The Skills section asks students to use oral and written language to present information in a sequenced, logical manner and to discuss and sustain conversation, which gives students opportunities to restate or recount information orally and in writing. Activity 3 asks students to locate and read information about Wisconsin (online or in reference books) and record examples of plants and animals on a chart, which requires students to transfer information from media to their own notes. Wrapping Up asks the child to describe what he learned about the author and Wisconsin, prompting students to put information they encountered into their own words.

Students read the chapter "Winter Days and Winter Nights" and are asked to answer two questions in their journal and two questions in a discussion, which requires restating story information orally and in writing. The Wrapping Up prompts ask students to "describe what life was like for Laura in the winter" and to compare Laura's family and home to their own, which asks students to put text details into their own words. Activities ask students to record chores and responsibilities from the story on charts and to list similarities and differences between homes, requiring students to extract and restate information from the text.

QUESTION #2 asks the student to "Retell the story (out loud) that Pa told the girls," expecting the student to include specific plot points. Activity 2 asks the child to practice storytelling, rehearse an oral story, and share it with the family. The Skills list includes "Share an oral project through presentation" and connecting experiences through speaking and listening, which support oral restatement and presentation practice.

Students read two chapters and answer comprehension questions (e.g., explaining why Laura and Mary disliked Sundays), which requires them to restate information from the text. In Activity 1 students record one thing they learned about life in the Big Woods versus life today, which asks them to summarize textual information. In the Bear Research activity students gather factual information from web links and record facts in the paw-print organizer, which requires extracting and recording information from online sources.

Students are asked to summarize what happened in the chapter, which requires them to restate story content in their own words. The reading-and-questions section asks students to answer comprehension questions (e.g., why Pa called the snow a sugar snow), requiring them to paraphrase textual ideas. In Activity 3 (Maple Sugar Farming, Option 2) students record the steps Grandpa took while referring to the text, which has them restate a sequence of information from the written source. The Life Application directs students to read online material and view a video about maple syrup and then discuss how farming has changed, providing opportunities to process information from diverse media.

Students are asked to answer comprehension questions about the chapter (e.g., "How does Laura describe Grandma's house?") and to draw a diagram of Grandma's house based on Laura's description, which requires restating descriptive text into a visual form. Activity 2 asks students to listen to multiple songs and record how each song made them feel, requiring them to express orally-presented information in their own words. Activity 4 (Song Graphing) asks students to identify genres for songs they hear and create a labeled bar graph, translating auditory classifications into a quantitative visual representation.

Students read the chapter "Going to Town" and answer specific comprehension questions (e.g., describing how the woods are in spring, listing purchases, comparing pretend games), which requires restating text information in their own words. Activity 1 asks students to record one thing they learned about how life in the woods differed from life today, which asks for a brief paraphrase/summarization. Activity 3 asks students to describe differences between Laura and Mary and to write five adjectives for each, which requires students to express character information drawn from the text.

Students read the chapters "Summertime" and "Harvest" and answer comprehension questions about characters, events, and reasons, which requires them to restate information from the text. In Activity 3 students read linked web material and/or watch a video about honeybees, then write a paragraph describing the interdependence between bees and flowers and a second paragraph about implications if bees disappeared; they are encouraged to read those paragraphs aloud. Activity 2 and the Seasons on the Farm page ask students to record words and phrases the author uses and to describe the seasons in their own words and illustrations, which asks them to restate textual descriptions.

The Skills section explicitly states students will "Summarize main ideas from written or spoken texts, using succinct language," and the Reading Activity directs students to "practice reading [sections] aloud, and be ready to explain the favorites." The Checklist and Craft/Storytelling tasks ask students to explain how pioneers used natural resources and to describe the significance of music, dance, and storytelling, which requires restating information for family members. The Day 2 checklist asks students to read through tasks and take notes, supporting practice in restating and organizing information orally and in writing.

Students are asked to research Maine using web and print sources and fill in the Student Activity Page sections (Location, Climate, Landforms, Historical Fact, Plants, Animals, Habitats, Native American tribes), which requires gathering and recording information from diverse sources. Students are instructed to list ten facts about the state of Maine and "word them as if they are clues," which requires rephrasing factual information into new wording. Students analyze the book cover (a visual source) to predict the story and record the year 1768 on a timeline, connecting visual and quantitative information to the narrative.

Students are asked to read Chapters 1 and 2 and to answer three or four chapter questions in a journal and discuss the remaining questions orally. The directions tell students to record words or phrases that describe characters' feelings, attitudes, or actions on a character timeline as they read. The lesson includes oral discussion prompts (wrap-up and discussion questions) that require students to explain why Matt faces responsibilities and compare them to their own.

Students are asked to answer specific comprehension questions about Chapters 3–5 (e.g., describing Ben, explaining why Matt lied, recounting what happened with the bees), which requires restating events and character details from the text. The Natural Remedies activity asks students to explain how Saknis helped heal Matt's bee stings and to research and describe remedies from online or book sources, which involves reporting information from other resources. The Character Timelines activity asks students to record words or phrases describing Matt's feelings, attitudes, and actions, which prompts students to summarize portions of the text in written form.

Students are instructed to read Chapter 6 and then answer three or four journal questions, which requires them to restate and explain events from the chapter (for example, describing what happened to Matt and who saved him). The introduction and wrapping-up prompts ask students to describe orally who saved Matt and the treaty Matt and Saknis made, providing opportunities to paraphrase content in discussion. Students also discuss remaining questions with a parent, which requires them to put text-based information into their own words orally.

