Students are introduced to elements of informational texts in this session. By the completion of the course, pupils are capable of: 
- Determining the textual elements that aid readers in comprehending the informational texts' content.
- Elucidating how to collect fresh knowledge using drawings and photos.

- How can literary and factual texts become meaningful to strategic readers?
- How does text interaction prompt thought and response?
- What exactly is the topic of this text?

- Informational Text: Writing that provides factual information.
- Title: The name of a book.
- Title Page: The page at the front of a book that lists the title and other information about the book.
- Headings: Words at the top of a page that identify the topic of a page or pages in a book.

- Rigg, J., & Mugford, S. (2012). I Love Trucks and Cars and Planes and Things that Go! Priddy Books.
Alternative: 
- Jeunesse, G. (2008). Whales. Scholastic, Inc.
- Llewellyn, C. (2005). The best book of bugs. Kingfisher.
- Harris, N. (2009). A year at a construction site. First Avenue Editions.
- Hodge, J. (2001). The world of plants. Shortland Publications.
- Womersley, J. (2001). All about Forces. Mimosa Publications.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- An informational book from the classroom library for the Formative Assessment
- Sheets of drawing paper: one sheet for the front cover of the book, one sheet for the back cover, and one sheet for each student
- Vehicle Pictures sheet (L-K-3-1_Vehicle Pictures)
- Glue
- Pencils, colored pencils, crayons, markers

- Concentrate on helping students identify the knowledge that may be gleaned from examining an informational text's many components throughout the lesson. Make links between the features of the text and the knowledge you have gained. Assess the pupils' capacity for expression of their thoughts and their eagerness to engage in group conversations.
- Ask each student one-on-one, "Look at the cover of this book," while they are holding any educational book from the school library. What details do you think the writer of this book will divulge? (The student's reaction ought to have something to do with the cover image.)
- Give the book to each pupil so they can peruse it. Next pose the question, "What do you see on the book's pages that would help give information about ____________ (the book's topic)?" (pictures, illustrations, headings, labels, words, sentences)

Explicit instruction, modeling, scaffolding, and active engagement
W: Tell the kids that images, illustrations, headings, labels, and phrases all aid in providing information when they read an instructional book. 
H: Show the class a recent book with a captivating cover to get them interested in the topic. 
E: Teach students how to find more material to bolster the author's claims in the text by modeling the process. Assist pupils in realizing the roles that labels, headings, drawings, photos, and sentences have in giving the reader information. 
R: Assist kids in selecting a drawing vehicle. Remind children that informational books contain facts and ask them to share a fact about their cars. 
E: Assign students to exchange their thoughts and solutions with a partner before presenting them to the class. 
T: Assist pupils in selecting their subjects and motivate them to use creativity in their expression. 
O: This lesson's learning activities offer large-group instruction and discussion, companion work, and individual idea application. 

Main Question: In informative literature, how do writers provide us with information?

What kinds of topics are you interested in learning about? (For instance, planets, animals, and toys) "Have you ever read a book that made you learn anything new? How did the book come to be? What kind of knowledge did the book impart to you? Motivate pupils to present their answers.

State: "We're going to talk about how books help us learn new things today." Present "I Love Trucks and Cars and Planes and Things That Go" to the class. State, "Today, we will utilize this book to discover how books can aid in our learning. It's titled "I Love Cars and Trucks and Planes and Things That Go". Although the model lesson is based on this book, another educational book can be used with a comparable discourse.

Part 1

Present the book's front cover to the class: I Love Trucks and Cars and Planes and Things That Go. Say, "Predict the subject matter of this book." Turn to your companion and tell them what you predict. Ask a few students to present their solutions to the class. (trucks, airplanes, fire engines, etc.) What leads you to believe that? (The cover's title and images)

Say, "Let's go to the book's next page." You refer to this page as the title page. It reiterates the book's title. The name of the author is also disclosed. Read the author's name and the title aloud.

"Let's move on to the next page," you say. Note the two large blue words in the upper left corner of the page. These phrases refer to "tough trucks." The title of the page reads "Tough Trucks". Every truck on these two pages is a sturdy truck. How do you interpret that? Turn to talk about your response with a companion. Ask a few students to present their answers to the class. (Ex: The vehicles are capable of heavy lifting.)

Speak up: "These pages feature images of six trucks. Each vehicle has a box with a word that contains the truck's name. It adds a caption to the truck image. An additional sentence that provides information on the truck is included. It provides details or information about the truck. Take a look at the white truck in the first photo."

