Using A Fact File - Shared Writing

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

A 60 minute lesson in which students will use a fact file and scaffolding sheet to write an informative text in pairs.

Tuning In

  • Explain to the students that they are going to apply their knowledge of informative text structure, language features and paragraph structure to write an informative text in pairs.

Teacher Instruction

  • Project one of the fact files from the Fact File Pack - Animals, Objects and People on the board and read through the dot point facts as a class. Point out to the students that the facts in the fact file are key phrases only, rather than full sentences. Ask the students to suggest why it is not necessary (or appropriate) to write full sentences when recording research.
  • Place the students into writing pairs. Provide each pair with an informative text writing task (there are six of these to choose from). Select a fact file that best suits the chosen content focus of the unit. Alternatively, allow the students to choose the topic that interests them most.
  • Provide the students with a copy of the Informative Text Checklist - Structure, Language and Features. Read through the checklist with the students. Encourage the students to refer to this checklist frequently during the writing process.

Guided/Independent Learning

  • Working in their writing pairs, the students must translate each dot point from the fact file into a full sentence, then use these sentences to write an informative text on the scaffold sheet provided. Encourage the students to use the categories from the fact file as subheadings within their informative text. Monitor and support the students during this process.
  • Teachers may wish to set a time limit for writing, or they may allow the students to take as much time as they need to complete the task. Ensure that the students know exactly how much time they have and provide regular reminders of how much time is remaining.

Wrapping Up

  • Check on how the students are progressing with their informative texts. Depending on the time limit set for writing, the students may need another lesson to complete their texts.

Differentiation

Extending Students

  • Allow more confident writers to work individually, rather than in pairs (if they wish to do so).

Supporting Students

  • Allow students who find writing challenging to work with a teacher or teacher aide during the pair 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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Curriculum

  • ACELY1682

    Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...

  • ACELY1694

    Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...

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