Students are asked to read about tornadoes in a weather book or on the Internet and to write three factual sentences, showing they locate and extract information from expository sources. Students are given a U.S. map and the Tornado Alley student activity page and asked to look at the map, identify and color the shaded area, and label the states, which requires using a map as a text feature to locate relevant geographic information. Students are prompted to compare the inset map and shaded areas (1950–2019) and to discuss the location of their home in relation to Tornado Alley, demonstrating use of map features to find information.

Students are asked to read each vocabulary word in context using the provided page numbers and to arrange the words in alphabetical order before using a dictionary to find and match each definition. The Word Match activity explicitly directs students to "circle the first letter of each word, then use a dictionary to find and match each definition." The lesson requires students to locate specific words in the book (by page number) and to locate definitions in a dictionary.

In Activity 2 (Turtle Research) students are instructed to "locate information about turtles in books and on the Internet" and to fill in facts on the turtle-shaped worksheet. The Student Activity Page directions explicitly tell students to "Locate information about turtles in books and/or on the Internet and fill it in below." Students must find and record details such as types of turtles, habitats, diets, and predators from print or online sources.

The lesson lists the skill "Locate specific information within text" and requires students to read Chapter 3 and answer specific comprehension questions (e.g., "What does Papa do to get ready for Sarah's arrival?"). Activity 2 asks students to "look for examples in the book where the author mentions the geography, plants, animals, and transportation in each place" to complete a Venn diagram. Students are also asked to find details (gifts Sarah brought, feelings) from the chapter for journal and discussion responses.

Activity 3 asks students to "find pictures of and information about five different types of flowers mentioned in the book using an encyclopedia, nature field guide, or the Internet," and it provides a specific Web Link (https://www.kswildflower.org) with search tips (for example, "search for 'prairie grounsel'" for woolly ragwort). The lesson also points students to a page that contains the music and lyrics for "Home on the Range," which implies locating information on a named page.

The plan asks students to "locate sources to read about activities and foods that pioneers enjoyed," which requires students to search for information. Step 3 explicitly directs students to "Find a recipe that would have been made during the time period" and record ingredients and directions. The materials also allow students to "use a beginning dictionary and/or other reference materials" to correct spelling and check words.

Students are asked to "locate and use important areas of the library" and the Life Application directs students to go to the local library, locate the biography section, and observe call numbers to select a biography. The Skills list includes "Read and comprehend text by locating information for specific purposes," and Activity 1 has students read book titles on a bookcase and circle nonfiction books, which has students use titles (a text feature) to identify relevant books. The lesson also instructs students to look up unknown words in the dictionary, which engages a reference/search tool.

Students are asked to locate vocabulary words in the text using the page number provided and to read aloud and write the sentence that contains each word. The vocabulary student pages list specific page numbers (e.g., 17, 23, 62) so students must use those text navigation cues to find information. The activities require students to read Chapter 2 and answer targeted questions, which involves finding relevant passages in the chapter.

The Skills section includes "Use text for a variety of functions including informational," and Activity 3 tells students to "Begin to show your child how to research to find this type of information using the library or online." The Life Application asks students to go to the library and find a biography on a famous inventor. The activities require students to read texts and list facts (e.g., "A Bell Riddle" and "Famous Inventors and Inventions").

Students are directed to reread specific pages about Braille (p. 56-57) and to study a provided Braille alphabet sheet, which are text features that provide information about the topic. A web link labeled "Braille from Wikipedia" with a URL is included, and students are asked to locate a book written in Braille, which requires them to find resources related to the topic.

Students are asked to locate events from the chapters and place them on the "Helen's Journey" map, and the activity directs students to use an atlas or map of the U.S. to label destinations. The materials state that "Your child may need assistance locating information in the chapters that describe the events and where they occurred," and students are asked to mark places they have visited on a blank U.S. map during the Life Application.

The materials direct students to "use the book he has just finished reading to find information as well as look up new information in an encyclopedia or on the Internet," and allow students to include pictures "printed from the Internet." The Skills list also includes "Use media and technology to enhance the presentation of information to an audience for a specific purpose," which implies students will access digital sources for project content. The interview and scrapbook options require students to research Helen Keller facts to record answers and scrapbook pages.

Students are directed to locate Europe and the Bahamas on a map and to find information about the Bahamas and the Taino people using the Internet or other reference materials. The lesson provides specific web links (e.g., https://www.bahamas.com/explore-our-islands and two Taino pages) and asks students to read, look for pictures, and record facts in a journal. Students are asked to summarize information in a short report and to look up materials for artifacts online if unsure.

