Informative Texts - Language Features

Teach Starter Publishing
60 mins | Suitable for years: 3 - 4

A 60 minute lesson in which students will identify and explore the language features of informative texts.

Tuning In

  • Read the informative text, Thunderstorms, to the class. After reading, ask the students:
    • What type of words are used in this text?
    • Why do you think the author chose these types of words?
    • If these words were removed from the text, what might be the effect of this?

Teacher Instruction

  • Discuss the language of informative texts, as outlined on slide 14 of the Developing Informative Writing Skills PowerPoint. Encourage the students to identify some examples of informative language used in the text about thunderstorms.
  • Discuss the informative language examples on slides 15-16. Encourage the students to suggest some other examples for each language feature.

Guided/Independent Learning

  • Display the informative language pair activity on slide 17. Monitor and support the students as they complete the activity. Encourage each pair to share their list of words with the rest of the class.
  • Display the informative language review activity on slide 18. Monitor and support the students as they individually complete the activity.
  • Display and discuss the suggested answers to the review activity on slide 19. Allow the students to self-correct their work so they can monitor how well they have understood the lesson's objective.

Wrapping Up

  • Provide the students with a black and white copy of one the texts from the Factual Text Type Posters Teaching Resource Pack to paste into their workbooks for future reference. Choose the poster that best suits the textual style that will be taught throughout the unit.


Extending Students

  • Encourage more confident writers to work individually during the pair activity.

Supporting Students

  • Allow students with lower literacy levels to work with a teacher or teacher aide during the review activity.

Suggested Assessment Strategies

  • used strategic whole class or individual questioning
  • observed student participation during learning activities
  • recorded student progress on a checklist
  • annotated student work samples
  • collected and reviewed student work samples
  • facilitated whole class or peer feedback sessions
  • encouraged student self-reflection
  • administered formal assessment tasks.

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