Students label rooms on the Exploring My Home activity pages by filling in missing first letters or copying written words into labeled boxes. Students follow words with their finger and sound out labels to identify room names, circle items in pictures that meet needs, and read a short paragraph aloud on The Most Important Room page. The activity pages include clear titles and labeled boxes that students use to find and record information about each room.

The lesson's Skills list asks students to "Identify the title, author's name, and illustrator's name on a book." In the Introduction students are asked aloud to point to the book's title and to locate the author's name on the cover. Multiple activities instruct students to look through the book to chart Crinkleroot's course and to examine pages that illustrate each habitat, prompting students to use the book to find specific information or order of events.

Students are asked to go through Crinkleroot's Guide to Knowing Animal Habits and look for examples of shelter, which requires searching the book to locate information. The lesson tells students that the habitats are listed in the order they are explored in the book and directs them to 'read about the animals at the back of the book' to find details, indicating use of the book's organization. Students are instructed to go back to the book (or online) to find examples when they cannot find matches on their activity pages, requiring them to locate key facts in the text.

Students are asked to read and use a word box of habitat names to label pictures (Option 2), which requires locating words in a list and matching them to illustrations. Students are instructed to look at the title and explain the labels on the x- and y-axes of the Animal Habitat Graph, using axis labels and the title to find and read numerical and category information. Several activity pages include vocabulary lists and section headings (e.g., Identifying Habitats, Let's Create a Habitat) that students use to find the names of habitats and related tasks.

Students are prompted to read captions and movement labels on the activity pages (e.g., "A fish swims in the ocean," and boxes labeled "swims in the," "flies in the,") and to name or write the habitat shown in each box. Headings and section labels (Getting Started, Activities, Activity 1/2, Wrapping Up) are present and used to organize tasks across the lesson. Students are asked to circle or use text in the boxes to identify which animals belong or do not belong in a habitat (You Can't Live There) which requires reading the labels/captions in each panel.

Students work with a titled unit page and clearly labeled sections (Getting Started, Facts and Definitions, Skills, Introduction, Activities) and use Student Activity Pages that present numbered illustrations with matching descriptive text. Students are asked to select an animal from the page and "locate websites and/or find books about the animal," and they read the informational worksheet text to learn facts about each example. The math and activity pages prompt students to look at illustrations and text to answer questions and draw missing body parts, which requires locating specific information on the page.

Students see and can use titled sections and page titles (for example, 'Facts and Definitions', 'Weather Words', and 'Weather Calendar') as organizational headings. Students match vocabulary words to pictures on the 'Weather Words' activity, using word labels and illustrations to locate the correct information. Students use labeled weather icons (Snowy, Rainy, Partly Cloudy, Cloudy, Sunny) on the calendar to select and record daily weather conditions.

Students are asked to locate and reread specific pages in the books (e.g., "Reread pages 20, 24-25, and 32-33" and questions referencing "pp. 26-27" and "pp. 28-29") to find information about precipitation and characters. Students are directed to find each picture of a habitat and describe its weather, using illustrations to locate key facts. Students read words on the activity sheets and match or label pictures (e.g., labeling panels as hail, snow, or rain), using visual features to identify information.

Students encounter explicit headings and titles such as "Getting Started," "Facts and Definitions," "Activity 1: Measuring Temperature," and "Activity 2: Using a Rain Gauge," which label sections and direct attention to topics. Student activity pages have clear titles (e.g., "Measuring Temperature," "Cactus Template," "Cactus Craft: Collage," "Sock Cactus") and labeled spaces for recording measured temperatures. The presence of labeled steps and titled pages provides students with visible text features that point to where to find instructions and recording areas.

Students are asked to read and point to words on the Weather Song page and to find specific words such as "clouds" and "rain." Students are prompted to count letters and identify capital letters within the song text, practicing locating elements on the page. The lesson materials include visible headings and labeled sections (e.g., Title, Activities, Activity 1) and student pages with titles that students can view.

The Seed Sort activity includes a key (legend) at the top with seed shapes labeled by color and directs students to "color the seeds according to the instructions," which requires students to use that text feature to determine how to color and sort seeds. The lesson also presents clear headings/titles (e.g., "Facts and Definitions," "Skills," "Activities," activity titles like "Spring Poetry" and "Seed Sort") that organize information on the pages.

