Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
Instructional Period 2
Content
Process
Strand 3: Comprehending Informational Text
Strand 1: Reading Process
Concept 1: Expository
Concept 4: Vocabulary
PO1. Restate the main idea (explicit or implicit) and supporting details in expository
PO1. Determine the effect of affixes on root words.
text. (GESD Stated Passage)
PO2. Use context to identify the meaning of unfamiliar words (e.g., definition, example,
PO2. Summarize the main idea and critical details of expository text, maintaining
restatement, synonym, contrast).
chronological or logical order.
PO3. Use context to identify the intended meaning of words with multiple meanings
PO5. Locate specific information by using organizational features (e.g., table of
(e.g., definition, example, restatement, or contrast).
contents, headings, captions, bold print, italics, glossaries, indices, key/guide words,
PO4. Determine the meaning of figurative language, including similes, metaphors,
topic sentences, and concluding sentences) of expository text. (Connect to paragraph
personification, and idioms in prose and poetry.
organization and writing)
Concept 5: Fluency
PO7. Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables,
PO1. Read from a variety of genres with accuracy, automaticity (immediate
timelines, and graphs) of expository text. (Connect to paragraph organization and
recognition), and prosody (expression).
writing)
Concept 6: Comprehension Strategies
PO8. Identify the organizational structures (e.g., chronological and sequential order,
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles,
topic sentences, key words).
comparison and contrast, problem and solution, cause and effect relationships,
PO2. Confirm predictions about text for accuracy.
logical order) of expository text.
PO3. Generate clarifying questions in order to comprehend text.
PO9. Draw valid conclusions about expository text, supported by text evidence.
PO4. Use graphic organizers in order to clarify the meaning of the text.
Concept 2: Functional Text
PO5. Connect information and events in text to experience and to related text and
PO3. Interpret details from functional text for a specific purpose (e.g., to follow
sources.
directions, to solve a problem, to perform a procedure, to answer questions).
PO6. Apply knowledge of the organizational structures (e.g., chronological order, timesequence order, cause and effect relationships) of text to aid comprehension.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and / or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant
details.
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Glendale Elementary School District 2/8/2016
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and sources.
PO6. Apply knowledge of the organizational structures (e.g., chronological order, time-sequence order, cause and effect relationships) of text to aid comprehension.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and / or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant details.
Instructional Period 2
Topic: Text Organization
Strand 3: Comprehending Informational Text
Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day
experiences.
Concept 1: Expository Text
Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text.
Essential Questions: What should I be thinking about when I'm reading? What clues indicate the organization of the text? Why did the author write this?
Big Idea: Authors structure expository text to accomplish their purpose.
Performance
Objective
Process Integration
(skills to use)
S3C1PO1.
Restate the main
idea (explicit or
implicit) and
supporting details in
expository text.
(GESD Stated
Passage)
R-S1C6PO7.
Use reading strategies (e.g., drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
2
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
Explanations and Examples
Explanation:
Students will identify the narrow topic and derive the
author’s purpose in order to paraphrase construct an
implied main idea, of the text. Students will also connect
relevant details to support the main idea (implied), and
summarize the information in their own words.
Key Vocabulary:
Topic: what a piece of nonfiction talks about; its subject
matter
Glendale Elementary School District 2/8/2016
Resources
Assessment
Introduction Lessons:
 McDougall Littell
Textbook pp. 844 –
845

Guided Practice Lesson:
 Standards Lesson
Files pp. 29 – 37
 Text: Bird Brains pp.
856- 860
 With Resource

