Students are directed to read informational web pages about Robert Frost (three URLs provided) and to "record ten clues about the man and his life," including dates and biographical details. The activity asks students to note where Frost lived, what he wrote about, and techniques he used, and the parent plan instructs discussion of what the child learned through this research. These tasks require students to gather and cite specific informational details from texts.

Students are asked in Activity 3 to consult an encyclopedia or the provided National Geographic link and to include 4–6 important details about loggerhead sea turtles on a zoo plaque. The Student Activity Page prompts students to record factual information such as common and scientific names and other content gathered from the informational source. The activity requires students to read and extract information from an informational text to create an informative product for visitors.

Students are asked to research the life of John Chapman using three provided informational web links and to write a bio-poem based on that research. Students are instructed to create a Venn diagram that compares the legend of Johnny Appleseed with the real man, John Chapman, requiring them to summarize and organize information from multiple sources. The lesson's skills list explicitly includes "Summarize and organize information from multiple sources" and "Describe how the author's perspective or point of view affects the text."

Students are directed to read informational sources about World War II (Activity 4) and answer questions about causes, which countries fought, where battles occurred, and who won. In Activity 5 students are asked to "find the reasons both sides were fighting" and to write three goals or missions for the Axis and Allied powers. Activities repeatedly ask students to research Curacao and use informational web or book sources to gather facts for the travel brochure, Venn diagram, and journal responses.

Students are asked to do Shark Research by finding information about a selected shark in books or on websites and to list three important pieces of information and two related ideas, which requires locating information in informational texts. Activity 2 (Types of Sharks) has students match shark images with descriptive information, which has them read and use informational descriptions. The Skills section also lists drawing inferences and supporting them with text and evidence, implying practice with using text-based information.

Students are asked to refer to books or websites about coral reefs if they are not sure about an organism, and Option 2 explicitly tells students they "may have to research this information" to decide on groups for a classification chart. Students label, color, and classify coral reef organisms using chart descriptions (vertebrates vs. invertebrates) and are directed to "identify the classes of the different organisms" by looking through Coral Reef Food Chains. These tasks require students to read and extract informational content from nonfiction sources to complete the activities.

Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked discussion questions such as "Why did Martin Luther King believe that black people still weren't free..." which prompt explanation of King's reasoning. The lesson's skills list explicitly includes "Identify and interpret elements of fiction and nonfiction and support by referencing the text," directing students to reference informational text. Students must include a description of Martin Luther King Jr.'s dream in their eulogy and connect their experience to that dream, requiring use of the speech as source material.

Students are asked to read "The City and the People of New York in 1870" pages and "record a few things you learned about the people and the city," which requires pulling information directly from the text. Students list descriptive adjectives and strong verbs from pages 46–48 and sort phrases by the five senses, which involves citing textual language as support. Parent-plan skills explicitly include "Identify and interpret elements of fiction and nonfiction and support by referencing the text" and "Determine usefulness of information and ideas consistent with purpose."

Students are asked to "Locate information in books and online about New York city today and in the late 1800s" and to "record important information and vivid words and phrases" on a chart. The New York rubric requires "inclusion of fact-based information about New York" and asks students to reflect on "ideas on how immigration has shaped the city." The Story Quilt prompts students to "record three reasons Dina stayed in New York" and to include accurate information and demonstrate understanding of the story in quilt squares.

Students read the informational "Building a Campfire" page from smokeybear.com and are asked to summarize the major points on a poster, requiring them to select and condense information from an informational text. A parent prompt asks the child to explain how she selected information for the poster, which may prompt students to reference text details. Students also read pages 1–20 of My Side of the Mountain and answer text-based questions (e.g., how Sam knew about living in the forest), which asks them to cite or paraphrase textual information.

