Students are asked to reread two different poems — "Islands in Boston Harbor" (from My America: A Poetry Atlas) and "E for End Rhyme" (in R is Rhyme) — and identify end rhyme words, recording them in their journal. Students read poems from the My America collection and locate specific nouns, adjectives, and action verbs in named poems (e.g., "Gulls and Buoys," "Watercolor Maine") for journal and activity-page entries. These tasks require students to look back into multiple printed texts to find particular words or word patterns.

Students read the Southeast poems in My America: A Poetry Atlas of the United States and use those poems to label states, cities, and bodies of water on the "Poems and Geography" map, which requires locating place names in a text and transferring them to a map. Students also reread the poem "Knoxville, Tennessee" to extract nouns for a seasonal poem and read "A is for Acrostic" in R is for Rhyme to guide acrostic writing, indicating use of multiple printed pages or sections. The student activity page and answer key direct students to find specific geographic names mentioned in the poems and record them on the map.

Students are instructed to reread sections in R is for Rhyme (e.g., "H is for Haiku," "O is for Onomatopoeia," "Q is for Quatrain") and to find specific poems in the corresponding sections of My America: A Poetry Atlas of the United States (e.g., identify the haiku and onomatopoetic poem in "The Great Lakes States," and the quatrain poems in "The Plains States"). Students are asked to record poem titles, list onomatopoetic words, identify metaphors, and note rhyming patterns, which requires locating and extracting information from those texts.

Students are directed to reread "M is for Metaphor" in R is for Rhyme and poems in the "Southwest States" section of My America to identify metaphors and personification, so they must consult at least two print texts. Activity 2 asks students to list each poem title from the Southwest section and note the point of view, requiring them to scan a set of poems within the anthology. The wrapping up prompt asks students to look through any poetry books at home to find examples of the techniques, encouraging use of additional print sources.

Students read poems in the print book My America (sections "The Mountain States" and "The Pacific Coast States") and examine a printed activity page containing the sheet music and lyrics for "America the Beautiful." The lesson explicitly tells students that if they do not know the song they should "ask your parent to sing it to you, or find a recording online," directing them to a digital source. Students are asked to write down the words to a favorite song and decide line breaks if read as poetry, which may require consulting the provided printed lyrics or an external recording.

Students are given three web links (poets.org, Britannica Kids, and Wikipedia) and instructed to "Read about the life of Robert Frost" and to record ten clues about his life on the 'Who is Robert Frost?' page. The directions explicitly tell students to use the provided websites and, if using the Timeline of American History, to record Frost's birth date, requiring them to consult multiple print/digital sources. Several activities ask students to reread poems and compare texts (e.g., Venn diagram comparing poems), which requires drawing information from more than one text.

Students read and compare multiple poems and sections within the book (pages 22–45, the "N is for Narrative" letter in R is for Rhyme, "The Red Wheelbarrow" on p.91, and "The Apple" at the back) to answer comprehension questions. One question asks where Jack got the title "YOU COME TOO," and students identify that it came from the poem "The Pasture" by Robert Frost, showing use of another print source. Activity 2 asks students to cut out pictures from catalogs or magazines and use those print images as stimuli for writing poems.

Students are directed to visit the library or use poetry books at home and to "look through a variety of poetry collections" and pick books to read. Students are asked to read the book R is for Rhyme (letter F) and pages from Love That Dog and to record discoveries (titles, words, figurative language) on their "Book of Poetry" pages. These instructions require students to consult multiple print sources and to extract and record information about poem types and poetic tools.

Students are asked to compare Jack's poem, "Love That Dog," with Walter Dean Myers's poem, "Love That Boy," using a graphic organizer, which requires drawing information from two printed texts. The lesson points students to the poem in the back of the book and provides a web link to Walter Dean Myers's website as an additional digital source. Activities direct students to read and use details from both poems to record similarities and differences.

Students are instructed to use a dictionary to write definitions for the Vocabulary Cube and to review the sentences in the book where the words are used, requiring them to consult both a reference source and the text. The Parent Plan explicitly lists "Locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries," indicating students practice using reference sources. Activity 3 directs students to use an encyclopedia or the provided National Geographic web link to find facts for a zoo plaque, asking them to gather information from an external print or digital source.

