School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 5

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 2.0 Comprehension of Informational Text

Indicator 2. Identify and use text features to facilitate understanding of informational texts

Objective b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts


The teachershould engage students in a gallery walk where each stop features a graphic aid such as illustrations and pictures, photographs, drawings, cartoons, etc. shown within its text. The teacher will discuss with students the reason for the graphic aid and its contribution to the comprehension of the text. Once the gallery walk is complete, students should use consumable informational texts and create their own gallery walk where each stop may feature multiple graphic aids. Students must provide reasons for the inclusion of the graphic aid/s and address its contribution to comprehension of the text.


The teacher will present students with an informational text with multiple and varied graphic aids such as maps, graphs, charts, and tables, etc. In a class discussion, the teacher will record student ideas about each graphic aid listing on the board or overhead the information students receive from each aid until all aids have been addressed. In a teacher-led discussion, students will draw conclusions about the content of the text based only upon the graphic aids. Next, students will read the text to determine if their conclusions were correct and indicate how the graphic aids assisted or conflicted with their comprehension of the text.


The teacher should place students in small groups and provide each group with a folder containing multiple copies of the same informational text containing multiple and varied graphic aids such as sketches, diagrams, etc. Each group will receive a copy of the text. Students should read the text, list the graphic aids, determine what information the aid provides, and record a reason for the graphic aid's presence in the text. Next, group members should list the graphic aids from highest to lowest according to their level of effectiveness in helping a reader comprehend the text. Finally each group will share their findings with the remainder of the class.


Students should read an informational text with multiple and varied graphic aids. On a double-entry chart students should record information about the topic of the text that is derived from the graphic aids. Next students should list information about the topic that comes from reading the text. Students should compare the two sets of information highlighting the information that was found in both the text and the graphic aids. In a class discussion students should share the information found only in the graphic aids and explain how it increased or decreased from the understanding of the text.