1st Grade ELA Quiz: Write Informative Texts With Facts

What this quiz covers

This quiz focuses on Write Informative Texts With Facts, giving you a quick way to practice the rules, question types, and explanations that matter most for 1st Grade ELA.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

Question 1

1. Facts
2. The topic
3. A question
4. An ending (correct answer)

Explanation: This question tests CCSS.W.1.2: writing informative/explanatory texts. First graders must name a topic, supply some facts about the topic, and provide some sense of closure. Informative writing has 3 parts: (1) TOPIC—what you're writing about, name it clearly (like 'Dogs' or 'I am writing about dogs'). (2) FACTS—information about the topic, not opinions. Facts tell what, where, how, describe. Facts can be proven true. Give 2-4 facts. Examples: 'Dogs have fur.' 'Dogs can bark.' 'Dogs are animals.' (3) ENDING/CLOSURE—closing sentence that wraps up. May restate topic or conclude. Example: 'Dogs are good pets.' or 'That is all about dogs.' IMPORTANT: Use FACTS (information), not OPINIONS (what you think). Fact='Dogs have four legs.' Opinion='Dogs are the best.' Choice A is correct because an ending is missing; the writing has topic and facts but no closure. Choice B is incorrect because facts are present, like 'Bears are big animals'; students choosing this may have not understood the difference between components. To help students write informative texts: Teach 3 parts explicitly. (1) TOPIC: 'I am writing about  .' Or just title: 'Dogs.' (2) FACTS: Give information. Use sentence frames: '(Topic) are  .' '(Topic) have  .' '(Topic) can  .' '(Topic) live  .' Facts tell INFORMATION, not feelings. Teach FACT vs OPINION: Fact = can prove it, information (Dogs have fur. The sun is hot.). Opinion = what you think/feel, uses like/best/good (Dogs are the best. I like the sun.). Have students sort statements into fact or opinion. (3) ENDING: 'That is all about  .' '(Topic) are important/interesting/helpful.' Wraps it up. Use graphic organizer: Circle=Topic, 3-4 boxes=Facts, Triangle=Ending. Model: 'The Sun. The sun is a star (fact). It is hot (fact). The sun gives us light (fact). The sun is important (ending).' Watch for: Students who give opinions ('I like dogs') instead of facts ('Dogs have fur'), students who don't provide factual information, students who forget closure. Teach: Informative = INFORMATION (facts), not what you think.

Question 2

1. Buses (correct answer)
2. Wheels
3. People

Explanation: This tests finding the topic. The writing is all about buses. Wheels and people are just details.

Question 3

1. Bees are important insects (correct answer)
2. Bees are the cutest
3. Do bees fly?
4. Bees, bees, bees

Explanation: This question tests CCSS.W.1.2: writing informative/explanatory texts. First graders must name a topic, supply some facts about the topic, and provide some sense of closure. Informative writing has 3 parts: (1) TOPIC—what you're writing about, name it clearly (like 'Bees' or 'I am writing about bees'). (2) FACTS—information about the topic, not opinions. Facts tell what, where, how, describe. Facts can be proven true. Give 2-4 facts. Examples: 'Bees make honey.' 'Bees can fly.' 'Bees live in hives.' (3) ENDING/CLOSURE—closing sentence that wraps up. May restate topic or conclude. Example: 'Bees are important insects.' or 'That is all about bees.' IMPORTANT: Use FACTS (information), not OPINIONS (what you think). Fact='Bees have wings.' Opinion='Bees are the best.' Choice A is correct because this provides closure by wrapping up the informative writing about bees. Choice B is incorrect because this is an opinion (what someone thinks), not an ending; students choosing this may have confused fact with opinion or thought an opinion could serve as closure. To help students write informative texts: Teach 3 parts explicitly. (1) TOPIC: 'I am writing about  .' Or just title: 'Bees.' (2) FACTS: Give information. Use sentence frames: '(Topic) are  .' '(Topic) have  .' '(Topic) can  .' '(Topic) live  .' Facts tell INFORMATION, not feelings. Teach FACT vs OPINION: Fact = can prove it, information (Bees make honey. The sun is hot.). Opinion = what you think/feel, uses like/best/good (Bees are the best. I like the sun.). Have students sort statements into fact or opinion. (3) ENDING: 'That is all about  .' '(Topic) are important/interesting/helpful.' Wraps it up. Use graphic organizer: Circle=Topic, 3-4 boxes=Facts, Triangle=Ending. Model: 'The Sun. The sun is a star (fact). It is hot (fact). The sun gives us light (fact). The sun is important (ending).' Watch for: Students who give opinions ('I like bees') instead of facts ('Bees make honey'), students who don't provide factual information, students who forget closure. Teach: Informative = INFORMATION (facts), not what you think.

