Activity 3 provides a structured writing page titled "The Most Important Room" with prompts: "The most important room in my house is the __," "We use this room for __, __, and __," and "The __ is the most important room because __." Activity 2 asks students to label rooms, write room names, number rooms in the order explored, circle important items, and explain why they selected an item (for example, naming a refrigerator and stating it keeps food fresh). Activity 4 and the Option 1 sheet have students practice writing letters, words, and copying or filling in missing letters, supporting the mechanics of producing written explanatory text.

Students are asked in Activity 5 to choose a habitat and either draw the habitat or tell a story about visiting it, with prompts about what they see, how it would feel, which animals they would see, and whether they would want to live there. In Activity 4 (advanced option) students are asked to draw and label three plants, animals, and insects for each category, which requires naming topics/items related to habitats. Early activities also have students identify the book title and author's name, supporting practice in naming topics or items related to the text.

Students are prompted to write short informative statements on the 'Plants' page by completing the prompts "Plants can..., Plants are..., Plants have...," which names a topic (plants) and elicits facts. Option 2 of the habitats activity asks students to write the names of living things they recognize in each habitat and to record consumer and energy-source pairs on the "Food for Survival and Energy" pages, which requires filling in factual information about organisms. The lesson's listed skills include "Summarize the needs of living organisms" which directs students to produce brief summaries about a topic.

Students draw and label an observed habitat (Activity 1) and answer targeted questions about plants, animals, movement, and food/water, which requires naming a topic and supplying observational facts. In Activity 2 students complete fill-in-the-blank prompts such as "I am a ____. I live in the _____." and are asked to locate more information about the animal and have their dictated story recorded. The lesson asks students to compare predictions to observations and to read back or sound out their recorded story, reinforcing use of factual details about a chosen animal and habitat.

Students are asked in Activity 2 to analyze habitat pictures, decide which animals do not belong, explain why each animal would not live in the habitat, and record her reasons on a separate sheet of paper. Option 2 asks students to write the name of each habitat on the worksheet and to print or draw a picture of an animal to place in the habitat. Activity 3 prompts students to produce simple explanatory sentences aloud (e.g., "A zebra can't live in the ocean. A zebra lives in the savanna.").

Option 2 directs students to create an informational book where they write the animal's name on Page 1 and fill pages that collect facts: regions where the animal is found (shade the globe), what it eats and drinks, the animal's habitat, and a page for "Interesting Facts." The directions ask adults to help students label their pictures and to staple pages into a book, and the Wrapping Up section has students explain each page and share the book with family. Option 1 similarly has students create a personal book that names the topic (Me) and documents facts about what they eat/drink, their home environment, activities, and changes.

Students are prompted to write three sentences about a fall-themed picture, using words they circle and copy or dictate (Activity 1). Students create and interpret a pictorial graph of leaf colors and answer factual questions about which colors are most and fewest, showing they record and use facts about fall (Activity 2). Students practice writing the words "fall" and "fun," write or copy sentences using those words, and are asked to explain what happens to the weather in fall during wrap-up.

Students are prompted to write about winter using the "Let It Snow" page with the sentence starter "In the winter I _______" and to use vocabulary words (cold, snow, freeze) in their writing. The lesson provides explicit facts about winter (months of winter; Earth leans away from the Sun) and asks students to discuss differences between winter and summer, which supplies factual content they can use. Handwriting practice asks students to write the word "winter" and related vocabulary, reinforcing the topic name in writing.

Students complete the "Changes in Weather" page by writing season names in blanks and by answering factual sentences such as "______ is the warmest season," which requires them to name a topic (a season) and supply facts. In Activity 2 students fill in blanks in a passage about Jessie's summer using target words and may copy the words or write their beginning letters, which practices producing written words in context. The Skills section and prompts ask students to use new vocabulary in writing and to describe seasonal changes in writing, supporting factual sentence production.

Students prepare a three-day "Weather Forecast" by recording answers on a graphic organizer that asks what the sky looks like, whether there is precipitation, the temperature, how people should dress, and suggested activities. An example written forecast is provided that names the day's topic, lists factual observations (sky, clouds, rain, temperature), offers clothing advice and activities, and models a short closing statement. The skills list and activities require students to use new vocabulary in speech and writing and to write season names and recorded observations, indicating opportunities for written responses.