Students are asked to read Chapters 7–9 and answer comprehension questions in a journal and in discussion, which requires restating content from the chapters. The lesson's Skills explicitly list "Summarize main ideas from written or spoken texts using succinct language," indicating students will practice condensing and restating information. Activity 3 asks students to write about how Matt and Attean see the story differently and to reflect on perspectives, which requires students to restate and interpret portions of the story in their own words.

Students read Chapters 10 and 11 and answer guided questions in a journal and orally in a discussion, which requires them to restate events and character details (e.g., how Attean fished differently, what Matt is learning). Students are asked to compare the book with a film adaptation and make connections between Crusoe/Friday and Matt/Attean, which requires them to discuss information presented visually and orally. The Beaver Research activity asks students to locate information in books or online and record that information on a worksheet, requiring them to put source information into written responses.

Students read Chapters 12 and 13 and are asked to answer comprehension questions orally or in a journal, which requires them to put chapter content into their own words. In Activity 1 students record descriptions of what they learned about Matt and Attean on a Character Timelines page, requiring them to summarize events and character information. In Activity 3 students create a "Rules of the Forest" book by listing rules based on what Matt learns from Attean and illustrating them, which has students transform narrative information into rule statements and visuals.

Students are asked to read Chapters 14–16 and respond to journal and discussion questions asking them to describe events (e.g., how Matt and Attean killed the bear, why Attean felt bad, and to describe the dance). Activity 2 (Option 2) directs students to practice telling a personal event as a campfire story, encouraging oral retelling using exciting words and body language. Activity 4 asks students to compare Matt's retelling of Noah's ark to Attean's flood story using a double-bubble map, which requires restating and organizing details from two narrative versions. The Skills section also asks students to share written and oral products, implying practice in expressing content in their own words.

The lesson explicitly asks the child to "summarize what happened in the chapters from the previous lesson," which requires students to restate portion(s) of the text in their own words. The child is asked to read Chapters 17 and 18 and to answer selected questions in a journal and in discussion, which requires students to recount and restate events and character perspectives. The Student Activity Page directs students to explain how stereotypes among characters were formed and broken, prompting students to paraphrase character attitudes and plot details.

Students read Chapters 19 and 20 and answer comprehension questions in a journal, including questions that ask them to explain "How do you know?", which requires them to restate or cite text-based information. Students record three passages and write corresponding text in the "Word Pictures" activity and create drawings that translate textual descriptions into visual representations. Students list values for Matt and Attean and describe what each character did or said to demonstrate those values, which asks them to summarize character actions in their own words.

Students read Chapters 21 and 22 and answer directed journal and discussion questions that require them to restate events and character actions (for example, explaining why Matt would not go with Attean or what Attean gave Matt). Activity 2 asks students to reflect on and write about specific parts of the story (favorite, scariest, saddest, happiest), which requires them to recount and summarize story portions in writing. Activity 3 has students develop interview questions and role-play responses as characters, which involves orally restating character experiences and motivations.

Students finish reading the novel and answer journal/discussion questions that require them to restate events (for example, how Matt prepared for winter, how he made warm clothing, and why his family was delayed). Students complete a STORY ELEMENTS beaver page in which they write the main problem, resolution, theme, characters, and setting, requiring them to put story information into their own words. In the Solving Problems activity students describe the book's solution for each problem and then write their own alternative solutions, which asks them to summarize and restate how events and solutions occurred in the story.

Students are asked to read synopses together by browsing a streaming service or movie website and then write a 6–8 sentence movie synopsis for The Sign of the Beaver, using exciting descriptive language and revising with a rubric. The Skills list explicitly includes "Summarize main ideas from written or spoken texts using succinct language," and students write a script for a scene that requires condensing dialogue into scripted lines. Students also create a one-sentence poster blurb and design sets and costumes based on the book, which requires transforming book details into new formats.

The lesson requires an adult to tell a myth aloud without pictures, using voices and gestures, then asks the child to retell the story (Activity 2). Activity 1 directs the child to read stories from the home library and discuss what he learns about the culture, and Activity 3 asks the child to reread a myth and identify cultural elements on the student chart. The Student Activity Page asks students to read a myth or folktale and record elements of culture, indicating students will process and communicate story information in writing or discussion.

Students answer focused comprehension questions after reading each story, which requires them to restate characters' feelings, actions, and outcomes in their own words. Students complete a story map for "The Dogs Who Saved Their Master," identifying main characters, setting, problem, events, and resolution, which asks them to summarize and paraphrase story portions. Students compare and contrast stories (using a Venn diagram or other chart) and discuss similarities and differences after an adult reads "The Frog Prince" aloud, tasks that require restating and synthesizing story information.

Activity 3 asks the child to retell the butterfly story orally to someone who has never heard it, using a paper bag, natural materials, and a crafted butterfly as props; instructions note use of body language and varied voice. The Skills section lists presenting dramatic interpretations and choosing/adapting spoken language appropriate to audience and purpose. Activity 7 has the child record each story's problem and solution in a journal, and the Life Application invites listening to a professional storyteller and discussing delivery techniques.

Students read survival stories and answer specific comprehension questions in their journals (e.g., identifying the hunter's problem, why the whale was important, and the Kiowa relationship with the buffalo). Students write sentences summarizing why the Indians hunted and where most people get food today, and they draw animals and write a sentence describing each animal's role in the stories. Activity pages ask students to identify elements of culture in myths, which requires them to restate information from the texts in their own words.

The lesson explicitly lists the skill "Retell a spoken message by summarizing or clarifying," and it instructs a caregiver to "Read to your child the African tale" and then have the child answer questions in a journal. Students are asked to "summarize the Brazilian story" and to record and illustrate what each object in the Pan Gu myth becomes, requiring them to restate content from the myth. Activity 3 asks students to complete a double-bubble map comparing two creation stories, which requires paraphrasing story elements to show similarities and differences.

