Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade
Instructional Period 1
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
PO4. Determine the meaning of figurative language, including similes, metaphors,
text. (GESD Stated Passage)
personification, and idioms in prose and poetry.
PO4. Identify the author’s stated or implied purpose(s) for writing expository text.
Concept 5: Fluency
PO5. Locate specific information by using organizational features (e.g., table of
PO1. Read from a variety of genres with accuracy, automaticity (immediate
contents, headings, captions, bold print, italics, glossaries, indices, key/guide words,
recognition), and prosody (expression).
topic sentences, and concluding sentences) of expository text. (Connect to paragraph
Concept 6: Comprehension Strategies
organization and writing)
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles,
topic sentences, key words).
PO8. Identify the organizational structures (e.g., descriptive/defining, chronological
PO2. Confirm predictions about text for accuracy.
and sequential order, comparison, cause and effect relationships, logical order) of
PO3. Generate clarifying questions in order to comprehend text.
expository text.
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
PO2. Identify the text features (e.g., directions, legend, illustrations, diagram,
sources.
sequence, bold face print, headings) of functional text.
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-IP1 | 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 1
Topic: Expository Main Idea
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 is the main point the author wants me to remember? How do I figure out the main point?
Big Idea: You can't remember everything.
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 the stated main
idea, or construct an implied main idea, of the text.
Students will also connect relevant details to support the
main idea (explicit or 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
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 Manager,
Unit 8 p. 55
Assessment


Supercroc
pp. 846-852
along with
Resource
Manager p.
29 (writing)
Guide to
Assessment:
pp. 241-242
Question Stems:
Reading Lesson Planning Guide-Informational-IP1 | 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.
1.
2.
3.
4.
5.
Steps to Locate the Stated Main Idea
Locate the topic by circling it (pay attention to
pronouns, synonyms and repeated topic).
Identify the narrow topic.
Identify the author’s purpose.
Locate the stated main idea - double underline it.
Identify supporting details - single underline them.
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
3
Supplemental Resources:
Link to additional paragraphs
available for student practice:
http://www.gesd40.org/interne
tportal/training/Resources/tabi
d/6821/Default.aspx
Glendale Elementary School District 2/8/2016

What is the
main 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-IP1 | Sixth Grade
Provide many opportunities for students to practice
identifying the main idea, supporting details, and
additional information.
After students have identified the main idea and
supporting details, 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 details taken from the text.
Summaries do not contain personal opinions or
perspectives. They must remain objective.
S3C1PO4.
Identify the author’s
stated or implied
purpose(s) for
writing expository
text.
W-S1C1PO2.
Determine the purpose (e.g., to
entertain, to inform, to communicate,
to persuade, to explain) of an
intended writing piece.
Explanation:
Students will identify the author’s purpose for writing
expository text. The author’s purpose may be to explain,
persuade, inform, entertain, and/or describe.
Student identify the possible purpose the author had
in creating the text, and identify the possible audience
the text seems to be addressing to develop a stronger
understanding of the author’s point of view.
Content Knowledge:
Characteristics of Author’s Purpose:
1. Entertain – plot line, characters, problem,
solution (narrative text features)
2. Inform – provides facts about the topic
3. Persuade – provide sides of an argument,
statements to convince reader to believe a
certain thing or do something
4. Explain- to give how or why details about a topic
Example:
Choose four samples of text (one of each purpose)
1. Fiction text – to entertain
2. Social studies textbook – to inform
3. Editorial section from newspaper or a magazine
(advertisement) – to persuade
4. “How to…” Book –to explain
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Glendale Elementary School District 2/8/2016
Introduction Lessons:
 McDougall Littell
Standards Lesson Files:
pp. 21-26, 28 (use p. 27
as an assessment)
Guided Practice:
 Text Woodsong pp. 110
– 116 (Resource
Manager, Unit 1 p. 163)
 Writing and Research
and Study Skills book: p.
27

Reading and
Informational
Text
Standards
Lesson Files:
p. 27
Question Stems:
 This passage
was most
likely written
in order to
____?
 The author’s
main
purpose in
writing this
passage was
to ____
(inform,
explain, etc).
 What
phrases in
this story
best
supports the
author’s
Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade

Before reading each section of the above texts, set a
purpose for students to listen: “Why would the author
write this selection?”
Read selections. Categorize each book and list
characteristics of each author’s purpose.
Repeat the following lesson with a newspaper having
the students cut out samples of text for each of the
author’s purposes.



