Students are asked to gather information from print or the Internet about tornadoes and then write three factual sentences beneath a drawing (Activity 1), which requires recalling or collecting information and recording brief notes. Students are directed to read about farm life and look at pictures in books or online, then write a paragraph describing farm work (Activity 3), showing use of print/digital sources and recall. Students complete a provided Venn diagram comparing their life to farm life (Option 2), which has them sort similarities and differences into the provided categories. The Life Application asks students to visit a farm and then write about the visit, prompting recall from experience and written recording.

Students are asked to recall main ideas, facts, and details by answering specific comprehension questions after reading Chapter 1 (Questions #1–#6). Students write brief chapter summaries in a daily journal (Activity 4) of three or four sentences that describe main events and use transition words. In Activity 2, students identify or write the main idea for short paragraphs, demonstrating extraction of key information from text.

Students are asked to listen to Chapter 2 and verbally summarize the chapter, and then write and illustrate a chapter summary in a journal, which shows recall of information from a text. Students also underline descriptive words in the "The Doghouse: Choosing Words" page, gathering evidence from the printed text to identify language choices. The lesson provides two graphic organizers (Hamburger Paragraph Organizer and Paragraph Organizer) that require students to place a topic sentence, supporting details, and a conclusion into labeled sections, which organizes details into provided categories.

Students read Chapter 3 independently and answer a direct recall question asking them to "Describe what happens in this chapter," which requires recalling information from the text. Students write and illustrate a chapter summary in their journal, demonstrating gathering information and recording it in writing. Students are asked to look through Chapter 3 and record two sentences ending with periods, two with question marks, and two with exclamation marks, and Option 2 asks them to write two declarative, two interrogative, and two exclamatory sentences, which requires taking brief notes and sorting evidence into provided punctuation categories.

Students are asked in Activity 2 (Turtle Research) to "locate information about turtles in books and on the Internet" and to "fill in the facts on the turtle's shell based on your research." The Turtle Research activity page provides labeled categories (types of turtles, habitat, predators, diet, ways to protect turtles) for students to complete. The Story Map Graphic Organizer and My Own Myth organizer require students to identify and record story elements (setting, characters, problem, events, solution), which has students sort information into provided categories.

Students read Chapter 5 and answer specific recall questions (e.g., how Five-Thirty got his name, why Tornado dug a hole), which requires recalling information from a print source. Students write a chapter summary in a journal and complete vocabulary sentence strips, which require brief written notes. In Activity 3 students write reasons about Tornado on labeled ribbons (smartest, funniest, nicest, etc.), placing brief evidence or examples onto provided category ribbons.

Students read Chapter 6 and answer specific comprehension questions that require recalling events (e.g., describing the saddest day of Pete's life). Students record a chapter summary in a journal and dictate a sentence describing a conflict on the provided "Story Conflict" activity page, which requires writing brief notes. Students label each conflict using the provided categories (character vs. character, character vs. nature, character vs. self) and illustrate the conflict, thereby sorting evidence into those categories.

Students reread Chapters 1 and 7 and complete the "Mood and the Environment" sheet, describing environment and character feelings at the beginning and end (sorting evidence into the provided categories). Students record words and phrases the author uses to show Pete's sadness (taking brief notes from the print source) and look up synonyms in a thesaurus and record additional words. Students write a personal paragraph using the Happy or Sad Fishbone organizer, recalling a personal experience and placing a main idea and supporting details into the organizer's categories.

Students are asked to reread chapter summaries or the picture book and write one-sentence summaries or notes to capture major events and the problem (Activity 1, Option 2). Students cut out provided event descriptions or write event strips and place them on the Tornado Plot Diagram, explicitly identifying the climax and the resolution (Activity 2, Option 1). Students place their notes into labeled sections—Problem, Rising Action, Climax, Falling Action, Resolution—thereby organizing evidence into the provided categories.

Students are asked to recall details from the book Tornado to complete multiple tasks (e.g., placing five objects that represent major events and writing a sentence for each, writing journal entries or letters as Pete, and choosing and reimagining a favorite event). For the center-square paragraph task, students are directed to use the Hamburger Paragraph Organizer to arrange their topic sentence, three supporting details, and a conclusion before writing a final paragraph. Several activities require students to extract and describe how weather or the environment affected characters, which requires gathering evidence from the print text.

Activity 3 asks students to "Read with your child about the states of Kansas and Maine in an encyclopedia or on the Internet," directing them to locate information about weather, geography, and natural resources. Students are instructed to "list 6 facts about each state on the first 'Kansas and Maine' page," which requires taking brief notes from those sources. The follow-up five-senses poem page asks students to describe each state using the prompts (It looks like; It sounds like; It tastes like; It smells like; It feels like), which organizes observations into provided categories.

Students are asked to read a picture book (or Sarah, Plain and Tall) and think about story elements, which has them gather information from print sources. On the Review of Story Elements sheet students write sentences answering four questions about character, setting, theme, and plot, recalling information from texts or experiences. The Story Pyramid activity directs students to record brief phrases/words (one word, two words, etc.) for main character, setting, problem, events, and solution, explicitly sorting story evidence into labeled categories.

Students read Chapters of Sarah, Plain and Tall and answer specific comprehension questions that require recalling details from the text (e.g., who tells the story, where the family lives, what happened to the mother). Students examine examples of classified and help-wanted ads in a newspaper and create an advertisement for the family, making a list of descriptive words for the desired helper. Students make vocabulary note cards, look up definitions in a dictionary, and write the definitions on the back of each card.

Students hear and read Chapter 2 and are asked to summarize the chapter verbally and answer comprehension questions (e.g., what Sarah tells Caleb and Anna about Maine), which requires recalling information from a print source. Students are prompted to brainstorm a list of words and phrases that describe their environment and to use the Hamburger Paragraph Organizer to place a topic sentence and three supporting details, providing a provided-category structure for organizing ideas. Students may write answers in a journal and are asked to include details in a descriptive paragraph, which involves gathering and recording information.

Students read Chapter 3 and answer specific comprehension questions (e.g., what Papa does, what Sarah brought), which requires recalling information from print. Students are instructed to "look for examples in the book" about geography, plants, animals, and transportation and then record three differences and two similarities on a Venn diagram, which has them gather evidence and sort it into provided categories. The journal entry activity asks students to write from Anna's point of view, reinforcing retrieval and summarizing of events from the text.

