Expository Text Teacher Resources
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Students investigate the purpose of expository text. In this expository text lesson, students read an article. They identify the main idea of the passage, the text structures and text organization using Kagan Structures. They define the words narrative, expository, fiction, and non-fiction and take a quiz based on the lessons.
As your class reaches the end of the book Bullfrog at Magnolia Circle, the seventh lesson in this literary unit helps third graders transition from reading narrative to expository writing. Scholars develop their note-taking skills as they read through the last page in the book, identifying the main ideas and key details they encounter. Readers are also introduced to a glossary that contains key vocabulary found in the text. Through a series small group and whole-class discussions, students continue to learn how the adaptations of a bullfrog help it to survive. A great lesson for teaching students how to read and comprehend expository text.
Students create a thematic booklet containing examples of different types of expository text structures. They explore a variety of expository text structures.
A reading of vignettes written by Peace Corps Volunteers serving in Lesotho and Madagascar launches a study of the difference between narrative and expository texts. As final products, young writers craft both a narrative and an expository piece. Links to web sites are included.
Reading expository text is the topic of the day. Second graders chart the author's purpose as they read an expository paragraph. They then read the rest of the text on their own using the strategy they've learned.
Students examine how to summarize information from expository text. They read an expository text and identify the important information from the reading. Students identify the topic sentence and write their own topic sentences.
Children can learn to analyze expository or informational texts at nearly any age. This scaffolded and scripted resource provides teachers with the support needed to facilitate a thoughtful lesson on summarizing informational text by identifying the main idea through the supporting details. The class works together to identify key details, summarize, and pin point the main idea of several paragraphs.
Third graders read primary and secondary sources as the study about schools in the early years of Kansas. For this primary and secondary source lesson, 3rd graders examine how historians use primary source documents to tell about the past in secondary sources. They use their own words to tell a story about what schooling was like in early Kansas.
Have your class participate in a discussion of the nonfiction genre. Do they enjoy it? Is it boring? Then have them demonstrate the author's purpose by writing an expository text. They view various types of nonfiction and take notes on each work's organization and presentation. Finally, they write a brief essay that demonstrates the understanding of the author's purpose in an expository text.
Signal words are one way that authors make the relationships between their ideas clear. Allow your learners the chance to investigate cause and effect in texts by identifying signal words. They locate and analyze cause-and-effect relationships present in a nonfiction article after participating in guided practice where they work through several passages with the teacher. Materials are provided; however, you will need to create a free account to view them.
Investigate the use of supporting details in expository texts. After reading example paragraphs of informational text, middle schoolers identify the supporting details. This activity is a great way to reinforce explanatory writing structure, as well as the importance of supporting details.
Fourth graders identify that summarization is one way that helps when they are trying to comprehend what is read. Then they read the section in their textbook entitled Weather and reread the first paragraph again and continue to read the rest of them silently. Students also delete unimportant information, substitute easy terms for lists of items, and select a topic sentence to summarize what they have read.
To help learners better comprehend informational texts, they work through a series of activities. They discuss strategies, make predictions, skim passages, focus on key words, and practice taking notes. This lesson plan focuses on what to do before, during, and after reading. It also includes an information collection chart and handouts.
Challenge your readers to uncover an author’s message by examining details and patterns in expository text. After looking at a model, readers must decide which generalization is reasonable and applies to the whole passage, and which is too narrow and does not apply to the whole excerpt. For guided practice, class members read a second selection and select the generalization that best represents the passage. Consider extending the lesson by providing groups with an additional passage that they use to craft their own generalization. Teams then could compare their results.
Help your students internalize scientific ideas by teaching strategies for reading in the content area.
Students identify the main ideas from expository text. In this main ideas instructional activity, students read a piece of text and practice identifying what is most important. Students complete another sample reading with a group then discuss as a class.
How can you find the main idea and supporting details of an expository text? Seventh and eighth graders examine the main idea in a text using the first selection about Mexico City. They then discuss the main idea of the second paragraph. Use this lesson in a unit about reading informational text or writing an expository essay.
Expository texts are examined for fact and opinion statements. Analyze a chart of fact and opinion statements with your students, who then complete the examples by writing facts and opinions that are missing.
Engage learners in an activity that allows them to talk about a story or text as they read it. This activity can be used on fiction, nonfiction, and expository text with students working in partners. Stopping points for discussion are identified, partners read to the first stopping point then discuss what they have read so far making brief notes.
Fourth graders are introduced to expository texts. They dwell to formulate the comprehension and gain the main ideas. Students encounter explicit comprehension strategies to help them transition into this new type of text.