Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 1
Weather on the Farm
Students are prompted to orally generate possible book titles from the covered book cover and then read the real title, which requires speaking and providing ideas. Multiple prompts ask students to "describe a tornado," "describe what kind of damage a tornado can cause," and "describe what life on a farm might be like," which require spoken description and detail. Other questions ask students to say what they know about farm life and what they would enjoy or not enjoy, prompting verbal responses and comparisons.
Lesson 2
The Storm
The lesson repeatedly prompts oral responses: parents are instructed to ask the child if she will enjoy the story and why, to read Chapter 1 and answer comprehension questions aloud (e.g., summarize Chapter 1; name who is in the cellar; describe the cellar), and to discuss feelings and predictions. Activity 3 asks the child to discuss how a paragraph could be improved and to note differences between versions, which requires verbal explanation. Activity 4 asks the child to write a chapter summary and then read it aloud, providing at least one explicit opportunity to speak sentences for an audience.
Lesson 3
The Tornado
The lesson asks the child to "verbally summarize the chapter" after listening to a chapter read aloud and provides specific follow-up questions for discussion (Questions #1–#5). It prompts the child to tell differences between the author's description and a simple description, to name his five senses, and to describe how the author's word choice makes the book more interesting, all of which require spoken responses providing detail.
Lesson 4
A Card Trick
Students read Chapter 3 and are asked specific comprehension questions (Question #1–#7) that invite oral or written answers. Students are prompted to read sentences aloud, record sentence-ending punctuation, and discuss how questions and exclamations should be read with particular inflections (Activity 2). In the Wrapping Up section, students listen to a spoken sentence and then take turns making up sentences aloud while the adult provides the punctuation.
Lesson 5
Turtles
The lesson explicitly instructs the child to "answer in complete sentences" when responding to the book comprehension questions. Students are asked open-ended questions (e.g., "How do you know?", "Why?", "Which myth was your favorite? Why?") that require spoken explanations and supporting detail. Students are also asked to retell myths and read their own turtle myth aloud to the family, providing opportunities to speak in complete sentences appropriate to those tasks.
Lesson 6
The Best Pet Award
The lesson asks students to read Chapter 5 aloud and to discuss questions about the story (e.g., "How did Five-Thirty get his name?", "Why does Tornado dig a hole?"). It prompts students to describe ways living things change their environments and to answer open-ended "why" and meaning questions that require spoken explanations. The activity instructions also ask the child to read sentences aloud when placing vocabulary cards and to respond to discussion prompts about comfort and environment.
Lesson 7
Conflict
The lesson asks the child to read Chapter 6 and then answer open-ended questions (e.g., Describe the saddest day of Pete's life; Have you ever had a sad day?; What would you have done if you were Pete?), which require spoken responses. Activity 2 specifically instructs the child to dictate a sentence that describes the boy's conflict and to explain the main conflict in Pete's stories, prompting oral sentence production. The Wrapping Up and Life Application sections ask the child to describe and identify types of conflict in other books, creating additional opportunities to speak about text.
Lesson 8
The End of the Storm
Students are asked to read Chapter 7 aloud and to answer guided discussion questions aloud. The instructions explicitly remind students to "speak in complete sentences when answering questions." Several questions require students to provide detail (e.g., "How do you know?" and "Why or why not?") that prompt extended sentence responses.
Lesson 9
Plot
Students are prompted to describe and define story elements aloud when asked: "Ask your child to describe a story plot. Ask him to define rising action, climax, falling action, and resolution." Students are given an option to act out important events in the story, which involves oral retelling and verbal expression. The lesson also directs students to use time transition words when describing events, supporting more detailed spoken sequencing.
Final Project
Think-Tac-Toe
Students are asked to perform orally when the directions tell them to "sing your song aloud for an audience" after writing a song as Pete. The wrap-up prompts instruct students to answer questions aloud — e.g., to say whether they would recommend the book and to "explain what she learned from the story." Several choice activities require students to describe events or imagine alternate outcomes, which could be presented verbally to others.
Unit 2: Sarah, Plain and Tall
Lesson 1
Getting Started
The lesson repeatedly prompts verbal responses: it asks the child to "tell" what she thinks about farm life, to "discuss" the cover illustration, to "identify" Maine and Kansas on a map and "discuss how far apart these places are," and to "describe some differences between Maine and Kansas." The lesson also asks the child to "explain how she decided to design the cover" and to answer which state she would enjoy living in and why, creating multiple opportunities to provide spoken detail and clarification.
Lesson 2
Story Elements
Students are prompted to read each definition aloud and explain it in their own words, and to share examples of each story element from books they have read. Students are asked to answer questions on an activity sheet about story elements and to name and explain each element during the Wrapping Up section. Students may also dictate parts of their stories while an adult records their ideas, which involves verbally communicating story details.
Lesson 3
The News
The materials instruct the child to "answer discussion questions in complete sentences" and present chapter questions to be used for discussion or journal responses. The text prompts oral discussion (e.g., ask your child why Anna's father might need help; discuss examples of advertisements and how they are written) and directs the parent to read classified ads aloud to the child. Activities ask the child to discuss what she enjoyed and what she learned about the environment, creating opportunities for spoken responses.
Lesson 4
The Letters
Students are asked to listen to Chapter 2 read aloud and then summarize the chapter verbally, which requires oral response and provision of details. Students read aloud the comprehension questions and discuss answers with an adult, providing spoken responses. Activity 2 compares speaking and writing and notes that letters are expected to use complete sentences, and students may dictate a letter and indicate ending punctuation for each sentence.
Lesson 5
The Arrival
The lesson explicitly tells students to "speak in complete sentences when answering discussion questions." Students are given the option to answer questions "in a discussion with you," which creates an opportunity for oral responses. The Introduction and Reading sections prompt students to discuss characters' feelings and to answer specific comprehension questions aloud.
