Students are asked to read about tornadoes (or have them read aloud) and to write three factual sentences about tornadoes and discuss factual versus nonfactual information, which requires extracting facts from text. Students use a U.S. map to locate, label, and color Tornado Alley and to draw mountain ranges, which requires interpreting and using visual information. Students read about and look at pictures of farm life and then complete a Venn diagram or write a paragraph comparing life on a farm with their own, which requires identifying details and comparing information from text and images.

Students practice identifying main ideas in Activity 2 (Main Idea) by circling the best summary for two paragraphs and writing main-idea sentences for two more. Students write 3–4 sentence chapter summaries in Activity 4 (Chapter Summary) and answer a direct summarizing question (QUESTION #1) after reading Chapter 1. Students answer detail-focused questions (e.g., who was in the cellar, describe the cellar) that require locating supporting details. The parent/teacher reads a modeled paragraph aloud in Activity 3 and students discuss how transition words clarify sequence, supporting oral comprehension.

Students listen as an adult reads Chapter 2 aloud and are asked to verbally summarize the chapter (Reading And Questions). Students produce a written summary in a journal and use transition words to show event order (Activity 1). Students use a Hamburger Paragraph Organizer or Paragraph Organizer to write a topic sentence and at least three supporting sentences, explicitly practicing identification and organization of main idea and supporting details (Activity 3). Students also examine the doghouse image and author/simple descriptions, drawing and discussing visual images based on text description (Skills; Activity 2).

Students read Chapter 3 independently and answer comprehension questions, including QUESTION #1: "Describe what happens in this chapter," which asks for the chapter's main events. The lesson lists the skill "Produce a summary of a text" and Activity 1 directs students to write and illustrate a chapter summary in their journals. The reading-and-questions section and the journal task require students to restate key events from the text in writing.

Students are asked to read Chapter 4 and answer explicit comprehension questions, prompting them to identify key events and reasons (e.g., where Tornado got the turtle, why he didn't drop it). Students write and illustrate a chapter summary in their journal and are told to produce a summary (listed under Skills), which requires identifying main ideas and supporting details. Students retell myths orally, compare similarities and differences, and complete a Story Map Graphic Organizer that asks them to identify setting, characters, problem, events, and solution.

The Skills section explicitly lists "Recall main ideas, facts, and details from a text," and students are asked to read Chapter 5 aloud and discuss its content. Comprehension questions (Q1–Q7) require students to identify specific details from the chapter (e.g., why Five-Thirty got his name, why Tornado dug a hole). The journal activity asks students to write and illustrate a chapter summary, and the "World's Best Pet Award" ribbons ask students to write specific reasons (supporting details) from the story to justify claims about Tornado.

Students are asked to read Chapter 6 and answer comprehension questions about events and feelings, which requires them to recall and describe key events (e.g., describing the saddest day of Pete's life). The Skills section explicitly lists "Produce a summary of a text," and Activity 1 directs students to record a chapter summary and draw an event illustration. The Student Activity Page asks students to describe conflicts in two parts of the book, label the type of conflict, and illustrate them, which has students represent information visually.

Students read Chapter 7 aloud and answer guided comprehension questions that ask them to cite how they know Pete's feelings (e.g., Q1 asks for feelings and evidence). Students are asked to produce a chapter summary in their journal (Activity 1) and to complete a 'Mood and the Environment' worksheet comparing beginning and end descriptions (Activity 4). In Activity 2 students record the specific words and phrases the author uses to describe sadness, and in Activity 5 they use a fishbone graphic organizer to write a paragraph with a clear topic sentence (main idea) and four supporting details.

Students are directed to listen to or read picture books and then identify the problem (central issue) and the major events, which they place on a Story Plot Diagram. Students practice retelling or acting out the order of important events and are asked to recall main ideas, facts, and details from a text. Students represent text information visually by completing story maps, charts, and the Tornado Plot Diagram (cutting and ordering event strips or writing summary sentences and placing them on the diagram).

Students are given a Hamburger Paragraph Organizer to arrange a topic sentence and three supporting details before writing, and they are asked to write a paragraph that must include a sentence clearly explaining how the weather or environment affected characters' feelings or actions. Students complete a paper-bag activity in which they select five objects that represent major events from the book and write a sentence for each explaining how the object relates to the book, which requires identifying key events and supporting details. Students are asked at wrap-up to explain what they learned from the story and to present songs or journal entries aloud, providing opportunities to state main ideas and supporting details orally.

Students read or read-with an encyclopedia/Internet entries about Kansas and Maine and are asked to list six facts for each state, which requires identifying supporting details from informational text. Students use a U.S. map to locate, color, and mark Maine and Kansas and discuss differences in climate and land, which requires interpreting visual information. Students discuss the cover illustration and answer questions about Sarah and compare environments in wrap-up discussion, which engages oral presentation and comprehension of information.

Students are asked to "recall main ideas, facts, and details from a text" and to explain plot, setting, characters, and theme in their own words. Activity 1 has students read definitions aloud, explain them, and give examples from books they have read. Activity 2 (Story Pyramid) and the activity sheet ask students to summarize the main character, setting, problem, events, and solution in specified word groups, and Activity 3 asks students to state a theme and describe the plot (problem, events, solution).

Students are asked to read Chapter 1 and answer targeted comprehension questions (e.g., questions about repeated questions, setting, narrator, and reasons for a character's actions). The Skills section explicitly lists "Retell written messages by clarifying or summarizing," which requires students to summarize text. Activity 2 has students look at newspaper advertisements (a visual format) and listen as some classified ads and help-wanted ads are read aloud before creating their own ad.

Students listen to Chapter 2 read aloud and are asked to verbally summarize the chapter, practicing extraction of main ideas from oral text. Students answer targeted comprehension questions that require recalling supporting details (for example, what Sarah tells about Maine and the natural resource her brother depends on). Students plan and write a paragraph about their environment using a Hamburger Paragraph Organizer, identifying a topic sentence and three supporting details to organize information visually in writing.

Students read Chapter 3 and answer comprehension questions that require locating specific information (e.g., what Papa does to get ready, what Sarah brought, how Anna interprets Sarah's feelings). Students create a Venn diagram comparing the coast of Maine and the Kansas prairie and are directed to "look for examples in the book where the author mentions the geography, plants, animals, and transportation" to record differences and similarities. Students write a journal entry retelling from Anna's point of view and are asked to summarize or clarify written messages in discussion or journal responses.

Students read Chapter 4 and answer targeted comprehension questions (e.g., why Sarah brought shells, clues she might stay, activities the family does) that require identifying key ideas and supporting details. Students are asked to retell or summarize in a journal entry and to discuss how the lyrics of "Home on the Range" reflect life on the prairie, which engages them with information presented in song (oral/lyrical) and visual sheet-music. Students create a Wildflower Field Guide by finding pictures and facts about named flowers in the text and recording where each grows, which requires extracting details from visual and written sources.

