Students are asked to read expository materials about tornadoes (in a weather book or on the Internet) and to write three factual sentences about tornadoes, which practices extracting factual information. Students locate and label states on a U.S. map of Tornado Alley and use text notes about 1950–2019 tornado locations, which practices reading informational text for geographic details. Students are directed to "read expository materials for answers to specific questions" and to compare/contrast farm life using a Venn diagram, which supports comprehension and analysis of informational content.

Students read Chapter 1 and answer comprehension questions that require recalling main ideas, facts, and details and producing a summary of the chapter. Students complete a Main Idea activity where they read four short paragraphs (including topics like rainforest life and robots) and circle or write the main idea for each paragraph. Students discuss factual information about tornado safety (that a cellar is the safest place) and use time-transition words to organize events in written summaries.

Students are asked to conduct Turtle Research by locating information about turtles in books and on the Internet and filling facts on a turtle-shell worksheet (habitat, types, diet, predators). Students write and illustrate a chapter summary in their journal, which requires extracting key ideas from a text. The research worksheet explicitly directs students to find and record factual information, showing direct engagement with informational sources.

Students locate and color New England and Heartland states on a U.S. map, identify Maine and Kansas, and discuss distances and environmental differences between those places. Students read expository sources (encyclopedia or Internet) to find information about weather, geography, and natural resources and then list six facts for each state. Students demonstrate understanding of informational text by answering questions, discussing author word choices and modifiers, and composing five-senses poems that describe and compare the environments.

Students read and discuss examples of classified and help-wanted newspaper ads aloud and examine how advertisements are written (Activity 2). Students create their own informational advertisement describing job qualifications for a farm helper and write details in the provided "WIFE WANTED" template. The listed skills include "Retell written messages by clarifying or summarizing," "Read independently for extended periods of time," and "Develop vocabulary through reading," which support reading and understanding text.

The lesson lists the skill "Read independently for extended periods of time" and asks the child to read Chapter 4 and answer comprehension questions. Activity 3 directs students to "find pictures of and information about five different types of flowers mentioned in the book using an encyclopedia, nature field guide, or the Internet," which requires reading informational (science) texts. Students are asked to record names, locations, and facts about wildflowers and to create a guidebook, demonstrating use of informational sources to gather and synthesize content.

Students are asked to locate and read sources about activities and foods pioneers enjoyed on farms and to use that information to plan a historically appropriate party (Step 3: find a recipe; help locate sources). The skills list explicitly includes "Recall main ideas, facts, and details from a text" and "Make inferences and draw conclusions," which students practice when they write the invitation, recipe, and party descriptions. Students read sources to gather ingredients and directions for period recipes and then write a card and plan activities that reflect information from those texts.

Students read Chapter 1 of a nonfiction biography about Helen Keller and answer chapter questions in complete sentences, recording answers in a journal. Students generate their own questions about Helen's life, locate and record important events and dates on a timeline, and practice distinguishing biography (nonfiction) from fiction through categorization and book-cover activities. Students practice locating information for specific purposes and interpreting a timeline (diagram); the skills list explicitly names reading and comprehending text by locating information for specific purposes and interpreting diagrams, charts, and maps.

Students are asked to read Chapter 2 about Helen Keller and to make predictions and answer explicit comprehension questions (e.g., causes of tantrums, ways Helen communicated). Students create a timeline of events from the chapter and locate and use vocabulary from the text (definitions, synonyms/antonyms, syllable counts, and sentences). Students decode and practice an American Sign Language message that connects to information presented in the informational text.

Students are asked to read Chapter 3 independently and answer specific comprehension questions about dangerous events, how Helen got information, skills she learned, and where her parents sought help. Students add an event from the chapter to a timeline, showing practice with sequencing and extracting key informational details. Students analyze how authors use sensory words and write descriptive paragraphs limited to smell/touch/taste, and they write a song or a paragraph about a gift for Helen using a hamburger paragraph organizer, showing they interpret content and produce written responses based on the informational text.

Students are asked to read Chapter 4 (expository text about Helen Keller) and an informational biography of Alexander Graham Bell and then answer specific comprehension questions. Students recall main ideas, facts, and details by answering five explicit questions and by adding events to a timeline. Students write ten facts about Bell and complete worksheets that require describing inventions, explaining how they helped people, and explaining what changed as a result.

Students are asked to read Chapter 5 (a biographical/informational chapter about Helen Keller) and then answer specific comprehension questions that target feelings, causes, and details. The Skills section explicitly lists using informational text and recalling main ideas, facts, and details. Activities ask students to add events to a timeline (organizing informational events), describe changes using adjectives, and reread pages 56-57 about Braille, use a Braille alphabet sheet, and read Braille words blindfolded to reinforce understanding of a technical/informational topic.