Make a point at the word “pickup truck”. Say, "'Pickup truck' is written in white beneath the truck. This indicates that the white vehicle is a pickup." The truck's description states, "It's strong enough for any job, but tough. What fact does this statement tell us?" You can ask. Before sharing their response with the class, have students discuss it with a partner. (Example: It indicates that a pickup truck is capable of doing any task.) Claim "Yes." This truck's factual statement is true. A fact communicates a true statement.

Proceed similarly with the remaining sturdy trucks. "Let's flip the page to see another type of truck that this book will tell us about," you may say.

Make a point of the word structure. Point to the word at the top of the page that is written in large yellow letters. This is the word "construction." What term do we use for this? (Titling) "Yes, this is the title for these pages," you reply. All of the trucks on these pages are described under this subject. These are trucks that are employed in the building. This indicates that those who build things use them. Examine the first vehicle.

Navigate to the word "bulldozer." "This is the word 'bulldozer." We refer to this truck as a bulldozer. "Bulldozer" describes the type of truck that it is. The words "Before the road can be made, it pushes and levels with its blade" are written next to the bulldozer. "What type of information does this sentence give us?" You can raise a question. (It provides information about a fact regarding a bulldozer.) Proceed similarly for the remaining construction vehicles.

Proceed to indicate features to the pupils throughout the text, asking them to identify them. Allow students to talk about the kinds of information they can gain from each aspect with a companion. You may ascertain the comprehension level of your students by listening to their responses, and if required, you can reinforce concepts.

Part 2

Say, “Now we are going to make our own informational book about vehicles. A vehicle is something used to take people places. What are some types of vehicles we just read about?” Record answers and simple hand-drawn pictures on the interactive whiteboard or chart paper.

"The first thing we're going to do is design our book's cover." "What would you recommend as the book's title?" (Examples: "Big Vehicles," "Things That Go," and "Things with Wheels") Choose a title and write it down on a piece of sketching paper.

State, "I will write 'by the kindergarten children in Room ___' on the cover of our book since you will be the authors of it."

"We are going to make the pages for our book," you say. Consider the kind of car you would like to sketch. Ask students for more suggestions after reading the list of cars again on the board. "On the sheet of paper I give you, you will draw your vehicle," you say. Next, you'll write a fact about your car and label it.

Set an example for the students' tasks. State explicitly, "I'm going to write about a helicopter on my book page." I will draw a helicopter first. Draw a helicopter to represent the work using basic shapes. "I will now label my picture so that everyone can understand the kind of vehicle it is," you say. As you caption the image, demonstrate how to break the word down into its constituent sounds. "I'll think of a fact I know about helicopters now," you add. Helicopters, as far as I know, can fly anywhere. The statement "A helicopter can fly in any direction" will be written beneath my photo and label."

Give each student a piece of drawing paper. Add, "While you are drawing your vehicle, consider a fact about that vehicle." Recall that an assertion is a fact if it is true. Ensure that the issue is with the appearance or functionality of the car rather than your own opinion of it. Try to compose a statement that states a fact about the car. Using facts is essential if we want our book to be informative.

Request that each pupil show you their finished drawing. Find out the vehicle's name from the student. Let pupils label their own cars if they are capable of doing so. When drafting and labeling the sentence, offer assistance as needed. If pupils state something like, "I like fire trucks," as an opinion about the vehicle, help them by having them state something like, "Fire trucks carry firefighters to fires." To allow parents to read the sentences when the book is sent home, you might need to subsidize the student's writing.

Pupils who finish early can either embellish their drawing or cut out and adhere vehicle photographs to the book's front and back covers (L-K-3-1_Vehicle Photographs).

Encourage pupils to give a partner a copy of their book page. Gather the pages; however, don't tie them yet. Save the pages for use with Lessons Two and Three.

Extension:

In the reading center, there are a variety of informative texts available for students who need more guidance or practice. Ask them to discuss with a buddy what they learned from a book's pictures or drawings if they are having trouble grasping what they can learn from text characteristics. They can then report their findings to you. Make adjustments for them, such as asking detailed questions regarding an image, if they have trouble expressing their responses.
When they are prepared to go beyond the basics, students can classify car images. Use student drawings or copies of the vehicle pictures (L-K-3-1_Vehicle Pictures). Say, "Let's have a peek at a few of the car photos. My goal was to classify the car images into categories based on whether they have two, three, or four wheels. Which images go in the category "Vehicles with two wheels" that I created? (tricycle, motorbike) Which images would go in the category "Vehicles that have three wheels" that I created? (a three-wheeled trike or motorcycle) "Which images would go in the category 'Vehicles that have four wheels'?" (trailer, police vehicle, truck)
Grouping the vehicles by color or any other category they can recognize in the pictures is one way that students can do the same kind of exercise.