Lesson 6
Life on the Prairie
Students are asked to read aloud and discuss comprehension questions: the plan says "Let him read each of the following questions... then he can answer some questions in his journal, and others he can discuss with you." Students are prompted to describe feelings about moving, to discuss why people sing, when they sing, and how music makes people feel, which requires spoken responses. The Skills section lists retelling and clarifying/summarizing written messages, implying oral retell and discussion practice.
Lesson 7
The Dune
The lesson asks the child to read Chapter 5 and then answer each question either in her journal or by discussing them with an adult, which requires verbal responses. It prompts discussion activities such as "Let her share her ideas," "Discuss the idea that having fun...," and asking the child to predict whether Sarah will enjoy Kansas, all of which create opportunities for spoken answers and clarifications. The "Let's Have Some Fun" activity asks the child to share ideas about outdoor activities and to talk about an outside excursion, prompting spoken description of experiences.
Lesson 8
Work and Play
Students are asked to read aloud the description of winter and to read Chapter 6, then answer comprehension questions either in their journal or by discussing them aloud with an adult. Students are prompted to act out different things people do when it snows while the adult guesses, and to discuss how activities then and now are similar or different. The skills list includes "Present dramatic interpretations of experiences, stories, poems, or plays" and "Retell written messages by clarifying or summarizing," which require students to speak and explain orally.
Lesson 9
Writing
Students are asked orally to identify the problem of the story and to answer questions about what Caleb and Anna have been worried about. Students read persuasive examples aloud and discuss which example is most convincing and why, providing reasons during the discussion. Students are also instructed to read their own drafts aloud during editing and to consider changes, which requires speaking to explain revisions.
Lesson 10
Neighbors
Students are asked to read Chapter 7 aloud and to answer specific comprehension questions (e.g., "Why do Maggie and Matthew come to visit?" and "Why do Sarah's eyes fill with tears?"). Students are prompted to discuss and explain opinions (e.g., "Ask your child if he thinks Sarah would be happier in Maine and to explain why he feels this way") and to respond to prompts about what they would miss or how to welcome a new neighbor. These tasks require students to produce spoken responses that provide details or explanations.
Lesson 11
Squall
The lesson instructs the child to discuss what she has learned about the weather and to answer specific comprehension questions after reading Chapter 8, which requires oral responses. It asks the child to explain how to know whether to use a comma before 'and,' and to 'explain' that rule during the Wrap Up. Several discussion prompts (e.g., differences in environments, why a character is upset) invite the child to speak and provide requested detail or clarification.
Final Project
Welcome To Kansas
Students are asked to "read her card to Sarah aloud" at the end of the party, which requires oral presentation of a written message. Students are instructed to "share the game and the food with the guests" and to put game directions and materials in a box, which creates opportunities for students to explain game directions or describe activities aloud. Students prepare written directions and a card (Steps 3–5), which can serve as prompts for what they will say when presenting to others.
Unit 3: Who Was Helen Keller?
Lesson 1
Helen's Early Years
The lesson explicitly instructs: "Ask your child to answer in complete sentences for both verbal and written answers." It also directs students to practice oral sentence use by having them "use each word in a sentence aloud to you." Chapter questions ask students to "describe Helen in her first two years of life" and answer other comprehension questions verbally, which requires providing descriptive detail in spoken responses.
Lesson 2
Helen's Childhood
Students are asked to read Chapter 2 and answer explicit comprehension questions (e.g., explain why Helen threw tantrums, compare their childhood to Helen's) which require spoken or written responses. Students are prompted to predict Helen's behavior and to give reasons for their ideas, asking them to provide detail and explanation. Students are asked to "read aloud" sentences from the text for vocabulary work and to play a clue game that requires them to give and respond to spoken clues and guesses.
Lesson 3
Helen's Challenges
Students are asked to describe verbally why Helen's environment could be frustrating and sometimes dangerous, and to read Chapter 3 and answer comprehension questions (which can be answered orally). In Activity 2 students write a sensory paragraph and then read the paragraph aloud, with instructions to make changes and ensure each sentence has a subject and predicate. Skills listed include planning and making judgments about what to include in written and oral products, and Activity 3 offers an option to write and perform words for a song reflecting Helen's experience.
Lesson 4
Inventors
The lesson asks the child to read a biography and then discuss what they enjoyed and whether they would enjoy meeting Alexander Graham Bell, which requires spoken responses. Activity 2 instructs the child to read ten written clues aloud to older family members, friends, or neighbors so they can guess the inventor. The lesson also asks the child to read Chapter 4 and answer a set of comprehension questions, which can be spoken responses.
Lesson 5
Annie
Students are asked to read Chapter 5 and then answer comprehension questions, which can involve verbal responses. Students are prompted to give three adjectives for items aloud and to discuss why Helen changed and how the environment influenced her. Students are also asked to describe the relationship between Annie and Helen and to discuss Braille and the challenge of reading blindfolded, which require spoken replies.
Lesson 6
Helen Leaves Home
Students are prompted to read Chapter 6 aloud and answer comprehension questions orally (e.g., "What did Helen enjoy at Cape Cod?" with the provided full-sentence answer "She loved playing in the ocean."). The lesson includes spoken discussion prompts such as asking the child what happened to Helen, how he thinks Helen will respond to situations, and "Have you ever been accused of something you did not do? How did you feel?" The skills list names planning and making judgments about what to include in written and oral products, implying oral response practice.
Lesson 7
More Learning
Students are prompted to discuss how Helen succeeded despite being blind and deaf and to answer specific comprehension questions after reading Chapters 7 and 8, which asks for reasons and details (e.g., why the interviewer was surprised, how Helen knew life was different for immigrants). Skills listed include increasing oral vocabulary by listening and discussing and recalling main ideas and details from a text, and multiple activities instruct students to discuss Helen's journey and to name important events and explain their significance. Parents are directed to ask the child questions and let her share what she knows about places Helen visited, which creates opportunities for spoken responses.
