Reading and Writing Informational Texts, by Sarah Jennings

Teaching Focus
Reading, understanding, and writing informational texts.
Students will:
Students will essentially learn how to learn from informational texts. Students will
read and understand informational texts, and by the end of the lesson be able to
write an informational text. Students will apply the skills theyve learned by
independently reading informational texts, and then extending those skills to writing
an informational text.
Teaching Strategies: Shared Reading of Informational Texts
Thinking aloud, modeling, anchor chart, providing examples of success, check lists,
graphic oganizers, clarifying questions, producing informational text.
Materials
*All graphic organizers are at the end of this document*
Informational texts:
http://magazines.scholastic.com/Top-News/2015/04/a-big-bright-bug-discovery
http://magazines.scholastic.com/Top-News/2015/04/a-volcano-erupts-in-chile
www.scholastic.com
Graphic Organizers: Definitions with Dice, What Ive Read Create a Mini
Magazine, Create a Mini Magazine Planning Sheet
3 Die for every table group

Curriculum Expectations:
Grade 5
By the end of this lesson plan, students will have demonstrated:
Reading: 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.2
Writing: 1.3, 1.4, 1.5, 1.6, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8
Differentiated Instruction:
- Students are working in groups throughout the lesson plan to learn from one
another .
- Culminating task allows student to work individually, or with a partner. This
provides the opportunity for teacher to suggest beneficial partnerships.
- Reading/Research/ Writing based on interest
- Multiple resources of reading levels provided in librarian
- Assistance of teacher librarian to assist with research etc.
- Culminating activity can be modified for students who require it, and can be
assessed differently for some students.
- Certain sessions can be repeated for students who require it.
Instruction:
Session 1: Learning about informational texts
- Before Reading: As a class, we review the differences between fiction and
nonfiction texts are discussed using a venn diagram. Then, we discuss things
weve read as a class in the past and decide whether or not they are fiction,
or non-fiction and why. Lastly, we discuss the purpose of informational texts.
Discuss main ideas, facts, diagrams, and captions.
- During Reading: Project the article onto a whiteboard or projector so that
students can read with you. Provide a photocopy of the article as well. Tell
students that they do not have to follow along with you as you go, but that

they should have two different coloured highlighters ready. Read the article
aloud. As you go, use the highlighter to highlight difficult words with one
colour, and facts that weve learned with another. After each paragraph,
model comprehension by thinking out loud about the purpose of each
paragraph and what weve learned from it.
- After Reading: Using the highlighted article as a reference, discuss facts we
learned that we didnt know before. Summarize our thoughts using a mindmap. Discuss strategies that helped us understand (highlighting, defining,
synonyms, using a glossary, analysing diagrams, etc.
Resources:
http://magazines.scholastic.com/Top-News/2015/04/a-big-bright-bugdiscovery
Session 2: Defining words from informational texts
- Before Reading: Discuss strategies and resources that help us to better
understand words we have trouble with (thesaurus, and dictionary) and how
to use them. Ask students to shout out random two syllable words that they
think might stump the rest of the class in terms of meaning, then use a
dictionary and thesaurus to define a couple of their suggestions. Use those
words in a sentence.
- During Reading: As a class we will read another example of an
informational text while also highlighting words we come across during our
reading that we might not understand right away. We define these words
using a dictionary verbally, and record the word on the board for later (but
not the definition!) Have students whose job it is to man the dictionary.
- After Reading: Dice Activity. Number the words weve defined from our
reading from 1 to 6 using the graphic organizer Definitions with Dice.
Students get into pairs and roll 3 die. The partners write a sentence for each
numbers corresponding word on the back of their graphic organizer. Then
we will share an example of a sentence for each word as a class. Make sure
to model how to use the graphic organizer. Assess graphic organizers for
progress.
Resources: http://magazines.scholastic.com/Top-News/2015/04/a-volcanoerupts-in-chile
Graphic Organizer: Definitions with Dice (at the end of this document)
Session 3: Introduction to write informational texts.
- Before Reading: Discuss with students what someone would need before
they wanted to write an informational text about a topic. Write their ideas on
the board. Ask questions like: What materials do they need? What do they
need to do? What resources can they use for research? What kinds of
subjects do you think YOU would like to write about? Write suggestions on
board. Review graphic organizers; their purpose and how to use them
effectively.
- During Reading: Provide a variety of informational texts for students to
choose from. Have students choose one that interests them and read them
independently. Have students highlight facts that theyve learned from the
text in one colour, and highlight words they need to define with another.
Have students define their chosen words in logs, or journals (whatever your
class typically uses.)
- After Reading: Have students fill out the graphic organizer entitled What
Ive Learned independently. Rotate around the classroom and assess student
work. Conference with ELL/ESL students, and students who may be having

