1. How to Teach
Students to Write
Informational Essays
Essay Essentials from Doctor J
Contents:
1. Poster
2. Texts
3. Prompt & Tips
4. How-To Guide
5. Graphic Organizer
6. Exemplar
7. Rubric
8. Stationery
9. Standards
2. Quick Start Guide
for the Busy Teacher
1. Copy the poster on page 3 and handout to students to
keep in a safe place for reference.
2. Copy pages 4-5 front-back. Then copy pages 6-12 and
staple together. Last, copy pages 14-15 front-back.
Handout all 3 sets of copies to students. FYI: Page 13 is
the Answer Key to the students’ pages 8-12; make one
copy for yourself. Pages 16-17 is an exemplar for you to
share with struggling writers as needed. You may also
choose to share this with the whole class, but be careful—
some may try to copy it.
3. When you’re ready to begin teaching, read the texts on
pages 4-5 first. I suggest that you have students read
them independently first and then read them aloud to
the whole class. Next read aloud the prompt and tips on
page 6. Then go over the step-by-step directions on pages
7-12. I wrote the directions to be fairly self-explanatory,
but you will still need to “walk through” each section
with them. This may take several class periods to
complete depending on how you break up the how-to
sections.
4. After students have filled out the Informational Essay
Graphic Organizer on pages 14-15, they will be ready to
revise/edit. Please read the note I wrote for you about
this on page 18.
5. Handout stationery on pages 20-21 when students are
ready to write their final copies.
6. Use the rubric on page 19 to grade their final copies.
7. For your reference, Common Core / TNReady Standards
are listed on pages 22-24 by grade level.
Here is the link to the Google Doc. You will be prompted to
make a copy for yourself.
https://docs.google.com/presentation/
d/1VaU3GfmRl-0vf8oyu8mch8YIPhq24kJOlL_TL5uYl_I/copy
3. Parts of an Informational Essay
[FOR 3 MAIN IDEAS]
THINK OF THE ACRONYM I + M I D3 + C.
(Or, I Might Illustrate Dogs Chewing.)
1st Paragraph
I= Introduce the topic using words from the prompt. Then
write a thesis statement that contains all the main ideas you
want to write about.
2nd Paragraph
MI= 1st Main Idea sentence; Begin with: First.
D= Details; Use text evidence to prove your point.
3rd Paragraph
MI= 2nd Main Idea sentence; Begin with: In Addition.
D= Details; Use text evidence to prove your point.
4th Paragraph
MI= 3rd Main Idea sentence; Begin with: Finally.
D= Details; Use text evidence to prove your point.
5th Paragraph
C= Conclusion; Restate the thesis statement. Begin with:
In conclusion. Wrap up the essay.
4. Text 1
Article selected from Kids World magazine
Zebras: Not Just Striped Horses
Warner Tomlinson, Staff Writer
Aren’t zebras really just striped horses? Many people think so. However, zebras
probably have more in common with donkeys than horses.
Size and Shape
Zebras have distinct1 striped markings all over their bodies, yet no two zebras’
markings are exactly the same. These markings help camouflage2 zebras from their
predators in the wild. Horses do not have stripes, but they can be solid, spotted, or
blotchy.
Like donkeys, zebras have a stocky build that makes them shorter and thicker than
horses. Horses are much longer and leaner than either donkeys or zebras.
Racing Stripes
If you put a horse and a zebra in a sprint race, the horse would probably win,
reaching speeds of up to 50 miles per hour! Horses can run much faster than zebras when
they are running short distances. However, a zebra would definitely beat a horse in a long
run because zebras can maintain a speed of about 40 miles per hour for a much longer
time than horses can. Horses would simply tire out and finish the race at an average
gallop of around 25-30 miles per hour.
In the Wild
All wild zebras live in Africa. Although humans have attempted to domesticate3
zebras, zebras have resisted. Zebras are prone to wild outbursts such as bucking and
attacking humans. Unlike horses, which have been domesticated for thousands of years,
zebras are too unpredictable for humans to try to tame.
1distinct: easy to recognize.
2camouflage: to hide or disguise oneself among one’s surroundings.
3domesticate: to tame animals in order to live closely with humans for the purpose of providing food,
power, or companionship.
5. Text 2
Article selected from Ranger Roy magazine
A Horse is a Horse, Of Course
Warner Tomlinson, Staff Writer
Horses and zebras are both hoofed mammals that belong to the same family. But
that’s just about where the similarities end. Read on to discover more about the
fascinating differences between horses and zebras and what sets horses apart from the
herd.
