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Organizer
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1
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\n\"Informational\n\n
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\nCurriculum Corner\n
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\nInformational Text Graphic Organizers\n

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\n\nFor Students\n\n4th\n\nStandards\n
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\nExamine informational text with a three-page worksheet that focuses on taking notes, identifying the main idea, and locating supporting details in order to form a summary paragraph. \n
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Lesson Plan
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment: Analyzing an Informational Text\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nScholars wrap up the unit by taking an assessment and reading the informational text \"You Trouble\" by Justin O'Neill. As they read, they answer multiple-choice questions and complete charts to analyze the main idea and supporting details...\n
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Instructional Video5:13
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\n\"Active\n\n
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\nTownsend Press\n
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\nActive Reading and Study\n

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\n\nFor Students\n\n4th - 6th\n\nStandards\n
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\nThe difference between an active reader and a passive reader has to do with the ways they access the same material. Review study skills and note-taking techniques with a video about active reading, which includes tips for using...\n
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Lesson Plan
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\n\"Active\n\n
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\nCurated OER\n
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\nActive Reading with American History\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nExplore connections within and between informational texts with this lesson about encyclopedia articles. Middle schoolers write encyclopedia articles focusing on topics in American history. They discuss how to determine credibility...\n
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Lesson Plan
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Close Reading of Bullfrog at Magnolia Circle: Bullfrog Life Cycle\n

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\n\nFor Teachers\n\n3rd\n\nStandards\n
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\nThe sixth lesson plan in this Bullfrog at Magnolia Circle unit assesses your third graders' ability to read and understand informational text. The included assessment asks learners to take notes about the main idea and supporting...\n
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Lesson Plan
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\n\"Close\n\n
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\nEngageNY\n
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\nClose Reading of Bullfrog at Magnolia Circle: Text-Dependent Questions, Main Ideas, and Key Vocabulary about the Bullfrog\n

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\n\nFor Teachers\n\n3rd\n\nStandards\n
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\nAs your 3rd grade class finishes reading Bullfrog at Magnolia Circle, the eighth lesson plan of this unit helps readers from an understanding of the very specific information on the final page of the book. As with the entire unit,...\n
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Lesson Plan
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\n\"Continued\n\n
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\nEngageNY\n
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\nContinued Close Reading of Bullfrog at Magnolia Circle: Text-Dependent Questions and Vivid Words and Phrases\n

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\n\nFor Teachers\n\n3rd\n\nStandards\n
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\nAs 3rd graders continue reading Bullfrog at Magnolia Circle, they focus on the concepts of predator and prey in the fifth lesson plan of this unit. Scholars further develop their ability to answer questions using evidence from the text...\n
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Lesson Plan
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\n\"Reading\n\n
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\nOntario\n
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\nReading Informational Text\n

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\n\nFor Teachers\n\n7th - 8th\n\nStandards\n
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\nLearning to recognize the importance of the features of information text (i.e., titles, subtitles, endnotes, sidebars, etc.) is the focus of a reading activity designed for middle schoolers. Learners examine how these text features...\n
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Organizer
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\n\"Informational\n\n
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\nCurriculum Corner\n
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\nInformational Text Graphic Organizers\n

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\n\nFor Students\n\n3rd\n\nStandards\n
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\nAnalyze informational text with a set of three worksheets that focus on the main idea and supporting details, and reinforces note taking skills, and the use of context clues to define new words. \n
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Organizer
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\n\"Reading\n\n
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\nCommon Core Sheets\n
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\nReading a Timeline\n

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\n\nFor Students\n\n3rd - 8th\n\nStandards\n
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\nSometimes the most important details of an informational text aren't within the text at all. Teach your class how to read timeline with a set of activities that prompts them to find specific dates and events on the timelines, as well as...\n
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Unit Plan
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\n\"Reading\n\n
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\nOdell Education\n
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\nReading Closely For Textual Details: Grade 8\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nOnly a thorough understanding of history can save us from repeating it. Practice close reading skills with an eighth grade unit that focuses on 19th century America, including European immigration into Ellis Island and Frederick...\n
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Lesson Plan
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes\n

