Students are asked to read or sound out labels on the "Exploring My Home" pages and to add missing first letters, with the teacher/parent reading words slowly while the child follows the sounds. The skills list explicitly includes "Show an understanding that the letters in a written word represent the sequence of sounds" and "Attempt to read dictated text." Activity 3 asks the child to read a paragraph aloud, and activities repeatedly prompt supported reading and oral rehearsing of informational vocabulary about environments.

Students are read the book Me On the Map and are asked questions about their country, state, town, and address with repeated practice over several days. Students examine examples of maps and identify landforms, streets, and bodies of water, and they complete map-labeling activities where they sound out and write labels for items on a house map (Options 1 and 2). Students practice decoding and handwriting by sounding out letters and copying words such as map, mom, home, and house on dedicated handwriting pages.

Students are asked to listen to Crinkleroot's Guide to Animal Habitats being read aloud and to answer questions about the text, which provides experience with informational content. Students are prompted to identify the title and author's name and to point out letters they recognize in those elements. Students use the book as a reference to chart Crinkleroot's course through habitats and to find and count animals and plants in each habitat. Sequencing activities require students to arrange habitats in the order they were visited based on information in the book.

Students look through Crinkleroot's Guide to Knowing Animal Habits to identify and chart plants and animals in different habitats and to find examples of shelter. Students analyze those entries to identify consumer and energy-source relationships and fill in corresponding "Energy Source/Consumer" activity cards. Students listen to Up in the Garden and Down in the Dirt read aloud and answer specific comprehension questions about seasons, watering, and how animals help plants. Students write or label names of living things they recognize from the book on activity pages.

Students are asked to read and sound out habitat words on the Identifying Habitats pages (e.g., add first and last letters, read names from a word box) and to label pictures with those habitat names. The lesson prompts students to explore picture books and a National Geographic slideshow and to "read the caption under each picture" to identify animals. Students are also asked to refer to Crinkleroot's Guide to Animal Habitats and to look for information online if they do not know which habitat an animal belongs to.

The lesson directs adults to "read the names of the tools with your child using her finger to point at the letters as you sound them out," and includes activity pages (Measuring Tools, handwriting) that contain words and labels for students to read or copy. The "Facts and Definitions" and Introduction present informational content about tools and their uses that students hear and may discuss. Handwriting and word practice (letter Ii, words it and inch) give students opportunities to decode informational vocabulary related to the topic.

Students encounter short informational captions such as "A fish swims in the ocean" on the Animals on the Move pages and are asked to name animals and habitats in picture-caption pairs. Students are prompted to write habitat names and fill in response spaces (Option 2), and to analyze pictures and explain why animals do or do not belong in certain habitats on the You Can't Live There pages. Instructions also prompt students to act out movements and circle body parts while captions or movement words are read aloud, creating opportunities to link text to meaning.

Students are provided informational pages (Amazing Changes and Amazing Animal Math) with explanatory text and illustrations about animal adaptations for them to read or listen to. Students are instructed that an adult can read to them or they can read along ('you can read to your child or encourage him to read along') and are asked to read word problems aloud in Activity 3. Students are directed to listen critically and respond to comprehension questions (skills list includes 'Listen critically to text read aloud' and 'Respond to critical questions about a text'), and to select an animal to research further.

The lesson instructs adults to "review the words beneath each face, encouraging your child to read the words aloud" on the "Our Feelings" activity pages, providing labeled pictures and simple words for the child to read. Activity 3 has students' ideas recorded and then asks the child to "read the ideas aloud," and the Skills list explicitly includes "Read or attempt to read own story (LA)." The introduction and teacher-read examples present informational content (how environment causes physical and emotional changes) that students discuss.

Students are read pages from two informational books (Oh Say Can You Say What's the Weather Today? and Whatever the Weather) with specific pages identified for rereading and discussion, and are asked comprehension questions about habitats, weather, and types of precipitation. Students are prompted to read words on activity sheets (the names of precipitation types) and to follow written directions for experiments (making rain) and crafts (symmetry snowflake). The lesson includes adult prompts to elicit predictions, observations, and explanations while students count raindrops and describe processes (e.g., how rain forms).