Lesson 8
All Grown Up
Students are asked to read Helen Keller quotes aloud and to answer follow-up questions such as "Do you want to keep reading? Why?" and "What words or phrases create images in your mind?". Students are prompted to read Chapters 9 and 10 and answer specific content questions and to describe what it means for writing to have a voice. Activity 3 requires students to read aloud sample passages and respond to comparative questions (e.g., "How are the writing pieces different?" "Which piece did you enjoy most? Why?"), providing opportunities for oral responses that require detail.
Final Project
Scrapbook or Interview
Students plan and write five interview questions and record Helen's answers, then are instructed to practice the interview with a parent or sibling. Students draft answers and rehearse before a final presentation, and the Interview Grading Rubric evaluates 'Answers' (well thought out/informative) and 'Presentation' (ease of understanding). The project requires students to deliver an oral interview as a performance.
2: Change
Unit 1: Morning Girl
Lesson 1
Background Information
The lesson repeatedly prompts oral interaction: parents are instructed to "Ask your child if he has ever heard of Christopher Columbus" and to "discuss the environment and beauty of the islands," which require spoken responses. Students are asked to "share the acrostic poem" and to answer wrap-up questions such as what they would enjoy most about visiting the Bahamas, implying spoken explanation. The life-application role play asks students to "pretend to be on an island, acting out island activities," creating opportunities for verbal exchange and description.
Lesson 2
Point of View
The lesson explicitly tells students to "answer in complete sentences for both verbal and written answers." Students are asked to read aloud, reread using different voices, and discuss answers to open-ended questions (e.g., describe characters, explain differences in accounts). Activity 5 requires students to orally describe events and then compare and discuss differences, prompting them to provide details and explanations aloud.
Lesson 3
The News
Students are asked to read Chapter 3 and "answer some questions aloud," and the Skills section lists "Connect experiences and ideas with those of others through speaking and listening" and "Retell a spoken message by summarizing or clarifying." Activities ask students to discuss similarities and differences, describe how characters change family members, and record an oral island short story as they tell it. The introduction and wrapping up prompt the child to answer aloud about characters and to describe similarities and differences between the text and their own life.
Lesson 4
The Rock
Students are asked to read Chapters 4 and 5 and then answer comprehension questions aloud or record them in a journal, providing spoken responses. Students are prompted to retell a spoken message by summarizing or clarifying and to present dramatic interpretations or role-play family interactions. Students engage in discussions about characters, family similarities, and changes, which require oral explanation and interaction.
Lesson 5
Let's Write
Students are asked to read the writing prompt aloud and to describe differences between Morning Girl and Star Boy, which requires spoken responses. Students are encouraged to share their writing with family and to explain the steps they used in the writing process, prompting oral explanation. The activities prompt students to answer questions about voice and to discuss ideas for revision, which involves speaking to provide detail about their choices.
Lesson 6
The Storm
The lesson explicitly tells students to "answer in complete sentences for both verbal and written answers" and to discuss differences between speaking and writing. Students are asked to answer guided comprehension questions aloud or in their journals, and to "describe the setting" and "list two positive and two negative effects" of the storm, which require spoken or written detail. Activities ask students to explain the significance of names and to give each family member a name and explain its significance, which prompts spoken explanation and a role-play opportunity to refer to one another by new names.
Lesson 7
Visitors
The lesson explicitly instructs students to "answer in complete sentences for both verbal and written answers" when responding to comprehension questions after reading Chapters 8 and 9. It requires students to read the epilogue aloud and participate in discussion prompts about the visitors, which asks for spoken responses. Activity 3 asks students to describe feelings, ideas, and opinions in journal entries and in a Morning Girl/Visitor organizer, prompting students to provide requested details in their responses.
Final Project
Poetry Night
The lesson explicitly tells the child to "Remind your child to speak in complete sentences." Students are asked to read Encounter aloud and answer specific discussion questions (e.g., why the boy is worried; how the encounters are similar/different), which require spoken responses. Students prepare and read their two "before and after" poems aloud, record and playback their readings, and participate in a family poetry reading night, providing multiple opportunities to speak aloud in context.
Unit 2: Communities and Culture
Lesson 2
Where Are We?
The lesson explicitly instructs: "Ask your child to answer in complete sentences for both verbal and written answers," and directs that some questions be used in discussion, requiring verbal responses. Multiple discussion prompts and activities (e.g., describe the environment, explain how the Nile affected people, compare life in Egypt and the student's community) require students to provide details and explanations orally. The Reading and Questions section lists specific questions students must answer verbally or in writing, reinforcing use of complete sentences to respond.
Lesson 3
The King
The lesson prompts oral responses when it instructs the adult to "Ask your child what she learned" and to ask five reading-comprehension questions, which require the child to answer verbally. Activity 3 directs the child to "use [a vocabulary word] in a sentence" and to "read [her story] aloud," creating opportunities for spoken sentence use. Activity 2 involves discussing differences between a king and a president while completing a Venn diagram, which invites verbal explanation during the activity.
Lesson 4
Back Home
The lesson prompts students to speak by asking them to predict how the story will end and to explain whether their prediction matched the ending. Students are asked to answer specific comprehension questions and to discuss topics aloud (e.g., "Discuss how burial rituals have changed" and "Ask your child what he enjoyed most... Encourage him to describe why"). Multiple prompts use verbs like "ask," "answer," "discuss," and "encourage him to describe," which require students to produce spoken responses with detail.
Lesson 5
A Day in Egypt
Students are asked oral questions at the start (e.g., "Ask your child what the ancient Egyptian people did...") and to discuss whether their initial questions were answered, which requires spoken responses. Students are instructed to do a rough draft and "read it aloud," giving them an opportunity to practice speaking their ideas. The wrap-up directs an oral discussion (e.g., "Ask your child if life in ancient Egypt would have been more enjoyable..."), prompting verbal comparison between ancient and modern life.
Lesson 6
Middle Ages
The lesson explicitly instructs students to "answer in complete sentences for both verbal and written answers." Students are asked to read nouns aloud, reread pages aloud, and participate in discussions (e.g., describing peasants' homes, comparing lives, and answering questions about the Binkertons). Multiple activities require students to speak to provide details and explanations (oral answers to comprehension questions, discussing similarities/differences, and reflecting on a pretend peasant experience).
