What Rain Is Like

Overview

In this second workshop lesson, students revisit how information writing tells a reader about a topic. They explore sensory describing words, jointly compose a factual sentence about rain, then independently write one or two simple sentences for a class rain-information poster.

Learning intentions

• WALT write facts that describe rain.
• WALT use describing words to tell what rain looks, sounds, or feels like.
• WALT say a sentence aloud, stretch words, listen for sounds, and reread for meaning.
• WALT write for an audience: our class rain-information poster.

Success criteria

• I can write a title or begin my writing under the rain heading.
• I can write one or two sentences about rain.
• I can use a describing word such as cold, wet, soft, loud, tiny, or big.
• I can reread my writing and check that it tells a fact about rain.

Curriculum links

• Writing to inform: writing a series of sentences about a topic, including a main idea and related details.
• Writing to inform: recognising that information writing starts with a title.
• Sentence structures, grammar, and punctuation: using and repeating simple sentences modelled by the teacher.
• Transcription Skills / Composition: using oral language, sound knowledge, and writing conventions to communicate meaning.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and review. Open with the rain photograph hook and review slides and show a photograph of rain; remind students that the previous lesson introduced writing facts and ask, “What is our topic, and who will read our writing?” Students turn and talk, then share one fact or observation about rain from the previous lesson.

2. 4–9 min · Sensory discussion. Return to the sensory rain discussion slide and invite students to imagine standing in light and heavy rain: “What might rain feel like? What might it sound like? What might it look like?” Record or point to the word bank: cold, wet, soft, loud, tiny, big, drops, puddles, splash. Students use gestures, partner talk, and complete an oral frame such as, “Rain feels ___” or “Rain sounds ___.”

3. 9–15 min · Joint composition and modelling. Use the sentence-building and teacher-model slide to jointly compose the sentence, “Rain is cold and wet.” Think aloud: “I will say the sentence first. I can hear the /r/ sound at the start of rain. I will stretch each word, write the sounds I hear, and leave spaces.” Model writing the sentence with a capital letter and full stop. Reread it slowly, checking that it makes sense and gives the reader a fact. Students repeat the sentence, count the words on their fingers, and help identify the capital letter, spaces, and full stop.

4. 15–18 min · Oral rehearsal and planning. Display the independent-writing instructions and picture prompts and show a simple rain picture or invite students to sketch rain on the rain describing and writing sheet. Each student chooses one or two ideas from the word bank and rehearses a sentence to a partner, for example, “Rain makes puddles” or “Rain sounds loud.” Partners listen for a clear fact and one describing word.

5. 18–26 min · Independent writing. Distribute the rain describing and writing sheet and remind students to write one or two sentences for the class poster. Students draw a picture of their idea, write a title such as “Rain” if needed, and record their sentence or sentences. Confer with individuals: prompt them to say the sentence, stretch one word at a time, listen for sounds, reread, and check whether the writing tells something true about rain. Encourage students to use the word bank without requiring every word to be spelled conventionally.

6. 26–30 min · Share and reflect. Use the sharing and reflection slide to invite two or three students to read their writing or explain it from the picture. Celebrate clear facts and useful describing words. Students reread their own work and show a thumbs-up, sideways, or down for: “I wrote about rain,” “I used a describing word,” and “I reread my writing.”

Resources

• the complete Rain Writers Workshop deck
• the rain describing and writing sheet
• Whiteboard and marker
• Photograph or image of rain
• Enlarged word-bank display
• Pencils, crayons, and writing paper
• Individual whiteboards or sound-tapping fingers

Assessment

• During discussion, note whether students can suggest a sensory word and distinguish an observation or fact from an unrelated idea.
• During joint composition, check whether students can orally rehearse a simple sentence, identify spaces and punctuation, and hear some initial or medial sounds.
• Collect the worksheet as an exit sample. Look for one or two sentences related to rain, a describing word, an understandable message, and evidence of rereading or checking.

Differentiation

• Support writers with the oral frames “Rain is ___,” “Rain feels ___,” and “Rain sounds ___”; provide the word bank with clear picture cues and allow drawing before writing.
• Sit with a small group to rehearse and write the model sentence together, using sound boxes, finger spaces, and teacher scribing where necessary. Accept approximated spelling while valuing the sounds students hear.
• For students developing English, pre-teach the sensory words with actions, photographs, and partner rehearsal; invite home-language discussion before sharing an idea in English.
• Extend confident writers to add a second related fact, such as “Rain is cold and wet. Rain makes puddles,” and reread both sentences to check that they belong together.