In this activity, students learn what an informative text is. They read a sample text, “The Village Blacksmith” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn what an informative text is. They read a sample text, “A Story of Time and Place” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

In this activity, students learn what an informative text is. They read a sample text, “Surprises in 'Eleven,'” and answer short response and multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

Proficiency Level: Below

In this assignment, students write a one-paragraph Conclusion to an informative essay. They can either to write a conclusion for an essay they have already written or for a student sample that is provided. They choose from six "puzzle pieces" that help them conclude the essay in a clear and interesting way. Students write a sentence for each of the puzzle pieces they choose, then arrange the order of the puzzle pieces in different ways, until they have a conclusion they like. Learning to use these elements helps them write strong conclusions that don't sound formulaic and gives them choice and variety in how to end an essay.   

This assignment is a companion to this teacher Quick Clip video featuring Kristina Smekens.

Duration: 10-15 mins

Proficiency Level: Below

In this assignment, students learn how to balance evidence and elaboration when answering text-based questions. First, they read a nonfiction article about how astronauts exercise in space and are presented with a question. Then they use a graphic organizer (either RACE or Yes MA'AM) to balance evidence from the text and elaboration explaining their thinking. This process can be used to teach students how to respond to a short-answer question or to write a complete body paragraph in a longer essay. 

This assignment is a companion to this Quick Clip video featuring Kristina Smekens.

Duration: 15-20 mins

Proficiency Level: Below, Approaching

In this assignment, students watch a seven-minute video about Nelson Mandela. Mandela's activism helped change the political landscape of South Africa at great cost to himself. Students then complete the Concept Map with facts from the video, after filling in a key question on the topic. Asking and answering a key question about the topic is an important skill required for reading and writing in the Information genre.

Duration: 15-20 minutes

Proficiency Level: Below

In this mini-lesson, students learn about the uses and benefits of formal style for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

Duration: 10-15 mins

Proficiency Level: Below

In this mini-lesson, students learn to craft a conclusion paragraph for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this activity, students learn what transitions and formatting are, and how these can help create an organized informative text. They practice editing passages for clarity by using transitions and formatting.

Duration: 15-20 mins

Proficiency Level: Below

In this mini-lesson, students learn about the features of informational text for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this activity, students learn how formal style and tone make their informational writing stronger. They read about the characteristics of formal style and answer multiple choice questions. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students learn what makes an effective introduction. They read three sample essays and answer multiple choice questions evaluating introductions. They also practice writing their own. 

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students read the introductory paragraphs from three Student Sample essays about The Great Depression. Students complete graphic organizers to analyze the Student Samples and plan their Article Introduction.

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this activity, students are introduced to the use of textual evidence. Students learn what strong evidence looks like and how to identify it in writing.

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this assignment, students practice writing a strong Introduction Paragraph. They imagine that they are going to write a complete Informative Essay, but write only the first paragraph at this time. They choose from six "puzzle pieces" that help them hook their reader and introduce their topic in a clear way. Students start by writing a sentence to go with each puzzle piece. Then they throw away (or delete) the sentences that don't work and work on organizing the sentences that make sense. Learning to choose from these elements allows them to write strong introductions that don't sound formulaic and give them choice and variety in how to begin an essay. There are six different prompts included in this assignment so students can practice this skill with a variety of writing purposes and formats. 

This assignment is a companion to this Quick Clip teacher video featuring Kristina Smekens.

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students read about the planning and drafting stages of the Writing Process. Then they answer questions that help them reflect on their own writing process.

Duration: 15-20 mins

Proficiency Level: Below

In this mini-lesson, students learn how to respond to a prompt for informational writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this activity, students read about organizational strategies and signal words. They practice identifying various organizational strategies for informational writing.

