Students are directed to label states, cities, and bodies of water on an outline map in the "Poems and Geography" student activity page, which engages them with a visual display. Students are also asked to read poems aloud (their own and poems from the book) and to brainstorm and write poems, providing opportunities for oral presentation and use of text-based choices (e.g., noun lists, acrostic format).

Students are asked to accompany an original poem with an illustration and to select a medium (watercolors, tempera, pastels) for that artwork (Activity 3). Students are given sheet music and chord notations for "America the Beautiful," and are instructed to play the song, sing it, or find a recording online (Activity 2). The materials and wrap-up encourage students to share and display their artwork and poems in a prominent place, linking visuals and music to the poems' language and images.

Students create and attach graphics to their poems in Activity 2 by cutting out three pictures, gluing each to paper, and copying their poems onto the pages with the pictures. Students draw a colorful picture based on a poem in Activity 1 and write shape poems in Activity 3 that form visual displays matching the subject. The Parent Plan asks the child to read poems aloud while the parent does not look at the picture, prompting an oral presentation tied to a visual component.

Students use a graphic organizer with labeled boxes and illustrations to compare the two poems, providing a visual display for organizing ideas. Students are asked to read poems aloud, memorize and practice recitation with attention to tone, volume, enunciation, and speed—practicing vocal (sound) elements. A web link to the poet's site and poem illustrations are provided as resources that relate to visual and audio content.

Students are instructed to create a typed program and may "display your picture or shape poem rather than read it aloud," which asks them to prepare a visual item for the presentation. Students plan the setting (lighting, location, stage vs. stool, clothing) to create an appealing atmosphere and arrange seating and food/drinks, all of which involve visual presentation choices. The rubric asks that the program and setting be creative and appealing and that tone and volume be appropriate, which connects to audio delivery and visual components being evaluated.

Students are asked to create visual displays: several Student Activity Pages require students to create plot flowcharts for Noah's, Nadia's, Ethan's, and Julian's stories. Students are asked to create a zoo exhibit plaque about loggerhead sea turtles and the Student Activity Page for the plaque includes an illustration of a turtle and fields for title and facts. The Parent Plan prompts students to read the plaque aloud, which links the written/display work to an oral presentation.

Activity 2 asks students to pick a scene, write a script in their journal, create a place for a stage and audience, and gather family members to act it out, which has students produce and deliver a live presentation. Activity 3 has students complete a Relationships graphic organizer that includes images and names (teacup, red wagon, punch bowl, etc.) and draw lines with phrases to explain connections, which has students create a visual display of ideas. The Student Activity Pages include labeled images and prompts that require students to mark or annotate visuals related to the text.

Activity 3 directs students to dedicate a journal page to each character, illustrate the prize for that member, and explain why they selected it, which requires students to create visual representations. The Student Activity Pages include a decorative border and title, showing that visual display elements are present in the materials. The parent prompts ask students to explain their selections, which involves linking the illustration to an idea about the character.

The Skills section explicitly tells students to "make oral and written presentations using visual aids with an awareness of purpose and audience," which directs students to use visual displays. Students are instructed to design creative invitations and the rubric rates ‘Creative invitations' and presentation aspects (e.g., meaningfulness of presentation, overall planning), indicating that students create and present visual materials. The Student Activity Page describes an image of the Afternoon Tea Rubric, showing that visual artifacts are part of the project.

Students color and assemble regional maps, tape pages together to make one map, cut out and glue story-title boxes into the appropriate regions, and draw small illustrations in boxes to help remember each story. Student Activity Pages include maps and a grid with story titles and space for student responses, indicating creation of visual displays. Parent Plan prompts ask students to explain their choices and how a story reflects its culture, implying students may use their visuals when discussing stories.

Students are asked to create and use visual organizers: a Venn diagram comparing Johnny Appleseed and John Chapman (with a sample Venn diagram image provided) and character webs to record words and phrases describing the main women characters. Students make a physical dream catcher craft and complete activity pages that require filling in graphic organizers (character web, hyperbole sheet, bio-poem), which produce visual displays of their thinking.

