Students analyze a "Map of a Community" by locating and reading labels, reviewing map symbols and a scale, and measuring distances between buildings with a ruler (Activity 4). Students use illustrated pictures of community buildings to choose labels and complete sentences about each place's importance (Activity 1). Students build a three-dimensional map by creating and labeling paper shapes, making a map key, and placing labeled buildings on the map (Activity 6).

Students are shown labeled pictures of community workers and asked to write the name under each image (Activity 1, Option 1), and in the advanced option they write a sentence about what each pictured worker does (Activity 1, Option 2). In Activity 3 students are directed to look through books or the Internet for images of jobs in other communities and to identify the jobs they see in the pictures. In Activity 2 students cut out and place illustrated workers onto a three-dimensional map, using the images to determine where each worker belongs.

The student activity pages include illustrations next to items (e.g., a milk carton, shoes, car repair, haircut, crayons) and students are asked to label each item as a good or a service, recall using it, and name where to buy it. The Math in the Market page provides black-and-white illustrations for each word problem (milk and donut, baskets of oranges, shopping carts) and tells students that drawing or using real objects can help solve problems. Activities also prompt students to draw places to buy goods and to draw a book cover, requiring them to produce images related to the text.

Students view and use pictures that represent needs and wants (water bottle, heart, plate of food, house; doll, ball, roller skate) when listing and prioritizing items on the "My Wants and Needs" page. Students cut out pictured squares (garden, water fountain, grocery store, faucet, bottled water, etc.) and paste them into labeled circles for water, food, clothing, and shelter on the "Meeting Needs" page. Students create a collage by selecting images from catalogs and magazines and deciding whether each picture represents a want or a need.

Students use rows of grouped coins and cherries to practice counting by fives and tens, matching numbers printed under the images. Students examine a "Values of Money" grid with labeled rows for pennies, nickels, dimes, quarters, and bills and write the value associated with each visual representation. Students use the "Equivalent Amounts of Money" page with images and examples (one quarter vs. two dimes and a nickel) to show different coin combinations that make the same total.

Students are asked to use a "Flowchart of Money" sheet (Activity 1) that shows a sequence of labeled boxes and arrows (Wants and Needs → Work → Money → Spend/Save/Give) to illustrate how money is earned and handled. Students cut out and handle illustrated paper currency from the "Page of Money" (Activity 2) and use those images as manipulatives while deciding what to buy and recording amounts. The student activity pages explicitly include the flowchart image and multiple images of bills that represent concepts in the text.

The lesson tells the teacher to "explain to her that a symbol is a simple drawing that helps to show the importance of something," which explicitly links an image (symbol) to meaning. Students are asked to draw a symbol for each holiday and to color and assemble the American flag (matching numbered star strips to flag sections), which requires using images to represent ideas. Students color and label country maps and write the holiday and date beneath each map, tying a map image to specific informational text about the holiday's country.

Activity 1 directs students to analyze the pictures in The Little House page by page and to answer specific questions about what happened, how the land and transportation changed, and which picture is most like their community. Activity 2 asks students to refer to the book's pictures when they illustrate the Changing Seasons Wheel and to write a sentence under each picture describing the community in that season. Activity 4 has students cut out and place pictured items (transportation, goods, buildings, natural resources) into the community illustration where they belong, using images to determine meaning.

Students are asked to look over examples of brochures and "talk about the artwork/pictures and the information that is presented in the text." Students are instructed to draw or take pictures for the brochure and to use the "Community Brochure Organizer" pages to "describe her ideas for pictures." The organizer includes labeled sections with space for corresponding pictures (Cover, Goods and Services, Holidays, Jobs, Money, Change).

The lesson explicitly lists the skill "Recognize how illustrations contribute to text" and includes multiple activities in which students use images to understand and explain a story. In Scene by Scene students put illustrated boxes in order and write sentences to tell what each picture shows; the advanced option asks students to decide how events could be illustrated and to draw corresponding pictures with words. In the Home and Communities Change activities students examine a wordless picture book, identify changes across pages using only images, and make up sentences describing what the pictures show.

Students look at pictures of communities and atlas pages and discuss ways the communities look similar and different. Students color and label the seven continents on a world map and match illustrated people to continents, then place those same images onto a U.S. map to show immigration origins. Students watch videos and view images of people from different continents and answer questions about activities they observed.

Students look at a colored picture of the American flag, color it to match, count and glue stars, and complete sentences explaining why there are 13 stripes and 50 stars, showing they use the image to find factual details. Students identify and draw shapes from the flag, count examples of each shape, and measure shapes using a ruler, linking the visual flag to shape-related text and measurement tasks. The student pages also present the Pledge and sheet music alongside text, and students read and sing the anthem while referring to the musical notation and lyrics.

Activity 1 asks students to draw examples in three labeled sections (Resources, Time, Money) and to explain their drawings and how each makes the community a better place to live. The Student Activity Page includes visuals and a prompt that elicits a verbal/written explanation of the picture content. Activity 2 includes a small illustration and structured sections where students record plans that could be tied to drawings or explanations of roles.