Students are directed to "find information on websites or in books about the turtle species you selected," and the Parent Plan lists the skill "Use multiple sources to locate relevant information." The student activity pages ask students to gather information for specific outline sections (habitat, food sources, predators, life cycle), requiring research from sources. Parents are prompted to help locate websites or go to the library, indicating use of both print and digital sources.

Students are asked in Life Application to watch Alice in Wonderland (a digital/film source) and make comparisons to the party at Julian's house (the print story), which requires using information from both a film and the text. The wrapping up instruction asks students to "Identify five sentences with linking verbs in the novel or any other book," prompting students to consult another print source beyond the primary text.

Students are asked to use books such as Cut from the Same Cloth and American Tall Tales to organize story titles by region and glue them onto maps (Activity 3). Students are asked to find a folktale in their home library and record five cultural elements from that story (Activity 2). Students are asked to write the title of a story they have read beneath each definition of folktale types (Activity 1), which requires consulting texts they have read.

Students are instructed to "Research the life of John Chapman" using three provided web links and then write a bio-poem, which requires drawing information from multiple digital sources. Students are asked to create a Venn diagram that compares the legend of Johnny Appleseed (print text) to the real man John Chapman (research), requiring synthesis of print and digital information. The Parent Plan skills list explicitly names "Summarize and organize information from multiple sources," indicating an expectation that students will bring together multiple sources to complete tasks.

Students are asked to read multiple texts: the print stories "Annie Christmas" and "Susanna and Simon" in Cut from the Same Cloth and the Brer Rabbit stories via the provided web link (or other online versions). Students are also directed to read or listen to Anansi tales using the two web links given for Activity 3. The Parent Plan includes an excerpt from a scholarly source about storytelling traditions that students may encounter with parent support.

Students are asked to read multiple folktales (the three stories in Cut from the Same Cloth and the John Henry tale) and to "read another version of the story of John Henry online or in books," with two web links provided. An activity directs students to record five differences and three similarities between the two versions, which requires drawing information from print and digital sources. The Parent Plan also lists comparing and contrasting information from several passages or articles as a skill to practice.

Students read multiple printed folktales across the unit ("Pale-Faced Lightning," "Sister Fox and Brother Coyote," "Pecos Bill," and reference to "Brer Rabbit and the Tar Baby"). In Activity 1 students are asked to compare Brer Rabbit and Sister Fox using a graphic organizer or another comparison method, explicitly drawing information from at least two stories. The unit also requires students to synthesize story details in summaries and journal entries (e.g., listing ten geographic features from "Pecos Bill").

Students are directed to "look for information about the island of Curacao" using books or Internet resources and are given two Curacao web links to consult. Students are asked to "find material online or in a reference book about World War II" (Activity 4) and then answer specific journal questions about causes, countries, locations, and outcomes. Students are told to "look online or in other resources" to find reasons the Axis and Allied powers were fighting (Activity 5) and to use the Internet as needed to match types of boats (Activity 6).

Students are asked to use the novel plus outside research in Activity 3: "Based on the novel and your research on the Caribbean, draw pictures...". Students are instructed to look up vocabulary words in a dictionary after inferring meanings from context in Activity 1. Students are asked to read first lines from other novels in their home library and record effective hooks, requiring use of additional print sources in Activity 2.

In Activity 3 (Shark Research) students are told to "Find information about the shark in books or on websites" and to list three important pieces of information and two related ideas on a research web. Part C of the Subject/Verb Agreement activity asks students to "find a sentence with a plural subject and a plural verb" and "find a sentence with a singular subject and a singular verb" from a book. The Shark Research page requires students to organize collected facts into a web and to draw the shark in its habitat, indicating students must extract and record information from sources.

Students read Chapters 7 and 8 of The Cay and fill in information about the characters, and students are directed to read the nonfiction book Coral Reef Food Chains as part of Activity 2. The Parent Plan skills list explicitly includes "Interact with text by locating relevant information" and "Conduct research using a variety of sources." Students complete a Survival activity in which they illustrate coral-reef resources and describe how they would use each resource to survive.