Students view and work with visuals: the Paragraph Organization page includes an illustration of a steamboat and the Figures of Speech pages include small images accompanying each idiom. Students are directed to read or listen to Anansi tales via a provided YouTube link and other web links, exposing them to audio/video versions of stories. Student activity pages use visual design elements (images, playful layout) that students interact with when organizing sentences or translating figures of speech.

Students complete a graphic organizer in Activity 1 that includes illustrations for Brer Rabbit and Sister Fox and fill boxes to compare story elements. In Activity 3 they describe a new setting, identify protagonist/antagonist, and draw a picture of their characters on the "Same Story, Different Setting" page. In Activity 6 students choose songs or write a song tied to a folktale (sound) and are asked to sing the song aloud for their parent or list songs and explain why each fits the folktale's culture and mood.

Students are asked to record themselves retelling a story and play the recording back (Activity 5), which involves using sound as part of practice. Students create visual artifacts such as a Story Book Jacket (Activity 4), a model erupting volcano, or a Hawaiian lei (Activity 3), and complete illustrated activity pages (Myth page) that produce graphics or drawings. These tasks produce multimedia and visual displays that could be linked to a presentation.

Students are asked to draw and label the Dutch Islands on a Setting Map, create a travel-brochure paragraph and draw a picture to include in that brochure (Exploring Curaçao Option 1), and complete a Venn diagram comparing Curaçao to their community (Option 2). Students also match boat names to pictures on the Types of Boats page and review Caribbean paintings to select one and describe its subject and technique. Parent notes encourage students to share and explain their brochure and Venn diagram with others.

Students are asked to use the "Curacao Imports and Exports" activity page to draw pictures of items exported from and imported to Curacao, using a visual graphic organizer with labeled import/export arrows. The Parent Plan skills list explicitly includes "Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response," which directs students to attend to visuals. The Student Activity Page for "Hooks for Readers" provides a structured, visually organized template where students record beginning sentences and write first-sentence hooks.

Students complete multiple Student Activity Pages that are graphic organizers (vertical comparison charts, grids, and a page with an illustration of hands) and write sentences and notes directly on these visual displays. The "Timothy's Voice" page presents stylized dialect quotes in a torn-paper design for students to translate, and the "Varying Sentence Lengths" and character pages provide lines for written responses tied to those visuals.

Students work with illustrated materials in Activity 2: Types of Sharks where they match numbered shark drawings to names and descriptions. Students complete a Shark Research web and are instructed to use colored pencils to draw a picture of the shark in its habitat. The parent/skills notes and activities also require students to use mapping and webbing to organize ideas, which involves creating visual displays.

Students create and label visual illustrations in multiple activities: the Prepositional Phrases page includes a small island drawing, Activity 2 Option 1 asks students to illustrate and label a coral reef, and Activity 3 asks students to illustrate resources from the coral reef and describe their uses. The lesson also provides spaces for drawings and written descriptions and prompts parents to have the child share their work.

The Parent Plan skills explicitly list "Make written presentations using visual aids," indicating students are to create presentations that include visual supports. Activity 2 asks students to color, label, cut out reef organisms and then organize or glue them onto a chart (Option 1) or design a classification chart and place creatures on it (Option 2), which requires creating a visual display. Student activity pages include a graphic organizer and images of coral-reef animals for students to use in their charts and labeling.

Students are asked to draw and illustrate five items on the "Hurricane Survival Kit" student activity pages and to list and explain each choice, producing visual displays. An illustrated black-and-white image comparing a tornado and a hurricane is provided for students to view and discuss as part of Activity 1. Students are encouraged to read Phillip's journal entries aloud, which involves an oral sharing of their written work.

Students are asked in Activity 3 "Remembering Timothy" to illustrate three items and describe how each represents Timothy; the Student Activity Page provides large blank spaces for illustrations and lines for written explanations. The Wrapping Up and Parent Plan sections prompt students to share the items they selected and to read aloud the questions they developed, which involves verbally presenting their ideas alongside the illustrations.