The lesson lists the skill "Retell written messages by clarifying or summarizing," and asks the child to read Chapter 5 and answer comprehension questions about plot points and character actions. Students are asked to write a journal entry reflecting the day's events (Activity 1), which requires summarizing what happened. The lesson also prompts oral discussion with a parent about what people do to enjoy environments, giving students an opportunity to state ideas aloud.

Students read Chapter 6 aloud or independently and answer comprehension questions that ask for reasons and descriptions (e.g., why Sarah asks about winter; how Caleb and Anna describe the winter). Students write a journal entry retelling Anna's experiences and are asked to list three book elements that are factual and three that are not, which requires identifying supporting details from the text. Students also read the description of winter aloud, act out activities described, and discuss similarities and differences between winters now and winters in Kansas 100 years ago.

Students are asked to identify the problem of the story and what Caleb and Anna have been worried about, which requires determining a main idea from the narrative read aloud. Students listen as the teacher reads two persuasive examples aloud and discuss what the writer is trying to persuade the reader of and which example is most convincing, focusing on the claim (main idea). Students complete a graphic organizer that prompts them to record three reasons and supporting details and then use a self-edit checklist asking "Do you have three reasons? Do you support each reason?", which practices locating and articulating supporting details in a visual/written format.

Students are asked to read Chapter 7 aloud and answer targeted comprehension questions that require recalling reasons, events, emotions, and concrete details (e.g., why Maggie and Matthew visit, chores on the farm, what Papa brings Sarah). The lesson explicitly lists the skill "Discuss main ideas, facts, and details from a text" and prompts students to discuss whether Sarah would be happier in Maine, supporting inference about the chapter's central ideas. Students also use textual details to draw the setting, which asks them to translate written details into a visual representation.

Students are asked broad guiding questions ("How does the environment change?" and "How does their environment affect people?") and are prompted to explain what they have learned about the weather in Kansas from the story, which asks them to extract information from the text. Several comprehension questions ask students to cite clues (for example, "What clues do we have that Anna misses her mother?"), requiring students to identify supporting details. The Character Line-Up activity asks students to draw characters and write words or phrases describing them, which asks students to select and record details from the text and represent them visually.

The lesson's Skills list explicitly tells students to "Locate main ideas, facts, and details in a text." Activity 2 asks students to create a plot diagram identifying problem, events, climax, and resolution, which requires students to identify main events and structure. Activity 3 directs students to write a theme in the center of a web and record examples (characters' actions, words, thoughts, and events) that support the theme, which asks students to find supporting details. The student activity pages provide visual organizers for recording main ideas (theme or plot) and their supporting details.

The lesson's skill list explicitly includes "Recall main ideas, facts, and details from a text," and students are asked to locate and read sources about pioneer activities and foods to plan their party. The self-editing checklist prompts students to ask "Do you have three reasons? Do you support each reason?", which directs students to identify and supply supporting details for their written choices. Students are also asked to read their card aloud to guests, connecting the written content to an oral presentation.

Students are asked to read Chapter 1 and answer explicit comprehension questions (e.g., Describe Helen in her first two years of life; What caused Helen to lose her sight and hearing?), requiring them to extract key facts and details from the text. Students are instructed to identify and record two or three important events from each chapter on a multi-page timeline, which asks them to select and place main events (and dates) visually and quantitatively. Students are prompted to discuss and summarize Helen's early life orally and in writing during the Wrapping Up and Reading and Questions sections, and to generate their own questions about the book for discussion.

Students are asked to read Chapter 2 and answer specific comprehension questions (e.g., why Helen threw tantrums; what ways Helen found to communicate; why her mother did not send her away), which requires identifying relevant information from the text. Students complete a timeline activity by filling in one or two important events from the chapter, prompting them to select key events. In the wrapping up section, students are prompted to describe how people who are deaf communicate and to consider how Helen's life might differ if she were deaf but not blind, which asks them to summarize and compare information from the reading.

Students read Chapter 3 and answer specific comprehension questions (e.g., identify dangerous events, how Helen got information, skills Helen learned, and where her parents took her), which requires locating and recounting supporting details. Students add an event to a timeline, which has them identify and place key events from the text. The wrapping-up question asking why Helen was a challenging child prompts students to state a central idea about Helen's behavior and her family's struggles.

Students are asked to read Chapter 4 and answer specific comprehension questions that require citing reasons and character traits (e.g., why Helen loved Bell, how Bell felt about Helen). The Skills section explicitly states students will "Recall main ideas, facts, and details from a text." In Activity 2 students extract ten facts about Alexander Graham Bell and read those clues aloud to others, and in Activity 3 students write a sentence describing each invention (main idea) and sentences explaining how the invention helped and what changed (supporting details). The timeline activity and illustrated activity pages present information visually for students to select and place key events and facts.

Students are asked to read Chapter 5 and answer comprehension questions that probe feelings, causes, and events (QUESTIONS #1-#5), which requires identifying main ideas and supporting details. Students add events to a timeline and describe the relationship between Annie and Helen, which requires summarizing key ideas and selecting supporting events. The Skills section explicitly lists "Recall main ideas, facts, and details from a text," and the Braille activity has students read and interpret information presented visually and tactilely (Braille alphabet sheet and raised-dot practice).

Students read Chapter 6 aloud and answer specific comprehension questions about what Helen enjoyed at Cape Cod, why she loved the ocean, the accusation at Perkins School, and what happened afterward. Students add one or two events from the chapter to a timeline and later read through those events and discuss how Helen's life and environment changed over time. Students also use the provided visual activity pages (timeline template and comma practice page) as concrete, visual supports while discussing events and details.

The Skills section explicitly states that students will "Recall main ideas, facts, and details from a text," and the Reading and Questions require students to answer specific comprehension questions about Chapters 7 and 8 (e.g., why the interviewer was surprised; how Helen knew life was different for immigrants). Activity 1 asks students to add one event from each chapter to a timeline, and Activity 2 requires students to label places on a map and paste events next to locations, linking textual events to visual information. Wrapping Up asks students to name important events and explain why they were important, and the Bio Poem activity has students synthesize biographical details into a structured summary.

Students read Chapters 9 and 10 of Helen Keller's biography and answer directed comprehension questions (for example, "What was college like for Helen?" and "What was the name of Helen's first book?"), which asks them to identify key facts and events. Students create or add to a timeline of Helen's life, which asks them to select and organize important events from the text. The Skills section and activities ask students to connect and compare information within and across selections, suggesting practice in identifying important information across texts.

