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

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

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

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.

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.

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.

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.

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.

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

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