Proficiency Level: Below

In this mini-lesson, students learn how to integrate quotes into their informational writing by using the Quote Sandwich - introduction, quote, explanation. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Duration: 10-15 mins

Proficiency Level: Below

In this mini-lesson, students learn about using expert words for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 10-15 mins

Proficiency Level: Below

In this assignment, students learn what makes an effective conclusion. They read three sample essays and answer multiple choice questions evaluating conclusions. They also practice writing their own. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the article "Turning the Tide," by Shay Maunz, and plan an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner).

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read "Meet Stevie," by Corinne Purtill & TFK Editors. Students will complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. 

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read the article "Teacher's Pup," by Rebecca Mordechai. Students will complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. 

The article in this assignment is available at Lexile levels: 780, 890, and 1030, plus a Spanish language version.

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read the article "Safe Travels," by Rebecca Mordechai. Students will complete a Graphic Organizer (Planner).  Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre.

The article in this assignment is available at Lexile levels: 810, 950, and 1080, plus a Spanish language version.

Duration: 15-20 minutes

Proficiency Level: Below

Students may have encountered writing prompts before, but do they know how to interpret the task? In this assignment, students read the article “What Gives Bugs Bunny His Lasting Power?” to learn about the long history of cartoon icon Bugs Bunny and his rise to stardom. Students then analyze a writing prompt directing students to write in a distinct format for a specific audience and purpose. Students complete a Graphic Organizer to analyze the prompt, first separating the prompt into its three distinct parts (background, task, and evidence), honing in on the critical middle part—the task, and then decoding the writing task using the RAFT strategy (role, audience, format, topic). Being able to independently read a prompt, identify the task, and accurately interpret the task, is an essential skill students need to succeed in test settings, on school assignments, and in communicating clearly through writing.

This assignment goes with the Smekens Quick Clips PD video: "How Do You Prepare Kids to Decode Prompts?"

Duration: 15-20 mins

In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Students also complete a graphic organizer analyzing the text. Evaluating informational text is a key skill in reading language arts.

Duration: 15-20 minutes

In this assignment, students write two or three sentences about the author's use of details and descriptions. 

Duration: 5-10 minutes

Proficiency Level: Below

This assignment asks students to identify an interesting place to visit and explain what is interesting about it. Students practice the skill: Develop a Topic in the Information genre. Use this High 5 activity during the first 5 minutes of class or anytime you want to assign a Quick Write.

Duration: 5 mins

Proficiency Level: Below

Students review an anchor chart about sentence length and then practice writing an informational text.

Duration: 5-10 mins

Proficiency Level: Below

In this assignment, students write a few sentences about a topic they are learning about in class. They practice leaving the reader with an insight by making their final sentence raise a new idea about the topic.

Duration: 5-10 mins

In this assignment, students think about two stories they’ve read this year. They write a few sentences comparing them.

Duration: 5-10 minutes

Quick Write Explanatory Paragraph: The theme of this collection of skills activities is Modern History. Each reading selection focuses on events or people from the 19th or 20th century. In this activity, students activate their prior knowledge about this theme by choosing what they consider to be the most important event of the 20th century. They write a Quick Write Explanatory Paragraph about this event and what we can learn from it. This short activity helps students prepare for the skills activities by considering the theme and beginning to write in the Information genre.

Duration: 20 minutes

Article Introduction: In this activity, students read the introductory paragraphs from three Student Sample essays about The Great Depression. Then they write their own Article Introduction, using the strongest Student Sample as a model. Students focus on the skill of introducing a topic, which includes hooking the reader and providing appropriate context. Before writing, students complete graphic organizers to analyze the Student Samples and plan their Article Introduction.

Duration: one class period

Literary Analysis: In this activity, students read an excerpt from the first chapter of The Mysterious Affair at Styles, a murder mystery by Agatha Christie. Then they write a Literary Analysis of the selection, examining how the author uses narrative techniques to create suspense. Students focus on the skill of analyzing a text. Before writing, students complete graphic organizers to analyze the selection and plan their Literary Analysis.

