Students are asked to look at the book cover and point out clues that indicate the book took place many years ago, connecting visual details to the story's setting. Students are invited to listen to or participate in an oral portrayal (an adult dressing up as Laura Ingalls Wilder and telling about her family and life), giving an oral presentation that models the story world. Students locate and view pictures of Wisconsin and record plants and animals, linking images of place to the story's setting.

Students reread a specific descriptive paragraph (page 4, paragraph 2) and then illustrate Laura's house in Activity 3, linking textual description to a student-created visual. Students record two similarities and two differences between Laura's house and their own house, using the text as the basis for comparison. Students answer questions in writing and in discussion (e.g., comparing winters, describing reactions to the panther) so they produce oral responses that represent the story content.

Students are asked to retell the story aloud (Question #2) and to practice and share oral storytelling (Activity 2 and the listed skill "Share an oral project through presentation"). The lesson prompts students to discuss storytelling techniques (vivid details, exciting language, character voices, body movement) and to listen to a professional storyteller and discuss how that storyteller engaged an audience. Students read the chapter text and are guided to connect personal experiences with the characters through speaking and listening activities.

Students read the chapters "Sundays" and "Two Big Bears" and answer comprehension questions about Laura's opinions and events. Students are shown a five-senses poem written from Laura's point of view, write their own five-senses poems based on Laura's experience, and are encouraged to read their poems aloud. Students use illustrated activity pages (icons for the five senses, a calendar, and a bear paw graphic) and are invited to visit a bear exhibit to observe bears in a visual setting.

Students sequence the steps Grandpa took to make maple syrup (Activity 3, Maple Sugar Farming) using cut-apart step boxes and an accompanying illustration of a tapped tree, and Option 2 asks students to record the steps while referring to the book. Vocabulary and recipe pages include illustrations that show objects and processes from the text (e.g., a tree with a bucket, images for vocabulary words, and a maple bars recipe). The Life Application section directs students to watch a video about how maple syrup is made, providing a visual/oral presentation related to the chapter.

Question #1 asks students to draw a diagram of Grandma's house based on Laura's description, prompting them to translate textual descriptions (rooms, fireplace, polished floor, cookstove) into a visual representation. Activity 3 provides illustrated step-by-step instructions for square dance moves and directs students to learn and perform those moves with music, connecting the chapter's dance to an oral/visual presentation. Activity 2 asks students to listen to different types of music and create a dance/movement routine that reflects how a song makes them feel, linking auditory presentation to expressive movement tied to the story's musical context.

Students read the chapter "Going to Town" and answer comprehension questions about characters and descriptions. In Activity 3 students draw a picture of each sister and make lists of five adjectives to describe Laura and Mary. In Activity 3 students also act out what each sister would do in specific situations, providing a visual and oral representation based on the text. The Wrapping Up prompt asks students to give examples to support which character they feel most similar to.

Students are asked to read the chapters and to record the words and phrases the author uses to describe the environment and people for each season, then illustrate the woods according to the author's description (Activity 2, Seasons on the Farm). The student activity page is divided into four sections (winter, spring, summer, fall) with space for written descriptions and a square for illustration, prompting students to connect specific textual phrases with corresponding images. Activity 3 Option 1 also requires students to design and label an illustration showing the interdependence between bees and flowers and to illustrate a world without bees, and Option 2 asks students to read their paragraphs aloud, encouraging oral presentation of their written response.

The Skills section explicitly lists "Compare a dramatic performance with a print version of the same story," giving students a stated task to relate text and performance. The Life Application directs students to find episodes of Little House on the Prairie and "compare the characters in the book to the characters on the show," prompting discussion of how characters "look, act, and interact." The activities ask students to talk about differences between versions and to reflect on characters' appearances and behaviors.

Students practice reading aloud two to three favorite sections from Little House in the Big Woods and prepare to explain why those sections are their favorites, which creates an oral presentation of the text. Students follow the step-by-step orange clove decoration instructions (a visual/procedural presentation) and are asked to explain how pioneers used natural resources. Students select, practice, and perform or sing pioneer songs and demonstrate square-dance moves while explaining the importance of music and dance, and they tell stories and explain the role of storytelling in Laura's family.

Students are asked to analyze the cover of the book and predict what the story might be about based on the cover, and to decide the setting from the cover. Activity 1 directs students to locate Maine on a map, record the year 1768 on a timeline, and discuss climate and geography tied to the book's setting. Activity 3 asks students to create a drawing of a settler's homestead that includes environmental details from the story (or to write a poem describing resource use), linking textual setting and resource descriptions to a visual or written representation.

The lesson asks students to create Character Timelines for Matt and Attean, having students record words or phrases that describe the characters' feelings, attitudes, or actions across sections of the book, which asks students to convert textual information into a visual organizer. Student Activity Pages (vocabulary webs and timeline graphic organizers) require students to locate text references (page numbers are given) and place text-based details into visual formats. The Johnnycakes activity asks students to follow a recipe (a procedural, visual/oral set of directions) that connects to cultural details in the text.

