Students are asked to "read about the life of Robert Frost" using three informational websites (poets.org, Kids Britannica, Wikipedia) and to record ten clues about his life on the "Who is Robert Frost?" page. The Parent Plan supplies factual biographical information (dates, places, schooling, themes) that students are expected to review and discuss. These tasks require students to locate and extract factual details from biographical/informational sources.

The lesson asks students to use an encyclopedia or the provided National Geographic link to find information about loggerhead sea turtles and create a 4–6 detail plaque (Activity 3). The Student Activity Page lists the scientific name and prompts students to compile and present factual information, and the Parent Plan asks the child to read the plaque aloud. These tasks require students to locate and extract information from an informational source and summarize it for an audience.

Students are asked to find information on websites or in books about a chosen turtle species and to use multiple sources to locate relevant information (Part 1 directions and Parent Plan skills). Students complete structured outline prompts asking for specific informational details (habitat, food sources, predators, life cycle, relationships), requiring them to read and record facts from informational texts on the Student Activity Pages. Students summarize and organize information by outlining ideas and then produce a research report (prewriting, first draft, revision, final copy steps and Parent Plan skills).

Students are asked to research the life of John Chapman using three provided web links (Wikipedia, Biography.com, Britannica) and then write a bio-poem, which requires extracting and organizing factual information. Students are instructed to make a Venn diagram comparing the legend of Johnny Appleseed to the real man, which requires comprehension and synthesis of informational versus traditional accounts. Option 2 asks students to research the conditions and life cycle needed to plant an apple tree, engaging them with science/technical information and applying that knowledge by planting a seed.

Students trace the course of the Mississippi River and answer questions about how many states and regions it runs through, engaging with a short informational passage about the river's role in Westward Expansion. Students read background historical information about John Henry (his connection to the C&O Railroad and the Big Bend Tunnel) and answer factual questions about his origins and motivations. Students complete activities that require thinking about historical context (Wagon Ride packing list) and evaluating technological impacts (Man vs. Machine), which ask them to analyze positive and negative outcomes of technology.

Students read a short informational passage about westward population movement and the context for the story "Paul Bunyan," and they answer comprehension questions about that passage. Students follow and execute procedural/technical texts when they build an "Erupting Volcano" model and when they construct a Hawaiian lei using step-by-step directions. Students also complete comprehension tasks such as ordering paragraphs, matching character descriptions, and answering factual questions about the Hawai`i myths and Paul Bunyan story.

Students are directed to read informational Web pages and reference materials about Curaçao (Britannica Kids and other links) and to write a travel-paragraph or complete a Venn diagram based on that research. Students are asked to find material about World War II and answer specific comprehension questions in a journal about causes, participating countries, locations of fighting, and who won. Students are asked to research reasons the Axis and Allied powers fought and to write three goals or missions for each side, and to analyze and integrate information using maps and activity pages (Setting Map, Axis and Allies, Types of Boats).

Students are asked in Activity 3 to select a shark and "find information about the shark in books or on websites," then list three important pieces of information and two related ideas on a research web, which requires reading informational sources and extracting key facts. Activity 2 provides labeled informational descriptions of seven shark species that students must match to pictures, requiring them to read and comprehend short science paragraphs. The wrap-up asks students to discuss how ocean diversity aids survival, which asks them to use scientific ideas from the informational shark materials.

Students are asked to read an informational book called Coral Reef Food Chains and then choose an activity (illustrate and label, or write a journal entry) that requires use of information from that text. The Parent Plan lists skills including "Read a variety of text including nonfiction informational books" and "Conduct research using a variety of sources." Students also complete comprehension-related tasks (labeling living things, describing resources, and answering questions about the reef) that require extracting information from nonfiction material.

Students encounter explicit informational content about animal classification in the "Things to Know" section (definitions of vertebrates/invertebrates and how scientists classify animals). Students are asked to label, color, and classify coral reef organisms in Activity 2 and to use books or websites for information if unsure. Option 2 directs students to research and design a scientific classification chart, and the Wrapping Up asks students to look through the book Coral Reef Food Chains to identify organism classes.

Students read an explicit informational passage in Activity 1 that explains how hurricanes differ from tornadoes (size, wind speed, duration, eye, energy source). Students carry out a hands-on simulation that demonstrates the broader impact of a hurricane versus a tornado and are prompted to discuss and describe the difference. The Student Activity Pages and wrapping-up questions ask students to list survival items and explain choices, applying information about hurricanes to a real-world preparedness task.

Students are directed to read or listen to Martin Luther King Jr.'s "I Have a Dream" speech with links to the text and audio and to read part of it aloud. Students are asked discussion questions about King's meaning, dream, and whether his dream was accomplished, which require interpreting the historical speech. Students must include a description of Martin Luther King Jr.'s dream in their eulogy, showing they must comprehend and apply ideas from the informational text.

