Informational Text Graphic Organizers
These informational text graphic organizers will meet nonfiction reading standards for 4th, 5th and 6th grades.
You can download this PDF containing 32 informational text graphic organizers for your intermediate reading workshop.
These worksheets will help you address many nonfiction standards in 4th and 5th grades.
This is another free resource for teachers and homeschool families from The Curriculum Corner.
We are sharing a complete collection of 32 free informational text graphic organizers for your intermediate classroom.
This huge collection of 32 graphic organizers is designed to address most of the intermediate informational text standards. They address key ideas & details, craft & structure and integration of knowledge & ideas.
These will be a welcome addition to your reading workshop!
Because this collection contains resources for fourth through sixth grade students, it will also make differentiating easier if you are looking to find similar organizers at different levels.
How to Use These Graphic Organizers
We always suggest modeling each graphic organizer before students are asked to complete one independently. This can make for a meaningful mini-lesson.
Seeing how an organizer is correctly completed will help students fully understand the task they are being asked to complete. It’s also a great opportunity for you to model aloud your thinking as you work.
Model completing the organizer with the help of your students.
Showing students how you think through the process of completing an organizer can help them be successful in the future when completing their own.
It is a valuable lesson because as you complete the organizer, you are sharing your thinking. This then helps them
After completing an organizer as a class, be sure to display the sample so students can use it as a resource when needed.
An option for independent reading time is to create a storage spot for organizers students have been taught to use. They can pick a page that is a good fit for their current book.
Once or twice during the week, students can choose an organizer that fits their current independent reading selection and complete the organizer.
This option gives students choice and encourages some independence.
You will find these ideas covered in these graphic organizers:
Writing questions
You can download this free set of reading graphic organizers here:
Reading Download
As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!
You may not modify and resell in any form. Please let us know if you have any questions.
States & Capitals Matching Cards - The Curriculum Corner 4-5-6
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Preparing Your Reading Workshop - The Curriculum Corner 123
Monday 10th of June 2019
[…] Literature for 4th and 5th Informational Text for 4th and 5th […]
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Tuesday 9th of April 2019
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Monday 20th of August 2018
Hi there, I love all of your products and am so appreciative. Your link for 4 th and 5th Graphic Organizers for informational text is not working. I would love to have these! Mary [email protected]
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Reader's Notebook for Students - The Curriculum Corner 123
Saturday 18th of February 2017
[…] Grades 4-5 Graphic Organizers for Informational Text […]
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Writing informative essays
Plan and write.
Students are prompted to write an informative essay on a topic; a graphic organizer is provided to help them plan the essay.
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Let’s face it. Teaching students how to write an effective expository paragraph or essay is not for the faint of heart. As with any difficult lesson, I tend to rely heavily on graphic organizers. There is something magical about organizing content visually. The material becomes more accessible, which leads to an increase in understanding and successful results. Utilizing graphic organizers for expository writing is no exception. The structure and format of the graphic organizers explained below will work wonders for student confidence and abilities in the expository writing arena.
Explanatory
Whether working with paper and pencil or digitally, it’s important that students have a place to organize their thoughts before diving into their rough drafts. A graphic organizer can do just that. It will get the ball rolling in the right direction. When it comes to expository writing, students need an outline that will allow them to identify the topic with supporting details and concrete examples. It is a simple, yet powerful start to any expository writing assignment.
Informative
The informative graphic organizer works well for responding to informational text. Students are required to identify the main idea, support their choice with several reasons, and follow up with evidence or examples from the written work. In most cases, identifying the main idea will be the hardest part. Once students have pinpointed the main idea, plugging in the rest of the information becomes much easier.
Problem/Solution
When explained or represented visually, expressing a problem and solution becomes relatively easy to accomplish. First, have students identify and clearly explain the problem. After explaining the problem, students should record several steps that can be taken to solve the problem. Stating the problem and next steps will organically lead to a succinct solution. Requiring students to organize the information ahead of time ensures that their writing remains cohesive and easy to follow.
Compare and Contrast
Comparing and contrasting two concepts or items can be done in several different ways. Using a graphic organizer will assist students in figuring out how they will present the information in an orderly and concise format. Students should be required to begin by identifying each item being compared. Following a brief introduction of the items or concepts, students will explain the similarities. After thoroughly explaining the similarities, students move on to discuss the differences between the two items or concepts.
