Informational and Explanatory Writing

Informational Topic Selection means choosing a real topic to teach others about.

When we write informational pieces, we write to give facts. We do not make up a story. We choose something real, like dogs, apples, buses, or how to plant a seed.

A good informational topic is something you know about or can learn about. You should be able to tell true things about it.

Ask yourself these questions when picking a topic:

• Is it real?
• Can I tell facts about it?
• Do I know enough to teach someone?
• Is it not too big and not too small?

Let’s learn what makes a topic a good choice.

1. Pick a real, nonfiction topic.

Informational writing is about things that are true. A topic like cats is real. A topic like a dragon that lives in my backpack is make-believe, so it is not a good informational topic.

2. Pick something you can explain with facts.

Facts are true pieces of information. If your topic is rain, you can tell facts like “Rain is water” and “Rain falls from clouds.”

If your topic is too hard to explain, it may not be a good choice for now.

3. Pick something you know well.

You do not have to know everything. But you should know enough to share a few true ideas.

For example, if you know about soccer, you might explain that players kick a ball, teams try to score, and a goalie guards the net.

4. Pick a topic that is the right size.

Some topics are too big. Some are too small. A good topic is just right.

• Too big: animals
• Just right: frogs
• Too small: one green frog on a log at my park yesterday

When a topic is just right, it is easier to teach about it clearly.

Here are some good informational topic ideas:

• Dogs
• Butterflies
• Fire trucks
• The four seasons
• How to wash your hands
• How a plant grows

Here are some topics that are not good choices:

• My unicorn school
• The best day ever
• Everything in the whole world
• A tiny thing you cannot say much about

How to choose a topic step by step

1. Think of something real.
2. Make sure it is nonfiction.
3. Ask, “Can I tell facts about it?”
4. Ask, “Do I know enough?”
5. Check that it is not too big or too small.
6. Choose the topic you can teach best.

Worked Example 1

Topic choices: penguins or my flying puppy

Which is better for informational writing?

Answer: Penguins.

Why? Penguins are real animals. You can share facts about where they live, what they eat, and how they move. A flying puppy is make-believe.

Worked Example 2

Topic choices: animals or bears

Which is the better topic?

Answer: Bears.

Why? Animals is too big. There are too many kinds of animals. Bears is smaller and easier to explain with facts.

Worked Example 3

Topic choices: how to brush your teeth or my fun Saturday

Which is better for informational writing?

Answer: How to brush your teeth.

Why? This is a real process you can teach step by step. My fun Saturday sounds more like a personal story, not an informational topic.

Worked Example 4

Topic choices: the weather or one cloud I saw this morning

Which is the better topic?

Answer: The weather.

Why? You can tell many facts about weather, like sunny, rainy, windy, and snowy days. One cloud I saw this morning is too small for a full informational piece.

Let’s practice thinking about topics.

If you want to teach others, you need a topic that helps you answer questions like these:

• What is it?
• What does it do?
• What are its parts?
• How does it work?
• How do you do it?

If you can answer some of these, your topic may be a good one.

Helpful tip: Pick a topic you like. When you are interested in your topic, it is easier to think of facts and explain them clearly.

Brief Summary

Informational topic selection means choosing a real topic you can teach with true facts. A good topic is something you know about and something that is just the right size. When you pick a good topic, your writing is easier to read and easier to understand.

Topic Introduction means the very first part of your writing tells the reader what your writing is about.

When we write an informational piece, we want to teach the reader something. A good topic introduction helps right away. It names the topic at the beginning so the reader is ready to learn.

For example, if you are writing about frogs, your first sentence should tell the reader that your writing is about frogs. If you are writing about how to plant a seed, your first sentence should tell the reader that your writing is about planting a seed.

Why is a topic introduction important?

• It tells the reader the subject.
• It helps the writing feel clear.
• It helps the reader know what to expect.

A strong topic introduction does 2 simple things:

1. It comes at the beginning.
2. It clearly names the topic.

You can think: What am I teaching about? Then write that idea in your first sentence.

Here are easy ways to start:

• This is about _____.
• I want to tell you about _____.
• _____ is an animal/plant/place/thing.
• Here is how to _____.

Let’s look at topic introductions for different kinds of writing.

If you are explaining an animal, you might write: Dogs are helpful pets. Now the reader knows the topic is dogs.

If you are explaining a place, you might write: The park is a fun place to play. Now the reader knows the topic is the park.

