Students use a U.S. map and the Tornado Alley illustration to label and color the states identified as Tornado Alley and to draw the Rocky and Appalachian mountain ranges. Students read and discuss explanatory text describing how flat land and meeting air masses (cold, dry from Canada and warm, moist from the Gulf) lead to tornado formation. Students write three factual sentences about tornadoes and talk about the location of their home in relation to Tornado Alley, linking map information with written ideas.

Students read Chapter 1 and answer comprehension questions that identify setting and participants (e.g., naming who is in the cellar and describing the cellar). Activity 3 teaches and has students practice time transition words so students can show when events occurred. Activity 4 asks students to write chapter summaries using transitions and to illustrate a major event. The Word Match and Main Idea pages include small illustrations that students use when matching vocabulary and reading passages.

Students are asked to write and illustrate a chapter summary (Activity 1) and the skills list includes "Draw and discuss visual images based on text description," which requires using pictures alongside text. The Doghouse activity presents an image plus an "Author's Description" and "Simple Description," and students underline descriptive words and write their own description based on the picture and text. Students verbally summarize Chapter 2 and answer comprehension questions about the tornado's effects and differences, practicing use of textual details to explain events.

Students read Chapter 4 and answer specific comprehension questions that ask where (QUESTION #1), why (QUESTION #2 and #5), and how (QUESTION #3) events happen. Students complete a Story Map Graphic Organizer that asks them to identify the setting, characters, problem, events, and solution, which requires them to use text to show where and how events occur. Students are also asked to write and illustrate a chapter summary in their journal, prompting them to represent understanding in both words and pictures.

Students read Chapter 5 and answer comprehension questions that require them to use words in the text to explain when and why events occur (e.g., they explain that Five-Thirty got his name because he showed up every day at 5:30, and that Tornado digs a hole to keep cool). Students discuss animal schedules and how environmental patterns indicate when events happen each day. Students write journal summaries and complete ribbon prompts that ask them to cite specific reasons from the story why Tornado is a good pet.

The lesson asks students to "record his chapter summary and draw his event illustration in his journal," which requires students to create a visual representation from the text. The Skills list explicitly includes "Draw and discuss visual images based on text description," and the Student Activity Page directs students to "Write a sentence to describe the conflict... Illustrate the conflict and label the type." The activity also asks students to explain the conflict in words and label its type (character vs. nature, character vs. character), linking text explanation with illustration.

The lesson directs students to read picture books and to use a Story Plot Diagram to identify the problem, major events, the climax, and the resolution (Activity 1). Students are asked to arrange event strips or cut-outs on a Tornado Plot Diagram and to reread chapter summaries to determine event order (Activity 2). The introduction notes that the climax can occur from conflict between characters or between characters and the environment, and students are encouraged to act out important events to represent the sequence.

Students are asked to "Write a paragraph that describes how the environment and/or weather affects the characters' feelings or actions," and this paragraph must include a sentence that clearly explains how the weather or environment affected characters. Students are given a "Hamburger Paragraph Organizer" to arrange their thoughts and produce a draft and final copy for written projects. Several activities ask students to create or draw illustrations (create a new cover, draw and color a picture of a favorite event) that connect to events in the story.

Students locate, color, and label New England and Heartland states on a U.S. map, including putting a star by Maine and Kansas and discussing how far apart they are. Students read encyclopedia/online text about Kansas and Maine, looking for information about life in the late 1800s, weather, geography, and natural resources. Students are prompted to discuss pioneer movement westward and to describe human movement in settlement patterns, and the skills list explicitly includes using graphic sources such as maps to find information.

Students review and explain definitions of setting (when and where) and plot (problem/conflict, events, solution) and answer questions about these elements for familiar books. Students select a picture book and create a story pyramid that requires them to write words describing the main character, the setting (three words), events (five and six words), and the solution. Students write a creative short story using selected characters, a setting, a problem, events, and a resolution, and they identify a theme or lesson.

Students are asked in Question #3 to determine where Caleb and Anna live and to cite clues from the text, which asks them to use textual information to locate setting. The student activity page provides a mock newspaper image with a date (SUNDAY, NOVEMBER 20TH, 1888) and a mailing location line that mentions Kansas, which students can read as time/place information. The cave worksheet includes an illustration of a cave and asks students to fill vocabulary into a text that describes the environment, linking words and an image.

