Students are instructed to read about a chosen country and record information on a "Country Research" graphic organizer with labeled sections (Food, Goods, Homes, Clothing, Holidays). Students complete activities that require summarizing and comparing information (Venn diagram, Similarities and Differences) and are asked to describe what they learned about the country. The skills list also notes that students will "Read and comprehend fiction and non-fiction" and "Answer high-level questions about a text."

Students plan and create a multipage brochure whose overall topic is their community and whose panels (cover, goods and services, celebrations, jobs, money, change) each require specific focused content. The directions ask students to "look over some examples of brochures" and to "talk about the ... information that is presented in the text," which involves examining how information is organized across a brochure. The organizer prompts students to think about and record the sentences they want to include on each page, guiding them to produce focused paragraphs for each section.

Students are asked to describe what is happening on each page of the wordless book (make up a sentence or two for each page) and to put scenes from The Boy Who Cried Wolf in order and write a sentence for each scene, which requires identifying the focus of individual pages/boxes. Students are asked to list three examples of people who are good citizens and explain why, and to answer questions such as "What are the characteristics of a citizen?" and "What does it mean to be a good citizen?", which supports identifying the overall topic of the materials. Students also summarize events (identify five most important events) and draw beginning/middle/end changes, which practices extracting central ideas across multiple pages.

Students read short informational items (Facts and Definitions) and answer comprehension prompts about the flag (e.g., completing sentences about why there are 13 stripes and 50 stars). Students read the Pledge of Allegiance and are asked to explain the meaning of each part. Students read the words to "The Star-Spangled Banner," sing it, and discuss why the flag is important to the community.

Students read a short biography about an inventor (Activity 3) and answer comprehension questions about the inventor's most famous invention and notable events. Students write a paragraph about a favorite invention in the Invention Scavenger Hunt (Activity 2) and complete sentence responses about how inventions help the community (Activity 1). Students also practice sentence-level analysis by circling subjects and underlining predicates in their invention sentences.

Students are asked to write focused information on four separate shapes: a circle for a community leader (name, characteristics, what the person does, how they helped the community), a rectangle for a flag (where found, what it means), a square for an inventor (name, characteristics, invention, how it changed the community), and a triangle about themselves (name, where they live, characteristics, how they helped/changed the community). Students also identify each shape, list three community items of that shape on the back, and draft illustrations before finalizing their writing. These tasks require students to produce short, single-topic written pieces tied to each shape.

Students are asked to "Recognize the features of a paragraph" in the Skills list and are given an explicit review of paragraph features (topic sentence, sentences about the same idea, beginning/ending punctuation) in Activity 9. Students are prompted to write a paragraph about which type of animal they would want to be using structured prompts (Option 1) or to compose their own paragraph (Option 2), practicing composing a unified paragraph with an introductory sentence and supporting sentences. The "A Closer Look at Mammals" activity has students check off traits and decide whether each row is a mammal, which practices organizing information by topic at the item/row level.

The lesson explicitly lists "Demonstrate comprehension of text by answering questions and summarizing information" as a language arts skill and has students read informational pages (e.g., "A Plant") and answer questions and label parts based on those readings. Students are asked to explain what plants need to live and grow, to describe different types of plants, and to summarize experiment results after the seven-day plant investigation. The curriculum also includes reading multiparagraph text (the "Jack and the Beanstalk" selection) with comprehension questions that require students to recount characters, setting, and events.

Students are asked to preview and discuss the nonfiction book What Is the World Made Of?, predicting what the book might be about from the cover and answering direct content questions such as "What is the world made of?" and "What are the three states of matter?". The activities require students to listen to the book read aloud, stop and discuss ideas, describe differences between solids and liquids, and in the wrapping up section students are asked to describe the different states of matter and give examples. The Skills section also lists "Listen responsively to stories and other text read aloud," which supports comprehension of the text's main content.

Students are directed to "Read pages 12-13 in the book, What Is the World Made Of?" and then asked to "describe what a liquid is," which requires them to state the central idea of that passage. Multiple activities ask students to read short texts (the strawberry milkshake recipe) and write one- or two-sentence descriptions of how they use liquids (Activities 8 and 10), which has students identify and summarize key ideas from brief texts.

Students read the book You're Aboard Spaceship Earth and are asked to look at pictures to point out examples of living things and to locate examples of solids, liquids, and gases. Students are prompted to write three sentences that would tell someone else what the book is about. The wrap-up asks students to explain what they learned about Earth and to name the continents and oceans.

Activity 6 asks the child to read Everybody Needs a Rock, identify the title/author/illustrator, predict the story, and answer the question "What was this story about?" Activity 7 has the child cut out the ten rules from the book, reread the story, put the rules in order, and—optionally—write sentences that summarize each rule. These tasks require students to state the overall topic of the text and to determine and summarize the focus of specific sections (the rules).

Students are asked to read the book What Is a Balance Scale?, answer comprehension questions about how balances work, and then write two or three sentences that describe the main idea of the book. The lesson prompts students to summarize what they read and to reread the book if they cannot answer the questions, supporting identification of a central idea.

Students are asked to preview the book Move It! by reading the title and using the table of contents to see the topics and page numbers, which supports identifying the overall topic. Students read the multipage text aloud and answer targeted questions (e.g., What does motion mean? What is the difference between a push and a pull?), which directs attention to the focus of specific sections. The lesson has students reread pages 16-19 and review the idea that objects can change direction and stop, explicitly connecting those pages to a central idea.

