Students are asked to cover the book title and look at the cover, then generate three or four possible titles based on the cover illustration, connecting image details to likely story content. Students are instructed to look at pictures of farm life in books or on the Internet while discussing the setting and jobs on a farm, using images to support understanding of place. Students use a map activity that requires labeling and coloring a shaded area (Tornado Alley), interpreting map shading as visual information tied to text explanations about tornado locations.

Students are asked to draw and discuss visual images based on text description (listed under Skills) and to write and illustrate a chapter summary (Activity 1). The student activity page includes an actual illustration of the dog and doghouse that students view while comparing the author's description and a simple description (Activity 2). Students are also directed to underline descriptive words and to create images in the reader's mind using sensory language.

The lesson asks students to "draw his event illustration" in a journal entry and to "illustrate the conflict" for both Conflict #1 and Conflict #2 on the Student Activity Page. The Skills section explicitly lists "Draw and discuss visual images based on text description," which asks students to connect pictures with text. The Student Activity Page includes labeled illustration boxes where students produce visual representations tied to specific story events.

Students are asked to create a new cover for the book with the goal that the cover should make someone want to read 'Tornado,' which requires them to produce an illustration that communicates about the story. Students are also asked to draw and color a picture of their favorite event in the story and to decorate a paper bag containing objects that represent major events, which involve creating visual representations tied to story events.

Activity 2 asks students to study the book cover illustration and to tell what they think about Sarah by looking at the cover. Students are asked to draw a cover for a book about themselves and explain how they decided to design the cover so it reflects who they are. Activity 1 and the Skills list ask students to use maps and graphic sources (coloring and labeling Maine and Kansas) and to discuss how far apart places are and differences in climate and land.

Students are asked to explain and describe the setting and then to draw a picture of the setting using details from the text (a house with a front porch, a barn, fields, a dirt road, and fields of wildflowers). The activity directs students to use textual details and to consider the time period (farm equipment and transportation different then), linking words to visual features. The skills list explicitly includes explaining and describing the setting of a story, which students practice when they identify setting details and create an image from those details.

Students encounter illustrations on multiple student activity pages (an early telephone image on the "A Bell Riddle" worksheet and small drawings next to Benjamin Franklin's glasses and Thomas Edison's light bulb, plus images for penicillin, the airplane, and the printing press). Students view these images while completing tasks such as listing facts about Alexander Graham Bell and writing sentences that describe inventions and how they helped or changed the world. The lesson text explicitly describes these images in the activity page descriptions.

Students are directed to include pictures of people, places, and mementos in the scrapbook pages and to design a cover that reflects something about Helen, which requires them to choose visual elements related to the text. The materials ask students to view historical images (e.g., how people dressed in the late 1800s/early 1900s) and to make content and mementos authentic (e.g., show a real birth certificate or doctor's report). The scrapbook grading rubric includes criteria such as "Scrapbook shows Helen's environment" and "Scrapbook has voice," which connects students' selection of illustrations to the portrayal of setting and character.

Students are asked to look through Encounter and the Student Activity Page, which contains illustrations of a ship, a pyramid, and a Native American headpiece. Students are instructed to write or draw pictures under flaps in a mini-fold book to represent positive, negative, and mixed effects. Students are also asked to accompany each of their two poems with an illustration and to decide how to visually present their poem (shape, cut-out, simple illustration).

Students are asked to look at the two books' covers and describe how the cultures and time periods look different. Activity 5 directs students to look for pictures of homes in the books, discuss how the homes differ, choose which home they'd like to live in, and draw homes scaled to their paper dolls. Activity 6 asks students to look closely at pictures to describe settings, draw the settings, paste their homes and dolls into the pictures, and share examples of how things in the Middle Ages and ancient Egypt differed.

Students are asked to "Look at the diagram of a pyramid on page 33" and answer factual questions about the mortuary temple, the valley temple, and burial locations, which requires using an illustration to locate information. The Student Activity Page includes a labeled "Plot Pyramid" diagram that students fill in to map story events, so students interact with a visual diagram to represent narrative structure. The activities also ask students to reread descriptive pages and build a physical pyramid model, engaging visual/spatial representation of the setting.

Activity 3 (Binkerton Characters) asks students to read characters' thought and word bubbles and to look at the illustrations to see what actions characters take. Students are directed to record three adjectives for each illustrated character and to explain how the text and illustrations support those adjectives. The student activity pages include character illustrations (Josh, Libby, Emma) for students to analyze and compare.

Students are asked to sketch ideas for illustrations in the "Ideas for Illustrations" boxes and to provide illustrations for each cultural element and time period on the "Book of Change" and "Through the Ages" pages. Students write sentences describing each element and pair those sentences with student-created or pasted images to show changes over time. The activity also asks students to decorate the cover with cultural artifacts, linking visual choices to the written topic.

Students read a poem page that includes an illustration of a log cabin with trees and a mountain while they interpret the poem's words and read it aloud. In the Underground Railroad activity, students read pictured signs (lantern, star, quilt patterns, etc.), interpret their meanings, and then create their own signs and a map to convey safety, direction, and hazards. Students also create a key for their signs and have others follow the route, practicing how visual symbols communicate information.