Students design and build a physical monument model and create a neat inscription plaque to display with the monument (Part 1 and Part 2). The project rubric evaluates the monument for 'variety of materials' and 'model accuracy' and the inscription for 'neatness and clarity' and 'thoughtfulness,' which require visual presentation. Students are instructed to read or listen to Martin Luther King Jr.'s speech (links to text and audio are provided) and to read their eulogy aloud, practicing voice, tone, and emphasis.

Activity 1 asks students to locate Germany on a map and to "describe in sentences or illustrate and label three facts," and the Student Activity Page provides images (map, traditions, people, history, relationship with America) that students interact with. The materials include web links that instruct students to find information online, implying use of digital resources. The wrapping up step asks students to "share what you learned about Germany," which creates an opportunity for presentation.

Students create picture maps for vocabulary, drawing a central image and related pictures to represent word meanings, and are asked to explain their picture maps to a parent using words and pictures. Students label, color, and annotate a Map of Germany (labeling the Rhine, Breisach, Freiburg, Hamburg, adding a compass rose and tracing the France–Germany border), producing a visual display tied to the story's setting.

Students are asked to draw pictures of four items they would take when emigrating (Activity 2, Option 1) and to fill a suitcase and explain the significance of each item to their family (Activity 2, Option 2). Students are invited to record information with "words and pictures" on the graphic organizer titled "The City and the People of New York in 1870" (Activity 3). The student activity pages include visual displays (tables and a grayscale illustration) that students interact with when completing cause-and-effect and note-taking tasks.

Students create visual artifacts: they draw Dina's family in Germany and in America in the Picture Frames activity, label each person, and record similarities and differences. Students construct Family Bubble Maps that place character names in center bubbles and add trait labels, explicitly connecting visuals to character analysis. Students design and sketch a hat, list materials, and are prompted to share their drawing or hat design with family, which involves presenting a visual display.

Students are instructed to add illustrations to each idea on the "Expectations versus Reality of Immigration" activity and place those illustrations in the EXPECTATIONS and REALITIES sections. Students construct vocabulary cubes that include a face labeled "illustration" and are told to assemble and roll the cubes for review. Students complete pages titled "The City and the People of New York in 1870," which ask them to fill in information that can function as a visual display of chapter content.

Students are asked to illustrate the five things they would save from a fire and then explain to their family why they selected each item, which requires creating and using a visual display during an oral explanation. Students complete a graphic-organizer activity (a bookshelf-shaped page) to record analytical responses, providing a visual structure for their ideas. Several student pages include images that prompt students to add writing and punctuation within illustrated worksheets.

Students are asked to create a book jacket (Activity 1 and Activity 3 Option 1) that includes sections such as characters, beginning of the story, date/events, and illustrations. The Student Activity Page directions explicitly ask students to add a front cover and include illustrations and information in each section. Students are encouraged to share their book jacket with a parent, which involves displaying their visual work.

Students are instructed to share their poems with an audience and are explicitly invited to "accompany your reading... and even include music," to "dress up" and to use food associated with New York; the directions also suggest recording the poetry reading for later review. The Project Option for a Story Quilt requires students to design and assemble a 10–12 square visual quilt that represents information and themes from the novel, with instructions to make the quilt "colorful and creative" and to add details to make it visually appealing. The rubrics include a Presentation section (tone, clarity, audience engagement) and design/content criteria for the quilt, and multiple Student Activity Pages require illustrations and visual elements for the quilt squares.

Students are directed to find pictures of the Catskills and to view a linked video (YouTube: Beautiful Destinations: Catskills). Students are asked to draw colorful seasonal illustrations (Option 1) and to complete graphic organizers such as the "My Survival Story" plot diagram. The lesson skills include "Use technology as a tool to gather information" and "Present information on graphic organizers," and parents are prompted to have the child share or present their drawings and journal entries.

Students are asked to "read these rules and create a poster that summarizes the rules" and are explicitly instructed to "use graphics and color to make the poster attractive." The poster directions tell students to "highlight the most important parts," requiring them to select and visually emphasize main ideas. The Leaf Window Art and the suggestion to hang the poster in a public place provide additional opportunities for students to produce and display visual work.

