Students are directed to read an online Britannica author biography of Sharon Creech and answer comprehension questions about her birthplace, college studies, and types of writing. Students study an informational "Parts of a Sailboat" diagram and a sailing terminology list, reviewing definitions and drawing connections between terms and boat components. Students complete a map-labeling activity using an atlas or Google Maps to locate Connecticut, Martha's Vineyard, Grand Manan Island, Block Island, England, and Ireland.

Students are asked to locate and record information from websites and library resources about a selected war or plague and to use a Research Organizer with prompts for causes, effects, and how/why it ended. Students must create a map showing countries/regions affected and a six-event timeline based on their research. Students are also required to write a newspaper report announcing the end of the war or plague that integrates information from their research and to include images and revisions guided by a rubric.

On Day 2 students are directed to complete Activity 3: Mars Research, which instructs them to use provided NASA and ESA web resources to "read about the planet and look at images" and to "record facts about Mars in your journal." The Parent Plan section for Activity 3 restates that students "research the planet Mars using provided resources and records key facts in her journal to build background knowledge." These tasks require students to read and extract information from nonfiction web resources.

Students are asked in Activity 4 to research the history of Pompeii using books or online sources and to record ten important facts on the Volcano Research page. The lesson provides nonfiction links (National Geographic Kids and History.com) for students to read and gather information. Students are also asked to adopt the role of a historian (RAFT) and produce a poem or song based on their gathered information.

The lesson requires students to read background informational text and multiple literary nonfiction sources (primary diaries and secondary accounts) and to research Battle of Bull Run using secondary sources. The Skills list asks students to determine the importance of author word choice and focus, summarize author purpose and stance, distinguish fact from opinion, and explore bias, which are comprehension strategies. Activities ask students to analyze primary source diaries, identify facts and opinions, and arrange timeline events in chronological order, requiring comprehension of nonfiction content. The Parent Plan explicitly suggests adults help students read and interpret challenging diary language, indicating scaffolded support.

Students read primary-source Civil War letters (dated 1862–1863) and answer questions that require identifying the letter writer, recipient, which side they represent, and opinions expressed. Students identify factual information about the Civil War from the picture book Pink and Say and record those facts in a journal. Students compare perspectives by analyzing the point of view in the narrative and by rewriting passages from different narrators, and they are asked to circle helping verbs in one of the historical letters.

Students read pages 1–20 of the book Bull Run and use the Cast of Characters and map activities to track and summarize perspectives. Students read and analyze primary-source material (the "Constitution Ratification" proclamation) and informational passages about slavery and Southern conditions. Students identify three factual statements and three opinions in a speech, label potential propaganda, and explain how Civil War images could be used to influence attitudes.

Students read pages 61–80 and answer comprehension questions about characters and events, demonstrating practice with reading and checking understanding. Students read informational pages titled "Civil War Music" that include biographical paragraphs about Julia Ward Howe and Patrick Sarsfield Gilmore and accompanying song lyrics and musical notation. Students discuss and compare soldiers' lives and morale, which requires them to interpret and use historical information from those nonfiction elements.

Students read the introduction to a biography of Albert Einstein and answer four specific comprehension questions in complete sentences, demonstrating direct practice with literary nonfiction. Students generate their own questions about Einstein (Activity 2) and are instructed to search the text for answers as they read, supporting text-based inquiry. Students perform related research (Activity 1), write a bio-poem using gathered facts, and complete a map activity marking countries where Einstein lived, all requiring synthesis of information from the nonfiction text.

Students are instructed to read Chapters 1 and 2 of a literary nonfiction biography of Albert Einstein and to record answers to comprehension questions in complete sentences. Students practice vocabulary strategies by matching chapter vocabulary to definitions and inserting words into sentences, and they are asked to monitor unknown words using word, sentence, and paragraph clues. Students analyze character qualities by listing positive and negative traits, explaining consequences of those traits, and synthesize chronology by recording important events on a timeline.

Students read Chapters 3 and 4 of a biography of Albert Einstein (literary nonfiction) and answer specific comprehension questions in complete sentences. Students summarize or paraphrase reading and add two to four important events to a timeline, and they fill a Biography Web graphic organizer to organize information chronologically. The Parent Plan explicitly asks students to read independently for a sustained period and to summarize or paraphrase what they read, and it directs parents to scaffold and check answers.

Students read Chapters 5 and 6 of a biography about Einstein and answer specific comprehension questions in complete sentences and add events to a timeline. Students write a summary of a video using notes, take notes while watching informational videos, and compare accounts from the book and video. Students complete vocabulary work, use metacognitive strategies (monitor comprehension, extend vocabulary), and explain complex ideas (theory of relativity) using models or props.

