Students are prompted to create a narrative in Activity 2 ("A Day in the ___: A ___'s Life") with picture support and sentence prompts, and the skills list includes "Demonstrate a sense of story (beginning, middle, and end)." Students are also asked to "locate more information about the animal in a book or online" and are given a National Geographic link, exposing them to informational text about animals. The activities require students to read or listen to factual information and to produce a fictional account, showing engagement with both story and informational content.

Students read Oh Say Can You Say What's the Weather Today? and Whatever the Weather (Activities 1 and 2) and answer questions about habitats, characters, and what they learned. Students reread specific pages from both books and discuss types of precipitation, identifying rain, snow, hail, and sleet through picture-labeling and drawing activities. The prompt "Did you learn anything new from this book?" asks students to reflect on new information learned from the reading.

The lesson includes an explicit informational section titled "Facts and Definitions" and a "Changes in Weather" activity where students write season names beneath temperature descriptors, both of which present factual/explanatory content. The lesson also contains "A Summer Story" fill-in-the-blank activity (two levels) where students read, complete, and retell a short narrative about Jessie's summer. Students therefore read and interact with both informational text elements and a short story text.

Activity 3 asks students to look through books in their home library, describe the communities shown in illustrations, and select three books with different types of communities (realistic, fantastic, etc.). Students are asked to copy the title of each selected book and draw a simple illustration of the community in each book and to discuss ways the communities are similar and different.

Students are shown the glossary and told that a glossary is found at the back of a book, usually a nonfiction book, and define important words (Activity 2). Students compare two books by the same author (Up in the Garden and Down in the Dirt; Over and Under the Pond), including comparing covers, illustrations, writing patterns (alternating opposites), and characters (Day 2 questions). The lesson's listed skills include knowing and using text features to locate information and identifying basic similarities and differences between two texts on the same topic.

The introduction tells the parent to "take a trip to the library and discuss the difference between the fiction and the nonfiction sections of the children's books," which directs students to notice two text types. The plan asks the child to "Read about [the country] in a book or on the Internet," giving students exposure to informational sources. Students are also asked to create their own book about similarities and differences (cover labeled "A story about (name) and (name)"), which has them produce a narrative-like product while comparing it to informational material they read.

Students are asked to "Discuss the difference between a nursery rhyme and a storybook," and are told that a storybook has a beginning, middle, and end. The lesson's skills list explicitly names becoming familiar with "nursery rhymes, story books, and informational books." Activity 4 has students copy or dictate animal names from a text and sort them by habitat, which has students organize factual information about animals.

The lesson explicitly teaches that many nonfiction books have an index and directs students to use the index in Zoom! Zip! Whoosh! to locate words like "gravity" and "inertia" and copy sentences from those pages. The listed skills include "Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text" and "Demonstrate understanding of the organization and basic features of print," which students practice through the index activity. The reading prompt has students examine the book cover and either read aloud or listen to the informational content of Zoom! Zip! Whoosh!.

Students read and use The Usborne Time Traveler, an informational text, and are asked to use text features (headings, table of contents, glossaries) to locate key facts. Students practice story skills by predicting content from a cover, identifying sequence of events, and producing an original story with a clear beginning, middle, and end. Students also compare life in different time periods by drawing and describing characters from the past and present, using information from the informational book as evidence.

The lesson explicitly defines biographies as books about real people and real events and has students select and read a simple biography (Facts and Definitions; Activity 1). The skills list includes "Distinguish fantasy from reality" and "Demonstrate familiarity with a variety of texts," and students are asked to explain what a biography is during wrapping up. Activities have students read biographical descriptions, place historical figures in chronological order, and write a sentence about a historical person (Activity 2, Activity 4).