Students are asked to locate information about Benjamin Franklin from provided websites and record it on a themed activity page (Activity 1), which requires them to restate birth/death, residence, contributions, and personality. Students view maps and virtual tours (Activity 3 and Activity 6) and are prompted to label/color the thirteen colonies, locate Philadelphia, and calculate distances, then write a poem contrasting Philadelphia yesterday and today. Students discuss questions orally (e.g., meaning of "freedom," what they remember about Philadelphia) and are asked to list "instead of" ideas in a journal for items people lacked in the 1700s (Activity 4). Students also analyze elements of historical fiction by filling in examples from a novel, requiring them to summarize characters, setting, and events (Activity 2).

Students are asked to read Chapters 3 and 4 and answer specific journal questions about agreements, events, and character feelings, which requires them to restate chapter content. Students read aloud the author's description of the hat, copy the descriptive sentences into a journal, circle adjectives, and then illustrate and label the hat, connecting spoken/text description to a visual representation. Students are also prompted to list modern inventions that aid swimming and to create and describe a new invention, then write either a descriptive advertisement paragraph or a script for a commercial.

The lesson's Skills list explicitly includes "Retell a spoken message by summarizing," indicating an expectation that students will practice summarizing spoken information. The Wrapping Up section asks students to "verbally summarize the events that occurred in the chapters she read today," which requires students to restate and condense text content orally. Activity 1 asks students to record a factual and fictional event from each chapter, prompting students to identify and rephrase key events from the text.

Students read Chapters 7 and 8 and answer specific comprehension and journal questions that require them to restate events (e.g., what happened when lightning struck, describe the kite, why Ben gave up his investigation). Students describe the experiment with the balloon and light bulb and write responses to "Describe what happened" and "Why do you think this happened?", and they participate in oral discussions about Franklin's actions and what he learned. Students also write a first-person account of flying the kite, which asks them to retell events and feelings in their own words.

Students are asked to summarize what happened in the chapters they read, which requires restating chapter content. Students answer selected comprehension questions in a journal and discuss remaining questions orally, which involves expressing information from the text in their own words. Students locate France on a world map and take a photo journey through France online, exposing them to visual media related to the topic.

Students are asked in Wrapping Up to give a summary of what happened in the two chapters and how Amos and Ben felt, which requires restating portions of the text in their own words. The Reading And Questions activity directs students to answer three questions in a journal and discuss three others, prompting students to paraphrase chapter content when they write and speak responses. The Fact and Fiction activity asks students to choose a factual event and a fictional event from the chapters and record them, requiring students to identify and restate events. The Ben and Amos Bags task has students list character traits, decorate bags with representative items, and explain the significance of each item, which asks students to extract and rephrase character information from the narrative.

Students are asked to "describe some of the main events in the book" and answer guided comprehension questions about Chapter XV, which requires them to restate and summarize text content. Students list a factual and a fictional detail from the chapter on the "Fact and Fiction" page, which asks them to extract and record portions of the text in their own words. Students locate each maxim in context and provide their own interpretation and examples for elements of historical fiction, which requires paraphrasing and explaining textual ideas and events.

Students are asked to read the first two chapters and answer comprehension questions in a journal or discuss answers orally (Activity 4). Students are asked to summarize the events that occurred today and discuss genre (Wrapping Up). Students are asked to research C.S. Lewis online and then either fill in an author worksheet or write a short newspaper article about his life (Activity 3, Option 2), which requires restating information found on websites.

Students are asked to answer chapter questions in a journal (e.g., "What happened when Lucy returned from Narnia?" and "How did Edmund treat Lucy..."), which requires restating events and ideas from the text. Students are asked to describe what Lucy learned from Mr. Tumnus and to describe characters (Edmund and the White Witch), which asks them to put information from the chapters into their own words. Students record examples of the struggle between good and evil for each chapter on the "Good vs. Evil" chart, which asks them to extract and write key information from each chapter.

Students are asked to summarize what the children learned from Mr. and Mrs. Beaver and to recall what happened to Edmund, which requires them to restate portions of the text in their own words. The Villains activity directs students to "read or listen to a description of the White Witch and describe" her appearance and actions, prompting them to paraphrase information presented orally and visually. Students are also asked to record names of villains from books and movies and write a sentence describing each, which requires paraphrasing information from diverse media.

Students read Chapters 11 and 12 and are assigned three or four comprehension questions to answer in their journals. Students are asked to discuss what makes Aslan a hero, to record examples of good vs. evil from the chapters, and to describe how the environment in Narnia and Edmund are changing. Students may present an award or write a letter to a real-life hero, which requires them to summarize reasons and give examples from text or personal observation.

Students read Chapters 13 and 14 and are asked to answer three or four questions in a journal and participate in discussion, which requires them to restate events (e.g., how Edmund was rescued, why Aslan allowed the witch to kill him). An adult is instructed to reread the account of the animals capturing and killing Aslan to the child, and the child then records sensory words/phrases and illustrates the scene. Students are also asked to research a historical leader online, record ten facts, and compare that leader to Aslan or the White Witch.

Students are asked in the Introduction to summarize what Lucy and Susan observed when they followed Aslan, which requires retelling portions of the text in their own words. The Reading and Questions section asks students to answer selected comprehension questions in a journal and to discuss remaining questions orally, prompting students to restate events (e.g., what happened to Aslan, the Stone Table, and the stone creatures). Activity 2 asks students to describe three ways Aslan resembles a Christ-like figure, which requires them to express ideas from the text using their own phrasing.

