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.

Make/revise/confirm predictions (e.g., text structure, events, action, problem, solution).
PO2. Compare a prediction about an action or event to what actually occurred within text.
PO3. Ask relevant questions (to predict, make connections, summarize, monitor comprehension, & reformat) in order to comprehend text.
PO4. Relate information and events in a reading selection to life experiences and life experiences to text (and text to text connections).
GESDPO5. Answer inferential questions about text using justification.
GESDPO6. Monitor comprehension of words, sentences, events, topics, and directions.
GESDPO7. Summarize a written selection by highlighting, retelling, or writing key events of a narrative or the main idea and relevant details of an expository.
Instructional Period 2
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)
Explanations and Examples
Resources
S3C1PO1.
Identify the main
idea in expository
text (GESD stated
main idea of a
paragraph).
R-S1C6PO3.
Ask relevant questions (to predict,
make connections, summarize,
monitor comprehension, & reformat)
in order to comprehend text.
Explanation:
The students will determine what the passage is mostly about
by connecting the topic, narrow topic, and derived author’s
purpose in order to locate the stated main idea / topic
sentence.
R-S1C6GESDPO6.
Monitor comprehension of words,
sentences, events, topics, and
directions.
Key vocabulary:
Main Idea: the most important idea that the author wants you
to know about the topic.
Introduction
Lessons:
Storytown:
 Theme 1: T216 217

Theme 1: T297,
Dogs That Help
(topic)
R-S1C6 GESDPO7.
Summarize a written selection by
highlighting, retelling, or writing key
events of a narrative or the main
idea and relevant details of an
expository.
1
Topic: the subject of the passage
Narrow topic: what the author wants you to know about the
topic
Author’s purpose: the reason the author wrote the passage
Glendale Elementary School District 3/20/2016
Assessment


Storytown:
Benchmark
Assessment
Teacher Edition;
pg. 7
Use the first
paragraph of
How do bats
help people.
Students
identify the main
idea of the
paragraph by
coding the text:
Reading Lesson Planning Guide-Informational | Second Grade
W-S3C6PO1.
Locate and use informational
sources to write a simple report that
includes:
a. title
b. a main idea
c. supporting details
Content Knowledge:
The stated main idea can be located in the beginning, middle,
or end of a paragraph. To confirm the stated main idea make
text to text connections with the relevant details.
Ex.
Coins are worth different values. (stated main idea)
A penny is worth one cent. (relevant detail)
Example:
Mini Lesson: Anchor chart “Getting the Gist”
 Anchor chart highlights the process for identifying
the stated main idea
 Construct in front of students
Review Stated Main Idea with Cadence
Stated Main Idea
It’s important that you find,
The point the author has in mind.
The main idea is its name
A “topic sentence” is the same.
Find the topic reading through
Locate repeated words, yes you do.
Circle the subject as you go
Then the topic you will know.
What’s the author telling me?
Soon the purpose you will see.
The author’s most important view
Will include the topic, too
The topic sentence is top-shelf
It makes good sense all by itself.
It can’t be found in just one spot,
Look around ‘til you get hot.
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Glendale Elementary School District 3/20/2016