Students are instructed to locate Germany on a map and to find information about Germany online or in books, using specified web links (National Geographic Kids, Simple English Wikipedia, Germany Facts). Students fill in an activity page with categorized facts (Geography, Traditions, People, History, Relationship with America) and write journal entries imagining what German immigrants in 1870 should know about America. The Parent Plan skills explicitly tell students to use the library or online resources and interviews to learn about immigration and gather information.

Students are asked to read the pages titled "The City and the People of New York in 1870" and "record a few things you learned about the people and the city," providing direct engagement with an informational passage. The Parent Plan lists skills that include identifying and interpreting elements of nonfiction and determining usefulness of information and ideas, and comprehension questions require students to extract factual details from the reading. Activities also require students to cite sensory and descriptive details from the text, reinforcing close reading of informational content embedded in the unit.

Students are instructed in Activity 1 to "Read about smallpox online or in a book or other resource" and to record symptoms, transmission, vaccine discovery, and the date the vaccine was discovered on a student page and timeline. Students answer targeted comprehension questions (e.g., how Dina described vaccination; what symptoms Maria and Barbara had) based on Chapters 16–18, showing practice extracting factual information from text. Students also are asked to write down information learned about "The City and the People of New York in 1870," connecting informational/social-studies content to their work.

Students are instructed to "locate information in books and online about New York city today and in the late 1800s" and to "record important information and vivid words and phrases" on a compare chart. The rubric explicitly requires "adequate notes taken based on research" and "inclusion of fact-based information about New York," and directions tell students to "reread some of the author's descriptions and find information in other books or online." Students must use these research notes to write poems and complete a Story Quilt with accurate content.

Students are asked to research Jean Craighead George using an official biography website and complete an "About the Author" activity page that records personality traits, family information, and details about her work. Students are directed to find information about the Catskill Mountains using several linked informational websites and to look for pictures and seasonal information. Students then use that gathered information to complete graphic organizers and journals (e.g., "Seasons in the Catskill Mountains" and "My Survival Story").

Students read the "Building a Campfire" informational page and are asked to summarize its major points onto a poster, which requires locating and paraphrasing key ideas. Students read and answer questions about pages 1–20 of My Side of the Mountain and practice quoting or paraphrasing information sources. Students read and follow multiple-step technical instructions for the Leaf Window Art project, demonstrating interpretation of procedural text, and practice vocabulary with a word–definition matching activity.

The lesson includes Activity 3 (Bird Feeder), which presents step‑by‑step instructions that students read and follow to build and hang a bird feeder, a form of technical/procedural text. The activity also directs students to "closely observe the birds that come to feed," which asks students to engage in an observational/science activity after following written directions.

Students are asked to read an informational biography (Walking with Henry: Based on the Life and Works of Henry David Thoreau) and to summarize Thoreau's life. Students answer discussion questions comparing Sam and Thoreau and place Thoreau's card on a timeline, which requires comprehension of historical information. Students read and follow a mussels recipe (a technical text) and write a summary of their reading using words with target suffixes, showing practice with decoding and synthesizing information from text.

Students are asked to find and look through a newspaper or online articles to understand how articles are organized, and they use a "Newspaper Article Planning" page to note the 5 Ws and 1 H. Students complete paragraph organizers that require them to provide basic information (who, what, when, where) and explore how/why details, and they use a rubric that asks whether the first paragraph provides basic information and whether the article follows newspaper format. The Parent Plan and Skills list explicitly instruct students to understand the organization of newspapers and periodicals and to use facts and details to support main ideas.

Students are directed to read about Barbados at the provided Britannica and tourism websites and take notes in a journal about important information they learn. Students are asked to find Barbados in an atlas or world map and complete an activity page showing its geographic location. The skills section explicitly lists "Draw facts from a source of information," and parents are asked to review the information the child learned about Barbados and to check vocabulary use.

Students are directed to "Read about the geography of Connecticut and the lives of its colonists" using multiple provided web links (Britannica, Connecticut history sites) and to take notes in a journal. The Parent Plan lists skills such as verifying the accuracy of the author's writing by referencing resources and using technology as a tool to gather information. Activities require students to compare and contrast informational details (Barbados vs. Connecticut) and to record information in a chart, which asks students to identify and organize factual characteristics from informational sources.

Students read and work with an informational map of the Connecticut Colony, coloring it, recording three ideas about how geography and climate affected colonists, and comparing it to a modern map. Students use brief factual statements in the "Things to Know" section (e.g., Meeting House purpose, Connecticut as the eighth colony, Royalists) as content to reference. Students answer questions and discuss political/historical content (e.g., describing the argument between Reverend Bulkeley and Matthew Wood and reviewing political reasons for tensions).

