The Word Match activity directs students to "use a dictionary to find and match each definition" and to "look each word in the dictionary and match it to its definition" on the Student Activity Page. Students are asked to cut out the words, arrange them in alphabetical order, circle the first letter of each word, and then use the dictionary to match each word to its definition, reinforcing dictionary-entry skills. The lesson also prompts students to read each word in context and guess meanings before consulting the dictionary.

Activity 2 directs students to write each vocabulary word on a note card, order the cards in alphabetical order, and to "look up and discuss the meaning of each vocabulary word." The Facts and Definitions section supplies short definitions that students can read and discuss. The vocabulary sentence activity requires students to place the correct word into sentence blanks, demonstrating use of word meanings in context.

The Skills section directs students to "Use resources such as dictionaries and context clues to develop word meaning." Activity 3 explicitly asks students to "look up each word in the dictionary and write the definition on the back of the card." The vocabulary activities require students to apply those dictionary definitions when completing the vocabulary story and using words in original writing.

During Activity 4 (Editing), students are instructed to "use a beginning dictionary if needed for spelling errors." The self-editing checklist prompts students to check for misspelled words, which encourages consulting a reference. These elements explicitly show students may consult a beginning dictionary while revising their drafts.

The lesson explicitly tells students to "use a beginning dictionary and/or other reference materials to correct spelling errors" when editing their rough draft. The Self-Editing Checklist asks students to check for misspelled words and to consider "Choice of Words," which could prompt students to consult reference materials. Multiple student writing tasks (invitations, recipe, card) provide occasions where students might use a beginning dictionary.

The spelling activity instructs students that "If there are any words she does not know, she can look them up in the dictionary," and asks them to record the words in a journal and use each word in a sentence aloud. The skills list includes "Locate and use important areas of the library," and the life application asks students to go to the local library to locate the biography section, which could involve finding print reference materials.

Activity 3 asks students to record definitions, synonyms/antonyms, and syllable counts for listed vocabulary words and to read aloud and write the sentence from the book that contains each word. The directions explicitly state to "Provide assistance as needed with locating words in the dictionary and finding synonyms and antonyms," and the clue game has students identify words using definitions, syllable counts, sentences, or synonyms/antonyms.

Activity 2 (Vocabulary) tells the child that if he is not familiar with a word, he may need to look it up in a dictionary. The Vocabulary student page requires students to record vocabulary words in sentences and then use the words in an island short story, prompting students to determine word meanings in context. The Facts and Definitions section provides definitions for several target words, supporting meaning clarification.

Students are encouraged to look up harder words in a dictionary during the editing process (Activity 1). Activity 2 explicitly tells students to use a beginning dictionary and/or other reference materials to check and correct spelling errors. The Editing Rubric asks students to consider grammar and spelling as they revise, prompting use of reference tools for editing.

Students are instructed in Activity 3 to look up the listed vocabulary words in a dictionary and write the definitions on note cards. They check comprehension by using each word in a sentence and by including the words in a short story they create and read aloud. The lesson supplies definitions and page references so students can compare dictionary definitions with contextual usage.

Activity 2 directs students to read through the words and definitions on the "Vocabulary" page and write sentences using those words, which has students use provided definitions to clarify word meaning. Activity 5 explicitly tells students to "look up the plural form of these words in the dictionary," asking for use of a dictionary to find word information. The vocabulary activity's student page lists definitions for peasants, lice, poacher, dungeon, and chivalry for students to read and apply in sentences.

The editing section explicitly tells students to "look up harder words in a dictionary or give her the correct spelling if she asks," which prompts students to consult a dictionary. The materials ask students to "discuss an author's ... word choice" and encourage the use of "complex and interesting words," linking students' work to vocabulary tasks. The rubric directs students to check spelling and proper nouns, which may lead students to use reference tools for word forms.

Activity 3 explicitly instructs the student to "use a beginning dictionary or other reference material to check and correct spelling errors." The materials refer to a "beginning dictionary," indicating the availability of a basic dictionary resource for student use during editing.

