Students are given a Facts and Definitions list that defines key vocabulary (brindle, scalded, temptingly, eaves, pity, solemnly, catechism, mending). Activity 2 directs students to cut out vocabulary cards, sort them, underline roots and suffixes, read the words in context, look up and record dictionary definitions, and fill blanks in a story using context. Skills explicitly list using word reference materials (dictionary, glossary) to verify and extend meanings and increasing vocabulary through word study.

Students are asked in Question #4 to identify "what words or phrases the author used to make the story more exciting," and the guidance lists verbs and descriptions such as "screamed," "leaped," and "enormous slashing claws." The Skills section states students will "interact with the text by making connections, answering questions, and locating information" and "respond to fiction... using interpretive and evaluative processes," which supports activities asking students to note evocative words and phrases.

Students are asked to interpret phrases from the text, for example Question #5 asks, "What does it mean that 'children should be seen and not heard'?" which prompts students to determine the meaning of a phrase as used in the chapter. Comprehension questions about descriptions (e.g., how the author describes the snow) require students to attend to language choices and descriptive phrases in the text.

Students are given a Vocabulary Mini-Book activity where they locate words in the text, write the sentence from the book, record a dictionary definition, and create a new sentence and illustration for each word. The materials include an explicit skills statement to use word reference materials (dictionary/glossary) to verify spelling, pronunciation, and extend meanings, and several vocabulary words are defined directly in the lesson (e.g., ladle, bugle, glimpses).

Students encounter at least one word with an explicit meaning given in the text ("galluses (which are like suspenders)"). Students answer questions about how the author describes the woods and characters, which asks them to interpret descriptive phrases in context. Students also practice using adjectives to describe characters, which involves attention to word meaning and usage.

Students are asked to "record the words and phrases the author uses to describe the environment and the people in each season" (Activity 2) and to "describe the four seasons in the woods using vivid and descriptive words" on the Seasons on the Farm activity page. Option 2 asks students to write a paragraph describing the interdependence between bees and flowers and a second paragraph imagining the world without bees, which requires selecting and using descriptive language.

Students are asked to find target words in the chapters, read them in context, and complete vocabulary webs that require definition, part of speech, a sentence using the word, synonyms/antonyms, and root/prefix/suffix. The curriculum explicitly instructs students to use a dictionary or glossary to confirm meanings and includes teacher notes prompting discussion of the connotations of the word "savage." Activities require students to identify root words, prefixes, and suffixes and to write sentences using each vocabulary word.

Question #6 asks students to explain the meaning of the phrase "the sign of the beaver," requiring them to determine the phrase's significance from the text. The parent note about the term "squaw" prompts students to consider historical usage and the modern connotation of a specific word. The listed skills include using text (and experience) to verify facts and referencing the text to identify and discuss characters and ideas, which supports text-based meaning work.

Students are asked to write definitions for the listed vocabulary words (chagrined, placid, distress, grave, suspicion, kindling) and to look up those definitions after reading the words in context on the cited pages. Students create a visual symbol for each word and must use the word in a sentence when they find a match in the Vocabulary Memory Game. The skills section explicitly includes "Increase vocabulary through word study."

Students are asked directly "What is a manitou?" and answer that it is "the spirit that all Indian boys had to find for themselves," and follow-up questions (How does the manitou come? What would Attean do to find his manitou?) require students to use text details to explain the term. The Facts and Definitions section names imagery and the "Word Pictures — Imagery" activity asks students to locate three passages that create vivid images and to write and illustrate them. The Values and discussion questions require students to describe character actions and language that reveal meaning.

The lesson asks students to interpret a phrase directly: "What do you think the author means when he says the Bowhead whale was in 'perfect balance with everything around it'?" Students answer comprehension questions about mythic stories (e.g., "The Alligator and the Hunter," "The Gift of the Whale," "The Passing of the Buffalo") that require interpreting motives and language in context (for example, "Why did the Great Spirit create the mist in the air?"). Several activities ask students to write sentences describing an animal's role in a story and to locate information from the text for specific purposes, which engages contextual interpretation of story language.

The lesson lists the skill "Record and recognize synonyms and antonyms for words" and includes a Grammar Practice activity where students match words from the stories with their synonyms. Students read multiple myths (Pan Gu, Kalulu, Brazilian tale) and are asked to record proper nouns and sentence examples from those texts. The Pan Gu activity has students map elements (e.g., "breath -> wind") which ties word/phrase meaning to story elements.

