The lesson explicitly tells students to "Write sentences with subjects and verbs" and includes activities (Practicing Punctuation Option 2) where students write declarative, interrogative, and exclamatory sentences. Activity 2 notes that a question usually begins with who, what, why, when, where, or how, which draws attention to interrogative words. Students are asked to find and read sentences from Chapter 3, practicing sentence structure and endings.

The lesson explicitly defines adjectives ("Adjectives are describing words") and teaches comparative (-er) and superlative (-est) forms. Activity 2 has students identify adjectives in a book title, create their own titled covers using regular, comparative, and superlative adjectives, and convert example base adjectives to comparative and superlative forms. The Skills section also lists discussing an author's choices for nouns, verbs, and modifiers, which suggests some attention to word choice.

The lesson defines a sentence subject as a person, place, or thing and defines a verb as what the subject does, and it directs students to underline the subject and circle the verb in sentence pairs. Students rewrite short sentences by combining them with and, and several examples show subjects and verbs in context (e.g., "Caleb and I jumped over the fence and found the animals"). The activities require students to write sentences using and with/without a comma, reinforcing identification and use of subjects and verbs.

Students are asked to edit their descriptive paragraphs and "make sure that each sentence has a subject (noun) and a predicate (verb)." Students are directed to check subject-verb agreement, correct capitalization, punctuation, and sentence completeness. The Skills list instructs students to use editing to check for complete sentences and word order, which reinforces attention to nouns and verbs in sentences.

The lesson explicitly defines an adjective and instructs the child to give three adjectives for classroom items. In Activity 2 students draw 'before' and 'after' pictures of Helen and record three adjectives for each, then select one adjective from each list and write a sentence using that adjective. The Student Activity Page provides lines for listing adjectives and writing 'before' and 'after' sentences, requiring students to apply adjectives to particular sentences.

The Skills section asks students to "discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary," which prompts attention to nouns, verbs, and modifiers. Activities ask students to read Helen Keller's quotes, underline strong wording, and answer "What words or phrases create images in your mind?", encouraging analysis of word choice and descriptive language. The Writing With Voice activity has students choose words and phrases to create a particular voice, which requires selecting and evaluating nouns, verbs, and modifiers in context.

The Skills section asks students to "discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary," which directs students to attend to those word types. Activity 2 has students identify first-person point of view by noticing repeated use of the word "I," which has students recognize a pronoun in context. Activity 3 and several reading tasks ask students to identify words, phrases, and sentences that reveal character personality, prompting analysis of author word choice (including verbs and modifiers) in particular sentences.

The lesson explicitly defines pronouns ("Pronouns are words that are used as replacements or substitutes for nouns") and provides a pronoun reference list and worksheet where students read sentences and rewrite them using pronouns. Students are directed to record three original sentences each containing two pronouns and to identify pronouns used by the author in the text. The activity includes model answers showing noun-to-pronoun substitutions for practice.

Students are directed to write two first-person paragraphs using the pronoun "I," which requires them to use and apply pronouns in context. The skills list and Activity 2 explicitly ask students to edit for subject-verb agreement, pronoun agreement, and appropriate verb tenses, giving students practice with verbs and pronouns. The editing rubric and revision activities prompt students to look for grammatical changes and correct grammar during editing.

The lesson explicitly defines a noun as a person, place, or thing and distinguishes proper nouns from common nouns (Activity 2). Students are asked to produce proper-noun examples for ten common-noun prompts, capitalize them correctly, and write three sentences using selected proper nouns. The Proper Noun Scavenger Hunt has students find proper nouns that name people, places, and things and then use three proper nouns in sentences.

Students read a list of nouns and mark each as concrete or abstract in Activity 2, and they write two sentences about the Middle Ages that must include at least one concrete and one abstract noun. Students are asked to write a journal entry in the first person using "I," which has them practice using a pronoun in context. Students are also required to answer comprehension questions in complete sentences, giving some practice in producing sentence-level usage.

Students are asked to read through their sentences and make any needed changes in grammar or spelling and to check that all sentences have a subject and verb. Students are told to ensure sentences begin with a capital letter and end with the correct punctuation mark. Students are reminded that descriptive words make reading their work more interesting, which implies attention to descriptive parts of language.

The lesson explicitly defines an adjective: "An adjective is a word that describes a noun (person, place, or thing)." Students are asked to name adjectives, list eight adjectives that describe a hero, and write sentences using each adjective they selected. The lesson also reminds students that names are proper nouns and should begin with capital letters, and asks students to write sentences about how a hero changed the world.

Students are prompted to list "3 adjectives to describe the hero" on multiple Hero Card activity pages, and they write a sentence describing how each hero "changed the world." Students also record names and years on the Heroes Timeline and fill in the Name/Years fields on activity pages, which requires producing nouns and verbs in context.

