Students are explicitly asked to reread specific poems and descriptions (for example, "Reread the poem and description for 'E is for End Rhyme.'" and to reread 'G is for Ghazal' if needed). Students are instructed to read stanzas aloud to note meter and to read poems over and over aloud until memorized, which requires repeated reading. Parents are prompted to have students reread passages to find features (such as a couplet) and to listen for tone and pacing while the student rereads and recites.

The Parent Plan Skills section instructs students to "respond... by analyzing the authors' word choice and context," which requires students to attend to context when interpreting words. Activity 3 tells students to "Reread" a poem to identify end rhyme words, and Activities 1 and 2 ask students to locate and record action verbs, nouns, and adjectives from the poems. The Wrapping Up and Things to Review ask students to give examples of nouns, action verbs, and adjectives drawn from the texts, prompting text-based word identification.

Students are asked to "Reread the poem 'Knoxville, Tennessee,'" and to "Read the section of poems" about the Southeast U.S. Students are directed to "Read the poems you wrote today aloud" and to read their poem aloud for discussion, which involves repeated reading and oral review. The student activity also asks students to record favorite lines and discuss nouns they chose, requiring attention to word meaning in context.

Students are instructed to reread specific explanatory pages (e.g., "Reread the letter 'H is for Haiku'," "Reread 'O is for Onomatopoeia'," and "Reread 'Q is for Quatrain'") and to reread poems in the specified sections. Students identify and record onomatopoetic words from a poem and answer questions about why an author repeats words and how the poem makes them feel, which requires attending to words in their poetic context. Students also locate adjectives and metaphors within poems, activities that require interpreting word meaning within surrounding text.

Students are repeatedly instructed to reread poems (e.g., "Reread 'M is for Metaphor'" and "Reread the poem 'Desert'" and "reread the poem 'Cactus'") and to identify specific lines or words that create vivid images. Students are asked to point to particular words from poems that made images vivid and to write down names of plants and animals found in the poems, which requires attending to words in context for meaning.

Students are instructed to read the poems in the sections "The Mountain States" and "The Pacific Coast States" and to answer comprehension questions about favorite poem, culture and geography, simile, vivid imagery, and mood. Activity 1 explicitly tells students to "Reread 'Boulder, Colorado' and 'Skier'" before writing their own couplets, showing that students practice rereading specific texts. Question 3 asks students to record the simile in "Skier," requiring students to attend to specific word choices and phrasing in the poem.

Students are instructed to reread poems (e.g., "Reread the poem on page 9" and "Reread 'Stopping by Woods on a Snowy Evening' and 'The Pasture'"). Students are asked to "read it very closely" when asked to analyze a poem and to answer comprehension questions about setting, stanza count, and narrator perspective. Students engage in close reading tasks (analyzing meaning and literary techniques) and in activities that require rereading for understanding.

Students are asked to reread specific poems and sections (e.g., "Reread 'The Red Wheelbarrow' on p. 91" and "reread Jack's shape poem, 'My Yellow Dog'") and to read pages 22–45 and answer comprehension questions. Activities require students to attend to specific words (e.g., listing onomatopoetic words on pages 31–34) and to explain which words from a poem helped them draw an illustration.

Students read pages 46–60 of Love That Dog and answer comprehension questions, including Question #2 which asks what the word "inspired" means "in the context of the story," requiring students to use surrounding text to determine word meaning. Parent prompts ask the child to read his free verse poem aloud and to "read over it a few times," which encourages rereading to reflect on word choice and meaning. Students also record words and figurative language from poetry books, which can prompt using context to understand unfamiliar terms.

Students are given multiple homophone activities that require them to choose the correct spelling based on sentence meaning (e.g., directions: "Be sure to use the correct spelling to fit the meaning of your sentence" and examples like too/two and sea/see). The homophone tasks ask students to write sentences using both words in a pair, which requires selecting the appropriate word form to match the intended meaning in context.

Students use a dictionary to write definitions on note cards as part of the Vocabulary Cube and review those definitions. Students read the sentences in the book where the vocabulary words are used to see the words in context. Students read Chapter 2 and pages 25–41 and answer specific comprehension questions about those passages.

Students are instructed to revise and edit by reading their draft ("Read your draft and add, cut, or change ideas") and to "Carefully read through each line and correct grammar and misspelled words," which requires rereading. The materials tell students to use a dictionary to look up words whose spelling they're unsure about and include a mechanics checklist that asks if all words are spelled correctly. The writing process steps explicitly include revising and editing, which involve rereading the text to make corrections.