Lesson 7
Off to the Castle
The lesson includes multiple oral prompts where an adult asks the child questions (e.g., "Ask your child why the life of a person living in a castle might be better than the life of a peasant," and the Wrapping Up prompt asking how castle life is similar to/different from fairy tales). The Reading and Questions section instructs the child to read pages and then answer six comprehension questions, which can be answered orally. The Life Application asks an adult to play a game and ask the child what materials game pieces are made from, prompting spoken responses and discussion.
Lesson 8
Return Home
Students are asked to predict what will happen as the story ends and to answer specific comprehension questions, which requires them to speak or report ideas (e.g., Questions #1–#6). Several prompts ask students to "discuss" differences between cultures (Activity 4) and to "ask him to explain" how text and illustrations support chosen adjectives (Activity 3), creating opportunities for oral explanation. Multiple places prompt students to answer and explain (e.g., describing castle features, defending which attack would work best), which involve providing details verbally.
Final Project
Elements of Change
The lesson asks the child to "describe some reasons for the changes he includes in his book" and to "explain how cultures and communities have changed over the ages," which requires oral explanation. The Wrapping Up section directs the child to "share the book with his family and explain" and to answer questions about what he enjoyed and found challenging. These prompts require the student to speak and provide details or clarification about their project.
Unit 3: American Heroes
Lesson 1
Heroes
The lesson repeatedly prompts oral responses: caregivers are instructed to "Ask your child if he can think of any heroes," to "Ask your child what makes someone a hero," and to "Ask your child to tell you about a time he has seen or read about a hero." The lesson also directs oral naming and discussion tasks, such as asking the child to name five adjectives and to "Discuss how heroes can help motivate other people." Activity 3 asks the child to name American heroes before recording them, implying spoken recall.
Lesson 2
Early American Heroes
The lesson instructs that "If needed, your child can dictate to you the sentence she develops for each card," which requires the child to produce spoken sentences for the Hero Cards. The lesson repeatedly directs an adult to "ask her the following questions" and to "use some of the questions as discussion questions," prompting verbal answers about Franklin, Jefferson, and Washington. The lesson also asks the child to "describe how your family celebrates the Fourth of July," to sing the national anthem, and to "say the Pledge of Allegiance," all of which involve spoken responses or recitation.
Lesson 4
Hard Times
Students are prompted to answer comprehension questions after reading chapters on Eleanor and Franklin Roosevelt, which can be spoken responses during parent–child discussion. The lesson tells the child to "say the words out loud and to use them in context" when forming contractions. The lesson includes multiple discussion prompts (e.g., "Discuss with your child the racial climate of the 1940s and 50s" and "Discuss ways that even young people can change the world") that invite spoken exchanges.
Lesson 5
Recent Heroes
Students are prompted to answer comprehension questions after reading chapters on Walt Disney and Jesse Owens, which can be spoken responses. The lesson instructs an adult to "ask your child" to describe other modern-day heroes and to "find a local hero that your child can meet and talk with," prompting spoken interaction. The imagineer activity includes reading options aloud and letting the child select one, which requires the child to speak to make a choice and to describe creative ideas.
Lesson 6
African-American Heroes
The lesson includes repeated prompts to "Have your child answer the following questions" after reading sections on each hero, which require students to respond to factual and explanatory questions. The Introduction and Wrapping Up sections instruct an adult and child to "Discuss" topics such as how citizens change their communities and challenges faced by African-American heroes, creating opportunities for spoken responses. Several comprehension questions ask for explanations (for example, "What did Mary McLeod Bethune believe about education?" and "Why did slave owners not want their slaves to be able to read and write?"), which could be answered aloud with detail.
Lesson 7
Female Heroes
Students are prompted to answer comprehension questions after reading chapters on Susan B. Anthony and Sandra Day O'Connor (e.g., "Have your child answer the following questions…"). Students are asked to "discuss appropriate use of punctuation" and to "discuss with your child" why equality is important, which require spoken responses. In Activity 2 students write two declarative, two interrogative, and two exclamatory sentences about what they learned, with spoken discussion examples provided (e.g., sample interrogative, declarative, exclamatory sentences).
Lesson 8
Heroes of Science and Invention
The lesson repeatedly asks the child to answer and describe (e.g., "Have your child answer the following questions..." for Einstein, Edison, and the Wright brothers) and prompts oral interaction (e.g., "Ask your child if she has ever faced a task..." and "Ask your child to describe why science and inventions are so important"). The Perseverance activity asks the child to list three reasons and support them with details, which requires producing full ideas. The Adverbs activities require students to write sentences using verbs and adverbs, reinforcing complete-sentence construction in writing.
Lesson 9
Book of Heroes
Students are prompted to describe heroes they have read about and what those heroes did to change the world. Students are asked to select a favorite hero and explain why the person is their favorite, what they can learn, and how they are similar. Students are asked to read the names from their book and explain what they remember about each hero, prompting oral recall and explanation.
Final Project
My Life Story
Students are asked to share their scrapbook page with family and to discuss what they are most proud of and what they would do differently, which creates opportunities for spoken responses. The directions ask caregivers to "share the score" and give "the rationale for the points" and to "discuss areas" completed successfully and areas for improvement, prompting students to answer questions. Review steps (review characteristics of a hero; examples of sentence types) imply oral review and discussion between adult and child.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students are asked orally what they think the book might be about and to give examples of other fantasy books, prompting spoken responses. Students are asked to tell a short fantasy story using listed elements and to summarize Avi's idea of Poppy after watching a video, prompting extended oral retelling. Students are prompted to say vocabulary words aloud and to use each word correctly in a sentence, which requires producing spoken sentences in context.