Students are directed to read Chapters 7 and 8 of a biographical text about Einstein and answer specific comprehension questions in complete sentences, including factual (Q2, Q3) and inferential (Q1) items. Students add events to an Einstein timeline and fill a Biography Web with four major events, practicing sequencing and synthesis of informational content. Students engage in vocabulary work with Beyond Roots Set 2 (games and quizzes) and create an illustrated trampoline demonstration to show understanding of a conceptual explanation, supporting comprehension of technical ideas.

Students are instructed to read Chapters 9 and 10 of a biography of Einstein and answer specific comprehension questions that require inference (e.g., how Einstein felt about war; why he called himself a "lone traveler"; reasons he was passed over for the Nobel Prize). The Parent Plan skills explicitly state that students will "understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support understanding." Students also compare and synthesize information across media by reading an encyclopedia entry, reviewing videos, and explaining how each source contributed to their understanding.

Students are asked to read Chapters 11 and 12 of a biography about Einstein and answer specific comprehension questions in complete sentences, which requires extracting and restating key ideas. Students add events to a timeline and fill a biography web for the section "The War," practicing organization of informational events. Students watch a biography video and record at least three factual statements and two opinions, and the skills list explicitly names monitoring comprehension and distinguishing fact from opinion. Parent notes prompt discussing fact vs. opinion before viewing and allow pausing/replaying the video, indicating some scaffolded support for comprehension tasks.

Students read the biography of Albert Einstein (including the final chapter) and answer text-based comprehension and inferential questions (e.g., what drove Einstein, why his work is hard to understand). Students analyze how the author creates meaning by identifying biography elements, providing examples from the book, and recording important events on a timeline. Students write or assemble a short biography with characteristics, accomplishments, and important moments, and are asked to cite evidence and make inferences about the subject.

Students are asked to use a biography web and timeline and to conduct research from a variety of sources to find information about Albert Einstein. The Parent Plan explicitly lists that students will "Integrate main idea and supporting details from multiple sources to expand understanding of texts" and will "Make informed judgments about ... print formats." Students must extract factual information (e.g., to fill in a birth certificate) and locate photographs and quotes for inclusion in the scrapbook.

Students analyze historical propaganda posters, explain the persuasive techniques used, and write one-sentence summaries of each poster's message. Students examine a diary-style paragraph about soldiers, scarcity, and King Christian, underlining symbols and circling words associated with those symbols to interpret meaning. Students discuss comprehension questions about historical events (e.g., why Danes destroyed their fleet, why a Jewish shop was closed) with a parent, prompting interpretation of informational/historical content.

Students are instructed to use the Internet or other resources to find information about the Jewish people and the Jewish religion and to record that information on a menorah graphic organizer, which requires reading informational sources. Students also discuss their findings with a parent, which involves explaining and summarizing content from those sources. The activities require students to identify and record factual information (Foods, Holidays, History, Tenets of Religion), which involves comprehension of nonfiction material.

Students are directed to visit the PBS page about Barbara Rodbell, read her biographical story, and retell it to a parent. Students write a journal response connecting Barbara's message ("You always have to think for yourself") to wartime Europe and to today, which requires comprehension and interpretation of the nonfiction text. Parents are prompted to listen to the retelling and discuss the story, providing a basic scaffold for understanding.

Students are directed to read the book's "Afterword" to discover which parts of the story are based on historical fact, requiring them to extract nonfiction information from a text. Students conduct research using provided nonfiction websites (National Museum of Denmark and BBC) and are instructed to put information in their own words, select quotations, and cite sources. Students must use the information they gather to organize ideas on a bubble map and write an expository magazine article, demonstrating use of nonfiction content as evidence in writing.

Students are asked to read a historical account of Ponce de León and to read two Norse myths and then write three similarities and three differences between those stories and the novel, which requires reading and comparing informational/historical material and narrative myths. The Skills list explicitly includes "Read a variety of texts, including myths," indicating students will engage with multiple text types. A web link to a Wikipedia article about the Fountain of Youth is provided for students to read additional nonfiction background.

The lesson includes a 'Meet the Author' activity with a linked author interview (Interview with the Author) that students are directed to read and to consider how the author's interactions and experiences shaped her life. After reading the interview, students choose between writing three additional interview questions or answering five interview questions as if being interviewed, which requires comprehension of the nonfiction text. The Parent Plan Skills section also lists analyzing author's purpose and drawing conclusions using evidence from text, indicating an intended focus on nonfiction analysis.

Students read a nonfiction account about boycotts and a historical description of the Montgomery Bus Boycott and are asked to "Explain to your parent what you learned about the Montgomery Bus Boycott." Students read a primary-source flyer titled "Integrated Bus Suggestions" and are instructed to underline the three suggestions they think were most important and explain their choices. The lesson also provides a linked video about the Montgomery Bus Boycott to support comprehension.