Students are asked to use the book they finished reading and other sources to record ideas for each scrapbook page, selecting important events from Helen Keller's life and adding pictures or mementos as related supporting details. The scrapbook pages require specific focal items (birth certificate, doctor's report, journal entries about home and school, proudest moment) that require students to choose main events and supporting information. The interview option asks students to develop five questions about important topics and to write and rehearse answers, producing an oral presentation of key ideas and supporting responses. The rubrics evaluate whether students' projects clearly show Helen's environment, voice, and whether answers are well thought out and informative, which targets presentation of main ideas and supporting details in visual and oral formats.

Students are asked to read about the Bahamas, look at pictures, and "summarize the information by creating a short report" (Activity 2), which requires selecting central facts from visual and written sources. In Activity 5 students examine pictured artifacts, list materials, and "write a sentence that describes how the artifact may have been used," which asks them to use supporting details to explain a main idea about past life. Students record facts in a journal about the Taino (Activity 4) and create labeled maps or reports (Activity 3) that require organizing visual information into key points.

Students read chapters of Morning Girl and Voices in the Park aloud and answer guided questions about who is telling the story, character differences, and what they learned about the setting. Students record three thoughts/phrases used by the narrator and two important events from each chapter in a journal, identifying key events and character language. Students use a four-part Venn diagram to compare accounts and identify similarities and differences among narrators, and they draw and label who is speaking on a first-person riddle activity page.

Students read Chapter 3 aloud, answer comprehension questions aloud, and record answers in a journal that ask for key points such as island resources, characters' feelings, and major events (Question #1–#6). Students summarize by recording three feelings and two events for Morning Girl in their journal and by retelling information aloud, practicing summarizing and clarifying spoken content. Students discuss similarities and differences between characters and describe family members with phrases and drawings, using visual information and oral discussion to support their conclusions.

Students read Chapters 4 and 5 aloud and answer specific comprehension questions that ask for causes, character differences, and observations (e.g., why Star Boy pretends to be a rock, what he notices, how the environment changes). The skills list and activities ask students to retell or summarize (Activity 1: record three feelings, three phrases, and two events) and to analyze character change and its cause (Activity 4: how Star Boy changed and what caused the change). Students are prompted to discuss and role-play family responses and to answer a wrap-up question about what they learned about the characters.

Students read Chapters 6 and 7 and answer targeted comprehension questions in writing or discussion (e.g., describing what happens to Star Boy, how he stays safe, and how Morning Girl explains the storm's damage). Students record each character's feelings, thoughts, words, and events in a journal, which requires extracting key details and summarizing chapter content. Students draw before-and-after pictures of the village and list two positive and two negative effects of the storm, and they discuss setting orally, engaging both visual and oral modes of response.

Students are asked to read Chapters 8 and 9 and answer specific comprehension questions (e.g., what Star Boy loses, why the family cannot sleep), which requires recalling supporting details from the text. Students are directed to read the epilogue aloud and then discuss and write journal entries from Morning Girl's and a visitor's point of view, filling out an organizer with descriptions, thoughts, and feelings that pull information from the oral/printed text. Students complete activity pages (Name Poem and Morning Girl/Visitor Organizer) that prompt them to record character changes, events, and descriptive details from the story.

Students are asked to read Encounter aloud and to listen as an adult reads the story, then answer comprehension questions about characters' reactions and events. Students are directed to read the "European Explorers and Native Americans" activity page (which includes text and images) and to use details from that page and Encounter to create a mini-fold book categorizing Positive Changes, Negative Changes, and Mixed effects. Students write two "before and after" poems that require naming specific ways the natives' environment, communities, health, and lives changed and ways Columbus viewed changes, using details from the texts.

Students read or are read two books about Ancient Egypt and the Middle Ages and are asked to record new information in the "What I Have Learned" section of a history organizer. Students examine illustrations and describe the settings, compare homes and clothing across time periods, and discuss differences orally. Students locate Egypt and England on a world map, using visual/geographic information to support their descriptions.

The lesson's Skills list explicitly includes "Recall the main idea, facts, and details from a text," and students are directed to read pp. 4–15 and answer comprehension questions that ask for central ideas and supporting details (for example, how the Nile affected the way people lived and how people used natural resources). Activities require students to distinguish fact from fantasy (listing factual details from the story) and to complete a comparison activity page where they list resources, shelter, food, and drink for Egypt and their own community. The lesson also asks students to discuss orally what they learned and to locate the Nile on a map (a visual information source).

Students read pages 16–27 and answer specific comprehension questions that ask for key points (where Emma goes, descriptions of the town, why characters work, how schools differed, and why pyramids were built). Students complete a Venn diagram comparing a king and a president using a diagram of the Egyptian social hierarchy, which requires them to extract and compare information presented visually. Students are asked to tell what they learned about Ancient Egypt and to write a paragraph explaining preferences about government, which prompts them to summarize and support their ideas in oral and written form.

Students read Hot on the Trail in Ancient Egypt through p.47 and answer specific comprehension questions (Q1–Q5) that ask for facts and details such as how Emma and Libby rescue Josh, what a mummy is, and why the guards chase the Binkertons. Students examine the diagram of a pyramid on page 33 to identify where funeral services occurred and where family and friends were buried, using visual information to support answers. Students create a Plot Pyramid by recording five events leading to the climax, three events after the climax, and labeling the problem and solution, practicing identification of main ideas and supporting events in a narrative.

Students are prompted to read the "What I have learned" section of the Ancient Egypt book and to answer questions about what ancient Egyptian people did for work, food, entertainment, housing, and clothing. Students brainstorm and record a daily schedule with listed events and brief descriptions (e.g., meals, work, entertainment) on the "A Day in Ancient Egypt" activity page. Students use the "Hamburger Paragraph Organizer" to structure a paragraph with a topic sentence, three details, and a conclusion and are encouraged to read their draft aloud and make edits.

Students read pages 1–15 of Adventures in the Middle Ages (both silently and aloud) and answer directed comprehension questions about characters, events, and settings. Students record new information about the Middle Ages and write journal entries from a peasant's first-person point of view describing daily work and feelings, which requires selecting main ideas and supporting details. Students compare lives of peasants and Egyptian laborers by listing at least three similarities and differences and create diagrams of social hierarchies from textual information and illustrations.

Students are asked to read pages 16–31 and answer specific comprehension questions (e.g., What is happening in the village? What kinds of activities occurred in castles?), which requires extracting key information from the text. In Activity 2 students complete a two-column chart comparing events "In a Castle" and "In a Community Today," using visual prompts to identify and match similar activities. Activity 3 asks students to compare how castles and pyramids are used, and the wrapping-up prompts ask students to discuss similarities and differences between castle life as described and portrayals in fairy tales and movies.