If you are explaining how to do something, you might write: Here is how to wash your hands. Now the reader knows the topic is washing hands.

What does not work as well?

Sometimes writers begin with a sentence that is too broad or does not name the topic.

For example, if your topic is butterflies, the sentence I like learning new things. does not tell the reader what the writing is about. The reader still does not know the topic.

A better introduction would be: Butterflies change as they grow.

Ask yourself these questions:

• Is this the first sentence?
• Did I name my topic?
• Will my reader know what I am teaching about?

Worked Example 1

Topic: Cats

We want the first sentence to name the topic.

Good introduction: Cats are furry pets.

This works because it is at the beginning and tells the reader the topic is cats.

Worked Example 2

Topic: Rain

First, think: What is my writing about? It is about rain.

Good introduction: Rain is water that falls from clouds.

This works because the reader learns the topic right away.

Worked Example 3

Topic: How to make a sandwich

When you explain steps, your introduction can tell what the reader will learn to do.

Good introduction: Here is how to make a sandwich.

This works because it tells the topic and prepares the reader for steps.

Worked Example 4

Topic: Trees

Look at two beginning sentences.

• Sentence A: I see many things outside.
• Sentence B: Trees are tall plants with trunks and leaves.

Best choice: Sentence B

Sentence B is better because it clearly names the topic: trees.

Let’s practice thinking like a writer.

If your topic is apples, you do not want to start with: Food is important.

That sentence is too general. It does not tell the reader the topic is apples.

You could start with: Apples are a kind of fruit.

If your topic is the life cycle of a chicken, you do not want to start with: Animals are interesting.

That sentence is too general too.

You could start with: Chickens grow from eggs.

Tips for writing your own topic introduction:

• Say the topic name in the first sentence.
• Keep your sentence simple and clear.
• Tell what the writing will teach.
• Stay on the topic.

You can use this pattern:

Topic + what it is/does

Examples:

• Bees make honey.
• Snow falls in winter.
• A map shows places.

Or use this pattern for steps:

Here is how to + action

Examples:

• Here is how to tie your shoe.
• Here is how to water a plant.

Summary

A topic introduction is the opening part of your writing. It tells the reader what your writing is about right away.

When you write, make your first sentence clear and name the topic. That helps your reader understand and get ready to learn.

Fact and Detail Generation means thinking of true information about a topic and adding details that help explain it.

When we write about something, we want to tell real things. These real things are called facts. Facts are true and can be checked.

Details are extra true pieces of information. Details help the reader learn more about the fact and the topic.

For example, if the topic is dogs, a fact could be: Dogs are animals. A detail could be: Dogs can bark. Another detail could be: Some dogs have floppy ears.

Good writers think: What is my topic? Then they ask: What true things can I say about it?

Let’s learn how to generate facts and details.

Step 1: Pick a topic.

Your topic is what you are writing about.

• cats
• the sun
• fire trucks
• plants

Step 2: Think of true facts.

A fact is something true about the topic.

• Cats have whiskers.
• The sun is hot.
• Fire trucks are red on many streets.
• Plants need water.

Step 3: Add details.

Details tell more about the fact. They help your reader understand.

• Cats use whiskers to feel around.
• The sun gives light during the day.
• Fire trucks help put out fires.
• Plants also need sunlight.

Step 4: Make sure each detail matches the topic.

If your topic is plants, your details should be about plants. Do not add something about cars or cookies.

Topic: plants

• Good detail: Plants grow in soil.
• Good detail: Plants need water.
• Not a good detail: A bus has wheels.

How do facts and details work together?

A fact tells something important. A detail gives more information.

Fact: Birds have wings.

Details:

• Wings help birds fly.
• Some birds glide in the air.
• Baby birds grow feathers.

All of these details fit the topic and help explain the fact.

Ask yourself these questions:

• Is this true?
• Does it match my topic?
• Does it help my reader learn more?

Worked Example 1: Topic = Apples

First, we choose the topic: apples.

Now we think of a fact: Apples are fruit.

Next, we add details that are true and match the topic.

• Apples can be red, green, or yellow.
• Apples grow on trees.
• People can eat apples.

Why these are good details: They are true, and they all tell more about apples.

Worked Example 2: Topic = Frogs

Topic: frogs

Fact: Frogs can jump.

Details:

• Frogs have strong back legs.
• Some frogs live near ponds.
• Frogs can be green or brown.

