Informative Writing: A Step-by-Step Guide for Grades 3 to 5
When children write to teach someone else about a topic, they learn it twice: once while they research, and again while they explain. Informative writing is one of the first non-fiction skills students meet at school, and one they will use for the rest of their education. This guide shows students how to choose a topic, organise facts into clear sections and write an informative text from start to finish, with a model text, a checklist, a rubric and 30 original prompts for Grades 3 to 5.
The 30-Second Parent and Coach Summary Core goal: A strong informative text teaches the reader about one focused topic, using accurate facts grouped into clear sections, in the writer's own words and without the writer's opinion. What to praise • An opening that makes the reader curious, followed by a sentence that names the topic. • Facts grouped under headings, with each section about one idea. • A tricky word explained for the reader ("An orbit is a curved path..."). Red flags to watch (and the gentle fix) • Opinions slipping in ("I think dolphins are the best animal"). Ask: "Is that a fact someone could check?" • Sentences copied from a book or website. Ask: "Close the book. How would you explain this to a friend?" • A topic that is too big ("Animals"). Ask: "Which one part of this could you teach really well?" |
Curriculum Alignment US Common Core: CCSS.ELA-LITERACY.W.3.2, W.4.2 and W.5.2 (write informative/explanatory texts to examine a topic and convey ideas and information clearly); W.3.7 to W.5.8 (short research projects and note-taking). Cambridge Primary English (Stages 3 to 6): Writing strand, non-fiction texts organised for purpose and reader. UK National Curriculum, Key Stage 2: Non-fiction writing, including non-chronological reports, using organisational devices such as headings and subheadings. Australian Curriculum: English (Years 3 to 6): Creating informative texts. |
What Is Informative Writing?
Informative writing is non-fiction writing that teaches the reader about a topic using facts, definitions, examples and details. It introduces the topic clearly, groups related information into sections or paragraphs, uses linking words to connect ideas, and ends with a conclusion, without sharing the writer's own opinion.
In the UK, this kind of writing is often called a non-chronological report, because it is organised by topic rather than in time order. In the United States, it is part of what the Common Core calls informative/explanatory writing.
Why we write to inform
The purpose of informative writing is to help someone understand something new. A good informative text answers the questions a curious reader would ask, in an order that makes sense, so that the reader finishes knowing more than when they started.
Key features of informative writing
• One focused topic: "Life on the International Space Station", not just "Space".
• An introduction: a hook to interest the reader and a sentence that names the topic.
• Sections or paragraphs: each one about a single part of the topic, often with a heading.
• Facts, examples and details: information that is true and can be checked.
• Topic words and definitions: subject vocabulary, explained for the reader.
• Linking words: words such as "because", "for example" and "as a result" that connect ideas.
• Text features: headings, bold words, fact boxes, diagrams and captions.
• A conclusion: a short ending that sums up the main ideas.
• No opinions: the writer does not say what they think or feel.
Where you will use it
Students write informative texts in science and history projects, class posters, presentations and reading responses. As they grow older, the same skills build into reports, research projects and expository essays. Adults use them every day in encyclopedias, museum displays, news articles, instruction manuals and websites.
Who you are writing for
Imagine a reader who knows nothing about your topic but would love to learn. They might be a classmate, a younger student or a visitor to a class display. Choose words they will understand, and explain the ones they might not.
Informative writing compared with similar forms
Feature | Informative | Expository | Opinion |
Main purpose | To teach the reader facts about a topic (what) | To explain how or why something happens, or analyse causes and effects | To share what the writer thinks, with reasons |
Writer's view | Hidden: facts only | Mostly hidden; may analyse and interpret | Stated clearly: "I believe..." |
Typical grade focus | Grades 3 to 5 | Grades 6 to 12 | Grades 3 to 5 |
Organisation | By subtopic, usually with headings | By cause and effect, comparison or process, with a thesis | Opinion, reasons with examples, conclusion |
Example | Life on the International Space Station | Why astronauts lose bone strength in space | Should every school have a vegetable garden? |
How to Write an Informative Text in 7 Steps
At Wisdom Point, we teach younger writers that informative writing is like being a tour guide: you decide where the reader goes, what they see and what they need explained along the way. Each step below uses the same example, a text about life on the International Space Station, so you can watch it come together. The finished version appears in the Model Informative Text section further down.
Step 1: Choose a topic you can teach well
Pick a topic that interests you, then make it smaller. A narrow topic lets you go deeper and keeps your writing focused. Try finishing this sentence: "I want to teach my reader about..."
