This article presents the early results of a quasi-experimental and longitudinal research on the teaching practice of reading and writing informative texts and the related skills needed to succeed in school. Some findings about frequently used supports in the Belgian public school system will be explained. Those supports for informative texts are characterized by a versatility of form, which brings some difficulties for the students. Obstacles in changing the pedagogical practice of teachers will also be discussed. The research will reflect upon the data collected before and after a sequence of lessons implemented in classes of first-year secondary students (12-13 year olds) and the related speech of teachers. The title of this sequence is: “Getting to know the use of informative explanatory and justifiable texts”. Based on these findings, the study highlights some approaches to promote good classroom practices.