Students are asked in Activity 3 to draw a new page for the book showing a unique place in their community and to write or dictate a sentence or two about Charlie visiting that place, which requires naming a place/topic. In Activities 1 and 2, students answer questions about places Charlie visited and fill in community vocabulary sentences, which has students use words to describe community places and actions. The Life Application suggests that students take notes or draw pictures as they visit places, creating opportunities to record facts about community locations.

Activity 2 asks students to make a My Community poster where they label important places (naming a topic) and "write or dictate a brief description of how the place serves the community" (supplying facts). Activity 4 has students prepare interview questions, take notes during an interview with a community worker, and discuss answers to prompts like "Why would a person come here?" and "Why is this an important place?" Activity 3 has students copy book titles and draw illustrations of communities, reinforcing identification and description of different community types.

Activity 4 ('When I Grow Up') asks students to write a paragraph using sentence prompts and includes an example paragraph that names a topic (a chosen community worker), states what the worker does, and ends with a concluding thought. Activity 5 asks students to record one simple sentence about how each worker helps citizens, encouraging them to supply facts about each worker. Activity 2 (Option 2) asks students to write the names of community workers and read through their list, supporting naming the topic and preparing facts to include in writing.

Students sort and label items as natural or manmade and write labels (N/M) and numbers in Activity 2, showing they can name the topic of "resources" and identify facts about individual items. The Facts and Definitions section gives students explicit facts about resources (natural vs. manmade) that students can use when explaining. Activity 3 asks students to find three natural and three manmade resources and to explain how each is used, where it is found, and/or write a sentence about the resources, providing an opportunity to supply facts in writing.

In Activity 3, students draw or paste a picture of each family member, write the person's name beneath the picture, and describe examples of that person's good citizenship either by dictation or independent writing. In Option 2, students draw three things that family members might do in a good environment and three things in a not-good environment and label each picture as they explain what is happening. Activity 1 and Activity 2 ask students to explain whether specific actions demonstrate good citizenship, prompting students to supply reasons or facts about behaviors.

Students write short explanatory responses in Activity 1 by completing the prompt "I am respectful when I __." In Activity 6 students record character actions in a left column and write the resulting consequences in a right column, connecting facts to explanations. The Life Application chart asks students to record examples of responsible, respectful, kind, and honest behavior and to explain why each star was earned, prompting factual justification of behavior.

Students are prompted to name their topic with the sentence starter "I am planning to __." They write sequenced steps using "The first thing I will do is __," "Next I will __," and "Finally I will __," and they are asked to carry out those steps and check them off. Students complete a reflection section with starters such as "I made my community a better place because __" and are asked to write about their experience and what they learned.

The Facts and Definitions section lists explicit facts about color mixing (red+blue=purple, etc.) and properties of shapes (number of sides, descriptions), which students review. The Student Activity Page asks students to name shapes and to write or draw an example object corresponding to each shape, giving students a chance to label and record information. The Wrapping Up prompts students to describe what they learned about mixing colors and to name and describe shapes, which elicits summarizing of facts.

Students are asked to write or copy a sentence about an object's texture (Activity 3: "______ feels _________"). Students label pictures with texture adjectives in Option 1/2 and record two words or invent a new describing word for each object, which requires naming objects (nouns) and writing descriptive words (adjectives). The lesson's skills list explicitly states students will "Use new vocabulary in conversation and writing" and "Use words that describe in speech and writing," indicating writing practice with topic-related vocabulary.

Students draw and label animals and write each animal's average life span (Activity 3), which requires them to name a topic (an animal) and supply a factual detail (its lifespan). In Option 2 students are asked to write a question for each pictured person and to paste ages beside people, practicing sentence writing and connecting numbers to people. Students also record names for pictures and practice copying/writing sentences with target words (Activity 1 and Activity 4), showing direct practice with writing words and short sentences.