Students use a graphic organizer ("What Makes a Good Leader?" web) to record five leader qualities and link each quality to examples from the biography. Students create and illustrate a six-page biography book (Option 1 or 2) and are invited to illustrate each page, connecting drawings to biographical details. Students draw or paste a picture on the "A Leader I Know" page and write sentences that describe the person and how the community is better because of them.

Students are asked in the Invention Scavenger Hunt to draw each invention, name it, and fill in sentence frames (e.g., "We use the ______ to ______"), and to identify the importance of each part and discuss whether the invention would work if parts were missing. In Activity 4 students draw a picture of their own invention and label the parts. The Famous Inventors pages include simple illustrations next to prompts about each inventor and ask students to write sentences about how each invention helped the community.

Students are instructed to draw a picture for each part of the mobile and "write about why the person or object is important to the community," linking images with explanatory text. Students are asked to "write and illustrate three things on the back of each cardstock shape" that match the shape, so they produce specific images alongside words. Students are prompted to "explain the parts of his mobile and share it with the family," which requires oral explanation connecting pictures and written descriptions.

Students are asked to look through the pictures in Sylvester and the Magic Pebble and point out living and nonliving things in the illustrations. Students create collages from magazine pictures and draw pictures of scavenged items on the activity pages, labeling them and answering questions about their attributes. The scavenger-hunt activity page requires students to record objects and answer columns about change, movement, growth, and needs, and the describing-attributes pages prompt students to draw and write descriptive words about items.

Students match named body parts to corresponding pictures and draw missing parts on animal illustrations (Activity 3). Students cut out and sort pictured animals by body covering and place or paste those pictures on a graph (Activity 2), and circle graph title and labels. The student activity page for body coverings includes icons and labels (feathers, exoskeleton, fur, scales) that students use to identify textures and similar items in Activity 1.

Students are asked to look at pictures of baby frogs and salamanders and discuss how they differ from adults (Activity 3). Students use the chart "A Closer Look at Mammals" to check off traits and decide whether an animal is a mammal (Activity 7 and its image answer key). Students create and use Venn diagrams to compare themselves with animals (Activity 8) and draw labeled pictures of animals showing body coverings and parts (Activity 5).

Students label six habitat illustrations and draw animals in those pictures (Activity 1), which requires using images to identify and categorize habitats. Students look closely at a detailed rainforest illustration to count and locate animals and then transfer those counts to a bar graph (Activity 2), using the image as a source of information. Students identify missing animals in a forest picture and add drawings or cutouts (Activity 3) and order animals by measured attributes using illustrated animal pictures (Activity 4), all of which require extracting and using information from images.

Students are asked to draw items or places that meet needs on the 'What I Need' page and then write a sentence describing how the community helps meet each need, linking pictures with explanatory text. On 'An Animal's Needs' students draw an animal in its habitat and write beside the picture the animal's name, habitat, and how its food, water, and shelter needs are met, explicitly pairing an image with clarifying written information. The 'Build Your Own Animal' and 'Put Me in the Zoo' activities require students to depict or build an animal and record habitat, diet, and shelter details that relate to their illustrations.

Students read the 'A Plant' page that describes each plant part and then label a diagram of the plant, directly linking textual descriptions to the picture. The labeling instructions explicitly give functions for Leaves, Roots, Stem, Seeds, and Flower, which students match to parts on the image. Students are prompted to discuss that roots absorb water, soil provides nutrients, and leaves make food while completing the diagram.

Students draw scenes from The Giving Tree in Activity 3, cut the pictures apart, and arrange them in story order, connecting images to events in the text. Multiple student pages prompt students to create illustrations (Nature Journal, Plants Used in My Community) and to label or describe plant products alongside drawings. The activity pages include printed graphics (a tree graphic, illustrated borders) and guided drawing boxes that tie visual representations to story details and factual descriptions.

Students interact with multiple images and icons on activity pages (icons for sun, air, water, soil) as they check boxes in charts to identify what plants, animals, and humans need. Students draw what each pictured living thing needs on a page with three images (plant, rabbit, girl) and complete sentence starters about similarities and differences. Students create and use a Venn diagram to compare themselves to an animal, linking pictorial representation to categorizing information.

Students locate and sequence pictures showing stages of frog, butterfly, and human life cycles, writing stage names and numbering images (Activity 1, Student Activity Page). Students read stage labels and draw the animal at each stage in Option 2, using text prompts to produce corresponding images. The student pages present illustrated sequences (rows of life-stage pictures) that students must interpret and order.

Students cut out pictures of food items and place them on plates for a rabbit, bear, and eagle (Activity 1), using images to determine diets. In Activity 2 students label habitat illustrations and connect or number organisms in the order of a food chain, aligning pictures with textual organism lists. In Activity 3 students paste plant and animal pictures onto colored strips and assemble linked rings, and they draw habitats and glue the food-chain pictures into those drawings, working directly with images to represent relationships.

Students are asked to "describe and illustrate the life cycle for one animal" using four squares with arrows, which requires creating a diagram paired with text. Students must create food chain diagrams on pages labeled "Food Chain 1" and "Food Chain 2," with a large blank area for illustrations and lines for written explanations. Students draw or paste pictures of plants and animals into the nature guide or habitat-in-a-box cards and create a color-coded key to identify organisms and their roles.

