Editorial Development: Bonnie Brook Communications

within a nonfiction passage, such as boldface, italic, or underlined type, think about why that 
text is set apart from the rest. Using nonfiction text features properly will help you interpret 
text correctly. Then remind students of the 
Determine Important Information
strategy (Week 5). 
Say: You are going to read a Web entry about a type of bird. As you read, think about which 
parts of the entry provide the most useful information. Then have students read the instructions 
at the top of the page and the Web entry. When students have finished, 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 a page 
from the index of a book about a former president, Richard Nixon. Say: Not all indexes use text 
features the same way. Look for special directions from this index’s creator. Then remind 
students of the 
Organization
strategy (Week 4). Say: Most indexes use the same form of 
organization. Think about how this index is similar to or different from others you have seen. 
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 can use illustrations, maps, or 
diagrams to help readers better understand the written text in a passage. Point to the diagram. 
Say: This passage includes a labeled illustration. Use this information to help you better 
understand the hearing process. Then remind students of the 
Determine Important Information 
strategy. Say: Think about breaking down a passage or a visual into its most basic parts to