Students are asked to write five sentences about characters, events, and settings and then illustrate some of those sentences so they translate textual descriptions into visual representations (Prepositions activity). Students explain how Saknis helped heal Matt's bee stings and research natural remedies, which requires them to connect described actions in the text to real-world practices (Natural Remedies activity). Students engage in oral discussion prompts (e.g., stranger safety, why an Indian helping a settler is unusual) that ask them to speak about events and character interactions from the text.

Students read Chapters 7–9 and discuss Matt reading Robinson Crusoe aloud to Attean (an oral presentation of the text). Activity 3 directs students to think and write in their journals about how Matt and Attean see the story differently after the reading and to explain why Matt identifies with Crusoe while Attean reacts to Friday. The introduction and discussion prompts ask students to consider how a story read from one culture may be confusing to someone from another culture, which frames comparison between text and oral presentation.

The Life Application section instructs students to watch a film adaptation of Robinson Crusoe (or an animated version) and to "Make connections between the movie and The Sign of the Beaver." Two web links to video adaptations are provided for students to view. The materials ask students to "discuss the relationship between Crusoe and Friday," which prompts oral comparison between a visual/oral presentation and the text.

Students are asked to draw illustrations or simple symbols for vocabulary words on the "Vocabulary Memory Game" page, linking visual cues to word meanings from specific page references. Students create a small illustrated book, "Rules of the Forest," by listing rules drawn from Matt's learning from Attean and adding an illustration for each rule. Students record descriptions of Matt and Attean on a "Character Timelines" page, which can produce a visual sequence tied to events and character details from the chapters.

The lesson asks students to read and describe the Indians' dance (Question #5: "Describe the dance of the Indians") and directs students to describe the dance Matt participated in (Activity 2, Option 1). Activity 2, Option 1 then has students select instrumental music and create their own dance according to the mood, and Activity 2, Option 2 has students practice telling a story orally using body language and exciting words.

Students are asked to fill in "Character Timelines" for Matt and Attean, which requires selecting events from the chapters and placing them on a visual timeline. The Skills section includes "Respond to stories and poems ... through art," and Activity 2 directs students to "describe and illustrate" a settler's method of keeping time in their journal. These tasks require students to create visual representations that are based on specific descriptions and actions in the text.

Students are instructed to record three passages from the story where the author creates a vivid image and then illustrate the images they visualize, pairing text lines with drawings on the 'Word Pictures' activity page. The Skills section explicitly tells students to 'Draw and discuss visual images based on text descriptions,' requiring students to produce visual representations tied to specific text passages. The activity layout provides blank drawing spaces alongside lines for the corresponding text, which requires students to link particular words or descriptions to elements of their illustrations.

Students are asked to illustrate parts of the story in Activity 2, which has them create a visual representation of favorite, scariest, saddest, and happiest scenes. Students are asked in Activity 3 to pretend to be characters and respond to interview questions, producing an oral (or dramatized) presentation of the text. The Character Timelines activity has students extract and organize story details that can support a presentation.

Students are asked to draw a movie poster, write a movie synopsis, design costumes that must reflect resources in the environment (with page references), design a set that includes props for a chosen scene, and write a script for a scene between Attean and Matt. The skills list explicitly includes "Draw and discuss visual images based on text descriptions" and "Present dramatic interpretations of experiences, stories, poems, or plays." The Movie Synopsis Rubric asks whether the synopsis accurately describes the setting and main characters, requiring fidelity to the text.

The lesson asks students to read myths and folktales from their library (Activity 1 and the Student Activity Page) and to listen to an adult tell a myth orally using voices, gestures, and acting without pictures (Activity 2). After the oral performance, students are asked to retell the story and discuss which parts entertained them and which parts of the myth were interesting or exciting. The storytelling activity therefore gives students both a written text to read and an oral presentation to experience.

Students create a butterfly using the specific "ingredients" from the myth and put those items into a paper bag as they retell the story, directly linking props and actions to textual descriptions. Students write a short script and perform a puppet show of "Why Possum Has a Naked Tail," acting out characters and events that mirror the story's plot and details. Students are instructed to vary tone, use body language, and discuss a professional storyteller's vocal and physical choices, connecting oral presentation techniques to parts of the text.

Students are asked to draw each story's animal in its natural environment on the "Ecosystems" page and write a sentence describing the animal's role in the survival story, which requires using details from the text to create a visual representation. In Activity 1 and Activity 2 students draw or list ways Native Americans depended on animals (e.g., outlines of bison, seal, caribou) so they translate textual information into pictures or labeled diagrams. Option 2 asks students to write a poem from the perspective of an animal, which could be used as an oral presentation that connects voice/perspective to the story's content.

