Informational Writing Intro

Grade Level

3rd Grade (Age 8–9)
British Columbia, Canada

Duration

50 minutes

Class Size

25 students

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Curriculum Connections

BC Curriculum (English Language Arts – Reading and Writing K–3):

• Content:

  • Develop awareness of a variety of text forms and features (e.g., headings, diagrams, facts) (Curriculum Organizer: Text Features and Forms, Grade 3)
  • Understand differences between narrative (fiction) and informational (non-fiction) texts (Big Idea: Texts have different purposes and structures)
  • Use reading strategies to explore factual content and visual features (Reading Process, Grade 3)
  • Write to create clear meaning using structural features (Writing Process, Grade 3)

• Competencies:

  • Thinking: Compare and contrast texts to understand different purposes
  • Communication: Use clear language and present information in an organized way
  • Personal and Social: Engage respectfully in group discussions

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Learning Objectives

By the end of the lesson, students will be able to:

1. Describe what informational writing is and how it differs from fiction.
2. Identify key features of informational texts such as headings, facts, and diagrams.
3. Demonstrate understanding of these features through a comparison activity.
4. Begin to appreciate how authors share knowledge and explain ideas clearly.

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Materials Needed

• Two short texts (~1 paragraph each): one narrative (fictional story about an animal) and one informational (animal report) – dyslexia-friendly font (e.g., OpenDyslexic) printed copies
• Chart paper or whiteboard
• Markers
• Large Venn diagram poster or whiteboard template
• Sample images/diagrams related to the animal reports
• Sticky notes
• Extension handouts (optional)
• Clipboards (optional for mobility during activities)

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Lesson Breakdown

1. Engage and Activate Prior Knowledge (10 min)

• Activity: Mini Discussion – "What do you like to read?"

• Ask students to share stories or books they enjoy and whether these books are true or made up.

• Briefly discuss fiction vs. non-fiction:

  • Fiction = stories from imagination
  • Non-fiction = real information

• Show quick examples: a fictional animal story paragraph vs. an informational animal paragraph. Read both aloud with expressiveness, making sure students understand the difference in purpose.

Teacher’s Tip: Use a dyslexia-friendly font poster or screen display for better accessibility.

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2. Introduce Informational Writing (10 min)

• Ask: “What does it mean to write to inform someone?”

• Write student ideas on chart paper under a heading: Informational Writing (briefly define - writing that gives facts and teaches).

• Highlight key features of informational texts on the chart:

  • Headings/subheadings
  • Facts (real information)
  • Diagrams or pictures with labels
  • Clear, simple language

• Show examples on a visual anchor chart with colourful markers.

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3. Comparison Activity with Venn Diagram (15 min)

• Draw a large Venn diagram on the whiteboard or have a pre-made chart. Label one circle "Fiction" and the other "Informational."
• Distribute simplified text copies (fiction and informational paragraphs about the same animal) to pairs or small groups.
• Students read and discuss with their partner, highlighting features they notice.
• Together, the class fills in the Venn diagram:
  • Fiction only features (e.g., characters, imaginative story) in left circle
  • Informational only features (headings, facts, diagrams) in right circle
  • Shared features (e.g., about animals, use of words) in the overlap

Differentiation:

• Provide dyslexia-friendly copies with coloured overlays for support.
• Advanced learners can identify further features like glossary, captions, or table of contents for extension.

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4. Create a Class Informational Text Snapshot (10 min)

• Capture collective learning: As a class, create a simple short informational report about a familiar animal using the features identified.
• Structure it live on the board with headings, 2–3 facts, and a labelled diagram drawn by the teacher or students.
• Invite students to contribute facts or ideas aloud, building the text collaboratively.

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5. Reflection and Exit Ticket (5 min)

• Give each student a sticky note and ask: “What is one thing you learned about informational writing today?”
• Collect and quickly review sticky notes to check understanding.
• Optionally, ask a few students to share their responses aloud.

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Assessment for Learning

• Observation during group reading and discussion of texts (checking understanding of fiction vs. informational).
• Accuracy and completeness of contributions to the Venn diagram.
• Quality of facts and features included in the class informational snapshot.
• Exit ticket sticky note responses to gauge individual grasp of the lesson’s main ideas.

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Modifications and Supports

• Dyslexia-Friendly Reading: Use OpenDyslexic or other readable fonts; provide printed copies with coloured overlays or text-to-speech app recommendations.
• Visual Supports: Use anchor charts with colour coding for key features.
• Oral Language Support: Encourage partner discussions to support verbal learners and expand vocabulary.
• Movement: Use clipboards and allow students to move during paired work to reduce restlessness.

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Extension Activities (for advanced students)

• Challenge students to find an informational book or article at home or in the library about an animal and highlight its features for the next lesson.
• Introduce more complex text features like glossary, captions, and index.
• Invite students to add extra labelled diagrams or create mini post-it “fact boxes” to include in the class animal report.

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Teacher Reflection Notes

• Observe student engagement with comparing text types.
• Note if students can identify key features independently or need more modelling.
• Use exit tickets to guide scaffolds for next lessons in the unit.
• Track differentiation strategies’ effectiveness and adjust supports where necessary.

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This lesson sets the foundation for the unit by clearly establishing understanding of informational writing and its distinct features, aligned closely with the BC curriculum’s emphasis on text features, comprehension strategies, and writing skills. It is designed to be inclusive and engaging, incorporating multiple modalities and thoughtfully scaffolding ELA competencies at the 3rd grade level.