Students are asked to finish reading the story and answer comprehension questions that require identifying key ideas and details (e.g., characteristics of chivalry, how the Binkertons retrieve the book, and castle defensive features). In Activity 3, students identify adjectives for characters and explicitly explain how the text and illustrations support those adjectives, linking claims to supporting details. Activity 1 and Day 2 Activity 4 ask students to record new information about the Middle Ages and to compare similarities and differences between cultures, which requires synthesizing information across texts and visuals.

Students read pages from unit books (including a suggested read-aloud of the "Fact or Fantasy?" section) and discuss differences between factual and fictional text. Students complete a "Getting Started" organizer where they list "Interesting Things" and write "Details" about a chosen cultural element. Students write a factual paragraph using prompts that ask for facts and examples, showing practice in gathering and recording supporting details.

Students plan and write a sentence describing each cultural element for Ancient Egypt, the Middle Ages, and Today using the "Book of Change" and "Through the Ages" sheets, which asks them to organize information across three time periods. Students create illustrations (or paste images) to show changes visually and are asked to describe reasons for those changes aloud. The Skills section explicitly lists "Connect and compare information within and across selections," which guides students to compare details across different selections/periods.

Students are asked to read parts of a nonfiction book (Activity 3: record a list of American heroes, crosscheck with the table of contents, and read "A Tribute" and the Introduction), and to tell or write about a hero (Wrapping Up and Activity 2) including sentences about what the hero did and how the hero changed the world. Students draw a hero (visual representation) and list adjectives and write sentences using those adjectives (Activity 1 and Activity 2), which requires them to summarize characteristics and actions in writing. Students are prompted to discuss aloud examples of heroes and describe what the hero did, practicing oral recounting of information.

The Skills section explicitly lists "Recall main idea, facts, and details from a text" and "Read and comprehend text by locating information for specific purposes," indicating direct work on main ideas and supporting details. During reading, students answer targeted comprehension questions about Franklin, Jefferson, and Washington that require identifying talents, inventions, interests, and reasons—supporting details—and a question asking what each did to change the world, prompting a main-idea summary. Activity 1 (Hero Cards) requires students to write a sentence describing how each hero changed the world and list years and descriptive adjectives, and Activity 2 (Heroes Timeline) asks students to place names and dates on a visual/quantitative timeline.

Students read chapters on Abraham Lincoln and Harriet Tubman and answer direct comprehension questions such as "How did Abraham Lincoln change the world?" and "How did Harriet help to change the world for African-American people?", which prompt them to identify main ideas and supporting facts. Students read and interpret a poem aloud and are asked to discuss its meaning, providing oral practice in extracting key ideas from read-aloud text. Students examine a map of free and slave states and read an activity page about Underground Railroad signs, then create their own signs and a route map, which requires them to extract information from visual materials and use supporting details (e.g., the note that Tubman led about 300 slaves).

Students read the chapters on Eleanor Roosevelt (pp. 102-103) and Franklin D. Roosevelt (pp. 104-105) and answer specific comprehension questions about how Eleanor changed, the challenges the nation faced, and characteristics of a hero. Students complete hero cards and record names and birth dates on a timeline, locating and recording factual details from the text. The comprehension questions ask for explanations (e.g., why people found Eleanor controversial, why pictures never showed FDR in his wheelchair), prompting students to cite supporting details from the readings.

Students read chapters on Walt Disney and Jesse Owens and answer targeted comprehension questions that ask for key ideas (e.g., "How did Disney change the world?") and supporting details (e.g., Owens's records and Olympic medals). Students are directed to locate information for specific purposes (listed under Skills) and to record heroes and birthdates on a timeline, which asks them to place factual details in a visual/chronological display. The lesson also prompts oral responses (ask your child; read options aloud) when students discuss modern-day heroes and select imagineer tasks.

Students read short biographical chapters on Mary McLeod Bethune, Frederick Douglass, and George Washington Carver and answer specific comprehension questions about each (e.g., what Bethune believed about education; what Douglass did that made him a hero; what Carver learned about peanuts). The lesson lists skills that direct students to "read and comprehend text by locating information for specific purposes" and provides structured question-and-answer tasks and activity pages that require students to extract facts and details from the text.

Students read expository chapters on Einstein, Edison, and the Wright brothers and answer specific comprehension questions asking about impacts, feelings, and important events (for example, how inventions changed lives and why August 6, 1945 was sad for Einstein). Students complete a Perseverance activity in which they list three reasons they should continue and are encouraged to support those reasons with details. Students create Hero Cards and a timeline, which requires them to identify and record key facts about each scientist/inventor.

The lesson's Skills list explicitly includes "Recall main idea, facts, and details from a text," and activities ask students to reread pages about heroes and to explain what they remember about each hero. Activity 2 directs students to compare three selected heroes using a three-ring Venn diagram (a visual organizer), and Activity 3 asks students to write three sentences describing why a chosen person is their favorite hero. The Wrapping Up asks students to state character traits and explain how each hero changed the world, prompting identification of central ideas and supporting details.

Students are asked to predict the book's topic from the cover and to summarize Avi's idea of Poppy after watching an author video, which requires extracting the main point from an oral/visual source. Students list elements of fantasy and identify characteristics in previously read stories, which asks them to identify defining ideas and supporting examples. Students copy the story map, label major events, and trace Poppy's journey as they read chapters, and they complete research pages for mouse and owl facts (habitat, food source, predators), which requires gathering supporting details from texts and media.

Students are asked to read (or listen to) Chapters 1 and 2 of Poppy and answer comprehension questions that probe reasons, character differences, and the cycle that drives the story, which requires recalling main ideas and supporting details. The Skills list explicitly states students will "Recall the main idea, facts, and details from a text." Students must write a paragraph comparing themselves to a character and "support her opinion with evidence from the story," requiring selection of supporting details. Students also locate story places on a Setting Map and interpret pictures/puppets, which engages them with visual representations of the text.

Students are asked to recall the main idea, facts, and details from chapters 3 and 4 and to write a short summary of what occurred, which requires identifying main ideas and supporting details. In the Paragraphs activity, students listen to a passage read aloud, mark paragraph beginnings and endings, and identify the central idea of each paragraph. Students answer specific comprehension questions about events and motivations in the chapters, which directs them to cite supporting details. In the owl-pellet and Setting Map activities, students interpret visual and hands-on information (bone chart, map, dissection) and draw food chains or chart paths, requiring them to determine key information presented visually or orally.

