Reading Lesson Planning Guide-Informational – BM1 | Eighth 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, and 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: Pull out the most important information as you read.
Performance
Objective
S3C1PO1.
Restate the main idea
(explicit or implicit)
and supporting details
in expository text.
(GESD stated and
implied at the
paragraph level and
stated at the passage
level)
1
Process Integration
(skills to use)
R-S1C6PO1.
Predict text content using
prior knowledge and text
features (e.g., illustrations,
titles, topic sentences, key
words).
Explanations and Examples
Resources
Explanation:
“Each sentence contains a single thought, and each paragraph
centers around a single large idea.” (Reader’s Handbook p. 47)
Introduction Lessons:
 Unit 8 Smartboard
lesson plans
Implied main idea is to describe the main point of the text when there
is NOT a topic sentence.
Supplemental
Resources:
 Concept Poems available on GESD
website
http://www.gesd40.org/i
nternetportal/training/Re
sources/tabid/6821/Def
ault.aspx
R-S1C6PO2.
Confirm predictions about text
for accuracy.
Confirm stated or implied main idea by verifying the main idea using
details from the text.
R-S1C6PO4.
Use graphic organizers in
order to clarify the meaning of
Key Vocabulary:
Main Idea: most important idea about a topic that the writer wants to
communicate
Glendale Elementary School District 2/10/2016
Assessment

Unit 8
Assessment
Practice pp.
952-957
Question Stems:
 What is the
main idea of
the passage?

What is the
narrow topic of
the passage?
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
the text.
R-S1C6PO6.
Apply knowledge of the
organizational structures (e.g.
chronological order, time
sequence order, and cause
and effect relationships) of
text to aid comprehension.
R-S1C6PO7.
Using reading strategies (e.g.
drawing conclusions,
determining cause and effect,
making inferences,
sequencing) to comprehend
text.
Topic Sentence: a directly stated main idea of a paragraph
Stated Main Idea: is provided in topic sentence
Implied: suggested but not directly stated
Implied Main Idea: The main idea is often implied. That means that
it is not directly stated in any one sentence, but rather comes from
the parts of many sentences.
Relevant / Supporting Details: facts and examples that help to
explain the main idea
Additional Information / Details: information in the text that does not
support the implied main idea, but is in there to elaborate the
relevant details to make the piece interesting and vivid

GESD Expository
Paragraphs and
Passages
http://www.gesd40.org/i
nternetportal/training/Re
sources/tabid/6821/Def
ault.aspx

What are the
supporting
details?

How is main
idea different
from the
supporting
details?
Sentence Frames:
 The main idea
of _________
is _________.

A supporting
detail from the
text
is___________
.

The topic of
______ is
____________
.
Example:
Main Idea
Detail
Detail
Detail
Stated Main Idea of Paragraph, Model
Code paragraph using the following:
 Topic: circle throughout paragraph
 Main Idea (Topic Sentence): highlight
 Relevant Details (Supporting Details): single wavy underline
 Additional Information (elaboration through examples &
illustrations): strike through
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Glendale Elementary School District 2/10/2016
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
S3C1PO4.
Identify the author’s
stated or implied
purpose(s) for writing
expository text.
R-S1C4PO3.
Use context to identify the
intended meaning of words
with multiple meanings (e.g.,
definition, example,
restatement, synonym,
contrast).
R-S1C6PO1.
Predict text content using
prior knowledge and text
features (e.g., illustrations,
titles, topic sentences, key
words).
R-S1C6PO2.
Confirm predictions about text
for accuracy.
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.
3
Explanation:
The reason an author creates a piece
1. to explain
2. to inform
3. to entertain
4. to persuade
5. to enlighten or reveal an important truth
(Reader’s Handbook, p. 391)
Key Vocabulary:
Author’s Purpose: an author’s reason for creating a piece of writing
Introduction Lessons:
 Write Source
2000- p. 377
 Readers
Handbook p. 391

Question Stems:
 What is the
author’s
purpose?