Topic: Circle
Relevant Detail:
Underline
Additional
Information:
Cross out
Stated Main
Idea: Highlight
Reading Lesson Planning Guide-Informational | Second Grade
The topic sentence you can find,
When you do, then underline.
It will make sure that you know
The point the author wants to show.
MAIN IDEA! MAIN IDEA! MAIN IDEA!
Meta-cognitive model: Rainforest paragraph
Code
Topic: Circle
Relevant Detail: Underline
Additional Information: Cross out
Stated Main Idea: Highlight
The rainforest is an important resource for our world.
Rainforests help to regulate the world’s climate by absorbing
carbon dioxide and producing oxygen. As trees are cut down,
less carbon dioxide is absorbed, which contributes to global
warming. Rainforests are home to millions of species of plants
and animals, more than half of the world’s species. The boa
constrictor, red-eyed tree frog, and orangutan are some of the
animals that dwell in the rainforest. Many medicines are
made from rain forest plants. The Mammosa fruit found in the
rainforest are boiled in water and the steam inhaled to treat
sinus infections. (www.rainforesteducation.com)
Frogs
Frogs change as they grow.
This change is called a life
cycle. A frog begins its life as a
little egg. The egg is no bigger
than the eraser on your pencil.
The egg hatches into a
tadpole. A tadpole is a baby
frog with a tail. As it grows,
back and front legs slowly
appear and the tail disappears.
The tadpole changed into a
frog.
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Glendale Elementary School District 3/20/2016
Frogs
Start
First
Begins egg
Tadpole
Transforms
Develop
Changes frog
Frogs change as
they grow.
Develop
Mature
Reading Lesson Planning Guide-Informational | Second Grade
Summary:
As frogs mature they change. Frogs begin as eggs and
emerge into tadpoles. Then the tadpoles transform into
frogs.
S3C1PO2.
Locate facts in
response to
questions about
expository text.
R-S1C6PO3.
Ask relevant questions (to predict,
make connections, summarize,
monitor comprehension, & reformat)
in order to comprehend text.
Explanation: The students will use stated information from
the expository text to answer given questions.
R-S1C6 GESDPO7.
Summarize a written selection by
highlighting, retelling, or writing key
events of a narrative or the main
idea and relevant details of an
expository.
Example:
Provide each student access to an expository passage or text.
Read the passage or text together. After reading, have
students identify the topic of the passage or text. Create a
circle map with the topic identified. Have students generate
information learned by the reading of the passage or text.
Record the information on the circle map. Teacher will
generate questions based on the information on the circle
map. Students will locate the answers to the questions within
the text.
Content Knowledge:
Facts are details that give specific information about a topic.
fly at night
Bats
eat insects
After each posed question have the children go back into the
text and prove the answer.

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Glendale Elementary School District 3/20/2016
What do bats eat at night?
Introduction
Lessons:
Storytown:
 Leveled
Readers:
Peanuts
 Theme 1, T 296297
 Read Aloud
Anthology: Go
Fetch, pg. 16
Storytown:
 Theme 5; T277
Make a diagram
about an animal
or ____ that
you would like
to write about.
 Create a
graphic
organizer shown
on page 114 for
expository text.
 Extra Support;
pg. 24
 Practice Book;
pg. 24
 Challenge Book;
pg. 24
Reading Lesson Planning Guide-Informational | Second Grade



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)
When do bats fly? .
What does nocturnal mean?
How do bats use echolocation?
R-S1C6PO3.
Ask relevant questions (to predict,
make connections, summarize,
monitor comprehension, & reformat)
in order to comprehend text.
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.
R-S1C6GESDPO6.
Monitor comprehension of words,
sentences, events, topics, and
directions.
Content Knowledge:
Convention
Labels
A.V.
Organizational features
Photographs
Captions
Maps
Table of Contents
Index
Glossary
Purpose
Help the reader identify a
picture or photograph and /or
its parts
Help the reader understand
exactly what something looks
like
Help the reader better
understand a picture or
photograph
Help the reader to understand
material in text through visual
representation
Help reader to understand text
organization and locate
information
Help reader to find topics of
interest
Helps reader to locate unknown
words and deepen
understanding of vocabulary
Example: (Building Prerequisite Skills)
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Glendale Elementary School District 3/20/2016

Scott Foresman
leveled readers
are an excellent
source for
locating
organizational
features.

Scott Foresman
Science student
textbook.
Reading Lesson Planning Guide-Informational | Second Grade
Have the students build an organizational features reference
chart.
The reference chart should include the following:
 List the caption
 Kid friendly definition
 Purpose
 Example
 List questions that can be answered using the
organizational feature
Example entry on the reference chart
Table of Contents: An ordered list of the names of the
sections and / or chapters of the book with page numbers.
Purpose: Help the reader identify key topics in the book in
the order they are presented
Table of Contents
What Are Frogs………………………..….1
Frog Habitats……………………….……3
Life Cycle…………………………………5
Questions:
 What page is Frog Habitats on?
 Where would you look for information on a frog’s life
cycle?
 Is a frog a reptile?
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
6
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
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.
Glendale Elementary School District 3/20/2016
Introduction
Lessons:

Scott Foresman
Science
textbook

Magazines for
example:
Ranger Rick,
Zoobooks, My
Backyard, etc.
Reading Lesson Planning Guide-Informational | Second Grade
gather information.
(Connected to
Research Strand in
Writing)
b.
c.
a main idea
supporting details
A.V.
Informational source
S3C2PO5. Locate
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
W-S3C2PO2.
Participate in creating simple
7
They need to ask themselves: “What source of information
will meet my need?”

