Year 1 Informative Texts Unit | Worksheets, Games & Assessment

Year 1 Informative Texts Unit | Worksheets, Games & Assessment

$4.99
Skip to product information
Year 1 Informative Texts Unit | Worksheets, Games & Assessment
  • Year 1 Informative Texts Unit | Worksheets, Games & Assessment
Year 1 Informative Texts Unit | Worksheets, Games & Assessment

Year 1 Informative Texts Unit | Worksheets, Games & Assessment

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E1LA05 understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
AC9E1LA09 recognise the vocabulary of learning area topics
AC9E1LY03 describe some similarities and differences between imaginative, informative and persuasive texts
AC9E1LY04 read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
AC9E1LY06 create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
Australian Curriculum v8.4
ACELA1450 ACELA1454 ACELY1658 ACELY1659 ACELY1661 ACELY1662 ACELY1664
Victorian Curriculum 2.0
VC2E1LA05 understand how concepts about print in printed and digital texts are organised using features such as page numbers, tables of contents, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
VC2E1LA09 recognise and understand vocabulary across the curriculum, such as topic-specific vocabulary in other learning areas
VC2E1LY11 describe some similarities and differences between narrative, informative and persuasive texts
VC2E1LY09 read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and make and monitor meaning using context and grammatical knowledge
VC2E1LY13 create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion
VC2E1LY14 re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation
New South Wales
EN1-RECOM-01 EN1-OLC-01 EN1-VOCAB-01 EN1-UARL-01 EN1-PHOKW-01 EN1-REFLU-01 EN1-SPELL-01 EN1-CWT-01 EN1-HANDW-01
Western Australia
WA1ELAT3 Explore how print and digital texts are organised using features, such as page numbers, table of contents, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
WA1ELALA4 Recognise the vocabulary in everyday contexts as well as learning area topics
WA1ELYA1 Describe some similarities and differences between imaginative, informative and persuasive texts
WA1ELYA2 Read decodable and authentic texts using developing phonic and word knowledge, phrasing and fluency, and monitor meaning using context and grammatical knowledge
WA1ELYC1 Create, re-read and co-edit short written and/or multimodal texts to report on a topic, express an opinion, or recount a real or imagined event or experience, and use imagination to tell, retell or adapt a story, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one‑ and two‑syllable words
WA1ELYC4 Explore features of familiar digital tools to create or add to texts
New Zealand
NZ-Y2-ENG-R-C-TSSF-1 NZ-Y2-ENG-R-C-TFG-1 NZ-Y2-ENG-OL-VG-V-1 NZ-Y2-ENG-OL-VG-V-2 NZ-Y2-ENG-R-C-V-2 NZ-Y1-ENG-OL-VG-V-1 NZ-Y1-ENG-R-C-TFG-1 NZ-Y1-ENG-R-C-TSSF-1 NZ-Y2-ENG-R-WR-D-1 NZ-Y2-ENG-R-WR-D-2 NZ-Y2-ENG-R-WR-D-3 NZ-Y2-ENG-R-WR-F-1 NZ-Y2-ENG-R-WR-D-4 NZ-Y2-ENG-R-WR-D-5 NZ-Y2-ENG-W-WP-R-1 NZ-Y2-ENG-W-WP-R-2 NZ-Y2-ENG-W-WP-E-1 NZ-Y2-ENG-W-C-WTI-1 NZ-Y2-ENG-W-C-WTP-1 NZ-Y2-ENG-W-C-WTE-1 NZ-Y2-ENG-W-C-SSP-3
United Kingdom
UK-KS1-Y2-ENG-R-C Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read, and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
UK-KS1-Y2-ENG-SPK Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play/improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication
UK-KS1-Y2-ENG-W-V Pupils should be taught to: develop their understanding of the concepts set out in English appendix 2 by: learning how to use both familiar and new punctuation correctly - see English appendix 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) learn how to use: sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently, including the progressive form subordination (using when, if, that, or because) and co-ordination (using or, and, or but) the grammar for year 2 in English appendix 2 some features of written Standard English use and understand the grammatical terminology in English appendix 2 in discussing their writing
UK-KS1-Y2-ENG-R-WR Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation reread these books to build up their fluency and confidence in word reading
UK-KS1-Y2-ENG-W-C Pupils should be taught to: develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly) read aloud what they have written with appropriate intonation to make the meaning clear
UK-KS1-Y2-ENG-W-T-H Pupils should be taught to: form lower-case letters of the correct size relative to one another start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters use spacing between words that reflects the size of the letters
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.1.5 CCSS.ELA-LITERACY.RI.1.7 CCSS.ELA-LITERACY.RL.1.5 CCSS.ELA-LITERACY.RL.1.7 CCSS.ELA-LITERACY.RF.1.1 CCSS.ELA-LITERACY.RF.1.1.a CCSS.ELA-LITERACY.RI.1.10 CCSS.ELA-LITERACY.W.1.6 CCSS.ELA-LITERACY.L.1.5.b CCSS.ELA-LITERACY.L.1.6 CCSS.ELA-LITERACY.L.1.4 CCSS.ELA-LITERACY.L.1.5 CCSS.ELA-LITERACY.L.1.5.a CCSS.ELA-LITERACY.L.1.5.d CCSS.ELA-LITERACY.SL.1.1.c CCSS.ELA-LITERACY.SL.1.2 CCSS.ELA-LITERACY.SL.1.3 CCSS.ELA-LITERACY.W.1.8 CCSS.ELA-LITERACY.RI.1.9 CCSS.ELA-LITERACY.RL.1.9 CCSS.ELA-LITERACY.RI.1.8 CCSS.ELA-LITERACY.RF.1.3 CCSS.ELA-LITERACY.RF.1.3.g CCSS.ELA-LITERACY.RF.1.4 CCSS.ELA-LITERACY.RF.1.4.a CCSS.ELA-LITERACY.RF.1.4.b CCSS.ELA-LITERACY.RF.1.4.c CCSS.ELA-LITERACY.L.1.4.a CCSS.ELA-LITERACY.RL.1.10 CCSS.ELA-LITERACY.L.1.2.d CCSS.ELA-LITERACY.W.1.1 CCSS.ELA-LITERACY.W.1.3 CCSS.ELA-LITERACY.W.1.5 CCSS.ELA-LITERACY.W.1.2 CCSS.ELA-LITERACY.W.1.7
Texas (TEKS)
TEKS-ELAR-G1-2D TEKS-ELAR-G1-9D TEKS-ELAR-G1-9F TEKS-ELAR-G1-3D TEKS-ELAR-G1-7F TEKS-ELAR-G1-2E TEKS-ELAR-G1-3 TEKS-ELAR-G1-3A TEKS-ELAR-G1-3B TEKS-ELAR-G1-9A TEKS-ELAR-G1-9E TEKS-ELAR-G1-2B TEKS-ELAR-G1-5 TEKS-ELAR-G1-6I TEKS-ELAR-G1-11D TEKS-ELAR-G1-11C TEKS-ELAR-G1-7B TEKS-ELAR-G1-12B TEKS-ELAR-G1-7E TEKS-ELAR-G1-12 TEKS-ELAR-G1-13 TEKS-ELAR-G1-13A TEKS-ELAR-G1-13B TEKS-ELAR-G1-13C
Ontario
CAN-G1-LANG-C1.3 CAN-G1-LANG-C1.4 CAN-G1-LANG-B2.7 CAN-G1-LANG-C1.2 CAN-G1-LANG-C2.2 CAN-G1-LANG-B2.3 CAN-G1-LANG-B2.4 CAN-G1-LANG-B2.8 CAN-G1-LANG-C2.4 CAN-G1-LANG-C3.8 CAN-G1-LANG-D2.1 CAN-G1-LANG-D2.5 CAN-G1-LANG-D3.1 CAN-G1-LANG-D3.2 CAN-G1-LANG-D3.3 CAN-G1-LANG-D1.3 CAN-G1-LANG-D1.5