Students are asked to record the names of wildflowers mentioned in the book and to find pictures and information about five flowers using an encyclopedia, field guide, or the Internet (gather information from print and digital sources). Students create a Wildflower Field Guide page for each flower where they write the name, where it grows, and one other interesting fact (taking brief notes). The provided Student Activity Pages present explicit categories labeled "Name," "Where it grows," and "Interesting fact," which students use to place their information (sorting evidence into provided categories).

Students are asked to read Chapter 5 and then answer specific comprehension questions in their journal or discuss them, which requires recalling and gathering information from a print source. Activity 3 asks students to take an outside excursion and then illustrate and/or write about how the environment provides entertainment, which has students recall experience-based details and record them in their journal. The listed skills include retelling written messages by clarifying or summarizing, which supports gathering and recalling information from text.

Students are asked to read Chapter 6 and answer guided questions in a journal, which requires recalling information from the print source. In Activity 1 students write Anna's journal entry to reflect on conversations and activities, demonstrating recall from the story. In Activity 2 students are instructed to list three things from the book they believe are facts and three things that are not factual in their journal, which asks them to take brief notes and sort evidence into the provided categories of 'facts' and 'not factual.' Activity 3 asks students to describe their winter experience and compare it to the book, prompting them to gather information from experience and from the text.

Students are asked to recall details from the story (examples from the book about how characters feel) and to use personal experience prompts about wanting something, which provides opportunities to gather information from experience and print. Students are instructed to record three reasons Sarah should stay and to support each reason, and they complete a graphic organizer with labeled categories (Reason 1/Support, Reason 2/Support, Reason 3/Support). The self-editing checklist asks students to confirm they have three reasons and that each reason is supported, prompting them to take brief notes and sort evidence into the provided categories.

Students read Chapter 7 aloud and answer directed comprehension questions (e.g., why Maggie and Matthew visit, what chores family members do), showing recall of information from a print source. Activity 2 asks students to draw the story setting using details from the text, prompting them to gather and use textual details. Activity 3 asks students to write journal entries and make a list of five things they would miss, which asks them to recall personal experiences and record that information.

Students are asked to read Chapter 8 and answer comprehension questions that require recalling details from the text. In the Character Line-Up activity students write the names of the four main characters in labeled boxes and write words or phrases beneath each, which records brief notes about each character. The journal entry task directs students to write about specific events (Sarah's request and the storm), which requires gathering and summarizing information from the print source.

Students read Chapter 9 and answer specific comprehension questions that require recalling facts and details from the text. Students write a journal entry about Anna's feelings and are instructed to reread prior entries to recall events. Students complete a provided Story Plot Diagram that sorts events into problem, rising action, climax, falling action, and resolution, and complete a Theme graphic organizer that asks them to record examples (characters' actions, words, thoughts, and events) that support the central theme.

Students are asked to locate sources to read about activities and foods pioneers enjoyed, which requires gathering information from print or digital sources. Students are directed to "Find a recipe" and to write the ingredients and directions, showing that they record information from sources. Students complete templates labeled Activity 1, Activity 2, Materials, and Directions, and they fill invitation and decoration prompts, which organize gathered information into specific fields.

Students recall information from experience by completing blindfold and earmuff activities and discussing challenges and strategies. Students gather information from a print source by reading Chapter 1 and answering chapter questions, with options to record answers in a journal. Students take brief notes by recording chapter answers in their journal and by identifying and recording two or three important events (and dates) on a timeline. Students sort evidence into provided categories by circling nonfiction versus fiction books and coloring covers that are biographies or autobiographies.

Students read Chapter 2 and answer specific comprehension questions, which requires recalling information from the text. Students are asked to record initial predictions and then check whether the chapter addresses those ideas, showing they take brief notes and compare them to the source. Activity 1 has students fill in one or two important events from the chapter on a timeline, and Activity 3 requires students to record page number, definition, syllables, synonyms/antonyms, and the sentence from the book for each vocabulary word, which are explicit note-taking and organization tasks.

Students read Chapter 3 and answer four targeted comprehension questions that require recalling specific facts from the print text (e.g., dangerous events, how Helen got information, skills she learned, and where her parents took her). Students are asked to add an event from the chapter to a timeline, which requires selecting information from the text and placing it into a chronological organizer. Students are given a Hamburger Paragraph Organizer and prompted to brainstorm words/phrases and write paragraphs or a song, which asks them to collect and organize textual details for a written product.

Students read Chapter 4 and answer specific comprehension questions, demonstrating recall of information from a print source. Students read a separate biography and write ten facts on the "A Bell Riddle" worksheet, which requires gathering information from print and recording brief notes. Students complete "Famous Inventors and Inventions" pages by writing sentences under prompts (describe the invention, how it helped, what changed), which organizes evidence into provided categories, and are encouraged to research using the library or online.

Students read Chapter 5 and answer specific recall questions about Helen's feelings, actions, and events, demonstrating retrieval of information from a print source. Students are asked to add one or two events from the chapter to a timeline, which has them gather and record key events from the text. Students complete a Before-and-After activity that requires them to draw, list three adjectives for each category, and write sentences, thereby sorting descriptive evidence into the provided "before" and "after" categories. Students also reread pages about Braille and are given a Wikipedia link, showing opportunities to gather information from print and a digital source.

Students read Chapter 6 aloud and answer specific comprehension questions that require recalling facts from the text (e.g., what Helen enjoyed at Cape Cod; what happened at Perkins School). Activity 1 asks students to add one or two events from the chapter to a provided timeline, which requires gathering information from the print text and placing events into chronological categories. Activity 3 has students list important events from their own lives, record ideas on paper before placing them on a personal timeline, and discuss how events changed them, which practices recall from experience and transferring those notes to a provided category (timeline).

Students read Chapters 7 and 8 and answer specific comprehension questions that require recalling main ideas, facts, and details from the text. In Activity 1, students add one event from each chapter to a timeline, which requires locating and extracting events from the reading. In Activity 2, students use a map to label places and cut-and-paste events next to the correct location, which has students gather information from the chapters and sort events by place.

Students read Chapters 9 and 10 and answer specific comprehension questions about Helen Keller, demonstrating recall of information from a print source. Students add events to a timeline of Helen Keller's life, gathering and organizing chronological information from the text. Students also read and underline parts of Helen's quotes on the "Helen's Voice" page, identifying notable language in primary-source excerpts.