Students are asked to read Chapter 3 and answer comprehension questions (e.g., Question #1 asks what Papa does to get ready for Sarah's arrival), which requires using words in the text to explain events. Activity 2 directs students to make a Venn diagram comparing the coast of Maine and the Kansas prairie and explicitly tells them to "look for examples in the book where the author mentions the geography, plants, animals, and transportation in each place," encouraging use of textual details about setting. The Student Activity Page includes an image (boat for the coast, grass for the prairie) that labels the two settings and supports students in recording location-based similarities and differences.

Students read Chapter 4 and answer questions that require using textual clues (for example, Question #2 asks them to use Sarah's use of "we" to infer she might stay in Kansas). Students discuss song lyrics and are asked to analyze how the Kansas state song and Sarah's song reflect life on the prairie, linking words to the pictured sheet-music page that includes a barn illustration. Students create a Wildflower Field Guide by finding pictures and recording where each flower grows, using both images (activity page illustrations and found photos) and written information from reference sources.

Students are asked to read Chapter 6 and answer comprehension questions that ask why Sarah asks about winter, why Papa teaches Sarah to plow, and how Caleb and Anna describe winter, which requires using text details to explain where/when/why events occur. In Activity 2 students list three things from the book that they believe are facts about the time period and environment and three things that are not factual, requiring them to use words in the text to support those judgments. In Activity 3 students read the winter description aloud, describe their own winter environment, and act out events that might occur in Kansas 100 years ago, then discuss similarities and differences, which asks them to demonstrate understanding of when and how events occur based on textual description.

Students read Chapter 7 and answer comprehension questions that ask about the environment in Kansas and reasons for character actions (e.g., why Maggie and Matthew visit; why Sarah cries). In Activity 2, students are asked to use details from the text to draw a picture of the setting (house with porch, barn, fields, dirt road, wildflowers) and to consider the time period based on farm equipment and transportation. Activity 3 asks students to discuss what Sarah misses about Maine and to list or write about features of home and environment.

Students are asked to plan a "Welcome to Kansas" party while keeping in mind the setting of a Kansas farm more than 100 years ago, and to locate sources to read about pioneer activities and foods. Students fill in the invitation template with date, time, and location and write a paragraph explaining decorations using materials found on a farm, then draw the decorated room. Students find a historical recipe and write ingredients and directions, list period-appropriate activities, design a game using appropriate materials, and write a card welcoming Sarah.

Students are instructed to create a timeline of Helen Keller's life by identifying and recording two or three important events from each chapter and to record dates when provided, which requires placing text information onto a visual diagram. The skills list explicitly includes "Interpret information from diagrams, charts, and maps," and the student activity pages include a timeline graphic that students fill in. Chapter questions (e.g., Q2 and Q3) ask students to state causes and how events were discovered, requiring use of words in the text to explain why and how key events occurred.

Students use the American Sign Language (ASL) alphabet illustration to identify hand signs and decode a written message, then practice signing the decoded sentence. Students complete a timeline by filling in one or two important events from Chapter 2, using the text to place events in order (when). Students answer comprehension questions (e.g., why Helen threw tantrums, how she communicated) using words from the chapter to explain causes and methods. These activities require students to read text closely and to extract information from a pictured ASL chart to form words.

Students read Chapter 3 and answer explicit text-based comprehension questions that ask where Helen's parents took her and what they found out, what dangerous things occurred in her environment, and how Helen got information from her environment (by feeling and smelling). Students are asked to add an event from the chapter to a timeline, requiring them to place events in chronological order (when). Students also write paragraphs and songs based on the chapter, which requires them to extract and use textual details about Helen's experiences and actions.

Students read Chapter 4 and answer specific comprehension questions that require using words in the text to explain why Alexander Graham Bell understood Helen, how he felt about her, and why her family needed someone who believed in her. Students create a timeline by adding events from the chapter, which has them extract when key events occurred from the text. Students compare Chapter 4 with a separate biography of Bell and write ten factual clues about his life on the "A Bell Riddle" page, and on the "Famous Inventors and Inventions" pages they write sentences describing each invention and how it helped or changed people.

Students add one or two events from Chapter 5 to a timeline, practicing sequencing and when events occur. In the "Before and After" activity students draw pictures of Helen before and after Annie's arrival and write three adjectives plus sentences for each picture, connecting their drawings to textual descriptions. The activities prompt students to discuss why Helen changed and how her environment influenced her behavior, linking words in the text with student-created illustrations.