Students read Chapter 17 and answer selected journal questions that require them to summarize events (for example, explaining what happened when the children went back through the wardrobe and what bravery Edmund showed). Students watch The Chronicles of Narnia movie and discuss differences between the book and the movie, explaining how characters, creatures, and settings were similar or different. Students describe and illustrate an alternative route into Narnia and act out scenes, and they choose to write a movie review or cast characters, which require restating and explaining story elements in writing or performance.

Students are asked to "summarize the book for his audience" before presenting, which requires orally restating content from the text. Several written tasks (journal entries as characters, writing six text messages, writing a paragraph about tensions, and other retell/rewriting activities) require students to restate and reframe events and information from the novel. The skills list explicitly includes "Share written and oral products" and "Read aloud with fluency and expression," supporting opportunities for oral and written restatement.

Students are asked to read the "List of Characters" and the first two chapters and then answer three or four questions in a journal, which requires them to restate text-based details (for example, Question 2 asks students to describe how Sophie sees the street in moonlight and Question 3 asks them to explain the meaning of the "witching hour"). Question prompts such as "Where do you think Sophie lives? What clues from the text support your guess?" require students to reference and put text clues into their own words. Activity 2 Option 1 asks students to observe their street at night and write a paragraph describing differences, which requires summarizing visual observations in writing.

Students are asked to answer comprehension questions such as "What happened to Sophie when the giant came?" and to "describe what happened in today's chapters," which requires them to restate events in their own words. Activity 2 directs students to locate information about London in books and online and then write information under labeled flaps (Location, Language, People, Homes, etc.), which involves summarizing information gathered from other sources. The skills list includes using text to locate information for specific purposes and responding to text in discussion and writing, implying students will put information into their own words when reporting.

Students are asked to summarize what happened in the chapters they read yesterday, which requires restating text content in their own words. Students answer journal questions about specific events (for example, how the BFG got the Bloodbottler to eat the snozzcumber) that require recounting and explaining portions of the story. Students compare the BFG and the Bloodbottler in writing (appearance, personality, power), which asks them to describe and restate character information and differences.

Students are asked to read chapters (and in one activity to read a section aloud) and answer selected journal questions about events and character actions, which requires restating content. The "Interpreting the BFG" activity directs students to substitute correct words, correct grammar, and reword phrases the giant uses, asking them to translate his meaning into standard English. The Wrapping Up prompt asks the child to describe how the BFG captures dreams, which requires summarizing or restating that portion of the text in their own words.

Students read two chapters of The BFG and answer selected comprehension questions in their journal or verbally, which has them recount events and character actions. Students identify and record quotes from Sophie and the BFG, and they discuss similarities and differences between The BFG and Jack and the Beanstalk, which requires restating story elements. Students complete activities like listing tangible and intangible items and explaining evidence for intangibles, which asks them to express ideas in writing or orally.

Students read two chapters and answer three journal questions and discuss three additional questions, including prompts that ask them to describe Sophie's plan and to explain what kind of dream the BFG mixed. Students are directed to describe who Sophie thought was a good human being and to decide whether the plan will work, which requires restating and summarizing story events in their own words. Activity 2 asks students to locate information and look at pictures of the Queen of England and then compare her roles to the President, which asks students to interpret and restate information from visual and textual sources.

Students are asked to read two chapters and then answer three chapter questions in a journal and three in discussion, which requires them to restate events and ideas from the text. The Wrapping Up directs students to "summarize the events" of the chapters, an activity that asks students to put story content into their own words. The lesson also provides a short video and webpage about London as preparatory materials, which students could use as sources of information to discuss or write about.

Students read two chapters and are asked to answer three chapter questions in a journal and discuss three others, which requires them to restate and explain chapter content. Activity 3 asks students to select adjectives that describe the queen and support each with at least one example from the text, requiring them to rephrase textual evidence. Activity 2 asks students to use the ratio 1:4 to calculate sizes and capacities and then describe or illustrate solutions, which has students interpret and communicate quantitative information. The skills section and dramatization prompt ask students to demonstrate learning through oral and written reports and to act out responses as the queen.

Students read two chapters ("The Plan" and "Capture!") and answer selected comprehension questions in a journal. The skills list asks students to take simple notes from books, media sources, and classroom guests and to interpret and use graphic sources of information. Activity 3 has students examine an atlas and create maps of new countries, engaging with visual information and explaining locations.

Students are directed to read about Botswana on a website and to record a few notes in each section of a graphic organizer about land, language, animals, and people, which requires them to restate information from a text and visuals. Students are asked to consult websites about meerkats and then write a descriptive paragraph or a short story that includes at least five facts, which requires transforming information from online (visual/text) sources into written form. The wrapping-up question asks students to say what they learned about Botswana and the meerkat, prompting them to put information into their own words orally.

Students read the first two chapters and are asked to answer comprehension questions in their journal and discuss remaining questions, with sample answers that restate chapter content (e.g., how Botswana is described, how the hat saved his life). Students are directed to read information about ostriches and cobras from linked websites and then either list five facts about each animal or complete a chart comparing kind, diet, predators, defense, habitat, and special characteristics. For each chapter students record ways Precious is similar to and different from themselves, requiring them to restate and compare character and setting information.

Students are asked to summarize what happened in Chapters 3–4 and to answer specific comprehension questions, which requires restating plot events and character information in their own words. Activity 1 asks students to record ways they are similar to and different from Precious based on what they learned, requiring them to paraphrase character details. The Life Application directs students to watch a meerkat video and discuss how the meerkats in the film are similar to and different from the one in the book, which asks students to restate and compare information presented visually and aurally.