Encyclopedias
Example:
Teaching Locating Specific Information
Have student place I wonder cards into an I wonder box.
 EX. I wonder how a rainbow is formed in the sky?
 Pick an I wonder question.
 Model what you do when you want to find out
specific information to answer a question.
 Pose the following questions during your metacognitive model:
o What do I already know about the topic?
o What type of resource will help me locate
information to answer my question?
o How is the information organized in the
resource?
o How will I go about locating what I need?
 After locating the information needed:
o What did I learn?
o How can I synthesize my learning?
o Do I have any other questions about
_____?

Tradebooks
from the school
library or
classroom
library.
Explanation:
Students will use graphic features in expository text to locate
information.
Introduction
Lessons:
Scott Foresman
Science student
textbook:
Content Knowledge:
Graphic features are pictorial representation of the written text.
The purpose of the graphic feature is to communicate content
information visually to deepen the understanding of the written
text. Pictorial representations include illustrations, photos,
diagrams, charts, and graphs to assist us with understanding
the content of the material.
Students need to be explicitly taught how to question, predict
or make observations of the graphic feature to connect with
the written content information represented in the pictorial
representation.
Helping students to take the time to evaluate these features’
Glendale Elementary School District 3/20/2016



Timeline:
Lesson 5 p. 114115 ; p. 124-125
Tables,p. 93, p.
412, p. 386
Charts, p. 196197;p. 225, p.
161,p. 195,
p.229, p.259,
p.293, p.323,
Reading Lesson Planning Guide-Informational | Second Grade
summaries of informational text,
graphs, tables, or maps
A.V.
Graphic features
and their purpose will only enhance their understanding of the
text.
Graphs and charts often depict things that are easier to
understand in symbolic format. These are often best used as a
resource instead of trying to memorize every fact within them.
When teaching how to use this type of visual, remember to
note that many charts offer not only information, but also
comparisons and processes between and among important
concepts (Robb, Klemp, and Schwartz, 2002).
Example: This lesson is an example of how to teach children
to activate prior knowledge, generate questions, make
predictions and observations relating to the graphic feature as
a processing technique. Having students generate questions
and observations (predictions) before reading the written text
will allow them to connect personally. After the students
generate questions and observations the written text is then
read. The most important part of the lesson comes at the end
where the students take their own questions and observations
and see if they accurately predicted the content of the graphic
feature. The oral connections from their predictions to the
actual validation of written text will support their
comprehension.
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Glendale Elementary School District 3/20/2016
p.357, p.421

Storytown:
Theme 3Lesson 15; p
T416-417;
(pictoral
timeline)
Reading Lesson Planning Guide-Informational | Second Grade
Butterflies and moths undergo complete metamorphosis
in which they go through four different life stages.




Egg - A butterfly starts its life as an egg.
Larva - The larva (caterpillar) hatches from an
egg and eats leaves or flowers almost
constantly. The caterpillar molts (loses its old
skin) many times as it grows.
Pupa - It turns into a pupa (chrysalis); this is a
resting stage.
Adult - A beautiful, flying adult emerges.
There is no growth during this stage. This adult
will continue the cycle and reproduce.