Students are asked to read Chapter 6 and add one or two events from the chapter to a timeline (Activity 1), which requires them to use words in the text to locate key events. Students are asked to read through events on Helen's timeline and discuss how Helen's life and environment changed over time (Activity 3), which addresses when and where changes occurred. The timeline activity invites students to add pictures or other visuals to make the timeline more appealing, allowing some use of images alongside text.

Students label each destination on a U.S. map and paste event cards next to the correct locations using the "Helen's Journey" map and the provided list of places and events. Students use chapters of the text and an atlas or map to locate where events occurred and add one event from each chapter to a timeline, linking places with sequence. Students discuss how different environments influenced Helen and are asked to explain why certain events in her life were important during wrap-up and life-application activities.

Students are instructed to create scrapbook pages that combine pictures or mementoes with first-person writing (e.g., a birth certificate and doctor's report about her sickness and how she went blind, a portrait and journal entry about Helen's home and how her environment shaped her, and a postcard about a beach vacation). Students are directed to use the book they read, an encyclopedia, or Internet sources to find information and to include related images. The scrapbook rubric evaluates whether students show Helen's environment and whether the reader can 'hear Helen's voice,' which requires students to use visuals and words together to convey meaning.

Students are asked to locate Europe, the Bahamas, and the East Indies on a world map and to look at pictures of the Bahamas (Activity 1 and Activity 2). The student poem and activity page explicitly give the date "In 1492" and the line "He sailed west to reach the east," providing textual information about when and how Columbus's voyage occurred. Students are directed to make a map of an island with title, labels, and a key (Activity 3 Option 2) and to summarize information about the Bahamas in a short report (Activity 2), which requires using both visual materials and written sources. Activities about artifacts and cave drawings ask students to examine images of artifacts and pictures and to write the materials, uses, or meanings, linking illustrations to textual explanations (Activity 5 and Activity 6).

Students are asked to identify the environment where Morning Girl and Star Boy live (e.g., island, near the ocean, tropical) and to record two important events from each chapter in a journal, which requires locating where events occur and what happens. Students compare four narrated accounts in Voices in the Park using a four-part Venn diagram to determine similarities and differences in the characters' stories, which asks them to use textual details to show how accounts of events differ. Student pages include illustrations of characters and a riddle drawing task where students draw who is 'talking,' linking pictures with first-person text clues.

Students read Chapters 4 and 5 of Morning Girl and answer specific comprehension questions that ask why Star Boy pretends to be a rock, how the environment changes as the sun sets, and what causes Star Boy's change. Students record journal entries in Star Boy's and Morning Girl's voices and describe character changes and causes in Activity 4. The materials include student-facing images (a bicycle illustration on the pronouns page, family photos in Activity 3, and diagrams in the 'Making a Canoe' sheet) that prompt students to look at pictures and identify physical traits or follow visual directions.

Students are asked to review the book that shows the points of view of Morning Girl and Star Boy and to describe differences in how each character sounds and acts. Students complete an "Ideas and Rough Draft" organizer with columns for Morning Girl and Star Boy that prompt them to record what each character would "See," "Hear," "Think," and "Do," and then write first-person paragraphs reflecting each perspective. The prompt directs students to describe the environment on the island (what they see, hear, think, and do), which requires using text-based details to create character-specific descriptions.

The lesson's Skills and Activity 2 ask students to "draw and discuss visual images based on text descriptions" and to "look through the book and record words or phrases that describe the setting, both before and after the storm." Students are asked to draw pictures of the village and island before and after the storm and to discuss how the storm changed the environment and list positive and negative effects. Questions and journal prompts require students to use text details (e.g., what happens to Star Boy, how the wind and rain behave, what people find after the storm) to explain events and outcomes.

Students are asked to read the Student Activity Page text about European explorers and Native Americans and to "look through Encounter to find examples" that fit positive, negative, and mixed effects, which requires using information from the provided paragraphs and images (ship, pyramid, headpiece). The activity directs students to write or draw pictures under each flap of a mini-fold book, encouraging them to use text details and illustrations from Encounter and the activity page to support their categorizations. Discussion questions and the before-and-after poem task ask students to describe how the natives' environment, communities, health, and lives were changed, which prompts use of textual details and visual impressions (for example, descriptions of strangers' dress and appearance).