Students read Chapters 5 and 6 and answer guided questions in a journal or discussion (Questions #1-#5), which requires them to restate events and character actions in their own words. In Activity 3, students write a script for the scene where Pontsho brings Kosi to school and then act it out with a family member, which has them rephrase the episode into dialogue and perform it orally. In Activity 2 students view pictured natural settings and write man-vs-nature conflicts for each, requiring them to interpret visual information and produce written responses.

Students are asked to describe what happened in previously read chapters and to predict upcoming events, which requires them to restate and summarize text. They answer guided comprehension questions about plot events in writing and discussion, rehearsing paraphrase of story portions. Students read material on the African Wildlife Foundation website and then choose to write descriptive sentences or a short story that incorporate factual information from that web source.

The rubrics ask students to "summarize the plot" and to describe main characters and setting, and the report organizer directs students to write four paragraphs (characters/setting, plot, comparison, opinion). The directions ask students to "encourage her to find descriptions of the book's setting to help her design the diorama," which requires translating textual descriptions into a visual diorama. The skills list includes "Use oral and written language to present information" and "Share written, oral, and constructed projects," implying students will present their understanding in multiple formats.

Students are asked to read A Kids Guide to Japan and then answer specific comprehension questions (e.g., climate, food, traditions), which requires restating information from the text. Students complete a Venn diagram comparing Japan and America, using words and pictures to organize similarities and differences from the reading and discussion. Students label a map of Japan, locating places from the text, and are asked to explain why Japan and America were at war and to discuss negative outcomes, which requires summarizing informational content.

Students read the chapters "Sadako's Secret" and "A Secret No Longer," then answer three or four questions in a journal and participate in a discussion, which requires them to restate plot points and character feelings. Students are asked in Wrapping Up to explain Sadako's secret and how her family learned it, and Activity 2 asks students to organize similarities and differences in a chart or Venn diagram. The Skills section instructs students to "represent text information in different ways, including story maps, graphs, and charts," and Activity 4 directs students to read about cancer online and make a list of prevention strategies.

Students are asked to summarize the events that occurred in the chapters they read, which requires restating key ideas in their own words. Students answer three comprehension questions in a journal and discuss remaining questions aloud, activities that prompt them to paraphrase portions of the text during writing and oral discussion. Students are also prompted to develop two of their own questions to ask in discussion, supporting verbal restatement and explanation of chapter content.

Students are asked to read the chapter "Last Days" aloud with expression and then answer three questions in a journal and discuss the remaining questions, which requires restating text details. Activity 1 asks students to record information learned about Japanese culture on a chart, prompting them to put text-based facts into their own words. Activity 2 offers journal-entry and song options that ask students to express the meaning of O Bon and how families remember the dead, tasks that require summarizing or restating cultural information from the reading.

Students read sections of the book and answer one or two journal questions after each section, requiring them to restate plot points and character thoughts (e.g., what Sadako kept thinking about). Students read and discuss haiku poems aloud and talk about their meanings and syllable structure. Students locate an online image of the Children's Peace Monument and draw a sketch, engaging with visual information.

Students are asked to explain three or four important events from each story and to choose an option that includes writing a first-person letter in which the character explains an important event, the circumstances, and feelings—tasks that require restating events in their own words. Students must write a description of each character and list personality traits, which requires summarizing and interpreting textual descriptions rather than only copying quotations. The activities require students to record quotes and actions and then compare similarities and differences between the two characters, which involves synthesizing information from the text.

Students are asked to use maps, videos, and books (visual and oral media) to gather information about deserts and Texas and then write a paragraph describing geographic location, rainfall, plants, animals, and adaptations. The skills list instructs students to take simple notes from relevant sources and to use oral and written language to report information on a topic. The wrapping up activity asks students to describe what they learned about Texas and the desert aloud after reading vocabulary and completing research tasks.

Students read Chapters 1–4 and answer selected questions in a journal, asking them to restate facts such as what Stanley's father did and why Stanley went to Camp Green Lake. Students record new information about each boy on the "The Happy Campers" pages, writing notes and illustrating physical appearance and traits. Students are prompted to describe orally what they learned about Camp Green Lake and the main character during the Wrapping Up discussion, and some questions are designated for use as discussion questions.

Students read Chapters 5-7 and are prompted to answer selected questions in a journal and discuss others, which requires them to restate events (e.g., what Stanley said and what actually happened). Students are asked to describe nicknames in writing and explain why they like or do not like them, which requires expressing ideas in their own words. Students also work with the soil "Dirt" activity where they draw or match labels and descriptions to a visual diagram of soil layers, interpreting visual information and connecting text descriptions to images.

Students read Chapters 8-12 and answer assigned comprehension questions in writing and discussion, which requires them to restate plot details and character information. Activity 2 asks students to record the author's description of the yellow-spotted lizard and either illustrate it or build a clay model, which has students translate textual description into a visual or physical representation. The Skills section also directs students to use oral and written language to answer open-ended questions, supporting spoken and written re-expression of information.

Students are asked to summarize what happened in the chapters they read in the previous lesson. Students answer half of the chapter questions in their journal and then share their answers verbally for the remaining questions. Students are asked to describe aloud how Camp Green Lake is changing Stanley and, in Option 2, to read their alliterative poems aloud.

After reading Chapters 21–24, students are asked to answer four journal questions and discuss remaining questions orally, which requires them to restate information from the text. Activity 2 asks students to write a paragraph or a letter describing experiences in the Old West based on discussion and background information, which has students put information into their own words. Activity 3 directs students to locate the author's description of Green Lake and draw how it looked 100 years ago, which asks students to translate textual description into a visual representation.

