Grade 1 · English Language Arts and Reading
Quarter 3 · Week 5 · TEKS
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This lesson introduces first-grade students to the characteristics of persuasive texts with adult assistance, helping them identify what the author is trying to persuade the reader to think or do. It also introduces characteristics of multimodal and digital texts. The lesson uses direct teaching, shared reading, discussion, and response activities to build foundational skills in recognizing genre-specific features and author intent, aligned with TEKS standards.
Students should be familiar with basic reading skills, including recognizing letters, words, and simple sentences, and have experience listening to and discussing stories or texts read aloud.
Persuasive texts are written to convince or persuade the reader to think or do something. Characteristics include the author stating an opinion or a point of view, giving reasons to support that opinion, and sometimes using words that encourage the reader to agree or take action. In Grade 1, students need adult assistance to recognize these features and understand the author's purpose.
The author's purpose in a persuasive text is to influence the reader's thoughts or actions. For example, the author might want the reader to believe that a pet is the best choice or to try a new food. Helping students identify this purpose involves asking questions like 'What does the author want us to do?' or 'What is the author trying to make us believe?'
Multimodal texts combine words with other modes such as pictures, sounds, or interactive elements. Digital texts are those presented on electronic devices and often include multimedia features. Recognizing these characteristics helps students understand how meaning is created using different modes beyond just words.
Use shared reading of a short persuasive text, pointing out opinion words and reasons. Discuss with students what the author wants the reader to do or think. Show examples of multimodal and digital texts, highlighting how pictures and sounds add to the story or message. Use graphic organizers to help students organize their thoughts about the author's purpose.
Students might confuse persuasive texts with stories that just tell what happened. They may think all texts are just for telling stories and not realize some texts try to convince or persuade. Also, students might focus only on pictures in multimodal texts and miss how words contribute to meaning.
Read this sentence from a persuasive text: "You should try eating apples because they are sweet and healthy." What is the author trying to persuade the reader to do?
The author is giving a reason (apples are sweet and healthy) to convince the reader to try eating apples. This shows the author wants the reader to do something (try eating apples).
The author wants the reader to try eating apples.
Look at this multimodal text page that has words and pictures of animals making sounds. How do the pictures help you understand the text?
The pictures show what the animals look like and the sounds they make, which helps the reader understand the story better than just words alone.
The pictures help me see the animals and hear their sounds, so I understand the story better.
Introduce the concept of persuasion by asking students if they have ever tried to convince someone to do something or believe something. Share a simple example, such as asking a friend to play a game.
Students share times they have tried to persuade someone or been persuaded. They listen and participate in the discussion.
This activity connects students' personal experiences with the idea of persuasion, making the concept relatable and engaging.
Read aloud a short persuasive text to the class. Pause to point out words or sentences that show the author's opinion and reasons.
Listen to the text and identify words or sentences that show what the author wants the reader to think or do, with adult assistance.
Shared reading helps students hear and see persuasive language in context, supporting recognition of key characteristics.
Explain that persuasive texts try to convince the reader. Use the graphic organizer to show how the author gives reasons to support their opinion.
Help fill in the graphic organizer by naming the author’s opinion and reasons from the text.
Organizing information visually helps students understand how persuasive texts are structured and the author’s intent.
Show examples of multimodal and digital texts. Discuss how pictures, sounds, or interactive parts help tell the story or message.
Observe and describe features of multimodal or digital texts, such as pictures or sounds, with adult guidance.
This expands students’ understanding of texts beyond print, recognizing how multiple modes work together to communicate meaning.
Ask students to explain what a persuasive text is and what the author wants the reader to do or think. Have them identify a characteristic of multimodal or digital texts.
Respond orally or with a simple drawing or sentence about persuasive texts and multimodal/digital texts.
This assessment checks students’ understanding of the lesson objectives through verbal or visual expression.
Listen to the text and identify words or sentences that show what the author wants the reader to think or do, with adult assistance.
What is the author trying to persuade the reader to do in a persuasive text?
The author is trying to convince the reader to think or do something, like agree with an opinion or take action.
Name one characteristic of a persuasive text.
It gives an opinion and reasons to support that opinion.
What is a multimodal text?
A text that uses words and other modes like pictures, sounds, or interactive parts to tell a story or message.
How do pictures help in a multimodal text?
Pictures help show what is happening and make the story easier to understand.
Why do authors use persuasive texts?
To convince readers to think or do something the author believes is right or good.
Provide sentence starters to help students express the author’s purpose. Use graphic organizers with pictures and simple words. Read texts aloud and discuss key points frequently.
Use visuals and gestures to explain persuasive text features. Pre-teach key vocabulary such as persuade, opinion, and reason. Pair students for peer discussion to practice language.
Encourage students to find multiple reasons the author gives in a persuasive text. Have students compare a persuasive text with a story to identify differences. Introduce simple digital tools to create a multimodal text.
Encourage families to read a persuasive text together at home and discuss what the author wants the reader to think or do. Families can also explore digital story apps and talk about how pictures and sounds help tell the story.
In this lesson, students learn to recognize persuasive texts by identifying the author’s opinion and reasons with adult assistance. They practice stating what the author wants the reader to think or do. Students also explore multimodal and digital texts, noticing how pictures, sounds, and interactive features add meaning beyond words. These skills build foundational understanding of different text types and author purposes, supporting their growth as thoughtful readers and communicators.
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.