Students are directed to "refer to books or websites about coral reefs" when they are unsure about an organism (Activity 2). Option 2 explicitly tells students "You may have to research this information" to design a classification chart. The wrapping up section asks students to "look through the book Coral Reef Food Chains" to identify classes of organisms.

Students are instructed to read Chapters 17 and 18 in The Cay and to formulate five questions about those chapters, showing interaction with a print text. Students are told to refer to the Handy Guide to Writing for grammar or punctuation rules and to check a dictionary if unsure of spelling. The Activities direct students to use a rubric and reference resources while revising and editing their drafts.

Students read the final chapter of The Cay and answer comprehension questions and fill in a "Phillip and Timothy" activity page. Students also read or listen to Martin Luther King Jr.'s "I Have a Dream" speech via provided web links and are asked to include a description of King's dream and how their experience helped accomplish his dream in their eulogy. The final project directs students to design a monument, write an inscription, and compose a eulogy that connects the novel's content with MLK's ideas, requiring use of both the novel (print) and the speech (digital).

Students are instructed to locate Germany on a map and to find information about Germany "online or in books or other resources," with three specific web links provided. The Student Activity Page directs students to gather and record facts in five labeled categories (Geography, Traditions, People, History, Relationship with America). The Parent Plan and Skills sections explicitly tell students to use the library, online resources, and interviews to learn about immigration and gather information.

Students are instructed in Activity 3 to use two provided web links (a general map of Germany and a location page for Breisach) to locate and label Rhine River, Breisach, Freiburg, and Hamburg on their outline map. Activity 1 directs students to "look up each definition in a dictionary" as they create picture maps for vocabulary words. The Parent Plan lists as a skill: "Use the text's structure or progression of ideas, such as cause and effect or chronology, to locate and recall information," which tells students to use text features to find information.

Students are instructed to use a dictionary and a thesaurus to complete the Vocabulary Cube activity; the Parent Plan explicitly lists "Use multiple reference aids, including a thesaurus and a dictionary, to clarify meanings and usage." The activities include a web link to online dictionaries and thesauruses as resources for students to consult. Students are asked to fill in information learned from Chapters 13–15 onto the pages titled "The City and the People of New York in 1870," which requires drawing on the print text of the chapters.

Students are asked to "read about smallpox online or in a book or other resource" and then fill in specific factual questions (symptoms, transmission, who discovered the vaccine, when, and how it was discovered) on the Smallpox activity page. Students read chapters 16–18 of A House of Tailors and write down information they learned about the city and people, demonstrating locating information in a print text. The activity prompts students to extract factual answers from print or digital sources to solve specific informational questions.

Students are asked to find and cut sample sentences from newspapers or magazines that illustrate comma and quotation mark rules (Activity 2), which requires locating information in print sources. Students are instructed to ask parents, aunts, uncles, grandparents, or great-grandparents about family history and use those responses to create a book idea (Activity 1), which has them draw on multiple oral/print sources. The lesson refers students to the "Things to Know" sections of other lessons in the unit to review rules, indicating use of multiple unit materials as information sources.

Students are asked to "Locate information in books and online about New York city today and in the late 1800s" and to "reread some of the author's descriptions and find information in other books or online." Students are instructed to "take notes on important information and vivid words and phrases" and to record findings on the "New York Today and Yesterday" chart. The rubric requires "adequate notes taken based on research" and inclusion of fact-based information drawn from research.

Students are instructed to use an official author website and complete an "About the Author" activity page, which requires researching biographical information. Students are given multiple web links about the Catskill Mountains and asked to find pictures and information about seasons, then use that information to draw or describe seasonal plants, animals, and activities. Students are asked to present information on graphic organizers (plot diagram, seasons pages), and the skills list explicitly names using technology to gather information.

Students read pages 1–20 of My Side of the Mountain and answer comprehension questions that require referencing the text. Students read the "Building a Campfire" page (noted as information from smokeybear.com) and summarize those fire-safety rules on a poster. The Parent Plan lists skills such as "Quote or paraphrase information sources" and "reference the text to find the main ideas," indicating students practice citing and using source information.