Students are asked to locate Egypt and England on a world map and to place the texts in time by identifying BCE and CE and the approximate dates of the stories (e.g., 2500 BCE and 1066–1485 CE). Students are prompted to look closely at pictures in the books to describe settings, draw those settings, and paste homes and paper dolls into the scenes (Activity 6 and Activity 5). Students are asked to compare the books' covers and illustrations and to share examples of how life and cultural elements differed between the Middle Ages and ancient Egypt.

Activity 3 explicitly directs students to locate the Nile River on a world map, asking them to explain why rivers are important and how the Nile provided water, transportation, and fish (Questions #8 and #9). Students are asked to list or describe how needs (shelter, food, drink, clothing) were met in Egypt using text evidence and to illustrate a home and foods that would be found in ancient Egypt on the "Life in Egypt" student page. The reading questions require students to use words in the text to explain how the Nile and its flooding affected people living near it.

Students are asked to look at the diagram of the monarchy on the Government activity page and then complete a Venn diagram comparing a king and a president. The Student Activity Page description shows a labeled diagram with societal roles and arrows pointing to the king, which students can use to understand social hierarchy. The reading questions ask students to locate setting information from the text (e.g., where Emma goes: "an Egyptian town by the Nile River").

The lesson directs students to "Look at the diagram of a pyramid on page 33" and answer specific location questions (e.g., where the king's body was received, where family and friends were buried), which requires using an illustration together with text. Activity 3 asks students to reread the description of how pyramids are built (pp. 28-29) and then build a sugar-cube model, prompting students to use textual information (and any accompanying diagrams) to demonstrate how pyramids were constructed. The reading questions also ask students to explain events (e.g., how Emma and Libby rescue Josh) using story text, which practices combining textual details with supportive visuals like the pyramid diagram when relevant.

Students are instructed to refer to the book and the "What I have learned" section on the Historical Time Periods: Ancient Egypt page to gather information. Students are asked to record a daily schedule with specific time slots (7:00 a.m. to 8:00 p.m.), which requires them to use text information to show when activities occur. The Getting Started questions prompt students to describe where ancient Egyptians lived and what they did for work, food, and entertainment, which directs students to use text details to identify settings and activities.

The Skills list explicitly includes "Interpret information from diagrams, charts, and maps," and Activity 3 tells students to look through the reading to view images of peasants at work while writing a first-person journal entry about their day. Activity 5 asks students to draw or assemble diagrams of social power structures using information found in the books and to use illustrations/icons on the Social Class activity page when ordering groups. Activity 4 asks students to "look closely" at the lives of the poor and to reread specific pages, implying use of both text and accompanying images to compare lives across periods.

Students complete the "Castle Activities" two-column chart that includes pictures (gardens, animals in barns, chapel, etc.) and are directed to list similarities between castle life and modern community life, which asks them to use the images along with text prompts. Students follow the illustrated step-by-step "Build a Castle" page to construct a model and are asked to compare the model castle to a model pyramid and discuss how the buildings are used differently. Students read pages 16–31 and answer comprehension questions about events (for example, identifying the village fair), which provides text-based information to pair with the activity pages.

Students are asked in Activity 3 to read characters' thought and word bubbles and to look at the illustrations to determine actions and record three adjectives for each character, explaining how text and illustrations support those adjectives. Activity 6 directs students to draw or record artifacts from the two books, label them as Ancient Egypt (AE) or Middle Ages (MA), and discuss how artifacts differ and why one culture's artifacts seem more advanced. Day 2 (Activity 4) asks students to note that the Egypt book took place about 3,700 years before the Middle Ages book and to write differences and similarities between the time periods.

Students are instructed to write a sentence describing each cultural element for Ancient Egypt, the Middle Ages, and Today and to provide illustrations for each element and time period to show changes over time. The Book of Change includes a vertical timeline labeled with dates (Ancient Egypt 2500 BCE, Middle Ages 1200 CE, Today) that students fill in and use when organizing information. Students are asked to describe reasons for the changes they include and to think about how life would be different if culture never changed.

Students use the "Heroes Timeline" page to list each hero's name and birth date and place them on a vertical timeline (1725–2000), linking text dates to a graphic to show when people lived. Students complete "Hero Cards" by writing a sentence about how each hero changed the world and drawing or adding a simple picture or symbol (e.g., glasses for Franklin), pairing visuals with written descriptions. Students are instructed to look at pictures of historical places and museums and to take virtual field trips, which has them examine photographs or images related to the chapter content.