Students are asked to look at the book cover and predict what the book might be about, connecting the image to the book's topic. In Activity 2 students label pictures taken from the book and cut and sort them into solids, liquids, and gases, directly using images as examples of text content. Option 2 has students draw and label examples from the book, and Activity 5 asks students to identify illustrated objects and use them to make and extend patterns.

Students use pictures in several activities to extract information: Activity 1 directs students to use the grass beside a pictured rock to understand the rock's scale when ordering objects by weight. Activity 2 gives pictures of divided solids and asks students to determine the number of pieces and record the corresponding fraction. Measuring Solids provides illustrations of objects for students to measure with a ruler, and Activity 6 asks students to draw and label containers and their contents as solid, liquid, or gas.

Students are asked to look at the cover of Bartholomew and the Oobleck and state what they think the story might be about, which requires using the cover image to make predictions. The lesson provides illustrated 'True or False' student pages and a 'Story Quilt' graphic organizer that students use to identify characters, setting, events, problem, and solution, meaning students interact with images and visual organizers while summarizing the text.

Students label pictures as solids, liquids, or gases and draw molecule arrangements (Activity 1 and the Molecules activity page), showing they use images to identify states of matter. Students count clusters of dots that represent molecules and record number words and numerals (Counting Molecules), which requires interpreting pictorial representations to extract information. Students build and discuss physical models (marshmallows and connectors) that represent molecular spacing, linking visual/physical representations to descriptions of solids, liquids, and gases.

Students use pictures on the Melting Rates Graph page to label x-axis categories (chocolate, butter, wax, ice) and create a bar graph to answer questions about the data. On the Foods That Change page, students examine paired images and write "heat" or "cold" on arrows and compose sentences describing the changes shown in the pictures. On The State of It page, students record the state shown in each picture, cut and match images of solids/liquids/gases, and refer to the examples on the page when explaining what causes state changes.

The Natural Resources activity provides a worksheet with labeled illustrations that students must circle and color to identify items found in nature and to categorize them as solids or liquids. The Solid Materials activity gives a Student Activity Page with pictures that students cut out and sort into material categories (wood, fibers, metal, plastic, glass). The Dancing Raisins page includes an illustration of a glass with floating raisins alongside a written procedure that students follow and use to record observations.

Students label parts of a human diagram as solids, liquids, or gases in Activity 1 and use that same picture in Activity 2 to draw a digestion path from mouth to intestines, linking text descriptions of digestion to locations on the image. In Activity 4 students reread a story and circle solids, liquids, and gases while referring to illustrations, and in Activities 3 and 6 students match scenarios or words to pictures to identify states of matter.

Students are asked to look at the world map on the "Land and Water" sheet, label continents and oceans, and answer questions about which oceans are located relative to continents, requiring them to use the image to find geographic information. After reading You're Aboard Spaceship Earth, students are asked to look at the book's pictures and point to examples of living things and to locate examples of solids, liquids, and gases in the illustrations. Students are also prompted to draw pictures and diagrams to accompany a letter to an alien, creating visual information to support their written text. The lesson includes discussion prompts (e.g., "Is a map or a globe a better representation of the Earth? Why?") that ask students to compare visual representations.

Students cut out and place labeled animal images into habitat locations on the "Where On Earth Do I Live?" page, matching pictures to concepts of where animals live. Students build layered cups with soil, then draw and color the "Layers of the Earth" cup illustration to reflect what they observe and discuss the colors and types of soil in each layer. Students use the "Experimenting with Soil" page and other activity pages that include illustrations and diagrams to record observations, make predictions, and represent findings visually.

Students are directed to "Look at the picture of the Earth" and to circle materials their family uses, which requires using the world map illustration to identify resources. Students label pictures on the "Everything We Need" page and record what natural resources are used to make each pictured item, linking images to product information. The "List of Resources" activity provides illustrated squares that students cut out, sort, and alphabetize, requiring them to match images with resource labels.

Activity 6 asks students to identify the title, author, and illustrator and to "analyze the illustrations and look for pictures in the rocks" as they read Everybody Needs a Rock. Activity 7 has students cut out illustrated rules from the book and put them in order, linking text boxes to matching pictures. Multiple student pages (Rules for Finding a Rock, Rock Recipe, Rocks All Around) include simple illustrations paired with text that students view, sort, or use while completing tasks.

Students look closely at the ocean-layer illustration in the "Salt Water" activity, read and compare the labeled depths, color the layers, and label animals at each zone; they use the diagram to determine which animals live at which depths. In "What a Catch!" students create and interpret a bar graph/histogram, label axes, answer questions about which range has the most or least fish, and use the visual data to support answers. In the "Fresh Water" activities students examine a habitat illustration, circle and color animals by classification, and write sentences describing how freshwater bodies differ from the ocean based on the picture.

Students use pictorial student pages to identify and sort items: in the "Is It Recyclable?" activity they cut out illustrated items (with weights) and place them into labeled bins by matching images to categories. In the "Pollution" activity students look at a large black-and-white illustration and circle examples of pollution they can find. In the "Air Pollution" sheet students read short tips paired with illustrations and circle actions they or their family could take.