Students use a titled page and a boxed list of words/picture-word prompts at the top of the "A Summer Story" pages to select and place appropriate words into a short passage. On the "Changes in Weather" page, students use a word box containing the season names to write seasons beneath the correct temperatures and fill blanks in sentences. The materials include clear headings (e.g., "Facts and Definitions," "Activities," "Changes in Weather") that label sections and pages.

Students match written season and weather words with pictorial cards in the Weather Memory activity, practicing locating corresponding information by using icons and words. Students look through a pictured book and choose the page that most closely matches the current outside conditions in the Weather Window activity, locating a page by its illustrations. Students use a Weather Forecast graphic organizer that lists specific questions (sky, precipitation, temperature, clothing, activities) to find and report key weather information from observation or other sources.

In Activity 2 (Option 1) students read each sentence and select a picture that best completes the sentence, explicitly using illustrations/icons to find the correct word. The Student Activity Pages display labeled boxes with illustrations (Restaurant, Park, School, Fire Station, Post Office, Library, Grocery Store) that students match to sentence blanks. In Activity 2 (Option 2) students read the community words listed at the top of the page and use that labeled word list to fill in sentences, using the list as a navigation aid.

The lesson asks students to read Me on the Map and turn to the page that shows the map of the town, pointing out streets, buildings, and the river. Students are given a Community Map activity page with labeled landmarks (Court, Police, Fire Station, Museum, Library, Grocery Store) and a compass rose, and are asked to trace paths and discuss which buildings are near or far. Activities ask students to show and use a map of their town (or virtual map) to identify important places and discuss where each place is located.

Students are asked to read and identify labeled community worker names and to match those labels to corresponding pictures of workplaces, which requires using word labels and images to find information. Activity 2 has a chart with column and row headings (e.g., "Community Helper" and "Number of Times I Saw the Helper") that students use to record and locate tally information. Some student pages include small illustrations/icons next to profession names that students can use as visual cues when matching or tallying.

Students read the names and labels on the "Goods and Services in the Community" activity page and are asked to cut out cards and match buildings to the goods or services they provide. The Student Activity Page presents a grid of illustrations (icons) with corresponding labels (e.g., Library — Books, Grocery Store — Fruits and Vegetables) that students use to identify and pair items. Activities require students to read labels and use the pictures/icons to locate the matching information on the page.

The materials include explicit headings (e.g., Title: Resources; Getting Started; Facts and Definitions; Activities; Wrapping Up; Life Application) that label sections of information. Student pages use labeled columns and icons (the "Natural" column subtitled "from the earth" with an earth icon and the "Manmade" column subtitled "from people" with hands icon). Activity instructions present labeled boxes and checkboxes (e.g., boxes labeled "Natural or Manmade Resources," checkboxes labeled "N" and "M") that visually mark categories.

Students encounter clear headings (e.g., Getting Started, Facts and Definitions, Activities, Activity 1/2/3, Wrapping Up) that segment the content and guide where information is found. The Student Activity Page is organized as a table with three columns (Name, Shape, Object) showing shape names and visual representations that students can use to match or locate a shape and then draw or write an example. The instruction to "Review the names and outlines of the different shapes listed on the page called 'The Shape of Things'" directs students to look at a labeled page to find shape information.

Students use a labeled "Word Box" on the Student Activity Page to find and select texture words to match pictures (Option 1 and Option 2). Activities ask students to read each word, circle beginning letters, cut and paste words beneath pictures, or copy texture words beneath objects, which requires locating words on the page. The lesson includes titled sections and headings (e.g., "Describing Texture," "Activities," "Introduction") that students will see while working.

The lesson contains labeled sections and headings (e.g., Title, Getting Started, Facts and Definitions, Activities, Activity 1: Magnetic or Not, Activity 2: Sink or Float, Wrapping Up) that present organized information students can read. The Student Activity Page includes a three-column table labeled "Object," "Prediction," and "Results" that students are instructed to use to record observations. The Web Link and the explicit Facts and Definitions list provide identifiable places where key facts are presented.

