Is It True?

Explicit Instruction/Teacher modeling

• Display the Identifying Fact and Opinion worksheet and read the statements in the top portion aloud. Think aloud as you complete the examples. (For example, "This says that orcas eat seals, sharks, and squid. That is something that could be proven to be true through observation, so this statement is a fact.")
• As a class, discuss the features of factual statements versus statements of opinion (i.e., statements of fact might have a specific detail, like a number, or can be proven by looking at something; statements of opinion might use words like "best," "beautiful," or "should"). Use the completed portion of the worksheet as examples of the features.
• Then, read the passage in the bottom portion aloud, while students follow along silently. As you read, underline statements of opinion and highlight statements of fact.

Guided Practice

• Display the first page of the Facts & Opinions worksheet and hand out a copy to each student. Read the directions aloud to students as they silently follow along.
• Read and answer two examples on the worksheet as a model for students. Think aloud as you complete the examples. (For instance, "This example says, 'Mystery books are the most exciting books to read,' but not everyone would agree with that. It can't be proven, so I think this is a statement of opinion.")
• Have students work in small groups to discuss and complete the rest of the worksheet. Sit with groups to offer support or mediate conversation as needed. Encourage students to explain their reasoning for their answers within their groups.

Independent working time

• Hand out the Chocolatey Facts and Opinions worksheet to each student.
• Have students read the passage to themselves, highlighting facts and underlining opinions as they read.
• Circulate and offer support as needed.