Students are asked to write three factual sentences about tornadoes beneath their picture, which requires composing verbs in context. Students are also asked to write a short paragraph about working on a farm, complete a Venn diagram comparing farm life to their life, and write a daily schedule listing activities each hour, all of which require using verbs in sentences and narrative form.

Students read and discuss a model paragraph (Activity 3) that contains multiple verb forms in context (e.g., "I was walking," "a bird flew," "I thought," "I tripped," "I sprained"), exposing them to both regular and irregular past-tense verbs. The "Time Transition Words" activity asks students to choose and insert temporal phrases and then read or complete a paragraph, which requires them to use verbs in the appropriate time sequence. Activity 4 asks students to write chapter summaries using transitions, so students produce sentences that describe past events and therefore write verbs in past or other tenses.

Students are asked to write a journal entry describing Anna's thoughts, which requires them to produce verbs in appropriate forms. Students are asked to write a new song about farm life and to write about wildflowers in a guidebook, with a note encouraging advanced writers to write in complete sentences. These writing tasks will cause students to use regular and irregular verbs in context while composing narratives and informational pages.

The lesson asks students to review that a sentence has a subject and a verb and instructs them to underline the subject and circle the verb in short sentences. Several example sentences and practice pairs contain both regular and irregular verb forms (e.g., I fed the chickens; We went to the restaurant; She woke up very early this morning). Students are asked to rewrite combined sentences, which requires them to use the verb forms shown in the examples.

Students are asked to make sure each sentence has a subject (noun) and a predicate (verb) and to check subject-verb agreement during editing (Activity 2). Students must write paragraphs, a song, or descriptive writing that require selecting verbs to express actions and states. The Skills list includes using editing to check for complete sentences and word order, which directs students to attend to verb use when revising.

Students sing and memorize a song that uses past-tense verbs such as "sailed," "reached," and the irregular past-tense verb "found." Students are asked to write one-sentence descriptions of artifacts (materials and use) and to create a short report about the Bahamas, tasks that require them to use verbs in writing. Students also retell events (e.g., cave drawing of a major life event) which involves describing actions using verb forms.

The Skills section explicitly tells students to "Edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses." Activity 1 requires students to write two first-person paragraphs using the word "I," which requires selecting correct verb forms for narration. Activity 2 asks students to look for grammatical changes and use reference materials to check and correct errors, indicating students will edit verb usage as part of revision.

Students write two before-and-after poems that model verbs in different forms (examples include "Before I had never ridden an animal / Now I have a horse to ride," "Before I used a spear / Now I use a gun," and "Before I was free / Now I am a slave"). Students read Encounter aloud and listen to the teacher read, giving oral practice with verb use in context. The activities ask students to write phrases under Positive/Negative/Mixed flaps and to produce five before-and-after phrases for each poem, which requires them to use verbs to describe past and present states.

Students are asked to record a daily schedule and "provide a brief description" for each event at specific time slots, which requires writing sentences that include verbs. Students are also instructed to write a paragraph comparing life now and in ancient Egypt, to produce a rough draft, read it aloud, and make editing changes. These activities require students to produce and revise written verb usage in context.

Students are asked to answer comprehension questions in complete sentences for both verbal and written answers, which requires them to use verb forms. Students must write two sentences about the Middle Ages (each including a concrete and an abstract noun) and compose a first-person journal entry describing daily work and feelings, both of which require choosing and using verbs. Students also compare lives and describe similarities/differences, which involves producing sentences that use verbs.

Students are directed to "write a sentence using each of the adjectives you wrote" and to "write a sentence about how your hero changed the world," which requires students to produce sentences that include verbs. The instructions include the past-tense verbs "changed" and "made" in the prompt "______ made the world a better place by ______," providing an example of both a regular past-tense verb (changed) and an irregular past-tense verb (made). Students record lists and write sentences about heroes, which will naturally require them to select and use verb forms.

Students are asked to write sentences on the Hero Cards (e.g., the example "Benjamin changed the world by opening libraries for everyone"), and to write epitaphs that describe three things each hero did. Students answer comprehension questions about what each hero did, which requires them to describe past actions (for example, "He founded the first public library"). Students also are asked to speak (sing the national anthem, say the Pledge) and to describe celebrations, providing opportunities to use verbs in speech.

Students are asked to write three sentences about their favorite hero (Activity 3) including completing two sentence stems and composing a third sentence. Students are asked to reread pages about heroes and to explain what each hero did and how each changed the world (Activity 2 and Wrapping Up). Students arrange heroes in chronological order and note dates and national events, which requires describing actions and events in writing or speaking.

Students are asked to combine and rewrite sentences that include verbs in different forms (e.g., the worksheet item "Ragweed was eaten by Mr. Ocax" and the possible answer "Mr. Ocax ate Ragweed"). Other example sentences students read or produce include irregular past forms such as "ate" and past-participles such as "was eaten." The combining-sentences task has students write longer sentences that retain these verb forms.

The Diamante Poem activity explicitly asks students to write three "-ing" words for the subject and three "-ing" words for the antonym, and the instructions state each of the seven lines uses nouns, adjectives, and -ing words. The student activity page includes lines for students to fill in those -ing words using Mr. Ocax and Poppy as subjects, requiring students to produce present-participle verb forms.

