Students answer prompt #1 asking what the house was made from and why, requiring them to use textual details to explain a cause (logs because wood was available). The Natural Resources and Survival activity asks students to list resources mentioned in the chapter and record how each resource was used, prompting students to cite examples (deer for meat/hides, trees for building/smoking). The Life in the Big Woods vs. Life Today chart requires students to identify and record specific differences from the chapter based on textual evidence.

Students are directed to conduct bear research using the provided informational web links and to record factual information about bear habitats, foods, types, enemies, and hibernation in the paw-print note page. Students are asked to answer the question, "How are bears dependent on the environment?" and to analyze bear habitat and habits during an optional zoo visit. The lesson also has students practice distinguishing fact from opinion and locating a factual statement in the book.

Students answer text-based 'why' questions (e.g., "What part of the tree does Pa say the sap is? Why do you think he calls it this?" and "Why did Pa call the snow a sugar snow?"), which asks them to use details from the chapter to support explanations. Students sequence and record the steps Grandpa took to make maple syrup (Activity 3, Option 2) while referring to the text, requiring them to extract and organize informational details. Students are directed to read linked informational resources about maple sugar farming and to discuss how maple sugar farming has changed since the 1880s, which involves consulting informational texts to describe change over time.

The lesson directs students to read informational webpages about honeybees (Activity 3) and to "explore how bees use nectar from flowers and how they help pollinate flowers so that seeds can be made." It asks students to describe the relationship between bees and flowers and to write a paragraph explaining that interdependence and a second paragraph describing what the world would be like if bees disappeared. The "Seasons on the Farm" activity also asks students to record words and phrases the author uses to describe environment and people, which has students engage with an author's language in text.

Students are asked to complete a "Beaver Research" activity in which they locate information about beavers using the internet or books and record details about habitat, food, adaptations, predators, and why beavers use trees to make dams. The lesson's Skills list includes "Use text and own experiences to verify facts, concepts, and ideas," and the activities ask students to "discuss how and why the beavers use natural resources" and to locate information in reference sources. Students are directed to reread specific pages (p. 55-57) and to record information they find from informational sources.

Students compare a mythical explanation and a scientific explanation for how the deer got its spots in Activity 6, including an explicit scientific account (natural selection and camouflage). Students are asked to read about other animals that have camouflage, list three camouflaged animals, and describe how camouflage helps them survive. Students are prompted to discuss differences between the mythical and scientific explanations and to state which explanation they prefer and why.

The lesson lists the skill "Locate information from text for specific purposes" and asks students to "help your child research the history of the buffalo," which requires gathering information from informational sources. Students are asked to write sentences explaining why the Indians hunted and where people get their food, and to "use written language to report information on a topic," which involves composing informational explanations. One question asks what the author means by the Bowhead whale being in "perfect balance with everything around it," which prompts students to interpret an author's wording in a text.

The lesson instructs students to "read about the occurrence online or in an encyclopedia to learn more about it" as part of selecting a natural occurrence to explain. Students are directed to record details about the natural phenomenon on the "Organizing the Myth" worksheet as they prepare to write. The Rough Draft rubric's Content section asks whether the student provides a natural phenomena explanation, linking the research step to the written product.

Students are asked to answer questions that require extracting reasons and details from the text (e.g., QUESTION #1 asks why Amos decided to write his account and QUESTION #6 asks what materials Ben used for the stove). The Fact and Fiction activity requires students to record a factual and a fictional event from each chapter and suggests they may need to do more research on Franklin's life. The reading questions and vocabulary activity require students to locate sentences from the book and record them in their journals or activity pages.

Students read Chapters 9 and 10 and answer comprehension questions about events and characters (e.g., Why did Ben travel to France?). Students complete a 'Fact and Opinion' activity marking statements as fact or opinion and record two facts and two opinions that Amos shares. Students are asked in the wrap-up to explain why the colonists went to war and to discuss the problems the colonists had, and to sort sentences from articles/ads into facts and opinions as a life application.

Students read Chapters 13 and 14 and answer specific comprehension questions that require citing events (e.g., how the mice planned to get into Versailles, what happened when they scampered from Ben's clothing). Students complete a Fact and Fiction activity by choosing a factual event and a fictional event from the chapters. In the "Ben and Amos Bags" activity, students characterize Ben Franklin and Amos "according to what he has learned from Amos's account of Ben's life," list uses of power, and place items in bags and explain their significance for each character.