Lesson 2
Mr. Ocax
Students are explicitly told to "answer in complete sentences for both verbal and written answers," directing them to speak in full sentences during discussion and journaling. The Combining Sentences activity has students say sentences aloud using conjunctions and combine short sentences into longer ones, which practices forming complete spoken sentences. The paragraph task asks students to write three ways they are similar to a character and support their opinion with evidence, requiring students to provide requested detail in full-sentence responses.
Lesson 3
The Emergency Meeting
The lesson explicitly instructs: "Ask your child to answer in complete sentences for both verbal and written answers," directing students to speak in full sentences during discussion and journal work. Students are asked to write a short summary of chapters and to answer eight comprehension questions verbally and in writing, which requires providing requested detail. During the owl pellet activity, students are prompted to "explain what he observes" and to "predict which animal(s) might have been eaten," requiring spoken description of observations. Students also read passages aloud and discuss paragraph divisions and main ideas, providing additional opportunities to respond in complete sentences.
Lesson 4
Standing Before Mr. Ocax
The lesson explicitly tells the child to "answer verbal and written questions in complete sentences." Activity 3 asks the child to write a speech and then "present it to her audience," providing an opportunity to practice speaking aloud. Activity 2 has the child reenact dialogue with puppets and recite new lines, which requires producing spoken sentences.
Lesson 5
Poppy and Poppa
The lesson explicitly instructs the child to "answer verbal and written questions in complete sentences." Multiple discussion prompts ask the child to predict, explain, and describe (e.g., predict how the mice will respond, explain why he picked specific words, describe mental pictures of gobbling vs. nibbling), which require spoken explanations. Activities direct the child to discuss causes and effects and to explain word choices aloud, providing opportunities to give requested detail or clarification in speech.
Lesson 6
Dimwood Forest
The lesson includes multiple oral prompts where students are asked to answer and explain: parents are told to ask the child what she thinks will happen, to define good and evil, to explain how Poppy and Mr. Ocax are opposites, and to point out words and phrases that convey mood. The Skills list explicitly includes "Retell a spoken message by summarizing or clarifying," which requires students to speak to summarize or clarify events. Several comprehension questions (e.g., asking about Poppy's secret desire and feelings) require verbal responses that provide requested detail.
Lesson 7
Ereth
The lesson explicitly instructs students to "answer verbal and written questions in complete sentences." Students engage in oral discussion tasks (predicting which creature Poppy meets, answering guided questions, discussing food chains and porcupine defenses) and are asked to ask and answer relevant questions. Several prompts require explanatory responses (e.g., explain why Mr. Ocax might be upset, how Poppy's knowledge might break a cycle of power).
Lesson 8
On the Way to New House
The lesson explicitly instructs students to "answer verbal and written questions in complete sentences." Students are asked to write a summary of Chapters 13 and 14 and to respond to specific comprehension questions, prompting full-sentence answers. The Wrap Up directs students to "use each word in her own sentence orally," and the puppet/play activity requires students to give characters voices and speak dialogue from pages 112–113.
Lesson 9
The Truth at Last
The lesson explicitly tells students to "answer verbal and written questions in complete sentences." Students are prompted to tell about their favorite part, explain differences between prefixes and suffixes, and recap the cycle of power—oral tasks that require providing detail and clarification. Several discussion prompts ask students to explain feelings, give evidence from the text, and discuss where the cycle could be broken, all of which require sentence-length responses. The prefix/suffix game and oral discussion directions require students to speak and produce examples aloud.
Lesson 10
The Battle
The lesson explicitly instructs students to "answer verbal and written questions in complete sentences." The Skills section lists gaining control of grammar when speaking, including using complete sentences. Multiple activities require students to speak: students must explain the meaning of symbols for a victory flag and are encouraged to read their personal journal entries aloud and discuss bravery responses aloud. These items require students to produce spoken complete sentences to provide explanations and responses.
Lesson 11
Writing Project
The lesson asks the child to explain orally: the cycle of power, how Poppy broke the cycle, and how life will be different for the mice, which requires spoken responses. The lesson instructs the child to read his three paragraphs aloud to his family and to read drafts aloud during editing to listen for sentence flow. It also includes opportunities for the child to dictate ideas to a parent if he has difficulty writing, which involves producing spoken sentences.
Lesson 12
A New Beginning
The lesson explicitly instructs: "Remind your child to answer verbal and written questions in complete sentences." Multiple discussion prompts ask the child to explain reasoning (e.g., why Poppy did not feel joy, what Ereth meant, why Poppy encouraged dancing), which require verbally providing detail. Activities prompt oral explanation and discussion (asking the child to explain why Poppy and Ereth can be close, to describe the theme of cycles, and to answer wrapping-up questions aloud).
Final Project
Poppy
Students are assigned to "present dramatic interpretations of experiences, stories, poems, or plays" and to "use technology to enhance the presentation of information to an audience," which create occasions for oral presentation. Students are asked to "share his projects from the 'Poppy Think-Tac-Toe' with family members" and to explain choices (for example, why they selected a present and what song they would play), implying spoken explanation.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
The materials explicitly instruct students to "answer verbal and written questions in complete sentences" throughout the unit. Students are prompted to speak aloud when producing vocabulary sentences (Option 1 and Option 2) and to discuss picture books and character relationships verbally (Activity 3, Activity 1, Activity 2). Multiple comprehension questions (e.g., Why was Fern angry? Do you think Fern or her father was right? Explain the relationship between Fern and Wilbur.) require students to provide reasons and details orally.
Lesson 2
Charlotte
The materials direct students to respond to specific discussion questions (e.g., describing Wilbur's day, Charlotte's behavior, and the goose's prediction) and to use those questions as "discussion and journal questions," which prompts oral answers. The guide repeatedly tells adults to "ask your child" and to "discuss" topics such as schedules, spider research, and feelings about characters, creating multiple opportunities for spoken responses and explanations.