To Inform: to provide factual information
To Persuade: the act of swaying others feelings, beliefs, or actions
To Entertain: to hold the attention of an audience in an agreeable or
pleasant manner
To Explain: to make plain or clear reason
Example:
Use Frayer model to categorize reasons authors write. Have
students brainstorm types of text that go in each category.
Have students create a one sentence summarization to determine
the meaning of the author’s purpose.
Glendale Elementary School District 2/10/2016
Unit 9
Assessment
Practice pp.
1024-1029
Why would the
purpose of this
passage be to
inform?
Sentence Frames:
 The author’s
purpose is
_________
because_____.

The purpose is
_________ not
__________
because
________.
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
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,
concluding
sentences, end
notes, footnotes, and
bibliographic
references) in
expository text.
(Connected to
Research Strand in
Writing)
R-S1C6PO1.
Predict text content using
prior knowledge and text
features (e.g., illustrations,
titles, topic sentences, key
words).
R-S1C6PO2.
Confirm predictions about text
for accuracy.
R-S1C6PO3.
Generate clarifying questions
in order to comprehend text.
Depth of PO: Find Feature and Explain Purpose
Key Vocabulary:
Text Feature: a tool to help you understand what you are reading
Title: identifies the topic
Heading: List the big ideas in the textbook and go from biggest to
smaller to the smallest.
R-S1C6PO4.
Use graphic organizers in
order to clarify the meaning of
the text.
Sub-Heading: the start of a new topic or section and identifies the
focus of that section
R-S1C6PO5.
Connect information and
events in text to experience
and to related text and
sources.
Concluding sentence/paragraph: summarize with the important
points or lasting impression
R-S1C6PO6.
Apply knowledge of the
organizational structures
4
Explanation:
Understanding the organization, graphic features and elements of a
textbook.
Topic Sentence: a directly stated main idea of a paragraph
Table of contents: lists the major chapters and parts of a book along
with their page numbers. The purpose of a table of contents is to
help you find specific parts of the book quickly and easily.
Caption: A title, short explanation, or description accompanying an
illustration or a photograph.
Glendale Elementary School District 2/10/2016
Introduction Lessons:
 Reader’s
Handbook Student
Text pp. 155-169
 Standards Lesson
File p.27
 Standards Lesson
File; Reading and
Informational Text
p.173-182
McDougal Littell
Anthology:
 “Over the Top” pp.
896-901
 Unit 8 – Reader’s
Workshop –
Reading
Informational Text
– pp. 878-879
 Reading
Handbook (back of
book) – R3-R7
Other Sources:

Use the internet to
Question Stems:
 Where can I
find a side bar?
 What’s the
purpose of a
footnote?
 What will a
glossary tell
me?
 Why are
captions
important in
text?
Sentence Frames:
 I found a
________ and
it helped me to
____________
.
 The term
_____ means
______.
 The location of
_________is
__________.
 I use a
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
Bold words: those words that appear in heavy, darker type and used
to help signal that a word, term
Italics: style of printing type
Glossaries: an alphabetical list of key people, places, events, and
terms. It is a tool to help you understand the language of the subject.
Indices: lists topics, terms, people, and places in the textbook and
gives the number where they were used. Think of the index as a
search tool you can use to help you find what you need.

Key/guide words: A word used as a reference point for finding other
words or information.

Endnotes: A note placed at the end of an article, chapter, or book
that comments on or cites a reference for a designated part of the
text.
Footnotes: A note placed at the bottom of a page of a book or
manuscript that comments on or cites a reference for a designated
part of the text.
Bibliographic Reference: is the story of a person’s life, written by
another person.
Introductory/Example Lesson:
To review vocabulary place text feature vocabulary on cards, word
on one card and definition on another card. Create enough sets for a
class then have students quiz each other using Quiz-Quiz-Trade.
Once all features have been reviewed / taught…
Text Feature Scavenger Hunt
Collect multiple pieces of non-fiction text that collectively includes all
types of organizational features
Pair students to hunt for specific text features and determine how the
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
Glendale Elementary School District 2/10/2016
pull more
examples of
organizational
features.
Use mail, school
newsletter, or
flyers to pull
features.
Pull text with
features from the
library or
bookroom.
Using Science and
Social Studies
textbooks for
features