Anchor Chart:
Characteristics of Author’s Purpose
Entertain
Plot line
Characters
Problem
Inform
Facts
about topic
Persuade
Provide sides of an
argument
Statements to convince
reader
Strategies and
Techniques
attempt to
______
(inform,
persuade,
etc)?
How does
the author
inform
readers
about ____?
Explain
Steps
Process
Solution
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)
R-S3C1PO7.
Interpret graphic features (e.g., charts,
maps, diagrams, illustrations, tables,
timelines, and graphs) of expository
text.
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.
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
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Glendale Elementary School District 2/8/2016
Supplemental Resources:
See McDougall Littell TE
page 945
Question Stems:
 In this
passage, the
main idea of
each section
is best stated
by the___
(key words,
heading,
topic
sentence,
etc)?
 Important
information
in this
passage is
represented
by ___.
 The topic
sentence of
the section
tells the
Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade
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.
Example:
(Table of Contents and Title)-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.
Table of Contents
Type of
Title
Predict what the text
Text
will be about based on
title
Poetry
Short Story
Non-fiction
Memoir
Greek
Myth
Biography
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Glendale Elementary School District 2/8/2016

reader the
paragraph
will most
likely be
about ____.
How will
____ help
me better
understand
____? (i.e.
How will
captions help
me better
understand
the
photograph?)
Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade
You may also use a similar chart for students to complete
a scavenger hunt of various organizational features.
Type of
Organizational
Feature
Table of
Contents
Headings
Captions
Bold Print
Italics
Glossary
Indices
Key/Guide
Words
Topic
Sentences
Concluding
Sentences
Purpose
Location
Provide students with the above chart and an expository
textbook (such as their science or social studies text).
Students can work individually or with a partner to
complete the chart, identifying the purpose and location of
each organizational feature. Students can then share
their findings, comparing where they located each feature
and explaining the purpose of each feature in the text.
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Glendale Elementary School District 2/8/2016
Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade
S3C1PO8.
Identify the
organizational
structures (e.g.,
descriptive/
defining,
chronological and
sequential order,
comparison, 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.
W-S3C6PO2.
Write an informational report that
includes:
a. A focused topic
b. Appropriate facts and
relevant details
c. A logical sequence
d. A concluding statement
e. A list of sources used
Explanation:
Students should be able to read a text to identify how it is
organized, specifically in the paragraph organization of
defining/describing.
Students should be able to explain that knowledge of
the organization and structure of a text helps to guide
in understanding of the text. They will explain how
the major sections of a text contribute to the whole as
well as to the development of the author’s ideas.
Content Knowledge: Students should understand the
transitional words. Each organizational structure has
transitional words that help students understand the
paragraph. Signal words for descriptive/defining structure:
is defined as, means, is described as, is called, refers to,
term or concept.
Elements of a Descriptive/Defining Paragraph:
Descriptive paragraphs contain the following elements:
 Information – descriptive paragraphs describe
ideas and things, as well as inform about their
functions;
 Context – in descriptive paragraphs, information
is always contextualized. Moreover, the context
in which given piece of information is presented
is also subject to description and evaluation;
 Descriptive language – descriptive paragraphs
use considerable amounts of vocabulary that
describes action (verbs), as well as vocabulary
denoting value and attributes of thins (nouns,
adverbs, and adjectives).
Key Vocabulary:
Defining: paragraph devoted to defining a complex term or
idea. The concept is initially defined and then further
expanded with examples and restatements.
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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. 848-852
The First Emperor p.866870
Digging Up the Past p.
872-875
Dangerous Threat p. 888
What Video Games Can
Teach Us p.892-894
 Social Studies Chapter 7,
Asia’s Classical Age p.
205-217- 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.
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. 126
chronological
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
 Cause and
effect
Question Stems:
 How is this
passage
organized?
 According to
the first
Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade
Describing: Characteristics that make up a description are
no more than a simple listing of details.
Example:
Direct Instruction: Pre-teach elements of describing
paragraph. (See above for elements of
describing/defining)
Brainstorm with students on topic of plagiarism and come
up with descriptors.
Code sample paragraph below for topic sentence,
information, and descriptive language. Refer to sample
coding below.
Example paragraph:
Writers commit plagiarism every time they reword
sources without crediting original authors or fail to
reference their sources appropriately. Plagiarism through
paraphrasing can happen in two cases. First, a writer may
choose to substitute some words from the original with
different vocabulary, rearrange words, or rearrange the
whole paragraph. In this way, he or she presents stolen
information expressing it with his or her own words. And
second, a writer may try to use exactly the same
vocabulary and stylistic constructions and use them with
respect to another context. Plagiarism occurs in both
cases.
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Glendale Elementary School District 2/8/2016