Students are asked to "Research information about falcons and discover how they interact with other organisms in their environment" and then prepare a short presentation (speech with poster, clay models, or PowerPoint) to share their findings. Students also read pages 86–106 of My Side of the Mountain, which provides a print text for developing and answering different types of questions.

Students are asked to 'Find a newspaper (or ask a parent to help you access an online version), and look through a couple of articles to better understand how they are organized.' The Parent Plan lists 'Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.' The lesson also directs students to an online link for newspaper templates and invites them to 'find a sketch or picture online' for their article layout.

Activity 1 asks students to find Barbados in an atlas or world map and to read about Barbados using two provided web links, taking notes in a journal. The Student Activity Page for "Barbados" provides a map showing Barbados and nearby islands for students to reference. The directions require students to use both print (atlas/map) and digital (web links) sources to gather information about the island.

Students are directed to "Read about the geography of Connecticut and the lives of its colonists" and to take notes in their journal, and four web links are provided as digital sources for that reading. The Parent Plan skills explicitly list "Verify the accuracy of the author's writing by referencing resources" and "Use technology as a tool to gather information," which requires students to consult external print/digital sources. Activity 3 asks students to compare Barbados and Connecticut by recording descriptions in a two-column chart, which requires drawing information from the provided sources.

In Activity 1 students are given a map of the Connecticut Colony and a separate map titled Map of Connecticut Today and are instructed to compare the two maps. Students are asked to record three ideas in their journal about how geography and climate affected colonists' daily lives, using the maps to support their ideas. The Parent Plan also prompts students to describe differences between the colonial map and the modern state map and to explain effects of climate, geography, and location on colonists' lives.

Students are asked to read a provided page about the Quaker faith and compare it to the Puritan faith using a Venn diagram (Activity 2). Students record discoveries from Chapters 10 and 11 about the community, the Woods family, and herself (Activity 1), which requires drawing information from the book text. The Parent Plan and Skills sections instruct students to "compare and contrast information on a topic after reading several passages" and to "do research on the beliefs of the Quakers," implying use of more than one text.

Students read print chapters (Chapters 12 and 13) and answer text-based comprehension questions. Students are directed to consult a specific print reference (Handy Guide to Writing, p. 32) when composing dialogue, and they are asked to analyze a digital source via the provided National Gallery web link (Activity 3). The Student Activity Page presents a printed passage with questions that students must use to identify metaphors and make comparisons.

Students are asked to "spend some time learning about Paris online or in books" (Activity 1) and to use that research to create an acrostic poem or a three-day travel itinerary, which requires drawing information from print or digital sources. Activity 2 directs students to "select something in Paris you would want to see based on your research of the city" and create a pencil drawing, tying the drawing to information located during research. Activity 5 provides web links to two author interviews (NPR and Publishers Weekly) that students can read or listen to as additional digital sources.

Students are asked to read or listen to an original Hans Christian Andersen fairy tale and then compare it to a different version or a movie, using a provided web link to find the original text. A graphic organizer titled "Two Versions" directs students to record characters, setting, events, message/moral, and mood/tone for both the original and a revised version, prompting comparison across print and media. The lesson's skills list explicitly includes using media to compare ideas and points of view and comparing print, visual, and electronic media.

Students are asked to read about Georges Méliès "online or using other reference material," take notes on note cards with factual information and dates, and then reorder about 20 cards into chronological sequence. The Parent Plan Skills explicitly instruct students to "use multiple sources, including electronic texts, experts, and print resources, to locate information." Students are also directed to compare the information they collected with the information in the story.

Students are directed to watch the short film "A Trip to the Moon" (a digital source) and then read a commentary blog post to better understand it, explicitly asking them to use both video and written commentary. Students are asked to look back at a picture in their book (print) to answer questions on the "Two Thieves?" page, which requires locating information in the print text. Several activities involve reading passages (Prometheus myth, chapters of the book) and responding to related questions, prompting students to consult text passages for answers.

