EL Support Lesson

Fact & Opinion Statements with Adjectives

In this lesson, your ELs will learn how to differentiate statements of fact and opinion in a nonfiction text using adjectives as a foundation for their understanding. This is a support lesson for Research: Where to Find the Answers.
This lesson can be used as a pre-lesson for the Research: Where to Find the Answers lesson plan.
Grade Subject View aligned standards

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

This lesson can be used as a pre-lesson for the Research: Where to Find the Answers lesson plan.

Students will identify print and digital sources and successfully use them to find information.


Students will be able to identify adjectives in statements of fact and opinion, using a graphic organizer.

(2 minutes)
  • Tell students that today they will be learning how to differentiate between fact and opinion in nonfiction texts.
  • Explain that this is an important skill when they are using print or digital resources to conduct research. Remind them that in fifth grade they will need to be able to quickly find facts when they are reading texts about a research topic.
  • Write the language objective in student-friendly terms (e.g., "I can recognize and use adjectives to tell the difference between statements of fact and opinion.") and read it aloud. Underline the word adjective and explain to students that they will be learning how authors use adjectives to write about facts and opinions.
(10 minutes)
  • Hand out the Vocabulary Instruction Chart to each student and tell them that they will be learning some key terms that will help them during the lesson.
  • Introduce the vocabulary words one at a time. First display the vocabulary card and read the word and definition out loud. Then, label the word with its part of speech and provide an example for the word.
  • Instruct your students to fill out a row on their chart using the information you provided.
  • For the first word, fact, model how you would write your own sentence. For example, "It is a fact that plants need water and sun in order to grow."
  • Continue introducing words and have students fill in a row on their vocabulary chart for each one.
  • Instruct students to talk with a partner and, together, choose two vocabulary words from their chart. Tell them to each use one of the words in a sentence, taking turns. Then have students record a sentence for each of the two words they discussed on their chart.
(8 minutes)
  • Explain that authors often use certain types of adjectives to write statements of opinion and others to write statements of fact.
  • Display the word bank on the worksheet entitled Fact & Opinion Adjectives and hand out copies of the worksheet to students. Review the word bank with the class and point out the categories of fact adjectives and the examples that follow.
  • Review the directions and example for section one. Then, instruct students to complete section one with a partner.
  • Call on students to share their answers and record them on the displayed teacher copy of the worksheet.
  • Instruct students to complete the first two statements in section two with their partner, and then have them complete the remaining three statements independently.
  • Invite volunteers to share their completed statements with the class. Have the class vote on each shared statement to determine whether it is a statement of fact or opinion.
(10 minutes)
  • Use a projector to display a digital resource or article about a high interest topic, like the article "Chocolate Facts for Kids" linked in the Related Books and/or Media section. Explain that this is an example of a digital resource because it is an article found on the Internet.
  • Read the first paragraph of the article aloud as students follow along. Ask students to listen for statements of fact and opinion while you read.
  • After you've read, point out an example of a factual statement (e.g., "It can be a solid form like a candy bar or it can be in a liquid form like hot chocolate.") and a opinion statement (e.g., "It is best to eat chocolate in moderation.").
  • Scroll down to the section entitled "History of Chocolate." Remind students to look for examples of fact and opinion. Then, read it aloud as a choral reading with students.
  • Ask students to find their own examples of facts or opinions in this section. First, give students a minute of thinking time. Then, have students turn and talk to a partner to discuss. Call on volunteers to share the facts and opinions they found. Use a sentence frame for support, such as, "An example of a fact is when the author said ____."
  • Hand out a print resource about the same topic, like the worksheet Chocolatey Facts and Opinions. Explain that this is an example of a print resource because it is an article that is printed on paper.
  • Instruct students to read the text with a partner, taking turns as reader and listener. (Note: Designate who reads first and who reads second.)
  • After their first read, tell students to look back through the text and highlight two examples of factual statements and underline one example of an opinion. Remind students to continue working with their partner during this time.
  • Instruct students to answer question two on the worksheet. Provide sentence frames as support, such as, "One thing I learned about chocolate is _____./ I also learned _____."
  • Invite students to read their responses aloud.


  • Pre-teach additional vocabulary terms that students will see within texts during the lesson, like "consumed," "bitter," and "ferment."
  • Before handing out the Chocolatey Facts and Opinions worksheet, circle adjectives in the text to help guide students as they read and respond.
  • Allow students to respond orally as a response to the second question on the Chocolatey Facts and Opinions worksheet (rather than composing a written response). Allow students to use the same sentence frame when responding orally.
  • Allow beginning ELs to use bilingual resources to define new words throughout the lesson.
  • Strategically pair beginning ELs with more advanced ELs or students who speak the same home language.


  • Allow advanced ELs to utilize a glossary, thesaurus, and dictionary for help with unfamiliar words.
  • Encourage advanced ELs to compose their written responses without sentence frames, or provide a shorter sentence stem for support in place of the sentence and paragraph frames.
  • Choose advanced ELs to share their ideas first in group and class discussions. Ask advanced ELs to add on, rephrase, or clarify what their peers say in class discussion.
  • Have advanced ELs repeat instructions and key vocabulary, summarizing important information for the class.
  • As students work with the Chocolatey Facts and Opinions worksheet, encourage them to circle the adjectives they see in the text and discuss how the words are used as clues for statements of fact or opinion.
(5 minutes)
  • On the board, write a statement like, "Cats are so cute."
  • Instruct students to perform a gesture if they think it is a fact, like tapping their head, or a different gesture if they think it is an opinion, like patting their heart. (Note: Model the gestures for students first.)
  • Scan student responses to gauge understanding. Then, call on a student with a correct response to identify an adjective in the statement that was a clue for their answer.
  • Repeat with several statements, making sure to include examples of both fact and opinion.
(3 minutes)
  • Write a paragraph frame on the board and have students write a short reflection on the lesson:
    • "It is important to know the difference between facts and opinions. Facts are ____. Opinions are ____. When I do a research project, I should look for ____ in the text. One way to find facts is ____."
  • Remind students to use the vocabulary they learned in the lesson while they write their reflection.
  • Invite a volunteer to read their paragraph aloud to the class.

Add to collection

Create new collection

Create new collection

New Collection


New Collection>

0 items