• Practice for every day of the school year • Help students prepare for standardized testing

called a zooraffa. Have students read the passage. When students have finished, ask: What do the 
numbers in the passage stand for? (numbered directions, or steps, for cleaning a zooraffa) Ask: 
Do you think the numbers were important for understanding the passage? (yes) Say: Sometimes 
it is a good idea to read the important information again to make sure you understand it well. 
Pair students for the strategy practice activity or complete it as a group. Then direct students to 
complete the skill practice activity. Review the answers together.
DAY
2
Remind students of the strategy. Say: When we determine the important information in a passage, 
we look for the information that helps us best understand what the author is trying to tell us. 
Point out the following three features on the page: the body text, the picture, and the caption. Say: 
Each of these features is important, but we need to know what information from each feature 
best helps us to understand what we are reading. Brainstorm with students what information each 
feature probably gives (The body text tells the story of the high jump, the picture shows who the 
jumpers are, and the caption tells the height of each jump.). Then read the instructions at the top of 
the page aloud. Have students read the passage. When students have finished, direct them to 
complete the strategy and skill practice activities. Review the answers together.
DAY
3
Remind students of the strategy. Say: When good readers look for important information in a 
passage, they often begin by skimming or scanning the text. What stands out when you look at 
the page? (the headings) Say: When I look at the headings, I know I’ll likely read about where a 
certain snake lives and how it eats. I can look for information in the passage that tells me more