Cause and Effect
The initial step in writing about cause and effect is determining the order of presentation. Will students be presenting several causes and the ultimate effect of those causes, or will students be identifying one cause that led to several different effects? Once that has been determined, students can begin filling in their graphic organizer. The visual aspect of a cause and effect graphic organizer works extremely well for setting up an expository paragraph or essay.
Descriptive
Describing a topic or text is no different than writing a summary. There are many ways to tackle summary writing , but as with all of the graphic organizers mentioned above, clarity is essential. The graphic organizer should assist students in identifying critical information and avoiding extraneous details. It is vital that students understand the importance of each detail leading back to the overarching topic.
Sequence of Events
Chronicling a sequence of events can serve as a great starting point for expository writing. Embedding signal words within the graphic organizer will keep students on track and moving through the events in sequential order. Students begin by identifying the general topic, and follow up with a detailed description of each subsequent step.
Starting the expository writing process with a graphic organizer will provide your students with a road map to their final destination. It will set them up for success while stressing the importance of paragraph structure and organization.
Why reinvent the wheel? Click here to download all of the graphic organizers detailed above in printable, editable, and digital formats from Literacy in Focus on TpT.
EL Education Curriculum
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- ELA G4:M2:U2:L7
Planning to Write an Informative Piece: Synthesizing Research on Expert Group Animals
In this lesson, daily learning targets, ongoing assessment.
- Technology and Multimedia
Supporting English Language Learners
Universal design for learning, closing & assessments, you are here:.
- ELA Grade 4
- ELA G4:M2:U2
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These are the CCS Standards addressed in this lesson:
- RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
- W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.4.2a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
- W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
- L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L.4.3c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
- I can synthesize information from my research notes onto a planning graphic organizer. ( RI.4.9 , W.4.2 , W.4.5 , W.4.8 )
- I can group together facts from my research with related evidence in my informative piece. ( RI.4.9 , W.4.2 )
- Informational Writing Planning graphic organizer ( RI.4.9 , W.4.2 , W.4.4 , W.4.5 , W.4.8 )
| Agenda | Teaching Notes |
|---|---|
| A. Engaging the Writer: Creating an Informational Texts Anchor Chart (10 minutes) B. Reviewing Learning Targets (5 minutes)
A. Guided Practice: Planning the Introduction for an Informative Text (20 minutes) B. Guided Practice: Planning the Proof Paragraphs for an Informative Text (20 minutes)
A. Research Reflection (5 minutes)
A. Choose an Informative QuickWrite prompt in your homework resources to respond to. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. | This is the first in a series of lessons in which students plan and write the informative piece for Part I of the performance task. In this lesson, they discuss elements of informational texts to frame their writing for their informative piece ( , ). In Opening A, students are introduced to a model informational essay. This essay is provided as a model to create a shared vision of what students are aiming for: what constitutes a high-quality informational essay. For teachers, this process informs instruction and planning; for students, it promotes critical thinking, creativity and craftsmanship. The model is referred to throughout the unit as students draft their own essays. Students synthesize their research notes using the Informational Writing Planning graphic organizer. In this lesson, they focus on the Introduction and Proof Paragraphs boxes of the graphic organizer ( , , , , ). The other boxes are completed in later lessons, so they should be left blank for now. Students will use the Informative Writing Planning graphic organizer over the next several lessons. They may be familiar with this graphic organizer from third grade, as it follows a similar format. The My Sources and the Vocabulary from my research to be used are new learning for fourth grade, based on the fourth grade writing standards. Students may benefit from organizing their materials for the informative piece in a writing folder. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to animals and specifically animal defense mechanisms. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. Students needing an extension can plan an additional paragraph for their informative piece, using their Informational Writing Planning graphic organizer, extension research question developed in the first half of the unit, and their research notes. In this module, the habit of character focus is working to contribute to a better world. The characteristic they are reminded of in this lesson is: apply my learning as they begin to plan part of the final performance task. Students use their research on the millipede from Unit 1 and their research on their expert group animals from Lessons 2-5 to begin planning their informative pieces. Students worked with the Informative Writing Checklist throughout Module 1. In this lesson, students review specific criteria from the checklist as they plan an informative piece about animal defense mechanisms. Continue to use Goals 1-3 Conversation Cues to promote productive and equitable conversation. Depending on the expert group, students may have the defense mechanisms for the proof paragraphs determined for them. This first piece of the performance task will be assessed using the Informative Writing Checklist. This checklist is based on the Grade 4 Informative/Explanatory Writing Rubric, which can be found on the . The checklist is introduced in Work Time B and discussed throughout the rest of the unit as students learn about each characteristic. The column "Things to remember in this piece" is designed to help students understand this module's specific content focus. Collect in Categorizing research reading homework from Lessons 5 and 6. When reviewing students' reflections from the Closing and Assessment, look for those who have noticed gaps in their research. Provide them with time to reread their research texts and notes, looking for additional information to add to their Introduction and Proof Paragraph boxes on the Informational Writing Planning graphic organizers. Students will refer to the model informational essay over the next several lessons as they draft each part of their own essay. |
- Post: Performance Task anchor chart; Guiding Questions anchor chart; learning targets.