Students are directed to use a map of North America to identify slave and free states and to compare the location of Canada to the slave states, which requires them to use the map (an illustration) together with the text about the Underground Railroad to discuss how long the journey would be. Students read the 'Signs in Nature' and 'Signs of Safety' pages (with simple illustrations like a lantern and the Big Dipper) and then create their own secret signs, draw a map showing the route, and make a key so others can follow the path. The activities ask students to place hero cards with names and birth dates on a timeline, connecting textual facts about Lincoln and Tubman to chronological placement.

Students are asked to create hero cards for Susan B. Anthony and Sandra Day O'Connor and record their dates of birth on a timeline (Activity 1), which requires placing textual date information onto a visual timeline. Students answer text-based comprehension questions such as why Susan B. Anthony was arrested and what changed after her death, demonstrating use of words to explain causes and outcomes. The Student Activity Page prompts students to write sentences about the two women, reinforcing use of textual details about events and actions.

Students are asked to arrange hero cards in chronological order and number them for a table of contents, which requires using dates from the texts to determine when events/people occurred. On the Comparing Heroes page students list each person's name and the dates when the person lived and note something important happening in America during that person's life, linking textual dates to historical context. Students reread the pages about each hero in the 60 American Heroes book and explain how each hero changed the world, which uses words in the text to show why and how events occurred.

Students are prompted to include photographs and a drawing on their scrapbook page and to "select three pictures that she wants to put on her scrapbook page," with instructions that "these photographs should help tell her story." The Pre-Writing Organizer asks students to record birth information and three major life events, and Activity 4 asks students to arrange the pictures and written paragraphs on the page. Students are also directed to write two paragraphs describing events in their life and actions that make them a hero, linking text content to the images they choose.

Students are asked to use the map found in the front pages of the book: they copy and color the map, label major events as they occur, and trace Poppy's journey (Activity 4). Students examine the book cover and are prompted to say what the book might be about, using the cover illustration to make predictions (Introduction). Students use the Forest Animals picture to draw animals and check off which animals are mentioned in the text, linking illustration and words (Activity 6).

Students are asked in Activity 1 to locate where Mr. Ocax lives, where the mice live, and where Ragweed was killed on a Setting Map, which requires using a map (an illustration) to mark where events occurred. The Skills list explicitly includes 'Interpret maps and pictures of locations.' Comprehension questions (e.g., Why does Mr. Ocax want the mice to fear him?) require students to use words in the text to explain causes and motivations.

The lesson asks students to use a "Setting Map" to draw and label a line showing Poppy's escape from Bannock Hill to Gray House and to chart the path from Gray House to New House as described on page 28, which requires using a map image and the text together. The Skills list explicitly includes "Interpret maps and pictures of locations." The reading questions ask students to summarize events and answer how Poppy escaped, prompting use of text-based evidence about actions and movement.

Students are asked to complete a "Setting Map" to chart and label Poppy and Lungwort's journey from Gray House to Mr. Ocax's watching tree, using a map to show where events occur. Students answer text-based questions such as what Poppy saw at the bottom of Mr. Ocax's tree, requiring them to locate details in the words. Students discuss reasons Mr. Ocax acted as he did (why he did not eat them and why he denied the mice permission), using text evidence to explain motivations.

Students are asked to chart Poppy's journey across Old Orchard and over Glitter Creek on the "Setting Map," which requires using a map illustration to locate where events occur. Students are directed to reread the author's descriptions on pages 83 and 85 and point out words and phrases that make the forest feel more bad than good, using text to interpret setting and mood. Students are asked to describe a decision Poppy made in their journal and explain the effects and why the decision was good or bad, which addresses reasons for events.

Students are asked to look at pictures of porcupines in books or online and read about what porcupines eat and which animals eat porcupines. They discuss the design of porcupines and how these features protect them from predators and are asked why Ereth is not prey for Mr. Ocax. Students are prompted to consider how Poppy's new knowledge might help her break the cycle of power, linking visual information and text-based facts.

Students are asked to trace Poppy's journey with Ereth to New House on the Setting Map, which has them use a map illustration to locate where events occur. Students are also asked to write a summary of Chapters 13 and 14 and answer comprehension questions about changes in the forest and point of view, which requires use of the words in the text. In Activity 3 students use the dialogue from pages 112–113 to act out a scene, demonstrating how that interaction unfolds from the text.