Lesson 3
Bad News
The materials direct an adult to use the reading questions as discussion prompts, asking the child to answer comprehension items and predictions aloud (e.g., Questions #1–#7 and "Ask your child to predict what Charlotte will do to save Wilbur"). Activities ask the child to "discuss reasons farmers raise animals" and to name and talk about the five senses and sensory descriptions from specified pages. Several prompts require the child to describe, explain, and justify responses orally (e.g., discussing why animals are eaten, why the farmer might kill a pig, and why Fern's parents reacted as they did).
Lesson 4
Some Pig
The lesson includes multiple oral tasks that require speaking aloud: students are asked to tell what they enjoyed about characters, to think of -ly words and use them in sentences aloud, and to read aloud sentences from Charlotte's Web that contain adverbs. The friendship section prompts students to discuss what the author taught about friendship and to describe the friendship between Wilbur and Charlotte. The wrap-up explicitly asks the child to explain what an adverb is and to use one in a sentence.
Lesson 5
Progress
Students are asked to read Chapters 13–15 and answer specific comprehension questions "in a discussion or in his journal," which gives them opportunities to speak answers aloud. Students are asked in Activity 2 to explain why they selected a descriptive word for each family member, requiring them to present and justify their choices verbally. Students are prompted at the end to say what they have learned and to make up sentences for vocabulary words, providing additional chances to produce spoken sentences and details.
Lesson 6
The Fair
The lesson instructs an adult to "Ask your child if she has ever been to a fair" and to "use the questions below in a discussion or in her journal," which creates opportunities for students to speak answers aloud. Several prompts ask the child to "share" and "describe" (for example, describing the booth's activities, discussing cycles on the farm, and sharing ways to make sentences more interesting). The lesson also recommends visiting a fair and having the child "come home and write about the experience," implying prior oral recounting.
Lesson 7
The End
Students are prompted to speak when they are asked to predict what will happen to the characters, to discuss answers to comprehension questions (e.g., explain how Charlotte tried to tell Wilbur she would die and how he responded), and to reread and read aloud passages about the seasons on the farm. Students are also asked to explain how characters changed, to discuss similarities and differences between the book and movie, and to prepare and give an oral report for the "Spiders Around the World" project. Several activities require verbal explanation and discussion (e.g., identifying cycles, explaining choices of materials for webs, and answering journal or discussion questions).
Final Project
Charlotte's Web
Students are asked to conference with an adult about their writing and discuss ways the writing can be improved, which requires oral discussion. Students are invited to share their project with family and/or friends, creating an opportunity to present information to an audience. The lesson also allows use of technology to enhance the presentation of information to an audience for a specific purpose, implying an oral or presentational component.
Unit 3: The Family Under the Bridge
Lesson 1
Pre-Reading
Students are prompted to answer oral questions such as "Ask your child what he knows about economics" and "Ask your child what he learned today about Paris," which require spoken responses. Students are asked to "explain how the cycle would be disrupted if a person did not have a job" and to "discuss ways that people can be in need," which require them to provide verbal explanations and clarifications. Students engage in daily grammar activities and are asked to "record the punctuation marks he knows how to use in his journal and to use each one in a sentence," supporting sentence construction skills (albeit in writing).
Lesson 2
The French Man
The lesson explicitly tells students to "answer verbal and written questions in complete sentences." Students are asked to discuss chapter questions aloud or in journal writing, to pretend to be Armand and explain what she enjoys about not having a job, and to participate in discussions about commas and opportunity costs. Skills list includes "Increase oral and written vocabulary when responding to literature," which supports oral response practice.
Lesson 3
A Discovery
The lesson explicitly instructs the child to "answer verbal and written questions in complete sentences," and it provides multiple opportunities for oral responses (e.g., asking the child what Armand discovered, letting the child predict what will happen, and the Wrapping Up prompt to "tell you about the children"). Several discussion questions (Why was Armand upset? Why did Armand share his food? What would your life be like...) require spoken responses that can include requested detail. The Activities also prompt students to discuss similarities/differences and to produce questions and exclamations in their journal, supporting oral language practice tied to the text.
Lesson 4
A Day in the City
The lesson explicitly tells the child to "answer verbal and written questions in complete sentences," and provides multiple verbal discussion prompts (e.g., questions about Armand, unfair treatment, and giving of time) that require spoken responses. Activities direct the child to discuss similarities and differences (compare Christmas in France and the U.S.) and to answer journal and discussion questions verbally, which creates opportunities for speaking in sentence form.
Lesson 5
Singing
The materials explicitly instruct the child to "answer verbal and written questions in complete sentences." The speech activity requires the student to write a speech with three reasons and supporting details and then read the speech aloud. Additional speaking opportunities include rereading page 27 aloud, reading a speech aloud, and optionally recording a short pretend conversation between characters.
Lesson 6
The Shoe
The lesson explicitly instructs: "Remind your child to answer verbal and written questions in complete sentences." Students are also asked to read aloud pages (Activity 3) and respond to discussion prompts (e.g., "Ask her how she knows it is a dash," "Ask your child why she thinks the author used a dash," and comprehension questions #1–#7), which require spoken responses.
Lesson 7
Among Friends
The lesson asks the child to read Chapter 6 aloud and participate in discussion questions, providing opportunities to speak about characters and plot. Activity 2 requires the child to fill a bag and then explain his reason for each item and identify which character benefits and how the items meet wants and needs. Activity 3 asks the child to use each vocabulary word in sentences aloud, and the Skills list includes "Participate in conversations and discussions."
Lesson 8
Christmas Eve
The lesson explicitly instructs students to "answer verbal and written questions in complete sentences." Students are asked oral questions that require explanation and detail (for example, "Ask your child which character is most like her and let her explain why" and "Ask your child to describe how Armand and the Calcets celebrate Christmas Eve"). Multiple discussion prompts require students to provide reasons or descriptions (e.g., "Why did Armand tell the children... Was it right for him to say this? Why or why not?").