Students view the MyPlate diagram and are told to use it to see that vegetables and fruits take up half the plate and that grains and proteins take up the other half; they then draw a meal on the provided plate template that follows those pictured proportions. Students use a Balancing Equations activity page that positions paired equations on either side of a drawn balance scale, and they find missing numbers so the two sides are equal, using the scale image as a visual cue. The Student Activity Pages include labeled images (MyPlate and balance-scale layouts) that students must reference to complete tasks.

Students repeatedly analyze and work with specific images: Activity 1 asks students to decide whether pictured objects have vertical/horizontal/both/none and to draw lines of symmetry on the images. Activity 2 provides a labeled image of common shapes for students to cut out and mark lines of symmetry. Activity 4 has students complete partial drawings so they are symmetrical and Activity 3 asks students to create a symmetrical picture and write three sentences about it.

Students are asked to review the illustrations in the Move It! book and to note that the artist illustrates examples of motion (Activity 4). Students use the Student Activity Page "Is It a Push or a Pull?" to circle pictured actions as pushes or pulls, draw their own examples, and write sentences about three of the pictures (Activity 3 and the activity page description). Students label each example of motion in a picture they create and then write a short paragraph or story that describes what is happening in that picture (Activity 4).

Students read and respond to a 'Forces Make Things Move: True or False' page that pairs statements with line drawings (arrows, car, Earth, astronaut, collisions) and use those visuals when deciding truth. Students view labeled shape images and a sample mobile sketch while cutting, assembling, and balancing paper shapes and 3-D nets, using the provided patterns as visual guides. Students are also asked to draw a picture to accompany a short paragraph about life without gravity, linking an image to their written description.

Students view the Skating activity page that contains six illustrations of roller skates on different surfaces and are asked to decide the order of finish based on those pictures, so they use images to interpret information about surfaces and performance. The Science Sentences pages include small doodles and drawings tied to sentences, and students circle verbs and identify singular/plural nouns with those illustrations present, linking visual cues to sentence meaning. The student activity pages place images next to tasks, so students rely on pictures to make choices about how surfaces or actions affect motion.

Students chart Armadillo's journey on a Texas map (Activity 6), using the book to locate cities and drawing a route that links text events to map locations. Students label and draw map symbols and complete a map key (Activity 4) and identify title, compass rose, and scale (Activity 7), using those images to interpret map information. Students view objects from above and draw that aerial view (Activity 3) and use illustrated student pages (Earth, continent, country, home) to place themselves in a geographic scale (Activity 2).

Students are asked to use a compass rose and labeled directions (Activity 1) where they identify north, south, east, and west. Students use the Treasure Map image and map key to answer location questions (e.g., "What is north of Death Valley?") and to draw features in specific places based on directions. Students follow oral or written map directions outdoors (Activity 3) using the compass arrow and map features to find hidden items, demonstrating use of images to locate places.

Students cut out labeled pictures on the "Bodies of Water and Landforms" activity page and match each image to its written definition (ocean, lake, river, pond, mountain, hill, valley, island). Students look at images on the "Life Near the Water" pages to connect positive and negative aspects to each pictured body of water and complete sentence prompts based on those pictures. Students print or draw pictures for two posters, label map symbols for landforms and bodies of water, and use pictures as references while modeling landforms with clay.

Students look over pictures of natural resources and draw lines matching each resource to its final product in Activity 1, using images to show relationships. Students place resource symbols on a United States outline and create a map key in Activity 2, working directly with a labeled image (map) to represent information. Students use the "Researching Resources" page to illustrate a resource and its products and refer to pictures in books or online while answering prompted questions.

Students view a world map image to locate the equator and identify lands north and south of it, using the picture to connect geographic terms to visual location. Students view pictures of floods, hurricanes, and tornadoes while reading about each disaster and are asked to write questions and find answers about the events. Students cut apart the disaster pictures and paste them on a poster and then write three or four sentences describing each disaster, linking images to written descriptions.

Students are asked to look back at the picture map on page 1 and point to the continent that answers specific text-based questions, and are reminded that "readers use pictures and words to help them find information." Students flip through the book to focus on animals shown on each continent and match animals to continents by pointing to the correct page. Students label the equator, point to parts of continents with warm and cool weather on a world map, and color bands to represent temperature zones, using the map image to determine climate information.

Students are instructed to look on the Internet or in books to find pictures and descriptions of farms that cultivate the resources on their list and to write a sentence about each crop/farm, so they view images alongside explanatory text. The Student Activity Page "Farming" includes decorative illustrations of fruits and vegetables that students see while completing the worksheet. The "Weight of Trash" page pairs house and trash-can icons with numbers for each addition problem, so students encounter pictorial symbols linked to numerical information.

Students are instructed to review Discover the Seven Continents pages that show land features (e.g., Sahara Desert, Mount Kilimanjaro, rainforest, Amazon River) and to look online for pictures or simple facts about those places. Students are told to include drawn pictures or printed images on their poster and to use at least three props (including pictures or models) to support a presentation. The materials explicitly remind students that readers and researchers can look at pictures, words, and trusted websites to help find information.