The lesson directs students to turn to the back of Up in the Garden and Down in the Dirt to find and use the glossary, explains what a glossary is, and has students identify bold words that are defined there. Students are asked to look at the title page and compare book covers and are prompted to use the title page when completing preposition activities. In the Earth Materials Book activity, students create and label two-page spreads with headings (Dirt, Rocks, Water), cutting and pasting titles across the top of each spread.

Students are asked to find and read the title and to locate the author's name on the cover of the book, practicing recognition of those text features. Students are directed to use the provided "Senses Word List" page and to refer to that list to find words when they encounter them in the book. Students are encouraged to identify beginning letters of sentences and important words in the text, using the word list as a locating tool.

The Skills list explicitly includes "Identify the title and author of a book (LA)," and the document displays a clear title ("Senses and Body Parts") and sectional headings (e.g., "Getting Started," "Activities," "Wrapping Up"). Several student activity pages and directions reference named pages (e.g., "Senses and Body Parts," "Matching Sensing Body Parts") that present labeled parts and organized content. Activities ask students to respond to text read aloud and to locate and glue sense-organs in response to story cues, showing use of labeled elements on the activity pages.

Students interact with a labeled table in the "Touch Chart" activity: they read column headings (Hot, Cold, Wet, Dry, Hard, Soft), check boxes that apply to pictured items (oven, rock, bubbles), and add and label their own items. Student pages pair images with text labels (coffee pot, ice, pillow, etc.) and icons, which students use to match or write descriptive words. The handwriting page uses bold and regular typefaces for emphasis, and students trace and read words associated with the senses.

The student activity pages use icons and labeled sections (I hear..., I see..., I smell..., I feel...) that prompt students to record observations under those headings, and the activities direct students to locate and record information in those sections (Nature Walk chart and How Many Senses? pages). The lesson text includes visible headings (Getting Started, Introduction, Activities, Activity descriptions) that organize content and guide where students look for instructions and tasks. Students are asked to look through books and identify how characters use their senses, which asks them to find specific information in texts.

Students use a table with columns labeled by the five senses and illustrative icons to record ideas and supplies for each sense. Students are asked to read a sample party-planner sheet and compare their own plan with the sample to find similarities and differences, which requires locating information in the table. Students make and check off a supplies list, using list-format text features to identify and track needed items.

Students are asked to point to the title of the story and sound out the letters, using the book cover to guess what the story is about. Students identify shapes on the cover and relate cover illustrations to characters as they read. Student activity pages include a clear title ("What Is Your Shape?") and labeled fill-in-the-blank sections that students read and complete.

Students are directed to look through the pages of A Life Like Mine to identify pictures of families and describe details, which requires scanning a text to locate information. Students are shown the location of each child's country on the map on pages 6-7 and are asked to use that map to connect people in the book to countries. Students are given specific page numbers (e.g., read pages 6-13, 18-23, 26-31; Vincent on pp. 24-25) and asked to find and select pictures from those pages for comparison activities.

Students match holiday symbols to holiday names on the "American Holidays and Traditions" activity page, using images/icons as cues. Students find dates for holidays on a calendar and glue corresponding holiday graphics onto the correct calendar dates in "What's the Date?". Students are directed to look at websites and encyclopedias for pictures and descriptions of holidays, which may involve scanning online pages for relevant information.

Students work with Student Activity Pages that have clear section headings (e.g., "Food," "Hobbies," "Homes," "Clothing," "Transportation," "Holidays," "Similarities") and small icons (bicycle, car, gifts) that label and organize spaces for information. The introductory instructions ask students to locate a chosen country on a map and to visit the library to distinguish fiction and nonfiction sections of the children's books. Students are prompted to read about food, clothing, activities, transportation, and environment and then record facts in the labeled sections of their book.

Students are asked to look at the cover of Busy Bugs and identify and read the title and author's name, directly using those text features. Students are instructed to turn to specific pages (pages 6-11 and pages 12-25) to find and discuss patterns, which requires locating information by page number. The lesson text also presents clear section headings (e.g., Getting Started, Facts and Definitions, Activities) that students encounter while moving through the activities.