Students are asked to prepare and present a RAFT about falcons that must include either a poster, clay models, or a PowerPoint presentation illustrating relationships between falcons and other organisms. The Parent Plan states that students should "Make oral and written presentations using visual aids with an awareness of purpose and audience." Activity 1 includes small illustrations accompanying examples, showing that students will work with simple visual elements.

Students are instructed in Activity 4 to "Illustrate the photograph that will be included on your newspaper page" or to "find a sketch or picture online" that matches their story and to "include a picture with the article, either one he draws himself or one found online." The rubric in Activity 3 asks students to evaluate Layout, including "Is my article in newspaper format?" and "Does the image go well with the article?" Students are also directed to lay out the final version of their story in a newspaper format and may use downloadable templates (Google Docs/Microsoft Word) to create the visual display.

Students are asked to develop a food web and illustrate relationships and dependencies (Activity 7), which requires creating a visual display. Students are asked to identify and classify plants and animals and draw corresponding sketches (Activity 8), and to create a plot diagram set in a different environment (Activity 6), all of which involve producing visuals. Students are prompted to share their products with the family (Wrapping Up / Parent Plan), implying a presentation of created artifacts.

Students are asked to find Barbados on an atlas or world map and take notes from linked web pages about the island, which requires them to use and read visual/online sources. Students create a watercolor painting of a Barbados beach and are asked to show their painting to a parent, providing a visual display tied to the topic. Student activity pages include a map graphic of Barbados and small illustrations that students interact with while completing activities.

Students are asked to act out a Bible story with family: they read the story, assign parts, discuss staging, and practice a performance (Option 1), which requires use of voice and visual action. In Option 2 students write rhymes for five children and are instructed to "Draw an illustration to go with each rhyme," producing visual displays to accompany their teaching. Student activity pages include pictured examples and illustrations that students can model when creating visuals.

Students complete a Venn diagram comparing Quakers and Puritans that includes labeled circles and small illustrative graphics, giving practice with a visual display. Students create a vocabulary picture dictionary by writing definitions and drawing pictures to represent vocabulary words, which requires producing visual representations. Students fill a three-column Student Activity Page (table) to record discoveries, using a structured visual organizer to represent information.

Students are directed to view the painting "A Peaceable Kingdom" via a web link and use the zoom feature to examine sections closely, then brainstorm descriptive phrases about the painting. Students complete a Student Activity Page titled "An Island Bird" that includes decorative artwork of a bird and flower and asks them to identify metaphors and compare Kit to the Jamaican bird. Students are told to save their descriptive ideas for use in a later lesson.

Students are asked to find pictures of New England in the fall and to paint their own picture of a New England fall, producing visual artworks. Students write three descriptive sentences about their painting and are encouraged to read those sentences aloud and discuss the figurative language used. The activities direct students to notice imagery and how descriptive language helps readers visualize the environment, linking visuals with textual description.

Students are asked to create and share a painting of New England in winter (Option 1) and to act out five important preparations for winter using props for their family to guess (Option 2), which involve making and presenting visual displays. The Student Activity Page includes an illustration (a gavel) and structured spaces for written arguments, supporting an organized visual artifact for the trial presentation. Parent notes explicitly encourage sharing the painting and using props to make presentations more convincing, which prompts students to use visual elements when presenting.

The Activity 3 prompt asks students to select one of the book's pictures, write the text that the picture shows, and then in the Parent Plan asks the child to show the drawing she chose and read the substitute text aloud. The lesson also explicitly notes that 'Illustrators use pictures to help communicate a story' and directs students to review how the author tells the story through words and pictures. The Student Activity Page descriptions indicate images and illustrations accompany the magic/math activities that students can use while performing for an audience.

The Parent Plan skills list directs students to "Use media to compare ideas and points of view" and to "Compare and contrast print, visual, and electronic media." Activity 2 asks students to listen to the original Hans Christian Andersen text and "compare it to a different version or a movie based on the story," and Activity 3 provides a "Two Versions" graphic organizer for documenting similarities and differences. Student Activity Page descriptions note visual elements (decorative borders, a black-and-white sketch) and a web link to online texts, indicating use of electronic and visual resources.