Students read Chapter 6 of a biography about Helen Keller aloud and answer six comprehension questions that require recall and inference (e.g., what Helen enjoyed at Cape Cod, why she loved the ocean, what happened at Perkins School). Students add events from the chapter to a timeline of Helen Keller's life and create a personal timeline, practicing sequencing and identifying important events in an informational (biographical) text. Students discuss how Helen's environment changed and how those changes influenced her, and they answer reflective questions connecting informational content to their own experiences.

Students read Chapters 7 and 8 of a biographical informational text about Helen Keller and answer specific comprehension questions that require recall of facts, details, and main ideas. Students create a timeline and label places on a U.S. map, locating events from the text and connecting text information to historical geography. Students compose a bio poem and an informational presentation, practicing organization of informational content and building vocabulary from the text.

Students read Chapters 9 and 10 of a biography about Helen Keller and answer comprehension questions that check factual understanding of college life, publications, later work, and career roles. Students read and analyze primary-source quotations from The Story of My Life and an essay entitled "Optimism," underlining strong phrases and discussing figurative language and advanced vocabulary. Students create a timeline of Helen Keller's life and connect information across selections, and they practice writing with an emphasized focus on authorial voice.

Students are directed to use the book they have just finished reading and to look up new information in an encyclopedia or on the Internet to gather facts about Helen Keller. Students record ideas, write journal entries, draft scrapbook pages in first person, and compose answers to interview questions that require extracting and organizing informational details. The scrapbook and interview rubrics evaluate whether students' work shows Helen's environment, voice, and well-thought-out answers, which requires understanding and conveying historical/informational content.

Students are asked to read expository materials and websites (e.g., the Bahamas site and Taino culture links) and to summarize information by creating a short report. The skills list explicitly includes "Read expository materials for answers to specific questions," and Activity 5 asks students to examine artifacts and write sentences about materials and uses. Students are directed to record facts in a journal, write an acrostic poem from researched facts, and complete structured worksheets that require extracting information from informational texts.

Students are asked to read and follow the step-by-step "Making a Canoe" directions, which requires reading and applying a technical/procedural text. The lesson prompts a discussion of how native people used canoes and why they were important, which connects to social studies/informational content. Students also read Chapters 4 and 5 and answer comprehension questions, practicing reading-for-understanding skills.

Students read the informational Student Activity Page titled "European Explorers and Native Americans" and are instructed to read Encounter aloud and listen as it is read. Students locate examples in the informational text and in Encounter and then sort and record those examples as Positive, Negative, or Mixed effects in a mini-fold book. Students write two before-and-after poems from different perspectives that summarize changes described in the informational text and compare those to the fictional account.

Students read and interact with two informational history books (Hot on the Trail in Ancient Egypt and Adventures in the Middle Ages) by locating places on a map, comparing settings, and drawing conclusions about homes and clothing. Students record prior knowledge, generate questions in a K-W-L style organizer, and add new information as they read to build understanding of the time periods. Students identify and extract specific text elements (proper nouns, people, places, things) from the books and use details from illustrations to describe setting and cultural differences.

Students are asked to read pages 4–15 of Hot on the Trail in Ancient Egypt and answer specific comprehension questions that target main ideas, facts, and details. The Skills list explicitly includes "Read expository materials for answers to specific questions," "Recall the main idea, facts, and details from a text," and "Use text for a variety of functions, including literary, informational, and practical." Activities require students to distinguish fact from fantasy, locate the Nile on a world map, describe how natural resources meet needs, and complete a compare-and-contrast activity on the Student Activity Page.

Students are instructed to read pages 16–27 of an informational book about Ancient Egypt and to answer specific comprehension questions (e.g., where Emma goes, why pyramids were built, how schools differed). Students complete a Venn diagram comparing a king and a president and write a journal paragraph explaining their preference, demonstrating comparison and synthesis of historical/government information. Students look up and use targeted vocabulary words in sentences and a short story, applying word meanings in context.

Students are asked to finish reading Hot on the Trail in Ancient Egypt and answer specific comprehension questions about factual details (e.g., pyramid diagram, mortuary temple, and what a mummy is). The lesson directs students to reread informational pages about how pyramids are built (pp. 28-29), use back-of-book informational pages, and add facts to a 'Historical Time Periods: Ancient Egypt' page. The Skills list explicitly states students will 'Read and comprehend text by recognizing text structure.'