Question 4

1. Yes, it has an ending.
2. No, it needs an ending. (correct answer)
3. No, it needs a topic.
4. Yes, it has no facts.

Explanation: This question tests CCSS.W.1.2: writing informative/explanatory texts. First graders must name a topic, supply some facts about the topic, and provide some sense of closure. Informative writing has 3 parts: (1) TOPIC—what you're writing about, name it clearly (like 'Dogs' or 'I am writing about dogs'). (2) FACTS—information about the topic, not opinions. Facts tell what, where, how, describe. Facts can be proven true. Give 2-4 facts. Examples: 'Dogs have fur.' 'Dogs can bark.' 'Dogs are animals.' (3) ENDING/CLOSURE—closing sentence that wraps up. May restate topic or conclude. Example: 'Dogs are good pets.' or 'That is all about dogs.' IMPORTANT: Use FACTS (information), not OPINIONS (what you think). Fact='Dogs have four legs.' Opinion='Dogs are the best.' Choice B is correct because no, it needs an ending; the writing has a topic and facts but does not have a closing sentence to provide closure. Choice A is incorrect because it does not have an ending, as there is no wrapping up; students choosing this may have thought the last fact was closure. To help students write informative texts: Teach 3 parts explicitly. (1) TOPIC: 'I am writing about  .' Or just title: 'Dogs.' (2) FACTS: Give information. Use sentence frames: '(Topic) are  .' '(Topic) have  .' '(Topic) can  .' '(Topic) live  .' Facts tell INFORMATION, not feelings. Teach FACT vs OPINION: Fact = can prove it, information (Dogs have fur. The sun is hot.). Opinion = what you think/feel, uses like/best/good (Dogs are the best. I like the sun.). Have students sort statements into fact or opinion. (3) ENDING: 'That is all about  .' '(Topic) are important/interesting/helpful.' Wraps it up. Use graphic organizer: Circle=Topic, 3-4 boxes=Facts, Triangle=Ending. Model: 'The Sun. The sun is a star (fact). It is hot (fact). The sun gives us light (fact). The sun is important (ending).' Watch for: Students who give opinions ('I like dogs') instead of facts ('Dogs have fur'), students who don't provide factual information, students who forget closure. Teach: Informative = INFORMATION (facts), not what you think.

Question 5

1. Write questions only
2. Start with the topic and facts (correct answer)
3. Only write your opinion
4. Do not write an ending