Tech and Multimedia
- Work Times A and B: Allow students to use an online graphic organizer such as Creately or ReadWriteThink's Webbing Tool to brainstorm, record, or share initial ideas about their characters.
- Work Times A and B: Students complete their graphic organizer in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io .
- Work Time C: Digital research reflection: Students fill out a Google Form or write on a class Google Doc or Google Spreadsheet.
- Audio exit tickets: Students record their ideas in audio through free software or apps such as Voki , Audacity , or Garageband .
Supports guided in part by CA ELD Standards 4.I.A.1, 4.I.A.3, 4.I.B.5, 4.I.B.6, 4.I.C.10, 4.I.C.11, 4.I.C.12, 4.II.A.1, 4.II.B.3
Important points in the lesson itself
- The basic design of this lesson supports ELLs in beginning to make U.S. writing conventions explicit, including the writing process and the "four-paragraph" essay structure.
- ELLs may find the writing process and "four-paragraph" essay challenging. ELLs may not be familiar with these conventions. In fact, many ELLs may be trained in writing conventions that are different. See suggested supports in the lesson.
Levels of support
For lighter support:
- Consider inviting students to participate in the writing process on a monitored social media network, where students plan, draft, and write a topic sentence, send it to a peer, revise it, and publish it.
For heavier support:
- Reassure students: "Today, we are going to learn a lot of new things about writing in the United States. We will learn about the writing process, informative essays, paragraphs, and types of sentences. As you learn, it's okay if you don't understand everything. Don't worry. Ask a lot of questions. We will do this together. Soon, you will understand more, and you will be an even better writer!"
Display and refer to these writing elements:
1. Writing process (plan, write, show a friend and the teacher, change the writing to make it better, share the writing)
2. How to write an informative piece with four or five paragraphs (writing about your expert group animal)
3. Types of sentences (topic and concluding statements and supporting details)
- Prep the Informational Writing Planning graphic by filling out selected portions with appropriate information from the expert group animal. Allow students to address the gaps in information. Alternatively, create an "Information Gap" activity for ELLs by completing half of the graphic organizer (Part A) for one group and completing the other half (Part B) for the other group. Make copies and distribute Part A to half of the students and Part B to the other half. Allow Part A students to mingle, asking questions about their gaps to Part B students, and vice versa. Example: "What details do you have about how the gazelle uses this defense mechanism?" Encourage students to share the information orally and then write the answers independently.
- Offer practice with U.S. writing conventions. Ask students to highlight topic and concluding statements in different colors when they read. Give them lists of varying supporting details and ask them to match them to the correct topic and concluding statements. Scramble the sentences in a paragraph and ask students to sequence them correctly.
- Students will see the Informational Writing Planning graphic organizer again on the End of Unit 2 Assessment. Continually model using this organizer, correct serious errors students make using the organizer, and offer additional practice using the organizer for homework.
- Language structures. Students will be asked to process complex directions during this and subsequent lessons. Highlight language structures that are critical to understanding directions. Examples: "using your expert group animal notes," "select the best evidence to include," "use quotations to explain and support the ideas." Work on comprehension of these structures--for example, by eliciting paraphrases of these structures.
- Multiple Means of Representation (MMR): In this lesson, support learners with auditory processing needs by writing keywords that students use during class discussions on the board as visual cues. Re-teach vocabulary as needed by providing students who may need additional support with a "cheat sheet" they can use to analyze words they see in today's learning targets and in during the lesson.
