The lesson's Skills list asks students to "identify (with assistance) the purpose, audience, and appropriate format for an oral presentation" and to "adapt speech communication to the audience, purpose, and occasion." Students are asked to "share an oral project through presentation" and to practice storytelling, including ways storytellers make stories more interesting and to rehearse before sharing with family.

The lesson asks students to present information orally and in writing (Skills: "Use oral and written language to present information in a sequenced, logical manner" and "Share written and oral products"). Students are asked to read chapters aloud, read their poems aloud, and share research on bears, providing multiple opportunities to practice speaking for an audience. Activities prompt students to discuss and sustain conversation on topics (e.g., discussing Sundays, life in the woods, and bear research).

The lesson asks students to consider differences between formal and informal letters and to explain why Laura Ingalls Wilder's letter is more formal, providing a brief definition that informal letters often use slang and everyday speech. Students are instructed how to format a formal letter (date, greeting, closing, comma usage) and to compose a letter to children in the future using a rubric that explicitly requires a formal letter format and attention to grammar and punctuation. Students revise, edit, and produce a final copy of the letter and read it aloud to family, practicing written formal conventions and audience awareness.

The lesson's Skills list tells students to "Share written and oral products in a variety of ways" and to "Identify (with assistance) the purpose, the audience, and the appropriate form for an oral or written task," which asks students to consider audience and form. Activity 2 (Option 2) has students practice telling a campfire story using exciting words and body language, which gives students guided practice in informal oral discourse. The activities also ask students to share oral products and discuss appropriate forms, implying attention to different communication contexts.

The lesson asks students to "identify (with assistance) the purpose, the audience, and the appropriate form for an oral or written task," which explicitly asks them to consider audience and form. Students write a movie synopsis (a formal product) and a movie script (dialogue/informal product), and they share written and oral products and present dramatic interpretations. Students use a rubric to revise a synopsis and conference about writing, giving opportunities to consider word choice and form.

The lesson's Skills list explicitly directs students to "Choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate." Students are asked to retell a story to someone using props (Activity 3), to present puppet shows with written scripts and practice (Activity 8), and to "present dramatic interpretations of experiences, stories, poems, or plays." The lesson also instructs students to vary tone, use body language, and consider word choice when telling stories.

The lesson's Skills list asks students to "write in different forms for different purposes and audiences" and to "communicate with an audience through print and dramatic interpretations," which implies attention to audience and register. In Activities, students are asked to write a descriptive paragraph as an advertisement or to write a script for a commercial and to "discuss the language used" in magazine advertisements and commercials. The lesson also lists producing oral and written reports and dramatizations as student tasks, which involve preparing communication for an audience.

The lesson's Skills section includes "Write in different forms for different purposes and audiences," which touches on adapting language for audience and purpose. The "Varying Sentence Beginnings" activity has students rewrite sentences to change phrasing and tone, practicing different sentence structures. The Life Application asks students to read magazines or newspapers and identify sentences that begin in interesting ways, exposing them to varied written language.

The lesson asks students to "identify (with assistance) the purpose, audience, and appropriate form for oral or written presentation," and asks them to "share written and oral products in a variety of ways." Students are asked to write and act out a formal interview with Ben Franklin and to practice and present that interview to an audience. The lesson also includes varied tasks (making a card, writing a song, planning a party) that require choosing different presentation forms and audiences.

Students are asked to write a short newspaper article about C.S. Lewis (Option 2), which requires composing a written piece that typically uses a more formal register. Students are directed to answer three or four comprehension questions in a journal or online and to use the remaining questions in a discussion with an adult, giving opportunities for both written responses and spoken discussion. The skills section names "book discussion" and composing a draft that conveys major ideas, implying students will practice both discussion and more formal composition.

The Skills section asks students to "identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task," and to "share written and oral products in a variety of ways," which directs students to consider audience and form. Activities ask students to present dramatic interpretations (Activity 1) and to write a movie review or produce casting explanations (Activity 2), giving students opportunities to produce oral and written products for different purposes.

Students are asked to share projects with family and other interested people and to summarize the book for an audience. The skills list explicitly includes "Share written and oral products in a variety of ways" and "Use oral and written language to share information and ideas." The activities allow students to present (or videotape) oral presentations to an audience.

