Attachment R-3 Grade 6 Informational Text Teacher Guide & Student Assessment

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Attachment R-3 Grade 6 Informational Text Teacher Guide & Student Assessment

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Attachment R-3: Grade 6 Informational Text Teacher Guide
& Student Assessment

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collection of information.

6TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Healthy Eating with MyPlate
Reading Overview
In this first informational text article, students are introduced the concept of
USDA’s MyPlate, the five food groups, and how MyPlate can help them choose
healthy eating patterns over time. This article sets up students to explore the
concept of breakfast in more detail, using MyPlate as a guide for understanding
how to make this a healthy and balanced meal. Through carefully designed
close reading activities, students will continue to analyze the main idea and
supporting details presented in this text while building their stamina and
capacity for a complex text. Through the lesson, students will explore a variety
of sources on these topics, including text, video, and interactive websites.

Connection to Lesson, Interactive Challenge, and Video
The lesson is set up in three sessions, each approximately 45 minutes long. A short lesson warm up and
wrap up are also included.
1. The first section hooks student attention with a video about breakfast’s impact on the body and a
challenge activity examining student eating habits.
2. The second section explores the following informational text article, “Healthy Eating with MyPlate.”
3. The third section explores the next informational text article, “Breakfast Around the World,” and uses an
online interactive application to further explore different countries' breakfasts.

Common Core English Language Arts, Grades 6-8

National Health Education Standards, Grades 6-8

CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support
analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.2: Determine the central ideas or
conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are used in
a specific scientific or technical context relevant to grades 6-8 texts and
topics.
CCSS.ELA-LITERACY.RST.6-8.6: Analyze the author’s purpose in
providing an explanation, describing a procedure, or discussing an
experiment in a text.
CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical
information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information
gained from experiments, simulations, video, or multimedia sources
with that gained from reading a text on the same topic.
CCSS.ELA-LITERACY.RST.6-8.10: By the end of grade 8, read and
comprehend science/ technical texts in the grades 6-8 text complexity
band independently and proficiently.

1.8.1: Analyze the relationship between healthy behaviors and personal
health.
5.8.6: Choose healthy alternatives over unhealthy alternatives when
making a decision.
5.8.7: Analyze the outcomes of a health-related decision.
6.8.2: Develop a goal to adopt, maintain, or improve a personal health
practice.
6.8.3: Apply strategies and skills needed to attain a personal health
goal.
7.8.2: Demonstrate healthy practices and behaviors that will maintain or
improve the health of self and others.
8.8.1: State a health-enhancing position on a topic and support it with
accurate information.
8.8.2: Demonstrate how to influence and support others to make
positive health choices.

6TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Before reading…
Building Background Knowledge
Begin the reading activity with an anticipation guide to activate background knowledge
and create an entry point for students to access the content. For this reading, give
students an entry point through the theme of why they choose to eat what they eat.

Vocabulary
To activate a schema and familiarize students with technical and academic vocabulary, make
a word wall using the key vocabulary terms from the lessons. You can assign students to
create a personal dictionary and add entries as they come across new vocabulary. Also, create
a concept map for the class to show how the concepts in the readings are related.

During Reading…
Highlight Text Features
Direct students to the text features including headings, subheadings, text boxes, guide words, and visuals
throughout the text. Ask them to identify the text feature, reading them aloud, and analyze how they
help the reader to better understand the reading.

Model Reading
Select a passage to read aloud together. At the end of each sentence, ask the student reading
to pause. Write down a question or comment on the board to model for the class how to
read closely and engage with the text.

Word Study
Use a word wall or concept map to help students learn new vocabulary. Encourage students to keep a
personal dictionary. Each entry can include the following information:
Word

Definition

Example

In A Sentence

Analogy: Below is an Example

nutrient

A substance that
plants, animals,
and people need
to live and grow.

Vitamin C

It is important
to eat food
that has many
nutrients.

Nutrients are like a car’s spark plug or oil. Even with
a full tank of fuel (like calories in the body), the car
needs these other elements to run. Nutrients help
the body put its fuel to use and run smoothly.

After Reading…
Formative Assessment
If reading comprehension exercise is assigned for homework or completed at a different time, use an exit
slip to quickly check for understanding of the reading. It takes a few minutes to complete and can help
teachers support struggling students and identify areas to further explain and clarify.

3-2-1 Exit Slip
Three important words from the reading are
Two facts I learned

One question I have

6TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Breakfast around the World
Reading Overview
In this second informational text article, “Breakfast Around the World,”
students are introduced the concept of a balanced breakfast. The article explains
why eating breakfast can help students have the energy they need to play, move,
and learn, and how MyPlate can help them choose healthy breakfasts. Through
carefully designed close reading activities, students will continue to analyze
the main idea and supporting details presented in this text while building
their stamina and capacity for a complex text. Through the lesson, students
will explore a variety of sources on these topics, including text, video, and
interactive websites.

Connection to Lesson, Interactive Challenge, and Video
The lesson is set up in three sessions, each approximately 45 minutes long. A short lesson warm up and
wrap up are also included.
1. The first section hooks student attention with a video about breakfast’s impact on the body and a
challenge activity examining student eating habits.
2. The second section explores the previous informational text article, “Healthy Eating with MyPlate.”
3. The third section explores the following informational text article, “Breakfast Around the World,” and
uses an online interactive application to further explore different countries’ breakfasts.