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\nPupils consider the varying perspectives of people in different cultural groups as they read an informational text about the Dinka tribe of Southern Sudan and complete graphic organizers. They also respond to a constructed-response...\n
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Lesson Plan
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\n\"Readings\n\n
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\nCurated OER\n
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\nReadings in Hudson River Natural History\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nReading and understanding informational text is a key element to understanding every discipline. Elementary learners read three different articles focused on various animals and habitats in the Hudson River. They answer comprehension...\n
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Worksheet
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\n\""It's\n\n
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\nCurated OER\n
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\n\"It's All About Grandma Chic\": Reading Informational Text\n

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\n\nFor Students\n\n9th - 11th\n
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\nThis New York Times \"Learning Network\" exercise on reading informational text poses 6 questions about a high-interest article on teen fashion. The article meant to be review with is resource, \"More than meets the iPhone Lens\", is rather...\n
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Worksheet
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\n\"Big\n\n
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\nCurated OER\n
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\nBig Branding on Campus: Reading Informational Text\n

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\n\nFor Students\n\n9th - 12th\n
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\nThis New York Times \"Learning Network\" activity poses 11 questions on an article and video about commercial branding and marketing on college campuses. The related article, \"On the Market: Thinking Critically About Advertising\", is...\n
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Worksheet
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\n\"Who\n\n
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\nCurated OER\n
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\nWho is Mark Zuckerberg?: Reading Informational Text\n

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\n\nFor Students\n\n9th - 11th\n
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\nThis New York Times \"Learning Network\" exercise provides 10 questions that apply to an article about Mark Zuckerberg. It poses key journalistic questions like, who, what, why, where, how, and when. This resource provides a nice, short...\n
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Organizer
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\n\"Understanding\n\n
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\nMark Twain Media\n
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\nUnderstanding Informational Text Features\n

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\n\nFor Students\n\n6th - 8th\n\nStandards\n
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\nEverything you need to know about informational text features can be found in this resource. Recognizing these types of text features and how they are used in text allows readers to better understand information. Teachers...\n
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Assessment
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\n\"Writing\n\n
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\nFluence Learning\n
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\nWriting Informational Text: Community and School Gardens\n

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\n\nFor Students\n\n2nd\n\nStandards\n
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\nTwo informational texts feature community gardens of the past and present and how seeds grow. Scholars read, discuss what they have read, complete a timeline, define words, and compose a brief essay about the texts' main idea.\n
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Assessment
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\n\"Writing\n\n
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\nFluence Learning\n
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\nWriting About Informational Text: Everybody Can Bike\n

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\n\nFor Students\n\n4th\n\nStandards\n
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\nA three-part assessment challenges scholars to read informational texts in order to complete three tasks. Following a brief reading, class members take part in grand conversations, complete charts, and work in small groups to research...\n
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Assessment
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\n\"Writing\n\n
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\nFluence Learning\n
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\nWriting About Informational Text: Political Parties\n

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\n\nFor Students\n\n11th - 12th\n\nStandards\n
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\nTo demonstrate their ability to craft an analysis of informational text, class members read excerpts from James Madison's \"The Federalist No. 10,\" from George Washington's Farewell Address, and from Thomas Jefferson's First Inaugural...\n
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Lesson Plan
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\n\"Fiction\n\n
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\nThe New York Times\n
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\nFiction or Nonfiction? Considering the Common Core's Emphasis on Informational Text\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nNothing aids in comprehension more than an explanation and understanding of why things are done. Address why the Common Core requires the reading percentages that it established and analyze how this affects your readers. Learners read...\n
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Unit Plan
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\nReading Closely for Textual Details: Grade 7\n

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\nEnhance the reading experience with a set of lessons designed to improve textual analysis. Seventh graders use guiding questions to read both informational text and literature closely in the first part of the unit. Next, they work on...\n
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Lesson Plan
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\n\"Search\n\n
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\nCurated OER\n
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\nSearch Warranted?\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nYoung readers work on evaluating claims in a piece of informational text with the article \"In New York, It's Open Bag or Find Exits\" from the New York Times. They analyze current search procedures implemented to fight terrorism...\n
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\n\"Summarizing\n\n
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\nSummarizing Informational Text: “Hawaii’s Endangered Happy Face Spider”\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nPut on a happy face. Using an interesting resource, pupils read an informational text about Hawaii's endangered Happy Face Spider. Next, they participate in a jigsaw discussion to find the gist of the article. \n
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