School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 6

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 1. Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media

Objective b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents


Students will be asked to perform simple, in-class tasks following sets of directions to create an end product that requires minimal materials. Place students with a partner or in small groups and give each group of students a set of directions and necessary materials to complete the task. After the completion of each task, the teacher and students should review the directions to determine what features of the directions (bold print, graphics, numbered items etc…) helped them understand what to do.


The teacher and students will brainstorm a list of workplace or real-world documents that people must use to work effectively at a job or to be hired for a job. Once the list has been generated, paired students will look at a single sample of one of these documents and identify its characteristics. Next, students will indicate a workplace or real-life situation where this document would prove useful. Finally, if feasible, students should complete or work with the document.


The teacher will assign the students a scenario where they will have to plan a party from beginning to end. Students will be placed in small groups where they will have to determine a list of things to accomplish and the real-world documents that may be necessary to organize the party. Students may suggest invitations, road directions, recipes, thank you notes, rules for games, schedules, poster, flyers etc…Next students need to create or find an example of each of their suggested documents, display them in some manner for a class presentation, and explain the usefulness of each one.


The teacher should organize and have available for student preview a variety of workplace and real-world documents. Teacher and students should discuss the different features found in these various documents. Next, students should be placed in small groups where each group is given a different type of document. Each group should specifically identify the document and its features and then determine a purpose for each feature. Once each document is reviewed, each group should report its findings.

Type of Document ____________________________________________

Text FeatureThis text feature increases my understanding of the document because…