These details help us learn more about frogs. They stay on the topic.

Worked Example 3: Topic = School Bus

Topic: school bus

Fact: A school bus takes children to school.

Details:

• Many school buses are yellow.
• A bus has seats for children.
• A driver drives the bus.

Be careful! A sentence like I like pizza does not fit this topic. It is not a detail about a school bus.

Worked Example 4: Topic = Rain

Topic: rain

Fact: Rain is water that falls from clouds.

Details:

• Rain can help plants grow.
• People use umbrellas in the rain.
• Rain makes puddles on the ground.

Now the reader learns what rain is and what it does.

Let’s practice thinking.

If the topic is butterflies, which sentence is a good detail?

• Butterflies have wings.
• My shoe is blue.

The good detail is Butterflies have wings. It is true and matches the topic.

If the topic is trees, which sentence is a good detail?

• Trees have trunks.
• Fish swim in water.

The good detail is Trees have trunks.

Tips for strong fact and detail generation

• Pick one clear topic.
• Say true things only.
• Add details that help explain.
• Keep all details on the same topic.

You can use this simple plan:

1. Write your topic.
2. Write one fact.
3. Write two or three details.

Example plan:

Topic: Bees

Fact: Bees make honey.

Details:

• Bees visit flowers.
• Bees live in hives.
• Honey is sweet.

This is a good group of facts and details because all the sentences are true and all are about bees.

Summary

Facts are true statements. Details are more true information that help explain the topic.

When you write, choose a topic, think of true facts, and add details that match. This helps your reader learn clearly and easily.

Categorizing Information means putting facts that belong together in the same group.

When we write, we do not want our facts to be mixed up like a messy toy box. We want to sort them so the reader can understand our writing easily.

For example, if you are writing about dogs, you might put facts about what dogs eat together, facts about how dogs move together, and facts about where dogs live together.

This helps your writing stay neat, clear, and easy to read.

Why do we categorize information?

• It helps the reader understand.
• It keeps similar facts together.
• It makes writing organized.
• It helps us explain a topic clearly.

Think of categorizing like sorting.

You can sort socks by color. You can sort toys by type. You can sort facts by what they are about.

If facts are all mixed up, the reader may feel confused. If facts are grouped, the reader can follow along.

How to categorize information

1. Pick your topic. Ask, “What am I writing about?”
2. Read your facts. Think about what each fact tells.
3. Look for facts that go together. Some facts may be about food, body parts, homes, or actions.
4. Make groups. Put matching facts in the same section.
5. Write each group together. This makes strong, organized writing.

Words that can name categories

• looks
• food
• home
• moves
• parts
• uses
• kinds

These category words can become little sections in your writing.

Example 1: Sorting facts about apples

Here are some facts:

• Apples can be red, green, or yellow.
• People can eat apples.
• Apples grow on trees.
• Apples can be made into juice.

Let’s sort them.

Category: What apples look like

• Apples can be red, green, or yellow.

Category: Where apples grow

• Apples grow on trees.

Category: How people use apples

• People can eat apples.
• Apples can be made into juice.

Now the facts are grouped in a way that makes sense.

Example 2: Sorting facts about frogs

Here are some facts:

• Frogs can jump.
• Frogs live near water.
• Frogs eat bugs.
• Frogs have long back legs.

We can make these categories:

Category: How frogs move

• Frogs can jump.

Category: Where frogs live

• Frogs live near water.

Category: What frogs eat

• Frogs eat bugs.

Category: Body parts

• Frogs have long back legs.

This is much better than writing the facts in a random order.

Example 3: Turning groups into a short piece of writing

Topic: Bees

Facts:

• Bees make honey.
• Bees live in hives.
• Bees have wings.
• Bees visit flowers.

First, sort the facts.

Category: Home

• Bees live in hives.

Category: Body parts

• Bees have wings.

Category: What bees do

• Bees visit flowers.
• Bees make honey.

Now we can write:

Bees live in hives. Bees have wings. Bees visit flowers. They make honey.

This writing is organized because the facts are grouped by idea.

Example 4: Finding the best groups

Topic: School buses

Facts:

• School buses are yellow.
• School buses take children to school.
• School buses have wheels.
• School buses have seats.

How can we group them?

Category: What school buses look like

• School buses are yellow.

Category: Parts

• School buses have wheels.
• School buses have seats.

Category: What school buses do

• School buses take children to school.

