Language Arts Sample Systematic Instruction Script (LASSIS): Elementary Informational Text
Theme: Pets
Grade Band: Elementary (Grades 3-5)
Focus: Using Informational Text
Topic | Core Content Connectors | Common Core State Standard | Essential Understanding | LASSI Objectives |
TEXT FEATURES | 3.RI.h1 Identify the purpose of a variety of text features. 3.RI.5 | 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | Identify the text feature (e.g., charts, illustrations, maps, titles).
THEN Locate information in a variety of text features. |
# Locate information on a website using text features. |
3.RI.h4 Use illustrations (e.g., maps, photographs) in informational texts to answer questions. 3.RI.7 | 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). | Identify an illustration in text.
THEN Recall information from a text feature (e.g. map, photograph, graph). |
# Answer "wh" questions using illustrations (from a website and/or text). | |
COMPREHENSION | 3.RI.i2 Determine the main idea of text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3.RI.2, 3.SL.2 | 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. | Identify the topic of a text or information presented in diverse media. | # Identify the main idea of informational text from read aloud, internet, or video clip. |
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | ||||
3.RI.k5 Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI.2 | 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. | Identify the topic of a text.
THEN Identify a supporting detail of the topic in a text. |
# Identify the topic and supporting details. | |
4.RI.i3 Determine the main idea of an informational text.
4.RI.2 |
4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. | Identify the topic of a text. | Same as above | |
5.RI.c4 Determine the main idea, and identify key details to support the main idea.
5.RI.2 |
5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | Identify the topic of text.
THEN Identify a key detail of the topic in a text. |
Same as above | |
5.RI.e2 Explain how an author uses reasons and evidence to support particular points in a text. 5.RI.8 | 5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). | Identify main/key ideas/points in a text.
THEN Identify examples/ evidence an author uses to support points. |
# Identify topic and supporting details that the author uses. | |
4.RI.h4 Use information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) to answer questions.
4. RI.7 |
4. RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. | Identify basic text features (e.g., charts, graphs, diagrams, time lines, maps).
THEN Locate information with a text feature. |
# Pose and answer a question using a website or hard copy text. | |
4.RI.l1 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
4.RI.7 |
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. | Locate information within a simplified chart, map or graph.
THEN Explain the purpose of a given chart, map or graph. THEN Describe the purpose of a specified aspect within a chart, map or graph. |
# Explain what a chart or illustration tells you that is not in the text. | |
TEXT STRUCTURE | 5.RI.d5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
5.RI.5 |
5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. | Identify a similarity between two pieces of information from a text.
THEN Identify a difference between two pieces of information from a text. THEN Identify elements of text structure (e.g., chronology, comparison, cause/effect, and problem/solution). |
# Compare 2 texts for sequence or cause/effect, or problem/solution. |
Be sure to provide specific practice to students on the skills that correspond to their grade level. |
Materials Needed: Print the adapted articles, graphs, and graphic organizers provided. Print, cut, and laminate (if desired) response boards and response options found at the end of this lesson. We recommend that every student be given a copy of the articles, graphs, and graphic organizers. Note that the articles are written in Level 3 text (no picture icons; the Lexile level of the adapted text is about half the grade level text). See notes on "Build Towards Grade Level Competence" for moving students towards grade level text (Level 4). Teachers may modify the articles by adding the vocabulary picture icons, simplifying sentences, and deleting nonessential sentences (Level 2 text). We have also provided some Level 2 text examples in the "Build Towards Independent Reading" section. The repeated story line is written simply (Level 1 text) and can be emphasized for students with emergent literacy (e.g., "Taking care of pets is hard work.") For students with the most significant or multiple disabilities, objects can be used to augment the story (e.g., small animals for pets, a dog toy for play). |
BUILD ESSENTIAL UNDERSTANDING (See teacher materials for adapted texts, graphs, response boards, and response options.)
INTRODUCE TEXT (attention getter activity) Show pictures of pets and/or objects commonly used in caring for pets (e.g., pet food, water bowl, pet toy). Ask students if they have a pet. Make a list of students' pets on the board. Point out the most popular and unusual pets. Show students the first article for the lesson (i.e., Taking Care of Your Pet). We are going to read some articles about pets. We will also visit a website on the internet about pets. Before we get started, let's read the important vocabulary words from our articles. |
INTRODUCE VOCABULARY Objective: Identify and define key words related to the story.
READER OPTION: Student reads each sight word and matches it to the picture. LISTENER OPTION: Teacher reads the word, student finds the picture. (More support: some students may need to select an object paired with the picture (e.g., small figure for veterinarian, plate for scraps, heart for love). Read (or listen for) the word and then show me the picture that goes with the word. (Go through the vocabulary at a rapid pace). |
3rd, 4th, 5th Objective: Identify the topic and supporting details that the author uses in an informational text. Use Article 1- Taking Care of Your Pet and Topic Graphic Organizer. |
BUILD A GRADE-ALIGNED COMPONENT: II. PASSAGE COMPREHENSION (The articles, graphs, response options, and response boards are found at the end of this lesson.) |
READ ADAPTED TEXT: Read Article \#1 - Taking Care of Your Pet aloud. Some students may be able to read this passage aloud for you. |
3rd, 4th, 5th Objective: Locate information on a website using text features; pose and answer "wh" questions using an illustration from a website and/or text. Use Graph \#1 – 10 Most Popular Pets in America. Note: You will need a computer with internet connection. |
Step | Teacher Says/Does | Student Response |
21. | Many people have pets. I want to know which pet is the most popular. I can use the internet to find out. To conduct a search, I will type in key words that the computer will use to find information for me. What key words might I use to find out which pet most people have? | Selects "most", "popular", "pets" from response options. Students may verbally generate other answers. Use LIP if student does not provide the correct response.