Explanation: This question tests CCSS.W.1.2: writing informative/explanatory texts. First graders must name a topic, supply some facts about the topic, and provide some sense of closure. Informative writing has 3 parts: (1) TOPIC—what you're writing about, name it clearly (like 'Trees' or 'I am writing about trees'). (2) FACTS—information about the topic, not opinions. Facts tell what, where, how, describe. Facts can be proven true. Give 2-4 facts. Examples: 'Trees have leaves.' 'Trees grow tall.' 'Trees give us wood.' (3) ENDING/CLOSURE—closing sentence that wraps up. May restate topic or conclude. Example: 'Trees are important plants.' or 'That is all about trees.' IMPORTANT: Use FACTS (information), not OPINIONS (what you think). Fact='Trees have roots.' Opinion='Trees are the best.' Choice A is correct because starting with the topic and facts aligns with the components of informative writing, and the prompt includes writing an ending to provide closure. Choice B is incorrect because it suggests only writing opinions, but informative writing requires facts, not opinions; students choosing this may have confused facts with opinions or not understood that informative texts use information, not feelings. To help students write informative texts: Teach 3 parts explicitly. (1) TOPIC: 'I am writing about  .' Or just title: 'Trees.' (2) FACTS: Give information. Use sentence frames: '(Topic) are  .' '(Topic) have  .' '(Topic) can  .' '(Topic) live  .' Facts tell INFORMATION, not feelings. Teach FACT vs OPINION: Fact = can prove it, information (Trees have leaves. The sun is hot.). Opinion = what you think/feel, uses like/best/good (Trees are the best. I like the sun.). Have students sort statements into fact or opinion. (3) ENDING: 'That is all about  .' '(Topic) are important/interesting/helpful.' Wraps it up. Use graphic organizer: Circle=Topic, 3-4 boxes=Facts, Triangle=Ending. Model: 'The Sun. The sun is a star (fact). It is hot (fact). The sun gives us light (fact). The sun is important (ending).' Watch for: Students who give opinions ('I like trees') instead of facts ('Trees have leaves'), students who don't provide factual information, students who forget closure. Teach: Informative = INFORMATION (facts), not what you think.

Question 6

1. Pizza is yummy.
2. Pizza has cheese. (correct answer)
3. Pizza is the best food.

Explanation: We find facts, not opinions. "Pizza has cheese" tells something true. "Yummy" and "best" are opinion words.

Question 7

1. Facts
2. A topic
3. An ending (correct answer)

Explanation: We check if writing is complete. The writing has a topic (Bears) and facts. But it needs an ending to finish.

Question 8

1. Cats are the nicest.
2. Cats are cute.
3. Cats have whiskers. (correct answer)

Explanation: This tests facts versus opinions. 'Cats have whiskers' tells something true. 'Cute' and 'nicest' are feelings.

Question 9

1. Trees have leaves. (correct answer)
2. Trees are cool.
3. I like climbing trees.

Explanation: We find sentences that give information. "Trees have leaves" tells a fact about trees. The other sentences share feelings.

Question 10

1. No, it has no facts.
2. Yes, it has an ending. (correct answer)
3. No, it has no topic.

Explanation: We check for an ending sentence. "Penguins are amazing" is the ending. It wraps up the facts about penguins.

Question 11

1. No, it has no facts.
2. Yes, it names frogs. (correct answer)
3. No, it has no ending.

Explanation: We check if the topic is named. The writing tells about frogs. It names "frogs" as the topic right away.

Question 12

1. Dogs are the best pets.
2. Dogs have four legs. (correct answer)
3. I like dogs a lot.

Explanation: We find facts, not opinions. "Dogs have four legs" tells something true. The other sentences tell feelings about dogs.

Question 13

1. Facts
2. A topic
3. An ending (correct answer)

Explanation: We check if writing is complete. The writing tells facts about apples. But it needs an ending sentence to finish.