Students are asked to record textual cause-and-effect in a journal (In Chapters 15-16, Poppy wanted...But...So...) and to cite two pieces of textual evidence that show Mr. Ocax is losing power and two that show Poppy is gaining hers. Students are directed to create a circular illustrated diagram with arrows and text that describes the cycle of events Mr. Ocax created and to identify where the cycle could be broken. Students are also instructed to draw Poppy's face before and after the events based on evidence from the chapters.

Activity 1 asks the child to use a setting map and to trace Poppy's journey from New House to Ereth to Gray House, with a specific textual reference (page 156) describing the path. The Story Tree activity directs the child to record the setting and other literary elements on a diagram, which asks students to connect words about setting to a visual organizer. Activity 3 asks the child to explain why the author jumps forward in time, which engages the student in using text to explain timing of events.

Students are asked to examine the front cover of the book before reading, providing an opportunity to use an illustration to make meaning. In Activity 6 students fold paper into four boxes, label seasons, and as they read they draw the farm in each season (noting that Wilbur was a spring pig), which asks them to use text details to represent when and how the setting changes. The Plot Flow Chart and questions (for example, "Where did Wilbur stay?") require students to record where events occur and to write major events from each chapter.

Students are asked to identify sensory descriptions of Zuckerman's barn on specified pages and then record what they hear, see, smell, and feel and draw a picture based on those textual descriptions (Activity 3: The Barn). Students complete a Plot Flow Chart by highlighting a major event in each chapter, which asks them to use the words in the text to identify where/what happens across chapters. The Senses and Writing activities require students to select descriptive words from text or brainstorm sensory words and use them in a paragraph, linking textual details to a drawn or written representation.

Activity 4 asks students to use a circular graphic organizer with illustrations of the spider life cycle (eggs, spiderlings, mature spiders) and to describe each stage, and an alternate option asks students to read written stage descriptions and then illustrate them. Activity 3 requires students to find vocabulary words in context in the book and write the sentence that contains the word. Activity 1 asks students to complete a Plot Flow Chart by highlighting a major event in each chapter, which has students identify the sequence of key events.

Students are asked to discuss the cycles of the seasons on the farm and to draw a picture of Wilbur and the farm during the fall (Activity 4), which asks them to represent when the event (the fair / fall) occurs and how Wilbur is changing (he is getting bigger). Activity 1 asks students to fill in a Plot Flow Chart by highlighting a major event in each chapter, which has students use words in the text to identify key events. Activity 5 asks students to review different cycles found in the story and relate them to a fair booth, which has students connect textual information about cycles to real events and activities.

Students are asked to use a Life Cycles Chart with illustrations of characters (Mama Goose, Wilbur, Charlotte, Fern) to check off stages each character progressed through, linking picture cues to story details. In Activity 4 students read Charlotte's textual description of the seasons and then draw the farm in winter and sketch Wilbur in spring, using words to show when events occur. In Activity 6 students mail spider cutouts, then locate the places those spiders visited on a map and read about those places online, combining map (illustration) information with written sources to identify where events occurred.

The advertisement option asks students to create illustrations for the setting, a major event, and the problem and to write an accompanying description beneath each illustration. The Book Advertisement Idea page includes a drawing box for "Setting, Events, and Problem," and the advertisement rubric asks whether one part of the ad "show and explain two cycles in the story," with students illustrating cycles in a circular pattern and adding a short description. Instructions explicitly require pictures of main characters with descriptions and short written highlights of setting/events/problem beneath illustrations.

Students are instructed to locate Europe, find France and Paris on a map, and examine photographs of Paris, then record their findings on the "Setting: Paris, France" page. The "Economic Cycles" activity provides a labeled circular illustration and asks students to list examples in each part of the cycle and to explain how the cycle would be disrupted if a character did not have a job. Students are directed to write a paragraph about Paris and to list and circle ways people can care for others, linking the illustrated cycle and setting information to the novel's themes.

Students are asked to read a linked article titled "Christmas in France" and answer specific questions such as "What foods do the French eat for Christmas?" and "What is the date of Christmas in France?", which requires extracting information from the words of a text. Students are also asked to compare Christmas in France and Christmas in America using a Venn diagram, which requires synthesizing details about traditions. The lesson includes a video link described as showing images of Paris around Christmastime, providing visual material students could use alongside the text.

