Informative Texts - Text Structure

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

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

Tuning In

  • Watch the Informational Writing For Kids video on YouTube. After watching, ask the students:
    • Why do people write informative texts?
    • What does 'non-fiction' mean?
    • What text features might you find in an informative text?

Teacher Instruction

  • Discuss the structure of informative texts, as outlined on slide 6 of the Developing Informative Writing Skills PowerPoint. Read through the first example text, Turtles, on slides 7-8. Subheadings have been added to the text to assist the students in identifying the informative structure.
  • Read through the class activity, as outlined on slide 9. As a class, read through the second example text, Owls, on slides 10-11. Encourage the students to label the informative structure of the text as they are reading. Discuss the answers on slide 12. Highlight the factual content of the two texts, as well as the absence of any opinions.

Guided/Independent Learning

  • Choose a sequencing activity that best suits the chosen content focus of the unit from the list on slide 13. These include texts about Roald Dahl, Tyrannosaurus Rex and Thunderstorms. Read through the text and the instructions for the sequencing activity together as a class.
  • Allow the students to work on the sequencing activity in small groups or pairs. Monitor and support the students as required.
  • As a class, discuss the correct sequence of the informative text. Discuss any techniques used by the students to help them sequence the text e.g. topic sentences at the start of each paragraph.

Wrapping Up

  • Select a range of goals for the unit from the Goals - Writing (Middle) and discuss these with the students. Allow the students to ask questions about each goal and encourage them to suggest some success criteria for each. Display these goals in an obvious place in the classroom for the duration of the unit.

Differentiation

Extending Students

  • Encourage students to peer tutor others who may need assistance with the sequencing activity.

Supporting Students

  • Allow students to be supported by peer tutors during the sequencing activity, or to work in a smaller group with a teacher or teacher aide.

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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Curriculum

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