The Skills section explicitly tells students to use structural cues to recognize inflections such as -s, -es, -ed, and -ing. Activity 2 asks students to add suffixes to base words and includes practice items and an answer key with regular inflected verb forms (e.g., disappeared, returned, skipped, protecting). Students are directed to find those inflected forms in the chapters and to write sentences using suffixes like -ing and -ed.

The paragraph rubric requires students to include "two words that have -ed as a suffix" and "two words that have -ing as a suffix," so students must produce and identify regular past-tense and present-participle verb forms. The prewriting and first-draft steps ask students to turn organizer ideas into sentences and to combine short sentences using conjunctions, which requires students to use verb forms in context. The editing and final-draft steps ask students to read aloud and revise sentences, giving students opportunity to check and refine verb endings in their writing.

The Language Think-Tac-Toe includes a task that asks students to "Add 'ing' to three verbs and add 'ed' to three verbs," and another task that asks them to "Record the two rules for adding 'ed' or 'ing' to a base verb." These activities require students to form regular verb forms and to articulate spelling rules for -ed and -ing endings.

The lesson tells students that when looking for definitions of words that end in -ed or -ing they should look up the base word, and Day 2 directs students to identify words with endings and write the base word below each vocabulary word. Students are asked to locate and highlight these words in the text and then look up definitions, and Option 1/2 requires students to use each vocabulary word in a sentence (either generally or related to farm life). The lesson also reminds students to answer written and verbal questions in complete sentences.

Students are asked to compose sentences and write diary entries from two perspectives, which requires use of verbs. Sentence starters provided include past-tense irregular verbs such as "I felt __ because __" and "I ate __ because __," giving students examples to use. Students are also instructed to answer discussion and written questions in complete sentences, providing additional opportunities to use verb forms in context.

Students are asked to answer reading questions in complete sentences, which requires them to use verbs in context. In the Contractions activity, students brainstorm contractions, record the two words that form each contraction, and write five sentences using different contractions related to the book (e.g., don't, can't, he's), giving them practice with verb contractions. The reading questions and sample answers model past-tense verb usage (for example, 'They went to a party'), which students may imitate when responding.

Students are prompted to write sentences and a paragraph using sentence frames such as "I would most enjoy being a __________ who studies __________." and to complete items like "A ___________ studies ___________." The reading questions and answers include verb forms in context (e.g., "Where did the scientists live?", "Why do the animals... not know...") that students read and respond to. Activity 3 asks students to write about relationships between a butterfly and other organisms, which requires students to produce verb forms in their writing.

The skills list instructs students to "gain increasing control of grammar when speaking, such as using subject-verb agreement, complete sentences, and correct tense," and Part 3 asks students to read their monologues aloud, make changes, and practice how each character might talk. Students are directed to edit and improve their monologues and to compare practice recordings, which focuses on correct tense and spoken grammar in performance.

The Facts and Definitions section explicitly teaches forming the past tense of regular verbs (add -ed; drop -e before adding -ed) and defines irregular verbs. Activity 4 (Irregular Verbs) has students list verbs, convert them to past tense with examples (brush/brushed, shove/shoved) and practice irregular forms (sell/sold, feed/fed). The Irregular Verbs student page requires students to read sentences, circle the correct irregular past-tense form for 15 items and write sentences using past tense forms of chosen verbs; Subject/Verb Agreement activities require students to form verbs with a singular third-person subject (add -s).

Students are taught that verbs change for past, present, and future tense and that past tense is often formed by adding -ed; the lesson gives irregular examples run/ran and sing/sang. Activity 3 provides explicit practice: students fill in blanks with correct past/present/future verb forms on worksheets (Option 1) and generate their own verb forms and sentences in each tense (Option 2). The wrapping up asks students to produce spoken sentences in present, past, and future tense, and the skills list includes writing with more proficient spelling of verb tenses.

Students are asked to identify and correct verbs that are not in the correct tense in Activity 3, where a paragraph must be rewritten in future tense and another paragraph must be rewritten in past tense. The Student Activity Pages require students to rewrite a provided paragraph into past tense and to compose or complete a paragraph in future tense, giving repeated practice forming verb forms in context. The provided example and answer paragraph include irregular verb forms (ran, sang, got, fell, stuck) so students must form and use irregular past forms when they rewrite.

The rubric explicitly lists "verb tense" and "subject/verb agreement" under Mechanics, and the editing procedure tells students to read their drafts once for subject/verb agreement and later to use the rubric (which includes verb tense) when editing. Students are asked to write a multi-paragraph first draft and then perform targeted edits for capitalization, subject/verb agreement, and spelling before producing a final copy.

Students are asked to write sentences with a singular noun and a plural noun using the same verb and to make up a sentence using each verb from a provided list. Students are instructed to circle the subject and underline the verb and to cut and assemble two wheels to match subjects with appropriate verbs. The activity page explicitly lists singular and plural verb forms (e.g., Singular: has, was, does; Plural: have, were, do), which students use when aligning subjects and verbs.