Attachment S-3 Grade 7 Informational Text Teacher Guide & Student Assessment

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Attachment S-3 Grade 7 Informational Text Teacher Guide & Student Assessment

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Attachment S-3: Grade 7 Informational Text Teacher Guide
& Student Assessment

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collection of information.

7TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Simple Switches for a
Healthier Eating Pattern
Reading Overview

In this first informational text article, students are introduced the concept of
eating patterns and ways to add nutrient dense foods for a healthier future.
Through a variety of sources, including text, video, and interactive websites, they
learn that they have the power and the tools to change their eating patterns to
limit added sugar, and increase their intake of fruits and vegetables. With this
article, they will practice analyzing the main idea and supporting details. They
also will compare how the same ideas are presented in text and visual formats.
This prepares them for their reading comprehension assessment.

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 what’s really in their beverages. Students then
explore the following informational text article, “Simple Switches for a Healthier Eating Pattern.”

2. The second section dives into a deeper study of added sugars. Students explore the second informational text
article, “Living in the Land of Added Sugar,” and then use the “Thirsty for Facts” interactive application.

3. The third section applies what students have learned through a multi-day investigation of students’ added
sugar consumption and a project on improving peers’ beverage choices.

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.

7TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Before reading…
Building Background Knowledge
Begin the reading activity with an anticipation guide to activate background knowledge.
For this reading, drawing a personal connection to middle school students’ interest in
exercising greater autonomy and making choices in their lives makes this reading on
healthier food and beverage choices relevant and relatable.

During Reading…
Highlight Text Features
Direct students to the headings and visuals in the text. Encourage them to spend a few minutes analyzing
these text features. What do they reveal about the structure of the text? How are they helpful to readers?

Model Reading
Select a paragraph from the text to read aloud. At the end of each sentence, stop and “think aloud.” Write
a question or comment about the sentence you just read on the board. With this technique you model
how to do a close reading while teaching students how to annotate and interact with the text.

Word Study
To activate a schema and familiarize students with technical and academic vocabulary, make a word wall
using vocabulary from the lessons. You can also create a concept map to show the connection between
key ideas in the text. Another option is for each student to keep a personal dictionary and create new
entries for new vocabulary words.
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
Use an exit slip to quickly check for understanding after students finish reading the text. This tools helps
identify concepts that need further explanation and/or clarification as well as students who may need
additional support.

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

One question I have

7TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Living in the Land of Added Sugar
Reading Overview
In the second informational text article, students are introduced to the concept
of added sugars and the recommended limit on added sugar intake. They will
learn about the impact of excessive added sugar consumption on their health
and how reducing added sugars can improve their health and overall wellbeing.
They will practice analyzing visual information, reading charts and graphs. They
will be able to identify similarities and difference between the old nutrition facts
label and the new one. This prepares them for their reading comprehension
assessment, which centers on analyzing the main idea in the text, describing
similarities and differences, and evaluating claims.

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 what’s really in their beverages. Students then
explore the previous informational text article, “Simple Switches for a Healthier Eating Pattern.”

2. The second section dives into a deeper study of added sugars. Students explore the following
informational text article, “Living in the Land of Added Sugar,” and then use the “Thirsty for Facts”
interactive application.

3. The third section applies what students have learned through a multi-day investigation of students’ added
sugar consumption and a project on improving peers’ beverage choices.

Common Core English Language Arts, Grades 6-8

National Health Education Standards, Grades 6-8

7TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Before reading…
Building Background Knowledge
Introduce the topics and themes and use an anticipation guide to activate background knowledge. To
make this reading relevant, draw a personal connection to middle school students’ interest in exercising
greater autonomy and making choices in their lives. Ask questions that make for good conversation, but
also tie into the key messages and learning objectives about making healthier food and beverage choices.

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 paragraph from the text to read aloud. At the end of each sentence, stop and “think aloud.” Write
a question or comment about the sentence you just read on the board. Model for students how to do a
close reading and teach them how to annotate and interact with the text.