Students record a topic-related measurement tool and fill in 'Estimate' and 'Actual' columns for items (toothbrush, pencil, hairbrush) and complete sentences such as "The longest item is the ___." Students circle which object weighs more on the "Which Weighs More?" page and fill tables for capacity (guess vs. measured) and for "Measuring Similar Objects" they complete length, capacity, and answer comparative questions about which is longest/shortest and order by weight. The handwriting activity asks students to write/copy sentences that use the words "long" and "length."

Students are asked to write definitions for "Solid" and "Liquid" on the Student Activity Page and to label pages "Solids" and "Liquids," which has them name the topic. Students supply facts by recording definitions, listing examples (cutting and pasting pictures), and discussing causes of state changes (heat/cold). The graphic organizer requires students to provide definitions and examples for each category, practicing informative details about the topic.

Students make an "Earth Materials" book (Activity 7) in which they title the book and label three two-page spreads as Dirt, Rocks, and Water. On the Dirt pages students write descriptions of properties (how dirt looks, feels, shape/size) and arrange/show the three soil types; on the Rocks pages students list properties and match igneous, sedimentary, and metamorphic rocks to images; on the Water pages students write properties, identify solid and liquid forms, and glue a picture representing cohesion. The book activity requires students to record facts and organize information under topic headings.

Students are given a clear topic, called "awesome attributes," and are asked to select at least five attributes from a provided list to focus on. Students plan and explain how each chosen attribute can be used to find similarities and differences, and they are prompted to record their ideas and facts about each attribute. Students are directed to write words and sentences on a poster (or prepare spoken explanations for a demonstration) and to practice presenting their explanations to an audience.

Students identify and name a topic by choosing a sense and labeling the "Sense" and "Sense Organ" on the activity pages (Activity 3, Options 1 & 2). Students supply facts by dictating and recording four sentences that describe a sensing experience and how the primary sense and organ were used (Activity 3, Option 2) and by writing or copying sentences about a sense (Activity 4). Students also organize ideas with webs that connect objects/words to specific senses (Activity 2), which supports gathering facts about the chosen topic.

Students are asked to write a handwriting sentence reporting survey results: "________ people liked ________." Students collect and record factual data by conducting a survey, filling the activity chart with Y/N responses, and totaling yes/no answers. Students create a taste chart by labeling columns (sweet, bitter, sour, salty) and recording or illustrating foods, producing concrete facts about tastes.

Students are asked to describe and record their blindfolded experience and then compare it to walking with sight (Activity 4), producing a written record of observations. Students are asked to choose a noisy place, describe it emphasizing sounds, have their ideas recorded, and attempt to read their description aloud to others (Activity 5). Students practice writing sentences using the words eyes and ears, reinforcing writing practice connected to the topic (Activity 8).

Students write descriptive words and opposites on the "Touch It" activity page and choose or create adjectives to label how pictured objects feel, showing they name a topic (textures) and supply descriptive facts about specific items. Students draw and label two of their own objects on the "Touch Chart" and check boxes for properties (hot/cold, wet/dry, hard/soft), practicing written categorization of object properties. Students practice writing the words "touch" and "taste" in sentences and are asked to describe and title their Jell-O finger-painting, which prompts written or spoken description tied to the sensory topic.

Activity 4 asks the child to "write or dictate and copy a sentence on handwriting paper about something he smelled or tasted today," which has students name a topic and write a factual statement. Activities 1 and 2 require students to record descriptions of tastes and smells on index cards and to copy spice names, which has students supply sensory facts and use descriptive words in writing. The listed skill "Use descriptive words in speech and writing (LA)" explicitly supports students practicing informative description.

Students record sensory observations on the Nature Walk chart (I hear, I see, I smell, I feel) and are invited to write, draw, or dictate their findings. Students are asked to write or copy a sentence about something observed on the nature walk (Activity 4). Students are prompted to answer communicative questions such as "If someone asked you what you found on your walk, what would you say?" and to identify words to communicate what they learn.

