The Vocabulary Review activity instructs students to look up unfamiliar words in a dictionary, define them in their own words, and use them in a sentence. For words marked "M" students are told to look up the word in Lesson 1 to remind themselves of the definition and then write a sentence. The activity requires students to consult a reference (dictionary) as part of determining word meaning and producing contextual usage.

The vocabulary activity page explicitly tells students to complete a crossword and "suggest[s] looking up unfamiliar words," prompting students to consult external sources for word meanings. The paragraph editing task tells students to "Consult the editing symbols page" and references the Handy Guide to Writing (p. 46) as a source for proofreading conventions, showing students how to use a specialized reference for editing.

Students are given explicit definitions and examples of gerunds, participles, and infinitives and complete activities that require them to identify verbals and state their function in sentences. The materials direct students to consult a specific reference page for more information: "For more information about verbals, see p. 16 in the Handy Guide to Writing." Students are also asked to analyze how infinitives function (noun, adjective, adverb) in several sentences.

The grammatical scavenger hunt asks students to find participles, appositives, direct objects, infinitive functions, passive voice, and subjunctive and imperative examples, requiring them to identify parts of speech and verb forms in context. The Student Activity Page directs students to identify the function of an infinitive and other verbals, which involves determining grammatical categories. The activity includes a note telling students to "refer to the Handy Guide to Writing" for more information about verb voice, verb mood, and verbals, which is an explicit prompt to consult a specialized reference resource.

Students are directed to refer to the Handy Guide to Writing for more information about verb voice, verb mood, and verbals (Activity 1). The activities ask students to explain the function of verbals and to form and use verb moods and voices, which aligns with clarifying parts of speech and precise meanings of verb forms. The parent/answer key materials provide explicit examples and model sentences for voices and moods that students can consult.

Students are directed to review parts of speech and to use the "Parts of Speech Review" table and activity pages to label words and phrases. The materials tell students to "refer to p. 6 in the Handy Guide to Writing" for more information about parts of speech and to "refer to p. 18 in the Handy Guide to Writing" for adjectives. The activities require students to determine the part of speech for every word in sentences and to check answers against provided answer keys.

Students are directed to "refer to pp. 10-11 in the Handy Guide to Writing" for more information about pronouns, which is an explicit pointer to a specialized reference resource. Students also practice identifying pronoun types (personal, interrogative, relative) and antecedents in activities that require recognizing parts of speech.

Students are asked to study the case chart and the basic parts of speech, and they complete unit-test items that require labeling parts of speech and correcting pronoun errors. They are explicitly told to refer to the Handy Guide to Writing when unsure about grammar or punctuation and to use the program Help menu or the provided web link for formatting outlines. The materials include an answer key and editing symbols pages that students (or parents) can consult to check grammatical usage.

The Student Activity Page (Part I) explicitly suggests using a thesaurus for new words when adding adjectives or phrases. The Parent Plan section repeats this guidance, encouraging the student to use a thesaurus to find different words for obvious descriptions.

The Parent Plan for the vocabulary activity explicitly tells students they can use a dictionary and/or thesaurus if needed to write definitions in their own words. The Student Activity Pages require students to define each term ("What is it?"), provide a synonym/simile ("What is it like?"), and use the word in a sentence ("What is an example?"), which asks students to determine word meaning and usage. The note-taking instructions tell students to look up unfamiliar terms in the index and add the definition/explanation to their notes.

Students are asked in Activity 1 to "look up each term listed (page numbers are provided) and write its definition" and to provide an example or picture for each vocabulary word on the Domain-Specific Vocabulary activity page. The Activity 2 poster requirement tells students to "define unfamiliar terms" and to use at least three domain-specific terms, implying students will locate and clarify meanings. The student activity table lists specific technical terms (e.g., uniform motion, frame of reference, invariant) for students to research and define.

The vocabulary activity (Activity 3) directs students to "read the words in context and select the best definition" and explicitly tells students to "Use a dictionary if you need additional help." The student activity pages require students to choose definitions for words from chapters 1–21, and the parent plan checks that the child found correct definitions. These instructions show students may consult a dictionary to determine word meanings.

The lesson explicitly tells students that "other times you may need to use a dictionary," indicating the strategy of consulting a reference. The vocabulary activity instructs students to "read the words and definitions on the 'Vocabulary Words' page" and then write sentences using each word, so students read provided definitions and apply word meanings in context.

The Parent Plan skills list explicitly names consulting general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses). The Precise Language section and both Option activities instruct students to use a thesaurus to choose more precise words and to replace words in song lyrics. Multiple activity descriptions (Option 1 and Option 2) and parent notes direct students to use a thesaurus when revising or composing descriptions.