Question 14

1. A joke
2. A bigger word
3. A question mark
4. Facts (correct answer)

Explanation: This question tests CCSS.W.1.2: writing informative/explanatory texts. First graders must name a topic, supply some facts about the topic, and provide some sense of closure. Informative writing has 3 parts: (1) TOPIC—what you're writing about, name it clearly (like 'Dogs' or 'I am writing about dogs'). (2) FACTS—information about the topic, not opinions. Facts tell what, where, how, describe. Facts can be proven true. Give 2-4 facts. Examples: 'Dogs have fur.' 'Dogs can bark.' 'Dogs are animals.' (3) ENDING/CLOSURE—closing sentence that wraps up. May restate topic or conclude. Example: 'Dogs are good pets.' or 'That is all about dogs.' IMPORTANT: Use FACTS (information), not OPINIONS (what you think). Fact='Dogs have four legs.' Opinion='Dogs are the best.' Choice A is correct because facts are missing; the writing has a topic and an opinion but no factual information. Choice B is incorrect because a question mark is not needed, as the writing is not a question; students choosing this may have confused components or not understood the need for facts. To help students write informative texts: Teach 3 parts explicitly. (1) TOPIC: 'I am writing about  .' Or just title: 'Dogs.' (2) FACTS: Give information. Use sentence frames: '(Topic) are  .' '(Topic) have  .' '(Topic) can  .' '(Topic) live  .' Facts tell INFORMATION, not feelings. Teach FACT vs OPINION: Fact = can prove it, information (Dogs have fur. The sun is hot.). Opinion = what you think/feel, uses like/best/good (Dogs are the best. I like the sun.). Have students sort statements into fact or opinion. (3) ENDING: 'That is all about  .' '(Topic) are important/interesting/helpful.' Wraps it up. Use graphic organizer: Circle=Topic, 3-4 boxes=Facts, Triangle=Ending. Model: 'The Sun. The sun is a star (fact). It is hot (fact). The sun gives us light (fact). The sun is important (ending).' Watch for: Students who give opinions ('I like dogs') instead of facts ('Dogs have fur'), students who don't provide factual information, students who forget closure. Teach: Informative = INFORMATION (facts), not what you think.

Question 15

1. I love the sun!
2. That is all about the sun. (correct answer)
3. The sun helps plants grow.

Explanation: We pick a good ending sentence. "That is all about the sun" wraps up the writing. It tells readers you're done.

Question 16

1. More facts and an ending (correct answer)
2. Only the topic
3. Only a title
4. Only an opinion

Explanation: This question tests CCSS.W.1.2: writing informative/explanatory texts. First graders must name a topic, supply some facts about the topic, and provide some sense of closure. Informative writing has 3 parts: (1) TOPIC—what you're writing about, name it clearly (like 'Dogs' or 'I am writing about dogs'). (2) FACTS—information about the topic, not opinions. Facts tell what, where, how, describe. Facts can be proven true. Give 2-4 facts. Examples: 'Dogs have fur.' 'Dogs can bark.' 'Dogs are animals.' (3) ENDING/CLOSURE—closing sentence that wraps up. May restate topic or conclude. Example: 'Dogs are good pets.' or 'That is all about dogs.' IMPORTANT: Use FACTS (information), not OPINIONS (what you think). Fact='Dogs have four legs.' Opinion='Dogs are the best.' Choice A is correct because more facts and an ending are missing; the writing has a topic and one fact but needs additional facts and closure. Choice B is incorrect because it has more than only the topic, including a fact; students choosing this may have not recognized the existing fact. To help students write informative texts: Teach 3 parts explicitly. (1) TOPIC: 'I am writing about  .' Or just title: 'Dogs.' (2) FACTS: Give information. Use sentence frames: '(Topic) are  .' '(Topic) have  .' '(Topic) can  .' '(Topic) live  .' Facts tell INFORMATION, not feelings. Teach FACT vs OPINION: Fact = can prove it, information (Dogs have fur. The sun is hot.). Opinion = what you think/feel, uses like/best/good (Dogs are the best. I like the sun.). Have students sort statements into fact or opinion. (3) ENDING: 'That is all about  .' '(Topic) are important/interesting/helpful.' Wraps it up. Use graphic organizer: Circle=Topic, 3-4 boxes=Facts, Triangle=Ending. Model: 'The Sun. The sun is a star (fact). It is hot (fact). The sun gives us light (fact). The sun is important (ending).' Watch for: Students who give opinions ('I like dogs') instead of facts ('Dogs have fur'), students who don't provide factual information, students who forget closure. Teach: Informative = INFORMATION (facts), not what you think.