Students read the Chinese myth "Pan Gu Makes the World" and are asked to "record and illustrate what each object in the story becomes," with labeled elements (the egg, hair and beard, breath, skin, voice, etc.) paired with small illustrations and blank spaces for student drawings. Arrows and labeled boxes on the activity page link specific text descriptions to visual spaces, and students are prompted to sketch a portrait of Pan Gu based on the textual description. The Pan Gu activity therefore requires students to match text details to visual representations and to produce visuals that reflect the story's descriptions.

The lesson asks students to design a book cover that "reflects something about the story," which has students create a visual representation tied to their written myth. The lesson also gives students the opportunity to "share her myth with an audience," which has students produce an oral presentation of their text. The rubric and organizer prompt students to produce descriptive settings and clear content, supporting material that could be represented visually or orally.

Students read aloud the author's description of the hat, copy the sentences that describe the hat, and circle the adjectives that describe it. Based on those text descriptions, students illustrate the hat (inside and out), label its different parts, and draw Amos on the cap. The lesson also asks students to create presentations (write a descriptive advertisement or a script for a commercial) which engages skills for producing oral/visual presentations.

Students are asked to verbally summarize the events of the chapters (Wrapping Up) and the Skills list includes "Retell a spoken message by summarizing," which requires oral presentation practice. Activity 2 describes that Ben used cartoons and pictures to make knowledge available and asks the child to design a badge, giving students a visual-creation task connected to the text.

Students read Chapters 7 and 8 and answer comprehension questions about the lightning episode (e.g., what happened when the lightning struck). Students follow the "Experiment with Lightning" directions (rub a balloon, hold it to a fluorescent bulb), view the accompanying image of the bulb and balloon, and write responses to "Describe what happened" and "Why do you think this happened?". Students also make and fly a kite and write a first‑person account of the event and record factual vs. fictional events from each chapter.

Students are asked to take a photo journey through France online and to find a picture of Versailles and explain its importance to the book, which requires linking an image to the story setting. Students locate countries on a map or globe (Russia, Sweden, Italy, Spain, America) and trace paths, connecting geographic visuals to characters and events. In Activity 2 students write a step-by-step rescue plan and are instructed to include illustrations for mice who cannot read English and then compare how their plan was similar to and different from Amos's, which has students produce and compare a visual/written presentation with the text.

Students are asked to decorate two grocery sacks labeled "Ben Franklin" and "Amos" with illustrations, words, and phrases that represent each character and then place 3–5 items in each bag and explain the significance of each item. The activity requires students to record character traits in graphic-organizer sections (appearance, uses of power, likes, dislikes, personality) based on what they read. The Yankee Doodle activity directs students to listen to or watch a video/audio version of the song and then write a new verse from Amos's account, linking the oral/visual song presentation to the story content.

Students write interview questions and answers based on events and accomplishments in Ben Franklin's life and then act out the interview, creating an oral presentation that reflects the text. Students create visual/written products (a birthday card, a drawn gift, game directions) and compose and sing a song about how Ben used his knowledge and influence, linking content from the story to a presentation. The lesson asks students to practice acting like Ben and to look at pictures of Ben Franklin, connecting visual references to their oral portrayal.

The introduction asks the student to view the book cover and to discuss a movie based on the book, prompting the student to say what he knows or infer the story from the cover. Activity 1 asks the student to describe a battle from a novel or movie and then to illustrate a scene from the book or movie that demonstrates the struggle for power. The introduction and Activity 1 therefore require the student to attend to and produce visual representations tied to the story text.

Students are asked to look at the map on the inside front cover, locate Narnia and Cair Paravel, and read the names of geographic regions, which connects the book's setting to a visual representation. In Activity 1 students create their own map of a fantasy setting, drawing and labeling lands, water, and symbols, producing a visual that corresponds to textual setting choices. The Good vs. Evil chart directs students to record an example from each chapter and then draw a simple picture or symbol to represent that example, linking text details to a visual depiction.

Students read Chapters 5 and 6 and then are asked to list and illustrate an example of good vs. evil from those chapters, which requires them to create a visual representation based on the text. Students discuss the role of snow and weather in the story and build a realistic snowflake craft tied to the repeated description "always winter and never Christmas." The student activity pages (Narnia Logic and A Snowflake) include visual diagrams and directions that students follow to produce images or objects reflecting story elements.

Students are asked to illustrate an example of good vs. evil from the chapters they read, producing a visual representation tied to the text. Students create and illustrate an animal character and then write a paragraph or song describing its human characteristics and role, linking text description to students' own visual rendering. The Student Activity Page includes images (griffin, sphinx, lions) alongside descriptive text that students read, and students are directed to find and compare lion characters from other stories using a Venn diagram.