The lesson tells students they can "turn to the Internet to learn enough to grasp the allusion for yourself" and asks students to "research any of the allusions with which you are not familiar." Student Activity Pages present biblical passages (Mark, Joshua, Luke) and ask students to write 2–3 sentences explaining an allusion's origin and connection to the book, and the Answer Key links allusions to their source texts. The activities therefore require students to consult provided specialized source texts and to seek outside information to clarify the meaning of allusions.

In Option 2 students are told, "You may want to use a dictionary or thesaurus to help you with ideas," which directs students to consult general reference materials to find synonyms or antonyms. The parent/skills section also lists determining or clarifying meanings using a range of strategies, signaling vocabulary work that could include reference consultation. Students are explicitly asked to choose synonyms/antonyms and write analogies, a task that can require checking a dictionary or thesaurus for precise word relationships.

Students are instructed to "Find each word in the dictionary. Write the word and its part of speech." The activity tells students to use the sentences from the book to determine which definition and part of speech to record. The Parent Plan reiterates that students should use a dictionary to find each word and its part of speech and offers model definitions for comparison.

Students are asked to identify and label pronoun types and antecedents in Part I and Part II of the Pronoun Review activity, which requires them to determine parts of speech. Students are told to "Use the 'Pronoun Review' page (Option 1 or 2) to test your pronoun knowledge," and a web link to an OWL Purdue pronoun reference is provided as a resource. The Parent Plan also directs students to refer to pp. 10-11 in the Handy Guide to Writing for more information about pronouns.

Activity 2 requires students to record the part of speech on a Vocabulary Cube and to select the definition and part of speech that best fits the sentence contexts taken from the novel. The directions tell students to refer to the Handy Guide to Writing for more information about parts of speech. The Parent Plan Skills section explicitly lists 'Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital' as a skill to be addressed.

The lesson directs students to use the Lapine Glossary at the back of Watership Down and a provided list of English words borrowed from other languages to write sentences or a short poem using at least 10 such words. The lesson text explicitly states that the Lapine Glossary "defines the terms the rabbits use," and the borrowed-words list includes brief definitions (e.g., faux pas, déjà vu, algebra). Students are asked to consult these reference items as part of the writing activity.

The activity directions tell students to hypothesize word meanings from Latin roots and affixes and then "use a dictionary to determine and record the actual definition." The Student Activity Page repeats the instruction to look up and record dictionary definitions for each target word. The parent notes also prompt discussion of the dictionary-derived meanings with the student.

Students are asked to look each italicized word up in a dictionary and record at least two dictionary definitions, then star the definition that matches the word's use in the passage. The Parent Plan and Skills list explicitly state that students will "practice determining an unfamiliar meaning both by context and by the use of a dictionary" and to "Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital." The student activity pages require students to write a definition from context and then record dictionary definitions for comparison and verification.

Students are instructed to "use a dictionary to look up each word's definition" and to "write the definitions in your own words" as part of the Symbolizing Vocabulary activity. Students create a mini picture dictionary with the word on one side and the definition on the other, which requires consulting a reference to determine meaning. The Parent Plan reiterates that "your child will look up the definition of 6 vocabulary words" and provides correct definitions for checking.

Students are directed to "explore some of the references used so far in the book" and to "Complete the 'Historical References' activity page" using provided web links (Link A, Link B, Link D and an infographic) to answer questions about terms such as Kommunist, Aryan, Mein Kampf, anti-Semitism, and the yellow stars. Students are asked to read specified pages or paragraphs of linked encyclopedia and museum sites and then answer targeted questions that clarify the meanings and historical contexts of those words and phrases. In the Propaganda activity, students are instructed to choose three Nazi propaganda posters from a provided digital archive and analyze the posters' goals and how they work, using the web resource as a reference.

The Five Senses Writing activity explicitly tells students to "feel free to use a thesaurus for ideas" when choosing stronger synonyms. The Special Books activity and Parent Plan suggest including practical reference books such as a dictionary or other reference book among the five books students might keep.

Students are explicitly told in the "Be Specific" activity to "Use a dictionary or thesaurus for assistance," and several prompts and examples direct students to choose more precise words and synonyms. The Parent Plan reiterates this, advising that if a student is stuck, he can "consult a thesaurus for help." Students are given multiple tasks that require them to replace vague words with more specific choices, which directs them to consult reference materials for word choice.

Students are asked to identify adjectives, adverbs, and verbs and to explain why each example is effective, which requires recognizing parts of speech. Activity 2 directs students to refer to the 'Handy Guide to Writing' for more information about parts of speech. The lesson gives a hint (many adverbs end in -ly) to help students classify words.

The Student Activity Page directs students to determine word meanings from context and then "verify the definitions with a dictionary," with columns labeled "my definition" and "dictionary definition." The vocabulary activity lists specific words in passages for students to define and then confirm using a reference. The Parent Plan section also provides dictionary-style definitions, reinforcing use of a dictionary to clarify meaning.