- Multiple Means of Action & Expression (MMAE): Support strategy development for writing by reviewing the steps of the writing process. Provide students with an individual "cheat sheet" that includes each step and blank space for them to draw a sketch that will help them remember what to do during that step in the writing process. Let them know that they will be working on the planning step during today's lesson. Show these students a sample of an informative piece so that they can see what they are working toward in terms of length and organization of the writing.
- Multiple Means of Engagement (MME): Support sustained engagement and effort by inviting students to recall and share the goal for the work they are doing during this lesson. Recall that students who may struggle with sustained effort and concentration are supported when these reminders are built into the learning environment.
Key: (L): Lesson-Specific Vocabulary; (T): Text-Specific Vocabulary; (W): Vocabulary used in writing
- physical description (L)
- Model informational essay (one per student and one to display)
- Informational Texts anchor chart (new; co-created with students during Opening A)
- "Fight to Survive!" (from Unit 1; one per student and one to display)
- Performance Task anchor chart (from Unit 1, Lesson 1)
- Working to Contribute to a Better World anchor chart (from Unit 1, Lesson 1)
- Equity sticks
- Guiding Questions anchor chart (begun in Unit 1, Lesson 1)
- Expert Group Animal research notebooks (distributed in Lesson 1; one per student and one to display)
- Organizing Research note-catcher (from Lesson 5; pages 17-18)
- Informative Page Directions (one per student and one to display)
- Informative Writing Checklist (one per student and one to display)
- Informational Writing Planning graphic organizer (one per student and one to display)
- Informational Writing Planning graphic organizer (answers, for teacher reference)
- Millipede Informational Writing Planning graphic organizer (for teacher reference)
- Domain-Specific Word Wall (begun in Unit 1, Lesson 2)
- Index cards (one per student)
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
| Opening | Meeting Students' Needs |
|---|---|
| Distribute and display the . Invite students to follow along, reading silently in their heads as you read it aloud. Invite students to turn and talk with a partner. Ask, and then ask for volunteers to share out:
Work with students to reflect on the elements of informational texts to create an by inviting them to take out their text and to consider their expert animal web pages and the model informational essay. Invite students to turn and talk with a partner. Ask, and then ask for volunteers to share out:
Collect students' ideas on the Informational Texts anchor chart. Be sure the following characteristics are included: Tell students that when they write their informative piece for Part I of the performance task, they should include these characteristics. | For students with may need additional support with background knowledge: To ensure that all students are able to participate fully in the discussion about informational texts, check for understanding about texts in advance. (MMR) For ELLs: Repeat the questions "What is the purpose of informational texts?" and "What do these texts have in common?" Rephrase the questions. Example: "What is an informational text? Why do we write them?" For ELLs: Mini Language Dive. Highlight language structures that are critical to understanding the characteristics. Example: are focused on the same topic throughout the piece." Work on comprehension of these phrases--for example, by eliciting paraphrases of these structures and asking questions about them: found at sites ..." "What does 'is found' mean?" (lives)
Illustrate these terms with a visual on the board: Main idea: "Gazelles protect themselves." Paragraph 1 : "Gazelles protect themselves by pronking." (+ 3 or 4 supporting sentences) Paragraph 2 : Gazelles protect themselves by communicating with other gazelles. (+ 3 or 4 supporting sentences)
|
| Direct students' attention to the and remind them what they are working toward in this module: an informative piece about their expert group animal in this unit and a narrative featuring their expert group animal in Unit 3. Focus students on the , specifically apply my learning. Remind students that they will be applying what they learned through writing this performance task. Point to the second bullet point of the prompt ("an informational page ..."). Tell students they are now ready to begin planning and writing the informational page. Use to call on a student to read the second bullet of the prompt aloud. Ask, and then use equity sticks to call on students to share: Ask, and then use equity sticks to call on students to share: Tell students that before they can begin writing, they will need to plan their writing. Direct students' attention to the posted learning targets and read them aloud as students follow along, reading silently in their heads: Tell students they just worked toward the first target when they created the Informational Texts anchor chart. Answer any clarifying questions about the remaining targets. | For students who may need additional support with visual perception: Offer individual copies of the Informational Texts anchor chart. (MMR) For ELLs: Repeat and rephrase questions. For ELLs: Mini Language Dive. Highlight language structures that are critical to understanding the posted learning targets. Example: "I can identify characteristics of informative writing." Work on comprehension of these structures--for example, by saying: "Please identify one characteristic of informative writing." (to teach a reader about a topic) Paraphrase the structures. Example: "I can tell you about the things you find in informative writing." |
