Students are assigned to lead the family event (e.g., "she will lead her family in making the orange clove craft" and to "lead your family in making the orange clove decoration" on the checklist), which requires them to carry out a leadership role. Students are asked to read aloud favorite sections and explain their choices and to play or sing music and teach square dance moves, which requires them to guide and involve others. Students are prompted to let other family members take turns telling stories, indicating practice with turn-taking during a group interaction.

Students are asked to read Chapter 6, answer questions in a journal, and discuss remaining questions with a partner (parent), which requires them to engage in oral exchange. Activity 2 Option 2 instructs students to pretend they are teaching letters to Attean and to write a lesson plan with activities, which has students assume a specific role. Activities prompt students to discuss interdependence with another person and to make a treaty, which requires negotiating and exchanging ideas verbally.

The lesson asks the student to develop five interview questions for Matt and five for Attean and then to "pretend to be each of the characters," which requires the student to take on and respond in distinct character roles (Activity 3). The lesson also includes journal and discussion questions and a "Wrapping Up" prompt to "Discuss why Matt and Attean are interesting characters," providing situations in which students would speak and respond to others about the text.

Students are asked to write a short script and perform a puppet show with named characters (Rabbit, Possum, Chief Bear) and assigned lines, which requires them to take on and carry out specific roles. Students are instructed to retell the butterfly story using props and to present their butterfly as a finale, practicing a planned performance role. The skills list explicitly includes "Present dramatic interpretations of experiences, stories, poems, or plays," supporting practice in performing assigned parts.

Students are instructed to act out an interview by playing the part of Ben Franklin and to practice answering questions (e.g., "Your child will act out the interview, playing the part of Ben Franklin"). The lesson tells students to find someone who can read the interview questions while they respond, indicating assigned speaking and questioner roles ("Help your child find someone who can read the questions that Ben will answer"). The lesson also requires students to present the interview to an audience, implying practice carrying out performance roles during a group presentation.

Students are directed to use remaining questions as discussion questions and to discuss differences between the book and the movie, which requires participating in group or teacher-led discussion. Activity 1 asks students to "act out the situation as one of the siblings," which has students carry out an assigned dramatic role. The skills list includes "share written and oral products" and "present dramatic interpretations," supporting oral participation and role performance.

The lesson directs students to answer three chapter questions in their journal and to answer the other three questions in a discussion, creating an explicit opportunity for collaborative talk. The lesson also asks students to "discuss" cause-and-effect relationships with an adult and lists oral reports and dramatizations under skills, which involves speaking and group presentation activities. These items require students to engage with peers or adults verbally about the text.

Students answer three chapter questions in their journals and use three additional questions to engage in a discussion about the chapters, so students practice discussing text-based questions. Students are prompted to discuss the butler's use of ratio and are asked, "Ask your child how the butler could have come to this conclusion," which requires students to explain reasoning aloud. Students are also asked to role-play by pretending to be the queen and acting out responses to scenarios, which has students carry out an assigned character role.

The Reader's Theater activity instructs the child to select a part to play and have other family members read other roles, read through the script together, and attempt to act out the story, which shows students taking on assigned speaking roles. The instructions note that family members can play more than one part, indicating collaborative role-sharing. Multiple prompts (e.g., asking the child to verbally summarize and to tell what he learned about Russia) solicit one-on-one or family verbal interaction about the text.

Students are asked to discuss differences between formal and informal speaking (Activity 4), including expectations such as being prepared, using complete sentences, and practicing before a formal talk. The lesson repeatedly prompts one-on-one discussions with the adult (e.g., asking the child to describe what she learned about Denmark, to discuss Andersen's life, and to explain whether she is using formal or informal English). These prompts require students to speak about expectations for communication and to reflect on how they speak in different contexts.

Students are prompted to discuss Chapters 11 and 12 using specific journal and discussion questions (e.g., questions about Abel's feelings, adaptations, and how he protects himself). Students are asked to 'discuss' animal adaptations and to 'ask your child to think of some examples' and to list three adaptations for Abel, which requires verbal exchange of ideas. Students also play a vocabulary game that requires taking turns and scoring, indicating an expectation of turn-taking during interactions.

Students are instructed to prepare a script with two characters (Gower and Abel), include lines and stage directions, and then act out the scene with the student taking one role and another person taking the opposite role. The activity directions ask students to rehearse and 'weave in facial signals,' which guides how students should perform their assigned parts. The materials provide discussion questions and prompt students to describe and discuss events from Chapters 15 and 16, indicating opportunities for spoken interaction.