
Can summarize an expository/informative text using the summary template
Opinion Writing: Understands that everyone has an opinion
Recognized differing points of view – pro/con
Participates in teacher–directed modeling of opinion pieces
Uses a combination of drawing and writing to share an opinion on an issue, topic, or book
Expository/Informative Writing: Identifies the topic of informative texts
Can sort information into categories
Identifies details in informative texts
With teacher direction, uses digital sources to find information
Participates in teacher–directed modeling of expository/informative texts
Uses a combination of drawing and writing to compose expository/informative texts
Participates in shared research projects using digital tools in the classroom
Narrative Writing: Understands the concept of beginning, middle, end
Can summarize a story using the terms beginning, middle, end
Identifies story critical elements: characters, settings, objects
Distinguishes between the five senses
Participates in teacher–directed modeling of elaborative detail
Writes an elaborative detail segment
Identifies “what feelings look like”
Writes a label or lists the description for “what feelings look like”
Identifies a suspenseful story segment
Participates in teacher–directed modeling of suspenseful segments
Writes a suspenseful segment or riddle
Uses a variety of sentence starters to create sentence variety (oral/written)
Uses a combination of drawing and writing to compose a narrative story with a
beginning, middle, and end
Uses a combination of drawing and writing to compose a narrative with a beginning, mid-
dle, and end with some specific elaborative detail that includes “what feelings look like”
Writing Awareness - StudentAssessment
Use this form to help assess students’prewriting and writing skills