Students are instructed to use the book they finished reading, an encyclopedia, or the Internet to find information about Helen Keller. Students record ideas on the provided "Scrapbook Ideas" sheets and on the interview worksheets, filling labeled sections such as Birth Certificate, Doctor's Report, Journal Entry About School, Dear Family, and Proudest Moment. The scrapbook pages and interview questions are organized into specific categories (e.g., childhood, family, Annie, environment, achievements) that students must complete. Rubrics accompany both projects, reinforcing that students should place information in those specific categories and produce organized notes or answers.

Students are asked to gather information from print and digital sources in Activity 2 by reading about the Bahamas online or in reference materials and then summarizing that information into a short report using the provided outline. In Activity 4 students locate information about the Taino people and are instructed to record facts they learn in a journal. In Activity 5 students examine pictured artifacts, write the materials used and a sentence describing each artifact's use, thereby placing information into the provided categories labeled "Materials" and "Use."

Students read Chapters 1–2 and answer targeted comprehension questions, recalling who narrates and what events occur. In Activity 1 students take brief journal notes: three thoughts/phrases used by the narrator and two important events from each chapter. In Activity 4 students sort evidence from four narrators into a provided four-part Venn diagram to record similarities and unique details. In Activity 5 students recall an experience (a trip) and write separate accounts to compare and discuss differing perspectives.

Students read Chapter 3 and are asked to answer questions aloud and record answers in their journal, including specific answers to six comprehension questions. In Activity 1 students record three feelings/words/thoughts and two events about Morning Girl, and in Activity 3 students record three phrases Morning Girl uses to describe Star Boy and write three phrases about what each family member brings. These tasks require students to recall information from the text and take brief written notes.

Students are asked to read Chapters 4 and 5 of Morning Girl and answer specific comprehension questions aloud or record answers in their journals, which shows gathering information from a print source. In Activity 1 students record three feelings, three phrases, and two events from each chapter using character voices, which requires recalling information and taking brief notes. In Activity 4 students record each family member's name and write a sentence beneath each name about how to comfort them, which has students sort evidence under provided category headings (each family member).

Students are asked to respond to the prompt "You wake up and walk outside your house on the island on which you live. What do you see, hear, think and do?" and to record their ideas on the "Ideas and Rough Draft" organizer. The organizer requires students to write brief notes in provided categories labeled Opening Idea, See, Hear, Think, Do, and Concluding Idea for Morning Girl and Star Boy. Directions tell students to write their ideas for what to include in the paragraphs and then use those notes to develop drafts.

Students read Chapters 6 and 7 and answer directed comprehension questions in writing or discussion, recalling events (e.g., what happens to Star Boy) from the printed book. In Activity 1, students record Morning Girl's and Star Boy's feelings, thoughts, words, and events for each chapter, which requires taking notes organized by character. In Activity 2, students are asked to "record words or phrases" describing the setting before and after the storm and to list two positive and two negative effects, which asks students to collect brief evidence and sort it into the provided categories (before/after; positive/negative).

Students read Chapters 8 and 9 and answer specific comprehension questions in their journal, requiring them to recall facts and details from the text (Questions #1–#9). Students are instructed to record Star Boy's feelings, actions, and words in a journal (Activity 1) and to write journal entries from Morning Girl's and an explorer's points of view (Activity 3). Students use the provided "Morning Girl/Visitor Organizer" with labeled sections (Description, Thoughts and feelings, Other ideas) to outline thoughts, which directs them to sort information into provided categories.

Students are asked to read the "European Explorers and Native Americans" activity page and the book Encounter to find examples that illustrate effects of European contact. They are instructed to fold a paper into three labeled flaps (Positive Changes, Negative Changes, Mixed) and then "write or draw pictures of those examples under each corresponding flap." The introduction and discussion questions prompt students to recall how the environment, people, and community changed in Morning Girl and to answer text-based comprehension questions.

Students are asked to record prior knowledge, questions, and new information on the "Historical Time Periods" pages labeled "What I already know," "What I want to learn," and "What I have learned," and to add information each day as they read. Students locate Egypt and England on a world map and find details in the two unit books, then list three examples of proper nouns in a journal, showing gathering information from print sources. The "Proper Noun Scavenger Hunt" directs students to find five proper nouns that name people, five that name places, and five that name things in at least three different types of places and record them in a three-column table, which sorts evidence into provided categories.

Students read pp. 4–15 of Hot on the Trail in Ancient Egypt and answer specific questions that require recalling main ideas, facts, and details from the text. Students are asked to list three factual details and three fictional details in a journal and to record new information on the "Historical Time Periods: Ancient Egypt" sheet. The "Life in Egypt" student activity page asks students to list or describe how needs (shelter, food, drink, clothing) are met and to record the natural resources used, using provided columns for Egypt and My Community.

Students read pp. 16-27 and answer specific comprehension questions, which requires recalling information from a print source. In Activity 3 students look up vocabulary in a dictionary and write definitions on note cards, demonstrating brief note-taking from a print source. In Activity 2 students complete a provided Venn diagram comparing a king and a president and add information to a "Historical Time Periods" page, which requires sorting gathered evidence into provided categories.

Students read Hot on the Trail in Ancient Egypt and answer specific comprehension questions that require recalling facts and details from the text (e.g., what a mummy is, what happened in the mortuary temple, how the Binkertons escape). Students add information to a 'Historical Time Periods: Ancient Egypt' page, which requires gathering and recording information from the book. Students complete a Plot Pyramid activity that directs them to record five events leading to the climax, three events after the climax, and to label the problem and solution, sorting story evidence into the provided categories labeled Problem, Climax, and Solution.

Students are asked to refer to the book Hot on the Trail in Ancient Egypt and the "What I have learned" page to gather information about ancient Egyptian life. Students brainstorm on the "A Day in Ancient Egypt" planning page and record a daily schedule with time slots, listing events (meals, work, entertainment) and brief descriptions. Students use the Hamburger Paragraph Organizer to plan and write a paragraph comparing ancient Egyptian life to their own, drawing on gathered information.

Students read specified print pages (Adventures in the Middle Ages; Hot on the Trail in Ancient Egypt) and are asked to record new information on the "Historical Time Periods: Middle Ages" page. In Activity 4 students use the "Being Poor" page to list at least three differences (two columns) and similarities, which requires gathering evidence and sorting it into provided categories. Activity 2 has students mark nouns as concrete or abstract (C/A) and write two sentences using those nouns, and Activity 5 has students order social classes or create diagrams, both activities requiring sorting and organizing information from the readings.