Supercroc pp.
846-852 along
with Resource
Manager p. 29
(writing)
Guide to
Assessment: pp.
241-242
Question Stems:
 What is the main
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
R-S3C1PO5.
Locate specific information by using
organizational features (e.g., table of
contents, headings, captions, bold
print, italics, glossaries, indices,
key/guide words, topic sentences, and
concluding sentences) of expository
text.
W –S3C2PO2.
Write a summary based on the
information gathered that include(s):
a topic sentence
supporting details
relevant information.
Main Idea: the most important idea in a paragraph
Topic Sentence: a sentence that states the main idea of a
paragraph
Supporting Details: words, phrases, or sentences that tell
more about the main idea or topic sentence
Relevant Details: having a bearing on or connection with
the subject at issue
Additional Information: elaboration or illustration or
example of the topic
Example:
 Use a GESD expository text passage (supplemental
resources) to model the process of locating the main
idea in a paragraph.
 Create an anchor chart as a reference of the steps in
locating the stated main idea.
Steps to Locate the Stated Main Idea
Locate the topic by circling it (pay attention to
pronouns, synonyms and repeated topic).
2. Identify the narrow topic.
3. Identify the author’s purpose.
4. Construct the main idea.
5. Confirm the implied main idea by making
connection to the essential details.
GESD link to the road map in identifying the stated and
implied main ideas:
http://portals.gesd40.org/district/ci/languagearts/Language
%20Arts%20Resources/Stated%20and%20Implied%20Pa
ragraphs/Getting%20the%20Gist%20anchor%20chart.pdf
1.
Provide many opportunities for students to practice
constructing the main idea and confirming the main idea
by making text to text connections with the essential
details.
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Glendale Elementary School District 2/8/2016
Manager, Unit 8 p. 55
Supplemental
Resources:
Link to additional
paragraphs available for
student practice:
http://www.gesd40.org/inte
rnetportal/training/Resourc
es/tabid/6821/Default.aspx



idea of the
passage?
Which of the
following details
best supports
the main idea?
List several
details that
support the main
idea.
What is the first
paragraph
mostly about?
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
__________________________
The term “killer bees,” refers to a group of
aggressive bees that escaped from an experiment in
Brazil in 1957. They have migrated at a rate of 100-300
miles per year, and have arrived in the United States.
There have been reports that killer bees are larger than
the European honeybees we have grown accustomed to
in the United States. In truth, they are a little smaller.
Some people who have been stung have said that the
killer bees have stung them repeatedly. They are
incapable of stinging more than once, as they lose their
stinger with the first sting. Some have claimed that the
venom of the killer bees is stronger than other bees.
Actually, it is the same strength as other honeybees. And
some people have claimed that they were “hunted” by
killer bees. They do not hunt. However, they are more
easily provoked than other bees, and when they become
agitated they sting in groups, often chasing their victim.
Narrow Topic (Title) –
Author’s Purpose –
Point of view –
Implied Main Idea –
Confirm implied main idea by connecting the essential
information to the constructed main idea.
1. Is the main idea sentence I wrote the main point
being made about the topic?
2. Can I connect the relevant details in the
paragraph to my topic sentence?
3. If applicable, does the main idea sentence
answer the hook?
After students constructed and confirmed the main idea;
they will need to rephrase (or paraphrase) the information
to write a summary. Their summary should include a topic
sentence (restatement of the main idea) and supporting
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Glendale Elementary School District 2/8/2016
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
details taken from the text.
Summaries do not contain personal opinions or
perspectives. They must remain objective.
S3C1PO2.
Summarize the main
idea and critical
details of expository
text, maintaining
chronological or
logical order.
S1C6PO5.
Connect information and events in
text to experience and to related text
and sources.
Explanation:
Student will identify the narrow topic and derive the
author’s purpose to paraphrase the stated main idea or
construct an implied main idea and connect relevant
details to summarize an expository text. Students will
identify chronological and logical order.
Content Knowledge:
Stated main idea and relevant details must be directly
taught. Implied main ideas are derived from ideas
supported in the text.
Key Vocabulary:
Main idea: central or most important idea about a topic
that a writer or speaker conveys. It can be the central idea
of an entire work or just a paragraph. Often, the main idea
is expressed in a topic sentence. However a main idea
may be implied, or suggested by details. A main idea is
typically supported by details.
Patterns of organization: the way ideas and information
are arranged and organized. Patterns of organization
include cause and effect, chronological, compare and
contrast classification, and problem solving (Reading
Handbook pg. R8).
Example:
Using the same anchor chart from Instructional Period 1,
and the road map to show the process in stated main idea
and implied main idea, code the following paragraph and
reformat into the graphic organizer.
1.
2.
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Glendale Elementary School District 2/8/2016
Steps to Locate the Stated Main Idea
Locate the topic by circling it (pronouns,
synonyms and repeated topic).
Identify the narrow topic.
Introduction Lessons:
 McDougall Littell Text
–
SuperCroc p. 848852
The First Emperor
p.866-870
 Digging Up the Past
p. 872-875
 Dangerous Threat p.
888
 What Video Games
Can Teach Us p.892894
 Each of these essays
has tests and
assessments in Book
1: Guide to
Assessment pg. 239254
Each of the
assessments (above)
can be used to teach
directly and provide
guided practice; main
idea, details
chronological or
logical order.


