Reading Lesson Planning Guide-Informational-IP1 | Fifth Grade
Instructional Period 1
Content
Strand 3: Comprehending Informational Text
Concept 1: Expository Text
PO1. Identify the main idea and supporting details in expository text (GESD stated
main idea).
PO3. Determine author’s main purpose (e.g., to inform, to describe, to explain) for writing the
expository text.
PO4. 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. (Connect to paragraph organization and writing)
GESDPO9. Identify the organizational structures (e.g., descriptive/defining, chronological and
sequential order, comparison, problem and solution, cause and effect relationships, logical order) of
expository text.
Process
Strand 1: Reading Process
Concept 4: Vocabulary
PO1. Use knowledge of root words and affixes to determine the meaning of unknown
words.
PO3. Determine the difference between figurative language and literal language.
PO4. Determine the meaning of figurative language, including similes, personification,
and idioms.
PO6. Identify antonyms, synonyms, and homonyms for given words within text.
Concept 5: Fluency
PO1. Read from a familiar prose and poetry with fluency and appropriate rhythm,
pacing, intonation, and expression relevant to the text.
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. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
GESDPO7. Reformat elements and / or content in an appropriate graphic organizer.
GESDPO8. Summarize a written selection including the main idea(s) and relevant
details.
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Reading Lesson Planning Guide-Informational-IP1 | Fifth 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. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
GESDPO7. Reformat elements and / or content in an appropriate graphic organizer.
GESDPO8. 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' remember everything.
Performance
Objective
S3C1PO1.
Identify the main
idea and supporting
details in expository
text (GESD stated
main idea of a
paragraph).
Process Integration
(skills to use)
R-S1C6PO5.
Connect information and events in
text to experience and to related
text sources.
Explanation:
Students will identify topic, narrow topic, derive author’s
purpose, and connect relevant details to distinguish a stated
main idea in expository text.
R-S1C6PO4.
Use graphic organizers in order to
clarify meaning of text.
Content Knowledge:
Relevant / supporting details will directly connect to the main
ideas through narrow topic and author’s purpose.
Explanations and Examples
R-S1C6GESDPO7.
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Resources
Introduction
Lessons:
 Harcourt Theme
2, p. T308
Using the story
ANTS
 Reader’s
Handbook pp.
149-151.
Assessment
Assessment:
Which sentence
states the main idea
of the story?
Which sentence best
supports the main
idea?
What sentences
contain additional
Reading Lesson Planning Guide-Informational-IP1 | Fifth Grade
Reformat elements and/or content
in an appropriate graphic organizer.
W-S1C2PO1: Use a prewriting plan
to develop a draft with main idea
and supporting details.
W-S1C3PO2: Add details to the
draft to more effectively accomplish
the purpose.
Example:
Sea turtles are born on the beach, but they grow up and live in
the ocean. (main idea)
This reptile crawls out of the water and finds a safe, dry place to
make a nest. (relevant details)
Example:
Students will work with controlled paragraphs to code the text
as needed to identify the components in order to find stated
main idea.
Stated Main Idea of Paragraph- code for the following
expository elements to identify the stated main idea
A. V.
Stated main idea
Topic
Narrow topic
Relevant detail
Supporting detail
Essential
Information
Additional
Information
Code
Topic: Circle throughout paragraph
Main Idea (Topic Sentence): double underline or highlight
Relevant Details (Supporting Details): single underline
Additional Information (elaboration, example, or description):
strike through.
Supplemental
Resources:
 Coded text that
defines topic and
narrow topic,
author’s purpose,
relevant details
and additional
information.
http://www.gesd40.org
/internetportal/training/
Resources/tabid/6821/
Default.aspx
PIE strategy is
another way of coding
text if teacher is
familiar with that
strategy. Students
can use the same PIE
format when
prewriting.
____________________
Lighthouses are important to sea travelers. They have been used for thousands of
years to warn ships that they are near land or dangerous rocks. Lighthouses are towers built
near the shore or among the rocks. They have a bright beacon of light shining from the top.
Long ago metal baskets with burning coal or wood were hung from poles at the top of the
lighthouse to produce
Topic:the warning light. Today a very large lens shaped like a barrel sends a
beam of light far out
to sea.
Sailors learn where lighthouses are located. Each lighthouse has a
Narrow
Topic:
special signal so that
sailors
can tell them apart. The lighthouses help the sailors stay safely out
Author’s
Purpose:
to sea, and they also
the sailors
course.or character is the author
Pointhelp
of View:
From stay
whaton
position
writing?
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information, only
present to elaborate
or add interest?
Reading Lesson Planning Guide-Informational-IP1 | Fifth Grade
Stated Main Idea: The main idea is clearly found in a phrase or
sentence within the text. Typically the first or last sentence.
S3C1PO3.
Determine author’s
main purpose (e.g.,
to inform, to
describe, to explain)
for writing the
expository text.
R-S1C6PO2. Confirm predictions
about text for accuracy.