Students are asked to locate ten unfamiliar words from the first eight chapters, copy the sentence from the book that contains each word, write the definition, and use the word in a new sentence (Activity 1, Finding Vocabulary Words). Option 2 specifically asks students to create a new sentence that could be included in the book, which requires attention to how the word functions in the text's context. The student pages provide structured spaces for the sentence-from-the-book and the definition, linking word meaning to the original usage.

Students are asked to explain what it means to be a "person of vision" (Question #6 and Activity 3), which requires interpreting a phrase from the text. Students are asked to predict how Ben would finish the line "not realize the force..." (Question #7), requiring them to infer meaning from context. Students discuss how words have power and why knowledge is power, engaging them in considering word and phrase meanings in context.

Students read Chapters 7 and 8 and answer comprehension questions that require them to explain scientific terms and phenomena; the Facts and Definitions section explicitly defines "electrical charge" and the Experiment with Lightning prompts students to describe and explain what happened. Students record factual versus fictional events and write first-person accounts, which ask them to interpret events and use language to describe causes (e.g., why the balloon produced a spark).

The Skills section instructs students to "develop vocabulary through reading" and to "use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and confirm word pronunciation." In Activity 2, students place given vocabulary words into blanks in a paragraph about Benjamin Franklin, using sentence context to choose the correct word and then read the completed paragraph aloud. The activity also directs students to consult a dictionary for pronunciation if they are confused.

Students are asked to locate each of Ben's maxims in the book (noted in all caps) and provide their own interpretations, which requires determining the meaning of those phrases as used in context. Students must record an adult's interpretation for each maxim, comparing multiple readings of the same phrase. Students also compose and interpret their own maxim, practicing meaning-making for sayings and proverbs.

Students are asked to look up challenging vocabulary (inquisitive, enchanted, sledge, logic, distress, dominions, prophecy, fraternizing, superior, reign) using an online dictionary, record definitions on note cards, and select the definition that best fits the context of a fantasy story. The Skills section explicitly lists using word reference materials to verify spelling and extend meanings. In the reading questions, students consider the phrase "daughter of Eve" (Question #5) and identify Mr. Tumnus as a Faun (Question #4), prompting interpretation of an allusive term and a mythological creature.

Students are asked to explain what the queen meant when she said the Turkish Delight was "enchanted," which requires them to determine the meaning of that word in context (Question #5). In Activity 2 (Option 2), students must think about what words and descriptions the White Witch would use to persuade someone to eat a food, which asks them to consider word choice and connotations in character speech.

Students are given an explicit vocabulary list (ventured, schemes, treachery, forfeit, vile, perish, prodigious, etc.) and directed to use word reference materials (e.g., dictionary, glossary) to confirm decoding, verify spelling, and extend meanings. In Activity 3 students create a picture dictionary where they write each word, its definition, and a related picture, and the Vocabulary Cube requires students to roll a word and use it in a spoken and written sentence referencing provided definitions. The facts/definitions and vocabulary activities require students to record and apply word meanings from the book's chapters.

The lesson includes an activity titled "Aslan — A Christ-like Figure" that asks students to use a provided list of traits and "describe three ways that Aslan resembles a Christ-like figure," which requires interpreting the phrase "Christ-like." The lesson also lists example characters (Harry Potter, Superman, Simba, Anna) and traits that define the allusion, giving students explicit features to match to Aslan. The skills section names "Recognize and interpret author's message," which supports work with figurative or allusive language.

The lesson lists targeted vocabulary (lavatory, dormitory, transfigured, tremendous, suspiciously, repulsive, patriotism, hedges) and includes Activity 1 where students cut out words and match them to definitions on the giant. The activity instructions tell students to reread the sentence where a word is found and try to use context clues to determine the meaning. The lesson also asks students to describe and write about scenes from the text, giving some opportunity to encounter words in context.

Students complete the "Interpreting the BFG" activity in which they substitute correct words for the giant's invented words, correct his grammar, and reword incorrect phrases, requiring them to determine intended meanings from context. Students also create and use inventive words in the Life Application, keeping a list and testing whether others can understand them in context. Students identify quotes from characters and explain actions and feelings in journal questions, which requires attention to word choice and phrase meaning in the text.

Students are asked to explain what the giant means by the line "the matter with human beans is that they is absolutely refusing to believe in anything unless they are actually seeing it in front of their own snozzles," which requires determining the meaning of a phrase from context. Students complete a tangible/intangible sorting activity (including words like dream, intelligence, love) that asks them to explain evidence for intangible concepts, practicing word/concept meaning. Students are also prompted to identify that the giants' fear of a particular "human bean" refers to Jack from "Jack and the Beanstalk," which requires recognizing an allusion to a well-known story character.