Assessment is
recommended
after using the
introduction
lessons as
practice:
TSW read The
Spellbinder: The
Life of Harry
Houdini p. 804808, then from
Book 1: Guide to
Assessment p.
231-234
Selection Test A
#1,#2, #3,#6,
Selection Test
B/C
#1,#2,#3,#5, #6.
and from the
Written
Response p.234
#11
Question Stems
 Without stating
your own
opinion, how
can you
summarize the
main idea of the
story?
 What are the
critical details
that support the
main idea?
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
3.
4.
5.
Identify the author’s purpose.
Locate the stated main idea - double underline it.
Identify supporting details - single underline
them.

_________________________
To make a mummy, Egyptian priests opened up the dead body. Then they removed most of its organs. The brain was
removed though the nose using a long hook. To dry the organs, the priests placed them in special jars. They later placed the jars
in the tombs with the body. Next, they washed the inside of the body and packed it with linen or sawdust. Then they sewed it
shut. This was done to help the body retain its shape. After preparing the inside of the body, the priests covered it with a powder
called natron. It took 40 days for this salt-like substance to dry out the body. Finally, the priests wrapped the body in linen
bandages and put it in a coffin. Usually the priests wrapped the mummy
with various trinkets to help it reach the afterlife.
Reformat
Reformat
Topic
Relevant Detail
Relevant Detail
Relevant Detail
Main idea
Summary
Provide many opportunities with a variety of paragraphs
and passages in order for students to master the process.
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Glendale Elementary School District 2/8/2016
Students
summarize the
text to identify a
central idea
along with
supporting
details.
Summaries are
objective and do
not contain
personal
opinions or
perspectives.
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
S3C1PO5.
Locate specific
information by using
organizational
features (e.g., table
of contents,
headings, captions,
bold print,
glossaries, indices,
italics, key words,
topic sentences, and
concluding
sentences) of
expository text.
(Connected to
Research Strand in
Writing)
S1C6PO5.
Connect information and events in
text to experience and to related text
and sources.
Explanation:
Students will learn about the different organizational
features in expository text. They will then use the
organization, graphic features and elements of any piece
of expository text to answer questions and aid in text
comprehension.
Key Vocabulary:
Table of Contents: Part and chapter headings that give an
overview of what the book covers. It may also have useful
features.
Headings: this may include title and subtitle and may
include a general idea of what the book is about
Captions: descriptions of pictures, graphs/tables
Bold Print: emphasis on words in darker font from the rest
of the print
Italics: slanted or sloping forward print to emphasize the
word different from the rest of the text
Glossary: a list of words relating to a specific topic with the
definitions of the words provided
Indices (index): alphabetical listing of names and topics
along with page number where they are discussed
Key/Guide Words: terms that precisely pertain to the
concepts, properties topics or ideas of a writing piece
Topic Sentences: a sentence that states the topic of its
paragraph
Concluding Sentences: the last sentence in a body
paragraph. It is all commentary, does not repeat key
words, and gives a finished feeling to the paragraph.
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Glendale Elementary School District 2/8/2016
Questions Stems
 What
organizational
feature does the
author use to
distinguish
important
information?
 Could the author
have included
an
organizational
feature to
benefit the
reader?
 Locate the topic
sentence/conclu
ding sentence in
expository text?
 What
organizational
feature helped
you locate the
information?
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
Example:
Using the Table of Contents of your McDougall Littell
Reading series, complete the chart below. Locate each
type of text listed in the table of contents, list the title and
your prediction based on the title of the text.
Type of
Text
S3C1PO7.
Interpret graphic
features (e.g.,
charts, maps,
diagrams,
illustrations, tables,
timelines, and
graphs) of
expository text.
(Connected to
Research Strand in
Writing)
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
R-S1C6PO7.
Use reading strategies (e.g., drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
Poetry
Short Story
Non-fiction
Memoir
Greek
Myth
Biography
Explanation:
The students will decipher information from graphic
features (e.g., charts, maps, diagrams, illustrations,
tables, timelines, and graphs) of expository text to support
the readers understanding of the main ideas and relevant
information.
Example:
Text: Newspapers and informational magazines
The students will locate examples of the following graphic
features and summarize the information gathered.
Text Feature
Chart
Map
Diagram
Illustration
Table
Timelines
Graphs
8
Table of Contents
Title
Predict what the text
will be about based on
title
Glendale Elementary School District 2/8/2016
Definition
Example
Information
Introduction Lessons:
 McDougal/Littell
Standards Lesson
Files pp. 364-367
Guided Practice:
 Reading and
Information
Standards Lesson
Files
pp. 371-375