The lesson explicitly states "Adjectives describe nouns" and lists "Identify and use adjectives in writing" as a skill. Activity 2 (Options 1 and 2) requires students to think of adjectives for provided or self-generated nouns and to write two sentences using those noun–adjective pairs. The student activity pages give examples (e.g., "magical" for "Disney World") and spaces for students to record adjectives and compose sentences.

The lesson defines an adverb ("An adverb describes how, where, when, or to what extent something is done") and reviews that an adjective "is a word that describes a noun." The Adverbs activities (Option 1 and Option 2) require students to match adverbs to verbs, write sentences using adverbs, and form comparative and superlative adverbs. The Perseverance and Hero Cards activities prompt students to write sentences and short responses that can incorporate adjectives and adverbs in context.

The Editing Rubric requires students to use at least five adjectives and at least three adverbs and asks them to check that they used one interrogative and one exclamatory sentence. The activities instruct students to "review examples of exclamatory and interrogative sentences" and to "review examples of adjectives and adverbs," and to "look closely at types of sentences, adjectives, and adverbs" during wrap-up. The pre-writing organizer and draft tasks prompt students to write sentences that include exclamatory or interrogative forms and to include adjectives and adverbs in their paragraphs.

The diamante activity explicitly tells students that each of the seven lines uses nouns, adjectives (describing words), and -ing words, and provides an example structure that labels lines as Subject (noun), adjectives, -ing words, nouns, -ing words, adjectives, and antonym. The student activity page gives lines for students to fill using Poppy and Mr. Ocax as subjects, requiring students to choose nouns and adjectives and to generate -ing words. The wrapping-up prompt asks students to point out the words and phrases that make the forest feel more bad than good, which directs attention to descriptive word choice (adjectives).

The Skills section asks students to "Discuss an author's choices for nouns, verbs, modifiers, and specific vocabulary," which directs students to identify and talk about nouns, verbs, and modifiers. Activity 4 (Ereth's Circle Map) has students write words or phrases that describe Ereth, prompting them to produce and use descriptive words (likely adjectives) and nouns. Activity 2 (Alliteration) asks students to locate and create phrases that emphasize word-initial sounds, which requires attention to specific word choices such as adjectives and nouns.

The lesson gives explicit facts and rules about verbs, including that adding -ing means "doing something," adding -ed means "in the past," and specific spelling rules for adding -ed/-ing. Activity 3 and the Student Activity Page have students practice adding -ed and -ing to base verbs and write sentences using -ing and -ed forms. The Skills section also directs students to use structural cues to recognize base words and inflections such as -ed and -ing and to gain control of grammar including correct tense.

The lesson explicitly defines and teaches adverbs ("Adverbs usually end in -ly and usually answer the question 'how?'") and explains that adverbs describe verbs and often answer "how?". Students are given multiple examples in context (e.g., "Sally quickly ran to the store") and are asked to locate three adverbs in Charlotte's Web and read the sentences aloud. The student activity pages require students to circle adverbs, insert adverbs into sentences, and identify comparative vs. superlative adverbs, providing focused practice with adverbs in particular sentences.

The Skills section explicitly lists "Identify and use adjectives in writing," and Activity 2 reviews the definition of an adjective as "a word that describes a noun (person, place, or thing)." In Activity 2 students pick creative descriptive words for family members, create webs, and explain why they selected each word, practicing adjective selection and use in context. Activity 3 has students match vocabulary words (many of which are adjectives such as modest, unattractive, hallowed, astonishing, languishing) to definitions, find the words in context, and write sentences using each word.

The lesson explicitly defines a noun and an adjective in the Facts and Definitions section and asks students to review those definitions. Activity 3 has students match nouns and adjectives from the text, locate nouns in the text and record the adjectives the author used, and think of new adjectives for each noun. The activities ask students to circle adjectives that clarify relationships (e.g., "flesh-eating ants"), prompting students to consider how adjectives function in particular sentence contexts.

The lesson explicitly teaches verb tense (past, present, future) and that "verbs in sentences must match the subject (person, place, or thing) and the time of the action or state of being." Students complete worksheets that require writing the correct verb forms in sentences, invent verbs and sentences in each tense, and produce present/past/future sentences in the wrap-up. The activities require students to write verbs in context and to match verbs to subjects in example sentences.

Students are reminded that a letter is written in the first person using the word "I" and told to write from Winnie's perspective, which addresses pronoun use in context. The mechanics rubric and editing steps direct students to check subject/verb agreement and verb tense, so students practice verb-related conventions. The rubric also asks students to check capitalization and punctuation, connecting to grammatical correctness.

Students are taught that the subject of a sentence is what is being talked about and that the subject is always a noun (person, place, or thing). Students practice how singular and plural subjects affect verbs (adding 's' for singular verbs vs no 's' for plural) and are asked to write sentences with singular and plural nouns using the same verb. Students cut out and match subject and verb wheels, circle the subject and underline the verb, and make up sentences using verbs from a provided list.