In our text: Not "space" (too big) or "astronauts" (still big), but "what daily life is like on the International Space Station".
Step 2: Write down your reader's questions
Think like a curious reader. What would they want to know? Write three or four questions. Each question will become one section of your text.
In our text: "What is the ISS?" "How do astronauts eat and sleep?" "How do they stay healthy?"
Step 3: Research and take notes in your own words
Use two or three trusted sources, such as a library book, a science museum website or a space agency website. Write notes as short phrases, not full sentences, so you are not tempted to copy. Check any surprising fact in a second source.
In our text: Note: "400 km up. Circles Earth every 90 min. Built by USA, Russia, Europe, Japan, Canada."
Step 4: Sort your facts into groups
Look at your notes and put matching facts together under each question. Turn each question into a short heading. Cross out facts that do not fit any group, even if they are interesting.
In our text: Headings: "What Is the ISS?", "Eating and Sleeping", "Staying Healthy".
Step 5: Write an introduction that hooks and names the topic
Start with something that makes the reader curious: a surprising fact, a question or "Imagine...". Then write a sentence that tells the reader exactly what your text is about.
Step 6: Write each section with facts, examples and linking words
Begin each section with a sentence that gives its main idea. Add facts and at least one example. Use linking words to show how ideas connect. Explain any tricky topic word, and add a text feature such as a fact box or a labelled diagram.
In our text: "In space, muscles and bones become weaker because they no longer have to work against gravity. As a result, astronauts exercise for about two hours every day."
Step 7: Write a conclusion, then check your work
Sum up your main ideas in two or three sentences, and leave the reader with one final thought. Then check: are your facts correct? Is everything in your own words? Have any opinions crept in?
In our text: The conclusion links what astronauts learn on the ISS to future journeys to Mars. In checking, "The ISS is the coolest place ever" was removed because it is an opinion.
Informative Writing Structure: Introduction, Sections and Conclusion
Most informative texts at this level follow a simple, reliable shape: an introduction, three main sections and a conclusion. The proportions below suit a text of 250 to 350 words.
Part | Purpose | What it contains | Approximate share |
Introduction | Interest the reader and name the topic | A hook (surprising fact, question or "Imagine...") and a topic sentence | 15% |
Section 1 | Give the basics | A heading, a main-idea sentence, facts and a definition of a key word | 25% |
Section 2 | Go deeper | A heading, a main-idea sentence, facts and an example | 25% |
Section 3 | Add another angle | A heading, a main-idea sentence, facts, an example and a text feature | 25% |
Conclusion | Sum up | A reminder of the main ideas and a final thought for the reader | 10% |
The shape at a glance
Planning organiser
Copy and complete this before you start writing.
Planning prompt | Your plan |
My topic is ________. |
|
My hook: ________ |
|
My topic sentence: This text is about ________. |
|
Heading 1: ________ Facts: ________, ________, ________ |
|
Heading 2: ________ Facts: ________, ________, ________ |
|
Heading 3: ________ Facts: ________, ________, ________ |
|
A topic word I will explain: ________ means ________. |
|
My text feature (fact box, diagram, caption): ________ |
|
My sources: 1. ________ 2. ________ |
|
My final thought: ________ |
|
Five questions to answer before you write
1. Is my topic small enough to teach well in one text?
2. What three questions would a curious reader ask?
3. Do I have at least three facts for each section?
4. Which word will my reader not know, and how will I explain it?
5. Have I checked my most surprising fact in a second source?
Informative Writing Vocabulary, Sentence Starters and Linking Words
Informative writing sounds clear and confident. The words below help students connect facts, give examples and explain topic words without sounding like a list.
Job | Linking words and phrases |
Adding information | also, in addition, another, as well as, furthermore |
Giving examples | for example, for instance, such as, including, one example is |
Showing cause and effect | because, so, as a result, this means that, therefore |
Comparing and contrasting | similarly, like, however, unlike, on the other hand, whereas |
Showing order or time | first, next, after that, since, before, finally |
Concluding | overall, in conclusion, to sum up, all in all |
Explaining topic words
Pattern | Example |
[Word] is ... | An orbit is a curved path that an object follows around a planet. |
..., which means ... | The station is pressurised, which means the air inside is kept at the same pressure as on Earth. |
..., called ..., ... | A special suit, called a spacesuit, protects astronauts outside the station. |
..., or ..., ... | The crew, or the team of people on board, changes every few months. |
Sentence starters
• Imagine ...