Students are asked to reread page 27 and list goods mentioned and classify them as needs or wants, using text details to explain why Armand might have felt upset when people bought at the market. Students answer comprehension questions that ask why Armand wanted the children to sing, why the children saved food, and why Armand left, requiring them to use words from the chapter to explain cause and effect. Students complete the "Working for Money" flowchart describing the Calcet children and Armand's economic cycle (what they needed, what services were provided, and how money was spent) and review the "Meeting Characters" page to gather textual details about characters.

Students are asked to look at pictures of Paris fashions and the Eiffel Tower (Activity 4) and to design an Eiffel Tower pop-up, which involves observing an image and creating a representation. The Life Application directs students to "Look at pictures of Paris today" and to discuss similarities and differences between the Paris of today and the Paris of the story, prompting use of images alongside the text. Students also read aloud the description of the Gypsies (pp. 60-61) and complete a double-bubble map comparing the Calcets and the Gypsies, using textual descriptions to identify similarities and differences.

The Culture Commentary activity asks students to draw an outline map of France and mark Paris, providing an explicit map/illustration task. The Culture Commentary pages direct students to record information about the time period and the city and reference specific page ranges, requiring students to use words from the text. The wrap-up prompts students to describe how characters' economic situations and different parts of Paris vary, connecting text-based details about where and how people live to the map activity.

Students are directed to reread the book description of the new home and then draw the three rooms on a provided floor-plan, noting number of rooms, furniture, and what Armand can see the family doing in the home (Activity 4). Students create a flip book in which they illustrate events (Best Part, Funniest Part, Saddest Part, Most Exciting Part) and write a descriptive phrase or sentence to accompany each illustration (Activity 3). The skills list explicitly includes "Draw and discuss visual images based on text descriptions," and the Student Activity Page offers a basic floor plan for students to apply text details in drawing.

Students reread specified pages from The Family Under the Bridge and then turn those events into a Reader's Theater script, giving characters words, actions, and stage directions that show event sequence. They select a scene, write at least twenty lines, and practice voices and props to act out where and how actions occur. The final-project rubric asks students to include props, stage directions, and references to the economic cycle and care for someone in need, guiding students to explain aspects of events in their script.

Students are asked to locate South America and Venezuela on a world map and to note Venezuela's proximity to the equator, using a globe or map alongside text descriptions. Students are encouraged to read about Venezuela online and to look at pictures of the people and environment, and the skills list explicitly includes interpreting maps, charts, and pictures of locations. Students are directed to go online and look at pictures of tropical and temperate rain forests and to illustrate relationships between organisms, connecting visual information to content about the habitat and relationships.

Students are asked to look closely at the cover illustration and name animals they recognize, which engages them with an image. The Daily Activities chart directs students to record events from the text at specified times and to compare a day in their life with Tepui's, requiring use of words in the text to determine when key events occur. Questions (e.g., about why it was "doomsday") and the Rain Forest Animals Chart ask students to record animals and describe relationships presented in chapters, prompting them to use textual details to explain why and how interactions occur. The skills list explicitly includes interpreting information from diagrams, charts, and maps.

Students are instructed to draw rain on the grayscale illustration and then place animals mentioned in the chapter in their proper locations according to the author's description, directly combining visual placement with textual details. Students add new animals to a Rain Forest Animals Chart and record major events and time periods on a Daily Activities sheet, linking text information to visual/chronological representations. Journal/discussion questions ask students to explain how plants depend on water and to list plants and animals that rely on the tall trees, prompting students to cite textual reasons for their diagramming.

Students are asked to study illustrated "Relationships" pages and describe how paired organisms help or harm one another, using the pictures and spaces for written responses. Students are instructed to read Chapters 4 and 5 and then place event descriptions into timed Plot Timelines, identifying events that happen to each living thing and recognizing simultaneous events. One question asks students to sketch the butterfly "according to the author's description," linking descriptive words in the text to a visual representation.

Students answer comprehension questions that require using text details to explain why the army ants are dangerous, how Tepui knew they were nearby, and how Dr. Rivero and Tepui avoided the jaguar. Students add animals and relationships from the chapter to a Rain Forest Animals Chart and record major events and time periods from Chapter 6 on a Daily Activities sheet. Activity 3 asks students to reread page 40 and illustrate or describe three examples of The Law of the Jungle, and then write a short free-verse poem about it.

