School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 8

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. Analyze text features to facilitate and extend understanding of informational texts

Objective a. Analyze print features that contribute to meaning


The teacherwill provide students with informational text/s where there are multiple uses of quotation marks. Students should read the text identifying words, phrases, or sentences that are set in quotes, and with teacher assistance, determine the different reasons for their placement in quotes. The teacher and students will discuss how knowledge of use of quotation marks assists comprehension of the text. This same procedure can be done with underlining, bold or color print, or size and type of font.


In a teacher-led discussion , have students brainstorm a list of reasons for using various print features: bold or color print, font, size of print, italics, quotation marks, or underlining. Record all reasonable answers. Following the discussion have students read an informational text with multiple and varied print features. Students should locate the print features within the text and determine a text-based reason for each use. Students should determine whether the reason was on the suggested list or if the reason should be added to the list.


The teacher will have students read an informational passage which has been word-processed removing all print features, such as bold or color print or italics. Next students will read the same passage in its original form with print features intact. Teacher and students will compare the texts listing the reason for each text feature and whether or not that feature assists comprehension of the text.


The teacher should place students in six groups. Assign each group a print feature: bold print, color print, font type, italics, quotation marks, and underlining. Rotate six different informational texts that contain a variety of print features among the six groups. Each group is responsible for identifying only its assigned print feature and determining a reason for its use. Once the rotation is complete, each group will present one text to the remainder of the class pointing out its text features and telling how these features assist in comprehension.