__________
for______.
The
_________ is a
_________.
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
feature helps them to better comprehend the text
Student places the feature, use, and how it helps them on an
individual anchor chart.
Once they have collected as many text features as possible students
come together as a class and present their information for a
classroom anchor chart.
Once the anchor chart is complete the students can still follow the
same format/process for other forms of text.
Note card (can copy and paste into SMART notebook):
Student and Classroom Anchor Chart (can copy and paste into
SMART notebook):
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Glendale Elementary School District 2/10/2016
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
Example Lesson:
Graphic Aids
Take a piece of expository text and have students fill in a graphic
organizer completing the information.
Graphic Organizer - (can copy and paste into SMART notebook):
S3C1PO6. Locate
appropriate print and
electronic reference
sources (e.g.,
encyclopedia, atlas,
almanac, dictionary,
thesaurus, periodical,
textbooks, CD-ROM,
website) for a specific
purpose. (Connected
to Research Strand in
Writing)
R-S1C6PO1.
Predict text content using
prior knowledge and text
features (e.g., illustrations,
titles, topic sentences, key
words).
R-S1C6PO2.
Confirm predictions about text
for accuracy.
R-S1C6PO4.
Use graphic organizers in
order to clarify the meaning of
the text.
R-S1C6PO5.
Connect information and
events in text to experience
7
Explanation:
Students will find both print and electronic sources for a purpose.
Key Vocabulary:
SOURCES
Encyclopedia: a book or set of books containing articles on various
topics, usually in alphabetical arrangement, covering all branches of
knowledge or, less commonly, all aspects of one subject.
Atlas: a bound volume of charts, plates, or tables illustrating any
subject.
Almanac: an annual reference book of useful and interesting facts
relating to countries of the world, sports, entertainment, etc.
Glendale Elementary School District 2/10/2016
Initial Practice:
McDougal Littell
Anthology:
 Unit 10-Reader’s
Workshop – Using
the Internet - pp.
1037-1051
Internet:
 Pull information
from the internet
on electronic
sources
Question Stems:
 How does your
knowledge of
these sources
help you as a
reader?

If I wanted to
find
__________,
which source
would I use?

Which link
would you click
to find…
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
and to related text and
sources.
Dictionary: a book giving information on particular subjects or on a
particular class of words, names, or facts, usually arranged
alphabetically.
Sentence Frames:

The _____
could be used
to find ______.