Students study a listed vocabulary set (aghast, cloak, vanish, petrified, dexterity, ingenuity, flinch, brooch) and complete a matching activity that directs them to read the words in context (page references provided). Students are guided to use resources such as beginners' dictionaries, glossaries, and technology to determine word meanings and confirm pronunciations. Students practice applying word meanings by filling words into a cloze paragraph and by writing an original paragraph using the vocabulary words.

Students are given a targeted list of challenging vocabulary words that appear in the book (e.g., battered, massive, beckoning, gingerly, vantage, nimble, spindly, imploringly). Students complete activities that require matching those words to definitions in a crossword and may use a dictionary to find meanings. The skills section explicitly lists "Extend vocabulary through word study," and students can also create their own crossword to demonstrate word knowledge.

Question 2 asks students to determine the meaning of the name Kosi and to explain why Pontsho might have chosen it, and an answer is provided (Kosi means "chief"). Activity 4 directs students to skim Chapter 3 to find and consider examples of authorial intrusion, citing specific phrases such as "and that means us" and "you do, of course," which requires students to interpret narrator phrases in context.

Students are instructed to use word reference materials (e.g., dictionary, glossary) to confirm decoding, verify spelling, and extend meanings. Multiple activities require students to find definitions of Japanese words from the book, record the sentence from the book containing each word, illustrate each word, and assemble a picture dictionary. The tasks explicitly direct students to identify meanings by reading words in context and to organize vocabulary alphabetically.

Students identify and explain the story behind the golden paper crane in Question #1, stating that folding 1,000 cranes would lead the gods to grant a wish and make a sick person well. The Facts and Definitions section states that a crane is a symbol of luck in Japanese culture, which students can use to interpret the crane's meaning in the text. Activity 3 directs students to discuss the symbolism of the golden crane, prompting them to connect the text's imagery to cultural meaning.

Students are asked to identify and explain the term O Bon in Question #5, answering that it is "A holiday celebrated in Japan where the people say that the spirits of the dead return to visit those they loved on Earth." Question #6 and Activity 4 require students to describe how the family celebrated O Bon and to discuss foods (egg roll, pickled plums, bean cakes), which asks students to connect words/terms to their cultural meanings. In reading and discussion students interpret descriptive phrases (e.g., "Endless rain and gray sky") when answering how the author describes the weather and how it makes them feel.

Students cut out and sort vocabulary words from Holes, write a synonym or antonym beneath each word, and are instructed to use a thesaurus to locate synonyms/antonyms. Students orally use each vocabulary word in a sentence during the wrap-up. The activities require students to identify and produce meanings for individual words (wasteland, juvenile, systematic, excess, precipice, preposterous, venom).

Students are asked to identify and explain ironic statements on the Irony student page and to create two sentences that use verbal irony (e.g., "Another beautiful day" said during rain; "Oh, great! We get to dig another hole," meaning displeasure). The activity directs students to explain ironic statements from Holes and to think of two examples of situational irony from other books. The verbal- vs. situational-iron y distinctions require students to determine what a phrase or statement actually means in context.

Students are asked to explain the meaning of a specific figurative phrase in Question #4: "What does the author mean when he says, 'His muscles and hands weren't the only things that had hardened over the past several weeks. His heart had hardened also'?" Students practice identifying musical and figurative features of language through the listed skill to "Identify the musical elements of literary language, including rhymes, repeated sounds, or instances of onomatopoeia." Students also compose and analyze alliterative shape poems, which requires attention to how word choice and sound create meaning and effect.

Students are asked directly to explain a phrase from the text in QUESTION #1: "What was the thumb of God?" with the provided answer identifying it as a mountain that helped Stanley's great grandfather survive. Students answer multiple comprehension questions about Chapters 29–32, which require them to interpret events and some language in context. The wrap-up asks students to summarize chapters and give examples of adverbs and use them in sentences, showing attention to word use in sentences.

Students are asked to determine whether sentences contain similes or metaphors and to explain the meaning of each figure of speech (Activity 1 and the Student Activity Page). The Student Activity Page uses contextual sentences drawn from the book (for example, "The spiced peaches were nectar from the gods") and asks students to describe what each comparison means. Activity 3 has students analyze prefixes and suffixes and apply them in fill-in-the-blank sentences to determine word meanings.

Students are asked to identify the correct use of homophones in context (Skills) and play Homophone Bingo where they place pieces on the correct spelling of a homophone after hearing a sentence. The instructions tell students to refer to the dictionary for correct spellings and definitions if they miss an answer, and the wrapping up asks students to give an example of a pair of homophones and use each word in a sentence. The Questions to Explore prompt asks, "How do you determine the difference between similar words?" which directs students to think about word meaning differences.