Some categories have one fact. Some categories have more than one fact. That is okay.

Helpful questions to ask

• Which facts are about the same thing?
• Which facts belong together?
• Can I name this group?
• Does my writing sound neat and clear?

What not to do

Do not put facts in a mixed-up order if they belong in groups.

For example, this is mixed up:

Frogs eat bugs. Frogs live near water. Frogs have long back legs. Frogs can jump.

All the facts are true, but they are not grouped into sections.

This is better:

Food: Frogs eat bugs.

Home: Frogs live near water.

Body parts: Frogs have long back legs.

Movement: Frogs can jump.

Tips for strong writing

• Write about one topic.
• Group facts that match.
• Use category names if they help.
• Keep each part about the same idea.
• Read your writing again to see if it makes sense.

Let’s remember

Categorizing information means sorting facts into groups.

When facts are grouped, writing is easier to read and understand.

Good writers keep related facts together instead of making a random list.

Procedural and How-To Writing tells how to do something.

It gives steps in order so a reader can follow them. A how-to piece helps someone make, build, cook, draw, or do a job.

When we write procedural or how-to writing, we want to be clear. We want the reader to know exactly what to do first, next, and last.

Why do we use how-to writing?

• To teach someone a task
• To explain the order of steps
• To help the reader do the job the right way

Parts of a how-to piece

A good how-to piece usually has these parts:

1. A title that tells what you will do
2. Materials or things you need
3. Steps in order
4. Order words like first, next, then, and last

1. Title

The title tells the reader the job or task.

Examples:

• How to Wash Your Hands
• How to Plant a Seed
• How to Make a Paper Hat

2. Materials

Some how-to pieces need a list of things to use. This helps the reader get ready.

Examples of materials:

• paper
• crayons
• soap
• water
• a seed
• soil

3. Steps in order

The steps must be in chronological order. That means the steps are told in the order they happen.

If the steps are out of order, the reader may get confused.

For example, you should not say last before first.

4. Order words

Order words help the reader know when each step happens.

• First
• Next
• Then
• After that
• Last

What makes a step clear?

A clear step tells exactly what to do.

Look at these two steps:

• Not clear: Do it.
• Clear: Put the seed in the soil.

The clear step is better because the reader knows what action to take.

Use action words

Action words tell what to do. They make how-to writing strong and easy to follow.

Examples of action words:

• cut
• draw
• fold
• pour
• wash
• plant
• mix
• open

Worked Example 1: How to Wash Your Hands

Let us read a simple how-to piece.

Title: How to Wash Your Hands

Steps:

1. First, turn on the water.
2. Next, put soap on your hands.
3. Then, rub your hands together.
4. Last, rinse and dry your hands.

Why is this a good how-to piece?

• It has a title.
• It tells the steps in order.
• It uses order words.
• Each step is clear.

Worked Example 2: Fix the Mixed-Up Steps

Here is a how-to piece with steps out of order.

How to Plant a Seed

1. Last, give the seed water.
2. First, put soil in a cup.
3. Then, put the seed in the soil.

What is wrong?

The first step says Last. The steps are mixed up.

Let us fix it.

1. First, put soil in a cup.
2. Next, put the seed in the soil.
3. Last, give the seed water.

Now the steps make sense.

Worked Example 3: Add Materials and Steps

Now let us make a stronger how-to piece.

Title: How to Draw a Sun

Materials:

• paper
• yellow crayon

Steps:

1. First, draw a big circle.
2. Next, draw lines around the circle.
3. Then, color the sun yellow.
4. Last, show your picture.

Why is this stronger?

• It has materials.
• It has clear action words: draw, color, show.
• It uses order words.

Worked Example 4: Make a How-To Piece

Let us write one together.

Think of a small job: How to Pack a Backpack.

Title: How to Pack a Backpack

Materials:

• backpack
• book
• folder
• pencil

Steps:

1. First, open your backpack.
2. Next, put in your book.
3. Then, put in your folder.
4. Last, put in your pencil and close the backpack.

This how-to piece is easy to follow because the job is clear and the steps are in order.

Tips for writing your own how-to piece

• Pick one small job.
• Think about what happens first.
• Tell each step in order.
• Use order words.
• Use action words.
• Make each step easy to understand.

Checklist for students

When you finish writing, ask yourself:

• Did I tell how to do something?
• Do I have a clear title?
• Did I name the materials if I need them?
• Are my steps in the right order?
• Did I use order words like first, next, then, and last?
• Are my steps clear and easy to follow?