Students are asked to "look at the book, Crinkleroot's Guide to Knowing Animal Habitats, with your child and ask her to describe what the weather can be like in different habitats," which requires engaging with an informational text with adult support. Students encounter a "Facts and Definitions" section (definitions of temperature, thermometer, rain gauge) that presents informational content they can read or hear and use. Students also use Student Activity Pages and task directions (Measuring Temperature sheet, cactus craft directions) that include labels and procedural text to read or follow with help.

The lesson asks students to read the words of the Weather Song aloud and to follow along by pointing to each word as they sing. The lesson includes teacher prompts and scaffolds (e.g., asking the child to find specific words like "clouds" or "rain," to count letters, and to identify capital letters). The Skills list explicitly names print concepts such as recognizing that written words are separated by spaces and knowing the difference between letters and printed words.

Students are asked to read directions aloud for Activity 2 (Graphing Leaves) or have them read with support, which requires reading informational instructions. Students practice reading and using words in sentences in Activity 1 (circle items, write names, use each word in a sentence) and Activity 4 (handwriting practice with the words "fall" and "fun"). The lesson includes short factual statements under "Facts and Definitions" (seasons and months) and asks students to recite months on a calendar, providing exposure to simple informational content.

Students encounter a Facts and Definitions section with clear informational sentences about summer (e.g., "Summer follows spring," "Summer is the warmest season," and the months of summer), which they can read with support. Students are prompted to read or read along with the short story options and to fill in vocabulary words, providing guided oral or emergent reading practice. Students complete the "Changes in Weather" page by writing season names beneath temperature labels and answering factual sentences (e.g., "______ is the warmest season"), which requires reading and using informational statements.

Students are invited to look through and read aloud the book Whatever the Weather (Activity 3) and to reread pages 8–15 of Oh Say Can You Say What's the Weather Today? (Activity 4). Students answer guided questions from the Weather Forecast graphic organizer and use pages of informational text to match the current outdoor conditions. The plan includes adult prompts and support during reading and when students prepare and present a three-day weather forecast to the family.

Students are asked to read community vocabulary words and to read each sentence and fill in the correct community word (Activity 2, Option 2). Students answer comprehension questions after the read-aloud of On the Town and discuss facts and definitions about communities (Activity 1 and Facts and Definitions). Students practice recognizing words by sight and use vocabulary in context through fill-in-the-blank sentences and vocabulary cards.

The lesson asks the adult to read Me on the Map to the child and to point out streets, buildings, and the river on the town map, giving the child exposure to informational map content. It has the child look through books in the home library, select three books with different types of communities, and copy the title of each book, which involves recognizing and transcribing informational cues. The child is asked to label places on a poster and write or dictate brief descriptions of how each place serves the community, connecting images and text about real-world places.

Students are asked to read or attempt to read the names of community helpers on multiple activity sheets and to read through lists (Activity 1 and Activity 2). Students are prompted to attempt to read their own written paragraph aloud (Activity 4 and 5) and to look for and read books about community workers (Activity 6). Students also use simple informational features (labels, charts, tally sheets) as part of recording observations.

The lesson directs an adult to "Ask her to read the names of buildings, goods, and services" and to help her sound out words if needed, giving explicit opportunities to read informational labels. Activity 1 includes a student page with labeled illustrations (Library, Grocery Store, Hospital, Books, Fruits and Vegetables, etc.) that students are asked to read and match. Activity 2 asks the child to "read how many dollars it costs" on price tags and to count out dollar bills, providing practice reading numeric informational labels.

Students are asked to "follow print word by word" and to read each household-rule sentence by herself or with assistance in Activity 1. The Facts and Definitions section provides short informational statements (definitions of rule and law) that students can read and discuss. In Activity 2 and the Student Activity Page, students read or hear short declarative statements (e.g., "Stop at a red light," "Wear your seatbelt") and sort them into informational categories (Rules vs. Laws).

