Information Text Detectives

Overview

In this first lesson of the four-part unit Building Information Texts, students explore how information texts are designed to teach readers about a topic. They read and discuss a short model text, identify its purpose and features, and use evidence to distinguish facts from opinions and connect headings with sections.

Learning intentions

• WALT identify the purpose of an information text.
• WALT notice features that help readers find and understand information.
• WALT identify facts that support the topic.
• WALT explain how headings and paragraphs organise information.

Success criteria

• I can explain that an information text gives readers accurate information about a topic.
• I can identify a title, topic, facts, subject-specific vocabulary and paragraphs.
• I can find facts that support the topic.
• I can explain why headings help readers.

Curriculum links

• English — Comprehension: information texts introduce a topic, organise ideas clearly and use visual features such as headings and diagrams.
• English — Writing to inform: informative texts introduce a topic and group related information into simple paragraphs.
• English — Writing to inform: reports and explanations are examples of texts written to inform.
• Communication and language capabilities: students discuss ideas, listen to others, and use evidence from a text to explain their thinking.

Lesson structure (60 minutes)

1. 0–7 min · Hook and prior knowledge. Open with the opening question and image showing a close-up image of a native bird and ask, “What would a reader need to know about this bird?” Students share what they already know, then predict what an information text about the bird might include. Record responses under “facts we might find” and “questions we have”.

2. 7–17 min · Introduce the genre. Display the Author Purpose Anchor Chart and explain that authors may entertain, persuade or inform; today’s text is written to inform. Open the purpose and features slides and explicitly teach the terms title, topic, fact, subject-specific vocabulary, heading and paragraph. Students repeat the terms, match each term to a simple meaning, and give an example where possible.

3. 17–30 min · Read and notice a model text. Distribute the model information text and feature-finding page. Read the short illustrated text, “The Tūī: A Clever Native Bird”, aloud while students follow; reread it together, pausing to notice the title, two headings, paragraphs, facts and words such as nectar, native and mimic. Students circle the title, underline one fact, box a heading and highlight one subject-specific word. Ask: “What is this text teaching us?” and “How does the heading help us?”

4. 30–43 min · Fact or opinion sort. Open the fact-and-opinion instructions and model one sentence: “Tūī have white throat feathers” is a fact because it can be checked. Give the group mixed sentence cards from the worksheet. Students read each sentence, place it under fact or opinion, and explain one choice using the frame, “I think this is a ___ because ___.” Check together, correcting misconceptions such as treating a personal preference as a fact.

5. 43–53 min · Match headings to sections. Display the heading-matching task. Students work as a group to match three headings to short sections from the model text, then justify each match by identifying the main idea. Prompt them to notice that related information is grouped in the same paragraph or section. Invite each student to explain one match to the group.

6. 53–60 min · Review and exit check. Return to the plenary questions. Students complete the final three questions on the worksheet: “What is the purpose of an information text?”, “Name two features”, and “Write one fact from today’s text.” Invite oral responses from students who need them, then revisit the WALT and success criteria. Collect responses to identify the starting point for Lesson 2.

Resources

• the complete information-text teaching deck
• the model information text and feature-finding page
• the Author Purpose Anchor Chart
• Prepared sentence cards for fact-and-opinion sorting
• Prepared heading and section cards
• Highlighters, pencils and coloured markers
• Whiteboard or large sheet of paper
• Optional audio recording of the model text

Assessment

• Listen for whether students can explain that the text’s purpose is to inform, rather than entertain or persuade.
• Check annotations for accurate identification of the title, headings, paragraphs, facts and subject-specific vocabulary.
• Use students’ fact-and-opinion explanations, heading matches and final worksheet responses to plan the next lesson. Note who needs further support distinguishing fact from opinion or identifying a main idea.

Differentiation

• Provide the illustrated model, read the text aloud, pre-teach vocabulary with picture or word cards, and keep the key terms visible throughout the lesson.
• Offer sentence frames: “The purpose is to ___”; “This is a fact because ___”; and “This heading matches because ___.”
• Allow students to respond orally, point to evidence, draw their answer, or work with a partner. Pair readers strategically and provide enlarged text or reduced writing load for students with visual, literacy or fine-motor needs.
• For advanced learners, ask them to independently identify the intended audience and explain how the writer’s choice of vocabulary, headings and level of detail suits that audience.