Step 1:
1. Give each student two index cards. On one card put a
Q and the other card put an O.
2. Allow student to just look at the visual representation
of a lifecycle of a butterfly. Do not read the text.
3. Have the students begin to ask questions regarding
the visual without any answers. DO NOT ASK THE
QUESTIONS FOR STUDENTS TO ANSWER. If
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Glendale Elementary School District 3/20/2016
Reading Lesson Planning Guide-Informational | Second Grade
students are having difficulty asking questions, then
model generating questions. Then scaffold developing
personal questions.
4. Once many questions have been orally generated
regarding the visual, have each student write a question
on the Q card.
Step 2:
1. Now have students begin making observations about
the visual. Observations do not have to be correct.
Again, do not make observations for students. Model
and scaffold support to make an observation.
2. Once students have produced many oral observations
have each student write their own observation on the O
card.
3. Once cards are completed. Gather students on floor
to sort cards into a Q pile and O pile. Orally read
together the text below the visual representation of the
life cycle.
4. Once the text has been read and understood, have
students reread the questions they posed and the
observations.
5. One idea for connecting the observations to the text
is to sort by confirmed observation or revise. An idea
for connecting the questions to the text is sorting them
by answered or need more information.
Connection: See if the students’ questions that were
“answered” by observations and confirmed by the text
supported the students with comprehending the overall
concept. Students will then see the connection of
questioning before reading, making observations
regarding visual representation and the comprehension
of the text.
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Glendale Elementary School District 3/20/2016
Reading Lesson Planning Guide-Informational | Second Grade
S3C1GESDPO9.
Confirm stated
main idea of a
paragraph with
narrow topic,
author’s purpose
and relevant
details.
R-S1C6PO3.
Ask relevant questions (to predict,
make connections, summarize,
monitor comprehension, & reformat)
in order to comprehend text.
W-S3C2PO1.
Write expository text (e.g., labels,
lists, observations, journals).
Explanation:
The students will use the identified narrow topic, author’s
purpose, and relevant details to justify what the paragraph is
mostly about.
Content Knowledge:
To confirm the stated main idea connect the relevant details
and authors purpose.
All relevant details have the topic and authors purpose
embedded within the sentence.
Example: Using the text bats, code it for the following:
Topic (circle)
Relevant Details (underline)
Additional Information (strike through)
Stated Main Idea (highlight)
Derive the author’s purpose
 To inform what about the topic
 To explain what about the topic
Text: Bats
Bats
Bats use echolocation to locate food. Echolocation is a unique
way to use sound. Bats send out sound waves that bounce
off their prey. They eat 250 tons of insects a night. Then the
sound waves come back to the bat as echoes. The bat can
tell by the type of echo what type of insect it is and its location.
Next lift the main idea and relevant detail sentences to show
direct connection between the topic and authors purpose.
Narrow Topic: Bats
Author’s Purpose: to explain how bats use echolocation to
locate food.
Main Idea: Bats use echolocation to locate food
Relevant Details:
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Glendale Elementary School District 3/20/2016
Introduction
Lessons:
Supplemental
Resources:
 Concept Poems
http://portals.ges
d40.org/district/c
i/Curriculum%20
Pages/Stated%2
0and%20Implied
%20Paragraphs.
aspx
Reading Lesson Planning Guide-Informational | Second Grade
Bats send out sounds that bounce off their prey.
Then the sound waves come back to the bat as echoes.
The bat can determine the type of insect and its location.
S3C1GESDPO10.
Determine the
author’s purpose
for writing the
expository text.
R-S1C6PO3.
Ask relevant questions (to predict,
make connections, summarize,
monitor comprehension, & reformat)
in order to comprehend text.
Explanation:
The students will identify the topic and then connect the
relevant details to derive the author’s purpose. They will ask
themselves:
The author wants to inform, what about the topic?
The author wants to explain, what about the topic?
Example:
Mini Lesson:
Author’s Purpose for expository text:
To Inform
To Explain
Define or
Why or
Describe a topic
How about a topic
The author’s purpose for
The author’s purpose for
Volcanoes is to describe the Zipping, Zapping, Zooming
eruption.
BATS is to explain how bats
use echolocation




12
Using simple expository text, read the selection aloud to
the students.
Next, have the class derive the author’s purpose as either
to inform or explain.
Then have the students justify their thinking.
After that collaboratively write an author’s purpose
statement.
o Example: The author’s purpose for Zipping,
Zapping, Zooming BATS is to explain how bats
use echolocation.
o Example: The author’s purpose for Volcanoes
is to describe the eruption.
o Example: The author’s purpose for Weather
Glendale Elementary School District 3/20/2016
Introduction
Lessons:
Storytown:
 Theme 3; T3435
 Theme 3; T143151; use story
as a think-aloud.
 Theme 3; T125;
Transparency
R57
 Theme 3; T132;
Read Aloud
Anthology pg.
46.
Practice Book Extra
Support; Challenge;
pg. 81
Read a short
expository paragraph
and have students
write author’s
purpose on white
boards and justify
their answer.
Reading Lesson Planning Guide-Informational | Second Grade
Tools is to define the purpose of a
thermometer.
S3C1GESDPO11.
Use graphic
organizers to
reformat facts /
relevant details
with a (i.e.,
defining or
descriptive,
chronological or
sequential order,
and comparison)
text organization.
R -S1C6 GESDPO5.
Make/revise/confirm prediction of
text structure using title &/or
illustrations &/or beginning of text.
R-S1C6 GESDPO6.
Make text-to-text connections.
R-S1C6 GESDPO9.
Reformat elements and/or content in
an appropriate graphic organizer.
Explanation:
The performance objective requires students to:
 identify text organization,
 distinguish between relevant details and additional
information and
 identify or construct the main idea.
Introduction
Lessons:
 Storytown:
Theme 4; pg.
226; Read Aloud
Anthology
Questions:
 What specific
person, place,
thing, event, or
concept is being
described?
Then they must select an appropriate graphic organizer to
arrange the main idea and relevant details while maintaining
paragraph organization.