Students are asked to write a report specifically about popping popcorn (Activity 2), so they name a clear topic. The "A Sensible Report" page requires students to supply sensory facts about the popcorn (how it felt before/after, how it sounded, smelled, and tasted) and to draw the popcorn before and after popping. Activity 4 asks students to write or dictate and copy a sentence that describes the popcorn, reinforcing written description of the topic.

Students record topic-related information on Party Planner sheets by listing activities that engage each of the five senses and the supplies needed for each. Students write descriptions for games on the pages labeled Game 1, Game 2, and Game 3 and compare their plan to a sample to find similarities and differences. Students create invitations that include factual details (place, date, and time) and make a guest list, counting guests and determining quantities needed.

Students answer a series of personal prompts on the "You Are Special" activity (name, where they live, hair/eye color, favorite color, talents, etc.), which requires them to name a topic (themselves) and record facts. Students use those answers to fill in and complete a paragraph on the second page, assembling their facts into a cohesive written piece. Students also record numeric facts in "Your Numbers" and practice turning those facts into sentences (e.g., "I am six years old"), reinforcing factual informational writing. Students read and share their completed paragraph with others, demonstrating a finished piece of writing.

Students write a sentence on handwriting paper that describes one of their physical characteristics ("I have ___"). Students describe and supply facts about characters' physical traits when answering questions after the "Different Friends" story and when discussing similarities and differences during the paper-doll/drawing activities. Students draw or add missing facial features and answer guided comparison questions that require stating observable facts (e.g., number of eyes, hair differences).

Students are asked in Activity 1 to select a hobby and ‘‘dictate and then copy or to write a few sentences that describe her hobby to someone who is not familiar with it,'' which requires naming a topic and giving descriptive facts. The My Interest worksheet (Activity 2) prompts students to record what most interests them, what they already knew, and what they can do to learn more, which elicits factual information about a named topic. The Hobby Survey (Activity 3) asks students to ask and record responses to factual questions (e.g., What is your hobby? How often do you do it? What do you enjoy most?), giving further practice in supplying facts about a topic.

Students complete a "What Is Your Shape?" worksheet in which they name their shape and fill in factual details (color, physical characteristic, personality trait, hobby, interest). Students dictate and/or record a short description of their chosen shape and are encouraged to attempt to read their description aloud and share their shape design with family. Students also write or copy a sentence on handwriting paper that describes an interest or personality trait.

Students complete sentence prompts on the 'Families Around the World' sheet (e.g., "My family is similar to a family from _______ because we both _______." and "My family is different from a family from _______ because we _______, but they _______."). Students use a Venn diagram to list ways their family and a family from another country are the same and different, and they describe clothing, activities, and interactions of pictured families. The Skills list explicitly includes "Complete sentences," "Dictate ideas and responses," and "Attempt to write words and sentences using inventive spelling," and Activity 3 has students practice writing the word "different."

Students are asked in Activity 4 to write a sentence about their home, which prompts them to produce a short written statement naming a topic. In Activity 2 students can record country names above homes and add details around the drawings, which requires labeling and adding factual details about where certain home types are found. In the Introduction students are asked to identify and describe different homes and name materials used, which engages students in supplying facts orally and in recorded labels or notes.

In Activity 5 students make a "Book of Holidays" and are instructed to include the name of the holiday, the month/date, and a sentence about the holiday on each page. Activity 3 asks students to draw themselves celebrating their favorite holiday and to write three sentences explaining what they enjoy about it. The lesson provides sentence frames such as "On ___ (holiday) we celebrate by ___" and "___ (holiday) is important because ___" to guide students in supplying facts and explanations.

Students practice naming transportation topics by labeling pictures and writing the names of modes in Activity 1 (Option 1 & 2) and by selecting or writing the best mode for scenarios in Activity 2. Students discuss reasons for choosing particular modes and may research a form of transportation in the optional extension, and Activity 4 has students write or copy a sentence about a mode they have taken. Activity 3 asks students to draw a favorite mode and tell (and attempt to read) a recorded story about a trip, providing some opportunity to produce spoken/written language about a transportation topic.