The lesson's Idioms section explicitly states that "sometimes the meaning can be deduced in context," and students are directed to "translate the idioms from the novel" and match idioms to their meanings on the Student Activity Page. The activity asks students to interpret idioms drawn from specific page citations in the novel and to write two other idioms they have heard and interpret each, which requires using surrounding text to infer meaning.

Students are asked to translate figures of speech taken from the stories and, in Option 2, to use each figure of speech in a sentence that shows how it is used in context, which requires deriving meaning from surrounding text. The parent notes instruct to "Check your child's translations of the figures of speech from the story. Discuss any he did not understand," which directs students to confirm meanings through discussion of context. Activity 1 mentions that after writing a paragraph students "may reread it," introducing rereading as a step in revising text.

Students are asked to cut apart and order paragraphs from "Hekeke" and then "check your work using the book," which requires them to reread the original text to confirm and correct their sequencing. Students complete matching and identification tasks on the "Myth" page that require them to use story information (names and descriptions) to connect characters and roles. Students are required to read the stories "Hekeke," "Hiiaka," and "Paul Bunyan" and answer comprehension questions, which may involve returning to the text to confirm answers.

Students are instructed in Activity 1 to "read each of the following vocabulary words in context" and to "write a definition for each word using the context to help you with the meaning," then look up each word in the dictionary and compare definitions. The Parent Plan lists "Use word identification strategies appropriately and automatically when encountering unknown words" and "Infer word meanings from roots, prefixes, and suffixes to assist comprehension." The parent directions also prompt caregivers to "Check to see that your child's definitions match the words in context."

Students practice interpreting nonstandard spellings and dialect in Activity 3 ("Timothy's Voice"), where they translate four quoted dialect phrases into standard English. The materials point out a decoding clue: "When you see an apostrophe, it often stands for a missing consonant," and the parent notes recommend reading Timothy's dialogue aloud and provides an answer key for self-checking. The activity also states that "As you get a feel for Timothy's dialect, it will become easier to read," implying iterative practice with word recognition in context.

Students read Chapters 13-15 and are given a list of vocabulary words paired with short context quotes from the book (for example, the sentence containing "coarse" and the sentence containing "whir"). Students build vocabulary cubes that require them to write a sentence using the word, a definition, synonyms/antonyms, and an illustration, and then roll the cubes in a game where they must identify the vocabulary word from the other information on the cube without seeing the printed word. The materials also instruct students to use a dictionary and thesaurus and note that vocabulary should be heard and used in context.

Students are asked to revise and edit by "reading through your draft and adding, cutting, or changing ideas" and to "carefully read through each line and correct misspelled words and grammar," which requires rereading. The rubric asks students to check that "all words [are] spelled correctly," and Activity 3 tells students to look up uncertain spellings in the dictionary. Parents are prompted to have students proofread and correct misspellings independently with reference to resources.

The lesson instructs students to "Reread some of the author's descriptions and find information in other books or online" and to "take notes on important information and words and phrases that describe the city." The Skills section lists "Use various reference materials (e.g., dictionary, thesaurus...) as an aid to writing." Students are also asked to practice reading their poems aloud and evaluate their performance, which involves rereading and monitoring their oral reading.

Students read pages 41–58 of My Side of the Mountain and answer specific comprehension questions, requiring them to process text for meaning. Students complete prefix activities in which they underline prefixes, think of other words with the same prefix, and choose words from a list to fit sentences, which requires using sentence context to select appropriate words. Students are directed to infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.

Students read pages 58–85 of My Side of the Mountain and answer comprehension questions, giving them practice with word recognition in connected text. Students identify and underline suffixes in provided words and use those words to write a summary, which practices analyzing word parts to infer meaning. The Skills section explicitly tells students to infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.

Students are asked in Activity 1 Part B to "write the meaning of the following words using your knowledge of prefixes, suffixes, and roots from context—without using a dictionary," which requires using surrounding text to determine word meaning. The Skills section explicitly lists "Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension," and the parent notes explain using prefixes/suffixes to help understand words. The student task to read a paragraph and underline affixes (Part A) also engages students in examining word parts within context.

Students read passages from My Side of the Mountain and find words containing prefixes, suffixes, and root words, then provide definitions for those words. Students make a chart recording and defining three prefixes, three suffixes, and three root words and include a test to check understanding. Students create a memory game matching affixes and roots with definitions, reinforcing word analysis and meaning.