Students encounter short informational statements in the "Facts and Definitions" section (e.g., animals need food, water, air; fur, scales, and feathers are coverings). Students read and use labeled student activity pages (living vs. nonliving, animal parts, body coverings) where they must read picture labels and circle or write names of items. Activity 2 suggests using Crinkleroot's Guide to Knowing Animal Habitats, where students look at pictures and identify body parts while discussing how animals use them.

Students are prompted to read the explanatory introduction and the Facts and Definitions aloud or have them read to them, exposing them to informational content. Students are asked to read or listen to the questions on the "Guessing Ages" activity page and to reread the questions or attempt to read them independently. Students are directed to look for information on the Internet about animal life spans, draw and label animals, and write average life spans, which requires engaging with informational sources. The Skills list explicitly includes "Attempt to read written text (LA)."

Students are asked to listen to and discuss the nonfiction picture book Up in the Garden and Down in the Dirt and Over and Under the Pond (read aloud) and answer comprehension questions. The plan explicitly instructs the child to read the first sentence on the title page and to complete sentence-level reading tasks (preposition sheets). The curriculum directs students to locate and use a glossary and other text features and to create their own informational "Earth Materials" book, cutting, labeling, and pasting informational sections.

Students are asked to attempt to read the book My Five Senses, locate the title and author, and answer comprehension questions about the content. Students use a provided "Senses Word List" to find words in the text, copy each word three times, and refer to the list while reading. Skills listed include "Read or attempt to read written text (LA)", recognizing sight words, and identifying beginning consonant sounds, and activities prompt student reading with scaffolds (question prompts, word lists, and guided discussion).

Students listen to The Magic School Bus Explores the Senses as an adult reads the book aloud and participate in guided rereading of specific pages (pages 12–19 and 21–27). The lesson explicitly prompts students to "attempt to read written text" and asks them to read their own recorded descriptions aloud (with assistance as needed). Students are asked to read back their ideas after the blindfold activity and to attempt to read their sound descriptions aloud to others.

Students are asked to attempt to read the name of each spice on the labels of the jars and to copy the name onto index cards (Activity 2). Students read aloud the story recorded about their favorite flavor after it is written down for them (Activity 3). Students also read or copy a sentence about something they smelled or tasted (Activity 4), providing additional brief reading practice.

The lesson directs an adult and child to read pages 21 through the end of My Five Senses by Aliki and then asks the child questions about which senses the character used, providing practice with informational content. The Skills list and activities emphasize listening to text read aloud, interacting with the reader (questions, comments, ideas), and using prior knowledge when listening. Activity 3 asks the child to look through books and identify ways characters use their senses, which engages the child with informational book content.

The lesson's Skills list explicitly includes "Attempt to read written text (LA)," indicating students are asked to engage in reading. Activity 1 asks students to "read the clues, or you may read them aloud," prompting them to practice reading short informational clues. Activity 2 directs students to "read through the paragraph" about popping popcorn and then "attempt to read the report," with assistance provided as needed.

The lesson instructs an adult to "Read the sample sheet with her" and provides 'Party Planner' activity pages with labeled columns (sense, idea, supplies) and written game instructions, which are informational in form. Students are directed to use and respond to written directions (Questions to Explore, Introduction, Part 1/2, Party Day, Wrapping Up) and to read icons, labels, and short explanatory text while planning and checking supplies.

Students are asked to read through the vocabulary list with an adult and attempt to sound out words (Activity 1). The lesson includes a brief "Facts and Definitions" section that names and defines "personality," which students can encounter and discuss with prompting. Activity 4 has students practice the word "quiet" and letter Q through tracing and repeated exposure to the printed word.

Students are asked to "go to the library and find books about the subject" and to use that research to answer the "My Interest" prompts, which indicates engagement with informational books. Activity 3 directs the student to "read the questions aloud" when interviewing others, providing practice with reading short, structured text. The activities ask students to use prior and new knowledge from books to respond to informational prompts and to teach others about their interest.

Students are asked to "point to the title of the story and to sound out the letters" and to "identify the shapes on the cover," showing letter/word and print-awareness practice. The skills list explicitly includes "Read or attempt to read own story or simple text (LA)," and activities ask students to "attempt to read his description and share his shape design" and to "read the book aloud to the family." The activities also have students reread descriptions of each shape and respond to comprehension questions after reading.

