Students are asked comprehension questions after reading Oh Say Can You Say What's the Weather Today?, including: "What did the characters in the book look like when they were hot? ... when they were cold?" and to identify habitats and describe their weather. Students reread specific pages and discuss the different types of precipitation and what characters or people are doing in those weather scenes.

Students read and retell stories (Activity 5) by illustrating and writing the beginning, middle, and end, which helps them identify events in a character's experience. In Activity 6, students read books with characters who show good and bad traits, record actions in a left column and corresponding consequences in a right column, and draw arrows linking actions to consequences. The Kindness Award extension in Activity 3 has students score a character's actions across events and total points, and it suggests continuing with another book, which can lead students to compare outcomes across books.

Students read two related picture books (Up in the Garden and Down in the Dirt and Over and Under the Pond) and answer targeted discussion questions that ask them to compare covers, settings, and writing style. Day 2 includes Question #5 explicitly asking, "How are the characters similar and different?" and Question #4 asking how the writing in the two books is similar. The Skills list also explicitly includes "Compare and contrast the adventures and experiences of characters in stories."

Students listen to and retell the story "Different Friends," answer questions about what happened at the beginning, middle, and end, and respond to questions about whether Susan and Casey wanted to play and whether they had fun. Students cut event boxes apart and put story events in order, and Activity 3 asks students to create a story with at least two characters and a beginning, middle, and end. The comprehension questions prompt students to describe each character's actions and reactions (e.g., Susan looked for a playmate; Casey was reluctant but then was nice).

Students identify the shape of each character and describe each one's physical characteristics (color, sides, angles, eye color) and review each shape's personality and interests as they are read about. Students answer direct questions comparing characters, such as "How are the shapes' personalities different?" and "What are some of the interests of the shapes?" Students select a shape they are similar to and explain why, drawing and dictating descriptions of personality and interests to share with others.

Students read specific pages about children (Vincent, Natalie, Michael, Ivana) in A Life Like Mine and are asked to identify pictures of families, describe clothing, physical characteristics, activities, and interactions. Students complete comparison tasks: Option 1 has sentence prompts to state how their family is similar to and different from a family in the book, and Option 2 uses a Venn diagram to list similarities and differences and illustrate each. The wrapping up questions ask students to say how their family is similar to and different from other families around the world.

Students are prompted to create a book titled "A story about (name) and (name)" and to write sentences comparing themselves and a child from another country. Students complete pages that compare experiences such as location, food, hobbies, homes, clothing, transportation, and holidays, and they record similarities on a dedicated page. The activity pages require students to write or draw each child's experiences side-by-side (e.g., "I like to eat ___" and "___ might eat ___").

The Skills section explicitly lists "Compare and contrast the adventures and experiences of characters in stories." Activity 2 asks students to discuss how Wemberly and Chrysanthemum are similar and different and to note that both characters change over the course of their stories. The "Characters Change" activity page requires students to write how Wemberly was at the beginning and at the end and to complete prompts such as "Before Wemberly was ____, but now she is ____," which directs students to compare states across the story and with Chrysanthemum.

The lesson skill list explicitly names comparing and contrasting the adventures and experiences of characters. In Activity 5 (Characters Change) students are asked how the boy in What Do You Do With a Problem? is similar to and different from Wemberly and complete sentence prompts that require them to state how the boy changes from beginning to end. Activity 4 (Beginning, Middle, and End) has students identify and order the beginning, middle, and end of three stories (Chrysanthemum, Wemberly Worried, What Do You Do With a Problem?), allowing them to examine events across multiple characters.

Students use Venn diagrams to compare Chrysanthemum and Wemberly and to compare Wemberly with the boy from What Do You Do With a Problem?, writing similarities and character-specific differences. Students dictate three-sentence summaries (beginning, middle, end) of each story and answer direct questions such as "How are the characters' situations similar?" and "Which character is most like you?" Students match causes and effects drawn from the characters' experiences and reflect on how problems changed characters and themselves using the "I Change" activity.

Students identify characters, settings, problems, and solutions for four different stories in Activity 7, and they complete a matching page that links titles, characters, problems, and solutions across those stories. Students examine how a character changes over time in Activity 8 by comparing the boy at the beginning and end of The Raft. Activity 1 asks students to compare who is telling The Raft and another story, and a comparison chart image summarizes each story's main challenge and resolution.

The lesson's skills list explicitly names comparing and contrasting characters' adventures and experiences. Activity 3 asks students to discuss how characters in multiple books experienced positive change and to consider 'What if?' alternatives for characters from What Do You Do With a Problem?, Chrysanthemum, The Raft, and Wemberly, which prompts cross-story consideration of characters' experiences. Activity 2 has students decide how a character (the rat) will change and explain how and why, and Activity 1 asks students to identify cause-and-effect situations in stories.

Students identify characters (Native American boy, Ruby, Jenny) and answer questions about which child they would like to be and why. Students complete the "Communities Change" activity in which they number characters in order, point out differences in transportation, clothing, homes, and activities, and sort pictures into the correct circles. Students explain how life would have been different in the past and draw themselves interacting with a character from a different time period, practicing comparison of experiences.

Students read two first-person "day in the life" sections about young people from different time periods (choices include Hori, Caius, Marcus, Robert) and are asked to point out differences in setting, clothing, and other details. Students answer guided questions that ask how a school day or a teenager's life is different and what ways they are the same, directly prompting comparison of characters' experiences. Students complete a "How Am I Different?" activity that asks them to record "One thing the young person did," "One way the young person is different from me," and "One way we are the same," requiring explicit comparison and contrast between a character and themselves.

Students read The Cat, the Pig, the Dog, and the Fox independently and then reread it aloud. After reading, students are asked targeted questions that require them to note differences in characters' experiences (e.g., "Why are the dog and the fox napping?" and "Why aren't the cat and the pig napping?") and to link those differences to actions the characters took (running vs. sitting).

Students read the reader Ducks Are Fun independently and then read it aloud to an adult (Activity 4.3). After reading, students are asked, "Which duck do you think is having the most fun? Why?" which prompts them to consider and judge differences in the ducks' experiences. The lesson also encourages re-reading the previous reader The Cat, the Pig, the Dog, and the Fox, exposing students to multiple characters and their actions.

Students read several short readers (The Club, At Camp, King Hank, Spring Has Sprung!, The Raft Trip) and are asked to name or point to the characters (Meg, Dan, King Hank, dog, fox, cat, pig). Students are asked to talk about the different things the characters do in the readers (for example, they swim, they camp in a tent, they sing songs, they go on a raft trip). The planning page for My Own Reader includes a section labeled "What Characters Do," prompting students to note characters' actions when they create their own book.

Students read the reader "In the Fall" and are asked directly to identify things that Lin and Dev like to do in the fall. Students answer a question about what Lin does while Dev makes cakes, requiring them to note a difference in the characters' actions. Students respond to follow-up comprehension questions after independent reading of the story.

Students read The Dark Night and answer questions asking what Tom and Val see in the sky and what they dream about (moon, stars, bats; Tom dreams of pie, Val dreams of mice). The activity prompts students to read the story aloud and respond to questions that require identifying each character's experiences. The wrap-up asks students to point to long i words, reinforcing reading but also reviewing the story content.

Students read the reader "The Hound and the Owl" independently and aloud (Day 5). They answer targeted comprehension questions that ask what the hound does during the day and at night and why the hound howls at the owl, and they are prompted to explain when to use ou versus ow using words from the weekly message.