Follow-up: pg.
247

How is the topic
described?

Additional
Resource:


Leveled
Readers; Theme
4; pg. 298
What is the
organization
pattern of the
text? How do
you know?

What are the
most important
attributes or
characteristics?
Content Knowledge: When writers write to share
information, they use expository patterns or text structures.
Writers often use signal words to support the reader in
identifying the expository pattern or text organization.
When students delineate any topic, such as snakes, or
Arizona they use description.
Gail Tompkins, Teaching Writing
Descriptive is the most common pattern found in textbooks.
Signal Words: for example, characteristics are, such as, looks
like, consists of, for instance, most important
Another signal is if the topic word (or synonym) is repeated
throughout the text.
Key Vocabulary:
Descriptive: provides information, such as facts,
characteristics, and attributes about a subject, event, person
or concept.
Example:
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Glendale Elementary School District 3/20/2016
Reading Lesson Planning Guide-Informational | Second Grade
Direct Instruction: Description Anchor Chart
Meta-Cognitive Model using exemplar text.
Code while thinking aloud:
Circle signal words.
Highlight descriptions (words or phrases)
Reformat using Circle Map
Dolphins
Dolphins are whale-like animals
that live in the water. Some special characteristics
of a dolphin are a beak-like nose, a blowhole in the
top of its head, and swimming in groups called
schools. Most important dolphins can see, hear
and taste, but they cannot smell things. Some
scientists think dolphins talk to each other. For
example, they make a sound like a whistle when
they are traveling together. People like to watch
dolphins swim and do tricks. Dolphins can do
tricks, such as jumping in the air and catching rings
on their noses.
swims in groups catches rings on nose
see hear
blowholes
taste
swim in schools
dolphins
can’t hear
jump in the air
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Glendale Elementary School District 3/20/2016
makes whistle sounds
Reading Lesson Planning Guide-Informational | Second 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 the purpose of this functional text? How can a reader draw reasonable conclusions from informational text? How can I make sense of text
that tells me about information in my world?
Big Idea: The reader interprets details for practical purposes.
Performance
Process Integration
Explanations and Examples
Resources
Assessment
Objective
(skills to use)
S3C2PO3.
R-S1C6PO3.
Explanation:
Introduction
 Storytown:
State the meaning Ask relevant questions in order to
The students will use text to text, text to self and text to world Lessons:
Extra Support
of specific signs,
comprehend text
knowledge to determine meanings of graphics aids within
 Storytown:
Practice Book,
graphics, and
informational text.
Theme 5; T318:
Advanced;
symbols (e.g.,
R-S1C6PO4.
pg.188
 Read Aloud
computer icons,
Relate information and events in a
Anthology pg. 88
map features,
reading selection to life experiences
Example:
 Students
 Theme 5; T289:
simple charts and
and life experiences to text.
Students and teacher collect various pictures of signs,
create a
Read Aloud
graphs).
symbols, and graphics from informational text. The students
diagram
Anthology pg. 84
R-S1C6 GESDPO9.
sort the examples into categories. The students justify why a  Theme 5; T316labeling parts.
Reformat elements and/or content in
graphic aid is under each category and explain the meaning
Ex: frog,
317
an appropriate graphic organizer.
of the graphic aid. The students will choose a symbol, chart,
keyboard,
 Theme 5; T224or graph and write sentences to explain its meaning and how
phone, etc.
225;
it can help them understand the text.
Transparency
 Students then
R120
write a short
Graphic Aids
paragraph
about the
diagram,
explaining its
meaning.
Graphs
Charts
Icons
Maps
(This PO will be repeated in Benchmark 3. Collect
various examples of text and materials that have signs,
graphics, symbols to be used throughout your teaching
of this PO)
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Reading Lesson Planning Guide-Informational | Second Grade
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Glendale Elementary School District 3/20/2016