In Part 3: Editing, students are told: "Let your child use a beginning dictionary and/or other reference materials to check and correct spelling errors," which gives students explicit permission to consult a beginning dictionary. The paragraph rubric also requires students to include three vocabulary words from a previous lesson, indicating attention to vocabulary use that could involve reference tools.

Students are told to identify base words for words ending in -ed, -ing, or -ly and to record vocabulary words on note cards. Students are instructed to locate the words in the text, highlight them, see which words they already know, look up the definitions of words they do not know, and write the definitions on the note cards. Students are also directed to put the cards in alphabetical order and use the words in sentences related to farm life.

Activity 3 instructs students to match vocabulary words with definitions on note cards and states that if a student is not familiar with a word, he can use the dictionary to find the definition. Students are directed to find the words in context on the listed pages and write the sentence from the book that contains the words. Activity 2's extension suggests using a thesaurus to look up synonyms, supporting use of reference tools for word meaning.

The lesson explicitly tells students to "use a beginning dictionary and/or other reference materials to check and correct spelling errors." The rubric and activity pages reference using reference materials and checking spelling as part of editing and revising the final product. The Book Advertisement option suggests using examples and reference materials when preparing text and graphics.

Activity 2 instructs students to "look up the definitions" using a dictionary and to "read the word in context to pick the correct definition." The activity provides a specific digital dictionary link (Merriam-Webster Learner's Dictionary) and Thesaurus.com for synonyms/antonyms. Students are asked to fill vocabulary webs with definition, base word, synonym/antonym, a sentence from the book, and a new sentence, showing they must use the dictionary entries to determine precise meanings.

The Skills list explicitly states students should "Use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings." Activity 3 (Vocabulary) asks the child to match words and definitions and says he "can use a dictionary if he needs help." The vocabulary exercise requires students to place words in sentence contexts and then use each word in an original sentence, which practices clarifying word meaning.

Activity 2 directs students to locate each vocabulary word in the text, read it in context, and "record the definition of each word by looking them up in a dictionary." The vocabulary task has students alphabetize word strips, read words in context, and then find and record definitions. Activity 1 also tells students to "look up information about the animal online" if they are unsure how to classify an animal, showing use of digital reference sources.

The student activity page explicitly tells students to "look up the word in the book for context clues, then use a dictionary if needed," and Activity 2 instructs students to match vocabulary with definitions and to use each word in a sentence. The Activities section again tells students to consult a dictionary if they still do not know a word's meaning after using context. These directions require students to consult a print dictionary as a resource to determine word meanings.

The editing/revising directions tell students to "use a beginning dictionary and/or other reference material to check and correct spelling errors." The Editing and Revising Rubric asks "Did you look up the spelling of harder words?", prompting students to consult reference tools. These references indicate students are instructed to locate words in a beginning dictionary during revision.

Students are introduced to the concept of reference books and are told that reference books include encyclopedias, dictionaries, and thesauruses. The lesson asks students to read about the Middle Ages using an encyclopedia or websites and provides web links for research. The Facts and Definitions section provides explicit definitions of terms such as 'monarchy' and 'democracy.'

The vocabulary activity instructs students to "look up the definitions of unfamiliar words" and to "read each dictionary definition and decide which fits best in context." The directions note that "some of the words have multiple definitions," prompting students to compare dictionary senses. The student activity explicitly asks students to locate the vocabulary words in context and read them aloud after completing the lookup exercise.

The Chapters 1-6 Vocabulary activity instructs students to find words in a word search and to check which sentences use the vocabulary words correctly, noting that "your child may need to look up the definition of some words before identifying the correct sentence." The Facts and Definitions section lists explicit definitions (rate, convinced, racial, sarcastic, approval, glum) that students can use to determine word meanings. The vocabulary page includes page references for each word and asks students to decide which sentences make sense, prompting them to clarify precise meanings in context.

Students are given vocabulary words and definitions and asked to match them and make flashcards. The materials explicitly state that if a student does not know which definition goes with which word, he can "read them in context in the book and/or look them up in a dictionary." The activities require students to review definitions and use the words in sentences during a game.

During the editing phase, students are told they may "use a beginning dictionary and/or other reference materials to check and correct spelling errors." The instructions explicitly allow the use of a beginning dictionary while students read through and correct their drafts.