Students are instructed to locate Egypt and England on a world map and to use page references to find specific content (e.g., homes of ordinary people are discussed on p. 12 of one book and on pp. 13 and 15 of the other). Students are asked to look through both books to list examples of proper nouns and to search in at least three different types of places for items during the scavenger hunt. Students record prior knowledge, questions, and newly learned information on organizer pages as they read and add information each day.

Students are directed to read specific pages (pp. 16–27) to find answers to questions, and they are told the page numbers where vocabulary words appear so they can locate the words in the book. Students are asked to look at the diagram on the left side of the Government page to compare a monarchy and a presidency, using that diagram as a text feature to gather information. Students are instructed to look up vocabulary words in a dictionary, which requires using a search tool to find definitions.

The lesson asks students to "Look at the diagram of a pyramid on page 33" and answer specific questions about the mortuary temple, valley temple, and burial locations, which requires using a diagram text feature. Students are directed to reread a specific section about how pyramids are built (pp. 28–29), indicating locating information by page reference. The lesson points students to the back of the book (pp. 48 and after) for more information, prompting use of back matter to find relevant details.

Students are directed to specific pages (pages 4-6 and 6-7) to find artifacts and to use page numbers on the vocabulary page to read words in context, which requires locating information within the books. Students are asked to go through the books and read thought or word bubbles and look at illustrations to learn about characters, which uses visual text features to find evidence. Students are told to look up plural forms in the dictionary and are encouraged to "look on the Internet or in other research sources" to locate information for a chosen time period.

Activity 3 asks students to record a list of American heroes and then crosscheck that list with the table of contents in the book 60 American Heroes Every Kid Should Meet. The lesson explicitly explains that the table of contents is found at the front of the book and that it outlines chapters/topics and lists page numbers. Students are encouraged to use the table of contents to find and read specific pages (e.g., "A Tribute" on page 7 and the Introduction on pages 8-9).

Students are directed to read specific chapters by page number (Abraham Lincoln on pp. 74-75; Harriet Tubman on pp. 116-117), so they locate information in the book using page references. Students are given a web link titled "Map of Free and Slave States, 1860" and told to identify slave and free states on a map, which requires using a hyperlink/search tool to find relevant geographic information. Students read activity pages with labeled sections such as "Signs in Nature" and "Signs of Safety," which require scanning headings to find specific details about navigation and signals used on the Underground Railroad.

Students are asked to read specified chapters (pp. 16-17, 24-25, 34-35) and answer targeted comprehension questions about Mary McLeod Bethune, George Washington Carver, and Frederick Douglass, requiring them to locate information for specific purposes. The Skills section explicitly lists "Read and comprehend text by locating information for specific purposes" and "Read expository materials for answers to specific questions," which directs students to find relevant details in texts. The Scientific Discovery activity asks students to "Read about the product in a book or on the Internet," prompting students to seek information from external sources.

Students create and number pages for a table of contents by arranging hero cards in chronological order and printing page numbers for each card, explicitly practicing use of a table of contents as a locating tool. The Skills section lists "Identify parts of a book," and activities ask students to create a cover, table of contents, and assemble a book, which gives students practice recognizing and using book parts. Activity 3 directs students to look for information about a chosen hero in library books or on the Internet, prompting students to seek information in external resources.

Students are directed to use provided hyperlinks (National Audubon Society and BioKIDS) and to "search online for 'horned owl' and 'deer mouse'" to gather factual information (Activity 2). Students are asked to locate vocabulary words in each chapter and write the sentence that contains each word on note cards, which requires locating information within the text (Activity 3). Students are told to find and copy the map in the front pages of the book and to label places and trace Poppy's journey, using a map as a text feature to locate setting information (Activity 4).

Students are directed to read Chapters 5 and 6 and to locate specific passages by page number (e.g., the dialogue on pages 50–51 and the speech on pages 52–53). Students are asked to chart and label Poppy and Lungwort's journey on a Setting Map, which requires them to find and extract location details from the text. Students are also prompted to reread particular passages to identify quotation marks and speakers, indicating they must locate targeted information within the book.