A _____ would
be best to use
because
______.
Thesaurus: a dictionary of synonyms and antonyms
Periodical: a magazine or other journal that is issued at regularly
recurring intervals.
Textbooks: a book used by students as a standard work for a
particular branch of study.
CD-ROM: a compact disk on which a large amount of digitized readonly data can be stored.
Website: a connected group of pages on the World Wide Web
regarded as a single entity, usually maintained by one person or
organization and devoted to a single topic or several closely related
topics.
EVALUATING YOUR SOURCES
Credibility: trustworthiness of the source
Reliability: the reputation of the source
Bias: an opinion for or against the topic
Relevance: the usefulness of the source for the topic; how current is
the source
Introductory Lesson:
Create an anchor chart with each print source and its specific
purpose.
Graphic Organizer (copy and paste onto a SMART notebook)
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Glendale Elementary School District 2/10/2016
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
Next Steps:
After students become familiar with types of resources have
students locate a resource using a specific topic to research
information.
Give students individual or group topics. Students must research
the given topic using 5 different reference sources.
Possible Question:
Where is the best place to find information on different breeds of
dogs?
a. Atlas
b. Dictionary
c. Encyclopedia
d. Textbook
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Glendale Elementary School District 2/10/2016
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
S3C1PO8.
Interpret graphic
features (e.g., charts,
maps, diagrams,
illustrations, tables,
timelines, and
graphs) of expository
text. (Connected to
Research Strand in
Writing)
R-S1C4PO3.
Use context to identify the
intended meaning of words
with multiple meaning (e.g.,
definition, example,
restatement, synonym,
contrast).
R-S1C6PO3.
Generate clarifying questions
in order to comprehend text.
R-S1C6PO5.
Connect information and
events in text to experience
and to related text and
sources.
10
Explanation:
Graphic aids such as photographs, charts, diagrams and maps,
illustrations, tables, timelines, captions are visual tools that allow
readers to see important details at a glance.
Reading a Graphic Preview Checklist:
 The title
 Any captions or background
 Any labels
 The column and row headings
 The key or legend
 The scale or unit of measurement
 The source
Reader’s Handbook (pp. 539)
** Refer back to S3C1PO5 - Text Features and Graphic Aids are
taught separately but should be integrated**
R-S1C6PO6. Apply
knowledge of the
organizational structure (e.g.
chronological order, time
sequence order, and cause
and effect relationships) of
text to aid comprehension.
Key Vocabulary:
Graphic Aids: photographs, charts, diagrams, timelines, graphs and
maps that make the idea in the text clearer.
R-S1C6PO7. Use reading
strategies (e.g. drawing
conclusions, determining
cause and effect, making
inferences, sequencing) to
comprehend text.
Bolded Text: a dark and thicker form of a word to show importance,
pay attention to this word
Captions: words that explain a chart, diagram, or picture
Sidebar Text: provides more information within the text
Italicized Text: the slanted writing in text that emphasizes a word
Legend or Key: Symbols that represent information
Glendale Elementary School District 2/10/2016
Introduction Lessons:
 Readers
Handbook pp. 155169, 537-561
 Reader’s
Handbook Student
Applications Book
pp.193-198
Supplemental
Resources:
ML Text p.894-903
 Interactive Reader
Critical Analysis
pp. 192-209
 Interactive Reader
Strategic Support
pp. 192-209
 Standards Lesson
File p. 30
 Standard Lesson
File BK2
Informational Text
#1 Text Feature,
#21 Reading Maps
#22 Graphs and
Charts, #23
Reading tables
#24 Diagrams
 ML Readers
Workshop Tool kit
A63-A66
 ML Textbook
R4-R7

Use Graphic
Organizer with
student
summary to
explain key
points
McDougal Littell
Resourse:
 Unit 8 Test A
3, 4, 5, 7, 8, 9,
16, 19
 Test B
2, 3, 7, 8, 9,
14, 16, 17, 20
Question Stems:
 What would be
a good title for
this (map)?

What does this
(diagram)
mean?

What is the
largest part of
this ________?

Where is
______
located?

Who would use
this graphic
aid?
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
Example:
Type of Graphic Aid
Map and caption on page 898
S3C1PO9.
Apply knowledge of
organizational
structures (e.g.,
chronological and
sequential order,
descriptive/defining,
comparison,
problem/solution,
cause/effect, logical
order, and
classification
schemes) of
expository text to aid
comprehension.
R-S1C6PO4.
Use graphic organizers in
order to clarify the meaning of
the text.
GESDPO8.
Reformat elements and /or
content in an appropriate
graphic organizer.
Sentence Frames:
What It Explains
It shows many of the places
where Peter explored
volcanoes.
Explanation:
Identify the organization of an expository piece. Use knowledge of
this organization type to find information.



Name of organizational type
Features of organization
When a specific organization is used
Key Vocabulary:
Chronological: time order
Sequential Order: either order in which events should, or usually
occur (directions or steps in a process)
Descriptive: Offers specific details or sensory images to give a
picture
Defining: to explain the meaning of what something is or how it
works
Example:
1. Teach/Review organizational structures in separate
lessons.
 Name of organizational type
 Features of organization
 When organization type is used
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Glendale Elementary School District 2/10/2016
Standards Lesson file
 Reading and
informational texts
 p. 184-277
 Chronological
Order p.183
 Writing, Research
and Study Skills
p.137-151
Interactive ReaderStrategic Steps to
Teach
 Chronological
Order R19
Reader’s Handbook
 Organizational
Structure of
Paragraphs p.5563
MLText
 Chronological
Order R9
 Flow Map

The ________
helps me to
_______.