Students are asked to sketch or build an automaton and "display the card beside your model or picture," which requires creating and using a visual display during sharing. The Storytelling activity has students "stand up and practice telling your story aloud using the appropriate voice and tone" and use body language, which practices sound and visual delivery to enhance mood. The Things to Know and Parent Plan sections explicitly prompt students to use body language and adjust pitch and tone when telling stories and to share their drawing or model with family.

Students are asked to create a movie poster (a visual display) and to write and read a movie synopsis aloud (Activity 1), and a parent prompt directs showing the official movie trailer via the provided YouTube link. Students are instructed to illustrate a book cover and include an award medal when presenting a book award (Activity 2). Students complete graphic organizers (Discoveries and Story Organizer) that function as visual displays to organize and present ideas about characters and story structure.

Students are asked to design a storyboard for a movie adaptation and to create a sequence of comic-like images to represent a scene, which require creating visual displays. Students can draw pictures representing the pathos of a Greek myth and make informative cards about early cinema figures, both of which produce visuals. The Parent Plan suggests helping students find clips of old movies online and to display mini-projects for the family, implying possible use of video/audio clips when presenting.

Students are asked to create visual artifacts: the Wildflowers activity directs students to draw, color, and name each flower on a student page and to tape a seed into an envelope, providing torn-frame spaces for those drawings. The Sentence Beginnings page includes a grayscale illustration of a pile of books and flowers that students can view while rewriting the paragraph. These tasks require students to produce and use visual displays (drawings and taped seeds).

Students create vocabulary cubes that require a graphic or symbol on one face ("Face 5 - A graphic or symbol to help you remember the word") and then assemble and use those cubes in a partner game. In Activity 2, students collect five physical items to put in a suitcase to represent a character and then share and explain those items with a parent, linking the items to survival and change.

Students are asked to create a painting or sculpture or to write a song or poem "in memory of Butte" and then share it with the rest of the family and explain why it honors Butte. Students are instructed to construct a raccoon craft, "look at pictures of raccoons online or in books," and to list materials, write and illustrate directions on the "A Raccoon Craft" page and teach someone else how to make it. The Student Activity Pages include an illustration box and pictures/illustrations next to idioms, indicating use of visual displays.

Students are asked to draw pictures of three characters and write descriptive words or phrases on activity pages that include large boxes for illustrations. Students complete a "Survival & Seasons" wheel that organizes two to three threats per season, creating a labeled visual organizer. Several student pages prompt students to record physical/personality traits, quotes, and interactions alongside drawn images, giving explicit practice producing visuals tied to the text.

Students are asked to produce and use graphic organizers (Skills: "Organize knowledge by producing graphic organizers" and Activity 2 "Characterizing Meg"), writing three traits and supporting evidence in a visual organizer. A labeled Student Activity Page shows the "Characterizing Meg" graphic organizer where students record traits and evidence in boxes. Activity 3 directs students to examine and describe the illustrated "Discoveries" image, brainstorm ideas prompted by the picture, and elaborate on an original idea, using the visual to generate and develop content.

Activity 1 asks students to "record two things... that are beyond human comprehension," "describe each one," "then illustrate each one in some visual way," and "share your descriptions and illustrations with someone else," which directs students to create and use visual displays when explaining ideas. Multiple Student Activity Pages provide large designated illustration areas (the BEYOND Human Comprehension page, art palette and pie images, glasses and moon/night illustrations, and space-themed decoration) that require students to produce or use graphics to represent and communicate their ideas.

Students are asked to illustrate the creature from text and to draw a picture of their protagonist, and Activity 4 asks students to describe a fantastical creature and then draw or create it with clay. Student Activity Pages include images (rabbit, mysterious man) and provide spaces for students to rewrite sentences and produce drawings, and parents are prompted to have the child share her drawing. Students are instructed to read descriptions aloud to a family member and compare resulting drawings.

Activity 2 instructs students to "Draw pictures and/or use objects to help your sibling or parent better understand each dimension," asking them to explain the five dimensions in their own words. The Parent Plan Skills list includes "Produce visual images, messages, and meanings that communicate to others," which directs students to create visuals. The Student Activity Pages include labeled shapes and an image titled "Fighting Powers of Darkness," providing visual elements for students to use and respond to.