Students are asked to compare their movie poster and synopsis to the actual movie trailer (Activity 1), which requires using the print book and a digital video as sources. The Book Award activity provides a printed list of recent Caldecott winners and asks students to check which they have read and to record information and reasons, prompting use of multiple print titles. The Inspiration activity asks students to integrate factual details of an actual event or person (from history or current events) into a fictional story, implying use of external informational sources.

Students are asked to "locate the books and websites" they will use for research and to "record important information on note cards," which requires using multiple print and digital sources. The Student Activity Research options explicitly direct students to use "books and the internet" to collect informational cards about early cinema figures and to investigate automatons. The Skills list tells students to use technology to gather, organize, and present information and to quote or paraphrase and cite sources.

Activity 2, "What's the Rush in California?", directs students to "Locate information about the Gold Rush" using encyclopedias or online resources and to answer specific research questions. The lesson provides two web links (History.com and PBS) that students can use as digital sources. The Parent Plan lists explicit research skills students are to practice: conduct research, take notes from relevant sources, frame questions to direct research, and use reference aids.

Activity 2 asks students to calculate the distance from Boston to Coloma and explicitly tells them they can use a map with highways and a scale or an online tool such as Google Maps. The activity directs students to refer to the provided U.S. map (a print source) and to record what Lucy's family would have seen along the journey, encouraging use of geographic sources to answer questions about the route.

Students are instructed to use a thesaurus to find synonyms for eight words and to write the original words and their synonyms, which requires consulting a reference source (Activity 1). An online Resources link specifically points to online dictionaries and thesauruses that students could use. Students are given a written recipe (Mock Apple Pie) with step-by-step directions that they must follow as a printed source to complete a task.

Students are instructed to "look at pictures of raccoons online or in books" to gather visual information from print and digital sources when planning their raccoon craft. Students must construct the raccoon before writing directions and the Parent Plan asks to test the directions or let a sibling follow them, which requires using gathered information to create a workable product. The idioms activity asks students to translate idioms by "locating clues in the text," which has students draw information from the reading to answer questions.

Students are asked to use what they learned from the novel and their research on the California Gold Rush and may need to read more about life in California in the late 1800s to write their persuasive essay. Students are directed to consult resources such as the Persuasive Essay Rubric, the Handy Guide to Writing, a dictionary, and spellcheck when revising and preparing a final copy. Students use organizers and multiple prewriting pages to collect reasons and supporting evidence for each body paragraph.

Students are instructed to read A Wrinkle in Time and to record elements of science fiction from that book on an activity chart, and they are also asked to think of a science fiction book or movie they have read/seen and provide examples from that source. The vocabulary activity directs students to guess meanings and then "look up the actual meaning in the dictionary, record it, and see how closely it lines up," requiring students to consult another print source.

Students read Chapters 8 and 9 and answer comprehension questions using the book as a source. In Activity 2 students are instructed to "Read about the parts of the brain online or in another reference source" and then label diagrams and note functions. These directions require students to consult at least one external print or digital reference to complete the labeling task.

Students are instructed to look up vocabulary words and "identify the correct definition based on the context of the sentence," which requires use of reference materials. The Parent Plan explicitly lists the skill "Use multiple reference aids - including a thesaurus, a synonym finder, a dictionary, and software - to clarify meanings and usage." The lesson also directs students to consult the Handy Guide to Writing (p. 16) for participles and suggests interviewing a knowledgeable person in a later lesson, which are additional sources.

Students are asked to read Chapter 2 and answer specific comprehension questions, requiring them to locate explicit answers in a print text (e.g., What did Lincoln claim was the hardest experience of his life?). Activity 3 directs students to gather at least eight examples of expository writing from around the house and explain how each qualifies, which requires locating multiple print sources. The Elements of a Biography organizer asks students to cite ways the author performs each element, prompting students to identify supporting information from the text.

Activity 1 asks students to identify offices in their state government and to compare state and federal systems using a Venn diagram, which requires students to gather information about state offices. The Parent Plan explicitly suggests locating a website that contains information about your state's government if the child is not familiar, pointing to use of a digital source. The reading and comprehension questions require students to extract facts from Chapter 3 about Lincoln and political parties.