Students are asked to answer four or five questions in a journal after reading Chapters 25–28, which requires them to restate who Sam was and what happened to him. Students participate in a discussion using remaining questions, and the wrapping up step asks students to summarize the story of Kate Barlow and Sam the Onion Man. Specific comprehension questions (e.g., "Who was Sam?" and "How did the town treat Kate Barlow and Sam?") prompt students to put text information into their own words.

Students read Chapters 29–32 and select four comprehension questions to answer in writing while answering the remaining questions orally, which requires them to restate content. Students are asked at the end to summarize what happened in the chapters and to give examples from the text orally. The activities require students to respond verbally and in writing about plot events and character interactions (e.g., questions about Stanley, Zero, and the truck).

The lesson asks the student to read one of Chapters 33–36 aloud and to use intonation and expression in her voice. The student is asked to answer three chapter questions in her journal, selecting which questions to answer. The wrap-up asks the student to describe what happens to Stanley as he leaves to find Zero, which requires restating events from the text in the student's own words.

Students read Chapters 37–41 and are asked to select three or four comprehension questions to answer in a journal and to share answers aloud, which requires restating events and information from the text. Activity 3 asks students to create a Venn diagram comparing Kate and Sam's story with Stanley and Zero's story, requiring students to identify and record similarities and differences (i.e., summarize and restate story elements). The wrapping-up prompts ask students to explain what Stanley learned about Zero and what they would have done, prompting verbal summarization of plot and character information.

Students are prompted to "summarize the last chapter she read," which requires them to restate chapter content in their own words. After reading Chapters 42–45, students answer journal questions and orally share remaining answers, requiring them to paraphrase portions of the text into written and spoken responses. In the "Conflict in Holes" activity, students choose conflict types, write descriptions of those conflicts in their own words in three boxes, and illustrate them, translating textual events into visual and descriptive forms.

Students are asked to watch the movie adaptation and "think about how the movie and book were similar and different," which requires restating information presented visually. Students answer comprehension questions orally or in a journal about Chapters 46–50, which requires them to explain and summarize plot details. Students cut apart event descriptions, sort and sequence them for two storylines and identify problem, climax, and solution, which asks them to reorganize and express story information in their own words.

Students are asked to give a verbal summary of Fiona's Luck, which requires them to restate story events orally. Students watch two videos about Ireland and then answer questions such as "What is something new you learned about Ireland?," prompting them to restate information presented visually and orally. Students complete fact-vs-fantasy and story-elements activities (listing facts, plot, setting, characters), which require them to put information from the story into their own words.

Students are asked to verbally summarize The Sea King's Daughter at the end of the unit, which requires restating story content orally. In Activity 4 students view paintings and listen to an opera excerpt and are asked to identify which parts of the story those media represent, connecting visual and oral information to the text. Activity 3 has students describe story elements in their own words, and Activity 1 asks students to explain what they learned about Russia's culture and geography from the story and maps.

Students are asked to watch a stage/video adaptation and then "select a scene" and "create a script" by taking the most important words and shortening conversations, which requires condensing spoken material. Students compare the movie Frozen to The Snow Queen and record similarities and differences, which requires summarizing and paraphrasing visual and narrative information. Students read informational text about Denmark and are instructed to "convey the information concisely" in a small book, which requires paraphrasing the factual content they read.

Students areasked to "briefly summarize each story" after reading and to review activity pages to jog their memory, which requires restating story content in their own words. Students are instructed to retell selected events from a chosen story from a first-person perspective and to write an 8–10 sentence version, which involves paraphrasing original events in new wording. The "Comparing Story Elements" page asks students to list similarities and differences and explain why pairs of stories are alike or different, requiring students to restate and compare story information.

The skills list asks students to "interact with the text before, during, and after reading, listening, or viewing by making connections" and to "use oral and written language to report on a topic," which points to practice with information presented in text and media. Activities ask students to read river habitat sites, look for names of river plants and animals and add them to a chart, list ways river resources are used for survival, and compare their own journal entries to what Abel says he misses. Students are directed to read online resources (visual media) and to record and report findings on the Natural River Resources chart and in journals.

Students answer specific comprehension questions that require restating events and descriptions from Chapters 1 and 2 (e.g., describing what Abel and his wife were doing, the weather, and the boat). Students complete a "Using Natural Resources" organizer in which they record the natural resources Abel uses and describe how he uses them, which requires restating textual information. Students discuss and write interpretations and support conclusions with examples drawn from the text, and they complete prediction/inference pages that ask them to write answers based on given sentences.

Students are asked to read Chapters 3 and 4 and answer assigned questions in a journal and in discussion, which requires restating chapter content in their own writing and speaking. The Wrapping Up prompt asks the child to "summarize what happened to Abel," an explicit task to put portions of the text into their own words. Activity 1 directs students to fill in a chart "Using Natural Resources," taking information from the chapters, and Activity 2 asks students to describe the boats Abel built and what happened to them, requiring them to extract and restate information from the story and from the provided boat diagram.

Students are asked to fill in a chart "Using Natural Resources" taking information from Chapters 5 and 6 and to answer three to four journal questions about the chapters, which requires restating chapter content. In the "Who Is Abel?" activity students record words and phrases describing Abel and cite textual evidence, and they are prompted to draw and discuss visual images based on text descriptions. In the "Mouse Measurements" activity students convert Abel's quantitative estimate (tails) using a map scale and then draw a scaled map, representing quantitative information visually.

Students read Chapters 7 and 8 and answer specific comprehension questions (e.g., describing Abel's river-crossing plan and why it failed) that require them to restate portions of the text. Students are asked to fill in a "Using Natural Resources" chart by taking information from Chapters 7 and 8, which requires extracting and putting textual information into another format. Students are prompted to describe the conflict in the story in discussion and wrap-up, which asks them to put story events into their own words.