Students use the Culture Math pages to count people in illustrated homes and to identify which pictured foods are fruits, showing that they extract information directly from images. The Looking at My Culture page asks students to illustrate and write examples for jobs, holidays, food, clothing, and homes, so students create and use images alongside text. The Student Activity Pages label job images and food images, and students write answers based on those labeled pictures.

Students are asked to draw holiday symbols on the "Holidays" page and write a sentence about each holiday, linking images (symbols) to the holiday text. In the "Chinese New Year Dish" activity, students draw foods and then discuss the significance of each food, connecting the picture to the cultural meaning described in the text. The maraca directions include step-by-step illustrations that students use to assemble an instrument, showing that students use images to clarify procedural text.

Students complete a matching activity that requires them to connect holidays to their religions and to pictured symbols (crescent moon, cross, star, menorah), so they use images to identify and link information in the text. Students create a bar graph from a table of community religion data and then answer questions about which religion is most/least common and numerical comparisons, so they interpret a visual representation to clarify data. The student pages explicitly present symbols alongside holiday descriptions and a blank graph that students must populate based on the provided chart.

Students color and examine labeled pictures of American symbols (Statue of Liberty, Liberty Bell, eagle, flag) and are asked to describe what each symbol means and write a sentence about its meaning. Students locate the Liberty Bell and Statue of Liberty on a map and fill an outline map of the United States with illustrated cultural elements (famous song, a symbol, a home, a leader, jobs). Students read short cards about leaders and match each leader to a written contribution, cutting and gluing the pairs to create an "American Leaders" page.

Students use The Usborne Children's Picture Atlas to point to and locate countries and to trace explorers' routes (Activity 1 and Activity 2). A timeline graphic is suggested to reinforce exploration/settlement order, and students are asked to point out and describe animals and foods in the picture-book borders after reading Three Young Pilgrims (Activity 3). Students are also directed to look at pictures of colonial life online and discuss difficulties, and to use the Colonial Construction activity page that includes images of logs and trees to answer problems (Activities 6 and 7).

Students are prompted to "look at the pages of the book that show people" and answer questions about clothing and actions, using pictures to understand the continent (Activity 1). The Chinese Zodiac pages pair silhouette illustrations with descriptive text and ask students to circle birth years and read descriptions, linking images to text. The abacus worksheets show bead diagrams that students color to represent numbers and solve addition problems, and the origami frog directions include step-by-step diagrams that students follow and then identify shapes created by folds.

Students color and label a map of Africa and are asked to identify on their map the nations discussed as the book is read, linking map images to text. Students are prompted to look closely at the book's pictures and answer questions about homes, animals, foods, and clothing, using those images to support comprehension. Students are instructed to "listen to the words and look at the pictures" when completing a Venn diagram to record similarities and differences between themselves and an African child, and they use diagrams (Mancala setup) to follow procedural text.

The lesson directs students to look at the picture of the Amazon River (page 31) and then locate Brazil and the Amazon River on a map, and it asks students to draw a map symbol for a river. The "An Amazon Journey" activity gives students illustrated event cards to cut out and put in order, requiring students to use the images and accompanying text to sequence events. Activity 6 provides links and asks students to use photos and a worksheet to identify animals and their habitats, tying images to factual information.

The lesson lists "Describe how illustrations contribute to text" as a learning skill. In Activity 3 students look at book covers and read titles to decide whether books are fiction or nonfiction, and they draw and title their own fiction and nonfiction covers. Multiple student activity pages present book-cover images for students to examine and classify.

The lesson's Skills list explicitly includes "Gather information from pictures, print, and people" and "Describe how illustrations contribute to text," indicating students will work with images. Activity 1 presents a graphic organizer that includes illustrations to inspire descriptive thinking, and Activity 4 has students draw a picture from a written character description, connecting images and text. Several activities ask students to use pictures and illustrations when describing or comparing characters (e.g., creating a Venn diagram with character qualities).

The lesson explicitly lists the skill "Describe how illustrations contribute to text" and asks students to look through illustrations to describe settings and feelings from pictures. Activity 3 directs students to look at illustrations and provide specific examples (geographical features, foods, cultural clues) that show how the setting reflects culture. Activity 4 has students draw a setting from a read-aloud and then compare their drawing to the book's illustrations to identify similarities and differences.

Students cut out and sequence illustrated scene cards from the "Sequencing Events" worksheet (Jack and the Beanstalk) to retell the story and identify problem and solution. Students fill a "Writing Events in a Story" chart that links problem, three main events, and solution, using story text and illustrations as prompts. Students also estimate and measure parts of the duckling and swan using labeled pictures and draw pictures of characters and settings when creating their own plots.

Before reading Why Mosquitoes Buzz in People's Ears, students are asked to look at the illustrations and infer what culture the story might come from. For Yeh-Shen students are encouraged to look at the pictures and guess the continent and then locate that place on a map. Activity 5 directs students to study the illustrations as they reread Yeh-Shen and to record cultural examples (people, clothing, homes, food, animals, landforms, bodies of water) on a chart.