Students are asked to engage with the informational book A Life Like Mine: How Children Live Around the World; specific directions tell an adult to "Read pages 6-13, 18-23, and 26-31" and to "Read about Vincent on pages 24-25, Natalie on pages 42-43, Michael on pages 62-63, and Ivana on 72-73." Students are directed to "look through the pages" and to identify pictures, describe clothing and activities, and locate countries on the map. Skills listed include connecting information in text to personal experience, completing sentences, dictating ideas and responses, and attempting to write words and sentences using inventive spelling.

The lesson directs an adult to read pages 26–35 of the informational book A Life Like Mine and to ask the child to identify and describe the different homes shown, which engages the child with informational text content. It asks the child to identify materials used in homes and to recall the concept of natural resources, connecting text information to prior knowledge. Activities require the child to look through the book or online for examples of homes, record country names, and write a sentence about his home, all of which require reading and using information from informational texts.

Students are asked to "read about the holidays in encyclopedias or on websites" and to "look online for pictures and descriptions of holidays and traditions around the world," which requires engaging with informational texts. Students discuss information found online in response to specific comprehension prompts (e.g., What are the people celebrating? What types of activities are they engaged in?). Students use gathered facts to create a "Book of Holidays" with a sentence about each holiday and to place holidays on a calendar, showing use of informational content to complete grade-level tasks.

The lesson asks students to "look through books/websites on different countries and identify the modes of transportation" and to "look carefully at the pages in A Life Like Mine and encourage your child to find examples of transportation," which has students examine informational sources. An optional extension asks students to "select a form of transportation to learn more about" and to "locate information in books and online," encouraging information-gathering. Students are also asked to attempt to read their recorded story aloud and to write or copy a sentence about transportation, providing opportunities for supported reading and writing practice.

Students are asked to read specific informational pages (pages 46–51, 56–61, and 66–71) and discuss why children need education, play, and love and care. The introduction and wrap-up prompt adults to ask guiding questions (e.g., what people need, what it means to want vs. need), showing an adult-supported reading-and-discussion format. Activities refer to survey pages and charts that require students to draw or write information gathered from people, reinforcing comprehension of informational content.

The lesson directs students to read pages 98–113 of A Life Like Mine and to discuss what identity, nationality, and religion mean, which engages them with an informational text. The Skills list explicitly includes "Read or attempt to read own story or simple text (LA)." Activity 2 asks students to read the paragraph they fill in (with assistance provided) and to attempt to fill in blanks or dictate ideas for recording.

Students are instructed to locate a chosen country on a map and read about it in a book or on the Internet. Students read informational content about food, clothing, activities, transportation, and the environment of people in that country. Students discuss the difference between fiction and nonfiction sections of children's books and then use information they read to write and illustrate a comparative book.

Several activities require students to read or decode written words that label shapes and patterns (e.g., Activity 2 Option 1 asks the child to circle beginning letters, sound out each word, and create each pattern). Option 2 explicitly states the child will "read the words that describe the pattern" and then create the pattern with attribute blocks. The lesson includes short informational wording such as the "Facts and Definitions" statement: "An ABC pattern has three separate members/objects that repeat themselves in the same order," and student pages list shape labels (e.g., "Small Triangle," "Large Circle").

Students are exposed to an informational book when they (or an adult) read aloud pp. 1–11 of Pattern by Henry Pluckrose and answer questions about the text and pictures. The lesson lists "Practice reading simple texts" and "Activate prior knowledge before and during the reading," indicating reading-related activities. Students are also asked to write or copy a sentence from the day's reading, which requires attending to and reproducing text.

Students are asked to read and use a laminated calendar (write the date, select and circle the weather), which requires reading informational elements on the calendar. Students look at a map of the United States and discuss state weather patterns, which involves interpreting an informational map. Students read and match month names and weather words on the "Weather Patterns" activity page and copy the months on handwriting paper, practicing reading labels and short informational word boxes.