Students are instructed to read vocabulary definitions and look for the words on the given pages, then locate and fill them into a crossword puzzle using the provided page references. The answer key lists specific page numbers for each target word (e.g., p.107, p.113, p.131), so students practice finding information by using page numbers. Students are also directed to copy dialogue from pages 112–113 and use those quotes for a puppet play, which requires locating specific text by page reference.

Activity 2 and its Student Activity Pages instruct students to "try to find the words in the book" and to locate the example words in Chapters 15-16. The answer key provides page numbers so students can use those page references to find the sentences in the text. The Life Application and scavenger-hunt suggestions ask students to find words with prefixes/suffixes in magazines, labels, and other printed materials.

Students are asked to trace Poppy's journey by using a page reference (Page 156) to locate the description of the path she took, so they practice locating specific information by page number. Students are directed to "read examples of epitaphs online," which requires using online search tools or hyperlinks to find model texts. Students are encouraged to check out other books by the author from the library or bookstore, which prompts locating additional relevant texts.

Day 2 vocabulary activities tell students to record vocabulary words with page numbers, locate those words in the text, and highlight them. Students are instructed to identify words with -ed, -ing, or -ly endings, write the base word, put the cards in alphabetical order, and look up definitions before using the words in sentences.

Students are asked to "locate information about spiders in books or online" and to fill out a Spider Research page with headings such as body, life cycle, and reproduction. The activity also directs students to reread Charlotte's descriptions of her eating habits, which requires using the text to find relevant details. The research and poem tasks require students to gather information from external texts or online sources and record it on the activity pages.

Students are asked to read specific pages (13, 25, 33, 43, and 62) to locate descriptions of the barn, which requires using page numbers to find relevant text. The Pig Products activity tells students they "may need to do research" to list six products that come from pigs and directs them to use the activity page to record findings. The reading assignment directs students to read Chapters 7–9 and then answer directed questions, which requires locating information within those chapters.

Students are asked to find vocabulary words in context by using the provided page numbers and to write the sentence from the book that contains each word (Activity 3). Students are instructed to use a dictionary if unfamiliar with a word and to research the spider life cycle online or in an encyclopedia (Activity 3 and Activity 4). The life application also directs students to look for pictures online if webs cannot be found in nature, implying use of online search.

Students are asked to locate Europe and Paris on a map and to find pictures of Paris online or in books, practicing locating geographic information. The Skills list explicitly includes 'Locate information in text for specific purposes,' and Student Activity Pages provide labeled sections (Location, Weather, Historic Sites, etc.) that guide students to gather targeted information. Activity directions ask students to 'use their research to complete the sheet' and to 'list examples in each part of the cycle,' requiring them to find relevant information in sources.

Students are directed to use a dictionary and two specific web links (Merriam-Webster Learner's Dictionary and Thesaurus.com) to look up vocabulary words and find definitions, synonyms, and antonyms. The Vocabulary Webs activity asks students to look up each vocabulary word, read the word in context, and fill in definition, synonym, antonym, and base-word boxes. The lesson instructs students to use those online resources to complete the vocabulary bubbles and to write sentences showing understanding.

Students are instructed to "use the following link to read about Christmas in France" and to answer questions on the "Christmas in France" activity page, which requires obtaining information from the provided web link. Students are given a Venn diagram to compare Christmas in the U.S. and France, which requires locating and extracting relevant facts from the linked article. The lesson includes explicit web link entries (URL, title, and description) that students are expected to follow to gather information.

Students are asked to reread a specific page (page 27) to find goods mentioned and to use the "Working for Money" flowchart to describe information from Chapter 4. Students are directed to look over the "Meeting Characters" page to review what the author tells about each character and then locate and copy sentences from the book that contain quotes spoken by those characters. These tasks require students to navigate to particular pages and reference a character summary page to find relevant information.

The Skills section explicitly states students will "use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings." The Vocabulary activity tells students they "can use a dictionary if he needs help" when matching words to definitions and completing sentence blanks.

The Culture Commentary (Option 1) student page explicitly provides page numbers (for example, pages 2-3, 29-30, 32; pages 1, 4, 7, etc.) indicating where students can find information about time period, people, French words, and traditions. Students are instructed to "look back at Chapters 1-5" and use the Culture Commentary page to record findings, which requires them to locate relevant information in the book. The Activity directs students to refer to specific chapters and the provided page references to gather details about French culture.

