Reading Lesson Planning Guide-Informational | Second Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict what might happen next in a reading selection.
PO2. Compare a prediction about an action or event to what actually occurred within text.
PO3. Ask relevant questions in order to comprehend text.
PO4. Relate information and events in a reading selection to life experiences and life experiences to text.
GESDPO5. Make/revise/confirm prediction of text structure using title &/or illustrations &/or beginning of text.
GESDPO6. Make text-to-text connections.
GESDPO7. Answer inferential questions about text using justification.
GESDPO8. Summarize a written selection by highlighting 3 or 4 of the most important events or main idea and relevant details.
GESDPO9. Reformat elements and/or content in an appropriate graphic organizer.
Benchmark 4
Topic: Expository Research
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: Expository Text
Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.
Essential Questions: What should I be thinking about when I'm reading? Why did the author write this?
Big Idea: Learning is a cycle of questions, conjectures, and confirmation.
Performance
Objective
S3C2PO3.
Locate specific information by using organizational features
(e.g., title, table of contents, headings, captions, bold print, glossary, indices) in expository text.
(Connected to Research
Strand in Writing)
Process Integration
(skills to use)
R-S1C6PO3.
Ask relevant questions (to predict, make connections, summarize, monitor comprehension, & reformat) in order to comprehend text.
R-S1C6GESDPO6.
Monitor comprehension of words, sentences, events, topics, and directions.
Explanations and Examples
Explanation: The students must be able to identify and state the purpose of the organizational features in expository text.
Then they must reference the organizational feature that contains the information needed.
Example:
Using students’ organizational features chart as a reference
(from benchmark 2 lesson planning guide), have students locate organizational features. Use Scott Foresman Science student text as one of the best resources for locating table of contents, headings, captions, bold print, glossary, indices (index).
Resources
 Scott
Foresman leveled readers are an excellent source for locating organizational features.
 Scott
Foresman
Science student
Assessment
1

2
A.V.
Organizational features
Reading Lesson Planning Guide-Informational | Second Grade textbook:
Glossary student text p.EM2-EM21
 Index student text p.EM22-
EM29
 Storytown:
Theme 1,
Lesson 4; p
T309-316; pT329 (title, headings)
 Storytown:
Theme 3-
Lesson 12; p
T144-T151;
(headings, captions, bold print,)
 Leveled
Readers
Having Fun,
Riding
Bicycles,
Board Riding,
Toys
 Supplemental
Books in
Classroom
Library Pack –
Clown Fish
(Table of
Contents,
Glossary, index,

Reading Lesson Planning Guide-Informational | Second Grade
S3C2PO4.
Identify a variety of sources (e.g., trade books, encyclopedias, magazine, electronic, resources, textbooks) that may be used to answer specific questions and /or gather information. (Connected to Research Strand in
Writing)
S3C2PO5.
Located specific information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of expository text. (Connected to
Research Strand in
Writing)
R-SC6PO4.
Relate information and events in a reading selection to life experiences and life experiences to text (and text to text connections).
W-S3C6PO1.
Locate and use informational sources to write a simple report that includes: a.
title b.
a main idea c.
supporting details
R-SC6PO4.
Relate information and events in a reading selection to life experiences and life experiences to text (and text to text connections).
W-S3C6PO1.
Locate and use informational sources to write a simple report that includes: a.
title b.
a main idea c.
supporting details
Explanation:
The students will connect a resource to information needed either to answer a specific question or inquiring about a specific topic.
Content Knowledge:
Because of the quantity of information available, students need to become strategic in their selection of sources that will help them find information and be able to use the information. There are many types of informational sources and a wide range of features that define the different sources. Therefore students need to become flexible in their selection of sources. They need to ask themselves: “What source of information will meet my need?”
Example:
Make connection between writing and reading. Students should ask themselves which resources they need to write a simple report that includes: a.
title b.
main idea c.
supporting details
Teacher should have all of the following available to students for writing of simple report: trade books, encyclopedias, magazines, textbooks, and electronic resources.
Explanation:
The intent is for students to be able to find and connect the graphic feature to a reading purpose. Graphic features help us comprehend the topic, narrow topic, and relevant details of expository text.
Example:
Use the science textbook (Scott Foresman) to create class or individual charts based on an experiment. The lesson pages listed in the next column each have a detailed experiment in which the class collects data in a chart or table.
After the class has created the chart or table, have students then locate specific information from the chart in response to specific questions.
 Introduction
Lessons:
 Scott
Foresman
Science textbook
 Magazines for example:
Ranger Rick,
Zoobooks, My
Backyard, etc.
 Encyclopedias
 Tradebooks from the school library or classroom library.
Introduction
Lessons:
 Scott
Foresmant
Science student textbook:
 Timeline:
Lesson 5 p.
114-115 ; p.
124-125
 tables,p. 93, p.
412, p. 386
 charts, p. 196-
3

Reading Lesson Planning Guide-Informational | Second Grade
W-S3C2PO2.
Participate in creating simple summaries of informational text, graphs, tables, or maps.
The questions can be created by students and/or by teacher. 197;p. 225, p.
161,p. 195, p.229, p.259, p.293, p.323, p.357, p.421
 Storytown:
Theme 3-
Lesson 15; p
T416-417;
(pictoral timeline)
4