| Work Time | Meeting Students' Needs |
|---|---|
| Frame this part of the performance task by asking, and then cold call students to share out: Remind students that "How do animals' bodies and behaviors help them survive?" is one of the guiding questions for the module. Draw students' attention to the . Use equity sticks to call on a student to read the second question aloud. Explain that in this unit, students have been working on understanding how writers use research to inform their readers. Refer to the Informational Texts anchor chart and ask, then call on volunteers to share: Point to the fourth bullet point on the Informational Texts anchor chart and read it aloud: Tell students that now that they have researched their expert group animals, they are ready to begin planning and writing their informative piece. Review the steps of the writing process by asking: Tell students that researching is part of the planning process; writers need to learn about their topic before they can write about it. Refer to the second bullet point of the performance task prompt and ask: Invite students to take out their and refer to their . Remind them that in Lesson 5, they organized their research into these categories. Ask: Explain that students will now have a chance to organize their research notes onto a planning page so the information for their writing is all in one place. Ask: Distribute the and display a copy. Invite students to independently read the directions. Answer any clarifying questions. Distribute the and display a copy. Explain that this checklist will be used to assess their writing. Point out the following characteristics on the checklist: L.4.3b Underline "Information is grouped in paragraphs and sections" and ask: If productive, cue students to expand the conversation by saying more: Display and distribute the . Tell students they will use this graphic organizer to plan their informative piece; explain that using it will help them include all the criteria outlined in the directions. Use equity sticks to call on students to read the headings and prompts in each box on the Informational Writing Planning graphic organizer. Answer any clarifying questions. Point out the structure of the informative piece: It will have an introductory paragraph and two proof paragraphs, with a concluding statement at the end of the second proof paragraph. Ask students and select volunteers to share their responses with the whole group:
If productive, cue students to provide reasoning: Point out the My Sources box. Explain that authors of informative pieces always research the topic they are writing about and list their sources at the end of their writing. Remind students that they have been keeping track of their sources in their Expert Group Animal research notebooks. Tell them that as they use the Informational Writing Planning graphic organizer, they should write down their source in the My Sources box. Explain that before completing the graphic organizer for their expert group animal, students will work through an example together for the millipede, based on the model informational essay. Model using the planning graphic organizer. Refer to the as needed. As you model, be sure to: . Invite students to independently look through their notes for information for their introduction paragraphs. Remind them to record their sources in the My Sources box. Circulate and support as needed. Refer to the . After 5 minutes, bring students back together whole group. Reassure students that if they have not finished planning the introduction paragraph, they will have time later in the lesson. | For students who may need additional support with information processing: Provide a copy of the Informative Writing Checklist that specifies each characteristic. (Example: Where the checklist says, "My focus shows that I clearly understand the topic or text and is well supported with evidence from reliable sources," write "animal defense mechanisms" above "the topic or text."). Write in the exact title of the text the student used above "reliable sources." Specify all aspects of the checklist in a similar way. (MMR, MMAE) For ELLs: Say: "In the United States, many writers do the same thing to help them write well. It's called the writing process. The writing process is ..." On the board, write:
For ELLs: Mini Language Dive. Highlight language structures that are critical to understanding the second bullet of the Performance Task anchor chart and the characteristics in the Informative Writing Checklist. For ELLs: Ask: "Why do we want to group or organize the information in our writing?" (to make it easier to read; to make it stronger) |