Students are asked to label detailed diagrams of the brain and check their labels against an illustrated answer key, which requires reading and using visual displays. Students are asked to describe a science-fiction setting and then illustrate it in a large blank drawing area, and to use 'Setting Cards' (visual cards) to choose time/place. The 'Creativity: Originality' activity requires students to create pictures from circles, producing original graphics on the activity page.

Students are asked to "represent text information in different ways such as in outline, timeline, or graphic organizer" and to "record your theme on your story map," which requires creating visual organizers. The lesson includes described Student Activity Pages that are visual displays (Theme Cards, Theme graphic organizers, and other graphic organizers) that students complete and use to organize evidence for themes. Activities prompt students to cut out boxes, glue a Theme Card to their story map, and fill in interconnected boxes showing how theme relates to characters, events, and descriptions.

Students read a photobiography and are instructed to "pay close attention to the pictures and the captions," and to interpret photographs and illustrations. Students create a timeline with places to "paste" events and look through the book's photographs, and parents are prompted to have students share what they know (KWL) and to discuss pictures and portraits. The Parent Plan lists a skill to "interpret and evaluate the various ways visual image makers... represent meanings," and student pages include images and spaces for students to copy sentences containing vocabulary words from the text.

Students are asked to create a Venn diagram to compare state and federal government, which requires producing a visual display to organize ideas. Students construct Lincoln Paper Art by cutting, arranging, and glueing colored paper pieces to form a visual representation. Student activity pages include embedded images (a cookie and glass of milk; broken dishware) that accompany exercises and model visual elements.

Students create several tangible visual displays: they make a stovepipe hat with flaps that they glue onto paper and then share and explain the words and supporting evidence aloud to others. Students make a Venn diagram in their journal comparing Lincoln and Douglass and prepare note cards of important events for use in discussion. Students read and mark an illustrated excerpt of the Emancipation Proclamation (underlining key sentences) and fill a biopoem template featuring an image of Frederick Douglass, then read the biopoem aloud and save it for a final project.

Students are asked in Activity 2 to select a picture from the book to accompany their newspaper report and to explain why they would choose it. Several Student Activity Pages include photographs (a Lincoln Memorial statue photo and a black-and-white photograph of a historical figure) and a newspaper template with space for a headline and image. The Parent Plan lists skills that ask students to produce communications using appropriate media and to interpret how visual image makers represent meanings.

Students are instructed in Activity 2 to create a small flyer for a historic site that must include a picture (either drawn or printed from the internet) and be colorful and attractive. In Activity 3 students create a visual timeline using train cars, writing dates and descriptions and coloring the cars to display events. The Parent Plan prompts students to read aloud the quote they recorded and to design a brochure for a historic site, connecting visual products with sharing information.

Students are asked to gather and include printed pictures from the Internet and their own drawings (e.g., a picture of a slave next to a letter, a picture of Frederick Douglass) and to place these graphics on a tri-fold poster board. Students plan and arrange visual elements (title, construction paper borders, taped pages, added color) and glue products in place to create a visual display. The rubric explicitly asks whether students included the required products and pictures and evaluates display arrangement and how visuals support meaning. The Parent Plan skills also state producing reports using visuals to support meaning, as appropriate.

Students interact with visual displays such as a graphic organizer titled "What is the ideal environment for a lemur?", a black-and-white drawing of a lemur, and icons representing source types on the "Where Do I Look?" page. The Parent Plan and skills list direct students to "analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps," and students practice organizing information on note-taking charts and research charts.

The Product Options page asks students to choose from multimedia and visual formats such as Video, PowerPoint, Computer Cartoon/Movie, Brochure, Diorama, and Comic Strip, prompting them to create one of these for their final product. The Parent Plan skills explicitly require students to "make oral and written presentations using visual aids" and to "produce research projects and reports in effective formats using visuals to support meaning." Activity prompts (e.g., questions about how the product will help deliver information and help someone better understand the topic) and the presentation step require students to present their product to an audience and explain the information included.