Dinosaur Info Writing

Overview

In this lesson, students learn to make an information report about a chosen living thing (a dinosaur or animal) by using a simple structure and key sentence patterns. They plan, write a few sentences, and add an illustration to match their information.

Learning intentions

• Students will create an information report using a simple structure (title and ‘facts’ sentences).
• Students will use intentional language choices (who/what, big idea) to share clear facts.
• Students will use writing conventions they know (capital letters, full stops, finger spaces).
• Students will illustrate their report so the picture matches their words.

Success criteria

• I can write a title for my information report.
• I can write 2–3 fact sentences using the sentence starters.
• I can use capital letters and full stops in my sentences.
• I can draw an illustration that matches my facts.

Curriculum links

• EN1-UARL-01: Students understand and respond to literature by creating texts using similar structures and intentional language choices appropriate to audience and purpose.
• EN1-CWT-01: Students plan, create and revise texts using vocabulary, text features, and sentence structure, including paragraphs.
• EN1-RECOM-01: Students comprehend by understanding sentences and whole text (used during shared reading and planning check-ins).
• EN1-OLC-01: Students communicate orally using language to extend and elaborate ideas to share their facts.

Lesson structure (90 minutes)

1. 0–10 min · Greeting and recap (Farm-Based Integrated Learning Unit, Lesson 14). Teacher shows a model information report page and asks: “What is this text telling us?” Students share one fact about dinosaurs/animals they remember from earlier lessons.

2. 10–25 min · Mini-model: What makes an information report? Teacher points to the model’s structure (title + fact sentences) and reads it aloud with actions for each part. Students repeat the key sentence starters after the teacher (e.g., “This is a…”, “It has…”, “It lives…”), using oral rehearsal.

3. 25–40 min · Guided reading and meaning check. Teacher selects 2–3 short fact lines (e.g., “It has teeth.” “It is big.”) and asks simple comprehension questions: “What is it?” “Which fact is about teeth?” Students identify the words that match the pictures on the page.

4. 40–52 min · Choose a topic and plan. Teacher offers picture cards of dinosaurs/living things; students choose one and place it in their folder. Teacher helps students complete a 3-box plan with drawing support:

• Box 1: Name (title)
• Box 2: One fact (e.g., “It has…”)
• Box 3: Another fact (e.g., “It lives…”). Students draw in each box and practise saying their sentences.

5. 52–70 min · Shared writing (teacher support + student attempts). Teacher writes a first sentence together with the class on the board and models finger spacing and a full stop. Students copy or independently write their own first sentence using the starter. Teacher conferences briefly with each student using prompts: “What are you writing about?” “Can you hear the first sound in your word?” Students write 2–3 sentences total, one fact per sentence.

6. 70–80 min · Quick revise and checklist. Teacher uses a simple checklist on a card:

• Title written
• 2–3 sentences
• Full stop at the end Students do a self-check (with teacher) by touching each sentence and naming the punctuation.

7. 80–90 min · Illustrate and final read. Teacher demonstrates how to draw a matching picture (big part first, add details). Students illustrate their report and then read their facts aloud to the teacher, pointing to each sentence.

Resources

• Picture cards of dinosaurs/animals (2–3 options per student)
• A printed model information report page (title + 2–3 fact sentences with simple language)
• Sentence starter strips (e.g., “This is a…”, “It has…”, “It lives…”)
• 3-box planning sheet (title box + two fact boxes)
• Writing paper and pencils/crayons
• Full-stop stamp or dot markers (optional for early punctuation support)
• Teacher checklist card (title, number of sentences, full stop)
• Student folders and display page

Assessment

• Teacher observation during planning: Can the student state one clear fact for each box?
• During writing: Can the student match a sentence starter to their chosen fact and independently attempt writing key words?
• Exit check (last 5 minutes): Student reads (or attempts to read) their title and one fact sentence while pointing to the words.

Differentiation

• Support for early writers: Provide sentence starter strips to trace or copy; use picture-to-word matching for key vocabulary (name, has, lives). Offer first-sound prompts and provide a word bank card with the topic name and 3–4 common fact words.
• Support for students needing fine-motor help: Allow thicker crayons, shorter lines, and teacher scribing for one sentence while the student draws.
• Extension: For any student ready to add a third fact sentence, offer an extra starter (“It eats…” or “It is…”) and challenge them to include one extra detail in the illustration.
• EAL/SEN considerations: Use gestures, picture cues, and repeating choral speaking. Accept oral responses and support with consistent sentence frames so the language is predictable.