The lesson has the child read Chapters 5 and 6 and generate discussion questions, prompting oral summarizing and comprehension. Question #1 asks students to identify the reasons Basil gave for not liking Ragweed (identifying supporting details), and Questions #3 and #4 ask why Mr. Ocax acted as he did and how his refusal continues a cycle of power (identifying causes and the central idea). The Wrapping Up section asks the child to explain why the mice must ask permission and what is wrong with Mr. Ocax's cycle of power, which requires stating the main idea and supporting reasons.

Students read Chapters 7 and 8 and answer comprehension questions that ask them to explain characters' motives and events (e.g., why Poppy told the mice, what Poppy decided to do). Students complete a cause-and-effect graphic organizer where they read causes from the story and write corresponding effects, and they analyze characters' actions and consequences in the Skills and Activities sections. The wrapping-up discussion asks students to think about how Poppy can break a cycle of power, prompting higher-level synthesis about the story's central conflict.

Students are asked to read Chapters 9 and 10 and write in a journal describing a decision Poppy made, its effects, and why the decision was good or bad, which requires citing details to support a summary. The skills list includes "Retell a spoken message by summarizing or clarifying," and comprehension questions ask students to state Poppy's secret desire and Mr. Ocax's actions, prompting extraction of key information. Students chart Poppy's journey on a Setting Map (working with visual information) and are asked to reread the author's description of Dimwood Forest and point out the words and phrases that make the place seem bad, which asks them to identify supporting details for an interpretation.

Students answer comprehension questions such as "What does Poppy learn from Ereth?" which ask them to identify key information from Chapters 11 and 12. Students complete Activity 4 (Ereth's Circle Map) where they write words and phrases that describe Ereth, organizing text information visually. The Skills section and Activity 3 ask students to "represent text information in different ways, including story maps, graphs, and charts" and to look at pictures and read about porcupines, connecting visual information to the text.

The lesson asks students to write a summary of Chapters 13 and 14 and defines a summary as a short description of major ideas, which asks students to identify main ideas. The skills list explicitly includes "Recall the main idea, facts, and details from a text," and comprehension questions require students to cite changes in point of view and author description, which prompts use of supporting details. Activities ask students to trace Poppy's journey on a Setting Map (a visual representation) and to act out dialogue using puppets and oral presentation, providing opportunities to determine ideas from visual and oral formats.

Students read Chapters 15–16 and answer guided comprehension questions that ask about key truths and events (e.g., what Poppy learned about the owl and Mr. Ocax, and how Poppy feels at the end). In the journal activity students summarize important information using a "Poppy wanted...But...So..." and "Mr. Ocax wanted...But...So..." format. Activity 3 asks students to record two examples that Mr. Ocax is losing power and two pieces of evidence that Poppy is gaining power, and Activity 4 has students illustrate and explain the cycle of power using a circular diagram (visual). The wrapping up prompts ask students to recap the cycle and explain how it is breaking down, requiring students to state main ideas and supporting details orally or in writing.

The lesson asks students to answer discussion and journal questions about Chapters 17 and 18 (for example, explaining why humiliating Mr. Ocax gave Poppy a feeling of power and how Poppy was able to gain power), which requires citing reasons and details from the text. The wrap-up asks students to describe how Poppy defeated Mr. Ocax and broke the cycle of power, and the activities require students to read their journal entries aloud, providing opportunities to state and support ideas orally.

The introduction asks the child to explain the cycle of power between the mice and Mr. Ocax, how Poppy broke the cycle, and how life will differ for the mice — tasks that require identifying main ideas and related details. The Paragraph Organizer directs students to write a topic/introductory sentence, multiple supporting ideas, and a concluding sentence for each of three topics. The Paragraph Rubric asks students to check whether each paragraph follows a central idea and whether supporting evidence is provided.

Students complete a Story Tree worksheet in which they record the theme, setting, protagonist, antagonist, conflict, problem, solution, and resolution, which requires identifying the central idea and related details. Students trace Poppy's journey on a setting map to locate key events and use discussion/journal questions about Chapters 19–20 that ask for reasons, meanings, and descriptive details (e.g., Poppy's life 13 moons later, family gathering beside the tree). Visual student pages (Story Tree and '______'s Tree) prompt students to organize and display main elements and supporting details of the story.

The Skills section explicitly lists 'Recall the main idea, facts, and details from a text.' Students are directed to complete a required plot diagram (problem, rising action, climax, falling action, resolution), and teacher notes define the problem and the sequence of events. An activity asks students to write a paragraph describing a character or theme and to 'explain the story elements and plot supporting that theme,' which requires citing supporting details from the text.

The Skills section explicitly lists 'Recall the main idea, facts, and details from a text.' Activity 5 has students complete a plot flow chart, writing a major event (main idea) for each chapter and filling character description pages with descriptive words (supporting details). Activity 3 has an adult read picture books aloud and prompts oral discussion of characters and relationships, and Activity 6 asks students to create seasonal drawings of the farm (visual representation) as they read.

The skills section explicitly states students will "Recall the main idea, facts, and details from a text." The question set asks students to describe Wilbur's day, Wilbur's wants, Charlotte's characteristics, and the goose's life cycle, requiring identification of main ideas and supporting details from Chapters 4–6. Activity 1 asks students to complete a Plot Flow Chart by highlighting a major event in each chapter and to write character descriptions, which has students extract central events and supporting details. Activity 3 has students locate information about spiders in books or online and fill a Spider Research page, engaging students with information presented visually and in text form.

The lesson includes an explicit skill: "Recall the main idea, facts, and details from a text." Students answer direct comprehension questions such as "What was the bad news Wilbur learned from the sheep in Chapter 7?" and complete a Plot Flow Chart that asks them to highlight a major event in each chapter. Students also record character descriptions and identify sensory details from specific pages, which asks them to locate supporting details in the text and describe how those details contribute to understanding the chapters.

Students are asked to "Recall the main idea, facts, and details from a text" and to read Chapters 10–12 and answer comprehension questions that probe reasons and events (e.g., why Charlotte weaves words, how Charlotte avoided capture). Activity 1 asks students to fill a Plot Flow Chart by highlighting a major event in each chapter and to write character descriptions showing how characters acted or felt. Wrapping-up prompts ask students to explain Charlotte's plan and to justify whether it will keep Wilbur alive, requiring them to cite narrative details.

Students read Chapters 13–15 and answer targeted comprehension questions that require identifying key events and reasons (e.g., why Farmer Zuckerman treated Wilbur differently and why Charlotte chose particular words). Students complete a Plot Flow Chart to highlight a major event from each chapter and write Character Descriptions that capture how characters acted or felt, which supports finding main ideas and supporting details in the text. Students also analyze a spider life-cycle wheel (a visual diagram) by describing or illustrating stages, and locate vocabulary words in context to support textual understanding.