The Skills section instructs students to "draw conclusions, make generalizations, and gather support by referencing the text," and students are told to write ten interview questions and "answer them according to what he knows about Ben Franklin and the event." Students must write two of Ben's maxims and "explain why" they are important, and in the party option students must write a card thanking Ben for ways he used his power and intelligence and explain why a chosen gift or game is appropriate. These activities require students to refer to text details and provide explanations or reasons for their responses.

Students are instructed to read about a listed historical ruler "online or in other reference sources" and to fill in a "10 Facts" section about that leader. They must "decide if the leader was more similar to Aslan or the White Witch" and answer "How did the leader use his or her power?", which asks them to use gathered informational facts to support a judgement. The lesson's Skills list includes "Conduct research for assigned projects" and "Interact with text by locating information for specific purposes."

The lesson asks students to "locate information about London in books and online" and to record facts under headings such as Location, Language, People, Homes, Buildings, Similarities and Differences, which requires using informational texts for a specific purpose. The Skills section explicitly lists "Use text to locate information for specific purposes." Option 2 requires students to copy the author's description from the text, and Activity 2 has students find pictures and information from informational sources about London.

The Skills section directs students to "take simple notes from relevant sources" and to "use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions," which requires reading informational texts. Activity 2 asks students to read about the branches of the U.S. armed forces online or in books, take organized notes on four labeled sheets, and then state which branch they find most interesting and why. These tasks ask students to gather and record information from informational sources and to give reasons for a choice.

The London Times option asks students to write a cover news story describing what happened to the disappeared children, how the Queen found out and responded, and how characters used their power. It requires an interview with the BFG using three quotes that reflect his speech, and the rubric explicitly requires inclusion of at least three of the giant's quotes. Students must draft, edit, revise, and produce a formal informational-style article.

Students are asked to identify scientifically accurate information about meerkats (Question #3), which requires picking factual details from the text. Activity 3 directs students to act as a zoologist, find names of African animals, choose one to research, and write a paragraph describing why they would study it, which involves using informational sources. The Life Application asks students to watch a documentary and discuss how the meerkats in the film are similar to and different from the one in the book, prompting comparison between informational media and the story.

Students are directed in Activity 4 to read about cancer prevention online and make a list of ways their family could live a healthier lifestyle, which requires reading informational text and extracting facts. The lesson includes a Facts and Definitions section that provides explicit informational content about cancer and leukemia that students can read and record. The Skills list explicitly states that students will "Read from a variety of genres to acquire information" and "Represent text information in different ways," which supports working with informational texts.

Students are asked to complete a "Rattlesnake Research" activity in which they write three questions about rattlesnakes and use books and/or the Internet to find and record answers. The lesson lists skills that include "Summarize written text" and "Recognize distinguishing features of familiar genres, including ... informational texts," which directs students to read and extract information from informational sources. The Student Activity Page provides space for students to record findings from informational texts about how rattlesnakes are similar to and different from other snakes.

The Skills section instructs students to "understand how to use an index and a table of contents within a book." Activity 1 directs students to locate onion recipes in cookbooks, shows them the index at the back, and has them practice using the index to find a recipe and gather ingredients. The activity requires students to search informational texts (cookbooks) to complete a short research/task (finding and preparing a recipe).

Students are asked in Question #1 to describe Fiona and provide evidence from the story to support their opinion, requiring them to cite textual details. The "Fiona's Luck: Fact and Fantasy" activity asks students to record three things from the story that are based on facts about Ireland, prompting them to distinguish factual information from fictional elements. On Day 2 students read an informational website about Ireland and answer factual questions (e.g., about historical events and what they learned), showing they locate information in an informational text.

Students read factual information about Russia (Day 2) and answer specific comprehension questions (e.g., capital city, land area, animals), showing they extract details from an informational text. Students complete a "Fact and Fantasy" activity that asks them to record three story elements based on facts about Russia and three that are fantasy, requiring them to identify factual details tied to the text. The lesson's stated skills include "Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text," which directs students to use specific information from an informational source.

Students are asked to read an informational web text about Denmark and answer specific factual questions (e.g., what happened during the Ice Age, how many islands, Viking activity). Students are instructed to create a concise informational booklet about Denmark, using accurate and precise words and phrases drawn from the text. The lesson's skills list explicitly includes reading and comprehending informational texts and 'Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text... based on specific information in the text.'