• Did you know that ...?
• Most people think ..., but in fact ...
• One important fact about ... is ...
• Scientists have discovered that ...
• This means that ...
• Another way ... is ...
• An example of this is ...
• Unlike ..., ...
• Overall, ...
Instead of ... try
Instead of | Try | Why it works |
In this report I am going to tell you about the ISS. | Imagine watching the sun rise sixteen times in a single day. | A hook makes the reader want to keep going. |
I think the ISS is amazing. | The ISS has been lived in without a break since 2000. | A fact replaces an opinion. |
There are lots of astronauts. | There are usually around seven astronauts on board. | A number is clearer than "lots". |
They eat special stuff. | They eat food from sealed packets. | An exact noun replaces "stuff" or "things". |
It is really big. | It is about as long as a football pitch. | A comparison helps the reader picture the size. |
It goes round. And it is fast. And it is high. | It travels at 28,000 kilometres per hour, about 400 kilometres above Earth. | One clear sentence replaces three short, choppy ones. |
Astronauts exercise. They get weak. | Astronauts exercise because their muscles become weak in space. | A linking word shows how the ideas connect. |
That is all about the ISS. | The ISS shows that people can live in space for months at a time. | A conclusion sums up instead of just stopping. |
Common Mistakes Students Make in Informative Writing
❌ Don't | ✅ Do Instead |
Choose a topic that is far too big ("Animals", "The Ocean"). | Narrow it down to one part you can teach well ("How octopuses hide from predators"). |
Include your own opinions or feelings. "Sharks are scary and I don't like them." | Stick to facts that someone could check. "Most sharks are not dangerous to people." |
Copy sentences from a book or website. | Take notes in short phrases, close the source and write in your own words. |
Mix all your facts together in one long paragraph. | Group matching facts under headings, one idea per section. |
Start with "Hi, my report is about..." | Start with a hook, then a sentence that names your topic. |
Use vague words ("lots", "stuff", "really big"). | Use numbers, exact nouns and comparisons. |
Use topic words without explaining them. | Explain each tricky word the first time you use it. |
Trust one source for every fact. | Check surprising facts in a second trusted source. |
End with "That's all I know about..." | End with a conclusion that sums up and leaves a final thought. |
Informative Writing Rubric (4-Point Scale)
Teachers, tutors and parents can use this rubric to assess an informative text. The language is kept simple so students can use it to check their own work, too.
Criteria | 4: Exemplary | 3: Strong | 2: Developing | 1: Emerging |
Ideas and Content | A clearly focused topic; accurate, well-chosen facts and examples in every section; written entirely in the student's own words. | A focused topic; mostly accurate facts with some examples; mostly in the student's own words. | Topic too broad or drifting; few facts or examples; some copied phrases. | No clear topic; facts missing, inaccurate or copied. |
Structural Organisation | Hook and topic sentence; facts grouped logically under headings; each section opens with a main idea; the conclusion sums up with a final thought. | Clear introduction, sections and conclusion; most facts are in the right section. | Some grouping, but facts are mixed up; introduction or conclusion is weak or missing. | Facts listed in no clear order; no introduction or conclusion. |
Vocabulary and Tone | Precise topic vocabulary, with tricky words explained; a clear, factual tone throughout; no opinions. | Good topic vocabulary with at least one word explained; tone mostly factual. | General words common (lots, stuff, big); topic words not explained; some opinions. | Very limited vocabulary; reads as personal chat or opinion. |
Sentence Fluency and Variety | Linking words connect ideas smoothly; sentences vary in length and opening. | Some linking words; reasonable variety of sentences. | Few linking words; many short, choppy or repetitive sentences. | Sentences are mostly incomplete or run together. |
Conventions | Accurate capital letters, punctuation and spelling, including topic words; headings formatted consistently. | Minor errors that do not get in the way of understanding. | Frequent errors that sometimes make the text hard to follow. | Errors throughout make the text very hard to read. |
Genre Fidelity and Audience Awareness | Clearly informative: teaches the reader with facts, uses text features well, and is pitched at the intended reader. | Mainly informative with at least one text feature; suits the reader. | Drifts into story or opinion; few or no text features. | Reads as a story, opinion piece or list rather than an informative text. |
Scoring guide (out of 24): 21 to 24 Exemplary | 16 to 20 Strong | 11 to 15 Developing | 6 to 10 Emerging
Informative Writing Example: Annotated Model Text (Grades 3 to 5)
The prompt (Tier 3, Prompt 21) Write an informative text about how people live and work in an unusual place. Your text will appear in a science magazine for children. Write 250 to 350 words in 40 minutes, using at least two headings. |
Life on the International Space Station
Imagine watching the sun rise sixteen times in a single day. For the astronauts on the International Space Station, this is normal. [1] The International Space Station, or ISS, is a huge science laboratory that travels around Earth. People have lived and worked on board without a break since the year 2000. [2]
What Is the ISS? [3]
The ISS orbits Earth about 400 kilometres above the ground. An orbit is a curved path that an object follows around a planet. [4] The station travels at around 28,000 kilometres per hour, so it circles the whole planet in about 90 minutes. It was built in sections by space agencies from the United States, Russia, Europe, Japan and Canada, and the first crew arrived in November 2000.