Appearance
While zebras are easy to point out because of their distinct black stripes, horses
come in a variety of colors. A horse’s body may be white, gray, brown, black, or multi-
colored with spots or blotches.
Adult horses range between about 4 ½ feet and 6 feet tall. They may weigh
between 800 and 2,200 pounds, depending on their breed. They have long limbs and
barrel-shaped bodies. Zebras, on the other hand, are stockier like donkeys and much
lighter-weight than horses.
Speed
On average, horses gallop about 30 miles per hour. Horses can run at speeds of up
to 50 miles per hour in short bursts; however, it would be impossible for a horse to
continue galloping at that speed for a long time. A zebra’s maximum speed is about 40
miles per hour, but it can maintain that speed for longer distances than horses can.
Homes
While zebras only live in Africa, horses live all over the world. All zebras are still
wild animals and have not been domesticated (trained) to live with humans like horses
have. However, wild horses do roam several areas in the world.
Domesticated horses usually live outside but have access to shelter such as a barn
or stable. This shelter protects them from outside elements such as extreme heat or cold,
snow, hail, and storms.
6. Writing Prompt
You have read two texts about zebras and horses.
Now write an informational essay to compare and
contrast zebras and horses. Be sure to use
evidence from both texts in your essay.
Writing Tips
• Introduce the topic using words from the
prompt in the first sentence.
• Support the main idea with relevant evidence
and details from both texts.
• Write a final conclusion to wrap up your essay.
• Organize your writing into 1 paragraph.
• Use transition words such as first, in addition,
and finally.
• Use good vocabulary words that are related to
the topic.
• Use correct spelling, punctuation, and
capitalization.
7. Name ___________________________________ Date ___________________ page 1
How do I write an informational essay?
A well-written informational essay has 5 paragraphs. Within those 5
paragraphs, you will be writing about 3 main ideas*. If you remember
I + M I D3 + C, it will help you remember the parts of an informational essay.
1st Paragraph
I = Introduce the topic using words from the prompt. Then write a
thesis statement that contains all the main ideas you want to write
about.
2nd Paragraph
MI = 1st Main Idea sentence; Begin with: First.
D = Details; Use text evidence to prove your point.
3rd Paragraph
MI = 2nd Main Idea sentence; Begin with: In Addition.
D = Details; Use text evidence to prove your point.
4th Paragraph
MI = 3rd Main Idea sentence; Begin with: Finally.
D = Details; Use text evidence to prove your point.
5th Paragraph
C = Conclusion; Restate the thesis statement. Begin with: In
conclusion. Wrap up the essay.
Let’s take a closer look at each section.
*If you have more than 3 main ideas to write about, that’s great! Make sure you
list all of your main ideas in the thesis statement of your first paragraph. Then
you can write as many MID paragraphs to the body of the essay as needed.
8. Name ___________________________________ Date ___________________ page 2
How do I write an informational essay?
1st paragraph: Introduction
To begin with, you need to write 2-3 sentences to introduce the topic.
Then you will write 1 sentence called the thesis statement. In the thesis
statement, you will list the main ideas that you’re going to be writing about. If
the words “main idea” are confusing to you, think of them as “facts.” Find 3
important facts in the essay.;these are your main ideas. In all, the first
paragraph will be between 3 to 4 sentences long.
Read the examples below. They are written about comparing and contrasting
two birds, the penguin and the puffin. Decide if these examples adequately
introduce the topic and include a thesis statement with three main ideas about
penguins and puffins.
A. Penguins and puffins are two birds that people sometimes get confused. They
look so similar that many people think they are related, but they actually
belong to different families. Penguins and puffins are different shapes and
sizes, have different adaptations, and live in different places.
B. Penguins and puffins are two birds that people sometimes get confused. They
both have black and white feathers, but they are different sizes. Penguins
can be big or small, but puffins can only weigh up to 1 pound.
C. Penguins and puffins are two birds that people sometimes get confused. They
look so similar, but they have some important differences. They’re both
really interesting. In my opinion, penguins are more interesting than
puffins.
YOUR TURN TO WRITE THE 1ST PARAGRAPH: Look at the Informational
Essay Graphic Organizer sheet. Find the first paragraph labeled with an I.
Write 2-3 sentences that introduce the topic (zebras and horses). Then write a
thesis statement that includes your 3 main ideas (how you will compare and
contrast zebras and horses).
• To find the main ideas (facts) in the texts, look at subheadings first.