Reading and
Information
Standards
Lesson Files, p.
368
Question Stems
 How does the
graphic feature
used in this
expository text
help the reader
develop a
coherent
understanding of
the topic?
 What
information can
you interpret
from the graphic
feature?
 What type of
graphic feature
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
………………………………………………………………….
Direct Instruction: Using your McDougall Littell Reading
textbook, locate the graph on page 851. This graph
shows us that:
did the author
use? Use the
graphic feature
to support your
answer.
Crocodiles, like pterosaurs, like dinosaurs, and birds,
descended from ancient ancestors called archosaurs.
Pterosaurs and dinosaurs became extinct about 65 million
years ago, but crocodiles and birds have survived to the
present day.
S3C1PO8.
Identify the
organizational
structures (e.g.,
chronological order,
comparison and
contrast, problem
and solution cause
and effect
relationships, logical
order) of expository
text.
R-S1C6 PO7.
Use reading strategies (e.g., drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
R-S1C6PO6.
Apply knowledge of the
organizational structures (e.g.,
chronological order, time-sequence
order, cause and effect relationships)
of text to aid comprehension.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
Have students locate two more graphs within their reading
textbook, identify the page number and title. Students will
draw conclusions about what information the graph is
giving them.
Explanation:
Students should be able to read a text to identify how it is
organized, specifically in the paragraph organization of
comparison and contrast, problem and solution.
Content Knowledge: Students should understand the
transitional words. Each organizational structure has
transitional words that help students understand the
paragraph.
Key Vocabulary:
Problem-Solution: a pattern of organization in which a
problem is stated and analyzed and then one or more
solutions are proposed and examined
Transition- word or phrase that links ideas and shows how
they relate
Pattern of organization- a particular arrangement of ideas
and information; serves as a basic skeleton or structure
for a paragraph
Comparison-Contrast: Items are related by the
comparison (similarities) that are made or by the contrasts
(differences) that are presented. The author’s purpose is
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Glendale Elementary School District 2/8/2016
Introduction Lessons:
 Standard Lesson
Files Reading
Information pp. 47-54
 Standard Lesson File
Transitions-Chart of
Transitions pg. 61-67
Guided Practice:

McDougall Littell
Text
Super Croc p. 848852
 The First Emperor
p.866-870
 Digging Up the Past
p. 872-875
 Dangerous Threat
p.888
 What Video Games
Can Teach Us p.892894
 Social Studies
Chapter 7, Asia’s
Classical Age p. 205-
Using various
passages from the
McDougal Lit. text
use targeted
passages and create
a test version the
student will write two
sentences, linked by
the type of transition
listed.
Recommended
passages pg. 126chronological order,
compare and contrast
pg. 776, cause and
effect pg.892
Test:
Write two sentences,
linked by the type of
transition listed.
Comparison_______
_________
Chronological
order_____________
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
to show the similarities and differences.
Signal words often used for comparison-contrast: similar,
different, on the other hand, but, however, bigger than,
smaller than, in the same way, parallels
Example:
Direct Instruction: Comparison and contrast is looking at
two different items and showing how they are similar and
different. A paragraph that has this type of organization
can be organized in two different ways:
1. The whole-to-whole (divided) pattern of
comparison (A+B), i.e., the first thing is
discussed in entirety, and then the second thing
is discussed.
2. The part-to-part (alternating) pattern of
comparison (A/B + A/B), i.e., elements of the
first thing are discussed, then elements of the
second. This process is then repeated.
Example paragraph:
Sea Plants that Grow like Weeds
There are weeds that grow in seas along coasts that
differ greatly from typical garden weeds that grow on land.
Seaweed, also known as algae, grows abundantly like
garden weeds along many shores. Weeds on land and
seaweed differ in how they reproduce. Unlike weeds that
grow on land, seaweed does not flower and then scatter
its seeds. Rather, their stem tip swells up and releases
male and female cells into the water. They also differ in
their structure. Land plants have roots, stems, and leaves
while algae do not. Instead, they have holdfasts, stipes,
and fronds. In addition, plants on land and in the sea
differ in how they absorb nutrients. While plants on land
have a network of tubes that move water and nutrients
throughout the plant, algae absorb nutrients directly from
the sea water.
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Glendale Elementary School District 2/8/2016

217- compare and
contrast the Maurya
and Gupta Empires
Resource Manager p.
101
Supplemental
Resources:
 Use the Biography
unit and Standard
Lesson Files to
complete this P.O.
 Use Newbridge
Reading Quest to
complete this P.O.
_____
Cause and
effect_____________
_________
Question Stems
 What is the
organizational
structure the
author used in
this expository
text?
 How would you
organize events
from the story as
they occur?
 In the passage
where can you
find cause and
effect
relationships?
 Compare and
contrast two
expository
passages.
 How does your
knowledge of
the
organizational
structure of the
text help you
gain
understanding of
the text?
 How do the
major sections
in the text
contribute to the
development of
the
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
organizational
feature in the
passage?
Create a graphic organizer to show the comparison of the
two items:
Sea Weeds
Criteria
Garden
Weeds
Where grow
Reproduction
Nutrients
Use GESD website for more Comparison/Contrast
paragraph examples to provide more opportunities for
students to identify the paragraph organization and to
justify their thinking as to which organization they chose.
S3C1PO9.
Draw valid
conclusions about
expository text,
supported by text
evidence.
R-S1C6PO7.
Use reading strategies (e.g., drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
R-S1C6PO3.
Generate clarifying questions in
order to comprehend text.
Explanation:
To draw a conclusion is to make a judgment or arrive at a
belief based on evidence, experience, and reasoning
within expository text.
Key Vocabulary:
Inference: a conclusion drawn from evidence or
reasoning- (making a prediction based on the information
the author gives you plus your background knowledge)
Drawing conclusions: a decision made or an opinion
formed after considering the relevant facts or evidence(taking bits of information and coming up with something
else from what you know)
Evidence: the means by which facts are proved correct or
incorrect
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Glendale Elementary School District 2/8/2016
Introduction Lessons:
 Reading and
Informational TextStandards
Lesson File pp. 6971, 73-74
(Inferencing =
Drawing Conclusions
Guided Practice:
 Reading and
Informational Text Standards Lesson
File
pp. 75 – 83
 Reading and
Informational Text
 Standards Lesson
File p. 72
Question Stems
 What
conclusions can
you draw from
the expository
passage?
 What evidence
supports your
answer?
 Which will most
likely happen as
a result
of_____? What
helped your
form this
conclusion?
 Why are your
conclusions
valid?
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
Example:
From Basic Comprehension Tools McDougal Littell
pg.D25 Making Inferences. Students will infer from a
story and complete an inference chart.
Details
from the
story
+
What I
already know
in my
background
knowledge
=
My inference
Inference may be drawn using Science and Social Studies
text and inference charts can be filled out to show how
conclusions are drawn.
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Glendale Elementary School District 2/8/2016