Common Core English Language Arts, Grades 6-8

National Health Education Standards, Grades 6-8

1.8.1: Analyze the relationship between healthy behaviors and personal
health.
1.8.7: Describe the benefits of and barriers to practicing healthy
behaviors.
2.8.2: Describe the influence of culture on health beliefs, practices, and
behaviors.
5.8.5: Predict the potential short-term impact of each alternative on self
and others.
5.8.6: Choose healthy alternatives over unhealthy alternatives when
making a decision.
5.8.7: Analyze the outcomes of a health-related decision.
6.8.2: Develop a goal to adopt, maintain, or improve a personal health
practice.
6.8.3: Apply strategies and skills needed to attain a personal health
goal.
7.8.2: Demonstrate healthy practices and behaviors that will maintain or
improve the health of self and others.
8.8.1: State a health-enhancing position on a topic and support it with
accurate information.
8.8.2: Demonstrate how to influence and support others to make
positive health choices.

6TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Before reading…
Building Background Knowledge
Begin the reading activity with an anticipation guide to activate background knowledge
creates an entry point for students to access the content. For this reading, give students
an entry point through the theme of why they do or do not eat breakfast and what they
like to eat for breakfast. The breakfast myths “human barometer” warm up activity is
also a good introduction.

Vocabulary
To activate a schema and familiarize students with technical and academic vocabulary,
make a word wall using the vocabulary from the lessons. You can assign students to create
a personal dictionary and add entries as they come across new vocabulary. Also, create a

concept map for the class to show how the concepts in the readings are related.

During Reading…
Highlight Text Features
Direct students to the headings and visuals in the text. Encourage them to spend time analyzing these
features and seeing how they help the reader better understand the content.

Model Reading
Select a passage to read aloud. At the end of each sentence, ask students to pause. Write
down a question or comment on the board to model for students how to read carefully and
engage with the text.

Word Study
Use a word wall or concept map to help students learn new vocabulary. Encourage students to keep a
personal dictionary. Each entry can include the following information. Below is an example:
Word

Definition

Example

In A Sentence

Analogy: Below is an Example

nutrient

A substance that
plants, animals,
and people need
to live and grow.

Vitamin C

It is important
to eat food
that has many
nutrients.

3-2-1 Exit Slip
Three important words from the reading are
Two facts I learned

One question I have
Food and Nutrition Service • FNS-XXX • Month 2017 • USDA is an equal opportunity provider and employer. • http://teamnutrition.usda.gov

6TH GRADE | STUDENT ASSESSMENT



Healthy Eating with MyPlate
Follow the directions to answer the questions below.
1. What is the theme or central idea of this article? Cite evidence from the article to support your answer.

2. What are four ways to eat the MyPlate way?
1.
2.
3.
4.

3. What are two common nutrients found in protein foods? How do they help your body? Provide evidence to
support your statements.

4. What are three common nutrients found in fruits and vegetables? How do they help your body? Provide
evidence to support your statements.

5. Think about the role nutrients play in your body. What might happen if you do not eat enough nutritious
food?

6TH GRADE | STUDENT ASSESSMENT



6. Write 1-2 sentences to support the following statements. Provide evidence from the article.
Statement

Evidence

It is important to make half your grains whole
grains.

It is important to vary your protein routine.

7. Create an example of a balanced meal using MyPlate as a guide. Include foods from all five food groups.

8. Your friends don’t see the point of eating the MyPlate way. How would you convince them of the benefits
of eating the MyPlate way? Cite evidence from the article to support your arguments.

6TH GRADE | STUDENT ASSESSMENT



RESEARCH: What is the climate of the place where you live? Name three foods that are grown near you. Why
is the climate good for growing these foods?
The climate where you live:

Foods grown near you:

Why they grow in this climate:

6TH GRADE | STUDENT ASSESSMENT



Breakfast Around the World

1. What is the theme or central idea of this article? Cite evidence from the article to support your answer.

2. What are three qualities of a balanced breakfast? Cite evidence from the article to support your answer.
1.
2.
3.

3. What are two benefits of eating a balanced breakfast? Cite evidence from the article to support your
answer.
1.
2.

4. Your friend is looking for ideas for balanced breakfasts. Create an example of a balanced breakfast using
MyPlate as a guide. Include foods from at least three food groups.

6TH GRADE | STUDENT ASSESSMENT



5. Your friend says they don’t like to eat breakfast. How would you convince them to try eating a balanced
breakfast?

6. What does the word “custom” mean in this sentence from page 1: “Most countries around the world have
some kind of breakfast custom”?

7. Which breakfast from around the world do you prefer? How could you include foods from this example in
your breakfasts in the future?

8. What does the word “culture” mean in this sentence from page 3: “People from cultures around the world
serve a variety of foods for breakfast”?

9. A place’s culture affects what people eat there. Think about where you live or where your family is from.
Describe one food from your culture. Why is this food important in your culture?

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File Modified	2017-02-13
File Created	2016-12-29