The _______ is
the graphic aid
when I need
______.
Chronological order
Unit 1 Test A
Questions 12,16,17
Test B/C
Questions 12,16,17
Sequential order
Unit 1 Test A
Questions 1,3,7,11
Test B/C 2,3,10
Question Stems:
 Why is this
paragraph
(chronological)
?

Which
organization
would be best
for (topic)?
Sentence Frames:
 This structure
is
___________
because_____
_____.
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
2.
After teaching organizational structures,
A) Give students a question and 5 paragraphs with same
content, but different organization in each.
B) Have students find the same answer in each
paragraph.
Lead discussion about techniques for finding the information in
paragraphs.
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Glendale Elementary School District 2/10/2016


I would use
_____ for my
paragraph
because
________.
This
text/paragraph
is _________
because
_______.
Reading Lesson Planning Guide-Informational – BM1 | Eighth 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
S3C2PO1.
Use information
from text and text
features to
determine the
sequence of
activities needed
to carry out a
procedure.
Process Integration
(skills to use)
R-S1C6PO5.
Connect information and events in
text to experience and to related
text and sources.
R-S1C6PO6.
Apply knowledge of the
organizational structure (e.g.
chronological order, time
sequence order, and cause and
effect relationships) of text to aid
comprehension.
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.
13
Explanations and Examples
Explanation:
The authors use text features such as titles, subheading, graphic
aids, captions and sidebars to organize text. These are the tools
that allow readers to see important details at a glance.
Teach text features BEFORE or in conjunction with functional text.
Students will use features of a document or instructions in order to
carry out a procedure. The purpose is to give information quickly, in
a logical, sequential order.
Key Vocabulary:
Procedure: the process broken down step by step
Author’s Purpose: how to carry out a task; explain a process step
by step
Functional Text: text that will allow you to perform a task in the real
world; Environmental Print, Real World Writing
Manual: a set of instructions on how to do things
Booklet, Pamphlet, Brochure: Giving key information or the most
important details that makes it appealing to a reader
Glendale Elementary School District 2/10/2016
Resources
Assessment
Introduction Lessons:
 ML Text pp. 184186
 Textbook:
Consumer
Documents p. 8, R
16 and R113
 Standard lesson
file: Reading and
Informational Text
pp. 183-192, pp.
365-372 and pp.
99-107
Question Stems:
 What is the
(first) step in
the process?
 How will the
procedure be
completed if
the (last step)
isn’t
completed?
 What will help
to finish the
activity?

Sentence Frames:
 The ______
step is
essential
because
_______.
 The ______
helped me to
complete the
procedure
because ____.
Supplemental
Resources:
 Overhead: Last
page in standard
lesson fileteaching model
Reading Lesson Planning Guide-Informational – BM1 | Eighth Grade
Example:
Building Background: Do you remember how you learned to tie your
shoe?
Discuss with students, directions and how they learned.
1. Bring to class a variety of objects/or use items in class:
shoelace or balloon.
2. Ask students to write directions on a card with step by
step directions on how to blow up a balloon (without
actually blowing up the balloon)
3. Then 2 volunteers would come up to the front of class and
physically blow up the balloon following the student other
student’s direction.
4. Debrief: What were the problems? Were there any steps
skipped?
5. Application: How to eat an Oreo cookie! Work in pairs,
give each student pair 2 cookies each a in a plastic bag.
Students create a non-verbal poster and written steps on
how to eat the cookies; they can’t eat until another group
proves they have the correct procedures.
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Glendale Elementary School District 2/10/2016