Students are asked to locate and use specific details from Chapters 3 and 4 (e.g., Question #1–#7 and the 'Using Natural Resources' chart) and to "support interpretations or conclusions with examples drawn from text" (Question #8). Skills explicitly list "Interact with the text by locating information for specific purposes" and activities require filling a chart and describing how Abel built boats using textual details. The parts-of-a-boat activity and labeling require students to extract and match textual details to diagram labels.

Students are prompted to provide evidence from the story that supports character traits (Activity 2) and to record words/phrases with corresponding evidence on the "Who Is Abel?" activity page. The skills list explicitly includes "Draw conclusions, make generalizations, and gather support by referencing the text" and "Use text and personal experience to verify facts, concepts, and ideas." Students are also asked to distinguish between ideas given by the author and ideas they inferred, discussing why or why not.

Students are asked to find information in chapters to explain Abel's hibernation/torpor and to fill in a "Using Natural Resources" chart using information from Chapters 13 and 14. The skills list asks students to "support them by referencing the text," and Activity 2 directs students to research hibernation and answer specific informational questions in complete sentences. The Hibernation Experiment asks students to record data and answer reflective questions such as "What can you learn about hibernating animals from this experiment?"

The Skills section asks students to "support by referencing the text to determine the author's purpose," which requires students to cite informational text evidence. Activity 1 directs students to read short biographies and use the "Columbus, The Man" organizer to list positive and negative characteristics and to discuss the difference between fact and opinion. Activity 2 has students read a list of reasons for exploration and write possible positives and negatives for each reason, engaging them with informational content and causes/results in texts.

Students read journal entries and answer specific why/how questions (e.g., why Pedro enjoys night watch; why Columbus might take natives back to Spain), which requires using the text to support answers. Students complete a two-bubble graphic organizer to record words or phrases the crew and the natives might use to describe one another, which involves extracting descriptive evidence from the text. Students are asked to describe how the book portrays the native people during the wrap-up, prompting them to refer to text details in their explanations.

Students read Pedro's journal entries and answer questions that require identifying reasons for actions (for example, Question #1 asks why Columbus wanted to take natives back to Spain, and the provided answer cites conversion and servitude). Students connect text details to personal and historical comparisons (Question #5 asks what past experience Pedro relates to Columbus's actions). Students synthesize information from the entries when they list disadvantages from Pedro's perspective in the "Surviving Life at Sea, Surviving Life on Land" activity and when they are asked what Pedro is learning about the natives and Columbus.

The Skills section asks students to "Conduct research on assigned topics using books and technology," and Activity 3 directs students to "read factual information about rats and mice online or in books" and then compare the two using a Venn diagram. The lesson provides web links to informational sites and requires students to record factual comparisons and illustrations, which has students engage directly with informational texts.

Students are asked to read chapters and answer specific comprehension questions (e.g., describe Brutus and Nicodemus, how the rats responded to Mrs. Frisby) that require drawing information from the text. Students complete a "Plot Flowchart" to describe important events from the chapters and a "Beyond Needs" organizer where they list examples of how the rats functioned beyond normal rats and note machines/inventions that make life easier. Students also practice identifying examples (e.g., elevator, pulley, books in the library) that are drawn from the story text.

The lesson includes a skill to "Analyze, compare, and contrast printed and visual information," and Activity 2 (A Bushel) requires students to read a chart and use measurements to answer calculation and comparison questions. The Student Activity Page directs students to use the measurements provided in the chart to determine pounds per bushel and compare quantities (e.g., which resource they have the most of). These tasks have students extract and use information from an informational graphic.

Students are asked to draw conclusions and gather support by referencing the text (listed under Skills). Students answer comprehension questions that require citing events and reasons (e.g., Q3 asks where the rats lived and why that was a good place; Q4 asks how the rats got caught). Q7 explicitly directs students to 'Use evidence from the book to support your answer' about whether the scientists mistreated the rats. Activities ask students to write a summary and list important events before summarizing, which requires selecting and referencing textual evidence.

The lesson's skills list includes "Support interpretations or conclusions with examples drawn from text," and Activity 4 asks the student to write a paragraph supporting her opinion about rats with reasons and linking words. Activity 3 prompts students to research conductors and circuits and to brainstorm informational explanations for how the rats could have had electricity. Activity 2 and the Plot Flowchart require students to record events and explain how tools/machines were used, which can involve citing text details or external information.

Students are asked to read arguments for and against animal research online and to record the positives and negatives on a chart, which requires identifying claims and supporting points. They are instructed to interview people in the community to gather additional viewpoints and evidence. Students must then write a speech that includes three reasons for or against animal research and use transitional phrases to organize those reasons.