Modifications

Help Year 1 students learn how informative texts share facts about real topics. Students explore everyday factual texts, distinguish facts, fiction and opinions, recognise simple report features, label diagrams, organise information, and write a short information report.

This English unit supports informative text features, factual language, reading for information, oral discussion, vocabulary, planning ideas and creating simple written reports.

What’s Included

  • 17-page unit plan PDF
  • Editable 13-slide PowerPoint teaching presentation
  • Editable 10-question PowerPoint quiz with 22 slides
  • Informative Texts Help Us Learn classroom display
  • Fact, Fiction or Opinion Sort and Report Feature Match-Up activities
  • Five black-and-white student worksheets
  • Worksheet and assessment answer pages
  • Sequence the Bilby Information Report assessment
  • Year 1 five-level marking rubric

Learning Focus

  • Recognise features of informative texts
  • Identify facts, fiction and opinions
  • Use factual vocabulary and label diagrams
  • Read and discuss information from simple texts
  • Plan, organise and compose a short information report

Classroom Use

Use the editable presentation and colour display for explicit teaching, the games and activities for guided practice, and the black-and-white worksheets for reading, vocabulary and writing consolidation. Finish with the assessment and rubric.

This is a digital resource supplied in PDF and editable PowerPoint formats. No physical product will be shipped.

You may also like