Students are asked while the teacher reads Crinkleroot's Guide to point out and count animals and plants in each habitat (Activity 1), showing they gather information from the provided text. In Activity 2 (both options) students use the book to put habitats in the order Crinkleroot visited them or chart his course from the Jeep, requiring them to locate and use details from the book to answer ordering questions. In Activity 4 (advanced) students are explicitly directed to use the book to identify plants, animals, and insects and then draw and label three of each inside the sorting circles.

Students are asked in Activity 2 to look back through the book and their habitat charts to find an organism that provides food for another organism in each habitat and to record the "consumer" and "energy source" on the Food for Survival and Energy pages. Day 2 directs students to listen to and read Up in the Garden and Down in the Dirt and answer specific comprehension questions (e.g., season, why wait to plant, how animals help plants) that require retrieving information from the text. The activities also prompt students to go online or return to the book to find examples when they cannot locate a match, which asks them to gather information from provided sources to answer questions.

The Skills list includes "Answer questions about a text (LA)", and Activity 2 has students listen to and respond to The Salamander Room with specific comprehension and reasoning questions (e.g., "What kind of environment did the salamander need?" and "Could the boy give the salamander the kind of habitat... Why or why not?"). The wrap-up and life application tasks ask students to discuss and reflect on how animals feel when removed from their habitats, providing practice in reflecting on text ideas and real-world connections.

The lesson asks students to look at the book Crinkleroot's Guide to Knowing Animal Habitats and to describe what the weather can be like in different habitats, including discussion of temperature, precipitation, and sky conditions. The wrapping up prompts ask students to give examples of how weather can be measured and how weather helps provide for plants and animals. Activity 4 explicitly directs students to use an informational book as part of discussing habitat weather.

Students read and reread weather-related books (Whatever the Weather; Oh Say Can You Say What's the Weather Today?) and are asked to pick pages that match current conditions, linking text to observation. Students are instructed to look on the Internet or TV for weather information, record temperatures on a weather calendar, and answer guided questions on the Weather Forecast page. Students prepare and present a morning weather forecast to the family, using the recorded observations and information from media sources.

Students read the story "When One Person Cares" and answer explicit comprehension questions about beginning, middle, and end and about what Katy does to help her community, which requires them to refer to the text. The extension asks students to look through a variety of picture books, identify the setting, and discuss whether those settings portray safe or happy communities, prompting students to analyze information in texts. Several activities ask students to explain why they chose items (e.g., three things that make a community healthy) and to share those explanations verbally or with pictures/videos, which encourages reflection tied to observed or read examples.

Students are asked to look at Crinkleroot's Guide to Knowing Animal Habitats and identify body parts in pictures and discuss how animals use those parts (Activity 2). In Activity 1 students circle living things and are asked to describe how they know which objects are living, and in Option 2 they write names of living and nonliving items. Several activities require students to sort and write lists (Body Coverings Option 2, Living & Nonliving Option 2), which asks them to use provided images and labels as information sources.

Students are asked to read My Five Senses and use the provided "Senses Word List" to locate words in the text and answer comprehension questions, which requires gathering information from a provided source. In Activity 3 (Option 2) students are asked to think of a time they used a sense intensely and dictate four sentences describing the experience and how they used the primary sense and sense organ, which requires recalling information from personal experience. Several oral and written prompts ask students to name senses and identify body parts and situations, reinforcing answers drawn from both experience and the text.

In Activity 2 (A Sensible Report) students examine unpopped kernels, observe popped popcorn, and then write or dictate sensory responses in fill-in-the-blank sentences and drawings, gathering information from direct experience. In Activity 1 (Sensing Logic) students read or hear clues, eliminate pictures that don't fit, and identify which image matches the clues, using provided information to answer the question "What am I?". In Activity 3 (Sensing My Day) students recall a real event and record one sensing word/phrase/sentence for each of the five senses, retrieving information from their experience to record observations.

Students identify each character's shape, count sides and angles, and describe physical characteristics (color, sides, angles, eye color) as they listen to the story. After reading, students are asked targeted questions about what does or doesn't matter in Shapesville and how the shapes' personalities and interests differ, prompting them to use story details. In Activity 2 and Family Shapes students pick a shape that represents themselves or family members and explain why, drawing on the shapes' descriptions and interests from the text.

