The Skills section explicitly lists "Listen critically to text read aloud" and "Respond to critical questions about a text," which require students to listen and speak about texts. Activity 2 directs the child to explain what they would do in each scenario and to role-play, prompting spoken responses and turn-taking with an adult. Activity 3 asks that the child or adult read word problems aloud and have the child answer, engaging students in oral responses to questions.

The lesson repeatedly prompts verbal interaction: students are asked questions (e.g., "What are the people wearing?" "What do you think the weather feels like?") and to answer them verbally or read directions aloud. Activities require students to respond to prompts, describe their environment, and discuss graph results (e.g., identifying which color has the most or fewest leaves). The lesson also asks students to copy or dictate sentences and to use words in spoken sentences, providing multiple one-on-one opportunities to practice speaking and listening.

The memory game (Activity 2) instructs that "you can take turns with your child" and describes the turn-taking procedure as players flip cards in sequence. Activity 4 asks the child to prepare and practice a weather forecast and "give her a chance to report to the whole family," with prompts and opportunities to respond to questions. The wrap-up asks the child to share what she learned and her favorite season, prompting verbal sharing with family members.

The lesson asks students to take turns in community helper charades, which requires turn-taking. Students are asked to read their paragraph aloud for the family and to say a sentence aloud about each worker, providing opportunities to speak in front of others. Students are also asked to describe observations of a community worker, which involves sharing ideas orally.

The lesson lists "Listen responsibly to text read aloud (LA)" as a skill and asks the child to listen to questions and read-aloud scenarios and then explain decisions (Activity 1). Students are prompted to provide examples, explain how they made decisions, and dictate observations about family members (Activity 3), which requires speaking and responding to an adult. The Life Application asks families to discuss why the child earned a badge, prompting verbal explanation and feedback.

The lesson explicitly defines respect as "listening to people," and several teacher prompts ask the child to respond orally (e.g., answer questions after reading "A Lesson in Honesty," discuss the moral of "The Boy Who Cried Wolf," and explain why they scored actions on the Kindness Award). Activities ask the child to describe actions and consequences and to explain why they chose particular scores, which requires students to speak and justify their thinking. The introduction and wrapping-up prompts invite oral discussion with the adult about what it means to be a good citizen and what would happen if people lacked character.

Students are prompted to take turns during activities such as role-play: "When each child has had a turn, let children role-play..." which directs sequential participation. Students respond one at a time in the community helper game where the adult names a helper and the child answers, and students answer teacher-led comprehension questions after the story. Students present by sharing pictures or videos and explain their choices to family, which involves speaking about the topic aloud.

Several activities require turn-taking and listening: in Activity 1 an adult describes objects while the child listens and guesses, and then the child takes a turn describing objects for the adult to guess. Activity 2 asks the child to describe similarities and differences aloud for pairs of objects, which requires the child to speak about topics and respond to prompts. The Wrap Up and Life Application prompts ask the child to describe objects as the adult points to them, implying attentive listening and oral response.

In the Introduction and Activity 1 students take turns: a blindfolded child pulls an object, describes it, and then lets the partner guess, and in Activity 1 the child silently selects an object and then describes it while the partner guesses. Activity 1 explicitly instructs the child not to tell which object was selected and to describe using specified attributes, requiring the child to follow directions and allow the partner to respond. The Life Application asks the child to select objects and describe their textures to another person, reinforcing turn-taking in a one-on-one interaction.

The lesson prompts multiple spoken interactions: students are asked to describe the three Earth materials from a prior lesson and to 'discuss' properties of soil and the importance of rocks and water during Activities 2 and 3. Activities direct students to talk about discoveries (scavenger hunt, water log, gardening) and to keep a list or take photos to share, which implies conversation and sharing of observations with family members. The Wrap Up asks to 'review' the idea that the three materials are important, prompting oral summary and discussion.

The lesson includes a stated skill to "Listen responsively to text read aloud" and multiple activities that require students to close their eyes and listen to stories or sounds (Activities 1, 5, and the Listening Walk). Students are asked to answer questions after a read-aloud, describe what they hear, and attempt to read their descriptions aloud to friends or family. Several tasks require students to respond orally about similarities and differences they perceive using their senses.

Students are explicitly told to "listen very carefully because you are going to ask her questions about the story after you read it," which directs attentive listening. Students are asked to retell the story in their own words and answer a series of oral comprehension questions, which requires listening and responding. Multiple activities ask students to describe and discuss physical characteristics and to dictate or narrate a friendship story, prompting verbal responses to an adult reader.

Students are asked to interview three people using the Hobby Survey and are encouraged to read the questions aloud and record others' answers, which requires asking questions and listening to responses. Students are given opportunities to share a chosen hobby with someone else and to teach a sibling or adult about an interest, which involves speaking about a topic to others. Students are prompted to answer and discuss prompts on the "My Interest" sheet, using prior and new knowledge to talk about a topic.