Students are asked to find and review newspaper articles to understand article organization, which exposes them to informational text structure. The Parent Plan and skills list instruct students to "use facts and details to support main ideas," and Activity 1 directs students to include direct quotes and descriptive details in their articles. The rubric asks students to provide plenty of details and descriptions and to use quotations, prompting students to gather and use evidence in their own writing.

Students are instructed to read linked informational pages about Barbados (Britannica and Visit Barbados) and take notes in a journal about important things they learn. The Parent Plan explicitly lists the skill "Draw facts from a source of information." The student activity page and wrapping-up prompts ask students to review information learned about the geography and culture of Barbados.

Students are directed to read about the Connecticut Colony using multiple informational web links and to "take notes in your journal about important things you learn." The Parent Plan lists a skill to "Verify the accuracy of the author's writing by referencing resources," which implies students will compare the novel's claims to informational sources. Activities ask students to compare and record characteristics of Barbados and Connecticut, using information from readings and a painting exercise to represent geographical differences.

Students answer a question asking them to describe the political argument between Reverend Bulkeley and Matthew Wood (Question #2), which requires identifying reasons for opposing loyalties. The Wrap-up and Things to Review prompt students to "Review the political reasons for the tensions between the colonists," asking them to state causes and supporting ideas. Activity 1 asks students to think about how geography and climate would affect colonists' lives and to record three ideas, which asks for cause-and-effect reasoning about support for points.

The lesson's Activity 2 asks students to list three reasons a colonist might choose to be a Royalist and three reasons a colonist might want a free government, and the Student Activity Page is explicitly divided into 'Royalist' and 'Free Government' columns for this purpose. The Skills section includes 'Support judgments about the text using references to the text and prior knowledge,' and students are asked to summarize chapters and describe character differences, which requires pulling ideas from the reading. The activity scenario describes an argument between Matthew Wood and Reverend Bulkeley, giving students material to identify opposing reasons.

Students read an informational passage about the Quaker faith (founder, beliefs, opposition to ceremonies, stance on slavery and violence) and are directed to compare it with the Puritan faith using a Venn diagram. The activity asks students to think about how differences between Quakers and Puritans could have led to disagreements, encouraging analysis of content. Parent prompts also ask students to do research on Quaker beliefs and consider differences with Puritan beliefs.

Students brainstorm possible colonists' reasons for accusing someone of witchcraft and then review a provided list of explanatory theories about the Salem Witch Trials. In Activity 1 students are instructed to "Review the explanations provided" and to "select three reasons you believe are the most likely ones and explain your selection," requiring them to compare and choose among informational explanations. The Things to Know and introductory paragraphs present informational context about the Salem Witch Trials that students read and use in the activity.

Students read an informational excerpt about Brian Selznick's inspiration (the BookPage interview) that presents factual details about George Méliès and Selznick's research. Students complete a "Book Award" activity that asks them to record information about a picture book, use the Caldecott criteria, and provide three reasons the book deserves an award. The Book Award page lists explicit evaluative criteria (Originality, Excellence of the illustrations, etc.) that students can use as supporting evidence for their claim.

Students are instructed in Part 4 to locate books and websites for research and to record important information on note cards, writing the source name at the top of each card. The Research activity asks students to "collect cards for individuals involved in early cinema" using books and the internet and to "investigate and explain how automatons operate," which requires gathering informational text evidence. The Skills list explicitly includes "Quote or paraphrase information sources, citing them appropriately," indicating students will practice using source material and citing evidence.

Students are asked to locate information about the California Gold Rush and answer specific questions on the 'What's the Rush in California?' page, using encyclopedias or the provided web links (History.com, PBS). The Parent Plan explicitly lists skills for students to 'Conduct research,' 'Take notes from relevant sources,' and 'Frame questions to direct research.' Students are also instructed to read the author's note (a nonfiction element) and to create and answer their own research question.