R-S1C6PO6. Use reading
strategies such as making
inferences to comprehend text.
Explanation:
Students derive the reason an author writes an expository text:
to inform, or to explain by analyzing contextual clues and asking
themselves, “what is the author specifically trying to
communicate about the topic?” Readers need to make
inferences in order to determine the author’s purpose.
Key Vocabulary:
 To inform: give facts or information about a subject.
 To explain: to give the reader details on how or why
 To describe: When an author wants to convey a picture or
feeling to an audience.
 Making inferences is using background knowledge and text
clues to determine a purpose.
Context Clues + Background Knowledge = Inference
Example:
Direct Instruction: Teacher will create an anchor chart to
instruct the three main purposes in informational text.
Author’s Purpose
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Author’s
Purpose
Contextual
Cues
Text
Organization
To explain
Sequential
Words: first,
next, finally, after,
later, etc.
Sequential, cause
and effect,
chronological,
how-to
To inform
Facts, cites
sources, text
features present
such as bolded
words, captions,
diagrams
Classification
(descriptive),
Defining,
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Examples
Introduction
Lessons:
 Harcourt: p. T30
 Reader’s
Handbook: pp.
207
Assessment:
 Harcourt p. T57
What is the author’s
purpose?
How do you know the
writer wrote this
to____?
Reading Lesson Planning Guide-Informational-IP1 | Fifth Grade
To
describe
Sensory words,
consists of, looks
like, listing
characteristics
Describe,
definition
Teach students to predict the text structure/author’s purpose
within the first few sentences, and then read to confirm the
prediction. Students should always attempt to identify text
structure before reading through entire text.
Teacher will model the coding of a paragraph for author’s
purpose by highlighting contextual clues.
 Key words to explain are: sequential transition words –
first, next, finally, after, later, etc.
 Key words to inform: factual words, cites sources, text
features are present such as bolded words, captions,
diagrams etc.
Have students code a paragraph for author’s purpose by
highlighting contextual clues identifying paragraph organization
using the established anchor chart above.
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Reading Lesson Planning Guide-Informational-IP1 | Fifth Grade
S3C1PO4.
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-S1C6PO5.
Connect information and events in
text to experience and to related
text and sources.
R-S1C6PO2.
Predict text content using prior
knowledge and text features (e.g.,
illustrations, titles, topic sentences,
key words.)
W-S3C6PO1.
Paraphrase information from a
variety of sources (e.g. internet,
reference materials)
Explanation:
Authors of expository text will organize the writing with specific
features in order to aid in locating information.
Content Knowledge:
To understand how real world reading is organized look for
features like these:
 Table of contents
 Main headings and titles
 Words in large, bold face or unusual types
 Lists (one, two, three) or outlines (I., A., 1.)
 Charts and tables
 Pictures or diagrams
Introduction
Lessons:
 Reader’s
Handbook; pp
116-126
What information
would the reader find
on page_____?
What information do
subtitles give you?
Give an example of
information you can
find in the table of
contents.
Example: Using Science and Social Studies textbook, students
will complete a graphic organizer to create a description, identify
purpose, and provide examples of different text features in
expository text.
Organizational
Features
Descriptions
Purpose
Question Stems:
In which of the
following sentences
are ________
properly used?
Why do authors put
words in bold faced
print?
Example
What is the difference
between an index
and a glossary?
S3C1GESDPO9.
Identify the
organizational
structures (e.g.,
descriptive/definin
g, chronological and
sequential order,
comparison,
problem and
solution, cause and
effect, and logical
order) of expository
text.
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W-S3C2PO2.
Write an expository paragraph that
contains:
a. a topic sentence
b. supporting details
c. relevant information
W-S3C2PO3.
Write in a variety of expository
Explanation:
Students will use the organizational structures of a paragraph to
describe/define a topic. Strong relevant details will be used to
help the reader support the main idea. Characteristics of a
descriptive/defining paragraph include the author explaining a
topic, idea, person, place, or thing by listing characteristics,
features, and examples.
Example:
Using a controlled paragraph that is an example of
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Introductory Lesson:
Reader’s Handbook
pp 201
What is the
organizational
structure of this
passage, and how do
you know?
What signal words
give clues that this
passage is
descriptive/defining?
What topic is the
author
Reading Lesson Planning Guide-Informational-IP1 | Fifth Grade
forms (e.g., essay, summary)
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descriptive/defining structure, the teacher goes through the
process of reformatting the structure, this paragraph will
become the exemplar as a reference for the students. Teacher
will model coding the paragraph to pull out signal words (for
example, characteristics are, such as, looks like, consists of, for
instance, most important). After signal words, the teacher will
model finding the topic (including synonyms) and then the
characteristics for that topic. After the information has been
coded then the information will be reformatted into a bubble
map or tree map.
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defining/describing?
What sentences give
us relevant details
aligned to the topic?
What sentences
contain additional
information not
necessary for
understanding the
main idea?
Reading Lesson Planning Guide-Informational-IP1 | Fifth Grade
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