Students are asked to read the "What I have learned" section on the "Historical Time Periods: Ancient Egypt" page and may refer to the book as needed, which requires extracting factual information from an informational source. Students brainstorm and record a daily schedule that includes meals, work, entertainment, and shopping using details they gather, showing they use text information to create organized content. Students write a comparative paragraph (using the Hamburger Paragraph Organizer) describing how life now differs from ancient Egypt, which requires comprehension and synthesis of informational details.

Students read specified informational pages (Adventures in the Middle Ages pp. 1-15 and sections of Hot on the Trail in Ancient Egypt) and answer comprehension questions about characters, settings, and details. Students record new information on a Historical Time Periods page, locate information for specific purposes (e.g., rereading pp. 12-15 to compare poor people), and draw or assemble diagrams of social class structures. Students write a first-person journal entry describing a peasant's daily work and feelings, and complete activities that require marking concrete vs. abstract nouns and noting similarities and differences across texts.

Students are asked to read pages 16-31 of Adventures in the Middle Ages, an informational history text, and answer six specific comprehension questions about events, beliefs, and activities. Students complete activities that require recording new information about the Middle Ages, comparing castle life to contemporary community life, and building/using a model to demonstrate understanding. The skills list explicitly includes using informational text and relating personal experiences to information in the text.

The lesson explicitly asks students to "read text to locate information and answer specific questions" and includes comprehension questions about castle features, chivalry, and plot events. Activities ask students to record new information about the Middle Ages (Activity 1), compare two historical cultures and write similarities (Activity 4), and identify and label artifacts from Ancient Egypt and the Middle Ages using specified pages from the Adventure books (Activity 6). Several tasks require students to use informational vocabulary and to write sentences applying historical terms (Activity 2, Artifact labeling).

Students are instructed to read books or online sources to collect information about a chosen historical culture (homes, clothing, religion, food, jobs) and record time-period details on the organizer. Students read pages from unit books and discuss the difference between factual text and fictional text, including reading the "Fact or Fantasy?" section. Students use details and examples gathered from informational reading to write a factual paragraph and organize ideas using provided graphic organizers and a rough-draft sheet.

Students are asked to name American heroes, record the list in a journal, and crosscheck their list with the table of contents of the nonfiction book 60 American Heroes Every Kid Should Meet. The lesson explicitly explains what a table of contents is and how it outlines chapters and page numbers, and it directs students to read "A Tribute" (page 7) and the Introduction (pages 8-9) of that informational text. Students are also prompted to discuss examples they have read or seen, linking reading to discussion and reflection.

The lesson requires students to read informational passages about Benjamin Franklin, Thomas Jefferson, and George Washington and answer specific comprehension questions (e.g., identifying talents, inventions, interests, and contributions). Skills listed include reading and comprehending text for specific purposes, reading expository materials for answers, and recalling main idea, facts, and details. Activities ask students to record facts on Hero Cards, add names and dates to a Heroes Timeline, and write journal responses, which practice extracting and organizing information from informational texts.

Students are asked to read informational chapters on Abraham Lincoln (pp. 74–75) and Harriet Tubman (pp. 116–117) and answer comprehension questions about who these people were and how they changed the world. Students complete related activities that require using historical information: filling out hero cards and placing birth dates on a timeline, interpreting an Underground Railroad page, mapping free and slave states, and planning/drawing secret signs with a key. Students also read and interpret Lincoln's poem and write their own journal poem, connecting historical context to text interpretation.

Students read informational chapters about Walt Disney and Jesse Owens and answer specific comprehension questions about characteristics, achievements, and effects. The lesson explicitly lists skills: "Read and comprehend text by locating information for specific purposes" and "Read expository materials for answers to specific questions," and includes targeted question-and-answer tasks after each biography. Activities such as filling out hero cards, completing adjective-based activity pages, and the "Be an Imagineer" task require students to extract information and apply it to new products or timelines.

Students read informational chapters about Mary McLeod Bethune, Frederick Douglass, and George Washington Carver and answer text-based comprehension questions for each chapter. The lesson's listed skills include reading and comprehending text by locating information for specific purposes and reading expository materials for answers to specific questions. Activities require students to research a natural product, write a structured letter arguing for education, and create timeline/hero cards, which all involve engaging with informational content in history and science.

Students read expository chapters about Susan B. Anthony and Sandra Day O'Connor and answer specific comprehension questions (e.g., why Anthony was arrested; what O'Connor was the first to do). Students locate information for specific purposes (timeline dates, factual answers) and produce written responses and sentence types about the historical material. Students also synthesize information into products (hero cards, acrostic poem) that require summarizing biographical facts.