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22. | I did a search before class and found this graph of the 10 most popular pets in America. Give students a copy of Graph \#1 – 10 Most Popular Pets in America. Look at the graph. There are 10 pets on the graph. Who can name one? Lead students in naming the pets in the graph. The most popular pet is the largest picture in the graph. What is the most popular pet? | ![]()
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23. | What pet is the least popular? | Communicates "gerbil". Students may point to the picture of the gerbil in the graph or say it aloud. Use LIP if student does not provide the correct response. |
24. | You can find lots of information on the internet. I wonder if another site will have the same information as this graph. Let's watch a You Tube video of the Top 10 Pets and see if they list dogs as the most popular pet.
Assist students in copying and pasting the URL into their browser: http://www.youtube.com/watch?v=0yOZVu00tvU] Note: If internet access in not available, use an alternative source of information (e.g., book from the library, newspaper article). What was the most popular pet in the video? |
Communicates "dog" either verbally or by pointing to the response option on the response board. Use LIP if student does not provide the correct response. |
25 | Was the most popular pet in the video and the graph the same? (Note: the popularity of other animals is different in the two, but the most popular pet (i.e., dog) is the same.) | ![]() |
4th Objective: Explain what a chart or illustration tells you that are not in the text. Use Article \#2 – Most Popular Pet in America. |
5th Objective: Compare 2 texts for sequence, or cause/effect, or problem/solution. Use Article \#3 – Better the Second Time Around and Article \#4 – Fun Pet Facts. |
ADDITIONAL ACTIVITIES TO EXTEND AND ENRICH THE LESSON (See teaching materials for graphic organizers.) | |||
Visit a veterinarian
Here's some great informational texts to read aloud:
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NOTE TO TEACHER: Repeat the lesson using articles found in popular age-appropriate children's magazines.
Find informational articles to use in future lessons in the following magazines for kids:
Your Big Backyard
When selecting articles:
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BUILD TOWARDS GRADE LEVEL COMPETENCE (Level 4 Text)
Internet Website | To build toward grade-level reading, have students access the PBS It's My Life website (see link on right). On the website, students can read articles about friends, family, school, body, emotions, and money. Most of the articles adapted for this lesson were found under Family. Students can also play games, watch videos, get advice, and blog on the IML blog. | http://www.pbs.org/itsmylife/index.htm |
BUILD TOWARDS INDEPENDENT READING (Using text at 1st to 2nd grade reading level.) |
READER OPTION (this step is optional for students who are learning to read independently): Before we read the article, let's try to read some words from the article. Sometimes we can read a new word by sounding out the letters. Let's try a few. I'll show you a word. Read it and show me the picture. (You may substitute words and pictures related to phonics skills your students are learning). |
Step | Teacher shows each word (do not read it) | Student Response |
1. | pet | Reads "pet." Points to pet. (If student needs help on these words, show how sound it out /p/ /e/ /t/.) |
2. | puppy | Reads "puppy." Points to puppy. |
3. | kitten | Reads "kitten." Points to kitten. |
4. | chew | Reads "chew." Points to a picture of chewing. |
5. | big | Reads "big." Points to big. |
Have the student read the text aloud (or silently) and then answer each comprehension question from: Level 4 Article Comprehension Questions Response Board |
Article
I am getting a new pet. Should I get a puppy or a kitten? A puppy can be a lot of work. A kitten can be a lot of work. Maybe I will get an older pet. An older pet will not chew my slippers. An older pet is as big as they will get. An older pet will love me! |
Comprehension Questions:
What is this article about? (getting a new pet) Which pet can be a lot of work? (puppy or kitten) Will an adult pet get bigger? (no) What will an adult pet do? (love me) |
GENERALIZATION ACROSS MATERIALS - Repeat this lesson using a recipe for Snickerpoodles. | ||||
Recipe | "Wh" Questions | Context Clues | Topic/Main Idea/ Theme | Other Ideas |
Read the recipe for Snickerpoodles dog treats. | What is this a recipe for? (dog treats)
How much honey does the recipe call for? (1 cup) What do you do with the dough after it is kneaded? (shape into balls) How long do the treats bake? (8-10 minutes) Why do you think the treats have to cool once you take them out of the oven? (So the dog doesn't burn its mouth.) Think-aloud: If students need help answering this question, use a think-aloud (e.g., ask what would happen if they ate a hot cookie, and if more help is needed, say what would happen if you ate a hot cookie). |
Who can guess what the word "knead" means?
Passage: Knead dough until well mixed. |
Topic: dog treats | Make a grocery list of the ingredients needed to make the dog treats. |
'REAL LIFE READING. 'After completing the lesson, send a copy of the article and a list of comprehension questions with a response board home for homework practice. Bring a copy of a local newspaper to class and have students read the titles and look at the pictures. Incorporate the use of graphs, maps, and charts into daily instruction. |