Subheadings divide the article into main ideas (facts). If you see more than 3
subheadings, you do not have to write about all of them. You could just pick 3
that you want to focus on.
• If the articles you have read do not contain subheadings, then look carefully
at each paragraph. In the margin of the paper, jot down a word or phrase that
sums up the main idea (fact) of each paragraph. Then when you are ready to
write your thesis, choose 3 of the main ideas (facts) that you noticed.
9. Name ___________________________________ Date ___________________ page 3
How do I write an informational essay?
2nd paragraph: MID 1
In the second paragraph, you need to begin by writing 1 topic sentence
using your first main idea (fact). You should begin this sentence with a
transition word such as First. Then you will write 2-4 detail sentences that give
more information about the main idea. These sentences support your main idea
(fact). You get ideas for these sentences from the texts that you read about
zebras and horses. In all, the second paragraph will be between 3 to 5 sentences
long.
Read the examples below. They are written about comparing and contrasting
two birds, the penguin and the puffin. Decide if these examples adequately state
a topic sentence that includes a main idea (fact) from the thesis statement AND
2-4 detail sentences to explain the main idea (fact).
A. First, puffins and penguins have different shapes and sizes. Puffins are small
but penguins can be big or small.
B. First, puffins and penguins have different shapes and sizes. Puffins are
normally 10 inches tall and weigh about 1 pound. There are 4 species of
puffins. Penguins can be 16 inches up to almost 4 feet tall and weigh 2 to 90
pounds. There are 18 species of penguins.
C. First, puffins and penguins have different shapes and sizes. Puffins and
penguins have different adaptations, too. And they live in different places.
YOUR TURN TO WRITE THE 2nd PARAGRAPH: Look at the Informational
Essay Graphic Organizer sheet. Find the second paragraph labeled with MID 1.
Write 1 sentence called a topic sentence using your first main idea (fact). Use
the transition word First. Then write 2-4 detail sentences that support your
main idea (fact) using evidence from the texts.
10. Name ___________________________________ Date ___________________ page 4
How do I write an informational essay?
3rd paragraph: MID 2
In the third paragraph, you need to begin by writing 1 topic sentence
using your second main idea (fact). You should begin this sentence with a
transition phrase such as In addition. Then you will write 2-4 detail sentences
that give more information about the main idea (fact). These sentences support
your main idea (fact). You get ideas for these sentences from the texts that you
read about zebras and horses. In all, the second paragraph will be between 3 to
5 sentences long.
Read the examples below. They are written about comparing and contrasting
two birds, the penguin and the puffin. Decide if these examples adequately state
a topic sentence that includes another main idea (fact) from the thesis
statement AND 2-4 detail sentences.
A. In addition, puffins and penguins have different adaptations. Puffins can
dive, but they also have hollow bones. That means they can also fly over
waters to scan for fish below, or they can fly away from predators.
B. In addition, puffins and penguins have different adaptations. Puffins can
dive, but they also have hollow bones. That means they can also fly over
waters to scan for fish below, or they can fly away from predators. However,
penguins have solid bones. They are good divers, but they cannot fly.
C. In addition, puffins and penguins have different adaptations. Penguins have
solid bones. They are good divers, but they cannot fly. Since they can’t fly,
they are more at risk for being captured by predators such as sharks, seals,
and killer whales.
YOUR TURN TO WRITE THE 3rd PARAGRAPH: Look at the Informational
Essay Graphic Organizer sheet. Find the third paragraph labeled with MID 2.
Write 1 sentence called a topic sentence using your second main idea (fact). Use
the transition phrase In addition. Then write 2-4 detail sentences that support
your main idea (fact) using evidence from the texts.
11. Name ___________________________________ Date ___________________ page 5
How do I write an informational essay?
4th paragraph: MID 3
In the fourth paragraph, you need to begin by writing 1 topic sentence
using your third main idea (fact). You should begin this sentence with a
transition word such as Finally. Then you will write 2-4 detail sentences that
give more information about the main idea (fact). These sentences support your
main idea (fact). You get ideas for these sentences from the texts that you read
about zebras and horses. In all, the third paragraph will be between 3 to 5
sentences long.
Read the examples below. They are written about comparing and contrasting
two birds, the penguin and the puffin. Decide if these examples adequately state
a topic sentence that includes the last main idea (fact) from the thesis
statement AND 2-4 detail sentences.
A. Finally, puffins and penguins live in different places. Puffins live in the
Northern Hemisphere. There are no puffins living below the equator.