Students are asked to "use the pictures to help ... identify each element" of the Cinderella stories and to answer questions such as "What did you learn about the culture in Egypt by reading the story and looking at the pictures?" Activity 7 directs students to "look through the pictures of the three Cinderella stories and describe the setting of each story," then draw settings and place cut-out animals, homes, and characters into the correct pictures. The student activity pages explicitly note that illustrations accompany charts to give visual hints related to each story component.

The Student Activity Page "Running the Race" includes drawings of animals with labeled finish times; students are asked to read those labels and use the pictured animals and times to put the animals in race order and answer which was fastest/slowest. Activity 2 asks the child to illustrate a fable or act one out, which has the student produce and connect images to the story content. The Web Link to the Aesop interactive storybook refers to interactive graphics that students can click while reading stories.

Students are asked to identify Alaska on a world map and to track Paul Bunyan and Babe's journey on a U.S. map, drawing lines and coloring states to represent locations. Students are directed to "look for pictures of weasels so your child knows what a weasel looks like," and the student pages include illustrations of a rabbit and a fire that accompany the text of "How Rabbit Brought Fire to the People."

Students are asked in Activity 1 to look at pictures in A Child's Calendar and answer questions such as which picture reminds them of their life and which picture shows children having the most fun. Activity 2 directs students to use examples in the text and pictures to fill charts about weather, clothing, homes, holidays, activities, and animals, and to explain what a reader from another country could learn about American culture. The student activity pages explicitly instruct students to "Fill in the chart using pictures and examples from the text," requiring them to connect specific images with textual details.

Students repeatedly use pictures to find and record information: in Activity 2 they match parent and offspring pictures, in Activity 3 they identify shared traits and one difference by looking at paired images, and in Activity 6 they circle the plant image that shows the same inherited traits as the parent. Activity 7 asks students to circle the sibling that is different in a group of pictures and describe how it is different. The Inheritance Vocabulary page places vocabulary words along a DNA double-helix illustration while students match words to definitions, linking visuals with terms.

The lesson includes a three-step illustrated image that shows how to assemble the craft creatures, and students follow those steps to cut, glue, and attach antennae. Students are asked to color the "Generations of Species" activity page, which contains pictured creatures for Generation 1–3, and to look at and discuss how the generations differ. Students use the pictures to identify and talk about traits (body and antenna colors) across generations.

Students interact with a labeled world map and a "Temperature of the Earth" activity page where they shade regions (red/orange/green/blue) based on the teacher explanation that the equator receives more direct sunlight. Students perform a ball-and-flashlight simulation and are asked to explain day and night, using the rotating model to connect the visual demonstration to the text explanation. Students examine the moon chart (pp. 12-13) to compare Day 1 and Day 30 and create moon-phase illustrations, and they label and color a three-star diagram to show how the images indicate star type and relative temperature.

Students are asked to label the seasons on the "Seasons on Earth" activity page that features a diagram of Earth's orbit and positions labeled with seasons. Students build and run a hands-on orange/pencil/flashlight simulation to show how sunlight falls on tilted Earth positions (pages 20–25). The bird feeder instructions include step-by-step diagrams that students follow to construct a feeder.

Students identify and label illustrated freshwater sources on the "Freshwater Sources" page, linking pictures of a river, lake, stream, and pond to their names. Students reproduce life-cycle stages by drawing the four stages shown in the book on the "Life Cycle of _____" page and write simple sentences describing each stage. Students use pictures to sort and classify animals (Animal Sort and Classifying River Animals), referring to the book's contents to locate animals and match illustrations to categories.

Students take detailed photographs of their habitat and are instructed to organize the pictures on a screen, print and paste them on project pages, and write sentences about what they saw. Students create and label a life cycle diagram and a food chain graphic organizer, and are directed to draw parent and offspring pictures and list traits. Students are asked to draw pictures and put them in order to show interactions (e.g., a food chain) and to describe stages and observations in writing.

Students are directed to use a "Create a Venn Diagram" activity page to list similarities and differences between Edward and the princess. The student page includes visual elements: an image of a toy rabbit in the Edward circle and an image of a princess in the Princess circle. Students are prompted to place character traits in the diagram, which uses images and a diagram to organize information from the text.

The Skills section explicitly tells students to "use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot." The Introduction directs students to look at chapter pictures, point out significant details, and discuss how the illustrations help us understand the story and what is happening. The Relationships activity has students draw/write symbols on a rabbit-head image to represent Edward's relationships, requiring them to interpret and use images to clarify character relationships.

Students cut out pictures of Edward and place them in labeled boxes (in, beneath, above, between) to illustrate sentences they write, using an example that shows Edward beside a ball. Students are asked to write a sentence for each preposition, circle the preposition, and illustrate the sentence by drawing objects and positioning the Edward cut-out to match the sentence.

The Skills section instructs students to use information gained from illustrations and words to demonstrate understanding of characters, setting, or plot. Activity 2 asks students to "discuss how the illustrations help tell the story" and to retell the story using the illustrations as a guide. The "Explain an Illustration" page has students record the accompanying quote and identify who, what, when, and where for a chosen illustration, and to write why they selected it.