Lesson 9
Saying Goodbye
The lesson explicitly tells the child to "answer verbal and written questions in complete sentences." Students are given multiple discussion questions (including several 'Why' and 'How' prompts) and are asked to discuss chapters and cultural observations, which require oral responses. Several activities (Reading and Questions, Culture Commentary) ask students to talk about and describe aspects of the story, encouraging spoken explanations.
Lesson 10
A Home at Last
The lesson explicitly instructs the child to "answer verbal and written questions in complete sentences." Several activities require spoken responses: discussion of chapter questions, a pretend delivery of a gift, and performing a singing telegram. Comprehension questions ask for detailed answers (e.g., explaining how Armand helped the children and describing the new home), which require students to provide requested detail when speaking.
Final Project
Reader's Theater
Students read scripts aloud and practice giving characters different voices, including a narrator role that speaks audience-facing lines. Students rehearse lines four or five times, assign roles to participants, and perform and record the drama. Students answer reflection prompts after viewing the recorded performance (e.g., what they enjoyed and what they would change).
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 2
Morning in the Rain Forest
Students are asked orally to name animals on the cover and to answer guided discussion questions about Chapter 1, which require descriptive responses (e.g., "How would you describe Tepui?" and "Why are the rain forests an important habitat?"). Activity 2 directs students to use each vocabulary word in a sentence after locating and defining it. Activity 3 prompts students to answer a series of questions about their daily activities and relationships that require explanation and clarification (e.g., "What is your role in the relationship? What is the role of the other person or living thing?").
Lesson 3
The Tree
Students are prompted to answer Question #1–#4 as journal or discussion questions, which asks them to describe, list, and give reasons (e.g., "Describe the army ants," "Do you think that Tepui noticed every living thing... Why or why not?"). Activity 2 directs students to "discuss the theme of relationships" and to "explain how the tree in his environment differs from Tepui's favorite tree." Activity 3 asks students to "discuss the effect of each adjective on the reader" and to explain how adjective choices influence understanding.
Lesson 4
Butterfly Search
Students are prompted to discuss Chapter 3 questions aloud (the teacher/parent is told to "use the others in a discussion") and to describe relationships among living things, which requires spoken responses. The Skills list explicitly includes "Ask and answer questions about organisms, objects, and events" and "Increase oral ... vocabulary by listening, discussing, and composing texts," which indicates oral practice. Students are also asked to prepare interview questions and to explain what they learned, creating opportunities for spoken answers and explanations.
Lesson 5
Rain Forest Relationships
Students are prompted to describe what they learned aloud (e.g., "Ask your child to describe what he learned about the relationship between Tepui and the scientists"). Students are asked to answer journal and discussion questions about Chapters 4 and 5 and to "ask and answer questions about organisms, objects, and events" in the Skills list. Students are directed to discuss pairs on the "Relationships" page and to answer oral questions about plot timelines, providing multiple opportunities for spoken responses.
Lesson 6
Law of the Jungle
Students are asked to reread page 40 aloud and to listen to and discuss selections (Skills: "Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud"). The lesson includes multiple oral tasks where students must speak: predicting how characters will search, answering Journal/Discussion questions (e.g., Why are the army ants so dangerous?), and being asked to describe The Law of the Jungle and explain why it exists. Several activities prompt verbal explanation or discussion of vocabulary and relationships among organisms.
Lesson 7
Helping a Friend
Students are asked to reread pages 49–52 aloud and to dramatize the tree-climbing scene, which requires them to speak lines and use stage directions. Students write dialogue lines for Tepui and Dr. Rivero (Option 2) or identify which character says provided lines and their order (Option 1), and they are prompted to describe the relationship between the characters in discussion. The activity also includes speaking roles during the reenactment where students act and speak lines to another person.
Lesson 8
Persuasive Writing
Students are asked to write three structured paragraphs with topic sentences, supporting sentences, and concluding sentences, so they produce complete written sentences. The wrapping-up activity asks students to read their persuasive paragraphs aloud, pretending to read to the people who want to clear the rainforest. The editing rubric prompts students to check that sentences begin with capitals and end with correct punctuation and that paragraphs have opening and concluding sentences.
Lesson 9
A Close Call
The lesson includes a set of guided discussion and journal questions and repeatedly instructs a caregiver to "ask your child" specific comprehension questions, which prompts oral responses. Activity 2 asks the child to discuss metaphors and similes and to "share" examples, encouraging spoken explanation of comparisons. Activity 4 instructs the child to discuss the climax and identify relationships, which requires verbal description of story elements.
Final Project
Field Guide or Documentary
Students plan and write scripts for a documentary that require them to tell an audience each animal's name, habitat, food, predators, interesting facts, and relationships with other living things. Students practice their scripts and film a presentation for an audience, which requires them to speak aloud and convey requested information. Students use organizers and a rubric that emphasize clarity of information and engagement, encouraging spoken explanations that include specific details.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
Students are prompted to explain and discuss ideas aloud: they are asked to describe the setting from the book cover, to explain why they would or would not enjoy living in a castle, and to describe the relationship a king or president has with the people. Option 2 requires students to act out events and then answer questions about whether the events were positive or negative and what information that gives the audience about the relationship. The lesson repeatedly instructs students to discuss ideas (e.g., disadvantages of a monarchy, why relationships are important) and to explain their thinking.
Lesson 2
Jemmy and Prince Brat
Students are prompted to participate in discussions (e.g., "Discuss similarities and differences," and "use other questions in a discussion") after reading Chapters 1–3. Students are asked to answer oral questions such as "Why do you think the prince had the nickname Prince Brat?" and to describe relationships when asked to "describe the relationship between Jemmy and Prince Brat." The guide also tells the adult to ask the child follow-up questions and have conversations about character feelings and responsibilities.
Lesson 5
Disagreements
Students are prompted to answer some comprehension questions in a discussion with a caregiver and to participate in a wrap-up conversation about what they learned and why the characters have a poor relationship. The skills list includes "Clarify and support spoken messages using appropriate props," and students are asked to discuss similarities, differences, and describe characters in their own words. Several activities instruct students to read aloud vocabulary words and to read and discuss hyperboles, providing oral opportunities.