Students read an extended expository passage titled "Sharecropping" that explains the history and mechanics of the sharecropping system and how families remained in debt. Students are directed to watch a linked nonfiction video "Sharecropping in the American South" and to observe images and historical details. Students must demonstrate comprehension by creating a diagram or locating an image and writing a realistic quote, and by explaining the system to a sibling or parent.

Students are asked to read Lois Lowry's Newbery Acceptance Speech (multiple 'Student Activity Page' descriptions and explicit instructions to read the speech aloud) and to discuss how Lowry's memories relate to The Giver. The Parent Plan directs students to stop and discuss the memories she shares and how they relate to the novel, and several activity pages summarize the speech's themes, sensory details, and personal reflections for student review. The lesson also prompts students to reflect on themes from the speech (growth, memory, cultural understanding) and to use those reflections in their final projects (storyboard or final chapter).

Students read pp. 1–81 of the informational book What Was the Great Depression and locate the table of contents to find information. Students read multiple firsthand literary nonfiction accounts (diaries, letters, personal narratives such as "No Help Wanted," "The Dust Bowl," and "Dear Mrs. Roosevelt") and are asked to create a photo journal using two accounts. Students answer directed comprehension questions (list causes, explain shantytowns, explain farmer hardships, explain Roosevelt's three R's) and compare the author's purpose of the nonfiction book with the historical fiction novel, and record cultural details as a Cultural Commentator.

The lesson's Activity 2 Option 2 asks students to read two nonfiction web articles about the Mexican Revolution and use information from those sites to complete Venn diagrams comparing social/class systems and political systems in Mexico and the USA. Parent notes explicitly tell caregivers to read the websites with the child and discuss events, reasons, and outcomes, which directs students to extract and interpret historical information. The activity prompts students to identify similarities and differences and to synthesize factual information from the informational texts into the diagrams.

Students are instructed to read pages 82–89 of What Was the Great Depression? and to watch linked PBS videos and view Dust Bowl photos, recording quotes and observations in a journal. Students use a U.S. map with scale to estimate migration distances from Oklahoma City to Los Angeles and create a poster titled "The Dust Bowl" that synthesizes textual and visual information. Students also answer comprehension and discussion questions about how the Dust Bowl affected farming families and why migrants came to California.

Students read a nonfiction passage about Cesar Chavez and several of his quotes in Activity 1. They are asked to choose one Chavez quote, write it down, explain its meaning in their own words, and relate it to Esperanza's story. The lesson also prompts students to explain the significance of the quotes aloud, which requires comprehension and interpretation of nonfiction statements.

Students are asked to listen to two primary-source interviews ("FSA Camp Governance" and "Life in an FSA Camp") by clicking provided Library of Congress links and to use those recordings to learn about camp life and discrimination. The lesson directs students to examine reasons workers might strike and to record examples from texts on the provided "On Strike!" activity page, including summarizing examples and providing page numbers.

Students are asked to "find an encyclopedia and read about Charles Darwin and how his discoveries and ideas changed the face of science," and then to record three questions they would ask him and two things they would show or tell him. The Activity 3 student page provides space for students to write those questions and responses, requiring them to extract information from a nonfiction source. The lesson also notes that the book's introductions and footnotes contain nonfiction material about evolution, although students are not asked to read them.

Activity 5 directs students to select a poet, find short biographies in the back of the book, and "learn more about his or her life" using online or library sources, noting this is "a great opportunity to learn how to search for nonfiction in the library." Parent notes tell caregivers to help students locate websites or other sources of information and to provide 10–15 poems to read. Students are asked to read the poets' bios and use that information to create an acrostic and to choose poems for further study.

Students are directed to explore Incan culture using specific nonfiction web sources (Britannica, Ducksters, PBS) and to record findings on an "Elements of Incan Culture" chart. Instructions tell students to focus on the most important information and to give an overall picture rather than detailed descriptions, and the parent plan prompts discussion of the recorded information. The activity includes at least one substantive source (PBS Nova) that students may read and synthesize for their chart.

Students are directed in Activity 2 to "learn more about the Spanish discovery and conquest of the Incan Empire" using several provided nonfiction web links (WorldHistory, Wikipedia, PBS, National Geographic, and a YouTube video). The Parent Plan notes that the child will learn more about the Spanish conquest and then choose to write a poem or brainstorm what to preserve, which requires students to read and extract historical information from those sources.

Students are directed to read informational sources about llamas (Britannica Kids, Discovery, Llama Legends) and then synthesize that information into a five-slide slideshow, which requires reading and summarizing nonfiction. Students are given a bulleted list of biographical facts about Ann Nolan Clark and are asked to turn those facts into an informative paragraph, practicing comprehension and use of nonfiction details. The activities require students to locate, read, and extract factual information from reference-style texts and use it to produce explanatory writing or a presentation.