Students are instructed to search for and add images to slides that represent the story, a favorite part, and a favorite relationship (e.g., choosing an image of a stuffed rabbit, a fishing boat, or a person to represent a relationship). Students dictate sentences explaining why they like a part of the story or why a relationship is their favorite, and they arrange images and text together on the slide. The Skills section also directs students to add drawings or other visual displays to stories or recounts when appropriate to clarify ideas, thoughts, and feelings.

Students view and use a map of the Original Thirteen Colonies and are instructed to shade the New England, Middle, and Southern regions using the map key. Students locate Virginia and Jamestown on the map and add the colony date to a timeline, using the image to identify place and sequence. Students match a written description of the Washington Monument to its picture, color the illustration, and glue the description next to the image.

Students are asked to view and use images such as a map of the southern states, illustrations of Harriet Tubman (lantern in a forest), an illustration of Henry 'Box' Brown, and a picture of the Lincoln Memorial. Students add a date, picture, and description to a timeline and are instructed to find and glue the picture of the Lincoln Memorial to its accompanying description. Students complete activity pages that include illustrations and are directed to draw or place an image on the "Slavery and the Civil War" page.

Students are asked to thumb through National Geographic Readers: Ellis Island looking only at the pictures and answer questions about whether the black-and-white photos are primary sources, how the people look, and how they differ from people today. Students select a black-and-white photograph from the book, imagine the person's experience, and answer directed questions about origin, clothing, actions, and feelings. Students match pictures and descriptions to dates on a timeline and glue a printed description beside the Statue of Liberty image, linking images with textual descriptions.

The lesson has students view a historical photograph of Ruby Bridges with a caption and descriptive text that highlights the protective escort and school setting. Students are instructed to scroll through multiple Civil Rights Movement photos so they can see how people looked during the time period. Students place images and descriptions on a timeline and complete activity pages that pair illustrations with text for Rosa Parks and Martin Luther King Jr., and they draw a picture to represent the Civil Rights era on their "Civil Rights" page.

The lesson repeatedly instructs students to use illustrations and picture clues to support word reading (e.g., Teaching Your Child to Sound Out Words: "Think about what makes sense with the illustrations," and the Sentence Scramble activity: "use the picture provided for clues"). Activity 3.1 includes an image of word chains that students follow to change letters and spell new words, guiding their decoding with a visual progression. Several student pages require students to match or color words based on visual clusters or pictures (e.g., Short e Family Search, word-cluster banana shapes, and picture hints on Word Pairs).

Students are asked to use pictures on the "Fill in the Blanks" pages to identify the words depicted and then supply missing vowel teams to complete those words; the directions note to "confirm first that she understands what word each picture depicts." Several activity pages pair images with partially completed words so students read the image and fill in letters. Visual cues such as bowls and ice-cream-scoop illustrations are used to organize word sorts, and students match or place words in those visually labeled sections.

Students are asked to identify pictures and use them as clues in Activity 4.1 (Silent Starts) where they unscramble words using the pictured objects (knife, wrist, gnat, knot, gnome, write). Activity 4.3 (Sentence Scramble) directs students to use the picture provided as a clue to reorder words into a correct sentence. Multiple Student Activity Pages pair illustrations (e.g., the monkey in Fill in the Blanks, the bee on the "Ending with ng" page, and images on the Silent Starts page) with text-based tasks that require students to refer to the images to complete the activity.

Students match words to pictures on the "Write the Bossy R Word" page by reading the word list and writing each word under its corresponding picture. Students use the picture in the "Sentence Scramble" activity as a clue to reorder words into a coherent sentence and then read the sentence aloud. Several activities (word search, write-the-word, and other pages) ask students to use pictures to find, identify, or confirm words, showing images are used to support word recognition and meaning.

Students are asked to draw or have the teacher draw simple pictures next to homophone pairs (hare/hair, stare/stair) to show each word's meaning. The Sore/Soar activity prompts students to reflect or illustrate the meaning of two sentences in cloud-shaped boxes. Multiple activity pages include illustrations (shark, rabbit, squirrel, pumpkins) and direct instructions for students to draw images next to words to help remember meanings.

Students are asked to make predictions from the reader's cover picture when asked what the story will be about and who the person on the cover is. Students use picture clues in the Spelling Crossword Puzzle to identify and spell words, and they are instructed to look at or show a real hinge to explain the meaning of the word "hinge." Several student pages include images (cover picture, crossword icons, badge graphic) that students are prompted to use when answering questions or solving puzzles.

Students draw simple pictures next to homophone words to show meanings (Day 2, Day 3, Day 4 activities) and glue or connect words with small illustrations to represent each word. Several activity pages include images beside sentences (Homophone Sentences) and an illustrated PEAR/PAIR TREE that students use while reading and pairing words. Students are prompted to use picture cues when reading (pointing to pictures, using illustrations to help choose the correct homophone on sentence pages and the TO/TWO/TOO ice-cream diagram).