Students are asked to identify and circle the title and axis labels on a bar graph and to color-code entries in a chart, which requires attending to and interpreting informational text features. Activities prompt students to describe what graphs and charts tell them, answer direct questions about chart content (e.g., how many types of people, how many shirt colors), and to write a sentence about an experiment's results on the Sink or Float page. The lesson also directs an adult to read titles and labels aloud and to discuss the data with the child.

Students encounter written, step-by-step instructions on multiple Student Activity Pages (e.g., cut along dashed lines, fold along dotted lines) that they can read or be prompted to read. Students are prompted to write and read short labels and titles (e.g., "Symmetrical Pattern," "Pattern in Nature," days of the week) and to follow short question prompts at the start (Where are patterns found?). Students work with simple informational elements such as diagrams with labels (wheel book sections labeled with seasons; 3-flap book labeled beginning/middle/end).

Students are exposed to explicit informational content in the Facts and Definitions section (definitions of observe, change, cause, and effect). The lesson's Skills list includes "Read or attempt to read own dictated story (LA)," and Activity 3 asks students to write about a change and then attempt to read their paragraph aloud. Multiple activities prompt students to read or label words such as "fast" or "slow," providing opportunities to practice decoding simple informational vocabulary with support.

Students are asked to read Part 1: Things Change (pp. 3-26) of the informational book Changes Happen All Around You with adult help and prompting. As they read (or as the adult reads to them), students answer targeted content questions (e.g., identifying the crushed cookie as a physical change and the ripening banana as a chemical change) and discuss examples from the text. Students also analyze paired illustrations on the activity page and write or record sentences describing observed changes, practicing comprehension and use of informational language.

Students are asked to look at and (if able) read the informational book Zoom! Zip! Whoosh!, or listen to it being read aloud while being asked comprehension questions. In Activity 1 students use the book's index to locate the words "gravity" and "inertia," find the listed page numbers, and write or copy the sentences from those pages. The lesson's skills list explicitly includes demonstrating understanding of organization and basic features of print and using text features (headings, index, etc.) to locate key facts or information in a text.

Students are asked to read Part 2: "Seasons Change" (pp. 27–44) of an informational book with help, and to answer questions about physical and chemical changes as they read. Students are prompted to listen responsively to text read aloud and to discuss changes in the environment. Students are asked to illustrate or write sentences about personal experiences related to weather, supporting comprehension of informational content.

Students are asked to review pages 30-31 and 34-37 in Changes Happen All Around You, which directs them to read informational text about changes in nature. Students are prompted to "look at pictures and read about snowshoe hares online or in other resources," which requires them to access additional informational resources. Students answer guided comprehension prompts (e.g., how/why did the lizard change, fast or slow changes) and complete activity pages where they circle words describing changes and determine whether changes are fast or slow.

Students are directed to read specific informational pages (e.g., pages 4-7, 8-11, 10-13, 14-15, 18-25 of National Geographic Readers: Seed to Plant and reread pages 33 and 40-42 of Changes Happen All Around You). After reading, students answer explicit comprehension questions (e.g., What are some things plants are used for? How are plants similar to and different from animals?) and are asked to use the table of contents to find a section called "What Do Plants Need?". Adult prompts and supports are built into activities (parent/teacher asks questions, pauses videos for recall, guides students to find text features, and records predictions during an experiment).

The lesson directs students to review pages 14-15 and 18-19 of the informational book Changes Happen All Around You, providing explicit text to read with prompting. Students are presented with a Facts and Definitions list (e.g., "When ice is heated, it turns into water") that they can read and refer to. Students also interact with activity pages that include labeled words and instructions (the "Ice, Water, Steam" word box and activity directions) that require reading informational labels and procedural text.

Students are asked to read specified pages (pages 6–13 and the last three pages) of the informational book Telling Time: How to Tell Time on Digital and Analog Clocks and to discuss what they read. Students answer guided questions about past, present, and future and about units of time, linking text content to personal examples. Students record dates on a calendar, place events in chronological order, and complete cut-and-paste and writing/drawing activities that require comprehension of informational content.