Students are asked to identify and label parts of speech and noun functions (direct object, predicate noun/adjective, objects of preposition) in Part II and the Student Activity Page provides labeled example sentences and an answer key showing these labels. The activity directions tell students to underline simple subjects, double-underline simple predicates, bracket prepositional phrases, and label adjectives and adverbs, which requires determining words' parts of speech. A note explicitly directs students to "refer to the Handy Guide to Writing" for more information about parts of speech.

Students are directed to use definitions of legal terms found on the handout "Order in the Court," as noted in the "Things to Know" section. Activity 1 instructs students to read the student activity page "Order in the Court" to learn trial vocabulary and then complete "The Trial" page that requires filling blanks using the bold words from that handout. The answer key and flowchart reinforce use of those defined terms when students match vocabulary to roles and sequence trial events.

The diagramming activity includes a hint telling students to use the free online dictionary Wordnik if they are unsure of a word's part of speech, and to choose the definition and part of speech that fits the sentence. The materials also direct students to consult the Handy Guide to Writing for more information about parts of speech. Students are asked to diagram sentences and, when unsure, to consult those reference sources to determine the correct part of speech and meaning.

Students are asked to identify grammatical parts (subjects, predicates, direct objects, adjectives) when diagramming sentences and the diagrams and answer key label parts of speech (e.g., 'adj.', 'd.o.'). The materials direct students to consult a referenced handbook: "For more information about phrases and clauses, refer to p. 27-28 in the Handy Guide to Writing." The lesson also provides a digital specialized resource (a web link titled "The Northern Mockingbird") that students can consult for background information about the symbol.

The lesson instructs students to "look up words or references you don't understand" and to "put a short description in the margin" after looking up unfamiliar references. The Active Poetry Reading activity tells students to circle unfamiliar words for dictionary lookup and to record their definitions in a "Definitions" section. The Poetry Vocabulary and parent notes direct students to locate words in poems and provide definitions, reinforcing practice with reference sources.

Students are instructed in Activity 1 to look up the word "acquainted" in a thesaurus and evaluate synonyms to determine which best fits Robert Frost's poem. The Student Activity Page directs students to look up "noiseless" in a thesaurus, list at least five synonyms, and choose which fit the poem's title. The parent notes and web link explicitly encourage using a thesaurus (and optionally an online rhyming dictionary that can function as a dictionary/thesaurus) to find alternate words.

The student directions in Part I explicitly tell students to "Use a dictionary to look up any words you don't understand," prompting students to consult a general reference to determine word meanings. The answer key explicitly reminds students to "make sure your child has looked up what 'frigate' means," reinforcing dictionary use to clarify precise meaning. Activity 2 asks students to use information "provided in 101 Great American Poems as well as information available online" to research poets, which directs students to consult print and digital reference sources.

Students are directed to use an online rhyming dictionary (RhymeZone) via a provided web link to generate rhyming words when writing limericks. Student activity pages explicitly advise using a thesaurus to enhance word choice and editing. Students are asked to make lists of rhyming words and to use reference tools while revising their poems.

Students are explicitly told they are "encouraged to look up unfamiliar words" on the Student Activity Page and parents are reminded to have their child "look up words she doesn't understand." The text notes that "you may have to do a little research to find these" when discussing allusions and directs students to consult the Handy Guide to Writing (pp. 30-31) for more information. Several activities instruct students to identify and explain word meanings and symbolic language, which prompts word lookups.

Students are explicitly told that it is fine to "look up a few unfamiliar words" and are encouraged to "look up any words he doesn't understand." The lesson directly recommends that students use an "online rhyming dictionary and thesaurus" as helpful tools when writing their poem. Vocabulary activities require students to match terms with definitions and to create their own examples or definitions, which has students work with word meanings and definitions.

Students are explicitly told to "look up any word you're not familiar with or aren't sure how to pronounce" before memorizing a poem, which directs them to consult resources for pronunciation and meaning. Students are also told to "look up 'Euclid' online if you don't recognize the reference," explicitly prompting use of digital reference materials. These instructions require students to seek out information to clarify words they encounter in the texts they read.

Students are explicitly told to "go back and read them again, this time looking up key words you don't understand," directing them to consult resources to clarify unfamiliar vocabulary. Student tasks require them to analyze specific lines and images and to answer questions about meaning, which encourages students to use reference materials to understand words in context. The ellipses section refers students to p. 35 in the Handy Guide to Writing for more information, indicating use of an external reference for punctuation guidance.

In Question #2 students are told, "If you're not sure what 'deferred' means, look it up and then reread 'Dream Deferred'," which directs students to consult a resource to determine word meaning. Activity 1 tells students they "may be able to find the poem online and copy and paste that version," prompting use of digital sources. Activity 3 refers students to the "Handy Guide to Writing" for more information about punctuation, indicating use of a reference resource.