Are your
conclusions
supported by the
text?
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
Topic: Functional Text
Strand 3: Comprehending Informational Text
Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day
experiences.
Concept 2: Functional Text
Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.
Essential Questions: What is functional text? How does organization and clarity aid in the comprehension of functional text? How does the reader solve problems and draw
conclusions from functional text? When reading functional text, why is it critical to analyze the information and interpret details?
Big Idea: The reader interprets details for specific purposes.
I will be able to find information from many sources to solve a problem and draw conclusions.
Performance
Objective
S3C2PO3.
Interpret details
from functional
text for a specific
purpose (e.g., to
follow directions,
to solve a
problem, to
perform a
procedure, to
answer
questions).
Process Integration
(skills to use)
R-S1C6PO5.
Connect information and events in text
to experience and to related text and
sources.
R-S1C6PO3.
Generate clarifying questions in order to
comprehend text.
R-S1C6PO7.
Use reading strategies (e.g., drawing
conclusions, determining cause and
effect, making inferences, sequencing)
to comprehend text.
Explanations and Examples
Explanation: Explanation:
Taking a piece of functional text and looking at details to
determine purpose.
Introduction Lessons:
Key Vocabulary:
Functional text: Writing meant to help the reader
accomplish an everyday task.
Supplemental Resources:
Reading to Follow
Directions
 Cooking/baking
instructions
 Sewing instructions
 Repair manuals
 Road maps
 Game directions
 Craft and hobby
instructions
 First Aid instructions
 Labels/washing
instructions
 Bus/Building/street sign
Manual: A set of instructions on how to do tasks.
Booklet; Pamphlet; Brochure: Text that includes key
information on important details. Appealing format to
reader.
Example:
Provide students with the following functional text
example. Direct instruction on the features of functional
text that they will come across in this text.
Code for:
 Bold text - highlight
 Numbering - circle
 Headings and sub-headings – draw a box
 Bulleting - star
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Resources
Glendale Elementary School District 2/8/2016
http://teamd.uop.edu.t
ripod.com/id3.html
Reading to Gain
Information
 TV schedule
 Movie ads
Assessment
Question Stems
 According to
______ the
reader will be
able to
________.
 What is the
specific
purpose of
this functional
text? (solve a
problem,
follow
directions,
perform a
procedure
etc.)
Aligned Writing
Suggestion
 Students use
a variety of
writing
formats for a
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
Using the text features and text, answer the following
questions:




Is this centerpiece hard to assemble?
What are the steps in completing the
centerpiece? Or summarize the steps in
completing the centerpiece.
What holds the flowers together in the
container?
What is a helpful hint that the author gives when
sticking the fruit into the foam?
Centerpiece Creation
This centerpiece only looks complicated. It is actually
quite simple and can be assembled with fruit, flowers and
greenery picked up at your local grocery store.
Materials and Tools:







large pedestal bowl or container
plastic liner to fit in bottom of container
block of florists' foam
wood picks
assorted fruit (such as apples, oranges,
peaches, grapes or pears)
greenery (such as bush ivy and small-leaf ivy)
fresh roses
Steps:
1. Place plastic liner in bottom of container, cut florists'
foam to fit liner. Place foam in liner and thoroughly soak
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Glendale Elementary School District 2/8/2016







Sports information
Want ads/classified
Food/clothing ads
Menus
Weather/temperature
charts
Bike ads
Skateboard ads
Reading to Use References
 Phone directory
 Magazine contents
 Newspaper index
 Yellow pages
 Repair manual index
 City services directory
 Job manual
 Classified ads directory
 Dictionary
 Glossary
Reading to Fill Out Forms
 Club memberships
 Subscriptions
 Contest/puzzle entries
 Record/tape clubs
 Banking forms
 School forms
 Job applications
 Book clubs
 Postal forms
specific
purpose such
as directions
to an event,
solve a
problem, or
write a recipe.
Reading Lesson Planning Guide-Informational-IP2 | Sixth Grade
foam.
2. Insert wood picks into apples, oranges, peaches or
pears and stick these in foam. To secure grape bunches,
wire stem to wood pick then insert pick in foam. Tip: Start
with largest pieces of fruit and work to smallest.
3. Fill edges of arrangement and spaces between fruit
with greenery, again working largest to smallest.
4. Finally, insert roses between fruit.
After collecting a variety of functional text, provide many
opportunities for students to code, and respond to
questions to locate specific information within the
functional text.
Writing connection: Have students create a piece of
functional text on making their favorite food.
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Glendale Elementary School District 2/8/2016