Students are directed to specific labeled pages (for example, "Show your child the page called 'Patterns Repeat' (Option 1 & 2 - Page 1)" and "Using the 'Patterns Repeat' (Option 1 & 2 - Page 1) page...") and to a named web link. The lesson text includes visible section headings (Getting Started, Questions to Explore, Facts and Definitions, Skills, Activities, Wrapping Up) that students see and interact with when following directions. Students are asked to locate and use the page content (cutting out objects, drawing in blanks) after being shown the page name.

Students are prompted to label each section of a poster board with the type of pattern, providing headings for color, shape, object, ABAB, ABC, AABB, and number patterns. Students are instructed to record the materials that will be used beside the name of each pattern, linking a labeled section to specific information. The Student Activity Page includes a clear title ("Script For Presentation") and numbered prompts for each pattern, giving students a structured layout to write and locate their planned presentation points.

The student activity pages include labeled illustrations (e.g., "get dressed," "brush teeth," "eat breakfast") that students cut apart and sequence, so students use picture labels/captions to identify key information. Activity 3 presents a sample daily schedule that pairs activities with icons and times and asks students to record activities using words or simple symbols, so students practice using icons to represent and locate information in a chart. The materials use clear headings and titled pages (e.g., "My Morning Routine," "A Routine for") that structure the content students interact with.

Students use a physical or online calendar to identify months, dates, and days of the week (Activity 3) and to record and locate events on month calendars (Activity 4). Students cut and order labeled 'Days and Months Cards' and place them on a poster, practicing finding labeled information (Activity 5). Student activity pages include labeled columns (e.g., 'Number / Word / Tally' and 'Day' column) that require students to read headings and fill in corresponding information (Activity 1 and Activity 2).

Students are asked to write today's date using a laminated calendar for reference and to read and identify the month on the calendar. Students use Student Activity Pages that include icons/illustrations for each month and a word box (cold, warm, etc.) and are asked to match month images to seasons and weather patterns. Students look at a map of the United States and use it as a reference to discuss regional weather differences.

Activity 1 (Pattern Scavenger Hunt) directs the child to identify specific patterns in the Pattern book using page references (e.g., pp. 4-5, pp. 6-11, pp. 12-13, etc.), which requires students to locate information by page number. The lesson includes titled student activity pages (e.g., "Shirt Patterns," "A Quilt Pattern") and a labeled Web Link with a link title and URL, providing labeled text features the child can see and possibly select.

Students are instructed to circle the title of the bar graph and the labels on the horizontal and vertical axes and to read those titles and labels aloud to discuss the data. Students color-code columns and boxes on charts by gender and shirt color and then answer questions that require using the column headings (e.g., "Gender," "Name," "Shirt Color") to count types and colors. Students are directed to circle titles and labels on activity pages and to use those features to identify and describe patterns in the graphs and charts.

The lesson includes visible text features such as a main title and section headings (Getting Started, Questions to Explore, Facts and Definitions, Skills, Introduction, Activities, Wrapping Up). Student pages display clear titles and labels (e.g., "Fast or Slow Change?", "before" and "after", boxes labeled "fast or slow?") that students must read to know where to record responses. Activity instructions direct students to look at labeled sheets and record answers in the spaces provided, which requires reading simple headings and labels to complete tasks.

Activity 1 directs students to use the book's index: students are shown the index at the back of Zoom! Zip! Whoosh!, told the words are in alphabetical order, and asked to find the words "gravity" and "inertia" and record the page numbers. Students are instructed to go to the listed pages and copy the sentence(s) containing those words. The lesson's Skills list explicitly includes "Know and use various text features...to locate key facts or information in a text."

Students are asked to read a specific section, "Part 2: Seasons Change (pp. 27-44)," and to answer questions tied to particular page numbers (e.g., pp. 28, 32, 36, 40, 41). Students look at the "Seasons Change" page pictures to label each season and color the tree, and they are instructed to use the page and illustrations to discuss seasonal changes. The activities direct students to find and respond to information located on specified pages of the book.

The Skills section explicitly lists the standard. In Activity 1, students are shown the table of contents of National Geographic Readers: Seed to Plant, are told where the table of contents is located, how page numbers help locate sections, and are asked to find the section titled "What Do Plants Need?" and then read those pages. These steps require students to use a table of contents to locate information in a text.