Students are prompted to record descriptive text (name, layer where found, food, predators, interesting facts, relationships) on Field Guide and Documentary organizer pages. Students must provide pictures or drawings in an image box and, for the field guide, "provide information and a picture of each animal in its natural setting." The project rubric explicitly evaluates Visuals and asks whether pictures or visuals show the subject in context.

Students are asked to look at the book cover illustration and name the setting, using visual clues to decide the time and place. As they read each chapter, students create a comic strip that requires them to illustrate major events and add a few words to tell the story. Students are directed to read nonfiction sources about the Middle Ages, illustrate and label what they learn (transportation, homes, government, etc.), and then identify places in the story that reflect those factual details. The student pages include a box for drawing a map and for drawing cultural elements (houses, castles, clothing) that students can use as visual evidence.

Students are directed to create a comic strip that illustrates important events from each chapter, add speech/thought bubbles, and write a sentence narrating each panel, which requires combining pictures and words to represent events. Vocabulary activities require students to copy the sentence from the book where each word appears and then write a new sentence using the word, connecting text evidence to their own writing. Guided questions ask students to explain why characters acted as they did and to summarize chapters, prompting students to use textual details to explain events.

Students draw comic-strip scenes from Chapters 4–6 to reflect the action, translating words in the text into sequential illustrations. Students create heraldic crests for Prince Brat and Jemmy by choosing colors and symbols (and viewing example images) and then describe in words how those visual choices reflect each character's personality and their relationship.

The Skills list explicitly includes "Interpret information from diagrams, charts, and maps," and students are instructed to "Study the flow chart and discuss the relationships between each level." The Student Activity Page for The Feudal System asks students to answer specific questions using the flowchart (e.g., Who has the most power? What do the peasants pay the knights?), requiring use of the diagram's labels and the accompanying text. Students are also asked to fill in comic-strip boxes after each chapter, linking chapter events to visual panels.

Students are asked to fill in a box on a comic strip page for each chapter, which requires them to represent chapter events in a visual format. Students rewrite hyperboles and then illustrate one of the hyperboles, producing an image paired with words. The vocabulary activity asks students to locate words in context and read them aloud, linking words in the text to meaning.

The lesson asks students to add a scene to a comic strip for each chapter read, which requires students to represent events visually. The introduction prompts students to describe what the habitat looks like and how one might get lost in the woods, prompting use of visual details. The wrapping up asks students to retell what happened and explain whether the relationship is changing, which practices demonstrating understanding using words.

Students read Chapters 16-18 and answer targeted comprehension questions that ask why and how events occurred (e.g., why Prince Brat decided not to betray Jemmy, how Jemmy felt when the prince was whipped, why Billy and Cutwater stopped whipping). Students are asked to draw scenes for a comic strip that reflect the action in each chapter, and to read pages about a medieval town and stop to discuss different sites and performers described in the text. Students also summarize what they learned about life in a medieval town and how characters change, which requires using textual details to explain events and character actions.

Students are asked to complete the last two boxes of a comic strip and to read through the entire comic strip to see if it makes sense, which requires using pictures and text together to represent events. The comic-strip activity provides visual panels alongside dialogue or captions that students must interpret to finish and check the sequence of actions.

Activity 4 instructs students to locate Tokyo on a world map and talk about its distance from the United States, directly asking students to use a map illustration to understand where Iggie moved. The introduction asks students to look at the book cover and predict the story from the title, prompting students to use cover artwork (an illustration) to infer story content. The Reactions Chart and graphic organizers require students to identify events from chapters and write reactions, giving students practice tying text events to a visual organizer.

Students answer targeted comprehension questions that ask why characters act (e.g., why Winnie went rowing, why Tina asked about black people) and whether the problem was solved, which asks them to use words in the text to explain events and motivations. The Reactions Chart directs students to recall major events and how characters responded, supporting practice in identifying when and how events occur from the text. The Book in a Bag activity asks students to choose an item to represent the setting (time and place), prompting them to identify setting details from the story's words.

Students are asked to write interview questions that probe how and why (Skills: "Pose possible how, why, and what if questions") and to include events from the story in their answers (Part 2 and the rubric item: "Did you use events in the story as you developed your questions and answers?"). Students refer to a "Reactions Chart" and their journal to remember how characters responded to events and to shape character responses. The activities require students to answer questions from characters' perspectives and to include story events when explaining motivations and relationships.