Students are asked to "read or listen to a description of the White Witch and describe" physical features and actions, which prompts them to map an oral/text description to descriptive notes and drawings. Activity 2 asks students to illustrate villains and write phrases/sentences describing appearance and how they use power, requiring students to create visual representations based on textual descriptions. The Life Application asks students to go through books and movies/shows and record villains and write a sentence describing each, which encourages connecting characters across text and visual media.

Students are asked to reread the account of the animals capturing and killing Aslan, record words and phrases that appeal to the senses (sight, touch, hearing), and then illustrate the scene on the 'Imagery' page, linking specific textual phrases to visual elements. In the 'Four Siblings' activity students draw each sibling in a frame and list five words or phrases that describe the characters, directly converting textual character descriptions into pictures. Both activities require students to identify specific descriptions in the text and produce a visual representation that reflects those descriptions.

Activity 2 directs the student to watch the movie The Chronicles of Narnia: The Lion, the Witch and the Wardrobe and to "discuss the differences between the book and the movie." The lesson asks the student to explain how "the characters, creatures, and setting were similar to and different from what she imagined in her mind." The two product options (a movie review or casting with explanations) require the student to compare the film's presentation with their understanding of the text.

Students choose and complete creative projects that produce visual artifacts (create a model of a creature, design crowns, create a flag) and written/oral products (write a national anthem, journal entries, short stories, text-message exchanges). Students summarize the book and share their projects orally with family or via videotaped presentations. The lesson's skills list also explicitly includes reading aloud with fluency and expression and sharing written and oral products.

Students read and identify descriptive phrases in the text (Questions #2 and #4 ask them to describe how Sophie sees the street in moonlight and what words the author uses to describe the giant). Students produce visual or oral work inspired by the text: Option 1 asks students to illustrate their street at night and write a paragraph, and Option 2 asks students to write a song or poem about the "witching hour." The vocabulary activity has students place word definitions on parts of a giant figure, linking textual vocabulary to a visual representation.

Students are asked to copy or read the author's description of Giant Country (the quoted text: "...the ground was flat and pall yellow. Great lumps of blue rock...dead trees...like skeletons") and then illustrate that setting on a framed activity page. Option 1 and Option 2 direct students to produce a visual representation that is based on the specific wording of the text, and Option 2 explicitly has students write the author's description before drawing. Activity 2 asks students to locate London and find pictures of the city, which provides additional visual material related to the book's settings.

Students are asked in Activity 2 (Giant Geography) to locate countries the giant mentions on a world map and then illustrate a person from each country "based on how the giant says people from the country taste," directly translating textual descriptions into visual representations. In the Quotable Quotes activity students identify and record specific quotes from chapters, which requires locating exact text passages that could be used to support later visual or oral representations.

Students are asked to identify and record quotes from Sophie and the BFG (Activity 1), which directs them to locate specific textual descriptions. Students create illustrations of vivid dreams and choose color schemes tied to emotions (Activity 2), producing visual representations linked to text-based ideas. Students also write a paragraph or song about using an extraordinary sense of hearing and are encouraged to share written, visual, and oral products (Skills; Activity 3), and the lesson suggests watching cartoons about superheroes as a visual reference.

Students are asked to compare the BFG and the Bloodbottler in terms of appearance, personality, and power (Activity 2), which directs them to use textual information about the characters. The Student Activity Page includes a sketch of the Bloodbottler and other character drawings near the appearance and personality sections, providing a visual element for students to consider as they make comparisons. Activity 1 has students record quotations from Sophie and the BFG, reinforcing attention to specific textual descriptions that could be matched to images or performances.

Students are asked to read the chapters aloud and to discuss what Dream Country would look like, prompting oral description. Activity 3 directs students to read the section about how giants catch humans aloud, then draw a detailed picture of a new giant and describe how that giant catches human beans, linking text details to a visual representation. Activity 2 (Sweet Dream or Nightmare) and Activity 1 (Quotable Quotes) ask students to visualize dreams in jars and to select quotes from the chapters, which support connecting textual elements to visual or spoken interpretations.

The Introduction asks the child to locate and look at pictures of London and Buckingham Palace and provides a short video link about London. The Skills section lists demonstrating learning through oral reports, murals, and dramatizations, implying students may create oral or visual presentations. The Reading section pairs chapters with discussion and journal responses, which could be combined with the provided visual resources.

Students are asked to pretend to be the queen and act out responses to situations, which has them produce an oral/dramatic presentation based on the chapters. Students select adjectives to describe the queen and support each adjective with at least one example from the text, so they identify textual descriptions that inform a portrayal. Students use the book's 1:4 ratio to calculate and illustrate giant-sized objects (pillow, milk carton, bucket of popcorn), creating visual representations that reflect numeric descriptions given in the text.