Students are given a focused vocabulary activity (Activity 2) in which they match words (e.g., cunning, enchanted, bewilder, eternity) to their definitions and select synonyms and antonyms. The Skills section explicitly requires students to "demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)." The materials instruct students to refer to a dictionary or thesaurus as needed and include the target words alongside the reading of The Snow Queen.

The lesson lists eight vocabulary words (verdure, capsized, cantata, ineptitude, temperate, parabola, melancholy, instinct) and includes Activity 2 where students make a picture dictionary by writing each word and its definition and drawing an illustration. The Skills section explicitly names "Develop vocabulary by listening to and discussing both familiar and conceptually challenging reading selections," and the vocabulary activity provides an example definition (verdure) for students to model.

The lesson explicitly asks the child if he has heard the word perseverance and provides a direct explanation: perseverance means to try consistently to solve a problem or meet a goal despite obstacles. Students are prompted to discuss why perseverance is important and to write a reflective essay using the word and its concept. The Reflective Writing Rubric asks students to use "interesting, descriptive words and phrases," which signals attention to word choice.

Students are prompted to record each vocabulary word's sentence from the book, definition, number of syllables, part of speech, and a synonym or antonym on vocabulary cards. Activities ask students to use the dictionary and to review common suffixes, prefixes, root words, and syllable patterns to recognize and determine word meanings. Student activity pages require students to write definitions, root words, antonyms/synonyms, sentences using the word, syllable counts, and parts of speech for specific words from the chapters.

Students are asked to interpret the phrase "become shadowy" (Question #4), which requires determining a phrase's meaning from context. The Student Activity Page asks students to explain "What is the difference between true hibernation and torpor?" and to answer questions about why animals hibernate and what happens to their bodies, which requires defining domain-specific terms as they are used in the text. The wrap-up asks students to find information in the chapters that explains Abel's hibernation/torpor (p. 74-75), prompting text-based word/phrase interpretation.

Activity 3 asks students to discuss the name Abel, to consider what the name might mean, and to find the meaning of their own name, which requires determining word meaning as used in the text. The skills list includes 'Use text and personal experience to verify facts, concepts, and ideas,' supporting an expectation that students use textual context to draw meaning. The acrostic writing (before/after Abel) asks students to select descriptive words for the character, which involves attending to word choices that describe character traits.

The Skills section directs students to "Use resources and references, such as beginners' dictionaries, glossaries, available technology, and context to build word meanings" and to "Develop vocabulary through reading," which explicitly guides students to determine word meanings. The Activities include a Vocabulary Option 1 fill-in-the-blanks exercise where students choose words from a provided list and are encouraged to use a dictionary if unsure, giving practice in using context and references. Option 2 asks students to look up definitions and write a short paragraph using the vocabulary words, and the wrap-up asks students to review the meaning of vocabulary words found in the book.

Students practice selecting and using alternative words for 'said' in Activity 2, with a provided list of verbs such as replied, shouted, argued, and cheered. Students write at least five lines of dialogue between Pedro and Columbus, choosing dialogue tags that convey different shades of meaning and using correct punctuation. The wrapping-up asks students to list five words that can be used instead of 'said,' reinforcing word choice in context.

Students identify similes from Pedro's Journey and record the two things being compared using provided examples on the Figures of Speech pages. Students explain the meanings of idioms from the book by writing definitions for phrases such as "held onto the sides for dear life," "I slept not a wink," and "Shake a leg!". Students create their own similes in the activity, applying their understanding of figurative language in written responses.

Students are asked to identify and record three similes from the text and create three original similes on the Simile Cube, which supports work with figurative language. The Skills list explicitly includes "Identify and interpret author's use of figurative language," indicating students will practice interpreting figurative expressions. The Vocabulary Cube requires students to record six vocabulary words from the story and write sentences using those words, which engages students with word usage.

Students are asked to analyze vocabulary by identifying root words, prefixes/suffixes, parts of speech, and syllable counts, and then choose or look up definitions (Vocabulary Word Search, Options 1 and 2). Students also see each vocabulary word used in a sentence from the book and select the correct meaning from a list or dictionary, applying structural analysis to determine word meanings. The skills list explicitly includes applying structural analysis to words and increasing vocabulary through word study.

Students are given a list of scientific vocabulary (DNA, steroids, injections, mutation, control, inspecting, breakthrough, laboratory) and instructed to look up and write definitions on note cards. Students complete a fill-in-the-blank dialogue using those vocabulary words and are asked to write their own dialogue using the same words. The student activity page explicitly directs students to make vocabulary cards and apply the words in context within a scientist conversation.