Students read informational biography chapters about Albert Einstein, Thomas Edison, and the Wright brothers and answer specific comprehension questions about these texts. The lesson lists the skill "Read expository materials for answers to specific questions" and directs students to answer factual and inferential questions (e.g., feelings about weapons, effects of inventions, and what a figure should be remembered for). Students also produce written responses and supporting details in the Perseverance activity and create hero cards/timeline entries that require extracting facts from the texts.

Students are asked to read and reread pages about heroes in the 60 American Heroes book and to locate short biographies in the library or online. They practice comprehension by recalling main ideas, facts, and details, arranging heroes in chronological order, and numbering pages for a table of contents. Students compare and contrast three selected heroes using a three-ring Venn diagram and write three sentences explaining why a chosen person is their favorite and what can be learned from that person.

The lesson explicitly asks students to "use the Internet and books to find out more about deer mice" and to research great horned owls using provided web links, which requires reading informational texts for specific factual details (habitat, food source, predators, etc.). The Skills section lists "Read expository materials for answers to specific questions" and directs students to gather factual information from encyclopedias, library sources, or the provided websites. Activities also require students to record information, draw evidence (pictures), and use context to build word meaning through vocabulary cards and locating words in chapters.

Students read and summarize Chapters 3 and 4 and answer comprehension questions that require recalling main ideas, facts, and details. Students read an informational passage titled "Paragraphs" about caring for dogs, identify paragraph boundaries, underline topic sentences, and state the main idea of each paragraph. Students examine owl pellets, identify bones using a bone chart, and draw food chains based on their findings, connecting to science/technical content.

Students are directed to locate information about spiders in books or online and to fill out a structured "Spider Research" page with headings such as life cycle, reproduction, how and why spiders use silk, and types of spiders. Students reread Charlotte's descriptions of her eating habits and connect that to a discussion about how animals must eat to progress through life cycle stages. Students use the research they collect to write a poem from Wilbur's point of view that incorporates factual information about spiders.

Students are asked in Activity 2 to research and list six products that come from pigs and to draw and identify which products their family consumes, which requires reading informational sources about pigs. The skills list includes recalling main idea, facts, and details from a text and describing the life cycle of animals, and the wrapping-up discussion asks students to explain how human actions can shorten animal life cycles. These items require students to locate and use factual information and to report factual details.

Activity 4 explicitly asks students to "Research the life cycle of spiders online or in an encyclopedia" and then "illustrate the life cycle wheel for a spider or describe the stages," which requires reading informational science texts and summarizing key stages. The vocabulary activity directs students to use a dictionary and find words in context, having them write the sentence from the book and make up sentences, which practices word-meaning and comprehension strategies.

Students are asked to interpret diagrams, charts, and maps (Skills) and to complete life-cycle charts for characters, which requires extracting factual information and organizing it in a chart. In "Spiders Around the World" students research habitats, people, and places, address and mail spiders, then locate return locations on a map and read about those places online. Activities ask students to create informational charts (Option 2) and to write one- or two-sentence answers on the spider graphic organizer, which prompts factual, research-based responses.

The lesson's Skills list explicitly includes "Locate information in text for specific purposes" and "Read expository materials for answers to specific questions," and students are directed to "use their research to complete the sheet" about Paris. In Activity 1 students gather factual information (location, weather, historic sites, food) from informational sources and write a paragraph. In Activity 2 students examine an "Economic Cycles" expository diagram and list community examples that apply to each part of the cycle.

Students read an informational web article titled "Christmas in France" and answer specific questions about foods, date, and traditions. Students complete a Venn diagram to compare and contrast Christmas customs in France and America, identifying similarities and differences. Students practice recalling main ideas, facts, and details by answering comprehension questions about the chapter and the informational page.

Students read the descriptive passage about the Gypsies and their community on pages 60–61 and then write similarities and differences using a double-bubble map, which engages them with informational content about a cultural group. Students also examine pictures of Paris landmarks (Louvre, Notre Dame, the Seine) and discuss similarities and differences between historical and modern Paris, and they view Paris fashion images as part of a cultural investigation. These activities require students to identify facts and details and to compare information across sources.

The Skills section explicitly lists "Use text for a variety of functions, including literary, informational, and practical" and "Read expository materials for answers to specific questions," indicating students are expected to read informational text. Activity 1 directs students to locate Venezuela on a map and "read about Venezuela online" and view pictures, which requires using informational web texts. The Wrapping Up section asks students to "tell you what he learned" and "explain the difference between temperate rain forests and tropical rain forests," which asks students to comprehend and explain informational content.