Students are instructed to explore the My Storybook website and watch its tutorial, which requires them to navigate an online interface. The directions specifically tell students to click the "Items" icon and select "My Images" to upload and locate images for their book. Students also type the story into the online tool and arrange images and backgrounds, engaging with electronic menus and icons to find and place content.

Students are prompted to read the book cover by reading the title and author's name and describing cover pictures to infer information. In Activity 2 (Option 2) students read event labels and match them with picture labels before cutting and ordering events on a timeline. Student activity pages present captions and labels (e.g., names for transportation, homes, and clothing) that students read and use to sort and place images.

The lesson's Skills list explicitly names: "Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text." Activity 1 has students flip through The Usborne Time Traveler and place time-period labels on a timeline, referring to specific page numbers. Activity 2 and Activity 7 ask students to "look through the book" and select or read a time period section, which requires navigating the book. One Student Activity Page description notes a scissors icon, indicating at least one icon is present on activity materials.

Students are asked to locate and skim specific labeled sections and page ranges (e.g., Homes and Houses: Ancient Egypt pp. 104-105; Clothes and Fashion; Food and Eating; Travel and Transport) and to "find four pages called 'Culture'" that represent elements of the cultures. Students are instructed to scroll through pages to look at examples of clothing and to look for forms of transport shown in background images. Student activity pages are divided and labeled by historical period (Ancient Egypt, Ancient Rome, Medieval Europe) with icons and headings for each topic area.

Students read a simple biography and use the Student Activity Page that shows labeled pictures, names, years, and short descriptions to identify historical figures. Students cut apart squares and descriptions, place them in chronological order, and are asked to reread descriptions and point to the individual described, which requires locating information on the page. The activity asks students to glue descriptions beneath the corresponding picture, linking text descriptions to visual labels.

Students encounter and respond to clear headings and labels on multiple activity pages (e.g., "I was different because," "In the past...," "Today...") and use titled pages such as "Past, Present, and Future," "Picture of Me," and "Elements of Culture." The activity pages include labeled writing lines and aligned boxes that require students to read the headings to know where to write or draw. One activity instructs the student she can use The Usborne Time Traveler for reference, and the "Elements of Culture" page includes border icons representing cultural elements.

Students are asked to identify the front of a book as the 'cover' and to name the title on the cover (Activity 5.3). Students are directed to start at the first page and move to the next page until the end, and they are modeled pointing to each word as they read, which reinforces left-to-right/top-to-bottom navigation. The introduction also states that we read from left to right and from top to bottom on a page.

Students are asked to read and identify the title and cover of the reader The Pig Can (Activity 5.3) and to point to the period and question mark on the book pages. Students reread the Weekly Message and are asked to point to specific letters and to find sight words in that message (Activities 1.1 and 3.1). On multiple Word Families pages students read the header banners (e.g., "WORD FAMILIES" and the column labels like "at" and "ap" or "it, in, ig, ip") and sort or place words under the correct family name (Activities 3.3 and 4.2).

Students sort words into columns labeled with digraph headings (ch, sh, wh, ph) and place or glue words under those headings (Activity 4.1 and Student Activity Pages). Students use labeled activity sections (ch, sh, wh, ph) to write or draw words and read each column aloud. Students use a word list to locate and circle sight words in a word-search grid (Activity 5.2), and they are asked to point to words in the Weekly Message (Activity 1.1).

Students create a mini-book in Activity 4.1 by pasting two-letter blend labels to the top of pages and then deciding where to write each dictated word based on its beginning blend (e.g., writing "spot" under sp). In Activities 1.2 and the student pages, students sort pictures into columns labeled with blends (cr, br, dr, fr, gr, pr, tr), cutting and gluing images under the appropriate labeled column. Activity 4.1 also directs students to use the labeled pages as a collection to review words, effectively using headings/labels to organize and retrieve word information.

Students are asked to write words on and later read from labeled pages titled "nd Words," "mp Words," "lf Words," and "nt Words," using the vertical banners and page titles to place and find words. In Activity 3.2 students cut out pictures and place them in the correct columns labeled for each ending blend, then glue them when correct, which requires using the column headings to sort and locate items. The materials include obvious headings and titles such as "Ending Blends" and the blend labels on student pages that students use when completing and reading the pages.

