Students are instructed to read poems aloud, memorize a poem, and recite the poem for their family (Activity 3). The materials tell students to "think about the tone of your voice and the speed at which the poem should be read" and to use punctuation as a guide for pausing rather than line breaks. The Skills list and parent notes ask students to paraphrase to indicate active listening and to describe, paraphrase, and explain the mood/tone of a poem.

Students are asked to memorize and recite a poem and to practice saying it aloud while paying attention to enunciation, tone, volume, and speed (Activity 3). Students read poems aloud (Activity 2) and are encouraged to share similarities and differences between poems with others (Parent Plan), which requires speaking for an audience. The Parent Plan skills explicitly list adapting spoken language (word choice, diction, and usage) and speaking appropriately to audiences for different purposes and occasions.

The Parent Plan explicitly lists adapting spoken language (word choice, diction, and usage) to the audience, purpose, and occasion and instructs students to speak clearly and appropriately to different audiences. Student activities ask students to decide setting, audience, attire, and whether to read or display poems, and to "decide how you want to read each poem" (pace, pitch, feel), which requires adjusting delivery. The rubric evaluates "tone and volume," "words were easy to understand," and "audience was engaged," which relates to adapting speech for context and audience.

The lesson asks students to write a script for a scene (Activity 2) and then gather family members to act it out, which requires students to speak lines aloud to an audience. The lesson also prompts discussion of theater vocabulary (dialogue, stage directions, script) and asks students to recall experiences seeing a play or musical, engaging them in talk about performance contexts.

Students are instructed to write three sentences they will say when presenting special tokens and to practice them so they do not have to read them aloud. The Skills section expects students to use oral language to present information clearly and to make presentations with an awareness of purpose and audience. Students are asked to prepare for and present during a hosted tea, including thinking about how they want to present tokens to each guest.

Students are asked to select a legend to retell aloud, practice telling the story, and record and play back their retelling (Activity 5). They are instructed to use inflections, exciting language, transition words, and to make the story engaging for an audience. The activity also directs students to practice and present the story to family or a group, and to evaluate whether their tone, sequence, and language choices made sense.

The Parent Plan prompts students to give detailed oral descriptions of their main character and setting. Students are asked to share their plot diagram and participate in a conference to review and revise their writing, which involves speaking and receiving oral feedback. The Wrap-Up asks students to share their final copy with family by reading it aloud or allowing others to read it.

Students practice with dialect in Activity 3 by translating Timothy's quoted dialect phrases into standard English on the "Timothy's Voice" page. The parent notes direct students to read Timothy's dialogue aloud to hear enunciation and the activity includes an answer key showing standard-English translations. The lesson also defines dialect in the "Things to Know" section, giving students language to compare varieties.

Students are prompted to speak and discuss ideas: parents are instructed to ask the child to predict incoming weather and to discuss family preparedness and differences between hurricanes and tornadoes. The materials encourage oral performance when they suggest that children read Phillip's journal entries aloud and discuss Phillip and Timothy's feelings. Special Notes and parent prompts ask families to 'discuss' topics and to talk about how challenging fishing would be if blind.

Students are asked to answer the questions they developed orally (Parent Plan: "Read aloud the questions your child developed and ask her to answer them orally"). The Wrapping Up section prompts students to speak about their enjoyment, recommendation, and predictions for the novel. The Remembering Timothy activity asks students to share the three items they selected, which can involve oral explanation to a partner or parent.

Students are instructed to write and deliver a eulogy and explicitly told to "speak formally (using good grammar and avoiding slang)." The rubric and skills list require rehearsal, clarity, emphasis on important words and use of volume, pitch, phrasing, pace, modulation, and gestures for oral presentations. Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked to read part aloud to hear how formal public speech sounds.

The materials ask caregivers to "discuss why the immigrants..." and include a "Questions to Discuss" section, which prompts oral discussion about Dina's views and immigrant experiences. The Parent Plan also instructs: "Let your child explain her picture map for each definition when she finishes creating them," requiring students to orally explain their work. Several activities direct students to answer questions verbally in discussion or to explain answers to a parent, giving opportunities for spoken responses.

Students are prompted to discuss job desires and historical child labor with a parent and to answer comprehension questions aloud (e.g., Q&A about Dina and her family). Students are asked to share drawings and bubble maps with family members and to "share your hat design with family members," requiring spoken explanations in home contexts. The lesson includes multiple "Questions to Discuss" prompts that require students to describe characters and make comparisons verbally.

The Parent Plan lists "Demonstrate effective communication skills when sharing information orally," and several places ask the student to speak or describe events aloud (e.g., allowing the child to read a journal entry aloud and encouraging verbal description). The lesson asks students to "find the best way to describe each situation" and later instructs parents to "discuss words that were effective in communicating the event to the reader," which involves selecting language for oral or written expression. The Wrapping Up section explicitly tells students to "describe it using verbal language rather than written language," linking word choice practice to spoken communication.