Students are directed to read Chapters 10 and 11 and answer comprehension questions, exposing them to words in context. Students are instructed to create a vocabulary picture dictionary by adding words they do not know from the text and to review those words every day. The materials tell students to use the first dictionary definition if multiple definitions exist and to use vocabulary words in sentences during review.

The vocabulary activity directs students to "record the sentence from the book that contains each vocabulary word" and to "guess the definition of the word" using context clues and prefixes/suffixes. The directions then tell students to "use a dictionary to see how accurate your definition was," which requires students to confirm or revise their initial meaning. The Parent Plan also instructs parents to "check to see how closely your child guessed the definitions ... by using context clues along with his knowledge of prefixes and suffixes."

Students are asked to underline eight words in a paragraph and look up synonyms for each, then write the original words and their synonyms (Activity 1). The parent guidance directs checking that the chosen synonyms "make sense in the context of the paragraph," prompting students to consider surrounding text when selecting replacements. The "Things to Review" section asks students to use a thesaurus to find a synonym for a given word and review examples of synonyms and why a thesaurus is useful.

Students create vocabulary cubes that require them to write a definition, a sentence with a blank for the word, and a synonym on different faces, and then play a game in which they must guess a word from a clue on a cube face. The Parent Plan and Skills list include applying knowledge of synonyms and antonyms to determine meaning and acquiring vocabulary through reading and word study. The activities ask students to monitor comprehension by asking questions and to supply sentences that use the target words.

Students are asked to 'translate [idioms] by locating clues in the text' and to 'read through the idioms and connect each one with its literal meaning,' which requires using surrounding text to determine meaning. The Student Activity Page directs students to 'match each idiom to a sentence where it's used literally or figuratively,' prompting learners to use context to interpret word/phrase meaning. The parent notes also prompt reviewing idiom meanings and discussing how idioms reflect culture, reinforcing contextual interpretation.

Students are asked to use prefixes and suffixes to guess word meanings and to use example sentences to infer meanings on the "Vocabulary Prefixes and Suffixes" and vocabulary table activity pages. The vocabulary table provides sentences that supply context and asks students to "Guess the Meaning" before recording the "Actual Meaning," prompting students to use contextual clues and then confirm their guesses. The activities require students to look up definitions in a dictionary and compare them to their initial inferences, providing an opportunity to confirm or revise understanding.

Students are asked to read Chapter 5 and answer comprehension questions, and they are explicitly told to "Reread the section in Chapter 5 where Mrs. Whatsit describes the five dimensions" and to "Spend some time analyzing the images." Students also explain the five dimensions in their own words to a sibling or parent and record simple descriptions, which requires checking understanding of text content.

Students are asked to read Chapter 7 and answer comprehension questions, requiring reading and checking understanding. In Activity 3 (Editing), students reread a provided paragraph, identify and correct misspellings and verb forms, and rewrite the paragraph with corrections and added transitions. In Activity 2 (Practicing Transitional Words and Phrases), students read a summary and circle transitional words and phrases found in context.

Students are instructed to read through their piece of writing to find paragraph breaks and to proofread for shifts in verb tense, spelling, and grammar. Students are told to use resources such as a dictionary and spellcheck to check words whose spelling they're unsure of. Students are asked to read their rough draft aloud in a conference and to read their final story to family, which involves rereading their text.

Students are asked in Activity 3 to locate each vocabulary word in the text, copy the sentence that contains the word, look up the word, and "identify the correct definition based on the context of the sentence." The Parent Plan also directs students to use multiple reference aids (thesaurus, dictionary, etc.) and to locate meanings, pronunciations, and derivations of unfamiliar words using dictionaries. Students read chapters and are instructed to pay close attention to captions and pictures, which supports using surrounding text and images to derive meaning.

Students are asked to read the Emancipation Proclamation excerpt carefully, underline the three sentences or parts they find most important, copy them into a journal, and explain their significance. The parent plan explicitly instructs to "read the Emancipation Proclamation to your child and discuss some of the complex language in the document." Students also read short biographies (Lincoln: A Photobiography and A Picture Book of Frederick Douglass) and create note cards recording important events, which requires processing challenging historical text.

Students are asked to read each paragraph of a short article and underline information related to the question and subtopics (Activity 4). Students are directed to read glossary definitions of important words and to locate words in an index and table of contents to find related pages (Activities 2 and 3). Students read short articles and encyclopedia sections and are instructed to record important information in their own words while taking notes.