Attachment T-3 Grade 8 Informational Text Teacher Guide & Student Assessment

Attachment T-3: Grade 8 Informational Text Teacher Guide
& Student Assessment

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8TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Choosing Healthy Snacks
Reading Overview
In this first informational text article, “Choosing Healthy Snacks,” students
explore how, as they grow older, they have more control over what they
eat, and this often starts with snacks. The article explains how MyPlate can
guide their snack choices and help them choose a healthy eating pattern
overall. 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 applications.

Connection to Lesson, Interactive, Challenge, & Video

The lesson is set up three sessions, each approximately 45 minutes long. A short lesson warm up
and wrap up are also included.

1. The first section analyzes the following “Choosing Healthy Snacks” informational text article
and the “Shake Off the Salt” interactive application, which both help students understand the
nutritional content of their snack foods.

2. The second section builds student interest in the complex topic of sodium with the “A Lifetime with
Sodium” video, and sets up students to do a project tracking and analyzing their sodium consumption.

3. The third section analyzes the next informational text article, “Sodium and Your Health,” ties
together the themes of sodium and snacking, and sets students up for deeper investigation of
the nutritional content of snack foods available to them.
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.

1

8TH 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 how they gain
autonomy as they grow up and what snack choices they make.

Vocabulary

A

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 the following information:
Word
nutrient

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

Example
Vitamin C

In A Sentence
It is
important to
eat food that
has many
nutrients.

Analogy: Below is an Example
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 a 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
2

8TH GRADE | INFORMATIONAL TEXT ARTICLE TEACHER GUIDE 

Sodium and Your Health
Reading Overview

In this second informational text article, “Sodium and Your Health,” students
explore why sodium is added to foods, how sodium affects the human body,
and how to choose a low-sodium diet. This article focuses on how students
can learn to identify foods’ sodium content and choose low-sodium foods.
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 applications.

Connection to Lesson, Interactive, Challenge, & Video
The lesson is set up three sessions, each approximately 45 minutes long. A short lesson warm up
and wrap up are also included.

1. The first section analyzes the previous “Choosing Healthy Snacks” informational text article
and the “Shake Off the Salt” interactive application, which both help students understand the
nutritional content of their snack foods.

2. The second section builds student interest in the complex topic of sodium with the “A Lifetime
with Sodium” video, and sets up students to do a project tracking and analyzing their sodium
consumption.

3. The third section analyzes the following informational text article, “Sodium and Your Health,”
ties together the themes of sodium and snacking, and sets students up for deeper investigation
of the nutritional content of snack foods available to them.
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.

1

8TH 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 how choices they
make in the present will impact them in the future.

Vocabulary

A

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 the following information:
Word
nutrient

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

Example
Vitamin C

In A Sentence
It is
important to
eat food that
has many
nutrients.

Analogy: Below is an Example
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
2

8TH GRADE | STUDENT ASSESSMENT



Choosing Healthy Snacks
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 page 1, how have kids’ snack habits changed since 1970?

3. Why do your snack choices matter?

4. What are five ways to snack healthy according to MyPlate?
1.
2.
3.
4.
5.

5. Imagine your friend doesn’t know how to snack healthy. Describe three healthy snack examples for them
below.
1.
2.
3.

1

8TH GRADE | STUDENT ASSESSMENT



6. Look at the Nutrition Facts labels for these two snacks. How much sodium, added sugars, saturated fats,
and calories are in each?

CHOCOLATE CHIP
COOKIES

WHOLE WHEAT CRACKER
(LOW SODIUM)

1 servings per container
Serving size 2 cookies
Amount per serving

Calories

1 servings per container
Serving size 4 crackers

98

62

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

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

Vitamin D 0mcg
Calcium 4mg
Iron 1mg

0%
0%
6%

Potassium 34mg

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.

Snack 1

% Daily Value*

Total Fat 1g
Saturated Fat 1g
Trans Fat 0g

0%
2%

Cholesterol 0mg
Sodium 30mg
Total Carbohydrate 11g

0%
1%
8%

Dietary Fiber 2g
Total Sugars 0g
Includes 0g Added Sugars
Protein 1g

7%

Vitamin D 0mcg
Calcium 8mg
Iron 0mg

0%
1%
0%

Potassium 48mg

1%

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.

Snack 2

Sodium
Added Sugars
Saturated Fats
Calories

Based on this information, which is the healthier snack?

2

8TH GRADE | STUDENT ASSESSMENT



Sodium and Your Health
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 1, why is sodium added to foods? Cite three examples from the text.
1.
2.
3.

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

4. According to the figure on page 2, what are 5 common foods that contain high level of sodium?
1.
2.
3.
4.
5.

5. How can high blood pressure affect your body? List 3 impacts.
1.
2.
3.

3

8TH GRADE | STUDENT ASSESSMENT



6. Identify which of these statements describe to reduce your sodium consumption.
Use the Nutrition Facts Label to compare the sodium content in foods.
Eat at more restaurants
Eat more fresh fruits and vegetables
Prepare foods at home

7. What are three low sodium food options not mentioned in the article?
1.
2.
3.

8. Look at these Nutrition Facts labels. Which is the lower sodium option?
HUMMUS

PRETZELS (SALTED)

1 servings per container
Serving size 2 tablespoons
Amount per serving

Calories

53

1 servings per container
Serving size 1oz bag
Amount per serving

Calories

% Daily Value*

Total Fat 3g
Saturated Fat 0g
Trans Fat 0g
Cholesterol 0mg
Sodium 73mg
Total Carbohydrate 6g
Dietary Fiber 1g
Total Sugars 0g
Includes 0g Added Sugars
Protein 1g

0%
2%

Vitamin D 0mcg
Calcium 15mg
Iron 0mg
Potassium 52mg

0%
1%
0%
1%

0%
3%
5%
5%
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.

108
% Daily Value*

Total Fat 1g
Saturated Fat 0g
Trans Fat 0g
Cholesterol 0mg
Sodium 322mg
Total Carbohydrate 22g
Dietary Fiber 1g
Total Sugars 0g
Includes 0g Added Sugars
Protein 3g
Vitamin D 0mcg
Calcium 8mg
Iron 2mg
Potassium 81mg

0%
2%
0%
14%
17%
4%
0%

0%
1%
8%
2%

* 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.

9. Imagine your friend doesn’t understand why choosing lower sodium foods is an important part of a
healthy lifestyle. How would you convince them? Write a paragraph explaining your opinion.

4