Students read Chapter 4 and answer specific comprehension questions, demonstrating use of a print source to find answers. Students must write a speech that requires three supporting reasons and explicit support for each point with statistics, experiences, or quotations, prompting them to reference external information. The Parent Plan asks students to gather materials they can reference to support their position, encouraging use of sources when preparing the speech.

Students are asked to read A Picture Book of Frederick Douglass and pages in Lincoln: A Photobiography and to use note cards to record important events, explicitly drawing information from multiple print sources. Students are directed to use the index in Lincoln: A Photobiography to find the page numbers that contain information about Frederick Douglass, which teaches locating information within a source. Students use the information gathered from the two texts to complete a Frederick Douglass biopoem and to create a Venn diagram comparing Lincoln and Douglass, requiring synthesis across sources.

Students are asked in Activity 1 to record reasons for and against the Civil War using ideas found in the text and ideas learned from other books, which requires consulting multiple print sources. Activity 4 directs students to find a political speech on TV or online and to record facts, opinions, promises, and flattery, which requires using a digital or broadcast source. Activities 5–7 require students to locate and consult a community expert (in person or by email), write interview questions, conduct the interview, and summarize answers, which engages oral and written sources.

Students are asked to "read a couple of newspaper articles on current events" before writing their reports, which requires consulting more than one print example. Students complete a 5 W's chart to gather facts (Who, What, When, Where, Why) and then write a short newspaper report using those facts and at least one appositive. Students also read the final chapter of the biography and answer factual comprehension questions about Lincoln's assassination.

Students read and copy quotes from a printed book section ("A Lincoln Sampler") and answer questions about those quotes (Activity 1). Students are instructed to select a historic site and locate a website for that location, then use information or an internet image to create a flyer (Activity 2). Students refer to and add dates from a timeline of Lincoln's life and use that timeline to choose six important events for a train timeline (Activity 3).

Students gather a variety of products created during the unit (speech, newspaper article, interview Q&A, letter, biopoem, timeline) and arrange them on a tri-fold board. The lesson explicitly instructs students to print pictures from the Internet and to type or use technology if needed. The skills list includes using available technology to support creating, revising, editing, and publishing texts and producing research projects and reports using visuals.

Students are asked to 'Find sources of information to help you answer your questions' as one of six checklist steps and are instructed to spend time at the library locating sources. The Independent Study Rubric explicitly includes 'using a variety of sources' and creating a bibliography, and the Discovery activity asks students to describe discoveries made from books, experiments, field trips, or conversations. Students are directed to take notes and use multiple source types as part of their research process.

Students are prompted to look through nonfiction books or magazines during brainstorming to generate topic ideas. The parent prompts ask students to consider which topics will allow them to locate multiple sources of information. The "My Topic" activity asks students to list ways they may be able to find more information (numbered lines for sources/methods). The KWL chart directs students to record what they want to find out and to record what they learned during research.

Students are instructed to create research charts with a left-hand bibliography column and to copy their big questions and related details into chart columns, and an example chart lists sources (National Geographic, encyclopedia.com). Students practice distinguishing broad "big questions" from narrower factual questions and check or mark example questions as good or not. The instructions tell students they will use the chart columns to record notes as they do their research in the next lesson.

Students are instructed to use multiple sources (Activity 1 and Activity 3 require at least four sources, including print, a website, and a non-print source). Students practice using parts of books that speed locating information (Activity 2 and Activity 3 ask students to find and use the table of contents, glossary, and index and to locate a specific word in an index to find pages). Students practice extracting and integrating information across sources (Activity 4 has students underline relevant paragraphs and add notes from an article and an encyclopedia, Activity 5 has students record sources on research charts, and Activity 7 teaches how to create a bibliography).

The Parent Plan skills list explicitly tells students to "Draw from more than one source of information when writing a report (e.g., speakers, books, newspapers, other media sources)." Students are directed to use their "Research Chart" pages and to incorporate information from those charts into the three body paragraphs and the thesis. The activities require students to outline, draft, edit, and synthesize facts and details from their research when composing their report.