Eating and Sleeping
Living without gravity changes even simple jobs. Food comes in sealed packets, and drinks are sipped through straws so that drops do not float away. Astronauts often eat tortillas instead of bread because bread makes crumbs, and floating crumbs could get inside important equipment. [5] At night, each astronaut sleeps in a small cabin, zipped into a sleeping bag that is fastened to the wall.
Staying Healthy
In space, muscles and bones become weaker because they no longer have to work against gravity. As a result, astronauts exercise for about two hours every day. For example, they run on a treadmill while wearing a harness that holds them down, and they use a special machine to lift heavy loads. [6]
Did you know? Most of the water on the ISS is recycled, including water collected from the air when astronauts breathe and sweat. |
Conclusion
The ISS shows that people can live and work in space for many months at a time. Everything astronauts learn there, from growing plants to keeping their bodies strong, will help future explorers travel even further, perhaps one day as far as Mars. [7]
(310 words)
Why This Model Works
Marker | Technique | Where it is taught |
[1] "Imagine watching the sun rise sixteen times in a single day." | A hook built on a surprising fact. "Imagine" invites the reader in, and the fact is true, so the hook informs as well as interests. | Step 5 |
[2] "The International Space Station, or ISS, is a huge science laboratory..." | A clear topic sentence. The reader knows exactly what the text will teach. The short form "ISS" is introduced once and then used throughout. | Step 5; Structure |
[3] "What Is the ISS?" | Headings that come from reader questions. Each heading matches one question from the plan, so every section has one job. | Steps 2 and 4 |
[4] "An orbit is a curved path..." | A topic word explained. The word is in bold and defined straight away using the "[Word] is..." pattern. | Vocabulary: Explaining topic words |
[5] "...because bread makes crumbs..." | Linking words that show reasons. "So that" and "because" turn separate facts into explanations. | Step 6; Vocabulary |
[6] "For example, they run on a treadmill..." | Facts supported by examples. "As a result" shows cause and effect, and "for example" makes the fact concrete. The fact box adds a text feature. | Step 6 |
[7] "...perhaps one day as far as Mars." | A conclusion with a final thought. It sums up the main idea and looks ahead without giving the writer's opinion. | Step 7 |
Rubric note: This text scores 4 for Genre Fidelity because it teaches throughout with checkable facts, uses headings, a definition and a fact box, and never slips into the writer's own opinion.
Fact check: Figures in the model (altitude of about 400 km, speed of about 28,000 km/h, an orbit of about 90 minutes, about 16 sunrises a day, continuous occupation since November 2000, about two hours of daily exercise) are widely published by NASA and ESA. Encourage students to check facts against sources like these.
30 Informative Writing Prompts for Grades 3 to 5
The prompts are arranged in three tiers. Start with Tier 1 to build confidence, move to Tier 2 for topics that need more research and thought, and use Tier 3 to practise under test conditions. Remind students to research each topic in trusted sources first.
Tier 1: Starter Prompts
1. Write about an animal that lives in a desert: where it lives, what it eats and how its body helps it survive the heat.