| Tell students they will now plan information for their proof paragraphs. Model deciding on the two defense mechanisms to write about and adding details to the Millipede Informational Writing Planning graphic organizer. As you model, be sure to: Invite students to independently look through their notes for information for their proof paragraphs. Remind them to look for information about their animal's defense mechanisms and how a predator would respond to the defense mechanisms, and to record any new sources they are using in the My Sources box. Tell students that if they have not finished planning their introduction paragraph, they can do that now. Circulate and support as needed. After about 15 minutes, bring students back together whole group. Tell them they will now have a chance to reflect on their work. If productive, cue students to think about their thinking: Focus students on the learning targets. Read each one aloud, pausing after each to use a checking for understanding protocol for students to reflect on their comfort level with or show how close they are to meeting each target. Make note of students who may need additional support with each of the learning targets moving forward. Repeat, inviting students to self-assess against how well they applied their learning in this lesson. | For students who may need additional support with writing fluency: Invite students to add to their writing by asking, "How do you know that?" to encourage them to go back to the text and find details or quotes that they could use to support their thinking. (MMAE) |
| Closing | Meeting Students' Needs |
|---|---|
| Ask students to keep out their Informational Writing Planning graphic organizers and distribute . Invite students to record their name and respond to the following on their index card: Collect students' index cards to review. | For students who may need additional support in making connections: Have developing writers circle or highlight places on their Informational Writing Planning graphic organizer that show gaps in research rather than writing these research needs out on the index card. This will help them connect their research directly to the informational writing. (MMAE) For ELLs: Repeat the question "What information do you need to research further?" In addition, rephrase the question: "Where do you need more information? How can you research to make your paragraphs stronger?" |
| Homework | Meeting Students' Needs |
|---|---|
|
| For ELLs and students who may need additional support with reading and writing: Refer to the suggested homework support in Lesson 1. (MMAE, MMR) |
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How to Teach Informative Writing
n this post, I share 5 tips for How to Teach Informative Writing and provide details about my Informational Writing Unit resources for for Kindergarten, 1st and 2nd grade students. Be sure to download 3 FREE Informational Writing Graphic Organizers!
We write for a variety of purposes. The most popular are to inform, entertain, explain, or persuade. While we teach our students to write for each of these different purposes, the ability to effectively write an informative piece of writing is a highly important skill for students to learn. It is one of the most common types of writing we use in our everyday lives.
Today I’m excited to share 5 tips for teaching informational writing, as well as a valuable resource that has everything you need to teach informative writing to your kindergarten , first grade , or second grade students!
1. Read Informative Writing Mentor Texts
As a teacher, you may “Start with the end in mind” when you plan out your units of study, but it also applies to students learning about different genres of writing. Before you can ask your students to write in a genre that is new to them, you must first immerse them in it.
So to begin your informational writing unit, you’ll want to share lots of quality informational texts with your students. These mentor texts provide students with excellent examples of informational writing. As you read them aloud, highlight the way the author structures their writing and the features they include to help make their writing more clear for the reader. All of these things will help students better understand what type of writing we are asking them to do.
When you’re picking informative mentor texts to share with your students there are a few things to consider . First, do you (the educator) think it is excellent? Second, is it easy for your students to understand? And finally, is it relevant to the type of writing you are teaching? If you answer “Yes!” to all three, then you’re good to go!
To help you out I’ve created a list of excellent mentor texts you can use when teaching Informative Writing to kindergarten, first, or second grade students.
A List of Informative Writing Mentor Texts:
Gail Gibbons
- The Moon Book
- The Pumpkin Book
Nicola Davies
- One Tiny Turtle
- Big Blue Whale
- Bat Loves the Night
- Surprising Sharks
Jim Arnosky
- Slither and Crawl
- Frozen Wild
- Beachcombing: Exploring the Seashore
Diana Aston
- An Egg is Quiet
- A Beetle is Shy
- A Seed is Sleepy
- A Rock is Lively
I’ve saved all these titles on one board so you can easily take a closer look at these mentor texts. Click here to see this list on Amazon .
2. Model Your Own Informational Writing
Never underestimate the importance of modeling! It’s the most powerful tool in your arsenal.
When teaching informative writing first model how to choose a topic. Picking a topic is fun and easy because you get to choose something you already know a lot about!
Remind students that they are already experts in so many areas!! This can be a big confidence booster for kids who might normally struggle to come up with ideas to write about. Use think alouds to show them how you brainstorm a list of topics you already know a lot about and show them how you narrow it down to one.
Next, model how you gather information and organize your ideas. For informative writing you can show them how you use your prior knowledge, as well as pull important information from outside resources like books and websites.
Finally, reread your work aloud and show students how you catch silly mistakes such as spelling, capitalization or punctuation errors. You can also show how you add more details to make your piece more informative for your reader.