Duration: one class period

Job Description: In this activity, students read the poem "O Captain! My Captain!," written by Walt Whitman after the assassination of President Abraham Lincoln in 1865. Then they write a Job Description explaining the qualities a strong president should have. Students focus on the skill of developing a topic with details and examples. Before writing, students complete graphic organizers to analyze the poem and plan their Job Description.

Duration: one class period

Travel Article: In this activity, students read "Take a Look Inside These Presidential Homes," an informational article about the homes of various U.S. presidents. Then they write a Travel Article about their hometown. Students focus on the skill of organizing their writing clearly, including using headings. Before writing, students complete graphic organizers to analyze the selection and plan their Travel Article.

Duration: one class period

Book Report: In this activity, students read the Student Sample, "The Old Man and the Sea," a literary analysis by an eighth-grade student. Then they write a Book Report about a book they've read. Students focus on the skill of using appropriate tone, style, and language. Before writing, students complete graphic organizers to analyze Student Sample and plan their Book Report.

Duration: one class period

In this activity, students learn what an informative text is. They read a sample text, “The Village Blacksmith” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn what an informative text is. They read a sample text, “A Story of Time and Place” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

In this Spanish-language activity, students learn what an informative text is. They read a sample text, “Surprises in 'Eleven,'” and answer short response and multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and answer multiple choice questions evaluating introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they read and evaluate sample passages. Finally, students practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for different informative passages.

In this activity, students read about organizational strategies and signal words. They also learn what transitions and formatting are, and how these can help create an organized informative text. 

In this activity, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read two sample essays and practice evaluating descriptive language. Students also practice revising for precise language.

In this activity, students are introduced to the Writing Process. They read about the six steps of the Writing Process and answer short questions to help them reflect on their own writing.

In this assignment, students learn the importance of establishing a task, purpose, and audience early in the writing process. Students read examples and practice identifying task, purpose, and audience.

In this activity, students read about the planning and drafting stages of the Writing Process. Then they answer questions that help them reflect on their own writing process.

In this activity, students read about revising and editing. Students learn about the differences between revising and editing, then they complete practice questions.

This assignments helps students understand when it's time to start over. Students read tips and examples, then practice determining when a writer needs to go back to an earlier step in the writing process.

In this assignment, students read about formal and informal research. Students read about the research process and complete questions to help them understand each step.

In this activity, students learn about different types of research. Students read about developing research questions and practice writing them.

In this assignment, students learn about the different types of sources they can use in their research. Students read about primary and secondary sources, then practice identifying the best source for different research questions.

In this assignment, students learn about the advantages of library research. They read about the different sources available at libraries and then complete practice questions. 

In this activity, students read about field research. They learn about the different types of field research and when they are appropriate. Finally, students complete practice questions.

In this assignment, student learn note-taking strategies. They read about different methods of note-taking and then practice identifying information that is worth noting.

In this activity, students learn when to revise their research topic. They read tips to help them narrow or broaden their focus. Then they complete questions to help them practice what they learned.

In this activity, students read about evaluating sources. They learn about why it's important to choose sources carefully and practice identifying appropriate sources for different topics.

In this activity, students learn how to identify useful sources. They read about what makes a source useful and then practice identifying sources that are relevant to different topics.

In this activity, students read about the characteristics of reliable sources. Students learn why it's important to identify reliable sources for their research. 

In this activity, students are introduced to the use of textual evidence. Students learn what strong evidence looks like and how to identify it in writing.

In this assignment, students learn about synthesis. They read about the different steps they need to take to synthesize and learn how synthesis can support their writing.

In this assignment, students learn about outlining. They read about how outlines can help them organize notes and then practice identifying important ideas to include in an outline.

In this activity, students learn how to incorporate textual evidence into their writing. They read about summarizing, paraphrasing, and quoting sources. Students also learn how to avoid plagiarism.

In this assignment, students learn how to credit their sources in their writing. Students read about internal citations and creating a Works Cited list in the MLA style.