Students read Chapters 7 and 8 and answer explicit comprehension questions that ask for specific details (e.g., what Judith told Kit, whom Kit saw in the meadow). Students record colonists' daily activities in a journal in Activity 1, using text details and the "Things to Know" summary to list survival chores. Students analyze a political argument in Activity 2 by listing three reasons a colonist might be a Royalist and three reasons for supporting a free government using the Matthew Wood/Reverend Bulkeley discussion and the provided activity page.

Students read an informational passage about the Quaker religion (Activity 2) and complete a Venn diagram comparing Quaker and Puritan beliefs. Students are asked to think about how differences could have led to disagreements, requiring analysis of historical/social studies content. Students also build subject vocabulary (vocabulary picture dictionary) and are prompted to research Quaker beliefs, which supports comprehension of informational content.

Students read an informational passage that summarizes the Salem Witch Trials and presents multiple possible explanations for why the witch hunts occurred. Students are instructed to brainstorm their own reasons, review the provided explanations (including a scientific-sounding explanation about a fungus), and select three reasons they believe are most likely and explain their choices. The activity asks students to record ideas in a journal and to compare their ideas to the list, requiring comprehension and evaluation of the informational content.

Students are asked to "spend some time learning about Paris online or in books" and to use that research to create either an acrostic poem or a three-day travel itinerary that lists places and describes why each is important. Students are given web links to listen to or read interviews with the author (NPR and Publisher's Weekly), which are informational texts to read/listen and consider. Students are directed to locate information about Paris and describe findings, requiring them to gather and summarize factual information from nonfiction sources.

Students are asked to practice three magic tricks described on the "Magicians" page and perform them for their family, which requires reading and following procedural instructions. The Student Activity Page explicitly contains step-by-step instructions for activities such as "Disappearing Coin," "Cutting Aces," "Number Magic," and the 1089 number curiosity, which are technical/procedural texts students must interpret. The Parent Plan also lists a skill to "Recognize that authors organize information in specific ways," which prompts students to attend to informational text organization.

Students read a factual paragraph about Hans Christian Andersen under "Things to Know" and an extended biographical account in Activity 2 that describes his life, struggles, and accomplishments. Students are asked to "review the details of Andersen's life and discuss parallels" and to listen to an original Andersen text and compare it to another version (print or movie). The Parent Plan lists skills such as understanding major ideas and supporting evidence in spoken messages and comparing print, visual, and electronic media, which directs students to engage with informational content about Andersen.

Students are directed to "read about [Georges Méliès] online or using other reference material" and to take factual note cards with dates, then reorder them chronologically, which requires reading and extracting information from historical informational texts. The Parent Plan lists skills students will practice: using multiple sources, producing research projects, and organizing knowledge, and the Wrapping Up task asks students to compare the factual information they collected to the novel's portrayal. Vocabulary activities ask students to use context clues and knowledge of prefixes/suffixes to analyze word meanings from text, supporting comprehension of complex words in informational reading.

The lesson includes an informational excerpt about Georges Méliès and his work in Activity 4, which students read and are asked to consider as inspiration. Students review a factual list of recent Caldecott winners and criteria in the "Book Award" activity, and are asked to evaluate books using those informational criteria. Students are instructed to think about an unusual event or person from history or current events and integrate factual details into a written story, showing some use of informational/historical content.

Students are asked to locate books and websites for research and to record important information on note cards, with the top of each card listing the source. The Research section directs students to "collect cards for individuals involved in early cinema," "create an informative card about an actor's early career," and "investigate and explain how automatons operate," which require reading informational and technical sources. The Parent Plan skills list explicitly includes using various reference materials and quoting or paraphrasing information sources and citing them.

Students are asked to locate information about the California Gold Rush using encyclopedias or online resources and to answer specific questions on the "What's the Rush in California?" page. Students are given web links (History.com and PBS) to read informational material and are instructed to take notes and frame questions to guide research. Students practice using reference aids and vocabulary tools through the Picture Vocabulary Game and explicit note-taking and research skills listed in the Parent Plan.

Students are asked to use a map with highways and a scale or an online tool (e.g., Google Maps) to calculate the distance from Boston, Massachusetts, to Coloma, California, which requires reading and interpreting a technical/informational map. Students use the provided U.S. map that highlights a travel route and are asked to record what geographic features and wildlife they would have seen and to mark features that could have threatened pioneers. A brief informational paragraph describes travel options (boat, California Trail, steamboat, Erie Canal), which students read and use to inform their map-based responses.

