Writing Better Paragraphs

Overview

In this final lesson of Building Information Texts, students use their plan to draft, revise, edit, publish and share an information paragraph. They apply the unit learning about topic sentences, supporting details and conclusions, while checking factual accuracy, sentence punctuation, spelling and vocabulary.

Learning intentions

• WALT write a clear information paragraph for a reader.
• WALT revise our ideas, structure and word choices.
• WALT edit spelling, capital letters and sentence punctuation.
• WALT explain an improvement we made to our writing.

Success criteria

• I can write a clear topic sentence.
• I can include related facts in a logical order.
• I can use a concluding sentence.
• I can edit punctuation and spelling and explain one improvement I made.

Curriculum links

• Writing to inform: writing a paragraph with a topic sentence, supporting details and a concluding sentence.
• Revising and editing: checking spelling, capital letters and punctuation so sentences are clear.
• Sentence structures, grammar and punctuation: using joining words such as because, when and if to add supporting ideas.
• Communication and language: sharing ideas clearly and responding constructively to feedback.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and notice. Open with the hook and learning intention slides and display a short model paragraph about an age-appropriate topic, such as How bees help plants. Read it aloud once for meaning, then again while students identify the topic sentence, facts and conclusion. Students briefly explain what makes the paragraph easy to understand.

2. 7–15 min · Model revising and editing. Use the model paragraph and editing slides to think aloud while improving a deliberately untidy paragraph. Model checking: “Does this fact belong?”, “Is the order logical?”, “Can I choose a more precise word?”, “Does every sentence begin with a capital letter and end with punctuation?”, and “Is each word spelt as accurately as I can make it?” Include one example using because, when or if. Students suggest improvements and justify them.

3. 15–27 min · Draft from a plan. Distribute the paragraph planning and drafting worksheet. Students choose a familiar information topic from the unit, or continue with a previously prepared plan. They write a topic sentence, three related facts in a sensible order and a concluding sentence. Confer individually with students, prompting them to reread each sentence aloud and check that every fact supports the topic.

4. 27–38 min · Revise for meaning and structure. Students reread their draft quietly, then use a coloured pencil to mark the topic sentence, supporting facts and conclusion. They check that information is factually accurate, remove repeated ideas and improve one word or connective. Students may use the Text Structure Checklist as a peer-review tool, discussing one strength and one next step with a partner.

5. 38–48 min · Edit with a read-aloud routine. Model the routine: read aloud slowly, pause at each sentence ending, circle missing capitals or punctuation, underline words to check, then use a word bank, classroom dictionary or known spelling pattern. Students edit their own paragraph, with a partner reading it aloud to help identify unclear sentences. They record one specific improvement on the worksheet.

6. 48–56 min · Publish and share. Students produce a neat final paragraph on the publishing section of the paragraph planning and drafting worksheet, adding a heading if ready. In a small circle, each student reads their paragraph aloud and names one improvement they made. Listeners give one positive, specific response, such as “Your facts were in a clear order.”

7. 56–60 min · Reflect and exit. Return to the success criteria and reflection slide. Students show fingers or thumbs to indicate which criteria they met, then complete a brief oral or written reflection: “One improvement I made was … because …” Collect the worksheet for assessment.

Resources

• the complete information-paragraph teaching deck
• the paragraph planning and drafting worksheet
• the Text Structure Checklist
• Topic plans or notes from the previous lesson
• Age-appropriate topic word bank
• Classroom dictionaries or learner dictionaries
• Coloured pencils or highlighters
• Publishing paper or exercise books
• Pencils, erasers and a whiteboard

Assessment

• During drafting, confer with each student and check whether the paragraph has a clear topic sentence, related facts in logical order and a conclusion.
• During peer review and editing, listen for students identifying factual, structural, spelling or punctuation improvements rather than only correcting handwriting.
• Use the final paragraph and reflection to record achievement against the success criteria, noting whether the student can explain one purposeful improvement.

Differentiation

• Provide the worksheet scaffold with sentence starters such as “___ are important because …”, “Another fact is …” and “This shows that …”. Offer a topic word bank and allow students to refer to their plan or unit texts.
• Use a read-aloud editing routine, teacher scribing, shared writing, speech-to-text or oral rehearsal before writing for students who need support with transcription, language processing or fine-motor demands.
• For EAL learners, pre-teach key topic vocabulary with pictures or examples, rehearse sentences orally, and pair them with a supportive peer. Accept oral sharing alongside a written or dictated paragraph where appropriate.
• Provide short teacher conferences for students who need help separating facts, ordering ideas or checking accuracy. Extension students can add a suitable heading, use precise connectives and write a second paragraph developing a related idea without repeating information.

Extension

• Add a heading that tells the reader exactly what the paragraph is about.
• Replace general connectives with precise choices such as because, for example, also or as a result.
• Write a second paragraph that develops a related idea, using a new topic sentence and avoiding repeated information.