The Skills list includes "Interpret and use graphic sources of information," and Activity 3 asks the child to look at a world atlas and then draw new countries on blank pages, using text lines about blank atlas pages as the prompt (e.g., "The place we're flying over now isn't in the atlas" and "they always put two blank places at the back of the atlas"). Students are given materials (atlas, blank paper, colored pencils) and instructed to create a visual map (including Giant Country) based on the story content.

The 'Directing the BFG' activity asks students to pretend they are directing a stage version, choose actors for each character, and explain why they selected each person, which requires linking casting choices to character traits and events from the text. The 'A New Cover' activity has students design a book cover that must reflect something important in the story, asking them to translate textual elements into a visual presentation. The skills list includes 'Participate in creative interpretations of text,' reinforcing that students will create and justify visual/oral interpretations of the story.

Students are asked to produce visual products: they must illustrate a dream on a 5x5 inch square and draw a photograph to accompany a newspaper article, and then share those visual products. Students are also asked to produce oral/textual speech elements: the newspaper option requires an interview with the BFG that uses three quotes reflecting his speech, and the skills list emphasizes sharing written, visual, and oral products. The rubrics require inclusion of at least three of the giant's quotes and evaluation of illustration detail, which ties student-created presentations back to specific textual features.

The Life Application asks the student to find and watch a video clip or documentary about meerkats and to "Discuss how the meerkats in the film are similar to and different from the one in the book," which asks for comparison between text and a visual presentation. Activity 3 asks the student to write a paragraph about an African animal and then illustrate it or make a model, which has students create a visual representation based on textual/ researched descriptions. The Student Activity Page includes an image (ostrich) alongside text that students edit, giving a direct instance of text paired with a visual.

Students are asked to write a script for the scene where Pontsho brings Kosi to school, including dialogue and stage directions, and then act it out with a family member. The script activity requires students to transform the written scene into an oral/visual presentation (dialogue and performance). The student activity pages also include pictures of natural settings where students must imagine man-vs-nature conflicts, which asks students to respond to visual stimuli in relation to story ideas.

Students are instructed to "find descriptions of the book's setting to help [them] design the diorama," which directs them to use textual details when creating a visual representation. The diorama rubric asks that the diorama "look realistic" and include specific elements (at least three animals and one meerkat), which requires students to model visual features from the story. The book report organizer asks students to describe characters and setting and to summarize the plot, which supports extracting text details that could inform a visual presentation.

Students read A Kids Guide to Japan and view a picture of a bento box on page 4, then are asked to create a bento box using that image as a model. Students are asked to make a travel poster that includes major sights and cultural elements from the book and to label locations on a Map of Japan using places listed (Hiroshima, Tokyo, Mt. Fuji, etc.). Students complete a Venn diagram using words and pictures to organize similarities and differences between Japan and America, linking textual information to visual representation.

Students are asked to create a picture dictionary for Japanese words from the book: they must find the definition, record the sentence from the book containing the word, and illustrate each word. The student activity pages explicitly instruct students to 'record the sentence from the book containing the word' and provide large illustration boxes for each term, tying a visual representation directly to a specific textual sentence. The Peace Day and cultural-elements graphic organizers ask students to represent information from chapters in visual formats (charts and organizers).

Students are asked to discuss the symbolism of the golden crane and then make an origami crane painted gold (Activity 3), which connects a visual artifact to the story element. The lesson also prompts discussion after reading the chapters and asks students to include Japanese cultural elements when writing a get-well card, linking text details to a created product. The reading questions require students to recall story details that could be referenced during these discussions and activities.

Students are asked to write haiku that could be included in Sadako's story and to read poems aloud, with an extension to use PowerPoint or Prezi and insert nature images to present their haiku. Students are instructed to look online for a picture of the Children's Peace Monument and draw a sketch of it, then design and model their own monument and write a short wish to engrave. The activity pages direct students to read parts of the text (story, epilogue, About the Author) and respond in writing or discussion, linking creative tasks to elements of Sadako's story.

Students are instructed to draw an illustration of each character using the novel as a guide and to record a description from the book, a quotation, a phrase another character uses, and personality traits (Activity 1). In Activity 3 (Option 1) students create scrapbook images of important events from each story, producing visual representations tied to text events. The student activity pages explicitly ask students to find items in the book to record alongside their pictures, linking textual details and their visuals.

Students are asked to look at the cover of Holes and to look for clues in the cover's illustration, prompting them to connect a visual (the cover) with ideas about the story. Students research and view maps and pictures of Texas and the Chihuahuan Desert, and they may watch videos about desert plants and animals, which provide visual and oral information related to the story's setting. Students label and draw on activity pages (outline map of Texas, desert illustration) that require them to interpret and produce visual representations tied to the story's setting.

Students are asked to record information about each of the boys (Stanley, Zero, Armpit, Zigzag, Magnet, X-Ray) and illustrate each one on the 'The Happy Campers' pages, which requires students to create a visual representation based on textual descriptions. In Activity 1 ('An Inventor') students draw and label parts of an invention and describe how it will work, linking written description to a student-created visual. The Titles activity notes that the book was made into a movie, which references an existing visual presentation of the text.