paragraph,
___
happened
and caused
___.
Which of
these words
or phrases
from the
passage
suggest a
___? (cause/
effect,
compare
/contrast,
chronological
etc.)
Reading Lesson Planning Guide-Informational-IP1 | 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
Process Integration
(skills to use)
S3C2PO2.
Identify the text
features (e.g.,
directions, legend,
illustrations,
diagram,
sequence, bold
face print,
headings) of
functional text.
R-S3C1PO7.
Interpret graphic features (e.g., charts,
maps, diagrams, illustrations, tables,
timelines, and graphs) of expository text.
(Connected to Research Strand in
Writing)
Explanations and Examples
Explanation:
Students will label and explain the purpose of text features
of functional text (e.g., directions, legend, illustrations,
diagram, sequence, bold face print, headings).
Key Vocabulary Words:
Functional Text: Text that is used to provide a reader with
a specific type of information (e.g. recipes, brochures,
flyers, movie schedules, email memos, lunch menu).
Text Features: parts of text that help you locate and
learn. information
Author’s Purpose: why the author wrote the information
Organization: the format used to provide information
Headings: something that forms the head, top, edge, or
front of something, especially as a title for a paragraph,
section, chapter, or page
Subheadings: a heading or title subordinate to the main
one
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Glendale Elementary School District 2/8/2016
Resources

Introduction lesson:
McDougall Littell Text pp.
842 – 843
Guided Practice:
 Reading and
Informational Standards
Files pp. 165-168
Review p. 170
Supplemental Resources:
Collect as many pieces of
functional text as possible.
Examples below:
 Restaurant menus
 Recipes
 Flyers
 Travel brochures
 Memos
 Bus schedules
 Craft project instructions
 Technical owner’s
manual (iPod, DS, cell
phone, etc.)
Assessment

Reading and
Informational
Standards
Files p. 169
Question Stems:
 Which text
feature does
the author
use to focus
the reader’s
attention?
 What other
text feature
might work
to highlight
the
important
points of the
text?
 What is the
intended
effect of the
loaded
Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade
Keywords: a word used as a reference point for further
information or as an indication of the contents of a
document
Boldface Type: to make letters darker and thicker for
emphasis
Bulleted Lists: describes a printed item marked by a bullet
(a large printed dot used to highlight items in a printed list)
Sidebars: additional information set in a box alongside or
within a news or feature article
Graphic Aid: is a visual tool that is printed, handwritten, or
drawn. Charts, diagrams, graphs, photographs and maps
are examples of graphic aids.












Newspapers
Restaurant menus
Coupons
Recipes
Nutritional Facts
Appliance Warranties
Advertisements
Instructional Manuals
Brochures
Pamphlets
Origami directions
Maps (amusement parks,
city streets, mall)



Caption: a short description or title accompanying an
illustration in a printed text
Italics: printed in or using letters/font that slope to the
right. Italic letters are sometimes used in book titles or to
show emphasis in text.
Footnote: a note at the bottom of a page, giving further
information about something mentioned in the text above.
A reference number or symbol is usually printed after the
relevant word in the text and before the corresponding
footnote.
Review Questions: questions to study for a test by looking
over notes and course materials
Title: The title of a piece of writing is the name that is
attached to it. A title often refers to an important aspect of
the work.
Example:
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Glendale Elementary School District 2/8/2016


words in the
advertisement?
After reading
the ___, who
would be the
intended
audience?
What is the
purpose of
the italics in
the flier?
Read the
caption for
the picture.
What
information
did you learn
about ____
based on the
caption?
Where
would a
footnote (or
heading,
title, etc) be
located in a
passage?
What text
feature is
used to
show
emphasis?
(Some questions
for functional text
ask questions in
which the
Reading Lesson Planning Guide-Informational-IP1 | Sixth Grade
Functional Text: iPod Manual
http://manuals.info.apple.com/en_US/iPod_nano_4th_gen
_UserGuide.pdf
Using the technical owner’s manual for a cell phone or
iPod the teacher will use a think aloud to review the text
features of the functional text. The teacher asks questions
as if she were reading the print to solve her own questions
about using his or her iPod or cell phone. How do I upload
music? What feature will support this function? I can use
the picture diagram and steps….
 Each piece of functional print should be
reviewed for text features; many may have
persuasive techniques included. Teachers need
to think aloud through each print type and then
asked student questions that relate to that
format or feature. Why did the author write the
heading in big bold print? What is the purpose
of the diagram?
 Brochures and pamphlets that are passed out at
school could be used to model the teacher’s
thinking. Teachers should write questions that
facilitate thinking with these handouts. Why did
the author put this picture and caption on the
front page? What persuasive language is used
to convince me to come to our school?
Using these opportunities for learning increases the
students’ understanding of functional print. Having
students restate the use of the functional print and what
they will learn from it helps them to apply knowledge to
many other areas in their life.
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Glendale Elementary School District 2/8/2016
students will use
the functional
text, such as a
pamphlet or
public
advertisement, to
answer
informational
questions).