A small practice

Read this how-to piece:

How to Get Ready to Read

1. First, get your book.
2. Next, sit in a quiet spot.
3. Then, open the book.
4. Last, begin reading.

This is a good how-to piece because the steps are simple, clear, and in order.

Summary

Procedural and how-to writing explains how to do something.

It has a clear title, sometimes a materials list, and steps in chronological order.

The best how-to writing uses order words and clear action words so the reader can follow every step.

Lesson: Incorporating Visual Text Features

When we write to teach someone about a topic, words are important. But pictures and other visual parts can help too.

Visual text features are parts of a page that help readers learn by looking. These can include diagrams, labeled illustrations, and captions.

Writers use visual text features to make information clear, easy to understand, and fun to read.

What are visual text features?

• Diagram: a simple drawing that shows parts or steps.
• Labeled illustration: a picture with words that name the parts.
• Caption: a short sentence that tells about the picture.

These features help a reader answer questions like:

• What does it look like?
• What are the parts called?
• What is happening?
• What should I notice?

Why do writers use them?

• They help explain ideas.
• They show details that may be hard to say with only words.
• They help readers learn new words.
• They make writing neat and organized.

1. Diagrams

A diagram is a simple drawing. It is not just for decoration. It helps teach something.

A diagram can show:

• parts of something, like a plant
• steps in order, like washing hands
• how something works, like a swing moving back and forth

When you make a diagram, keep it simple. Draw only the parts your reader needs to learn about.

2. Labeled illustrations

A labeled illustration is a picture with labels. A label is a word or short phrase that names something in the picture.

For example, if you draw a plant, your labels might say:

• root
• stem
• leaf
• flower

Labels should be:

• short
• easy to read
• placed near the correct part

3. Captions

A caption is a short sentence under or next to a picture. It tells what the picture shows.

A good caption is clear and helpful.

For example:

• Weak caption: A plant.
• Better caption: This plant has roots, a stem, and leaves.

The better caption gives more information.

How to make a strong visual text feature

1. Think about what you want to teach.
2. Draw a simple picture that matches your topic.
3. Add labels to name important parts.
4. Write a caption to tell one important fact.
5. Check that the picture and words match.

What makes a visual text feature helpful?

• It matches the writing.
• It teaches something important.
• It is neat and easy to read.
• It uses correct labels.
• Its caption tells a true fact.

Worked Example 1: A labeled illustration of a fish

Imagine you are writing about fish.

You draw a fish. Then you add labels:

• eye
• fin
• tail

Your caption says: A fish uses its tail to swim.

Why is this good?

• The picture matches the topic.
• The labels name body parts.
• The caption teaches a fact.

Worked Example 2: A diagram showing how to plant a seed

Now imagine you are explaining how to plant a seed.

You make a diagram with steps:

1. Put soil in a cup.
2. Drop in the seed.
3. Add water.
4. Place it in sunlight.

You can draw a small picture for each step.

Your caption says: These are the steps to plant a seed.

Why is this helpful?

• The reader can see the steps in order.
• The pictures make the process easier to understand.
• The caption tells what the whole diagram is about.

Worked Example 3: Improving a weak picture

Suppose a student writes about a butterfly and draws a butterfly with no labels and no caption.

The picture is nice, but it does not teach much yet.

Let’s fix it.

Add labels:

• wing
• body
• antenna

Add a caption: A butterfly has wings, a body, and antennae.

Now the visual text feature helps the reader learn.

Worked Example 4: Matching the picture to the writing

A student is writing about rain. But the student draws a sun with no rain cloud.

That picture does not match the topic very well.

A better idea would be to draw:

• a cloud
• raindrops
• a puddle

Then add labels:

• cloud
• rain
• puddle

Caption: Rain falls from clouds and makes puddles.

Now the visual matches the writing.

Tips for young writers

• Draw carefully, but keep it simple.
• Use labels for the most important parts.
• Write a short caption with a fact.
• Make sure your picture matches your topic.
• Use your best spelling and neat handwriting.

Let’s practice thinking

If you are writing about an apple tree, what could you add?

• A drawing of the tree
• Labels like trunk, leaf, apple
• A caption like: An apple tree grows apples on its branches.

If you are writing about brushing teeth, what could you add?

• A step-by-step diagram
• Pictures of toothpaste, toothbrush, and rinsing
• A caption like: These steps help keep teeth clean.