In Activity 2 students are asked to draw members of a group and complete a prompted paragraph with lines such as "One group I belong to is ________________." and "The group does ________________." The instructions let students attempt to fill in blanks or dictate ideas to be recorded and then encourage the student to read the paragraph aloud. The Skills section explicitly lists "Read or attempt to read own story or simple text (LA)," linking the writing task to producing a simple text.

Students are asked to create a book that names a topic: similarities and differences between themselves and a child from another country and to give the book a title and names. Students complete guided sentence prompts that supply facts about the topic (location, food, hobbies, homes, clothing, transportation, holidays, and similarities). Students are encouraged to write the sentences themselves, illustrate each page, assemble pages into a finished book, and include a final page labeled "The End."

Students are asked to write or copy three sentences describing a pattern using transitional phrases: "First, there is _____. Next there is _______. Then there is _________." Students are prompted in multiple activities to describe patterns aloud using the same sequence language (e.g., "First, there is..., Next, there is..." in Day 2 Option 1) and to name or list objects in patterns (Activity 2 Option 2). Several activities require students to explain the patterns they see or create, and to color/trace or label elements to show the repeating parts.

Students are asked in Activity 4 to copy or write a sentence on handwriting paper about a pattern they made today. Option 2 asks students to write the names of the objects they used for patterns on a separate sheet of paper. Activity 2 includes "Writing About a Pattern" pages where students complete prompts and may complete or circle sentence parts about given patterns.

Activity 3 directs students to write or copy a sentence on handwriting paper about a pattern they found today, which requires students to put a pattern topic into written words. Multiple activities ask students to describe patterns (e.g., saying "Circle, Square, Circle, Square..."), label shapes with A, B, or C, and sort patterns (ABAB, AABB, ABC), which has students state facts about pattern structure.

Students complete structured writing prompts that identify and describe a pattern (e.g., AABB, ABAB, ABC) using sentence stems such as "First comes ___," "Then comes ___," and "Next comes ___." The "Describe the Pattern" page asks students to name components ("This pattern is made up of ___, ___, and ___"), fill in ordinal positions (First through Eighth), and conclude with a categorizing sentence ("This is a ___ pattern"). Activity 7 asks students to write or copy two or three sentences that describe a pattern they made, and Activity 3 has students practice sequence words (first, then, next).

Students select "patterns" as their project topic and label poster sections or presentation parts with the seven pattern types, showing they name the topic and its subtopics. Students are prompted to write a "Script for Presentation," describing each pattern (e.g., a color pattern) and to record what materials they will use and how they will demonstrate examples, which requires supplying facts and explanations about each pattern. The introduction on the script asks students to welcome the audience and explain the focus on different types of patterns, giving students space to state the topic and some explanatory information.

Students are asked to write on handwriting paper about a sound pattern they heard (Activity 4), with the example starter sentence "I heard a pattern that went...". The Student Activity Page asks students to record the sound pattern and then create their own pattern, providing space for written recording. The lesson's Facts and Definitions state "Sounds can form patterns" and "We often call sound patterns rhythms," which students can draw on when writing.

Students are asked in Activity 4 to write or copy a sentence that describes a pattern they made today, which asks them to put into words a topic (a pattern). During the Wrapping Up section students are asked to explain what it means to have a pattern made from sounds and actions and to demonstrate examples, which prompts them to name and describe the topic orally. The student activity pages require students to create and repeat patterns, providing concrete experiences they can refer to when describing a pattern in writing.

Students are asked to write or dictate a video script that begins by identifying the type of pattern (e.g., 'This is a ___ pattern'), which names the topic they will explain. The script pages require students to record where they found or made the pattern and the elements that make up the pattern, supplying factual details about the topic. The script pages also ask students to sequence the pattern steps using prompts like 'First comes,' 'Then,' which guides them to explain how the parts create the pattern.

Students draw the same plant over time on the "A Plant's Pattern of Growth" page and write a sentence under each drawing describing how the plant is changing, which records observations and facts about the topic. Students label plant parts on the "Plant Parts" sheet using word cues or initial letters, practicing naming parts and supplying factual labels. Students sequence stages by cutting and gluing pictures of a plant, person, and dog in order and illustrate stages for animals with unusual life cycles, practicing organization of growth events.

