Editorial Development: Bonnie Brook Communications

for readers to understand. 
Tell students they are going to read a list of recommended sources 
about the Civil War. Then remind students of the 
Determine Important Information
strategy 
(Week 5). Say: 
As you read the list, think about the different types of information each source 
contains.
When students have finished reading, direct them to complete the skill and strategy 
practice activities. Review the answers together.
DAY
2
Remind students of the 
Nonfiction Text Features
skill. Tell students they are going to read part of 
an index from a book about bird-watching. Say: 
An index appears at the end of a book. Readers 
use the index to locate information within the book. As you study the index, look for bold type, 
parentheses, and italics. Think about why these features are included.
Remind students of the 
Organization
strategy (Week 4). Say: 
Think about how the index is organized. Is it similar to or 
different from other indexes you have seen? How so? Recognizing general index features will 
help you effectively use them in the future. 
When students have finished reading, direct them to 
complete the skill and strategy practice activities. Review the answers together.
DAY
3
Review the 
Visual Information
skill with students. Say: 
Authors use visual elements to more 
easily convey large amounts of information. They can use charts, graphs, illustrations, or other 
types of design to help readers better understand their main points.
Then remind students of 
the 
Determine Important Information
strategy. Say: 
You are going to read a weather forecast and 
a graph of temperature data. As you read, think about ways to use this information and which