Things to avoid

• Do not add a picture that does not fit the topic.
• Do not use too many labels.
• Do not forget the caption.
• Do not make the picture so messy that it is hard to read.

Summary

Visual text features help readers learn by showing information in pictures and words.

Diagrams show parts or steps. Labeled illustrations name important parts. Captions tell a fact about the picture.

When you use these features in your writing, you help your reader understand your topic better.

Concluding Statements are the sentences at the end of a piece of writing.

A concluding statement helps the writer finish the writing in a clear way. It tells the reader, “We are done now.”

When we write to teach about something, we usually have:

• a beginning that tells the topic,
• some facts in the middle,
• and an ending called a concluding statement.

A concluding statement is like tying a bow on your writing. It helps the whole piece feel complete.

Why do we use a concluding statement?

• It reminds the reader what the writing was about.
• It gives a short ending.
• It makes the writing feel finished.

A good concluding statement:

• comes at the end,
• matches the topic,
• uses simple words,
• does not add a brand-new idea.

Here are some easy ways to make a concluding statement:

1. Say the topic again in a new way.
   Example: “Dogs are helpful pets.”
2. Tell the big idea one more time.
   Example: “Now you can see why plants need water.”
3. Finish with a closing thought.
   Example: “That is how we make a sandwich.”

Helpful ending words can help you start a concluding statement:

• So,
• Now you know
• This is why
• That is how
• As you can see

Let’s look at some examples.

Example 1: Topic — Cats

Writing: “Cats have soft fur. Cats like to nap. Cats can chase toys.”

Concluding statement: “Cats are fun pets.”

Why it works: It tells the main idea again. It ends the writing.

Example 2: Topic — How to Wash Hands

Writing: “First, turn on the water. Next, use soap. Then, scrub your hands. Last, rinse and dry.”

Concluding statement: “That is how you wash your hands.”

Why it works: It sums up the steps and gives a clear ending.

Example 3: Topic — Rain

Writing: “Rain comes from clouds. Rain helps plants grow. Rain fills lakes and puddles.”

Concluding statement: “So, rain is important.”

Why it works: It gives the big idea from the facts.

Example 4: Topic — School Bus

Writing: “A school bus is big. It is yellow. It takes children to school.”

Concluding statement: “Now you know what a school bus does.”

Why it works: It reminds the reader of the topic and ends the piece.

Let’s learn what a concluding statement is not.

• It is not the first sentence.
• It is not a random idea.
• It is not a long list of new facts.

Not a good ending: “I like pizza and my shoes are red.”

This does not match the topic. It sounds mixed up.

Better ending for a piece about dogs: “Dogs are great animals to learn about.”

How to write a concluding statement

1. Think: “What is my writing about?”
2. Think: “What is the big idea?”
3. Write one sentence to finish the piece.

You can ask yourself these questions:

• Did I end my writing?
• Did I talk about the same topic?
• Did I keep it short and clear?

Try it with a model.

Beginning and middle: “Birds have feathers. Birds have wings. Many birds can fly.”

What is the topic? Birds.

What is the big idea? Birds have special body parts and many can fly.

A good concluding statement could be: “Birds are amazing animals.”

This matches the topic and gives a nice ending.

Another model.

Beginning and middle: “First, get bread. Next, add peanut butter. Then, put the bread together.”

What is the writing about? How to make something.

A good concluding statement could be: “That is how you make a peanut butter sandwich.”

This works because it finishes the steps.

Tips to remember

• Put the concluding statement at the end.
• Keep it to one sentence.
• Use words from your topic.
• Do not surprise the reader with a new idea.

Let’s compare.

Topic: Trees

Facts: “Trees have roots. Trees have trunks. Trees have leaves.”

• Good ending: “Trees are important plants.”
• Not good: “I went to the park with my friend.”

The good ending matches the topic. The not good ending does not.

Quick practice ideas

• If your writing is about frogs, you might end with: “Frogs are interesting animals.”
• If your writing tells how to plant a seed, you might end with: “That is how you plant a seed.”
• If your writing is about the sun, you might end with: “Now you know why the sun is important.”

Summary

A concluding statement is the last sentence in your writing. It wraps up your ideas and gives the reader a clear ending.

When you write an informational piece, remember: tell the topic, share facts, and end with a concluding statement. A strong ending is short, matches the topic, and helps your writing feel complete.