Students are required to write poems and practice reading them aloud, including scheduling a poetry reading for family or friends and possibly recording the reading. The rubric and activity pages evaluate presentation criteria such as appropriate tone and voice, clear diction, tempo, volume, phrasing, and use of effective rate, pitch, and tone for the audience and setting. Directions tell students to share poems with an audience and to use clear language and appropriate tone and volume while reading.

Students are asked to summarize what happened in previous pages and to share that summary with a parent, which requires oral retelling. Students are instructed to answer reading comprehension questions in complete sentences, implying practice in producing structured spoken or written responses. Parent Plan prompts ask students to discuss questions (e.g., responsibilities to nature, survival challenges) and to share ideas about how Sam could use items, encouraging spoken explanation and justification.

The lesson includes parent prompts and discussion questions that require students to explain choices and describe relationships (e.g., "Ask your child what animal she would most like to befriend... Encourage her to explain how she made her choice"). The "Questions to Discuss" section asks students to discuss topics aloud about Sam and friendships with wild animals, which provides opportunities for oral explanation and conversation. The activity directions also ask students to describe the personality of an animal and "explain the relationship" they would have, which can be communicated verbally to a parent or peer.

Students are asked to complete a RAFT in which they 'pretend that you are an ornithologist' and give a short presentation about falcons to a group of second-grade students, requiring attention to role and audience. The skills list explicitly includes making 'oral and written presentations using visual aids with an awareness of purpose and audience.' Students must prepare and present a short speech (with poster, models, or PowerPoint) and share their discoveries with family.

Students are prompted to speak about the text: parents are asked to ask the child why Kit might feel out of place and to discuss questions such as why the Puritans were not accepting of Kit. Students are asked to describe the map differences and explain three ideas about how climate and geography affected colonist life. Students are also asked to read personal narratives aloud and participate in discussion questions about political arguments, with prompts to focus on word choices that draw the reader in.

Students are asked to describe what Kit learned at the end of the previous chapter, which requires them to speak about the text. Students are prompted to answer and discuss comprehension and opinion questions (for example, about loyalty and marriage), which involves oral discussion. Students are asked to write dialogue for a conversation between John Holbrook and Mercy, practicing how characters speak and how speech is punctuated.

Students are prompted to read their descriptive sentences and their narrative paragraph aloud and to discuss their word choices and figurative language with a parent. Students are asked to make a journal list of the men's complaints and to review and discuss those complaints orally. Students are given multiple discussion prompts (e.g., what Kit knew about New England in the fall; whether colonists had a right to be upset) that require spoken responses in conversational contexts.

Students are asked to role-play defending Kit in a courtroom by making three arguments and providing support, which requires preparing and delivering spoken arguments. A parent note explicitly encourages the child to give arguments "as if he were in court" and to "discuss how to sound convincing to persuade your listeners." Another activity asks students to gather family, explain preparations for winter, and act out five important tasks to make their presentation convincing. The lesson's skills list includes using oral language to present information in a clear, concise manner.

Students are asked to "Read Kit's essay aloud and discuss the organization of the piece," providing a spoken activity. Part 6 requires students to "meet with one of your parents to discuss your writing," which involves conversational speaking in a conference context. The Wrapping Up and Parent Plan sections ask students to "read your essay aloud to your family" and solicit feedback, creating additional opportunities to speak in a different audience context.

Students are asked to perform three magic tricks for their family and are told to "speak clearly and engage your audience," which requires adjusting delivery for an audience. The Parent Plan lists skills students should practice such as reading aloud to reflect understanding and using effective rate, volume, pitch, and tone. Activity 3 asks students to write and then read text that replaces an illustration, explicitly asking them to try to use the same tone and voice as the author.

Students are asked to orally summarize what has happened in the story and to answer discussion questions with a parent, which requires speaking and responding to oral communication. The Parent Plan encourages the child to read his memory aloud if desired and directs a parent to read an original fairy tale while the child listens and then compare versions, implying spoken comparison and discussion. The skills list explicitly names listening critically and responding appropriately to oral communication and interpreting speakers' messages.

The Skills section asks students to make oral presentations and to "use simple and compound sentences in speaking," and it instructs students to "recite brief poems... using clear diction, tempo, volume, and phrasing." The Storytelling activity directs students to stand up and practice telling a story aloud, using appropriate voice and tone and body language to communicate mood and emotion. The Parent Plan and Activities also prompt students to share their automaton description or story with family, providing opportunities for spoken presentation.

The Parent Plan directs a discussion of Georges Méliès and asks the child to "share his research note cards," which requires students to present information orally. The Parent Plan provides "Questions to Discuss" that prompt verbal exchange about Méliès' contributions and life. The Wrapping Up section asks how information from research compares to the story, encouraging students to talk through similarities and differences.