difficulty. Have students write in their journals about what theyve learned
from the text. Have them write specifically on what interested them the most,
and if theyd be interested in learning more about this topic in the future. Ask
them what strategies they found most helpful for before, during, and after
reading. Assess graphic organizers, defined words and journals. This activity
should not be rushed and therefore might take more than one session.
Resources: Resources can be found at www.scholastic.com
You can repeat this session for students who need to practice these skills.
Session 4: This class will take place in the library. You may need the
assistance of the teacher librarian for this session.
- Before Reading: Review the difference between fiction and non-fiction
texts, and then the characteristics of informational texts. Show students
where the non-fiction section is in the library. Discuss what kinds of books are
informational texts (newspapers, magazines, textbooks, nonfiction books,
etc.) Allow students to choose an informational text to read from on a topic of
their choice. Tell students that they must have the text approved by you
before they sign it out.
- During Reading: Circulate while students read independently. Conference
with students who need extra support. Ask them what they are reading
about, what they have learned so far, what are the main ideas of the text, if
they have defined any new words, etc.
- After Reading: In their journals, have them summarize what theyve
learned while following your suggested format. Have them include main
ideas, facts, and at least one diagram with a caption and what they learned
from that diagram. Provide the format for them on an anchor chart.
This session can be repeated until your students have a firm grasp on
researching informational texts.
Session 5: Have Post-it notes with different topics/interests on the white
board as a hook for your students. Some interests may be repeated on
multiple Post-it notes. Part of this class will take place in the library.
- Before Reading: Explain to your students that you have been reading their
journals and that you have learned about what interests them. Tell them that
you have recorded these interests, and written them down on the sticky
notes on the board. Explain to students that they will be creating their own
mini-magazine on a topic they choose from the board. Students may choose
to work with a partner, or independently. (After this discussion, firmly
suggest partnerships to students that will benefit from it). Go through the
graphic organizer Create a Mini Magazine with students. Discuss
expectations and success critiera with students. Show examples from:
http://www.teachingwithamountainview.com/2014/02/nonfiction-textstructures-features.html Have students choose their partners if they want
one, and then a topic from the Post-it notes from the board.
- During Reading: Have students read their informational text using the
strategies they learned earlier on. Have students record their research in
their journals and on their planning sheet entitled Creating a Mini Magazine.
- After Reading: Have students start their planning sheet, rough copy, and
then final copy. Rough copies can be completed in their journals. Final copies
can be laminated and put in the reference section of your classroom. You can
also do gallery walks where students can read their peers informational texts
and complete the quizzes. Students can also present their mini magazines.
Resources: Graphic Organizers: Create a Mini Magaine, Create a Mini

Magazine Planning Sheet

*Some students may desire to use the internet for this project. This may
require a mini lesson on what kinds of websites are acceptable for
research. The teacher librarian can assist with helping students to choose
websites to research from.
This culminating assignment allows students to apply their knowledge of
informational texts to create one in the form of a mini magazine. This
provides an opportunity for assessment of learning.
*This session will take more than one day/session.

Definitions with Dice!

Fill in the chart below with words you need to define from the text weve read as a
class. Be sure to fill out the definition AND synonyms column.
Word

Definition (from dictionary)

Synonyms (from thesaurus)

Roll 3 die, and record the numbers you get: ______ _______ ______
Now, write a sentence for the word that is matched with each those
three numbers (see the numbers in your chart beside the word you
defined.) Write your sentences on the back of this page

Informational Text

Create a Mini Magazine!

Your assignment is to create an informational magazine about a topic of your
choice. Your topic must be one of the suggestions from your teacher.
Topic: __________________________________________________________________
You must include the following text features in your magazine article:
3-5 articles about your topic. For example, if your topic is about the ocean,
your articles might be on scuba gear, underwater mammals, sharks, and coral
reefs.
At least two pictures (printed or drawn)
Captions for each picture
A glossary of terms (be sure to be specific to your topic)

 Engaging and eye catching creativity (think font, colour, pictures, highlighted
text, etc.)
2 Sidebars (think about it as spending extra time to help readers better
understand something important).
A quiz at the end of your article with 5 questions that can be answered after
reading your informational text. Try to challenge your fellow students!

A planning sheet has been attached to this assignment. Make sure to use your
planner and have it checked by your teacher at regular intervals in order to be
successful. After your planning sheet, complete a rough copy of the assignment.
Once both your planning sheet, and rough copy have been approved, you may begin
your rough copy.

This handout/assignment was adapted from:

http://www.teachingwithamountainview.com/2014/02/nonfiction-text-structures-features.html

Create a Mini Magazine Planning Sheet

Topic:________________________________________________
Article Titles (Complete 3 to 5 articles on your topic):
1.
2.
3.
4.
5.
Sidebars:

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Glossary:

Quiz Questions:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Checklist:

I have 3 to 5 well written articles with bolded words that can be defined in my glossary.
I have at least two diagrams with captions.
I have created an engaging magazine article using fonts. colour, pictures, etc.
I have checked my work for spelling and grammar.
I have provided my readers with a glossary of terms.
I have challenged my readers with a quiz.
I have included a list of the resources I used with titles and authors.
I have had my planning sheet and rough copy approved by 2 peers, and my teacher.
Peers: _______________________ _________________________
Teacher sign off to start good copy: ______________________________________
List of the resources I used:
Title:______________________________________________________
Author:_____________________________________________________
Title:______________________________________________________
Author:_____________________________________________________

Title:______________________________________________________
Author:_____________________________________________________

Title:______________________________________________________
Author:_____________________________________________________

Title:______________________________________________________
Author:_____________________________________________________

Title:______________________________________________________
Author:_____________________________________________________
Resources:

(2008). A Guide to Effective Literacy Instruction Grades 4-6, Volume 5 Reading.

Ministry of Education.
(2004). Literacy for Learning; The Report of the Expert Panel on Literacy in Grades 4
to 6 in Ontario. Ministry of Education.

Teaching With a Mountain View: Nonfiction Text Structures & Features Cumulative
Assignment. (2014, February 6). Retrieved May 10, 2015, from
http://www.teachingwithamountainview.com/2014/02/nonfiction-text-structures-features.html