Students read and follow the "Mock Apple Pie" recipe, which requires them to read a technical/instructional text and carry out its procedural steps. Students use a thesaurus to find synonyms for words in a paragraph and record originals and substitutes, which has them interact with a reference informational resource. Students also answer comprehension questions about the reading and brainstorm/plan an entrepreneurial activity, which requires applying information to a real task.

Students are directed in Activity 2 to "read about the parts of the brain online or in another reference source" and then label diagrams and write a few words describing each part's function. The Student Activity Page and Answer Key provide factual diagrams and labeled parts that students use to confirm their labeling. This requires students to read and extract factual information from a science informational source and apply it to a diagram.

Students read a photobiography about Abraham Lincoln (a history/informational text) and answer specific comprehension questions about Chapter 1. Students complete a KWL chart to record prior knowledge, questions, and what they learn, and they create a timeline of Lincoln's life using dates from the text. Students locate vocabulary in context and define words from chapters 1–4, and they interpret photographs and captions as part of understanding the text.

Students are asked to read Chapter 2, "A Backwoods Boy," and answer specific comprehension questions about Lincoln's experiences, showing practice with informational text. Students analyze elements of a biography by listing how the author meets criteria (e.g., facts, relation to historical events) and identify structural patterns in informational text as noted in the Parent Plan. Students collect at least eight examples of expository writing and explain why each is informational, practicing reading for varied purposes.

Students are instructed to read Chapter 3, "Law and Politics," an informational history/social studies text and then answer specific comprehension questions (e.g., who was Stephen A. Douglas; difference between Whigs and Democrats; how Mary's family felt about Lincoln). Students also complete an activity that requires them to identify offices in their state government and use a Venn diagram to compare state and federal government systems, which requires extracting and organizing information from the text. The wrap-up asks students to review the information recorded on the Venn diagram, reinforcing comprehension and synthesis of the informational content.

Students read Chapter 4, "Half Slave and Half Free," and answer targeted comprehension questions (e.g., about the Dred Scott case and differences between Douglas's and Lincoln's views) that require understanding of historical informational content. The Parent Plan and Skills list explicitly direct students to "support judgments through references to both the text and prior knowledge," and the student activity asks for evidence to support each speech point. The activity sequence asks students to read, revise, and practice delivery, reinforcing engagement with the informational material.

Students read Chapter 5, "Emancipation," and are asked to read an excerpt of the Emancipation Proclamation, underline three important sentences, copy them into a journal, and explain their significance. Students read a short biography of Frederick Douglass and pages from Lincoln: A Photobiography, record important events on note cards, write a biopoem, and create a Venn diagram comparing Douglass and Lincoln. Students are asked to summarize sequences of key events and recount lives of individuals, and to identify appositives in a historical paragraph, all of which require engagement with informational and historical texts.

Students are asked to read Chapter 6, "This Dreadful War," and the Gettysburg Address and then answer specific comprehension questions about those texts. Students analyze informational content by listing reasons for and against the Civil War, distinguishing facts from opinions, and identifying persuasive techniques in political speeches. Students produce written responses (a letter from a slave), summarize interview answers, and memorize and quote a primary source sentence, all of which require comprehension of historical informational texts.

Students read the final chapter of a biography of Abraham Lincoln and answer specific comprehension questions about what happened, where, and what was found in his wallet. Students complete a 5 W's graphic organizer and write a short newspaper report (including a headline, date, and use of at least one appositive) to gather and present factual information about the assassination. Students are instructed to read a couple of current newspaper articles first and to reread the newspaper article they wrote, reinforcing comprehension and factual reporting.

Students read quoted passages from the "A Lincoln Sampler" section of a photobiography and copy one quote into a response sheet, then answer four analytic questions about meaning, phrases they appreciate, effectiveness, and insights about Lincoln. Students locate a website for a Lincoln historic site and synthesize information into a visitor flyer, requiring reading and extracting facts from an informational web source. Students choose six important events in Lincoln's life, write dates and descriptions on train cars, and add events to a larger timeline, practicing sequencing and summarizing historical information.

Students are asked to 'find sources of information' (Step 3), 'take notes' (Step 4), and 'write a report' (Step 5), which require reading informational materials. The Independent Study Rubric explicitly asks students to use 'a variety of sources' and to create a bibliography, and the Special Notes advise that students will need to spend time at the library locating sources for their topic.

Students read multiple informational passages about lemurs (sample introduction, three body paragraphs, and conclusion) and use structured 'Research Chart' and 'Lemur Report Outline' pages to extract and organize facts. The Parent Plan Skills explicitly instruct students to draw from more than one source of information when writing a report. Students are directed to refer to the Handy Guide to Writing and the Independent Study Rubric while composing and revising, which requires rereading text for organization, mechanics, and ideas.