Students are asked to write on pages titled "During the Day" and "At Night," drawing a picture and recording or dictating a few sentences that explain the activity. Students label the sun, moon, and earth on the activity page, placing text in designated boxes next to each celestial body. Students are prompted to explain the pattern of night and day in the Wrapping Up section, which elicits explanatory talk or writing about the topic.

Students are asked to name a topic when they fill in the title on the "A Routine for ______" activity. Students supply facts about the topic by breaking a routine into four steps and dictating or writing a sentence for each step on the activity sheet. Students practice recording and describing routine activities in words or simple symbols and writing a sentence about a routine in the Handwriting activity.

Students are asked in Activity 4 to write or copy a sentence: "________ has _________ lines of symmetry," which has them name a symmetrical figure and record a fact (number of lines). Several activities ask students to describe symmetry (e.g., describing butterfly wings, folding letters and shapes, drawing lines of symmetry), which elicits factual observations about symmetry that could be used in writing.

Activity 4 directs the child to write or dictate and then copy a sentence about the clowns in the car and to identify the subject and verb, including starting with a capital and ending with a period. Activity 3 has students tell a story about clowns getting into the car and record the number of clowns as the story continues, which can supply content for a written sentence.

Students are asked in Activity 4 to write or copy a sentence about their favorite holiday, which prompts them to name a topic and produce written text. In Activity 2 students identify the holiday associated with each pattern and count the total number of shapes they created, engaging them in stating factual information about their work. The wrapping-up prompt asks students to explain how a pattern can be used in art, prompting an explanatory statement (oral) about the topic.

Students are asked to write a sentence on handwriting paper that describes whether an object was able to sink or float (Activity 4). Students are prompted to describe patterns in graphs and charts (Activities 1 and 3) and to describe pattern types such as ABAB, AABB, or ABC. Students color-code and label graphs and charts and answer explicit questions about what the charts show, which involves stating facts about the data (Activity 1 and chart activity).

Students write clear topic labels on their mini-books (e.g., "Symmetrical Pattern," "Pattern in Nature," and "Patterns" on the lapbook cover). Students label stages of growth (baby/child/adult or seed/plant/flower) and write the days of the week and season names in the fan and wheel books, and they are instructed to draw, paste, or copy examples inside each mini-book. The skills list explicitly includes "Record or dictate knowledge on a topic," and students are asked to include an example or picture and to indicate what each mini-book "teaches about patterns."

In Activity 3 students are asked to draw a before-and-after picture and complete sentence frames: "Once I saw __________ change," "__________ changed because __________," and "The change happened over a __________ amount of time." Students are prompted to attempt to read their completed paragraph aloud, which practices producing an informative description of a change. The activities also ask students to identify causes and timing of changes in other pages, reinforcing factual details about a topic.

Students read Part 1: Things Change and answer factual questions about physical and chemical changes (e.g., identifying crushed cookie as a physical change and ripening banana as a chemical change). Students complete the "How Did It Change?" activity by examining image pairs, circling which attributes changed, and recording a sentence to describe each example. Students explain different ways change can happen and give examples during the wrap-up discussion.

Students are asked in Activity 1 to illustrate or write two sentences about a time when weather caused them to change an activity, which prompts them to name a topic (weather) and state facts about an event. Activity 4 asks students to write or copy a sentence about their favorite season, which has them produce a written statement naming a topic. The Wrapping Up prompts ask students to describe changes in the natural environment and explain what causes the changes and how people must change what they are doing, which elicits explanatory facts and cause-effect reasoning.

Students are asked to complete sentences such as "The cat is ___ the door" and to write entire prepositional phrases (Activity 1, Option 2). Activity 2 (Option 2) asks students to move the mouse and "write simple sentence[s] describing the mouse's location." Activity 3 asks students to record three or four sentences that describe relationships (e.g., "The bush is beside the tree").

Students are asked to list adjectives and phrases inside labeled pages titled "SUN" and "MOON," and they may write or dictate these ideas (Activity 1). The lesson includes explicit facts students discuss or are shown (e.g., the Sun illuminates the Moon, plants need sunlight, Earth rotates and revolves, the Moon revolves around the Earth) and asks students to describe how objects in the sky change positions during the Wrapping Up and Life Application sections.