Students are instructed to record the author's description of the yellow-spotted lizard on the activity page and then illustrate it in the provided box, directly linking text details to a visual representation. Option 2 asks students to build a clay model that "should reflect the author's description of the lizard," requiring students to translate specific textual descriptions into a three-dimensional visual. The activity pages provide lines for writing the description and a designated illustration area, making students both cite text and create a visual version.

Activity 3 asks students to find the author's description of Green Lake and, based on that description, draw Green Lake as it would have looked 100 years ago and draw Camp Green Lake as it is today on a separate sheet. Students are then prompted to discuss the similarities and differences between the two drawings and offer possible explanations for the geographic changes. The Life Application and Activity 2 suggestions (watching an old western film; discussing books or movies about pioneer life) provide additional opportunities to compare text with visual or oral presentations.

The Wanted Poster activity asks students to design a visual poster for the Warden or Mr. Sir based on the story and to look at Old West poster examples for inspiration, which requires translating character information from the text into a visual format. The Adverb Game and wrap-up ask students to produce oral sentences about Holes and to summarize chapters, which involves oral presentation of story content. The Character Comparisons activity has students identify similarities and differences among characters, supporting attention to text details that could inform a presentation.

Students are asked to read one chapter aloud using intonation and expression, and Activity 2 (Option 2) asks students to read a poem or song aloud to the family, providing practice with oral presentation. The Student Activity Page includes small icons (onion, cloud, nose, magnet) paired with sentences, which give students visual cues tied to specific lines from the text and invite students to explain meanings of those lines. Students also answer comprehension questions about specific events and descriptions in Chapters 33–36, connecting their reading to concrete details.

Students are asked to read Chapters 42–45 and then share some answers orally, which requires them to present text content in spoken form. In the "Conflict in Holes" activity students choose three types of conflict from the novel, describe each one in writing, and create illustrations in the provided blank spaces, producing a visual representation tied to the text.

The lesson's Activity 2, "Compare the Movie and Book," asks students to watch the Holes movie and think about how the movie and book were similar and different, prompting direct comparison between a visual presentation and the print text. The "Questions to Explore" and the Skills list explicitly include comparing a dramatic performance and a print version of the same story, which directs students to compare the two forms. The lesson provides a list of specific reasons (pacing, character development, omitted parts, director changes, visualization) for differences that students can use when explaining how the versions differ.

Students are asked to recall and describe the Camp Green Lake uniform and then design a uniform for their own camp (Part 2), which requires referring to text-based descriptions and producing a visual design. Students create visual elements (illustrations of campfire, guitar, tree; drawn uniform; welcome-pack items) and produce oral material (writing a camp song or chant and presenting ideas to family) that translate ideas into visual and oral forms. Students also list five ways their camp differs from Camp Green Lake and describe the importance of each difference (Part 6), which requires comparing a remembered text depiction to their own representations.

Students are asked to paste the story picture in a box and color Ireland brown to represent the potatoes Fiona grew there, which links a visual from the book to a detail in the text. In the Fact and Fantasy activity students are prompted to record facts from the story and note that the illustrations show how people dressed and what houses looked like, encouraging students to treat illustrations as sources of real details. Students are also asked to give a verbal summary of Fiona's Luck, which asks them to orally recount the story's content.

Students are asked to study the book cover and predict the story, connecting the visual cover to the text. In Activity 4 students examine multiple paintings of Sadko and are asked to determine which part of the story each painting might represent. The lesson directs students to watch portions of the Sadko opera to listen to voices, view costumes, and note whether they recognize characters or events from the story. Activity 5 invites students to perform a Readers Theater script, allowing them to produce an oral/visual presentation of the text.

Students watch an interview and scenes from a stage production of The Snow Queen and then select a scene from the text to create a script, using the characters' spoken words and interactions (Activity 6). Students are asked to watch the movie Frozen, take notes on ways it relates to the book, and complete a "Frozen vs The Snow Queen" comparison page listing at least two similarities and two differences and explaining why screenwriters changed the story (Activity 8). The comparison page and note-taking explicitly direct students to map elements of a visual presentation back to the original text.

Students are instructed to sketch and create illustrations that "reflect the setting" and "help the reader visualize some action" during the Rough Draft and Final Copy stages. The lesson offers a slideshow option where students must select or find images to enhance their writing and place at least three images per slide. Students are also prompted to read their story aloud to the family, providing an oral presentation of their text.

Students are asked to look at the cover of Abel's Island and predict the story, connecting a visual (the book cover) to the text. Students create a book title and draw a cover for their own animal-character novel, producing a visual representation tied to character descriptions they generate. Students are directed to read about river habitats (including visual web resources) and to look in the book for names of river plants and animals, and to record how the main character uses river resources on a graphic organizer.