Students are asked to read specified pages from the informational book The Usborne Time Traveler with an adult (pages about Ancient Egypt, Ancient Rome, and Medieval Europe) and to look through the book to select time periods. Students use text features and reading strategies: they are prompted to predict content by analyzing the cover, activate prior knowledge, and "know and use various text features (e.g., headings, tables of contents, glossaries) to locate key facts or information in a text." Students practice extracting facts (dictating five clues about a time period), sequencing events on a timeline, and answering comprehension questions about differences between past and present based on the book's information.

Students are asked to skim or read specific informational pages from The Usborne Time Traveler to learn about homes, clothing, food, and transport and then draw and write or dictate descriptions of information found on those pages. Parents are instructed to prompt and support reading activities (for example, "Ask your child…", "Help him put the pictures in chronological order"), and students complete timeline and chart organizers based on information they locate. Students write one sentence about each element of culture and assemble a book to present their findings, which requires extracting and communicating information from informational text.

Activity 1 directs an adult to read each example on the "What Will Happen?" sheets and ask the child to respond and predict, showing reading-with-support interactions. Activity 3 asks the child to dictate a description and then "attempt to read the description he dictated," giving a supported opportunity to read text they produced. Activity 4 has the child write or copy a sentence about a change, which provides brief practice with decoding and reading simple sentences.

Students are asked to select and read a simple biography and respond to comprehension questions about whether the person lived in the past, what they did, and how they are similar. Students read the "People in History" activity page (five short informational descriptions with dates), cut apart the squares, place them in chronological order, and match descriptions to pictures. Students write a sentence about a historical person, and adults are prompted to reread descriptions and ask children to point to individuals, providing prompting and support.

Students are asked to "read through her book or comparison pages," which requires them to read informational sentences they composed about past, present, and future. In Option 2, students are directed to use The Usborne Time Traveler "for reference as needed," providing an external informational text for students to consult. Student activity pages prompt students to write factual comparisons (e.g., "In the past..." and "Today...") that can be read as informational content.

Students are asked to read the Weekly Message #10 aloud with support and to follow along as the adult reads, marking periods, sight words, digraphs, and blends. Students are also asked to read Reader #10 — One Can — on their own and then aloud, pointing to each word as they read, and to answer literal comprehension questions about the text (e.g., where are the ducks swimming to?).

Students are asked to read Weekly Message #11 by pointing to and reading any words they know and then read along as the adult reads the message aloud. In Activity 4.2 students are instructed to read Reader #11 — At Camp on their own and then read it aloud, with guidance to point to each word as they read and to answer comprehension questions about camp activities. The lesson also directs students to re-read the previous lesson's reader (One Can) for additional practice.

Students are asked to read the Weekly Message #12 aloud with prompting and support, point to words they know, and reread it multiple times. After reading the message, students circle sentence end marks, highlight digraphs and blends, and locate/underline specified sight words. The lesson also instructs the child to reread a previous reader (At Camp) and to read words and short sentences (e.g., "The bugs buzz.") aloud while pointing to each word.

Students are asked to read the "Weekly Message #15" aloud with prompting and support (Activity 1.1), pointing to words as they read and re-reading the message multiple times. Students are instructed to read Reader #15 — The Raft Trip on their own and then aloud while pointing to each word (Activity 5.2). Several activities require students to read words, sort words by ending sounds, and read the words they create (Activities 2.2, 3.2, 4.4).

Students are asked to read the Weekly Message #16 aloud with prompting and to point to and read words they know (Activity 1.1). Students are directed to read Reader #16 — Which? When? What? on their own before reading it aloud and to answer the question on each page, and then respond to comprehension questions (Activity 4.2). Several activities require students to reread prior readers (The Raft Trip) and to point to each word as they read, providing guided practice in reading connected text.

Students read Reader #6 "What Do You Eat?" on their own and then aloud to an adult, answering factual questions about the text (e.g., "What does the worm eat?" and "How many beans are the birds eating?"). Students re-read the Weekly Message and read sentences on the Long e Spellings page, practicing decoding and comprehension with teacher prompts and support. The skills list explicitly includes reading grade-level text with purpose and understanding and reading orally with accuracy and appropriate rate, which students practice during the activities.