K-1 Lesson of the Month:
This month, the K-1 lesson practices expository/informative writing using the theme of seasons/wind, focusing on why the wind is important in each of the seasons.
Each student will write informative sentences about why wind is important in winter, spring, summer, and fall.
Here’s what you’ll do:
- Read a collection of books about the wind. Some suggested favorites are: Wind by Marion Dane Bauer, The Wind Blew by Pat Hutchins, Like a Windy Day by Frank Asch, Kite Flying by Grace Lin, When the Wind Blew by Margaret Wise Brown, and/or When the Wind Blew by Alison Jackson. Also, share books about the seasons such as The Seasons of Arnold’s Apple Tree by Gail Gibbons, The Reasons for Seasons by Gail Gibbons, Miss Maple’s Seeds by Eliza Wheeler, The Tiny Seed by Eric Carle, and/or Seasons by Blexbolex. Keep in mind that if you cannot locate these books in your school library that you can access many of these online as read-alouds.
- Next, on the board, write the four seasons, winter, spring, summer and fall. Under each season, chart what happens when the wind blows. For example:
blows snow into drifts
blows cold air in your face
blows dead leaves around in the yard
blows the ski lift chair back and forth
blows in a storm
blows in the warmer air
blows dirt around
Blows hot, dry air
Blows waves on the water
Blows the green leaves on the trees
blows the trees off of the leaves
blows the garden
blows the seeds from place to place
Blows the scarecrow around
3. MODEL informative sentences using the information gathered in the charted samples. To increase sentence variety, share sentence starters with the students and use them in the MODELED SAMPLES.
In the winter, the wind blows very cold air into your face.
It is hard to ignore the wind blowing the freshly fallen snow this way and that.
Spring winds blow in mighty storms.
During the spring months, the wind blows the pouring rain through our yard.
4. Next, have students fold a sheet of paper into four sections, unfold and draw lines to create four boxes on the page. In each box have them write/copy each of the seasons.
5. Have the students draw a picture under each of the seasons depicting an example of how the wind blows in the corresponding season. Then have them write a sentence if possible.
In the ________________, the wind ______________.
It is hard to ignore the mighty wind blowing _______________.
Can you believe that the wind can blow ________________?
During the __________ months, the wind gusts blow ____________.
___________ breezes blow ____________________.
*Note: The foundational lesson supported by this lesson is expository elaborative detail using the detail-generating questions “What does it look like?” and Why is it important?”