Students are asked to read pages 14–21 of The Usborne Children's Picture Atlas (a multipage text) and to answer broad questions about habitats (e.g., which habitat they'd enjoy, differences between North Pole and rainforest, which habitat is most similar). Students read a focused paragraph about the camel and then write sentences about how animals or plants are used by people in particular habitats. Students label habitat boxes, place or draw animals/plants in correct habitats, and write a sentence beneath each box describing why the organism is an important resource.

Students are asked to read and revisit Discover the Seven Continents and other books/websites to gather information about a chosen continent. Students complete the research page "About the Continent of ___," answering focused prompts (bordering oceans, major landform, major body of water, natural resource, habitat, animal) and use those details to create a poster or give a presentation. Students practice locating and recording key information from informational text and pictures to support their poster or presentation.

Students read multiple informational paragraphs about religion and holidays (e.g., sections on Ramadan, Easter, Hanukkah, and Christmas). In Activity 1 students match each holiday to its religion and symbol, which requires locating and using paragraph details. The Wrapping Up prompt asks students to name examples of religious holidays and explain why they are celebrated, prompting students to use information from the text.

Students read the informational book Three Young Pilgrims and answer targeted comprehension questions (e.g., What was life like for the Pilgrims? Why did the Pilgrims leave England? Who helped the Pilgrims?) that require pulling together factual information about the topic. Students create a Venn diagram comparing their life to a Pilgrim child's life and write three ways American culture has changed, which asks them to summarize and compare overall ideas. The lesson's skills list explicitly includes reading nonfiction and discussing/explaining narrative and expository texts.

Students read the book Explore Asia and discuss the variety of people, habitats, resources, clothing, and activities shown in the text and pictures. They answer targeted comprehension questions about specific aspects of the book (e.g., types of habitats, resources, what people are doing). Students complete a Guidebook to Asia and write a paragraph about what they would enjoy about living in Asia, and they are asked to describe what they have learned about the culture of Asia and how it differs from America.

Students read the multiparagraph book Africa Is Not a Country across two days and are asked to identify which nations are discussed by marking them on a Map of Africa (Activity 2). Students select an individual page from the book, identify the country shown on that page, and complete a Venn diagram comparing a child on the page with themselves (Activity 4), which directs attention to the focus of that specific page. Students also use information from the book to complete a Guidebook to Africa and to record foods and details from the text (Activities 3 and 5), practicing extraction of details tied to parts of the text.

Students read the multipage book Explore South America and answer specific comprehension questions (e.g., naming the Andes, the Amazon River, listing animals, comparing South America to their community). Students are asked to recount what they learned about people in South America (Activity 5) and to complete a "Guidebook to South America" using information gathered from the book and research. Students sequence events from the "An Amazon Journey" page by cutting out and ordering events, which requires them to understand and organize information across multiple paragraphs.

In Activity 2 students are asked to reread six monthly poems and answer questions about activities, homes, clothing, landscapes, and what a reader from another country could learn — then fill charts with examples from the text and pictures. In Activity 1 students reread a chosen month poem and explain why it is their favorite, prompting attention to the focus of that specific poem. The charts labeled Life in America (Weather, Clothing, Homes, Holidays, Activities, Animals) require students to pull supporting details from multiple poems to describe an overall topic.

Students are asked to complete a Queen Mary research sheet by visiting linked texts and answering overarching questions (e.g., when the Queen Mary first sailed, how she was transformed during the war, where she is today), which requires locating and recording key facts across a text. The lesson explicitly instructs to "point out text titles that are bold" and to "discuss how these help a reader efficiently find information and understand the main points of the text," guiding students to use text features to locate main ideas. The Skills section lists "Know and use various text features ... to locate key facts or information in a text efficiently," reinforcing practice in extracting central information from informational texts.

Students read Chapters 25–27 and the Coda and answer comprehension questions about what happened and how Edward changed, which requires identifying the focus of those episodes. In Activity 4 (Relationship Timeline) students write simple sentences describing each relationship, sequence them in order, and reflect on how each relationship changed Edward. The Skills section explicitly lists analyzing how individuals, events, or ideas develop and interact over the course of a text.

Students are asked to select a favorite paragraph or two from the story and practice reading it aloud while recording it (Day 2, Part 2). Students create slides that title and represent parts of the story (e.g., titling a slide "A Fisherman Catches a Rabbit") and dictate sentences that explain why they like that part. Students choose a favorite relationship, select an image to represent it, give the relationship a title, and dictate a sentence describing the relationship and why it is their favorite.

Students read a multipage informational book (Ellis Island, pp. 1–25 and completed pages) and answer factual comprehension questions about key people and events (e.g., Who was Annie Moore? What did immigrants see? How were living conditions described? Why did doctors check immigrants?). Students listen to and retell oral history recordings of immigrants and describe favorite recordings, practicing summarizing firsthand accounts. Students complete a written prompt beginning "Because immigrants were brought to Ellis Island..." that asks them to state how immigration impacted the country, which requires synthesizing the text's central content.

Students read The Story of Ruby Bridges and answer targeted comprehension questions about Ruby's family, why people protested her attendance, and her feelings, which requires extracting key ideas from the text. Students explain the Civil Rights Movement in their own words, complete a writing prompt ('Because Americans fought peacefully... today ____ and ____'), fill out 'Famous Americans' pages for Rosa Parks and Martin Luther King Jr., and place events on a timeline, which asks them to identify central people and events that make up the topic.

Students are asked to reread the story "Down the Hill" and give an oral summary focusing on the most important characters, how the story starts, the main events, and how it ends. Activities ask students to answer comprehension questions about the story (season, why Toad hit a tree, characters' feelings) and to compare Frog's and Toad's attitudes toward winter. Activity 4.2 asks students to locate specific words and a two-syllable silent-e word on a particular page, giving practice finding details within the text.