Students are asked to recall main ideas, facts, and details from the text (Skills list) and to answer specific comprehension questions such as why rain forests are important (Question #5). Students classify animals on the Rain Forest Animals Chart and are encouraged to look up information online to determine classifications (Activity 1). Students interpret and record events on a time-based chart comparing their day to Tepui's day, practicing extracting key events tied to times (Activity 3). Vocabulary work asks students to locate words in context and record definitions, which practices using informational cues within text (Activity 2).

Students read Chapter 2 about the rain forest and answer specific comprehension questions asking for facts, details, and explanations (e.g., how plants depend on water, descriptions of army ants, listing plants and animals). Students locate and discuss examples of the author's specific word choice, match nouns and adjectives from the text, and circle adjectives that clarify relationships among living things. Students draw animals in relation to Tepui's favorite tree based on the author's descriptions and are encouraged to look up unfamiliar animals in books or online.

The lesson asks students to read Chapter 3 and answer specific comprehension questions that require recalling facts and details (Questions #1–#7). The Skills section explicitly lists ‘‘Recall the main idea, facts, and details from a text'' and includes activities to match scientist names to the types of animals they study, which practices informational vocabulary and content understanding. Activity 3 has students explain the scientific concept of symmetry and write about relationships between a butterfly and plants/animals, applying comprehension to science concepts.

Students read Chapter 4 and Chapter 5 and answer specific questions about facts and details (e.g., description of the butterfly, how plants battle for sunlight, why a jaguar fears ants). The Skills list explicitly includes "Recall the main idea, facts, and details from a text" and "Compare and give examples of the ways living organisms depend on each other," and students complete activities that require describing relationships and recording facts on a "Rain Forest Animals Chart." Students also create Plot Timelines to sequence events and recognize simultaneous events, which practices comprehension and organization of informational content about rainforest organisms and interactions.

Students read Chapter 6 and answer specific comprehension questions about cause/effect and relationships among organisms (e.g., why army ants are dangerous, the Law of the Jungle). Students record animals and relationships on a Rain Forest Animals Chart and summarize major events on a Daily Activities sheet, which requires extracting information from the text. Students practice vocabulary-in-context by looking up words in the chapter, matching words to definitions, and using each word in a sentence related to the rain forest.

Students are asked to read the description of leaf-cutter ants on page 48 and answer Question #1 (How do leaf cutter ants work?), which requires extracting factual information from an informational passage. The lesson includes a Web Link to an informational San Diego Zoo page about leafcutter ants and explicitly encourages the child to read about leaf cutter ants in a library book or online to learn more about their roles and process. The Ants on a Log activity asks students to follow a recipe (a simple procedural/technical text) and connects that activity back to the informational description of the ants.

Students are directed to use multiple sources including print and technology to locate answers to research questions. Students will look up information about selected rainforest animals in books or online and record specific factual details (name, layer where found, food, predators, relationships) on Field Guide and Documentary organizer pages. Students will write scripts and create a field guide or documentary, organizing and presenting information, and the rubric includes an "Understanding" criterion that evaluates clarity of writing and ease of understanding.

Students study a labeled flowchart titled "The Feudal System," interpret relationships between king, lords, knights, and peasants, and answer specific comprehension questions (e.g., who has the most power, what peasants pay). The lesson's Skills list explicitly includes "Interpret information from diagrams, charts, and maps" and "Recall the main idea, facts, and details from a text," and students are asked to discuss and explain those relationships. Students also complete written questions on the Student Activity Page that require extracting facts from the informational chart.

Students are asked to read informational pages about a medieval town (pages 63-65) and stop to discuss the different sites and performers, which requires comprehension of historical/social studies content. Students answer guided comprehension questions about Chapters 16-18 that check understanding of events, characters, and feelings. Students compare the medieval town to their own community in the Life Application and are asked in Wrapping Up to explain what they learned about life in a town during medieval times.

Students read an excerpt of Martin Luther King Jr.'s speech "I Have a Dream" aloud and answer specific comprehension questions (e.g., "What was Martin Luther King Jr.'s dream?" and "What does 'all men are created equal' mean?"). Students respond in a journal and participate in discussion questions linking the speech to historical facts (Facts and Definitions about MLK) and to personal actions ("What can you do to help King's dream come true?"). The Student Activity Page includes quoted passages from the speech for students to read and reflect on themes of equality, brotherhood, and justice.