Informative Texts Intro

Year Level

Foundation (Kindergarten)

Duration

45 minutes

Class Size

6 students

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Curriculum Links

• AC9EYL02: Engage with a range of texts, including informative texts, to extract information and respond.
• AC9EFL02: Identify the purpose of familiar texts, including informative texts.
• AC9LIT001: Demonstrate understanding of how information texts convey facts about animals, places, or events.
• AC9LYS01: Use spoken language to share ideas and information with peers.

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WALT (We Are Learning To)

Identify and name different types of informative texts.

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Success Criteria

• Students can name at least two types of informative texts (e.g., picture books about animals, posters, simple fact sheets).
• Students show understanding of the purpose of informative texts through discussion and observation.
• Students engage with visuals and participate in a short class discussion.

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Differentiation

• Use large print, dyslexia-friendly fonts and bright visuals to support all learners.
• Use simple, clear language and speak slowly.
• Provide one-on-one support or peer buddy for students needing extra help.
• Repeat key vocabulary and concepts multiple times and encourage peer discussion.

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Extension Activity

• Students can choose an interesting animal or topic and do a simple research task (with teacher or parent support) to prepare a brief verbal mini-presentation for the class in a future lesson.

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Materials

• Large laminated visuals/photos of different informative text types (animal fact posters, simple maps, recipe cards).
• Big dyslexia-friendly print name cards for the texts.
• Whiteboard or chart paper for listing text types.
• Storytime book with a clear informative text content (e.g., simple non-fiction about animals).
• Markers or stickers for engagement.

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Lesson Structure

1. Welcome and Introduction (5 minutes)

• Greet students warmly.
• Introduce topic: "Today we are learning about texts that give us information."
• State the WALT and Success Criteria clearly and write on the board/chart for the class.

2. Activating Prior Knowledge (5 minutes)

• Ask students: "What kinds of books or texts do you know that tell us facts or information?"
• Encourage answers and list a few simple responses on a chart.
• Show visuals of familiar informative texts and name them aloud.

3. Guided Exploration of Informative Texts (15 minutes)

• Show and name 3-4 types of informative texts visually:
• Example 1: Animal fact poster
• Example 2: Simple map
• Example 3: Recipe or instruction card
• Example 4: Picture book about animals with facts
• For each type:
• Explain briefly what kind of information it gives.
• Show large-print example with visuals.
• Ask: “What kind of information do you think this gives us?”
• Reinforce types repeatedly with visuals and simple descriptions.

4. Group Activity (10 minutes)

• In small group or circle, hand out laminated visuals of informative text types.
• Ask students to sort them into "Informative Text" or "Not Informative Text" piles.
• Prompt students to say one thing about their chosen text (or help where needed).
• Use large print visuals to support recognition.

5. Wrap-up and Reflection (5 minutes)

• Review the WALT and ask students to say aloud two types of informative texts they learned.
• Praise all efforts.
• Mention the extension activity: “Next time, you can find out about an interesting animal to tell us about!”

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Assessment

• Observation of students’ ability to identify and name at least two types of informative texts.
• Participation in group sorting activity.
• Informal questioning during wrap-up to check understanding.

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Teacher's Notes

• Ensure all visuals are dyslexia-friendly, use high contrast and clear fonts.
• Maintain a calm pace and repeat key facts.
• Encourage peer support for students who might find new vocabulary challenging.
• Use positive reinforcement to build confidence.
• Record students’ responses for ongoing formative assessment.

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This lesson meets Foundation year English standards focused on exploring and understanding informative texts through active engagement, visual supports, and oral language development in line with the Australian Curriculum (v9).