Students are asked to read pages 16–31 in Adventures in the Middle Ages and answer comprehension questions, which requires recalling information from a print source. Activity 1 directs students to record any new information on a "Historical Time Periods: Middle Ages" page, which asks them to take brief notes. Activity 2 provides a two-column "Castle Activities" chart (and an advanced option) that asks students to list similarities and decide where activities occur, which requires sorting evidence into provided categories.

Students are asked to draw and/or record the names of artifacts from two books and to label each artifact as AE (Ancient Egypt) or MA (Middle Ages) on the provided Artifacts page, which requires placing items into categories such as Transportation, Music, Tools/Weapons, Clothing, Religion, and Other. Activity 7 directs students to locate information about a chosen time period using the Internet or other research sources and to record ideas in a journal. Activity 1 and Activity 3 require students to record new information about the Middle Ages and to note adjectives and textual evidence about characters, demonstrating recall and gathering information from the print texts.

Students are asked to gather information from print and online sources when the text says she "will probably need to read more about the element she selects in books or online." The Getting Started organizer asks students to record the time period, list three "Interesting Things," and write "Details," which gives spaces for brief notes about cultural elements (homes, clothing, religion, food, education, entertainment, jobs). The Rough Draft: Fact and Fantasy prompts students to write a factual paragraph that includes specific details and examples drawn from their information-gathering.

Students choose three cultural elements and write descriptions for each element in three provided categories (Ancient Egypt, Middle Ages, Today) on the "In My Book" and "Through the Ages" organizers. Students write sentences on the "Book of Change" pages and sketch or paste illustrations, which organizes information by the time-period categories. The materials explicitly allow students to print pictures from the Internet to include in the book, indicating use of digital sources for content.

Students are asked to name American heroes and record their list in a journal (Activity 3), which has them recall information from experience and then crosscheck that list with the table of contents of a printed book. Students list eight adjectives that describe a hero and write the names of people who exhibit those adjectives on a two-column worksheet (Activity 1), and they write sentences about a chosen hero and how that hero changed the world (Activity 2). The activities require students to write lists and sentences based on what they know or read, and to consult a specific print source (60 American Heroes Every Kid Should Meet).

Students read print biographies of Franklin, Jefferson, and Washington and answer specific comprehension questions in discussion or in a journal, which requires recalling information from the text. Students complete Hero Cards by recording each hero's name, years lived, three adjectives, and a sentence about how the hero changed the world, which are brief notes organized into provided fields. Students add names and birth/death years to a Heroes Timeline page, placing information by date, and are encouraged to gather images and resources from the Internet for a Fourth of July collage and virtual field trip.

Students read printed chapters on Abraham Lincoln and Harriet Tubman and answer specific comprehension questions, requiring them to recall facts and details from those texts. Students are directed to use a provided web link (Map of Free and Slave States, 1860) to identify free and slave states, showing gathering information from a digital source. Students record brief facts on hero cards and place names/dates on a timeline, and they complete the "Planning My Journey" page by listing signs under the explicit categories "Signs in Nature," "Signs of Safety," and "Other Signs." Students also write a free-verse poem about their own childhood, recalling personal experiences.

Students read the chapters on Eleanor and Franklin Roosevelt and answer specific comprehension questions that require recalling information from print (e.g., questions about how Eleanor changed, challenges FDR faced). The Skills section explicitly identifies reading expository materials for answers to specific questions, supporting gathering information from print sources. Activity 1 directs students to fill out hero cards and record the heroes' names and dates of birth on a timeline, which has students record brief factual information from the readings.

Students read the printed chapters on Walt Disney and Jesse Owens and answer specific comprehension questions that require recalling facts and explanations from the texts. Students complete Hero Cards and record heroes' names and birth dates on a timeline, which requires them to write brief factual information taken from the readings. Students complete the "Adjectives Describe Nouns" activity by listing nouns related to the heroes under the provided categories (Person, Place, Thing), thereby sorting information into given categories.

Students read short chapters on Mary McLeod Bethune, Frederick Douglass, and George Washington Carver and answer specific comprehension questions that require them to recall information from the printed text. The Scientific Discovery activity asks students to "Read about the product in a book or on the Internet. What did you learn?" and provides three labeled detail lines for students to record information. Activity 1 directs students to create hero cards and record each hero's birthdate on a timeline, which places facts into a provided chronological category.

Students read print chapters on Susan B. Anthony and Sandra Day O'Connor and answer specific comprehension questions that require recalling facts (e.g., why Anthony was arrested; what O'Connor was the first to do). Students create hero cards and record dates of birth on a timeline, which requires extracting and recording factual information from the readings. Students write an acrostic poem using the hero's name to describe accomplishments, which requires gathering and organizing biographical details from the texts.

Students read print chapters on Einstein, Edison, and the Wright brothers and answer specific factual and inferential questions, demonstrating recall from print sources. Students create hero cards and record each inventor's name and birth date on a timeline, which requires them to record brief facts from the readings. The Perseverance activity asks students to list three motivating factors and support each with details, prompting students to back up observations with supporting evidence.

Activity 3 asks students to look for information about a chosen hero on the Internet or in library books and to reread the book pages, which has them gather information from print and digital sources. In Activity 2 students record each hero's name, dates, and an important national event on a three-ring Venn diagram, taking brief, targeted notes about each person. In Activity 1 students arrange hero cards chronologically, number pages, and create a table of contents, which organizes and sorts facts into provided categories (pages/sections).

Students use the Pre-Writing Organizer to record birth information, three major life events, and prompts for a second paragraph about actions and hopes, which requires recalling and writing information from their own experiences. Students select three photographs (two past photos and one drawing of the future) to support their story and transfer organizer entries into two structured paragraphs. The Editing Rubric and the organizer provide explicit categories (Paragraph I vs. Paragraph II; Organization/Content/Grammar) for students to place and check their information.

Students are asked to gather factual information about deer mice and great horned owls using library books and the provided websites (National Audubon Society and BioKIDS). They complete student activity pages that prompt them to record habitat, food source, predators, shelter, size, and other important information. Students also organize human-characteristic ideas for "mouse" and "owl" on opposite sides of a journal page and then circle, cross out, or add characteristics as they read.

Students read Chapters 1 and 2 of Poppy and answer comprehension questions that require recall of main ideas, facts, and details (for example Q1–Q6 and Q8). Students are asked to write a paragraph describing three ways they are similar to a character and to support that opinion with evidence from the story and from their own experiences. Students locate story places on a previously created setting map and refer back to the text when combining sentences and discussing character actions.