B. Finally, puffins and penguins live in different places. Penguins live in the
Southern Hemisphere. The farther south you go, the larger the penguins get.
Even though puffins and penguins live in different places, they both live
along the coast.
C. Finally, puffins and penguins live in different places. Puffins live in the
Northern Hemisphere, but penguins live in the Southern Hemisphere. The
farther south you go, the larger the penguins get. Even though puffins and
penguins live in different places, they both live along the coast.
YOUR TURN TO WRITE THE 4th PARAGRAPH: Look at the Informational
Essay Graphic Organizer sheet. Find the fourth paragraph labeled with MID 3.
Write 1 sentence called a topic sentence using your last main idea (fact). Use
the transition word Finally. Then write 2-4 detail sentences that support your
main idea (fact) using evidence from the texts.
12. Name ___________________________________ Date ___________________ page 6
How do I write an informational essay?
5th paragraph: Conclusion
In the fifth paragraph, you need to begin by restating the thesis
statement. Begin this sentence with the transition phrase In conclusion. Then
you can literally copy your original thesis statement or “tweak” it a little by
switching a few words out. After you restate the thesis statement, you will need
to write 1-3 more sentences to wrap up the essay. These sentences could
remind readers about the things that zebras and horses have in common since
you just wrote an essay telling about all of their differences. Or you could make
a statement about how their differences are what make them special. In all, this
paragraph will be between 2 to 4 sentences long.
Read the examples below. They are written about comparing and contrasting
two birds, the penguin and the puffin. Decide if these examples adequately
restate the thesis statement and provide 1-3 sentences to wrap up the essay.
A. In conclusion, penguins and puffins are different shapes and sizes, have
different adaptations, and live in different places. Puffins actually have more
in common with flamingos than penguins. Flamingos also live where puffins
live.
B. In conclusion, penguins and puffins are different shapes and sizes, have
different adaptations, and live in different places. I hope you liked reading
my essay. The end.
C. In conclusion, penguins and puffins are different shapes and sizes, have
different adaptations, and live in different places. Even though they look
alike, it is important to remember that they are different animals with
unique and special characteristics.
YOUR TURN TO WRITE THE 5th PARAGRAPH: Look at the Informational
Essay Graphic Organizer sheet. Find the fifth paragraph labeled with C. Write
your thesis statement again beginning with the transition phrase In conclusion.
Then write 1-3 sentences that wrap up your essay. (Do not rewrite details about
the main ideas. Do not end an essay they way you would end a letter or story.
Do not write “Sincerely” or “Bye” or “The end!”)
13. Answer Key for How do I write an informational essay?
1st paragraph:
A. Penguins and puffins are two birds that people sometimes get confused.
They look so similar that many people think they are related, but they
actually belong to different families. Penguins and puffins are different
shapes and sizes, have different adaptations, and live in different places.
2nd paragraph:
B. First, puffins and penguins have different shapes and sizes. Puffins are
normally 10 inches tall and weigh about 1 pound. There are 4 species of
puffins. Penguins can be 16 inches up to almost 4 feet tall and weigh 2 to 90
pounds. There are 18 species of penguins.
3rd paragraph:
B. In addition, puffins and penguins have different adaptations. Puffins can
dive, but they also have hollow bones. That means they can also fly over
waters to scan for fish below, or they can fly away from predators. However,
penguins have solid bones. They are good divers, but they cannot fly.
4th paragraph:
C. Finally, puffins and penguins live in different places. Puffins live in the
Northern Hemisphere, but penguins live in the Southern Hemisphere. The
farther south you go, the larger the penguins get. Even though puffins and
penguins live in different places, they both live along the coast.
5th paragraph:
C. In conclusion, penguins and puffins are different shapes and sizes, have
different adaptations, and live in different places. Even though they look
alike, it is important to remember that they are different animals with
unique and special characteristics.
16. Informational Essay Graphic Organizer page 1
Title: _____________________________________________________________________
By: _______________________________________________________________________
I
______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
MID 1
______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
MID 2
______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Zebras and horses are two animals that people
sometimes get confused. Zebras and horses look so much alike
that some people think zebras are just striped horses, but this
is not true. Zebras and horses are different shapes and sizes,
gallop at different speeds, and live in different places.
First, zebras and horses have different shapes and sizes.
Zebras are shorter and thicker than horses. In fact, zebras
look more like donkeys than horses. Horses are long and lean.
They also weight a lot more than zebras.
In addition, zebras and horses have different speeds.
Zebras can gallop at 40 miles an hour for long distances.