3. Use Anchor Charts
You want your students to know that when they write an informative piece they are sharing facts, or true information, with their reader. They are not sharing their opinion. It is important to take time to review fact vs. opinion with your students. You can create an anchor chart that clearly defines fact vs. opinion and then practice determining if different statements are facts or opinions.
You will also want to create an anchor chart using the writing you model. This will serve as another example of excellent informative writing. As a class, add labels to identify the topic sentence, supporting facts/details and the closing sentence in your shared writing.
Post these anchor charts in your writing center so your students can refer back to them and use them as support as they write their own pieces.
4. Allow students to edit and share their writing
Provide a good writers checklist at your writing center. For informative writing you’ll want the checklist to include items such, “Does my writing have a topic sentence?” “Did I include enough facts?” and “Do I have a closing sentence?”, as well reminders to check for spelling, capitalization, and punctuation errors.
Give students the opportunity to share their writing with others! Pair students with partners and let them read their pieces to each other.
You can teach them to provide each other with a bit of feedback by encouraging them to use sentence starters such as, “I like the way you….:” , “I learned that….” or “Your writing made me wonder….”. Of course, this is also something you’d first want to model. Posting these sentence starters in your writing center provides support and helps to keep students focused and on-task.
5. Provide Daily Opportunities for Students to Write
As with all things, writing takes PRACTICE! Informative writing requires students to do a lot of hard work. It requires that they think carefully about their purpose for writing. Then they must plan what they’ll say and how they’ll say it.
Finally, they’ve got to get it down on the paper in a way that is clear for the reader. That’s a lot for a young child!
Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. When you think about your daily instructional schedule, make sure you are giving your students ample opportunities to practice their informational writing through whole group instruction, small groups and/or through independent practice in writing centers.
Informative Writing Unit For Kindergarten, First, and Second Grade Students
We know informational writing requires a lot from students, but planning these informative writing units is also A LOT of work for you as the teacher!
To help you out I created informative writing units that have the essential resources you need to teach and students to independently practice informational writing! These units are a perfect addition to your literacy work in writing centers.
Today I’m excited to share with you the details about my Kindergarten Informative , 1st Grade Informative, and my 2nd grade Informative writing units!
These units were developed with standards-based research specific to each grade. They have EVERYTHING you need to give your students ample amounts of practice writing informational pieces. You can use them within whole class or small group lessons, or as a literacy center where students can practice independently!
What’s Included in these Informative Writing Resources?
The kindergarten , first grade, and the second grade resources all include information to help you teach the unit, as well as mini-lesson to provide your students a review of informative writing. You’ll get a list of suggested mentor texts and online resources, academic vocabulary posters, a printable fact vs. opinion anchor chart, and graphic organizers appropriate for each grade level.
The kindergarten resource also includes the materials needed for students to create seasonal writing mini-books . Each mini-book comes with traceable sentence stems and a picture supported vocabulary word bank. This helps your young writers brainstorm ideas for what to write about and support their spelling.
You’ll also get an editing checklist that is specific to informative writing but also appropriate for the kindergarten level.
Instead of a seasonal mini-book, the first grade and second grade resource comes with seasonal writing prompts . You’ll get 5 informative writing prompts for each season, so you can practice informative writing all throughout the year.
The prompts are both PRINTABLE & DIGITAL. The digital version has been PRELOADED for you, with 1 click add them to your Google Drive or upload them to SeeSaw.
Each seasonal prompt also comes with publishing paper that includes a story specific vocabulary bank to provide spelling support and help students get ideas for what to write about.
Finally, you’ll also get a self-editing checklist and rubric that have both been made specifically for informative writing. This rubric can be used to help guide students as they work on their pieces, and/or as a self-assessment tool.
I love these resources because they can be used in so many different ways. They offer opportunities for students to practice informative writing as a whole class, in small groups, as a literacy center activity, for homework, or as a meaningful activity for when you have a substitute teacher! They provide k-2 students with all the practice they need to master informative writing!
FREE Informational Writing Graphic Organizers
Are you ready to begin teaching informative writing in your classroom? To help get your students started, I am happy to offer you 3 FREE informational writing graphic organizers! Download them here!
Helping your students to develop their ability to explain their ideas and share information with others is a valuable academic and life skill they will use well beyond the walls of your classroom. I hope the information and resources I’ve shared today will help to bring stronger informative writing instruction and more meaningful practice to your kindergarten, first and second grade classrooms!