Students are asked in Activity 4 to write or copy a sentence on handwriting paper that describes how something changes in size. In Activity 2 and other pages, students observe picture pairs, circle words that describe the change (number, size, shape, place), and decide whether changes are fast or slow, which has them supply factual observations about changes. The wrapping-up prompts ask students to give examples of changes that occur in animals, requiring them to articulate facts about a topic.

Students are asked to "list the parts of a plant on a sheet of handwriting paper" and to "describe what plants need in order to grow and change," which require them to name a topic and supply facts. Students record predictions and observations on a sheet of paper during the plant experiment, asking them to write ideas about conditions and outcomes. Students also complete labeling and drawing tasks (draw and label a plant; cut/glue pictures in order) that require naming parts and stating functions or needs.

Students label and draw the three states of matter (ice, water, steam) on the "Ice, Water, Steam" activity page, which has a word box and prompts organizing states by temperature. Students record measured data about the burning candle in a time-series table, noting heights in paper clips and inches at intervals. Students are asked to write or copy a sentence about something they observed during the experiment (Activity 4).

Students title a two-column paper "Positive Change" and "Negative Change" and dictate ideas that are recorded, which shows they name a topic and supply related facts or examples. Students watch a recycling video and sort items into recycling or trash, giving practice in supplying factual information about recyclable materials. Students describe illustrations of human actions, explain how each action changes the environment, and judge whether changes are positive, negative, or neutral, which involves explanatory reasoning about causes and effects.

Students are asked to write the word "CHANGES" on their mobile, and they draw or paste "before" and "after" examples for categories like Animal Change, Plant Change, Physical Change, and Chemical Change. The Skills list includes "Express ideas through writing and conversation" and activity pages provide labeled boxes and space for students to write or draw observations about changes. The wrapping-up prompt asks students to explain what they have learned about changes and to explain their mobile to family members.

Students complete the "Characters Change" page where they list three words or phrases describing Chrysanthemum at the beginning and three at the end of the story and then "write a few short sentences about how the character changed." The page includes sentence prompts: "When Chrysanthemum first went to school she was...", "At the end of the story Chrysanthemum was...", "Before, Chrysanthemum was... but now she is...", and "Chrysanthemum changed because...", which guide students to name the topic, record facts/characteristics, and produce concluding sentences.

Students are prompted on the "Characters Change" activity page to "Describe how Wemberly changed" and to complete sections titled "At the Beginning of the Story:" and "At the End of the Story:" where they write descriptive bullet points. The page includes sentence frames such as "Before Wemberly was ____, but now she is ____." and "Wemberly changed because..." which require students to name the topic (Wemberly), supply facts about her at different times, and state a reason for the change.

The "Tackling a Problem" activity asks students to name a topic on the line labeled "My Problem" and to write responses to directed prompts (Why does the problem worry me? What is within my control? What is out of my control?). Students are prompted to identify a possible opportunity and to list three concrete steps they can take to tackle the problem, which requires supplying facts/details and an ending action. The lesson also instructs adults to provide assistance with the writing as needed, supporting students in producing written responses.

Students are asked to dictate three- or four-sentence summaries in the "Two Stories, Same Problem" activity, with one sentence for the beginning, one for the middle, and one for the end. The lesson provides an explicit example summary of Chrysanthemum that names the topic (Chrysanthemum), supplies main points about the story, and ends with the character deciding she loves her name again. The "I Change" and "My Favorite Story" activity pages ask students to write complete sentences describing who they were before and after a problem and to give reasons for their preferences, which reinforces naming a topic and supplying facts.

Students complete a "Story Elements" organizer where they glue the title and attach the character, setting, problem, and solution for each story, which requires them to name the topic and supply facts. Students fill out the "Characters Change" page, writing phrases for "At the beginning..." and "At the end..." and answering "The boy changed because...," which asks for facts and a stated change. Students also match problems and solutions for stories and paste labels, reinforcing identification of key factual details about a topic.