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.

After Reading…
Graphic Organizer
Use a graphic organizer to help students identify the main ideas. Graphic organizers can also help
students analyze the structure of the text, show connections, and write summaries.

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.
Three important words from the reading are
Two facts I learned

One question I have
2

8TH GRADE | STUDENT ASSESSMENT



Simple Switches for a
Healthier Eating Pattern
Follow the directions to answer the questions below.
1. What is the theme or central idea? Cite evidence from the article to support your answer.

2. What is a healthy eating pattern?

3. If we eat too much sodium, what effect can that have on our health?

4. How can eating patterns with lower amounts of added sugars affect our health?

5. How can eating patterns with lower amounts of sodium affect our health?

6. How can eating patterns with lower amounts of saturated fats affect our health?

8TH GRADE | STUDENT ASSESSMENT



7. Where do added sugars, saturated fats, and sodium come from? List three foods for each.
Added Sugars

Saturated Fats

Sodium

Sodium
Added Sugars
Saturated Fats

8. What are three ways to eat healthier meals and snacks?
1.
2.
3.

9. Imagine your friend doesn’t know why simple switches matter. How would you convince them? Write a
paragraph explaining your opinion.

8TH GRADE | STUDENT ASSESSMENT



Living in the Land of Added Sugars
Follow the directions to answer the questions below.
1. What is the theme or central idea? Cite evidence from the article to support your answer.

2. According to the figure on page 2, what are the top three sources of added sugars?
1.
2.
3.

3. How does the food industry market sugary foods and beverages to kids?

4. Look at these Nutrition Facts label examples. Circle all types of added sugars in the Ingredients Lists.
1 servings per container
Serving size 2 cookies
Amount per serving

Calories

1 servings per container
Serving size 4 crackers

Amount per serving

Calories

% Daily Value*

Total Fat 5g
Saturated Fat 2g
Trans Fat 0g
Cholesterol 0mg
Sodium 61mg
Total Carbohydrate 13g
Dietary Fiber 0g
Total Sugars 7g
Includes 6g Added Sugars
Protein 1g
Vitamin D 0mcg
Calcium 4mg
Iron 1mg
Potassium 34mg

5%
8%
0%
3%
10%
0%
12%

0%
0%
6%
1%

* The % Daily Value (DV) tells you how much a nutrient in
a serving of food contributes to a daily diet. 2,000 calories
a day is used for general nutrition advice.

1 servings per container
Serving size 2 cookies

Amount per serving

Calories

% Daily Value*

Total Fat 1g
Saturated Fat 1g
Trans Fat 0g
Cholesterol 0mg
Sodium 30mg
Total Carbohydrate 11g
Dietary Fiber 2g
Total Sugars 0g
Includes 0g Added Sugars
Protein 1g

0%
2%

Vitamin D 0mcg
Calcium 8mg
Iron 0mg
Potassium 48mg

0%
1%
0%
1%

0%
1%
8%
7%
0%

* The % Daily Value (DV) tells you how much a nutrient in
a serving of food contributes to a daily diet. 2,000 calories
a day is used for general nutrition advice.

98
% Daily Value*

5%
8%
0%
3%
10%
0%
12%

0%
0%
6%
1%

* The % Daily Value (DV) tells you how much a nutrient in
a serving of food contributes to a daily diet. 2,000 calories
a day is used for general nutrition advice.

8TH GRADE | STUDENT ASSESSMENT



5. Eating patterns that are lower in added sugars can help decrease the risk of what kind of health problems?
List at least three.
1.
2.
3.

6. What are three beverages you can drink instead of sugary beverages with added sugars?
1.
2.
3.

7. Imagine your friend doesn’t know understand why they should limit added sugars. How would you
convince them? Write a paragraph explaining your opinion.

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File Modified	2017-02-13
File Created	2017-01-12