Students are asked to use the "Parts of a Boat" diagram to match labeled parts (sail, rudder, mast, deck, oars) to descriptions drawn from Chapters 3 and 4 and to label features on their illustration of Abel's boats. Activity 2 requires students to describe the boats Abel built, what resources he used, and what happened to them, then illustrate and label those boats based on story details. Activity 3 (Option 2) asks students to write a "Sailing Song" whose words and tune should reflect Abel's experiences and to sing along with provided recordings, linking the oral performance to the text.

Students are asked to illustrate Abel in a picture frame and record words/phrases describing his physical appearance and personality with corresponding evidence from the text (Activity 2 and the 'Who Is Abel?' student page). The skills list explicitly includes "Draw and discuss visual images based on text descriptions" and "Represent text information in different ways," supporting visual representation tied to textual details. In Activity 3 students convert Abel's textual measurement (12,000 tails by 5,000 tails) into a scaled map, drawing the island to match specific numeric descriptions from the text.

Students fill in a 'Using Natural Resources' chart by taking information from Chapters 9 and 10, converting textual details into a visual chart. Students cut apart and order Abel's routines and create a written daily schedule, arranging visual boxes and listing activities based on what they read. Students orally describe and justify items they would take to a deserted island, explaining choices and how those choices connect to survival ideas from the text.

Students are asked to reread pages 93–96, discuss the action and dialogue, and use that text to prepare a script that includes lines, stage directions, a set description, and three props. Students are instructed to rehearse and act out the scene (oral and visual presentation) and to weave in facial signals during rehearsal. The Life Application directs students to watch a live play and observe the set, props, and the lines exchanged between characters.

The Life Application asks students to watch the film Swiss Family Robinson and "Discuss how the family uses natural resources" and to "compare the family's situation to Abel's," which requires connecting a visual presentation to the text. Activity 1 directs students to fill in a chart, "Using Natural Resources," taking information from Chapters 19 and 20, and the Skills section asks students to "Support interpretations or conclusions with examples drawn from text." These items prompt students to use textual evidence and to relate a visual portrayal to events and resource use described in the story.

Students write a descriptive paragraph about the island environment and then draw an island map with a scale, symbols, and a key (Part 1 and the 'Island Map' page). The rubric asks students to include specific vocabulary, adjectives/adverbs, and map elements, and the skills list includes sharing a written and an oral project and participating in creative interpretations. Students also plan and present an oral escape plan and a letter (Parts 3 and 4) and are encouraged to share the project aloud, even dressing up for a presentation.

Activity 4 asks students to trace Columbus' route on a globe or world map and to record dates and important events along the journey directly on the map as they read chapters of Pedro's Journal. The directions prompt students to discuss the geographical locations along his journey, linking textual descriptions of events and places to points on the visual map. Activity 3 also has students read the Author's Note aloud, providing an oral reading of part of the text.

Students are instructed to find pictures of comets and meteors online for viewing and to discuss the origin of comets and meteors after reading about them. The lesson also tells the parent to "share the story from Option 1 so that he can hear an example," providing an oral presentation of the text. Students read the "Meteors as Signs" page (text) and are asked to make up their own myth or omen, connecting cultural text descriptions to ideas they generate.

Students are asked to draw a picture of San Salvador and include animals mentioned in the text, linking a visual product to text descriptions (Activity 4). Students practice oral presentation by reading lines with quotation marks using different 'voices' and voice inflections, using examples taken directly from the text (Activity 3). The Using Quotation Marks page presents quoted lines from the text for students to read aloud and to punctuate, connecting the written text to oral performance.

Students read a textual description of the natives (p.49) and are asked to look at examples of Native American animal masks online. They are then asked to design and construct a mask that 'resembles an animal' and to include common characteristics from the descriptions, using natural materials and texture. The activity asks students to consider whether the people 'really looked like this,' prompting a comparison between the written description and visual examples.

Students read pages 52-53 and then complete the "Treasures" activity in which they illustrate and label two treasure chests: one for the treasures Columbus expected to find and one for the treasures he actually found. Students are directed to list and depict specific items mentioned in the book (silk, gold, jewels, spices versus cotton, spears, parrots, etc.) and then compare the two lists and explain differences. The activity asks students to explain whether the soldiers are right to complain about their discoveries, prompting text-to-visual comparison and reasoning.

Students are encouraged to read The Island of the Skog aloud, providing an oral presentation of the text. In Activity 3 students read and create an anthem based on the story and are invited to add hand gestures and dance moves, producing an oral and visual rendition tied to story events. The Comparing Stories graphic organizer has students make connections between Pedro's Journal and The Island of the Skog, practicing linking text elements across versions.