In Activity 3, students are asked to illustrate a change they experienced and "write or dictate a sentence or two to describe the change, whether it was positive or negative, and what choices he made for the change to occur," which asks for brief explanatory writing about a topic (a personal change). In Activity 1, students cut, match, glue cause→effect statements and label each with "P" or "N," which has students organize factual cause-and-effect information. In Activity 2, students dictate a new ending for a story and explain how and why the character changed, requiring students to describe causes and resulting effects.

Students are prompted to write about how their family has changed using the "Writing About Change" page, which asks them to name past and present conditions (e.g., "My family used to look very different. In the past my family ______."). Students supply facts and details by filling prompts such as "Then __________ changed," "The biggest change I see is __________," and "Now my family is __________." Students also practice writing a sentence about one way they have changed in the Handwriting activity and dictate observations that are recorded for the writing task.

Students complete the "Yesterday I / Today I / Tomorrow I will" activity page by writing or drawing responses, and they record today's, yesterday's, and tomorrow's dates on a sheet of paper. Students order and label spans of time (seconds, minutes, hours, days, weeks, months, years, decades, centuries, millennia) by cutting and pasting the "Measuring Time" pieces and answer questions about when events occurred (past, present, future). Students place event years in numeric order on number-line activities, reinforcing chronology and recording numeric facts about dates.

Students are asked to write a sentence about The House on Maple Street (Activity 7), which requires composing a written statement about the topic. Students collect and organize information through timeline and matching activities (A Maple Street Timeline, Communities Change) and use pictures to support written and spoken language as listed in the Skills. Students identify artifacts and describe differences in transportation, clothing, homes, and activities, providing factual details they can draw or state.

Students are asked to write a sentence describing how life in the past was different than today (Activity 8: Handwriting). Students list advantages and disadvantages of living in the past (Activity 6, Option 2) and dictate five clues about a time period (Activity 7), which require gathering factual details about a topic. Students complete prompts such as "One thing the young person did is" and "One way the young person is different from me is" (Activity 4), which elicit factual comparisons.

Students choose a culture and "write one sentence about each element of culture" and draw illustrations, then assemble the pages into a book for a presentation (Activity 4). Students "draw and write or dictate descriptions of some of the information found in the book" about homes, clothes, food, and travel (Activity 1). Student pages and timeline activities require labeling or selecting specific cultures (Ancient Egypt, Ancient Rome, Medieval Europe), which prompts students to identify the topic they are writing about.

Students are asked to name a change about themselves on the "A Change in Me" page ("One way I have changed is ___") and to dictate a description of that change, which names a topic and gives reasons ("I changed because ___"). In Activity 2 students are asked to record a sentence describing one positive change and its result and another sentence describing one negative change and its result, which requires supplying facts or consequences about the topic. Activity 1 and the student pages ask students to write or record predictions and responses to scenarios, and Activity 4 asks students to write or copy a sentence about a change, providing multiple opportunities to produce written explanatory sentences.

Students choose a topic (their life or a cultural element) and write labeled pieces such as "I was different because," "Now I am," and "In the future I will be," on the Past/Present/Future pages. Students also write comparative sentences in Option 2 like "In the past __________" and "Today __________" for three elements of culture and illustrate each side. The skills list and directions prompt students to "collect and organize information" and to write or dictate sentences describing past and present conditions.

Students plan and compose a short book in Activity 4.2 "My Own Reader," where they are told to write a title and their name on the cover and write on the lines provided for each page. Students use the "Planning My Reader" page to list Characters and complete a "What Characters Do" section before writing. Students also write dictated sentences (Activity 3.2) and complete drawing-and-writing pages that require composing multiple sentences and using sentence conventions.

Activity 2.2 (Sentence Writing) asks students to look at pictures and write one or two sentences about each, with lined pages and dotted guidelines provided for handwriting. The activity instructs students to use words they have learned and to "think about how sentences begin and end," and gives example sentences such as "The ducks are on the dock." The Student Activity Pages for the sentence tasks present illustrations and space for students to produce written sentences describing the scenes.