• Mrs. Summers

Teaching Informative writing during Non-Fiction Informative Writing

Dear families!


My name is Mrs. Summers, and I am the 3rd and 4th-grade teacher at the Learning Tree STEM Arts School.


A lot has changed in the classroom since Covid-19 affected our lives. While I may not love all the changes, one shift I do think is positive is the great emphasis on collaboration from the parents. I want to take this time to thank all the parents who helped make this project a success. Thank you, Ms. Thomas, Mrs. Dexter, Mrs. Rivera, and Ms. Yolanda, for your help.


For this post, my purpose was to teach my class about text features and promote handwriting in a social distance environment.


For our informative non-fiction unit, the 3rd and 4th-grade class published a book using text features. Each student researched a topic of their interest using Epic (e.g., Children’s digital library). During this unit, the class constructed a book that included labels, captions, table of content, diagrams, zoom-in, glossary, compare and contrast, chapters, introduction, conclusion, how-to, and sources. There was a lesson for each text feature and an assignment. Once the lesson concluded, each student had an assignment related to the lesson. When we finished the unit, the children used printed paper designed for their non-fiction topic. The goal was to teach each text feature in class and go over it at the end of the unit while incorporating handwriting skills to connect to all learners. Each student worked hard and used their imagination to create their book. Please look below to see some of the children’s work.


Check out the children’s published books below


Arlington’s topic was Wrestling.

From left to right: Cover page, diagram page, chapter page




















Benjamin’s topic was Minecraft.

From left to right: Cover page, compare and contrast page, chapter page























Rafaela’s topic was Cats.

From left to right: Cover page, compare and contrast page, source page



















Karena’s topic was Dogs.

From left to right: Cover page, Table of content, Zoom in the page, diagram






GRADE 3 Standard reached for this unit:


3R5: In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza. (RL) In informational texts, identify and use text features to build comprehension. (RI)

3W2a: Introduce a topic and organize related information together.

3W2b: Develop a topic with facts, definitions, and details; include illustrations when helpful in aiding comprehension.

3W2c: Use precise language and content-specific vocabulary.

3W2d: Use linking words and phrases to connect ideas within categories of information.

3W2e: Provide a concluding statement or section.

3W6: Conduct research to answer questions, including self-generated queries, and to build knowledge.


Grade 4 Standard reached for this unit:


4R6: In informational texts, compare and contrast a primary and secondary source on the same event or topic. (RI)

4W2a: Introduce a topic clearly and organize related information in paragraphs and sections. 4W2b: Develop ideas on a topic with facts, definitions, concrete details, or other relevant information; include text features when helpful in aiding comprehension.

4W2c: Use precise language and content-specific vocabulary.

4W2d: Use transitional words and phrases to connect ideas within categories of information. 4W2e: Provide a concluding statement or section related to the information or explanation presented.

4W4: Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

4W5: Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the grade 4 Reading Standards.

4W6: Conduct research to answer questions, including self-generated queries, and build knowledge through investigating multiple aspects of a topic.

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