Students are instructed to find Reader's Theater scripts on the Internet by typing the phrase "Reader's Theater Scripts" into a search engine, which directs them to use a search tool with a keyword. Students are told to reread specific page ranges (for example, pages 60-64 and options like p. 82-85 or p. 10-14) to locate scenes to turn into scripts. Students examine script format and text features of scripts (colons separating character names from dialogue, stage directions in parentheses, end punctuation, and apostrophes), which requires them to recognize and use those features to follow and create scripts.

The lesson asks students to "go online and look at pictures of tropical and temperate rain forests" and to "read about Venezuela online" (Introduction and Activity 1). It provides a specific web link titled "Venezuela Facts" with a URL, which students can follow as a hyperlink to locate information. The Skills list includes that students should "Read expository materials for answers to specific questions" and "Use text for a variety of functions," implying online informational reading.

Students are asked to locate each vocabulary word on the pages provided (page numbers are listed) and read the words in context before looking up definitions in a dictionary. Students are instructed to look up information about animals online if they are unsure how to classify them. Students are directed to interpret information from diagrams, charts, and maps as part of the listed skills.

Students are asked to read Chapter 4 and Chapter 5 and to locate specific descriptions and events by page (e.g., sketch the butterfly from the author's description on pages 25–26; identify relationships on p. 26–27, p. 29–30, p. 33, p. 30–32, p. 35). Students cut out and place event descriptions from the chapters onto Plot Timelines, which requires locating passages that correspond to time intervals. The Relationships activity directs students to pairs of organisms on the provided pages and asks them to describe how they help or harm each other.

Students are instructed to "look up the word in the book for context clues" before using a dictionary, which requires them to locate words in the text. The vocabulary list provides page numbers for each word (e.g., Carcasses (p. 39)), directing students to specific pages. Activity 3 tells students to reread page 40 aloud to examine the Law of the Jungle, which requires locating a particular page.

The lesson includes two explicit web links (a San Diego Zoo page and a YouTube video) that students can follow to learn more about leafcutter ants. The activities ask students to "read about leaf cutter ants in a library book or online" and to "look at the roles of the ants and the process by which they are able to grow their own food," which directs students to locate additional information. The student is also given a URL in the Web Link section that functions as a hyperlink to an external resource.

The skills list explicitly tells students to "use multiple sources including print, technology, and experts, to locate answers to questions." The documentary option tells students that "she will look up information about each animal in books or online" and to use organizer pages to record findings. The field guide option directs students to collect information about each animal (name, layer, food, predators, relationships) from sources and record it on organizer pages.

Students are directed to use web links in Activity 4 (two specific URLs are provided) and are told to "explore them" to learn about castles. Activity 5 tells students to use an encyclopedia, library books, or websites about the Middle Ages and to read about the topic and record what they learn. Activity 6 invites students to "look at pictures on the web" and refer to online illustrations as they create historically accurate drawings.

The Vocabulary Chapters 1-9 activity directs students to copy the sentence from the book where each vocabulary word is found and notes that page numbers are provided. Students are also asked to write the words in alphabetical order and provide the page-cited context and a new sentence using the word. These instructions require students to locate specific words in the text using page numbers, a text feature.

Students are instructed to "study the flow chart" on the Feudal System page and to "answer the questions about the chart," which requires locating specific information (who has most/least power, what peasants pay, what kings give, etc.). The lesson's Skills list explicitly includes "Interpret information from diagrams, charts, and maps," indicating students will read and use that chart to find answers. The Student Activity Page presents a four-level flowchart and direct questions that require students to extract relevant details from that text feature.

Students are given a vocabulary list with corresponding page numbers and are instructed to "locate the words in context and read them aloud," which requires using page references to find information. Students are directed to read a list of hyperboles from the book (with page numbers listed) and rewrite them, which requires locating specific text by page. Students are asked to look up unfamiliar word definitions (using a dictionary) before placing them in context.

Students are directed to reread specific pages (pages 68-70 for Prince Brat and pages 65-66 and 79 for Jemmy) to find information about characters' feelings and relationships. Students are asked to locate a variety of figurative language in the book and use those examples in their monologues, and structured prompts and rubrics guide what information to find and include.

Students locate vocabulary words on the "Chapters 1-6 Vocabulary" page by finding the words in a word-search and by using the provided page-number references (e.g., rate (p. 3), sarcastic (p. 20)). Students read specified chapters (e.g., Chapter 1) and answer chapter-specific comprehension questions, requiring them to find information within chapters. Students are asked to locate Tokyo on a world map, which requires using a map as a text feature to find geographic information.