Be on the lookout for my next post that will focus on another genre… Opinion Writing ! I’ll share information and tips for teaching opinion writing, as well as give you details about my Opinion Writing Units for Kindergarten , First and Second grade students!
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Printable Informative Essay Structure Worksheets
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| to print. Line-by-line color-coded organizer to familiarize students with the nuts and bolts of basic essay-writing and organization. This chart shows students line-by-line how to write an essay. Teachers give students this sheet, and students proceed to fill it in. Once this sheet of essay notes has been completed, students use it to create a five-paragraph essay. This sheet is especially useful with students who have little or no experience with formal writing. Check out more of our free . |
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Browse free 4th grade informational text graphic organizers on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.
These informational text graphic organizers will meet nonfiction reading standards for 4th, 5th and 6th grades. Free from The Curriculum Corner.
Below I have provided different kinds of graphic organizers for writing that are free and printable based on grade level. Don't feel restricted by the grade-level labels on these. If you feel like your 2nd graders could benefit from one of the 4th grade organizers, go ahead and download them.
This cute hamburger graphic organizer helps your students write an expository/classification paragraph with a topic sentence, a 3-part body paragraph as well as a closing sentence. This graphic organizer also includes transition words to help your students link sentences smoothly. 1 st - 6 th. Writing, Writing-Essays, Writing-Expository.
Informational Writing Graphic Organizer. Young writers will review the basic structure of an informative essay, including the topic sentence, supporting details, and a conclusion, as they complete this graphic organizer. Designed for third and fourth graders, this template offers a useful framework for students as they learn to plan and ...
Printable 4th Grade Informative Essay Structure Worksheets. Young writers map out their essays with the help of this graphic organizer. Click the checkbox for the options to print and add to Assignments and Collections. Young writers will review the basic structure of an informative essay, including the topic sentence, supporting details, and a ...
This cute hamburger graphic organizer helps your students write an expository/classification paragraph with a topic sentence, a 3-part body paragraph as well as a closing sentence.
Students are prompted to write an informative essay on a topic; a graphic organizer is provided to help them plan the essay. Free | Writing | Worksheets | Grade 4 | Printable
Browse our printable 4th Grade Language Arts and Writing Graphic Organizers resources for your classroom. Download free today!
4th grade Reading & Writing Worksheet Informational Writing Graphic Organizer Worksheet Informational Writing Graphic Organizer Young writers will review the basic structure of an informative essay, including the topic sentence, supporting details, and a conclusion, as they complete this graphic organizer.
Seven different types of expository writing graphic organizers! Writing worksheets for multiple expository formats including informational, explanatory, descriptive, problem/solution, cause/effect, sequence of events, and more are included!
Informational Writing Planning graphic organizer (one per student and one to display) Informational Writing Planning graphic organizer (answers, for teacher reference)
Browse our printable 4th Grade Writing Graphic Organizers resources for your classroom. Download free today!
Browse free informational text graphic organizers on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.
Following the instructional portion of the unit, students independently read two texts and view an informational video about hurricane technology and use the three sources to write an informational text about improvements in hurricane technology.
List and sketch things that will make good diagrams or illustrations. Close with an interesting fact, question, or quote about your topic. udentreasures®. Text and design by The Educ Note to the teacher: Have each student use a copy of the organizer to plan and then write a two-page informative essay.
This graphic organizer successfully leads students to writing an informative essay with 2 body paragraphs, introduction and conclusion. It also includes sentence frames which are great when students are struggling with voice in their writing.
How to Teach Informative Writing n this post, I share 5 tips for How to Teach Informative Writing and provide details about my Informational Writing Unit resources for for Kindergarten, 1st and 2nd grade students. Be sure to download 3 FREE Informational Writing Graphic Organizers!
Browse Printable Informative Essay Structure Worksheets. Award winning educational materials designed to help kids succeed. Start for free now!
Line-by-line color-coded organizer to familiarize students with the nuts and bolts of basic essay-writing and organization. This chart shows students line-by-line how to write an essay.
Use this free nonfiction graphic organizer to help your students identify the main idea and supporting details and summarize informational texts. You can pair the graphic organizer with any nonfiction passages or articles in your speech therapy room or classroom.
STAAR expository essay graphic organizers to help struggling students succeed on the 4th grade writing test. DESCRIPTION There are 4 graphic organizers and a final copy page.