Students answer guided comprehension questions and are asked to write a short summary of Chapters 3 and 4, which has them recall main ideas, facts, and details from print. In the Owl Pellet activity, students examine an owl pellet, separate bones, use a bone chart to identify prey, and draw food chains based on their discoveries, which has them gather information from an investigation and from reference materials. The Setting Map and the instruction to chart paths from Gray House to New House ask students to locate and record information from the text (page 28).

Students are prompted to recall prior events when asked to explain what happened to Poppy in yesterday's reading and to think of three or four discussion questions as they read Chapters 5 and 6, showing recall and gathering information from print. Students answer text-based comprehension questions (e.g., what Poppy saw at the bottom of Mr. Ocax's tree and reasons characters gave), which requires extracting information from the book. Students chart and label Poppy and Lungwort's journey on a Setting Map and reread Lungwort's speech before writing and presenting their own, which involves using book details as support.

Students are instructed to read Chapters 7 and 8 and answer questions, which requires gathering information from a print source. In Activity 2 students use a cause-and-effect graphic organizer: they read causes drawn from the story and write the corresponding effects in the provided category spaces. Activity 1 and the Wrapping Up prompt students to write journal entries comparing events to real life and to record ideas about how Poppy can overcome Mr. Ocax, which requires recalling information and writing brief responses.

Students read Chapters 9 and 10 and are asked to describe a decision Poppy made in their journal, requiring recall and recording of information from the print source. Students chart Poppy's journey on a Setting Map and are asked to reread the author's description and point out words and phrases that make the forest seem good or bad, which involves gathering textual evidence. Students identify which characters represent 'good' and 'evil' and create separate illustrations for each, which organizes ideas into two categories.

Students are asked to select three important quotes from Chapters 11 and 12 and copy them into a journal, then record why each quote is important (Activity 1). Students are directed to look at pictures and read about porcupines in books or online and discuss what porcupines eat and which animals eat porcupines (Activity 3). Students complete a provided graphic organizer, "Ereth's Circle Map," by writing words or phrases that describe Ereth in the surrounding circle (Activity 4).

The lesson asks the student to explain what was happening in the story yesterday and what she remembers about Ereth, which asks students to recall information from experience. It asks the student to write a summary of Chapters 13 and 14 in her journal and to answer text-based questions, which requires gathering information from the print text. Activity 1 directs the student to trace Poppy's journey on a provided "Setting Map," and Activity 3 asks the student to copy the dialogue quotes from pages 112–113 with the character name and quote, which has the student extract and record text evidence.

Students are asked to read Chapters 15–16 and answer comprehension questions, which requires recalling information from the print source. Activity 1 (Journal Entry) directs students to record important information using a provided template (In Chapters 15–16, Poppy wanted...But...So...; Mr. Ocax wanted...But...So...), which asks them to take brief notes and organize details. Activity 3 explicitly asks students to record two examples from the text that show Mr. Ocax losing power and two pieces of evidence that Poppy is gaining power, which requires gathering evidence from the text and sorting it into the two provided categories.

Students are asked to recall events from the book when they answer guided questions for Chapters 17 and 18 (e.g., why Poppy felt power, how she escaped Mr. Ocax). The Wrapping Up prompt asks students to describe how Poppy defeated Mr. Ocax, which requires gathering information from the printed text. Activity 2 asks students to write a personal journal entry about a time they showed bravery, requiring students to recall information from their own experiences.

Students are asked to explain specific events from the story (the cycle of power, how Poppy broke it, and how life will be different), which prompts them to recall information from prior reading. Students are given a Paragraph Organizer page where they record an introductory sentence, supporting ideas, and a concluding sentence for each of three paragraph topics, which functions as taking brief notes. Students then transfer ideas from the organizer into a first draft and are prompted by a rubric to provide supporting evidence for each idea, reinforcing sorting and use of those notes into the three provided categories.

Students are asked to trace Poppy's journey on a setting map using page 156, which requires gathering information from the print text. The lesson directs students to read examples of epitaphs online and then write their own, which involves gathering from digital sources. The "Story Tree" activity asks students to record theme, setting, protagonist, antagonist, and other literary elements on labeled leaves and branches, which requires taking brief notes and sorting evidence into provided categories.

Students are asked to "Recall the main idea, facts, and details from a text" and to create a Plot Diagram that identifies the problem, rising action, climax, falling action, and resolution. The Poppy Think-Tac-Toe requires students to complete the center Plot Diagram sheet and offers sample plot points from the text, which students can record in the provided categories. Students must also write a paragraph describing a character and explain story elements and plot supporting a theme, requiring them to gather and use textual details.

Students are asked to recall personal experience by writing in a journal about a special pet (Activity 1) and to answer reading-comprehension questions in complete sentences, which requires recalling information from the text. Activity 5 directs students to write a major event from each chapter on a Plot Flow Chart and to record character descriptions in labeled character sections, which requires taking brief notes and placing evidence into provided chapter- and character-based categories. Activity 4 has students record vocabulary words with page numbers and base words on note cards and highlight words in the text, which is explicit note-taking and gathering information from the print source. Activity 6 asks students to fold paper into four season-labeled boxes and draw the farm for each season as they read, sorting observations into the provided seasonal categories.

The lesson explicitly asks the child to "locate information about spiders in books or online" and to "fill out the 'Spider Research' page," showing students gather information from print and digital sources. The Student Activity Page provides labeled sections (e.g., "How do spiders reproduce?", "What is the life cycle?", "Why and where do spiders spin webs?"), which students complete with information from their sources. The poem options instruct students to use information from their research or the story, reinforcing use of gathered evidence.

Students are asked to read specified chapters and then record what they hear, see, smell, and feel on the 'The Barn' page, which has labeled categories for senses. The 'Pig Products' activity tells students they may need to do research to list six products that come from pigs and to write or draw those products in the provided diagram. The Plot Flow Chart and Character Descriptions activities require students to recall major events and details from the chapters and place those events or character traits into organized spaces.

Students read Chapters 10–12 of Charlotte's Web and are asked to locate three adverbs in the text and read the sentences aloud, which requires gathering information from a print source. Students complete a provided Plot Flow Chart by highlighting a major event from each chapter and fill in a Character Descriptions page by writing a word or phrase about how each character acted or felt, which requires taking brief notes and placing details into the provided chart/category pages. Journal and Friendship Scenarios tasks ask students to select scenarios and write responses, further collecting and recording textual or experience-based information.