Students are prompted to discuss ideas repeatedly (e.g., parents are told to "read pages... and discuss why children need an education/play/love and care" and to "ask your child what it means to want something"). Students conduct interviews in Activity 4 by surveying four people and then "discuss the different items that people shared" and rearrange items on webs. Students are asked to tell how it felt to give away toys in Activity 2 and to explain answers in Activity 3, which requires speaking about personal reasoning.

Students create a book comparing themselves to a child from another country and are asked to share it with their family to teach about life in that country. Students are encouraged to meet a person from the chosen country and to ask questions about life there, which provides opportunities for spoken interaction and question-and-answer exchanges.

Students are asked to close their eyes and listen to sound patterns and then answer questions about what they heard, demonstrating practiced attentive listening. Students take turns extending patterns by being given the spoon or an instrument to continue the sequence, which requires waiting for a turn. In Activity 2 students listen to repeated patterns and record the number of times each sound occurs, practicing careful listening and focused response.

Students are asked to take turns forming and repeating action patterns in Activity 3 ("You are both going to take turns forming patterns... One person makes the pattern while the other watches closely and repeats the pattern"). In Activities 1 and 2 students are asked to perform sound patterns and to listen while a partner performs ("Ask her to perform her sound patterns or to listen to you as you perform the sound patterns she created"). The wrapping up prompts require students to demonstrate and describe patterns to an adult, implying oral turn-taking and listening during sharing.

Students are asked to listen as an adult reads the Pattern book aloud and then describe patterns they find, prompting them to speak about the text. Students are prompted to 'identify the patterns and discuss the designs' for quilts and household items, engaging them in conversation about observations. Students are asked to dictate and copy a sentence describing a pattern and to respond to wrap-up discussion questions about patterns around the house.

The lesson's Skills list explicitly includes "Listen when someone is reading aloud," and multiple activities ask the child to answer questions about the reading (e.g., pages 20, 23 and follow-up questions), which requires listening and responding. Activity directions ask the child to give examples, discuss changes, and to switch roles with the adult so the child gives commands, which creates opportunities for turn-taking and responding to others. The How Did It Change? page and follow-up prompts require the child to discuss observations aloud with the adult.

Students are asked to share ideas aloud and to "read his ideas aloud" and "share his descriptions with the rest of the family," which gives them opportunities to speak in front of others. Students respond to teacher/parent prompts and answer questions about pictures and growth, practicing verbal contributions. The skills list includes that students should "use listening skills when being read to," indicating practice in listening during shared activities.

Students are prompted to discuss questions with an adult (e.g., answering questions after reading, discussing how people and communities change) and to tell stories aloud while the adult records them. Students read clues aloud to other family members to see if they can guess the time period, and they respond to guided comparison questions after reading sections about historical figures. Several activities require oral responses, explaining differences, and describing ideas to others.

The Life Application asks students to play a rhyming game "by taking turns," which provides practice in speaking one at a time. Multiple activities (e.g., Activity 5.2 reading the book aloud, Activity 1.1 Weekly Message, and Activity 5.1 forming sentences) ask students to read aloud and respond to adult prompts, giving opportunities to speak and answer questions in sequence.

Students are asked to flip sight-word cards and read them one at a time (Day 3 Activity 3.3), and the Life Application directs students to take turns saying words that start with a selected blend. Students also read the reader aloud to an adult and answer comprehension questions (Activity 4.3) and create and read sentences aloud to an adult (Activity 5.1), which provide practice in speaking and listening in one-on-one exchanges.

Students are asked to read the weekly message aloud while an adult reads with them and to read along as able, providing practice in taking turns reading. Students are prompted to read the reader on their own and then read it aloud to an adult and answer comprehension questions, which requires listening and responding. The Wrapping Up activity instructs students to take turns providing the first word when generating rhymes, which creates an opportunity for turn-taking in a conversational exchange.

The Life Application directs students to play a rhyming game in which they "take turns" saying words and to "take turns starting the game," which practices turn-taking in spoken interaction. Activity 2.2 and other guided activities instruct students to spell and read words "one at a time" as the adult calls them, modeling sequential speaking and response. Several activities require the student to read aloud to the adult and answer questions (e.g., reading The Slow Boat and responding to comprehension questions), which involves listening to prompts and speaking in response.

In Activity 1.3 students are asked to "Take turns using each word in a sentence," which requires alternating speaking turns with a partner. Activity 1.1 has students read along with an adult and point to long-vowel words as the adult rereads, providing paired oral interaction. Activity 5.1 asks students to read a story and answer specific comprehension questions aloud, giving students opportunities to speak in response to a partner's prompt.