Informative Texts Introduction

Unit: Engaging with Informative Texts

Lesson 1: Introduction to Informative Texts

Duration: 60 minutes Class size: 25 Year 3 students

Curriculum Links

Victorian Curriculum: English (Year 3)

Focus: Understanding and engaging with informative texts

Relevant Content Descriptions:

ACELY1678: Understand how texts vary in purpose, structure, and topic as well as the use of language features to meet the purpose of the text.
ACELY1681: Create texts that inform, describe and explain using personal experiences and information.
ACELY1677: Identify the audience and purpose of imaginative, informative and persuasive texts.
ACELY1680: Understand how verb tense and adverbials of time link events in texts.

Learning Objectives

By the end of this lesson, students will:

Understand the purpose of informative texts and their importance.
Identify key features and structures commonly found in informative texts (e.g., headings, captions, factual language).
Engage with the text Hoyo to identify examples of informative text structure and vocabulary.
Develop metacognitive skills by discussing how informative texts help readers learn new things.

Resources

Copy of Hoyo (informative text) for each student or in reading groups
Whiteboard and markers
Chart paper for recording features of informative texts
Student notebooks
Printed worksheets identifying text features (optional)
Visual aids: posters with headings like “Purpose,” “Features,” “Structure”

Lesson Sequence

1. Introduction and Engagement (10 minutes)

Begin with a class discussion: "What kinds of texts do you read to learn new information?" (e.g., encyclopedias, science books, instructions).
Introduce the term informative texts — explain these are texts written to provide facts and explanations.
Share the learning intention and success criteria in student-friendly language: “Today we will learn how informative texts help us by showing facts clearly. We will explore the text ‘Hoyo’ to find examples.”

2. Exploring the Purpose and Structure of Informative Texts (15 minutes)

Explicit teaching: Present key features of informative texts. On the whiteboard/chart, list and explain:
Purpose: to inform or explain
Features: clear headings, labelled pictures or diagrams, factual language, glossary or bolded words
Structure: introduction, body with facts grouped by topics, conclusion or summary
Use a visual organiser to illustrate these features for Year 3 comprehension.

3. Guided Reading: Exploring Hoyo (20 minutes)

Distribute copies of Hoyo. (Note: Adjust to availability or use projected text as needed.)
As a whole class or in small groups, read selected pages of Hoyo.
Prompt students to identify features: "Where do you see headings? Are there any pictures with labels? What words tell you facts?"
Record student responses on chart paper under headings like “Headings,” “Pictures,” “Facts.”
Encourage students to highlight or note these features in their own copies or notebooks.

4. Independent/Partner Task: Feature Hunt (10 minutes)

In pairs, students search through Hoyo to find examples of:
Headings and subheadings
Key facts or interesting information
Pictures or diagrams with labels
They write down or discuss what feature they found and what it helps the reader understand.
Teacher circulates to provide support and prompt deeper thinking.

5. Reflection and Review (5 minutes)

Whole-class discussion: “Why do we have informative texts? How do headings and pictures help us?”
Summarise the lesson with students stating one new thing they learned about informative texts.
Set a simple formative assessment: Students write one sentence explaining the purpose of an informative text.

Assessment

Observation of student participation during discussions and reading.
Responses during the Hoyo feature hunt task.
Collection and review of students’ written sentence about informative texts (exit slip).
Teacher notes on ability to identify text features and purpose in guided reading.

Differentiation

Provide sentence starters for EAL or students who require additional support (e.g., “The heading tells me…”).
Challenge more able students to suggest why authors use particular organisational features and how these help different readers.
Use visuals and examples regularly to support varied literacy levels.

Cross-Curricular and General Capabilities

Critical and Creative Thinking: Analysing text features and their role in effective communication.
Information and Communication Technology (ICT): Optionally, students can use tablets or computers to explore other informative texts later in the unit.
Intercultural Understanding: Discuss how informative texts may include cultural knowledge or community information, relating to texts like Hoyo.

This lesson plan aligns closely with the Victorian Curriculum content description AC9E3LY06 and elaborations emphasizing planning, creating, and understanding informative texts, with a focus on the text Hoyo to identify text structures and key features.

Teaching Instructions