Students read Pedro's journal entry that includes a specific description of manatees ("They are as gray as slate with webbed hands. They are big and brawny."). Students are directed to find pictures of manatees online and to discuss manatee ecosystem and adaptations, connecting the description to real images. Students are given the option to illustrate a manatee in its ecosystem and to perform a hands-on water activity that highlights the animal's flipper-like digits.

Students finish reading Pedro's Journey, answer comprehension questions, and record details on 'The Journey' pages. In Activity 3, students pretend to be Pedro, write a firsthand report using information from the text and their journal entries, and deliver that report orally to an audience. The activities require students to base an oral presentation on specific events, survival details, and descriptions from the story.

Students create a Setting Cube by illustrating each face to reflect different aspects of the book's setting, linking visual elements to textual descriptions. Students record quoted sentences from the book on the Quotes Cube and write sentences describing those quotes on other faces, connecting text and explanation. Students assemble an Exploration Cube and depict discoveries or cultural impacts, then use the assembled blocks to explain the story orally as they build a story tower.

Students are asked in Question #1 to "illustrate the cat" based on the author's description (the cat is named Dragon and has bright, yellow eyes), requiring them to convert text details into a visual representation. In Activity 2 students are asked to "illustrate the setting" and then "describe how the survival of Mrs. Frisby's family is being threatened" beneath their picture, linking specific story descriptions to elements in their drawing. The Plot Flowchart activity also has students record events from chapters, supporting attention to textual details that can be reflected visually.

The lesson explicitly lists the skill "Draw and discuss visual images based on text descriptions" and includes Activity 2 "As the Crow Flies," which asks students to draw their neighborhood from a bird's-eye view based on the text perspective. The reading questions highlight specific descriptive text (for example, detailed descriptions of the owl and his hollow tree) that students can use when creating and discussing their visual representations. The lesson also suggests discussing major landmarks and their locations in relation to one another, prompting students to connect textual descriptions to spatial/visual choices.

Students read the chapters "Go to the Rats" and "In the Rosebush" and answer targeted questions about the owl's advice and Mrs. Frisby's actions, grounding responses in the text. Students draw a picture of Mrs. Frisby in the center of a bubble map labeled "Bravery" and list five ways she has shown bravery, producing a visual representation tied to textual evidence. Students describe what the owl told Mrs. Frisby about his house and then design a new home for the owl using arts-and-crafts or a model, creating a visual artifact based on text information.

Students are asked to illustrate the garden, the rock, and Mrs. Frisby's house and to show where the rats want to move the house, which requires translating textual descriptions into a visual layout. Students complete a "Plot Flowchart" by describing important events from the chapters, which asks them to represent story events in a visual sequence. Students use the "A Bushel" chart to answer questions, practicing interpretation of printed/visual data and applying it to problems mentioned in the text.

Students read the chapters The Maze and A Lesson in Reading and are asked to describe an important event from both chapters on a Plot Flowchart, which requires translating text events into a visual sequence. Students are also asked to Design a Maze using a page that includes an illustration of a rat in a cage and a tree outside, requiring them to create a visual pathway that reflects the escape described in the text. The Student Activity Page includes a dialog and decorative science icons that link vocabulary and imagery to the chapter content.

Students record an important event from each chapter on a Plot Flowchart, turning textual events into a visual sequence. On the "Tools and Machines" worksheet students view illustrations of tools and write how the Rats of NIMH use each one, linking the images to the story details. Activity 3 asks students to brainstorm and (optionally) build a simple circuit or light demonstration to represent how electricity might work in the rats' underground home, connecting a hands-on visual/oral demonstration to the text.

Students are asked to create a pop-up picture that "illustrates Thorn Valley," drawing, coloring, and gluing items that "would be found in Thorn Valley" and following step-by-step folding and cutting directions. Students must accompany the pop-up with a paragraph that describes the place and why it would be the perfect place to live, and alternatively they can write a song or poem expressing how wonderful the environment is. The lesson's skills list explicitly mentions demonstrating learning through productions and displays, supporting student creation of visual and oral presentations based on the story.

Activity 2 asks students to draw a picture of how the rats moved the house "based on the author's description," and suggests labeling the simple machines used. Activity 1 has students fill in an event on a Plot Flowchart, which has students represent story events visually.

The Life Application section asks the child to compare the book with the movie The Secret of NIMH and to discuss how the book and the movie are similar and different. It also offers an alternate comparison between the book and Disney's Ratatouille, prompting discussion of similarities and differences in the rats and their experiences.

Students plan and build a parade float that requires one side to represent the story's setting, another side to show characters, and the back to show the rats' advancements; they select items to represent theme, main character, problem, and solution and choose a song to play while pulling the float. Students are instructed to look at the chapter "Thorn Valley" to find the author's description for use in writing an additional chapter and a rubric asks whether the setting reflected Thorn Valley as described and whether the song/float reflected the story. Students read their written chapter aloud and receive feedback based on whether characters and setting match the book.