Students read Chapters 9 and 10 and answer specific comprehension questions about why Abel was not lonely, his worries about winter, the objects he found, and how he escaped the owl. Students fill in a "Using Natural Resources" chart using information taken from those chapters. Students reorder and write Abel's daily routines on the "Abel's Daily Schedule" pages and explain or journal about how they decided the order.

Students read Chapters 11 and 12 and answer explicit comprehension questions (e.g., why Abel felt uneasy, how he protected himself), which requires restating events and motivations in their own words. Students are asked to fill in a "Using Natural Resources" chart taking information from the chapters, requiring them to extract and summarize text details. Students are prompted to describe threats Abel faces and how he is adapting, which involves orally or in writing conveying information from the story.

Students read Chapters 13 and 14 and are asked to find information that explains Abel's hibernation/torpor and to fill in a chart ("Using Natural Resources") using information from those chapters. Students complete a Hibernation activity page by answering directed questions in complete sentences and are asked to use oral and written language to report on a topic. In the Hibernation Experiment students collect quantitative data (pulse, breaths, temperature), record it in a table, and discuss how the data relates to hibernation.

Students are asked to describe the major event from the prior reading and to answer comprehension questions about Chapters 15 and 16, requiring them to restate plot points in their own words. Students fill in a chart "Using Natural Resources" taking information from the chapters and create a Venn diagram comparing Gower and Abel, which asks them to summarize and represent character information visually. Students prepare a script to re-enact pages 93–96 and discuss the action and dialogue, requiring them to restate and present portions of the text orally.

Students are asked in Activity 3 (Abel to Change) to describe Abel before and after the island and to explain what caused his change, which requires them to restate and summarize character information from the chapters in their own words. Activity 1 has students write big and little questions about Chapters 17–18 as they read, which engages them in processing and responding to text content. The Wrapping Up prompts ask students to describe a personal situation that caused change and to explain how and why it changed them, which asks students to put experience into their own words.

Students are asked to answer specific comprehension questions about Chapters 19 and 20 in journal or discussion form, which requires them to restate events (e.g., how Abel got off the island, what he discovered when he woke). Activity 1 directs students to fill in a chart named "Using Natural Resources" taking information from Chapters 19 and 20, which asks them to extract and record information from the text. The Life Application asks students to watch Swiss Family Robinson and compare how the family uses natural resources to Abel's situation, which requires students to restate and compare information from a visual media source.

Students are asked to read the Author's Note aloud and discuss why the author included it, which engages them with text presented orally. Students trace Columbus' route on a map and record dates and important events, interacting with visual and quantitative information. Students write positives/negatives and list factual versus fictional elements on activity pages, requiring them to extract and record information from texts and visuals.

Students read Pedro's journal entries and answer assigned questions in their journals, providing opportunities to restate information from the text (Questions #1-#7 and journal responses). Students record the geographic location, crew's attitude, Columbus' attitude, Pedro's attitude, and an important event for each month on the 'The Journey' chart, which requires summarizing or condensing passage content into brief entries. Students also match navigation instruments with illustrations and descriptions, engaging with visual-plus-text information.

Students are asked to describe how Pedro's journey began and to summarize what happened to Columbus and the crew in September, which requires restating events in their own words. Students answer specific comprehension questions in a journal (e.g., what Pedro's job is, what signs of land were observed), which asks them to restate portions of the text. The lesson also directs the parent to "share the story from Option 1 so that he can hear an example," and to "find pictures of comets and meteors online for your child to view," providing oral and visual material for discussion.

Students read the journal entries for October and answer comprehension questions that require restating content (e.g., "Where did Columbus think they had landed?"; "What did the sailors notice when they landed on the island?"). Students complete a bubble-map activity recording words or phrases the crew might use to describe the native people and vice versa, which asks them to summarize perspectives. The wrapping-up prompts ask students to describe how the book portrays the native people and why Pedro is uncomfortable with interactions, prompting students to put ideas into their own words.

Students read Pedro's journal entries for November and answer guided comprehension and discussion questions (e.g., explaining interactions between crew and natives, why Columbus wanted to take natives to Spain). Students are asked to explain and discuss what Pedro is learning about the natives and Columbus and to list disadvantages for life at sea versus life on land in their own words. Students look at examples of Native American masks online and create a mask, which may prompt them to describe or discuss observations about visual materials.

Students read the journal entries for December and answer three or four assigned questions in their journal (e.g., describing the encounter on December 3rd and explaining what Pedro did on Christmas Eve). Students discuss the novel and are asked to explain the difference between the treasures Columbus expected and those he found. Students also read pages 52–53 and illustrate and label expected versus actual treasures, comparing the two lists.

Students are encouraged to read The Island of the Skog aloud and to discuss a set of comprehension questions (Q1–Q7) that require them to restate plot points and character actions. In Activity 1 students fill a graphic organizer comparing Pedro's Journal and The Island of the Skog, writing similarities and unique characteristics in their own words. In Activity 2 students write three ways the mice showed prejudice and three ways Columbus showed prejudice, which requires extracting and restating portions of the texts as written responses.

Students finish reading Pedro's Journey and answer three journal questions and discussion questions that require them to restate events (e.g., reasons Pedro didn't enjoy the voyage, what happened to the Pinta, how long the voyage took). Students fill in "The Journey" pages from their reading and complete Activity 3 by writing a firsthand report as Pedro that explains the crew's survival, discoveries, and what it was like to sail with Columbus, then deliver that report orally. The Skills section explicitly lists that students will "Use oral or written language to recount or narrate" and "Share written and oral products in a variety of ways."