Lesson 7
The Rescue
Students are prompted to discuss comprehension questions aloud (e.g., selected questions used as discussion questions) and to answer prediction and reflection prompts (Ask your child who found Jemmy and the prince; Ask him to predict...). The Skills section lists "Read aloud with fluency and expression," and several activities require oral performance: practicing and performing a Middle Ages act for family (Activity 3) and singing or reciting a ballad (Activity 4). Multiple prompts ask students to discuss comparisons (where they feel comfortable, how relationships change) and to explain what they learned about medieval town life.
Final Project
A Monologue
Students are prompted to write and perform monologues and to "read aloud with fluency and expression" and "present dramatic interpretations," which requires spoken full-sentence performance. The Skills section explicitly states students should "gain increasing control of grammar when speaking, such as using subject-verb agreement, complete sentences, and correct tense." The Editing and Practicing and Presentation parts have students read their monologues aloud, practice performing, and receive feedback guided by a rubric that checks clarity and understandability.
Unit 3: Iggie's House
Lesson 1
The Move
Students are prompted to discuss the book cover and themes (e.g., "Ask your child what the story might be about" and "Discuss the importance of friendships"), which requires oral responses. Students are asked to answer some comprehension questions in discussion and to summarize Chapter 1, prompting spoken explanations and details. The Skills section explicitly lists increasing oral vocabulary by "listening, discussing, and composing texts," indicating opportunities for oral practice.
Lesson 2
Meeting the Neighbors
Students are asked to read each scenario on the Racial Relationships page aloud and decide how they would respond to each situation, which requires oral expression. Students are selected to answer a few comprehension questions in discussion and to write answers in a journal, providing opportunities for spoken responses during discussion. Students are prompted to discuss why certain comments were rude or inconsiderate, which invites explanation in speech.
Lesson 3
The Softball Game
Students are asked to discuss Chapter 3 using a set of oral questions (e.g., 'Why do you think Winnie lied...' and 'Is Winnie being a good friend?') and to 'discuss the fact that games are a good way to get to know new friends.' The guide instructs caregivers to 'Ask your child to describe how verbs change' and to 'Let her give you some examples,' which prompts verbal explanation. Several prompts (e.g., 'Tell your child that today Winnie will invite...' and 'Ask your child to be thinking about what Winnie does...') set up spoken discussion of characters and events.
Lesson 4
A New Dog
Students are asked to answer two or three comprehension questions in discussion with an adult, providing oral responses to questions such as why characters act a certain way. Students are prompted to describe the relationship between pets and owners aloud when asked "what he thought" about the Garbers' new pet and to describe owners' responsibilities. Students are asked to summarize Chapter 4 verbally and to "say a sentence" in present tense, one in past tense, and one in future tense during the Wrapping Up activity.
Lesson 5
A Visit from Germs
The lesson provides explicit discussion and journal questions for Chapter 5 (e.g., "Why were the Garbers so glum?", "Was it okay for the Garbers to be upset with Winnie?") and tells the caregiver to "use the following questions as journal questions and discussion questions." The lesson directs oral prompts such as "Ask your child what points of interest she could point out to a new friend" and to "pretend that she is inviting a new friend... then let her list the three points of interest." Students are asked to discuss reactions, explain character decisions, and suggest solutions to relationship problems, which require providing details verbally or in writing.
Lesson 6
A New Petition
Students are asked to summarize important events orally at the start and to answer and discuss remaining comprehension questions aloud, which requires formulating spoken responses. The vocabulary game (Option 1) explicitly asks students to "use the word in a sentence," prompting spoken sentence production during play. Wrapping up and life-application prompts ask students to "summarize" and "explain" how a character is like them and to "discuss" how personalities influence relationships, requiring spoken explanations with detail.
Lesson 7
The Swim Club
Students are prompted to read Chapter 7 aloud and to answer journal and discussion questions (e.g., several explicit questions with expected answers). The instructions ask the child to describe why Winnie was upset and to "describe what happened to Winnie" during the wrap-up, which require oral explanations. Discussion activities (Reactions Chart and Friendship House) include conversations about character responses and friendships that can be discussed aloud with the adult.
Lesson 8
Moving
Students are asked to describe events aloud (e.g., "Ask your child to describe what happened to Winnie at the pool yesterday") and to answer journal and discussion questions about Chapter 8, which requires verbal responses. Multiple prompts tell the child and caregiver to "discuss" characters, reactions, and similarities/differences, encouraging spoken explanation and detail. The wrap-up asks the child to read paragraphs and identify tenses, which can prompt spoken identification and explanation during discussion.
Lesson 10
I Have a Dream
Students read an excerpt of MLK's "I Have a Dream" speech aloud and are asked specific oral discussion questions (e.g., "What was Martin Luther King Jr.'s dream?" "What can you do to help King's dream come true?") that require spoken responses. Students answer comprehension questions from Chapter 9 in a journal and participate in guided discussion, providing opportunities for verbal explanation. Students create and record sentences in the Subject/Verb Agreement activity, circling subjects and underlining verbs, which practices forming complete grammatical sentences.
Lesson 11
The End
Students are prompted to name and describe the main characters and the story problem, which requires spoken description and detail. The reading-and-questions section lists numerous discussion prompts (e.g., why did Winnie say..., was the problem solved?, what did the book teach you about relationships?) that ask students to answer and explain. Activity 2 asks students to pull items from a bag and describe why they selected each item, and Activity 3 asks students to discuss which character they would be friends with and what they would do together, requiring oral explanation.
Final Project
Character Interviews
Students are asked to write interview questions that avoid yes/no answers and to include at least one question about relationships, prompting elaborated responses. Students make up character responses that must include events from the story and reflect character perspectives (Part 2). Students practice speaking the answers aloud in role, using props or a pretend microphone, and perform or record the interview for an audience (Parts 3–4). The rubric asks whether answers were easy to understand and whether students used story events when developing questions and answers, reinforcing verbal response quality.