Students are directed to read an example persuasive piece titled "Recycling," including its introductory and body paragraphs, and to "read an example" to see essay structure. Students are instructed to "Use evidence and examples to support your reasons," and the paragraph organizers include labeled "Supporting Evidence" sections for each body paragraph. The Persuasive Essay Rubric prompts students to check whether they "provide adequate details and information to support [their] arguments."

Students read Chapters 8 and 9 and answer specific text-based comprehension questions (e.g., identifying what Charles Wallace says, where Meg's father is found), which requires locating details in the text. Students discuss why the author chose a brain to represent evil, prompting them to consider authorial choice and support for an interpretation. Students use informational sources in Activity 2 to read about parts of the brain, label diagrams, and add brief descriptions, which requires extracting facts from informational texts.

Students are asked to read a photobiography and "pay close attention to the pictures and the captions," which directs them to use photographic and caption evidence. Students answer specific comprehension questions (for example, how Frederick Douglass's feelings about Lincoln changed) and complete a KWL chart where they record what they Learn from the text. Students locate vocabulary words in the book, copy the sentences containing them, and identify definitions based on context, and they record events and dates on a timeline drawn from the text.

Students read Chapter 2 and answer specific comprehension questions (e.g., what Lincoln claimed was the hardest experience; details about his stepmother and first voyage), which requires pulling factual details from the informational text. Students complete an "Elements of a Biography" organizer, listing one way the author performs each biographical element and relating parts of the text to those elements. Students collect examples of expository writing and explain why each example is expository, and parents are prompted to have students share how the author followed the elements of a biography.

Students answer text-based questions that require identifying reasons and assertions from the informational chapter (e.g., Question 1 asks why Lincoln feared forced abolition and Question 3 asks how Douglas's views differed from Lincoln's). The Parent Plan skills state that students should "Support judgments through references to both the text and prior knowledge," prompting use of textual evidence. The speech-writing task requires students to "provide three supporting reasons" and to "support each point with statistics, experiences, or quotations," which practices locating and using evidence to back claims.

Students are asked to read the Emancipation Proclamation, underline three sentences or parts they find most important, copy them into a journal, and explain why they selected each one. Students must record note cards from a short biography of Frederick Douglass and use those facts to complete a biopoem and a Venn diagram comparing Douglass and Lincoln. Students also write quotations or sentences beneath stovepipe-hat flaps that describe events from the book that reflect a listed character trait, which requires citing text-based evidence to support those trait claims.

Students are asked in Activity 1 to list "reasons for" and "reasons against" fighting the Civil War using ideas found in the text, which requires identifying reasons presented in the informational text. In Activity 4 students listen to a political speech and write down opinions and facts, record promises and flattery, and identify persuasive techniques, which requires distinguishing evidence from persuasion. The parent-plan skills explicitly list "Distinguish between the speaker's opinion and verifiable fact" and "Identify and analyze a speaker's persuasive techniques," which students practice through the speech and interview activities.

Students read the final chapter about Lincoln and answer factual comprehension questions (who, where, what happened). Students complete a 5 W's chart to gather facts about the assassination and use those facts to write a newspaper report, including choosing a picture to accompany the article. The activities require students to locate and record specific information from an informational text and to use that information when composing their report.

Students read a short informational article about lemurs and are instructed to read each paragraph, underline information related to the guiding question and subtopics, and add those details to a chart (Activity 4). Students are directed to find and use multiple sources (print, website, and a non-print source) and to record sources and authors in a bibliography column as they take notes (Activities 1, 3, 5, and 6). Note-taking guidance asks students to paraphrase important information, quote with quotation marks if copying exactly, and keep notes concise, which requires identifying relevant evidence from texts.

Students are instructed to draw facts and details from more than one source and to use information from their "Research Chart" pages when composing body paragraphs. Students read sample informational paragraphs about lemurs and complete a structured outline with a thesis and supporting subpoints for each paragraph. Students are directed to use direct quotes correctly, include specific, relevant supporting details, and to revise their papers using a rubric that emphasizes organization and supporting evidence.