The lesson's Skills list includes "Write in different forms for different purposes and audiences" and asks students to "Demonstrate learning through productions and displays such as oral and written reports," which relates to using language for different contexts. The Reading and Questions section instructs students to answer three chapter questions in a journal and three questions in a discussion, giving students practice with both written and oral communication contexts.

The lesson explicitly tells students that newspaper articles use formal English and instructs reporters to avoid slang and contractions and use correct spelling, punctuation, and grammar. The Skills section asks students (with assistance) to identify the purpose, audience, and appropriate form for the oral or written task. Both activity rubrics require correct capitalization and punctuation, reinforcing formal conventions in the newspaper option.

Students are asked (with assistance) to identify the purpose, audience, and appropriate form for oral or written assignments in the Skills section. Students practice presenting information in a sequenced, logical manner and sustaining conversation through discussion prompts and recounting chapters. Students produce a written paragraph about a personal experience and create a poster or short story (Options 1 and 2), which provide occasions to present ideas to others.

The activity instructions tell students to "Review the form for letter writing (initial greeting, date, first person, closing, and signature)." The instructions explicitly say to "Discuss the difference between a personal and formal letter" and to "think of situations where people would write formal letters and those where people would write personal letters." Students are asked to write a get-well card of at least eight sentences, applying the letter form they reviewed.

Students are instructed to answer some questions in a journal and to use remaining questions as discussion questions, creating separate written and oral tasks. The materials include explicit instruction on capitalization and punctuation for titles and require students to apply those formal writing conventions. The lesson asks students to visit a courthouse to observe a trial and to identify lawyers, judges, and a jury, exposing students to a formal spoken context.

Students are asked to write a speech to the town members explaining why racism is wrong (Activity 1, Option 1), which requires composing a formal presentation of ideas. Students also answer journal questions and participate in discussions after reading chapters (Reading And Questions), providing opportunities for informal small-group or oral discourse. The lesson prompts students to choose responses (speech or poem) and to discuss the story in wrap-up, demonstrating both formal presentation and informal discussion contexts.

The lesson directs students to "discuss the difference between a business letter and a friendly letter" and explains the five parts of a business (formal) letter. Students are asked to pretend to be Stanley's lawyer and write a business letter to the state department, using a provided organizer or typing the letter on a computer. The student activity page explicitly structures the sender's name, address, date, recipient's address, greeting, body, closure, signature, and typed name for students to practice.

Activity 4 asks students to discuss differences between speaking to an audience (formal) and having a conversation with a friend (informal). Students are prompted to identify how formal speech differs (being prepared, practicing, using advanced vocabulary, speaking in complete sentences, standing up) and to describe situations where informal versus formal discourse is appropriate. The activity also asks students to notice and report whether they are using formal or informal English during the discussion.

The lesson's Skills list asks students to identify (with assistance) the purpose, audience, and appropriate form for the oral or written task, and students are guided to compose a three-paragraph reflective essay using a graphic organizer. The Reflective Writing Rubric requires students to attend to Grammar (capitalization, punctuation, subject/verb agreement) and Organization (topic sentence, supporting details, concluding sentence), and students are prompted to share their writing with family or discuss story conflicts aloud.

Students are asked to "identify (with assistance) the purpose, audience, and appropriate form for the oral or written task," which requires thinking about context and formality. Students also plan and "share a written and an oral project in a variety of ways" and are encouraged to present their project to family members and dress up when giving a presentation, connecting to presenting ideas. The rubric for the letter (Part 3) includes assessment items related to greeting, date, and tone, which touches on choosing an appropriate tone for a written task.

The lesson asks students to discuss why people keep journals and explicitly prompts a discussion of the difference between writing in a journal and writing a letter or report. The skills list includes "Write to communicate with a variety of audiences" and "Write in different forms for different purposes," which prompts consideration of audience and formality. The lesson also tells students that journals are usually private and may contain thoughts a writer would not say aloud, implying an informal context.

Students are asked to fill in a dialogue between two scientists using scientific vocabulary on the Student Activity Page, and Option 2 asks students to write an original dialogue between two scientists using those vocabulary words. Students also answer journal questions and participate in discussion prompts about the chapters, which require spoken or written responses.

Students are asked to write a speech for or against animal research that includes three reasons and transitional phrases, which practices composing organized language appropriate for a formal presentation. Students are directed to interview people in the community and to discuss reading questions in journals or group discussions, which creates opportunities for informal discourse. The skills list includes "Write to communicate with a variety of audiences," suggesting attention to audience and register.