Horses can reach speeds of up to 50 miles an hour, but they
cannot keep going at that speed for a long time. A horse’s
average speed is about 30 miles an hour.
Similarities and Differences Between Zebras and Horses
Rosario Peterson
18. A Note for the Teacher
• At this point, your students have crafted an
informational essay draft to compare and
contrast zebras and horses, and now it’s time to
have students revise/edit their work and then
copy the draft onto the final copy paper.
• Revision and editing can be done with peers or
between you and the student. I pair on-level and
above-average students to peer edit while I work
one-on-one with a small group of struggling
writers. This works well for my students, but do
whatever works best for you.
• When it’s time for students to copy their draft
onto the final copy paper, make sure they know
this is not the time to add or remove sentences
from their informational essays.
– Some kids get confused and think they’re supposed to
write something different on the final copy paper. Make
sure they know they’re just copying their draft neatly
and in paragraph form onto the final copy paper.
– Some kids want to add different details to the draft when
they start copying it onto the final copy paper. I caution
against this because kids will get carried away and may
stray from the focus of the prompt.
• When your students are writing an
informational essay as part of a standardized
writing test, they must work quickly to write a
draft and (hopefully have time for) a final copy.
Consider setting a timer during your writing
time to help kids gauge how slow or fast they’re
working and whether or not they need to speed
up or if they can slow down.
19. Student: ________________________________
Informational Rubric
___/25 points for Development
[Topic is well-supported with evidence;
evidence is thoroughly explained.]
___/25 points for Focus & Organization
[Well-developed introduction, main ideas
and details using text evidence, and
conclusion given.]
___/25 points for Language
[Precise and sophisticated words are
chosen; transition words are used.)
___/25 points for Conventions
[Spelling, capitalization, and punctuation
are correct.]
_____/100 points total
Student: ________________________________
Informational Rubric
___/25 points for Focus and Organization
[Your essay is focused on the topic and
organized around important main ideas.]
___/25 points for Development
[Well-developed introduction, main ideas
and details using text evidence, and
conclusion given.]
___/25 points for Language and Style
[Good vocabulary words and transitional
words used.)
___/25 points for Conventions
[Spelling, capitalization, and punctuation
are correct.]
_____/100 points total
Print and cut apart the rubric slips below. Staple to student work. Fill in student names. Score informational essays.
Student: ________________________________
Informational Rubric
___/25 points for Focus and Organization
[Your essay is focused on the topic and
organized around important main ideas.]
___/25 points for Development
[Well-developed introduction, main ideas
and details using text evidence, and
conclusion given.]
___/25 points for Language and Style
[Good vocabulary words and transitional
words used.)
___/25 points for Conventions
[Spelling, capitalization, and punctuation
are correct.]
_____/100 points total
Student: ________________________________
Informational Rubric
___/25 points for Focus and Organization
[Your essay is focused on the topic and
organized around important main ideas.]
___/25 points for Development
[Well-developed introduction, main ideas
and details using text evidence, and
conclusion given.]
___/25 points for Language and Style
[Good vocabulary words and transitional
words used.)
___/25 points for Conventions
[Spelling, capitalization, and punctuation
are correct.]
_____/100 points total
22. Common Core /
TN Ready Standards
3rd Grade
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information
together; include illustrations when useful to aiding
comprehension.
CCSS.ELA-LITERACY.W.3.2.B
Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.3.2.C
Use linking words and phrases (e.g., also, another,
and, more, but) to connect ideas within categories of
information.
CCSS.ELA-LITERACY.W.3.2.D
Provide a concluding statement or section.
23. Common Core /
TN Ready Standards
4th Grade
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.C
Link ideas within categories of information using
words and phrases (e.g., another, for example, also,
because).
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.4.2.E
Provide a concluding statement or section related
to the information or explanation presented.
24. Common Core /
TN Ready Standards
5th Grade
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.5.2.A
Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C
Link ideas within and across categories of
information using words, phrases, and clauses (e.g.,
in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E
Provide a concluding statement or section related to
the information or explanation presented.
25. Thank You!
Thank you for downloading these essay
essentials! I hope it is both useful and fun for
you and your students.
Thank you also to the following TpT Sellers for
their awesome graphics, borders, frames, and
backgrounds:
• Edu Clips – Writing Clip Art Bundle
https://www.teacherspayteachers.com/
Store/Educlips
• Krista Walden (Creative Clips) – School
Favorites, Banners, Borders, and Polka Dot
Backgrounds and Frames
https://www.teacherspayteachers.com/
Store/Krista-Wallden