Students read Chapters 16–18 and answer specific comprehension questions that ask for reasons and evidence (e.g., identifying evidence that Fern is growing up and why Mrs. Zuckerman wanted Wilbur clean). Activity 1 asks students to fill in a Plot Flow Chart by highlighting a major event in each chapter and to write character descriptions, requiring identification of main events and supporting character details. The lesson includes oral discussion prompts (asking about visits to a fair and cycles on the farm) that engage students in speaking about text content.

Students are asked to "Recall the main idea, facts, and details from a text" and to read Chapters 19–22 with discussion/journal questions that require summarizing events and character actions. Students complete a Plot Flow Chart and Character Descriptions pages and a "Characters Change" chart, which require them to identify key ideas and supporting details about characters and events. Students interpret and complete Life Cycles Charts and are directed to "interpret information from diagrams, charts, and maps," and they read aloud Charlotte's seasonal description (oral text) for discussion. The "Spiders Around the World" project explicitly tells students to ensure their report "has a main idea and good information," connecting research to organization of main ideas and details.

Students are asked to write a three-paragraph book review in which Paragraph 1 must describe the setting, major events, and the problem in the story, Paragraph 2 must describe the main characters, and Paragraph 3 must discuss the theme of cycles and provide a recommendation. The book-advertisement option requires students to highlight the setting, a major event, the problem, and character descriptions, and to illustrate and explain two cycles in the story. Rubrics and checklists prompt students to confirm that their work focused on setting, events, problem, characters, and two cycles.

Students use the Economic Cycles diagram to list examples in each part of the cycle, applying visual information to their community. Students are asked to define "theme," identify themes in the novel (poverty and caring for others), and make lists of supporting examples of ways people can be in need and ways to help. Students research Paris and record location, weather, people, historic sites, food, and write a paragraph synthesizing that gathered information.

Students read Chapter 1 and answer specific comprehension questions that ask for descriptions, feelings, evidence of hunger, and what Armand discovers. The Skills section explicitly lists "Recall the main idea, facts, and details from a text." The Meeting Characters graphic organizer requires students to record thoughts, words, and physical characteristics from the chapter, and the wrap-up asks students to explain why Armand is unusual and to describe his community.

The lesson's Skills list explicitly includes "Recall the main idea, facts, and details from a text," and students are asked to read Chapter 2 and answer guided comprehension questions (Questions #1–#8) that require recalling events and reasons. Students complete a "Meeting Characters" page to record new information about characters and are asked in Wrapping Up to tell about the children Armand discovered, which asks for a verbal summary of what they learned. The "Dear Diary" activity has students write from two perspectives, asking them to reflect on events and feelings from the text.

The lesson's Skills list explicitly includes "Recall the main idea, facts, and details from a text," and students read Chapter 3 and answer comprehension questions that ask for specific facts and inferences (e.g., what Armand says about pigeons, why the Christmas log tasted like medicine). Activity 2 has students read a web article about Christmas in France and watch a video of Paris at Christmastime, then use a Venn diagram to record similarities and differences, which requires extracting details from both text and visual media. The Reading and Questions and the Venn diagram tasks require students to identify facts and compare details across at least textual and visual formats.

The Skills section explicitly lists 'Recall the main idea, facts, and details from a text.' The Reading and Questions ask students to answer comprehension questions about Chapter 4 (e.g., reasons for actions, feelings, and outcomes), which require identifying main ideas and supporting details. Activity 1 asks students to reread a page aloud, list goods (details), and describe the Calcet children's economic cycle in a flowchart (visually organizing main idea and supporting details). The lesson also prompts students to read and present a speech aloud, giving oral practice with information from the text.

The Skills section explicitly tells students to "Recall the main idea, facts, and details from a text." Multiple comprehension questions (e.g., asking why finding the shoe signified hope, how Armand's feelings changed, and how Armand got food) require students to cite supporting details from Chapter 5. Activity 3 has students read aloud the Gypsies description and complete a double-bubble map, writing words and phrases that describe each group and their similarities, which asks students to extract key details from a written and oral passage. Visual activities (Paris fashions, Eiffel Tower pop-up, and looking at pictures of Paris) present information visually for students to compare and discuss.

Students are asked to read Chapter 6 aloud and respond to comprehension questions (e.g., What do you think of the Gypsies? Why did Suzy not want her house to have wheels?), which requires extracting information from the text. The Pack a Bag activity asks students to select items for characters and explain reasons for each item, linking specific details to the story's theme about wants, needs, and helping others. The Wrapping Up discussion asks students to identify and discuss the theme that people can learn from those who are different, and the Meeting Characters sheet asks students to record new information about characters.

Students read Chapter 7 and answer eight guided comprehension questions that ask for specific events, observations, motives, and actions (e.g., where they went, what each character noticed, what Armand did in the church). Students add information to a "Meeting Characters" chart and complete a "Gifts" activity that requires using those character details. Students are prompted to describe orally how Armand and the Calcets celebrate Christmas Eve and to compare that description to their own family celebration, supporting oral summary practice.

Students answer guided comprehension questions about Chapter 8 that ask them to explain why characters acted as they did, identify events (e.g., why the Gypsies packed up, where Paul was when he went missing), and describe consequences—activities that require locating supporting details in the text. Students use the Culture Commentary pages to locate and record information about the time period, people, French words, and traditions, and they draw and label a map of France, which has them extract and organize textual and visual details. Students write quinzaine poems that require condensing a character or the topic of homelessness into a concise 7-syllable statement and follow-up questions, which asks them to summarize aspects of a topic in a brief form.

Students answer targeted comprehension questions (Questions #1–#5) that ask them to identify key events, character actions, and reasons (for example, how Armand solved the children's problem and why his job was a good fit). Students create a flip book that includes a labeled "Summary Part" and under flaps they illustrate events and write descriptive phrases or sentences, producing a visual summary of important parts. Students discuss the chapter orally and write a paragraph about why having a home is important, using details from the text; they also perform a singing telegram that requires using information presented in the story orally.

The Skills list asks students to retell or act out the order of important events and to compare communication in different forms, which directs students to work with story events in print and dramatic (oral/visual) formats. Activities have students reread specific pages aloud, follow a printed script while listening, and act out scenes using narration and stage directions, giving practice with information presented orally and visually. The rubric and writing task require students to choose an important part of a scene, include at least twenty lines, and reference story content such as the economic cycle or caring for someone, which requires identifying key story elements to include in a new script.

Students are asked to read expository materials about Venezuela and to look at pictures and maps (Activity 1 and Skills), which exposes them to information presented in text and visual formats. Students discuss the theme of relationships and illustrate specific plant/animal or human relationships (Activity 2), which requires identifying details that show connections. The Wrapping Up section asks students to tell what they learned and to explain the difference between temperate and tropical rain forests, prompting them to summarize key points orally.