Students are asked to select three pictures that "help tell her story," draw one future picture, and use two real photographs from the past to accompany their two written paragraphs. Students arrange the pictures, stickers, borders, and other scrapbook materials alongside their writing on a scrapbook page. The Student Activity Page includes decorative illustration elements (a pencil and a thinking cloud) that appear in materials students use.

Students are shown the book cover and asked what they think the book might be about, prompting them to use the cover illustration to make predictions. Students are instructed to copy and color the front map, label major events, and trace Poppy's journey, using an illustration to represent setting and sequence. Students use a forest picture to draw animals and check off animals mentioned, and are directed to websites and research pages where they can view photographs of a deer mouse and a great horned owl.

Students are asked to draw Poppy's face twice (beginning of Chapter 15 and end of Chapter 16) to show how her feelings change, using the mouse-head pattern and craft materials to create visual representations of emotion. Students are asked to illustrate the cycle of power with a circular diagram (arrows and text) and an image of an owl-centered cycle is provided as a model. These tasks require students to connect visual elements they create to events and emotions described in the chapters.

Students are asked to create a victory flag for Poppy and then explain the meaning of the symbols they chose, linking visual symbols to story ideas. Students are asked to illustrate one of their favorite events from the book and write three sentences using -ing and three using -ed to describe the picture, then read the sentences aloud and discuss differences in the descriptions. The activities require students to produce images that represent events or traits and to explain those images in writing.

Students are prompted to examine the front cover of the book in the introduction. Students are read two or three picture books about friendship and are asked to discuss the characters and their relationships. Students are asked to draw the farm for each season and to think about colors and how Wilbur appears in different seasons.

Students are asked to create illustrations as part of the Book Advertisement: they will draw three or four main characters with descriptions, produce illustrations for the setting, a major event, and the problem, and illustrate two cycles in a circular pattern with accompanying phrases. The advertisement directions require students to place captions or short descriptions beneath each illustration and the advertisement rubric asks whether pictures and descriptions were interesting and whether one part of the advertisement shows and explains two cycles.

The lesson explicitly includes the skill "Draw and discuss visual images based on text descriptions." Activity 3 (Flip Book) asks students to illustrate events under labeled flaps (Best Part, Funniest Part, Saddest Part, Most Exciting Part) and accompany each illustration with a descriptive phrase or sentence. Activity 4, Option 1 directs students to draw the new house and characters "according to how it is described in the book," using a floor plan and small illustrative cues on the student activity page.

Students are directed to go online and look at pictures of tropical and temperate rain forests and to look at pictures of the people who live in Venezuela and the environment. The lesson lists skills that require students to "interpret maps, charts, and pictures of locations" and to "interpret information from diagrams, charts, and maps." Students create illustrations of relationships in four boxes and decorate a rain stick using colors and designs that reflect the rainforest, producing visual representations linked to the content.

The Student Activity Page includes a grayscale forest illustration and instructs students to "Draw rain in the picture below. Then draw animals that are mentioned in the chapter in their proper location." Activity directions ask students to place animals in and around Tepui's favorite tree based on the author's description and to draw rain to show plant dependence. An extension asks students to observe a real tree and explain how it differs from Tepui's tree, linking visual observation to the text.

Students are asked in Question #1 to sketch the nameless butterfly "with colored pencils according to the author's description," which requires translating textual description into an image. The Student Activity Page titled "Relationships" presents illustrations (fig and palm tree, sloth and moths, mother and baby sloth, beetles, termites and predators) alongside spaces for students to write descriptions of how the beings help or harm each other. The Plot Timelines pages include illustrated cues and cut‑and‑paste events that require students to match visual scenes with textual events.

Students are asked to look at the book cover and state what clues in the illustration help decide the story's time and place. Students draw a medieval setting (Activity 1) and are prompted to use the book's illustrations as models when they create a comic strip that tells the story of The Whipping Boy (Activity 6). Students also illustrate relationships (Activity 3) and cultural elements (Illustrations of the Middle Ages) to make pictures that match text-based events or facts.

Students are asked to examine comic strips in newspapers and comic books and shown how speech/thought bubbles indicate what a person is saying or thinking. Students create a comic-strip scene for each chapter, illustrating important events, adding voice/thought bubbles, and writing a sentence of narration for each panel. The activity pages provide spaces for drawings and lines for captions/dialogue so students produce images tied to specific story events.

Students are asked to draw scenes for a comic strip that reflect the action in each chapter, converting words into images. Students create crests for Prince Brat and Jemmy using a provided list of colors and symbols with stated meanings, linking visual elements (colors/symbols) to character traits. The activity pages include sample illustrations (lion, crown, snake) and blank coat-of-arms images for students to fill, supporting visual representation of text details.

Students are asked to fill in a box on a comic strip page after each chapter, which requires them to create images that correspond to story events. Students are also instructed to illustrate one of their own similes on the Similes activity page, linking a written phrase to a visual representation. The skills list includes "Interpret information from diagrams, charts, and maps," and students answer questions about a flowchart of the feudal system, practicing reading meaning from visual information.

Students are asked to add a scene to a comic strip for each chapter they read, which requires them to create illustrations that represent events and characters. Students also fill duffel bags with objects for Jemmy and Prince Brat and explain why they selected those items, which requires them to represent character traits visually.

Activity 1 asks students to complete the last two boxes of a comic strip and to read through the entire comic strip to see if it makes sense. Completing and reviewing a comic strip requires students to work with illustrations alongside words and to consider how images and text sequence convey events.