Students are asked to research the life cycle of spiders online or in an encyclopedia and then illustrate or describe each stage on a provided life-cycle wheel. Students match vocabulary word cards to definition cards, find the words in context on specified pages, and write the sentence from the book on the back of the note cards. Students fill in a Plot Flow Chart and use the labeled sections of the spider life-cycle wheel or character description pages to organize and place information into provided categories.

Students are asked to fill in a Plot Flow Chart page by highlighting a major event from each chapter and to complete Character Descriptions with words or phrases, which requires recalling information from the text and placing it into provided categories. The Reading and Questions section directs students to read Chapters 16–18 and answer or journal responses to specific comprehension questions, requiring recall and brief written notes. Activity 5 asks students to make a list of things people do at a fair based on experience and the book and suggests reading about county fairs online, which prompts gathering information from print and digital sources and recording it as a list.

Students check off life cycle stages for characters on the provided "Life Cycles Chart," directly sorting evidence into the categories birth, growth, adulthood, reproduction, and death. Students write short descriptions for characters in the "Characters Change" chart and answer guided questions about Chapters 19-22, which requires recalling information from the text. Students complete the "Spiders Around the World" organizer by writing one or two sentences per prompt and are directed to read about places online, showing gathering information from print/digital sources and taking brief notes.

Students are asked to look back at their Plot Flow Chart, Character Descriptions, Characters Change page, and Character Timelines, indicating they recall and gather information from the book as a print source. The Book Advertisement Idea worksheet and Book Review Rough Draft provide specific boxes and paragraph outlines for students to record short descriptions, words, and phrases, which serves as brief note-taking. Rubrics and checklists for both the book review and advertisement require students to place information under categories (setting, events, problem, characters, theme of cycles), directing them to sort evidence into provided categories.

Activity 1 instructs students to locate Paris on a map, look at pictures online or in books, and record what they learn on a "Setting: Paris, France" page that is divided into categories (Location, Weather, People, Historic Sites, Food, Other). Activity 2 provides an "Economic Cycles" diagram with labeled sections where students are told to "List examples in each part of the cycle describing how it applies to you and your community," giving lined spaces for brief notes. Both activity pages require students to gather information from print and digital sources and place brief notes into provided, labeled categories.

Students are instructed to fill in the "Meeting Characters" organizer after each chapter, recording information about characters under the provided categories (Thoughts and Feelings, Words, Physical Characteristics). The Skills section explicitly lists "Recall the main idea, facts, and details from a text," and Activity 1 directs students to select important information from the chapter and record it. Activity 2 directs students to use online dictionaries and a thesaurus (Merriam-Webster Learner's Dictionary, Thesaurus.com) to look up vocabulary and record definitions and related information in a bubble-map organizer.

Students are asked to read Chapter 2 and answer eight comprehension questions that require recalling facts and details (e.g., why Armand was upset, why the children lived under the bridge). The Skills section explicitly lists "Recall the main idea, facts, and details from a text," and students are reminded to answer verbal and written questions in complete sentences. Students are directed to "fill in new information he learned about the characters on the 'Meeting Characters' page," which asks them to record information from the text.

Students read Chapter 3 and answer specific comprehension questions (Questions #1-#5) that require recalling facts and details from the text. Students use a provided digital source (the "Christmas in France" web link) and answer questions about foods, date, and traditions from that source. Students complete a Venn diagram comparing Christmas in France and Christmas in America, placing similarities and differences into the provided categories. The skills list explicitly includes recalling main idea, facts, and details from a text.

Students are asked to reread page 27 and list the goods mentioned in their journal, identifying which are needs and which are wants. Students complete the "Working for Money" page by listing the Calcet children's wants and needs, what they did to make money, and how they spent it, then fill in the same cycle for their own family in provided boxes. Students copy sentences from the book that contain quotations into their journal and answer discussion and journal questions about facts and details from the chapter.

Students recall main ideas, facts, and details by answering the Chapter 5 comprehension questions (QUESTION #1–#7) and by completing the "Meeting Characters" sheet. Students gather information from print and digital sources when they read the chapter and when they are asked to "look at pictures of Paris online" and review Paris fashions. Students take brief notes and sort evidence by writing words and phrases into the double-bubble map on the "Gypsies" activity, placing descriptors in the Calcet-only, Gypsy-only, and shared bubbles.

Students read Chapter 6 aloud and answer specific comprehension questions and journal prompts that require them to recall information from the text. Students are directed to fill out a "Meeting Characters" sheet with any new information learned about characters, which requires them to record details from the print source. In Activity 2 (Pack a Bag) students select items for characters and explain reasons, using text-based information about wants and needs to support their choices.

Students read Chapter 7 and answer specific comprehension questions in writing or discussion, which requires recalling information from the text. Students add information about characters to a provided "Meeting Characters" chart, recording details from the chapter into a structured category. Students use the chart to complete the Gifts activity (drawing gifts for each character) and write journal responses about religious services or personal experiences, linking recall of experiences with written notes.

Students are asked to look back through Chapters 1–5 and record observations on the Culture Commentary activity page, which includes labeled sections for time period/city, people, French words/phrases, and traditions. Option 1 even gives page numbers to locate information, and Option 2 asks students to locate the information themselves, supporting gathering from print sources. The Meeting Characters chart invites students to add new information about characters, and the Culture Commentary page provides lined spaces where students can write notes under each provided category.

Students read Chapter 9 and answer chapter questions in their journal, recalling and recording information from the print source. Students fill in a "Meeting Characters" chart with new facts about Armand, which requires them to note details from the text. Students create a flip book with labeled flaps (Best Part, Funniest Part, Saddest Part, Most Exciting Part) and write a descriptive phrase or sentence under each flap, thereby sorting events/evidence into provided categories. Students also write a journal entry about a personal time they gave up something to help someone, which asks them to recall information from experience.

Students are asked to reread specific pages of The Family Under the Bridge and to select a scene to turn into a Reader's Theater script, which requires recalling events and dialogue from the print source. Students are also directed to find examples of Reader's Theater scripts on the Internet, which requires gathering information from digital sources. The script writing page includes labeled boxes for "Characters" and "Props," which students can use to record details from the sources, and the Final Project Rubric lists specific criteria (punctuation and script elements) that students must check yes/no against their work.

Students are asked to locate Venezuela on a world map and to read about Venezuela online and look at pictures of tropical and temperate rain forests, which requires gathering information from digital sources. Students are instructed to read expository materials for answers to specific questions (Skills list) and to tell what they learned, which requires recalling information from experiences or sources. In Activity 2 students fold a sheet into four boxes and illustrate and describe relationships (plant–animal, animal–animal, human–plant/animal), which has students sort examples into provided categories.