The lesson has students look through the book A Life Like Mine and identify pictures of families, describe clothing, activities, and interactions, and locate each child's country on the map, which requires gathering information from a provided source. Students are asked to complete targeted prompts and graphic organizers (similarity/difference sentences or a Venn diagram) comparing their family to a family from another country, and to draw illustrations that represent information from the text. The Skills list explicitly includes "Connect information in text to personal experience (LA)" and "Dictate ideas and responses (LA)," indicating guided adult-supported information gathering and response.

Students are asked to read pages 26–35 of A Life Like Mine and identify and describe different homes shown in the book. In Activity 2 students look through the book or on the Internet to find homes similar to the puzzle pictures, identify countries where those homes might be found, and add details from the pictures they locate. The Skills section lists "Connect information in text to personal experience (LA)," and Activity 4 asks students to write a sentence about their home.

Students are asked to look online and in encyclopedias for pictures and descriptions of holidays and to discuss what people are celebrating, the activities, clothing, and foods (Activity 2). Students match traditions with holidays and explain the importance of each holiday after reading or viewing sources (Activity 1). Students create a Book of Holidays page for a holiday they read about from another country and write a sentence about the holiday (Activity 5).

Students are asked to read pages 98–113 of A Life Like Mine and to discuss what it means to have an identity, a nationality, and a religion. Students are prompted to compare how their nationality or religion is similar to and different from the children in the book. The skills list also notes that students may read or attempt to read their own story or simple text, which provides some practice with using text as a basis for discussion.

Students are instructed to locate patterns in books, music, and activities and to read words from a book or poem and explain the pattern. Students complete script sheets that ask where they found or made the pattern, the elements the pattern is made of, and how the parts create the pattern. Students practice explaining/recording these descriptions for a video, demonstrating use of information from texts and media to describe a phenomenon.

Students are asked to recall and name different types of patterns found in their environment through the introductory Questions to Explore and are prompted to record or dictate knowledge on the topic. Several mini-book activities require students to gather examples from provided sources or experiences: the Matchbook asks students to draw, paste, or copy a pattern from nature (from the computer or a magazine), and the Three-Flap Book asks students to show stages of growth from seed/plant or baby/child/adult. The wrap-up asks students to explain what their lapbook teaches about patterns, prompting them to use collected information to respond to questions.

Students locate index entries for specific terms (gravity, inertia), follow page references, and copy the sentences from the text into the activity page. Students record observations and ideas about what causes movement (e.g., water, wind, machines) and are asked to explain ways that objects on Earth change position. Students also gather examples during a walk and may take pictures or make lists to document observations.

Students are asked to review specific informational pages (pages 30-31 and 34-37 in Changes Happen All Around You) and to look at pictures and read about snowshoe hares online or in other resources. Students observe pairs of images and describe what changed, circle words that describe changes (number, size, shape, place), and determine whether changes are fast or slow. Students draw or cut out and sequence before-and-after pictures and write a sentence describing a change in size.

Students read pages of a provided book about telling time and are asked direct questions about what they learned (e.g., Were you born in the past, present, or future?). Students record dates from a calendar and complete the 'Yesterday I / Today I / Tomorrow I will' boxes by writing or drawing events. Students cut apart and order units of time and place numbers/dates in chronological order on number-line activities, which requires locating and organizing time-related information from the materials.

Students read sections of The Usborne Time Traveler and use it as a reference to place labeled time periods on a timeline and to order images of homes, transportation, clothing, and school (Activities 1 and 5). Students are prompted to pick a time period, dictate five clues about that period based on the text (Activity 7), and point out differences in setting and clothing from illustrations after reading selected character vignettes (Activity 3). Students also use the book to list advantages/disadvantages of the past and to draw or write descriptions comparing past and present (Activities 2, 4, and 6).

Students are asked to read a simple biography and answer questions such as "Did this person live in the past or is this person living in the present? How do you know?" and "What did this person do to make a positive change?," which prompts use of textual information. In Activity 2 students read short descriptions, match them to pictures, place figures in chronological order, and (in an extension) are directed to read about a chosen person's accomplishments and challenges on the Internet. Activity 4 asks students to write a sentence about a historical person they learned about, encouraging them to produce a brief text based on their reading.