Students are asked to "Recall the main idea, facts, and details from a text" and to "Retell a spoken message by summarizing or clarifying," which directs them to identify main ideas and summarize content. Students answer comprehension questions (e.g., describe Tepui; explain the author's line about parts acting upon each other) that require identifying central ideas and supporting details from chapters. Students record the most important event for each time slot on the Daily Activities chart, and they classify animals and describe relationships on the Rain Forest Animals Chart, which asks them to extract and organize information from the text and from visual/quantitative organizers.

The lesson explicitly lists the skill 'Recall the main idea, facts, and details from a text' and provides targeted comprehension questions (e.g., how plants depend on water; list organisms dependent on the canopy) that require students to extract supporting details. Activities ask students to record major events and add animals to a chart, which involves identifying key details and main events across the chapter. Activity 2 asks students to discuss the theme of relationships and place animals in their proper locations based on the author's descriptions, requiring students to translate textual details into a visual representation.

Students read Chapter 3 and answer specific comprehension questions (e.g., questions about property rights, scientists' roles, and reasons for Dr. Rivero's search), which requires recalling facts and details. Students select questions for journal responses and participate in discussions, practicing oral explanation of ideas and supporting details. Students record major events on a "Daily Activities" sheet and match scientist types to animals, practicing identification of main ideas and relevant supporting facts in writing. Students create a visual butterfly and then write about two relationships the butterfly has with a plant or animal, connecting visual information to written supporting details.

The lesson lists the skill "Recall the main idea, facts, and details from a text" and asks students to read Chapters 4 and 5 and answer specific comprehension questions (e.g., describe the nameless butterfly, explain how plants battle, describe sloth–moth relationship). The Relationships activity and Student Activity Page prompt students to write descriptions of how paired organisms help or harm one another, requiring extraction of key details. The Plot Timelines activity has students place events into time intervals (a quantitative/visual organizer) and compare simultaneous events, linking textual events to a visual/quantitative format.

Students are asked to reread page 40 aloud and to think about "The Law of the Jungle," prompting them to identify the central idea (Question #4 asks "What was the Law of the Jungle? What does it mean?"). Students answer several comprehension questions that require extracting details from the text (e.g., why army ants are dangerous, how Tepui knew ants were nearby). In Activity 3 students illustrate or describe three examples of The Law of the Jungle and write a 5–10 line free-verse poem, which requires selecting supporting details and expressing the main idea in writing and orally.

Students read Chapter 7 and answer specific comprehension questions that ask for facts and inferences (e.g., how leaf-cutter ants work; why Dr. Rivero feared climbing; why trees were being cut down). Students record the major events of Chapter 7 on a "Daily Activities" page and retell or act out the order of important events through dramatization. Students discuss relationships between characters and write or perform a script that reflects events and details from the scene.

Students are prompted to create a topic sentence and list reasons and details for three paragraphs (Organizing Ideas pages specify Topic Sentence, Reason 1–3, Detail lines). The advanced organizer requires students to write a supporting sentence for each idea and add details under each reason. The Editing and Revising Rubric asks students to check whether paragraphs begin with an opening sentence and whether paragraphs have supporting details.

Students read Chapters 8–10 and answer specific comprehension questions that require recalling key details (e.g., why Dr. Rivero climbed the tree, how Tepui stopped the bulldozers). Students select and list the most important events on a Plot Diagram, identify the problem, climax, falling action, and resolution, and discuss the climax orally. Students total animals from the text, create a bar graph showing which animal groups occur most and least, and add animals and relationships to a Rain Forest Animals Chart, providing quantitative and visual representation of text information.

The lesson directs students to use multiple sources (print, technology, experts) to locate information and to watch nature documentaries and discuss how each show is made, which engages them with information presented in diverse media. Students complete Field Guide and Documentary Organizer pages that ask for specific information (name, layer where found, food, predators, interesting facts, relationships with other living things), prompting them to extract and record key details. The rubric includes an "Understanding" criterion that assesses clarity of writing and ease of understanding, implying attention to communicating core information. The documentary option requires students to write and practice a script, which has students transform gathered information into an oral presentation.

Students are asked to "illustrate a major event" from each chapter as they read and create a comic strip, which requires them to identify the main events (main ideas) of the text. Students use a chart after reading reference material about the Middle Ages to write what they learn about categories (transportation, clothing, homes, government, education, entertainment), which requires extracting supporting details from informational/visual sources. Students perform role-plays and are asked after each to state what information the audience learned about the relationship, prompting them to identify details that support an overall understanding. The lesson directs students to compare places in the story to factual information learned and to identify information in the story that is based on historical facts, linking story elements to supporting details from other media (websites, illustrations).

The lesson's Skills list explicitly tells students to "Recall the main idea, facts, and details from a text," and Question #10 asks students to identify the main ideas of Chapters 1 and 2. Activity 1 asks students to create a comic strip by illustrating important events from each chapter and writing a sentence that tells what is happening, which requires summarizing story events visually and in writing. Multiple question prompts and the "Wrapping Up" discussion ask students to describe relationships and summarize chapters orally or in journal responses.

The lesson's Skills section explicitly lists that students will 'Recall the main idea, facts, and details from a text.' After reading Chapters 4–6, students answer targeted comprehension questions (e.g., what happened in the foggy woods, why the kidnappers believed they had the prince) that require recalling details and inferring character motivations. The Wrapping Up prompts ask students to describe differences between Jemmy and Prince Brat, which requires synthesizing character information.

Students read Chapters 7–9 aloud and then answer targeted comprehension questions in journal entries or discussion that ask for facts and details (e.g., why characters acted a certain way, how Jemmy convinced others). The skills list explicitly includes recalling the main idea, facts, and details from a text. Students create or complete a comic strip summarizing chapters (visual summarization) and study a flowchart of the feudal system, answering questions that require interpreting information presented visually.

Students read Chapters 10–12 and answer comprehension questions that ask them to identify key events (e.g., who was sent back to the castle, why the prince refused to go) and character relationships (e.g., who seems smarter, how Jemmy and Prince Brat relate). Students create a comic-strip box for each chapter, asking them to represent chapter events visually. The wrapping-up prompt asks students orally what they learned about the two characters and why their relationship is poor, prompting synthesis of main ideas and supporting details in discussion.

The lesson's Skills explicitly list "Recall the main idea, facts, and details from a text." Students answer targeted comprehension questions (e.g., how Jemmy escaped, why Prince Brat felt about castle life) that require citing supporting details. Activity 3 asks students to name main and supporting characters and to compare characters' traits and experiences, and the Wrap Up asks students to retell what happened and identify clues that the relationship is changing. Activity 1 has students add scenes to a comic strip, giving a visual way to represent main events and supporting details.