2. Write about a sport you know well: its rules, the equipment players use and where it is played.
3. Write about a job that keeps your town running, such as a bus driver, a nurse or a refuse collector.
4. Write about one planet in our solar system, using at least two headings.
5. Write about a famous bridge, tower or building anywhere in the world.
6. Write about a musical instrument: what it is made of, the sound it makes and where it comes from.
7. Write about one kind of weather, such as fog, hail or thunderstorms.
8. Write about a food that is grown or made in a particular country.
9. Write about a tree that grows where you live, including a labelled diagram of its leaf.
10. Write about a celebration or festival from a country you have never visited.
Tier 2: Deep Thinking Prompts
1. Write about how people kept food cold before refrigerators were invented.
2. Write about one invention that changed the way people communicate.
3. Write about an animal that migrates a long way each year. Include a simple map with a caption.
4. Write about two animals that look alike but are different, such as frogs and toads, or alligators and crocodiles.
5. Write about a scientist or inventor whose work still helps people today.
6. Write about an endangered animal and what people are doing to protect it. Remember: facts only, no opinions.
7. Write the text for a museum display card about an object from history, using no more than 150 words.
8. Write about a sport that has been adapted so that athletes with disabilities can compete.
9. Write about a natural wonder of the world, such as the Great Barrier Reef or Victoria Falls.
10. Write an informative guide to your school or town for a family moving there from another country.
Tier 3: Test-Style Prompts
Each prompt states the audience, purpose, length and suggested time. Spend the first five minutes planning your headings and keep five minutes at the end to check your work.
1. Write an informative text about how people live and work in an unusual place. Audience: readers of a children's science magazine. Purpose: to teach and interest. Length: 250 to 350 words, with at least two headings. Time: 40 minutes. (Answered by the Model Informative Text above.)
2. Write an informative article about one rainforest animal. Audience: your classmates. Purpose: to teach facts in an interesting way. Length: 250 to 350 words, with at least two headings. Time: 40 minutes.
3. Write an informative text about the deepest parts of the ocean, including at least one topic word and its definition. Audience: visitors to a school science display. Purpose: to inform. Length: 200 to 300 words. Time: 35 minutes.
4. Write an informative text about an ancient civilisation, such as the ancient Egyptians or the Maya. Audience: younger students in Grade 2. Purpose: to teach clearly using simple words. Length: 200 to 300 words. Time: 35 minutes.
5. Write the text for an information leaflet about the birds that visitors might see at a nature reserve. Audience: families visiting the reserve. Purpose: to inform. Length: 200 to 300 words, with headings. Time: 35 minutes.
6. Write an informative text about the bones in the human body: how many there are, what they do and how to keep them healthy. Audience: your class. Purpose: to inform. Length: 250 to 350 words. Time: 40 minutes.
7. Write an informative text about recycling where you live: what can be recycled and what happens to it next. Audience: readers of a school newsletter. Purpose: to inform families. Length: 250 to 350 words. Time: 40 minutes.
8. Write an informative text about an Olympic sport that most people know little about. Audience: readers of a sports website for children. Purpose: to teach and interest. Length: 250 to 350 words. Time: 40 minutes.
9. Write an informative text about the Moon: its surface, why it seems to change shape and the people who have visited it. Audience: your class. Purpose: to inform. Length: 250 to 350 words. Time: 40 minutes.
10. Write an informative text about an animal that lives in the polar regions, including a fact box and a caption. Audience: readers of a children's nature magazine. Purpose: to inform. Length: 250 to 350 words. Time: 40 minutes.
Informative Writing: Frequently Asked Questions
What are the main features of informative writing?
The main features of informative writing are a focused topic, an introduction with a hook, facts grouped into sections with headings, topic words with definitions, linking words, text features such as fact boxes and diagrams, and a conclusion. Informative writing does not include the writer's own opinions.
What is the difference between informative and expository writing?
Informative writing teaches the reader facts about a topic and is usually taught in Grades 3 to 5. Expository writing goes further by explaining how or why something happens, such as causes and effects or comparisons, and is usually taught from Grade 6 onwards.
What is the difference between informative and opinion writing?
Informative writing gives the reader facts about a topic without saying what the writer thinks. Opinion writing states the writer's view clearly and gives reasons to support it.
How do you start an informative text?
Start an informative text with a hook, such as a surprising fact, a question or a sentence beginning "Imagine...". Follow the hook with a topic sentence that tells the reader exactly what the text is about.
What text features should informative writing include?
Informative writing for Grades 3 to 5 often includes a title, headings, bold topic words, a fact box, and a diagram or picture with a caption. These features help the reader find information quickly and understand difficult ideas.
Your Next Step
Choose one Tier 1 prompt and write down three questions a curious reader would ask about it. Those questions are your headings. When your draft is finished, use the checklist, then score it with the rubric. Older students ready to explain how and why things happen can move on to our guide to Expository Writing.
Want expert feedback on your child's writing? Wisdom Point's one-to-one writing programme helps students in Grades 3 to 12 plan, draft and revise with a specialist tutor, with detailed feedback on every piece. Book a free writing assessment at www.wisdom-point.org. |
Comments