Students classify animals from each chapter on the Rain Forest Animals Chart, placing animal names into explicit category columns (Reptiles, Amphibians, Insects, Birds, Mammals, Fish) and describing relationships in the final column. Directions tell students to look up information online if unsure of an animal's classification, and Activity 2 asks students to locate vocabulary in the text, look up definitions, and record those definitions. Activity 3 asks students to recall their own daily experiences and record events from the book on the Daily Activities chart, connecting personal recall with printed chapter information.

Students are asked to recall main ideas, facts, and details (Skills list) and answer comprehension questions about Chapter 2. In Activity 1 students add animals from the chapter to a provided "Rain Forest Animals Chart" and record major events on a "Daily Activities" sheet, which requires gathering information from the text and recording it. In Activity 2 students may look up animals in a book or online and then place those animals in their proper location relative to Tepui's tree, which has them gather print/digital information and sort evidence into the tree-layer categories. In Activity 3 (Option 2) students locate nouns in the text and record the author's adjectives in a table, taking brief notes in the provided columns.

Students read Chapter 3 and answer selected journal questions, recalling main ideas, facts, and details from the text. Students add new animals and relationships to a Rain Forest Animals Chart and record major events on a Daily Activities sheet, which requires taking brief written notes. Students match scientist names to types of animals on the Animal Scientists activity, writing an example animal in each provided category and using the book for reference.

Students read Chapters 4 and 5 and answer specific comprehension questions that require recalling facts and details from the text (e.g., questions about the butterfly, plant competition, sloth and moth). Students record information on a Rain Forest Animals Chart and a Daily Activities sheet, and they write brief three-line descriptions on the Relationships activity page for five provided pairs of organisms. On the Plot Timelines activity students cut out event descriptions and paste them into rows and time slots labeled for particular living things, directly sorting events/evidence into provided categories.

Students are asked to record predictions and ideas, and to add animals and relationships from Chapter 6 to a provided "Rain Forest Animals Chart" and to record major events on a "Daily Activities" sheet, which requires taking notes and categorizing information. Students are instructed to look up vocabulary in the book for context clues and use a dictionary if needed, which asks them to gather information from print sources. Students are prompted to reread page 40 and illustrate or describe three examples of the Law of the Jungle from the story or from animals they know, which asks them to recall information from experiences or from the text.

Students read Chapter 7 and answer specific comprehension questions that require recalling facts (e.g., how leaf-cutter ants work, why Dr. Rivero was afraid). Students are asked to add any new animals to a "Rain Forest Animals Chart" and to record major events on a "Daily Activities" page, which has students record and organize information from the text. Activity 3 directs students to read more about leaf-cutter ants in a library book or online and provides a web link, prompting students to gather information from print and digital sources.

Students complete organized paragraph organizers that label and separate information into categories (Paragraph 1: Reasons with Topic and Concluding sentences; Paragraph 2: Relationships with Relationship 1–3 and Detail lines; Paragraph 3: Treasures with Treasure 1–3 and Detail lines). Students are instructed to write ideas and supporting details in the boxes provided and then transfer those ideas into a rough draft and final copy. The editing rubric asks students to check paragraph organization and supporting details, reinforcing that students record and organize brief notes into the provided categories.

Students read Chapters 8–10 and answer comprehension questions, gathering information from the print text. Students add new animals to a provided "Rain Forest Animals Chart" and record major events on a "Daily Activities" sheet, which requires note-taking. Students total animals by classification and create a bar graph from those categories, and they transfer selected events into a provided plot diagram with boxes for Problem, Climax, Falling Action, and Resolution.

The lesson explicitly instructs students to "use multiple sources including print, technology, and experts" and tells them to "look up information about each animal in books or online," which directs students to gather information from print and digital sources. Students are told to "record information about the animals" on Field Guide Organizer and Documentary Organizer pages, and organizers provide labeled categories (name, layer where found, food, predators, interesting facts, relationships with other living things). The rubrics and organizer pages require students to put information into these provided categories when creating a field guide or writing a documentary script.

Activity 5 directs students to "Read about the Middle Ages and use this chart to write what you learn" with explicit categories (Transportation, Clothing, Homes, Government, Education, Entertainment), which asks students to gather information from print or digital sources and record brief notes into provided categories. Activity 4 provides specific web links and asks students to explore those sites about castles, giving digital sources to gather information. Activity 1 and Activity 3 prompt students to "write anything you already know" and to list people in a journal, supporting recall from experience and brief note-taking. Activity 2's Venn diagram and the comic-strip/illustration pages require students to organize and sort facts and comparisons into provided organizers.

Students read Chapters 1–3 and answer targeted chapter questions in a journal or discussion, which requires them to recall facts, details, and main ideas from the print text. Students copy vocabulary sentences from the book, write definitions, and create new sentences using the words, which has them gather information from the text and record brief written responses. Students create a comic-strip graphic organizer by illustrating important events from each chapter and writing a sentence/caption for each panel, which requires selecting and recording key story evidence.

Students read Chapters 4–6 and answer comprehension questions in a journal, which requires recalling main ideas, facts, and details from the text. Students are asked to use online or book examples of crests and a provided list of colors and symbols with meanings to create crests for two characters, selecting symbols/colors that represent character traits. Students complete an idioms page that has them match idiom phrases from the book with their translations and then translate and use each idiom in a new sentence, which practices categorizing phrases with provided meanings.

Students are asked to read Chapters 7–9 aloud and answer comprehension questions in their journal, which asks them to recall facts (e.g., why characters acted a certain way). The Student Activity Page for The Feudal System presents a four-level flowchart (king, lords, knights, peasants) and directs students to study the chart and answer specific questions about what each level gives and receives. The Similes activity asks students to record the two things being compared from book examples and to write three of their own similes, which requires gathering information from text and recording brief responses.

Students read Chapters 10-12 and answer specific comprehension questions in a journal or in discussion, requiring them to recall information from the text. Students are instructed to look up unfamiliar vocabulary words or discuss definitions, which requires gathering information from print or reference sources. Students locate hyperboles in the book and rewrite them without exaggeration, which requires extracting phrases and information from the text.