Students read Chapters 16–18 and answer targeted comprehension questions (e.g., How is Prince Brat changing? How is Jemmy feeling about the city?) that require identifying main ideas and supporting details. Students orally discuss pages 63–65 about a medieval town and name specific sites and performers, linking details to the larger idea of town life. Students create a comic strip to draw scenes that reflect the action, translating text events into a visual summary. The curriculum also asks students to read aloud/sing the ballad and practice fluent, expressive reading, providing oral presentation practice.

Students are asked to read Chapters 19-20 and answer comprehension questions that require locating reasons and changes (for example, questions about why Jemmy trusted the prince and how their relationship changed). In Activity 2 (Changes) students list four things Prince Brat does in chapters 1-2 and four things Prince Horace does in chapters 19-20, and write a poem describing the changes—requiring them to identify supporting details and summarize the change in character and relationship. Activity 3 asks students to write diary entries from each character's perspective reflecting on how their days and feelings have changed, which asks students to synthesize details into a main idea about changed attitudes and relationships.

Students are asked to reread specific pages (pp. 65-66, 68-70, 79) and then write monologues that explain how characters feel and how relationships have changed, which requires synthesizing main ideas from the text. The provided rubrics ask whether students included specific ideas and explanations about the character's background, difficulties, and the main message, prompting identification of supporting details. The lesson also asks students to watch or read example monologues in film or play-script form, exposing students to information presented visually and orally.

The lesson explicitly lists the skill: "Recall the main idea, facts, and details from a text." Students are asked to read Chapter 1, answer comprehension questions that probe reasons and details (e.g., "Why was Winnie upset?"), and to "summarize the important events" of Chapter 1. Students complete a Reactions Chart graphic organizer where they write events, characters' reactions, and their personal reactions (a visual organizer linking main events to supporting reactions). The lesson also uses oral discussion (predicting from the cover, discussing friendships) and a map activity (locating Tokyo) that require students to interpret visual/locational information.

The lesson's Skills list explicitly states that students will "Recall the main idea, facts, and details from a text." Students are directed to read Chapter 2 (or listen as scenarios are read aloud) and answer comprehension questions in a journal and in discussion, which require citing reasons and details (e.g., why Winnie's mom acted a certain way, why Winnie's comments upset Herbie). Activities such as the Reactions Chart and the Fact-or-Opinion worksheet ask students to identify facts and details from the chapter and to write responses, reinforcing extraction of supporting information.

The lesson's Skills list explicitly says students will "Recall the main idea, facts, and details from a text." The reading questions require students to explain reasons (e.g., why Winnie lied, why she was disappointed) and to describe characters and events, which asks for supporting details. Activities ask students to fill a Reactions Chart, describe the softball game orally, and solve the Softball Logic problems that present information quantitatively.

Students are asked to summarize the events that occurred in Chapter 4 (Wrapping Up), which requires identifying the main idea of the chapter. Students answer specific comprehension questions in a journal or discussion (Question #1–#6), prompting them to cite details that explain characters' actions and events. Students complete a Reactions Chart for the chapter, which asks them to record responses and supporting details about the text.

The lesson lists the skill "Recall the main idea, facts, and details from a text" and has students read Chapter 5 and answer targeted comprehension questions (Q1–Q7) that ask why events happened, what characters did, and how characters reacted. Activity 1 (Reactions Chart) and Activity 2 (Problems in Relationships) require students to record and describe problems and responses between characters, which asks them to cite details from the chapter. Wrapping Up prompts students to state what Winnie did and how she feels about events, encouraging recall of central events and supporting facts.

Students are asked to summarize important events from prior and current chapters (Introduction, Wrapping Up) and to recall main ideas, facts, and details (Skills). Students answer guided comprehension questions in writing and discussion that require citing events and reasons (Reading and Questions). Students complete Character Circle Maps and are prompted to support descriptive words with evidence from the text, linking details to character traits.

The lesson has the child read Chapter 7 aloud and asks comprehension questions (e.g., why Mr. Berger didn't sign the petition, how Big Red felt), which requires recalling events and reasons from the text. The wrapping-up prompt asks the child to "describe what happened to Winnie," and the Reactions Chart asks the child to record characters' responses to events, both of which prompt summarizing and citing supporting details. The Friendship House activity has the child write sentences describing friendships between characters, reinforcing identification of character relationships and related details.

Students are asked to "Recall the main idea, facts, and details from a text" in the Skills section and answer specific comprehension questions about Chapter 8 that require citing reasons (e.g., why Winnie felt nervous, why characters acted as they did). Students fill in a Reactions Chart and complete double-bubble maps to record similarities and unique traits of character pairs, which requires identifying supporting details and evidence visually. Students are prompted to describe events orally (Getting Started) and to read paragraphs from a variety of sources, providing opportunities for oral and visual recall of information.

The Planning My Letter pages give students a stated main idea for each paragraph and provide lines for a topic sentence, several supporting details, and a concluding sentence, prompting students to organize main ideas and details. Directions instruct students to use events that occurred in the story when writing, requiring them to recall and record supporting details from the text. The Paragraph 3 prompts (petition, parents' response, what must be done) and the rubric guide students to produce and refine specific supporting sentences tied to the given main ideas.

Students read aloud an excerpt of Martin Luther King Jr.'s "I Have a Dream" speech and are asked explicit comprehension questions such as "What was Martin Luther King Jr.'s dream?" and "What does 'all men are created equal' mean?" Students complete a "Reactions Chart" for Chapter 9 and answer multiple text-based questions about motivations and events (e.g., why Winnie invited the Garbers on a picnic). The Student Activity Page includes a visual (image of a man speaking) and printed quotes from the speech that students can use to discuss meaning and themes.

The lesson defines theme as the main idea or author's message and lists recognizing the story problem/plot as a skill, which frames identifying main ideas. The Introduction and Reading questions ask students to name and describe main characters and the story problem and to answer questions such as whether the problem was solved and what the author's message was. Activities require students to complete a Reactions Chart to recall major events and to choose items for a Book in a Bag that represent the theme (main idea) and story events, prompting identification of supporting details.

The Skills section explicitly lists "Recall the main idea, facts, and details from a text," and students are directed to "include events in the story in his answers" and refer to a "Reactions Chart" to remember how characters responded to events. The rubric asks, "Did you use events in the story as you developed your questions and answers?" which requires students to cite supporting details from the text. The Introduction also directs students to watch interviews on TV or online as models for question types, giving students exposure to information presented in media.