Students are prompted to look at the cover of The Witches Go to the Beach, read the title, flip through the first two pages, and answer questions about what will happen and what kinds of words they expect, which asks them to use the cover image to make predictions. Students use pictures on the "Writing Plurals" page to identify nouns and then write and pluralize the corresponding words, and several activity pages include illustrations (potted plants, a bee and flower, icons for nouns) that students use to match images to words and to color by sight word.

Students are asked to look at the book cover and flip through the first two pages and then answer, "What do you think will happen in this book? What kinds of words do you think you'll find in this book? Why?", which asks them to use images to make predictions. Students identify pictures on activity pages (e.g., burger and fries, bug and horse, scarf, illustrations in the WRITE THE PLURAL grid) and write plural words under or next to those pictures. The No Rules Plurals Matching image and picture-based matching/writing pages require students to read or match words with corresponding pictures aloud.

Students are asked to use pictures to complete tasks such as the "Comparing More Than Two Things" activity where they color the tallest/shortest or fastest/slowest based on illustrations of a mouse, giraffe, rocket, car, etc. The "Comparing Two Things" and other student pages include illustrations (bed, bathtub, mouse, ice, boy, snail) that students use to fill in comparative adjective blanks. In Pre-Reading Reader #16 students are told to look at the book cover and flip through pages and then answer questions about what will happen and what kinds of words they expect, using the images to make predictions.

Students are told in "What's the Word?" to use picture clues as well as word clues to identify target words, and the activity explicitly explains that some clues are provided in pictures. The Fill in the Blank pages include illustrations described as visual aids or clues that students can use to select appropriate words for sentences. Several activity pages (e.g., word search, Building Two-Syllable Words) include images that students are meant to reference while completing tasks.

Students match words to pictures in multiple activities (Activity 1.2 'Words with Light' and Activity 5.2 'Compound Word Puzzles'), reading each word aloud and pairing it with the image that best describes it. Students are prompted to discuss meanings of matched words (e.g., explaining that a 'lighthouse' is a house that provides light to sailors) and to identify picture parts before combining them into compound words. The lesson also instructs students to cover pictures and then read the words without picture clues (Day 2 and Day 5), using images as supports for word recognition.

Students are asked to read words "using the images as clues" (Activity 2.1) and then to read the same words again with images covered, which creates a direct comparison between reading with and without images. Students label and color animals using the book (Activity 3.1), using pictures in the book to confirm spelling and color choices. Students search the text to find specific words and are directed to pages by their illustrations (Activity 4.2), linking pictured pages to specific words in the text.

Students use a Plot Diagram graphic organizer to identify the problem, rising action, climax, falling action, and solution for the story "The Crickets," writing the number of crickets in the diagram boxes. Students complete a Personification page in which they draw faces on the stones while considering the stones' conversations from the story. Multiple activity pages (e.g., picture cues on the "Complete the Spelling" and "Finding Words in the Text" pages and the Nature Words scene) require students to connect images with words or items from the text.

Students use pictures to identify and label vocabulary (Day 5 Activity 5.1 asks students to label rooms on a cross-section house diagram and then read the labels aloud). Students use illustrations to complete and decode words (Spelling Puppy Words and the six fill-in-the-blank sentences include images that students use to supply missing letters/words). Students use picture cues in Puppy Word Sentences to select words to complete sentences and use the A Yellow Rose page to link an image/color to the character's feeling in the story.

Students are asked to look at the book cover and use the cover art to predict what the story will be about, linking image to meaning. On the "Showing Possession" page students match six sentences to six corresponding illustrations, using pictures to identify which sentence each image represents. Several fill-in-the-blank possessive activities include illustrations that students use as clues to complete sentences, and the Theme Words Paragraph includes simple drawings alongside the text that students read and reference.

Students look at an online weather forecast and point to a day’s icon, then choose which theme words (e.g., "sunny," "warm," "dry") apply to that image. Students use the Syllable Division Rules Flowchart and animal rule mini-posters as reference visuals while dividing and sorting words into Weasel or Lion categories. The "Finding Words in the Text" and sight-word tasks ask students to locate sight words on the first page or back cover and point to the sentence where each appears.

In Activity 4.1 students are shown a picture from each Frog and Toad story and asked to guess the season without reading any words and to explain what clues in the picture helped them determine the season. The Skills list explicitly includes "Use illustrations and details in a story to describe its characters," and several Student Activity Pages (Seasons; Label the Seasons and Holidays) require students to match pictures (thermometers, clothing, holiday symbols) to seasons/labels. The "Finding Words in the Text" page also integrates illustrated prompts alongside text-based word searches, asking students to locate words in the story while referencing pictured cues.

Students are asked to use a pictured example of the word "turtle" with arrows and a dot to count back three letters and draw the syllable division (Activity 1.2). Students look at Feeling Pictures and select the best theme word to label each image, matching images to emotion words (Activity 2.1). The reading task asks students to glance at the book's illustrations and compare them to another book by the same author, prompting observation of illustrations in relation to text (Reading and Questions).

Students match word cards with picture cards in the Compound Word Review game, using images to identify and form compound words. In the Spelling Review activity, students use images as clues to fill in blanks for sentences and to choose correct spellings. The Roll and Read board and several activity pages pair words with illustrations that students read aloud or use as contextual clues.