Students answer specific comprehension questions in their journals after reading Chapters 13–15, recording facts, details, and similes from the text (Questions #1–#6 and #4 ask for recorded answers and identified similes). Students make lists in their journal about what friends do and then circle statements that apply to Jemmy in red and Prince Brat in yellow, explicitly sorting evidence into two provided categories. Students retell events, describe character differences, and fill two labeled duffel bags with items for Jemmy and Prince Brat, then explain and justify their item choices based on the text and their experiences.

Students read Chapters 16–18 and are asked to answer selected comprehension questions in their journal, which requires them to recall information from the print text. Students are directed to read pages 63–65 about a medieval town and discuss sites, gathering information from the print source. Students are told to "organize his thoughts on the page, 'At Home' (Option 1 or 2)" and to use the provided Student Activity Page outline (Topic Sentence, Reason 1, Reason 2, Reason 3, Concluding Sentence) to plan and then write a paragraph in their journal. The outline sections serve as provided categories into which students place supporting details and reasons, functioning as brief notes and sorted evidence.

Students are asked to reread Chapters 1-2 and Chapters 19-20 and to answer comprehension questions in a journal, which requires recalling and gathering information from the print text. Students are directed to use the "Changes" activity page to list four things the prince does in early chapters and four things he does in later chapters, explicitly taking brief notes. The activity page divides responses into two labeled sections (Prince Brat vs. Prince Horace), requiring students to sort evidence into provided categories.

Students are told to reread specific pages (pages 68-70 for Prince Brat and pages 65-66 and 79 for Jemmy) and to locate examples of figurative language in the book, which requires gathering information from a print source. The activity provides structured sentence starters and prompts that ask students to recall how relationships changed and to include specific ideas about character background and difficulties. A rubric and student activity pages present content categories (e.g., background, difficulties, main message) that guide what students should include in their responses.

Students read chapters of the print text and answer specific comprehension questions in their journals (Reading And Questions, Wrapping Up). In Activity 2 (Reactions Chart) students write events, record characters' reactions, and record their own reactions in the provided three-column chart, directly sorting evidence into the categories Event / Characters' Reactions / Personal Reaction. Activity 1 and Activity 4 ask students to recall personal experiences (friendships, feelings about a friend moving) and to write journal entries, a letter, or a paragraph about those experiences.

Students read Chapter 2 and answer selected comprehension questions in their journals, recalling main ideas, facts, and details from the text. Students complete a "Reactions Chart" and write responses on student activity pages, which requires them to record brief notes about the characters' interactions and reactions. In the "Fact or Opinion" activity, students mark statements as F or O and rewrite sentences, explicitly sorting information into the provided categories of fact versus opinion.

The Skills section explicitly lists that students will "Recall the main idea, facts, and details from a text," and the Reading and Questions section directs students to read Chapter 3 and answer specific comprehension and journal questions about facts and motivations in the story. Activity 1 instructs students to "fill in the 'Reactions Chart' for this chapter," which requires students to place information or responses into preexisting categories. The lesson also asks students to respond in a journal and discuss answers, indicating students produce written responses based on the chapter.

Students are asked to read Chapter 4 and answer two or three selected questions in a journal, which requires recalling information from the text and recording responses. Students are prompted to summarize the events that occurred in Chapter 4 and say sentences in different tenses, which asks them to recall and organize chapter information. Students are also asked to fill in a "Reactions Chart" for the chapter, which requires recording reactions or information in a provided chart format.

Students read Chapter 5 and answer specific comprehension questions that ask for facts and details (e.g., why the Garbers were glum, whether Winnie's parents signed the petition). Activity 1 directs students to "fill in the information for Chapter 4 on the 'Reactions Chart,'" requiring them to record recalled information. Activity 2 (Problems in Relationships) asks students to record the problem between pairs of characters on provided chart sections, which has students take brief notes and place evidence into labeled categories.

Students are asked to summarize important events from the previous reading and to answer journal questions after reading Chapter 6, requiring them to recall main ideas, facts, and details from the print text. Students are instructed to support their ideas with evidence from the text when completing Character Circle Maps and to fill in a Reactions Chart for the chapter, which organizes information by category. Students create vocabulary flashcards and write definitions on the back of each card, and Option 2 requires the child to write sentences using the words, demonstrating brief written note-taking and recording of source-based information.

Students read Chapter 7 and answer specific comprehension questions that require them to recall information from the text (e.g., how Big Red felt about the Garbers, what Mr. Berger wrote on Winnie's petition). Students are instructed to fill in a "Reactions Chart" and record how characters responded to events as well as their personal responses, which requires taking brief notes. In the Friendship House activity students list characters by number and write sentences describing each friendship, linking evidence from the book to labeled entries.

Students answer specific comprehension questions about Chapter 8 that require recalling feelings, actions, and details (e.g., questions about Winnie's feelings, Herbie's behavior, and parents' responses). Students complete a "Reactions Chart" and three double-bubble maps where they write similarities (shared evidence) in intersecting bubbles and unique traits in outer bubbles, thereby recording and organizing information. The directions tell students to fill in the bubble maps and record examples and characteristics, which requires taking brief written notes from the text.

Students are told to "use events that occurred in the story in her writing," which requires recalling or gathering information from the text. The "Planning My Letter" pages provide labeled sections (Paragraph 1, Paragraph 2, Paragraph 3) with blanks for a topic sentence, multiple supports, and a concluding sentence so students record brief notes or facts. The student page prompts specific sentences about characters (Glenn, Herbie, Tina) and about the petition, guiding students to place evidence under provided category headings.

Students read Chapter 9 and an excerpt of Martin Luther King Jr.'s "I Have a Dream" speech from print sources and answer specific comprehension questions (some answers written "in his journal"). Students complete an Activity 1 "Reactions Chart" for Chapter 9, which asks them to record reactions to the text. Students discuss and respond orally to targeted questions about the speech and historical circumstances, recalling information from the reading and personal reflection.

Students read the book and answer targeted comprehension questions that require them to recall events, character actions, and the story problem. Students complete a Reactions Chart to record major events and how characters responded, supporting recall from the print source. Students sort story evidence into provided categories during the Book in a Bag activity by selecting items to represent protagonist, antagonist, problem, theme, setting, and a relationship.

Students are asked to write interview questions for story characters and to make up responses from the perspective of each character, which requires recalling events, facts, and character reactions from the text. The introduction directs students to watch interviews on TV or online to discuss types of questions reporters ask, which has students gather information from digital sources about interviewing techniques. The Student Activity Pages provide spaces for students to record questions and responses, which functions as taking notes on their sources (the text and their gathered interview examples).