Students are asked to read their movie synopsis aloud and discuss how they decided on the image and words for their movie poster (Activity 1 and Parent Plan). Students are prompted to present an award to a favorite picture book and to record three reasons the book deserves the award, which could be shared aloud (Activity 2). Students are encouraged to discuss character discoveries and how lives changed, answering questions and describing discoveries in writing and conversation (Activity 3 and Wrap-Up).

Students are asked to role-play by pretending to be Lucy and being interviewed using questions they wrote (Parent Plan: "pretend that he is Lucy... Use his questions and interview him"). Students are prompted to discuss their recorded ideas aloud with a parent ("Discuss the dangers your child recorded on the wheel...") and to answer discussion prompts such as whether Lucy should go with her family, which require spoken responses.

The lesson includes multiple oral discussion prompts that require verbal responses, such as asking the child what she enjoyed about the novel, whether she would recommend it to a friend, and the Questions to Discuss section (e.g., "Would you have made the same decision Lucy did...?"). Parent Plan prompts ask the child to explain her selections for the library and to describe how and why Lucy changed, which require spoken explanation. These items ask students to speak in different informal contexts (conversation with a parent, recommending to a friend).

Students are asked to read their essay aloud to their family and to meet with a parent to discuss their writing (Activity 6, Wrapping Up). The Parent Plan lists skills that include presenting effective introductions and conclusions and emphasizing points to help the listener follow important ideas, which implies oral presentation practice. The unit repeatedly directs students to prepare and present introductory and concluding paragraphs (Activities 3, 4, 5) and to review their work aloud during conferencing and family reading.

Students are asked to share descriptions and illustrations with someone else and see if their explanation increases that person's understanding, and parents are prompted to ask the child to predict and discuss characters and to share three science-fiction story ideas aloud. The Parent Plan repeatedly instructs verbal discussion (e.g., "Ask your child if he is enjoying the book..." and "Ask your child to share his explanation of two things..."). Students also answer open-ended questions that could be discussed orally with a parent or partner.

Students are prompted to engage in oral discussion: the plan says "Ask your child what her favorite part of the story has been so far" and to "Discuss which character she most identifies with and why." The skills list explicitly includes "Interpret text ideas through discussion" and "Analyze characters," indicating students will talk through text ideas. The Parent Plan's "Questions to Discuss" asks students to explain reasoning aloud (e.g., why Mrs. Whatsit compared lives to a sonnet; explain how Meg rescued Charles Wallace).

Students are asked to share orally with a parent what they already know about Lincoln and to read aloud their questions on the KWL chart. Students are prompted to answer discussion questions aloud (e.g., "Can you describe Lincoln in your own words?") and to use each vocabulary word in a sentence orally. The plan also notes a future student interview assignment, which would require students to speak with another person.

Students are asked to write and deliver a 2–3 minute speech stating a position, providing three supporting reasons, and using supporting evidence (instructions and Student Activity Page). Students practice delivery skills explicitly: the rubric and Activity 3 direct students to use body language, avoid filler words, deliver with enthusiasm, engage the audience, and practice in front of one person before a group. Activity 2 asks students to consider the best tone and the feeling they want the audience to have and to revise aloud to improve delivery.

Students are asked to read the Emancipation Proclamation excerpt and discuss its complex language with a parent, which requires speaking about a formal historical document. Students are instructed to read their Frederick Douglass biopoem aloud to their family. Students are asked to share the stovepipe hat project and explain the words/phrases they used to describe Lincoln and the evidence from the book that supports each description.

Students plan, conduct, and summarize interviews (Activities 5–7), including brainstorming ten questions, selecting top five, taking notes or recording responses, and reading questions and answers aloud. Students memorize and recite the first sentence of the Gettysburg Address (Activity 2), and students listen to political speeches and identify facts, opinions, promises, and flattery (Activity 4). The skills list explicitly includes using oral language to interview, demonstrating effective communication skills in an interview, and interpreting speakers' messages.

Students are asked to develop a product such as a presentation or brochure and to write a five-paragraph essay, which implies opportunities to speak and present. The Independent Study Rubric includes a Performance section that evaluates presentation enjoyment, knowledge display, and expression. Parent Plan prompts ask students to explain the independent study process and to share discoveries with a parent, requiring oral explanation and discussion.

Students are prompted to share aloud the five brainstormed topic ideas (Activity 1 parent guidance) and to discuss why each would be a good choice. Students answer guided discussion questions about their top three topics (Activity 2) and discuss their answers with a parent. Students record and later discuss their KWL chart and respond to wrap-up discussion questions about topic interest and resource availability.

Students choose a product and answer questions about how the product will help them deliver information and help an audience understand the topic (Activity 1). Students are asked to think about who might be interested in their presentation and to invite an audience, and to practice presenting until it feels comfortable and well rehearsed (Activity 4 and Activity 5). The Parent Plan explicitly tells students to make oral presentations with awareness of purpose and audience and to adjust pitch, tone, and body language when making oral presentations.