Students are directed on the Quotes Cube to write three sentences that contain a quote from the book and to "write sentences describing these quotes" on the other faces, which requires restating or explaining quoted material. On the Exploration Cube students will "record or illustrate what the captain and crew learned and discovered" and "describe a way that lives and cultures were changed," which asks students to put information from the story into their own words or images. The Survival Cube asks students to "record three things that threatened the survival" and "three things that the crew or captain did to aid in their survival," requiring students to extract and express key informational points. The Wrapping Up section asks students to explain the information on each block orally as they build a story tower, prompting verbal recounting of the content they created.

Students are asked to read the first two chapters and answer selected questions in a journal or discuss them, which requires summarizing and restating events and character details. The Plot Flowchart activity directs students to record a brief retell and a major event for each chapter they read, prompting them to restate chapter content in their own words. The Fantasy Genre activity asks students to record events, characters, and descriptions from a favorite fantasy novel, requiring them to put those elements into their own written responses.

Students read specific chapters and answer questions in a journal and discuss remaining questions, requiring them to restate and explain events and descriptions. Students record an event from each chapter on a Plot Flowchart, which has them summarize chapter events. Students read factual information about rats and mice and produce a Venn diagram and illustrations, which requires them to synthesize and rephrase informational text.

Students read the chapters 'Go to the Rats' and 'In the Rosebush' and answer assigned journal questions and participate in discussion, which requires them to restate events and explanations from the text. Students fill in a Plot Flowchart and list ways Mrs. Frisby showed bravery, tasks that ask them to summarize and reorganize information from the reading. Students are asked to describe what the owl told Mrs. Frisby about his house and to describe what threatens Timothy's survival, requiring them to put text-based information into their own words.

Students read the chapters Brutus and In the Library and answer comprehension questions in a journal (e.g., describing Brutus and Nicodemus and how the rats responded to Mrs. Frisby). Students create a Plot Flowchart by describing an important event from each chapter. Students list examples on the "Beyond Needs" page and explain how machines and inventions make life easier for the rats, which requires restating and organizing information from the text and activity pages.

Students read the chapters Isabella and A Powder for Dragon and answer comprehension questions in a journal, which requires them to restate events and character information. Students describe important events on a Plot Flowchart, which asks them to summarize portions of the text. Students use the bushel graphic and accompanying chart to compute and compare weights, requiring them to interpret and restate visually and quantitatively presented information. Students orally describe the rats' plan during the Wrapping Up discussion, providing an opportunity to paraphrase information aloud.

Students are asked to write a summary in their journal of Nicodemus' story about life in the farmers' market, the rats' capture, and life at NIMH. The Skills section explicitly lists summarizing main ideas from written or spoken texts using succinct language. The Wrapping Up section asks students to explain orally how the rats were captured and what happened afterward.

Students are asked to read chapters and answer journal questions (e.g., describe Justin's escape, how rats were taught to read), which requires restating events and information in their own words. The Plot Flowchart activity asks students to describe important events from the chapters, prompting them to summarize and rephrase portions of the text. The wrap-up asks students to describe what life was like for the rats and to give an opinion, which requires recounting and rewording story content during discussion.

Students read the chapters "The Air Ducts" and "The Boniface Estate" and answer specific comprehension questions in a journal (e.g., why the rats delayed escaping, what they learned in the building, tools they used). Students record an important event from each chapter on a Plot Flowchart and write examples of how Nicodemus changed before and after NIMH on the activity page. Students are asked to describe how the mice escaped and to write down needs beyond food, water, and shelter, requiring them to restate and explain story information in their own writing.

Students are asked to record an important event from each chapter on a Plot Flowchart and to answer specific comprehension questions in a journal, which requires them to restate and summarize portions of the text. The "Tools and Machines" activity asks students to look at illustrations and write how the Rats of NIMH use each tool, which requires students to interpret and put visual information into their own words. The wrapping-up prompt asks students to describe the Main Hall and the rats' plan orally or in writing, prompting restatement of information from the chapters.

Students answer journal questions about the chapters Thorn Valley and Captured and record an important event from each chapter on a Plot Flowchart, which requires restating chapter content. Students read arguments about animal research online and interview people in the community, then record the positives and negatives on an 'Animal Testing and Research' chart. Students also write a speech that synthesizes those arguments and reasons, demonstrating they transform information from written and oral sources into their own organized statements.

Students are asked to summarize what they learned from chapters read in a previous lesson, which requires restating key ideas in their own words. Discussion and journal questions (e.g., What did Mrs. Frisby learn? Who rescued Mrs. Frisby? What equipment did the rats use?) require students to orally or in writing restate events and information from the text. The Plot Flowchart activity asks students to fill in events from the chapters, which has students recount and rephrase story events.

Students read specified chapters and answer discussion and journal questions that require them to describe events and characters (Questions #1–#7). Students fill in a Plot Flowchart and a Plot Diagram by listing the problem, rising action events, climax, falling action, and solution, which requires restating parts of the text in their own words. Students record examples on an "Elements of Fantasy" page by identifying and writing examples from the book that match each element, and they are asked to compare the book with the movie, discussing similarities and differences.

Students are asked to "write a description of each character" and to "write a description of Thorn Valley" based on the book's chapter, which requires restating the author's information in their own writing. The Outlining section directs students to "write a summary of your chapter" and includes a rubric item about whether the setting reflected Thorn Valley and whether events matched what is known from the book. Option 2 asks students to describe floats they saw (in person or on TV) and then represent the story's setting, characters, themes, problems, and solutions visually on a parade float.