Understanding Author's Point of View in Non-Fiction

Active learning helps first graders notice that non-fiction authors make choices, not just present facts. By sorting, discussing, and comparing, students see how words shape meaning in ways that are more than neutral.

• 1st Grade
• English Language Arts
• 3 activities
• 15 min–20 min

Learning Objectives

1. Identify statements of fact and statements of opinion within a given non-fiction text.
2. Explain how an author's word choices, such as descriptive adjectives, can reveal their feelings about a topic.
3. Compare and contrast how two different authors present information about the same topic, noting differences in emphasis or tone.
4. Classify sentences from an informational text as either verifiable facts or personal opinions.

Inquiry Circle

⏱ 20 min·Pairs

Inquiry Circle: Fact or Opinion Sort

Prepare a set of statement cards drawn from informational texts, mixing clear facts and clear opinions as well as some challenging cases. Pairs sort the cards into two piles and discuss each uncertain case. After sorting, pairs share their toughest decisions with the class and explain what made them hard to categorize.

Prepare & details

Analyze how an author's feelings about a topic might show in their writing.

Facilitation Tip: During the Fact or Opinion Sort, circulate and ask guiding questions like, 'What word made you think that was an opinion?' to deepen reasoning.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 15 min·Pairs

Think-Pair-Share: Feeling Words Hunt

Give students a short informational text and highlighters. Students read independently for two minutes, highlighting any words that seem to express a feeling or judgment (wonderful, unfortunately, surprisingly). Partners compare their highlights and decide together which words show the author's opinion.

Prepare & details

Differentiate between facts and opinions in an informational text.

Facilitation Tip: In the Feeling Words Hunt, model aloud how you notice emotional language in a sentence before partners share their own examples.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Inquiry Circle

⏱ 20 min·Small Groups

Inquiry Circle: Two Authors, Same Topic

Present two short excerpts about the same topic, one written in a clearly neutral style and one with visible enthusiasm or concern. Small groups discuss: Does the author seem to like this topic? How can you tell? Groups share specific word choices that reveal author feeling, building a class list of perspective-signaling language.

Prepare & details

Predict how a different author might present the same information.

Facilitation Tip: For Two Authors, Same Topic, assign pairs clearly and set a timer for quick reading so the discussion stays focused on perspective, not speed.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Teaching This Topic

Start with simple opinion signal words first graders know, like 'best' or 'amazing,' then connect them to author purpose. Use anchor charts with sentence strips to visibly show how authors layer feeling with facts. Avoid overcorrecting students who confuse facts with opinions early on; instead, guide them to point to the language that signals a perspective.

What to Expect

Students will recognize that authors’ word choices reveal feelings or opinions, not only facts. They will point to specific words or phrases that show an author’s perspective and compare how two authors can describe the same topic differently.

Watch Out for These Misconceptions

Common Misconception

During the Fact or Opinion Sort, some students may think that any sentence with a number or date is automatically a fact.

What to Teach Instead

During the Fact or Opinion Sort, ask students to read each sentence aloud and decide if it is telling something that can be checked or something someone believes. If they label a sentence as a fact, have them point to the part that could be verified or checked with another source.

Common Misconception

During the Think-Pair-Share Feeling Words Hunt, students may assume that any sentence with an adjective is an opinion.

What to Teach Instead

During the Think-Pair-Share Feeling Words Hunt, direct students to look for adjectives that show strong feeling like 'best,' 'worst,' or 'most,' and ask partners to explain whether the word is describing a feeling or giving a neutral detail.

Assessment Ideas

Exit Ticket

After the Fact or Opinion Sort, provide students with three sentences about a familiar topic, like apples. Ask students to label each sentence as 'Fact' or 'Opinion' and circle the word(s) that helped them decide.

Quick Check

After the Feeling Words Hunt, present students with a short paragraph from a non-fiction book about animals. Ask them to underline one sentence they think is a fact and put a star next to one sentence they think is an opinion. Then, ask them to briefly explain why they chose each sentence.

Discussion Prompt

During the Two Authors, Same Topic activity, read two short, simple texts about the same animal, one written in a more neutral tone and the other with more enthusiastic language. Ask students: 'How did the authors talk about the animal differently? Which author seemed to like the animal more? How can you tell?'

Extensions & Scaffolding

• Challenge students who finish early to create their own mixed fact-opinion sentences about a new topic and trade with a partner to sort.
• Scaffolding for struggling learners: Provide a word bank of opinion signal words and a template with blanks for sorting sentences during the Fact or Opinion Sort.
• Deeper exploration: Invite students to rewrite one neutral sentence from a text using enthusiastic language, then discuss how the change affects the reader’s feelings.

Key Vocabulary

fact	A statement that can be proven true or false with evidence. Facts are objective and can be checked.
opinion	A statement that expresses a person's feelings, beliefs, or judgments. Opinions cannot be proven true or false and can differ from person to person.
author's point of view	The author's perspective or feelings about a topic, which can influence how they present information.
bias	Showing favoritism toward one idea or perspective over others, often in a way that is unfair. An author's point of view can sometimes create bias.