Students are asked to read and use labeled columns and headings on multiple activity pages (e.g., the Long Vowel columns headed with vowel macrons, the "Hard and Soft c" and "Hard and Soft g" pages with labels/boxes). Students highlight the letter after each c or g in the left and right columns and place or glue cut-out words into the correct labeled columns (e.g., Hard c, Soft c, Hard g, Soft g). Students are also instructed to write labels such as "hard c /k/" and "soft g /j/" in boxes above columns to indicate categories.

Students are asked to write each word "below the box that shows its ending sound" (Activity 1.2), using section headers such as "ake," "ate," "ace," and "ape" to locate where words belong. Multiple Student Activity Pages are explicitly labeled with headings (e.g., "ame," "age," "ane," "ale"; "aid," "ail," "ain," "aint," "ait") and students sort or place words into the correct labeled columns (Activity 3.3). The Word Chains and Spelling Test pages use labeled columns and titled sections (Start/End, "Spelling Test: Lesson 5," "Challenge Words") that students use to find where to write or read items.

Students are asked to sound out column headings on multiple "Long i" word-sorting pages and place cut-out words into the correct labeled columns (ide, ice, ike, ime, ipe, etc.), using those headings to determine where each word belongs. Students use a Sight Words Search page with a listed word bank and then locate and circle the target sight words in a letter grid. Students are prompted to reread the "Weekly Message #7" and point to long i words in that section, using the message/title area to find specific words.

Students are asked to read and then cut out words and place them in the correct columns on a two-page Word Sorting activity, using column headers (ild, ind, ost, old, olt) to decide where each word belongs. Several Student Activity Pages are described with explicit headings (e.g., columns labeled "ild," "ind," "ost" and pages for "old" and "olt") that students use to organize and locate words. The Skills list includes "Demonstrate understanding of the organization and basic features of print" and directions ask students to follow words left to right, top to bottom, supporting use of print features.

Students are asked to follow words from left to right, top to bottom, and page by page and to demonstrate understanding of the organization and basic features of print. Students point to and read words in a titled "Weekly Message #11" and identify long-vowel words within that message. Students use labeled columns and headings (e.g., ā, ē, ī, ō, ū and pattern labels a_e, ai, ay, etc.) to place and glue word pairs on a long vowel sound chart and to sort words into columns by vowel pattern.

Students write and use column headers (e.g., "oi" and "oy", "short o" and "long o") to sort and place words into the correct columns (Activity 2.1, Activity 2.2). Students follow print organization when they find and circle sight words in a word-search grid, reading left to right and top to bottom (Activity 3.1 and Skills list). Students read and use labeled student activity pages (columns labeled ō, oi, oy) to locate where specific words belong.

Students are asked to follow basic print organization (e.g., "Follow words from left to right, top to bottom, and page by page") and to point to and read words in the Weekly Message. Several activity pages include labeled header banners (e.g., "toy," "boil," "owl," "out") and a three-column graphic organizer with headings "aw," "au," and "o" that students use to sort and place words. Activities require students to read the column headings and place or glue words in the correct column, which uses headings to locate where words belong on the page.

Students are asked to read and point to the "Weekly Message #15" and to read headings such as the labels at the top of activity pages (for example, the column headers "book" and "moon" on the Sorting oo Words page and the three headers "eat," "bread," "steak" on the Sorting ea Words page). Students are directed to read the box of question words at the top of the "Question Words" page before filling blanks, and several activity pages include icons and labeled headers that students use when sorting and gluing words. Students also read titles like "Spelling Test: Lesson 15" and follow directions that reference those page titles.

Students complete Long Vowel Sounds Sorting pages that have columns labeled with headings such as "long ā," "long ē," "long ī," "long ō," and "long ū," and they are instructed to place each word in the correct column based on its vowel sound. The Student Activity Page graphic organizer explicitly shows column headings and asks students to use those headings to sort and locate where each word belongs. Activity directions tell students to place the sorted pages in their Word Collection folder, reinforcing use of labeled sections to organize items.