Students locate and label geographic stops on a map (Activity 1), which requires them to gather and organize factual information about the voyage. Students review and identify parts of a sailboat and sailing terminology (Activity 2), and are prompted to draw connections between terms and components. The materials include discussion prompts and verbal tasks (Questions to Discuss; Things to Review) that ask students to talk about the course and to verbally provide examples of sentences, offering limited opportunities for spoken explanation.

The Skills section lists narrating an expressive account and using a coherent organizing structure, which asks students to organize ideas and details. The Reflective Journal activity requires students to describe what happened, their feelings, and what they learned, which practices sequencing events and using pertinent descriptions and insights. The Parent Plan suggests discussing points of view with the child and offers an option to share the journal entry with family, indicating opportunities for oral explanation.

Students are asked to answer comprehension questions in complete sentences and to discuss 2–3 questions with a parent, which requires them to state claims or answers orally. Question 3 explicitly asks students to support their answer with examples from the book, prompting use of pertinent descriptions and facts. Students are instructed to read aloud the sentences they wrote for the "Your Voice" activity and to narrate expressive accounts (skills list), providing opportunities for oral presentation of ideas.

The Radio Code activity asks students to write a message and "teach a parent or younger sibling radio code so that he or she can decode your message," which requires students to explain and demonstrate a communication system aloud. The Questions to Discuss section prompts students to talk about experiences (e.g., getting along with family, responses to annoyance, challenges of being on a boat), which requires students to state ideas and respond orally. The decoding and message-creation tasks require students to produce and convey short messages that could be presented to another person.

Students read Chapters 36–50 and answer comprehension questions in complete sentences, which asks them to state events and observations about the environment and characters. Students are asked to write quotes and thoughts for characters in the "Identifying Voice" activity and to write a paragraph using similes and personification, practicing use of descriptive details. The Parent Plan repeatedly prompts parents to have children share the sentences they developed and to read and discuss literature to increase fluency and comprehension.

Students are prompted to discuss how the environment affects emotions and to explain how the crew's experiences change relationships, which requires them to state ideas aloud and give reasons (parent/teacher discussion prompts and Questions to Discuss). Students are asked to retell the Bompie story and to respond to opinion questions (e.g., 'Do you think Cody is right...'), which requires sequencing events and presenting a viewpoint. The wrap-up asks students to say two sentences aloud that each contain at least one prepositional phrase, providing an opportunity for oral practice.

Students identify themes and list ways characters change, writing specific examples of character development and citing evidence from the book on the activity pages. Students organize two themes and provide three pieces of textual evidence for each, requiring them to select pertinent descriptions, facts, and details to support main ideas. Students choose to create a personalized painting or to write and practice a lesson to teach their family and arrange a time to share or present that work aloud.

Students create multiple mini books (Character's Changes three-flap and Important Events accordion) that require them to record and sequence beginning/middle/end descriptions and four main events in chronological order. Students select a Character Quote and write an explanation of why the quote is meaningful, and create a Character Artifact with an explanation linking the object to the character. The wrap-up asks students to "share your character lapbook with others," implying an audience for their organized claims and findings.

Students are asked to write or perform a movie review of The City of Ember in which they describe characters, setting, and plot and discuss how the setting plays an important role, which requires presenting opinions and supporting details. The activity directs students to read and/or watch movie reviews online to understand what to include, and parents are asked to encourage an oral or written review, which supports practice in presenting findings. The vocabulary and review tasks require students to use pertinent descriptions and facts from the movie when explaining their thoughts.

Students keep a "New Environment, New Discoveries" learning log in which they record, categorize, and illustrate discoveries from the text, supporting collection and organization of findings. Parents are instructed to ask the child to share discoveries from the log and to check that categories make logical sense, prompting oral description and explanation. The wrapping-up and discussion prompts ask students to describe concerns of town leaders and explain how oxen were used, requiring students to use facts and details in responses, and students are asked to orally use plural nouns in sentences that follow the rules.

Students are asked to compose a ballad about the Disaster (4–6 stanzas) that tells the story and reminds the people to live peacefully, and they are encouraged to perform or read the ballad aloud. Students can create a monument for peace, sketch it, and build a model, then discuss choices of materials, shape, and colors. Students must add information to Lina and Doon's learning log and answer comprehension questions in complete sentences, which asks them to record findings about the Disaster.

Students are asked to take a position and compose three arguments for a debate, using the provided "The Debate" activity page to organize their ideas. They must support each argument with organized and relevant evidence and identify which statements are facts and which are opinions. Students are instructed to read their arguments aloud to a parent as if presenting at a debate and to discuss statements that appeal to listeners' emotions.

Students create illustrations and a Venn diagram comparing Ember and Sparks and are asked to explain their illustrations and discuss similarities and differences aloud. Reading questions ask students to answer whether Tick's ideas are good and why, and what Lina thinks the people might be destined to do, which requires giving claims with reasons. The 'Things to Review' prompt asks students to verbally produce sentences using different pronoun cases, providing opportunities for spoken responses.

Students are asked to write a paragraph in their journal selecting and justifying one media outlet for the people of Sparks and Ember, explaining how it would benefit them and change the emotional climate. Students answer comprehension questions in complete sentences about plot events (e.g., Torren's actions, Doon's feelings) and add entries to Lina and Doon's learning log. The Roamers activity requires students to choose five items and explain why they selected each, which asks students to give reasons and supporting details. A parent note explicitly encourages the child to read her paragraph aloud and receive feedback on ideas.

Students are asked to read chapters and discuss answers with a parent, which requires speaking about their answers. In Activity 2 Option 1 students must compare American city governments and Sparks, decide which is more effective, and "defend her reasoning," which asks them to present a claim with supporting reasons. In Activity 2 Option 2 students must make a government diagram and "describe the system to a parent," and the synonym activity asks students to record what in the book's context helped them choose a synonym (using textual details as support).

The parent-facing prompt asks the child to summarize important events so far, which requires sequencing ideas and presenting findings orally. The Sequencing Events activity has students order plot events, demonstrating practice in arranging ideas logically. Discussion prompts and wrapping-up questions require students to explain causes, consequences, and possible solutions, which asks for descriptions and facts from the text to support responses.

Students brainstorm at least three nonviolent solutions to the conflict and select the best option. Students write a 6-8 sentence speech in their journal to explain their solution and why both groups should work together peacefully. Students are encouraged to read their petition aloud and to conduct short live or recorded performances that require speaking to an audience.

Students gather research about a war or plague using a Research Organizer that prompts them to identify causes, effects, and how the event ended, and they create a six-event Timeline of Events that requires sequencing. Parents are instructed to ask the child to explain the events chosen for the timeline and how she decided which events to include. For the New Environment option, students create a flag and write an anthem and are asked to sing the anthem and describe the flag design aloud.

Students create vivid, sensory descriptions (an "eye bouquet") of familiar objects and are instructed to record the description and read it aloud to a sibling or parent so the listener can guess the object. Students answer comprehension questions in complete sentences about the story and discuss characters and lessons, prompting oral responses. The Parent Plan notes that the activity helps the child strengthen both writing and oral communication skills.

The lesson repeatedly asks students to "discuss" the genres and the role of the natural environment (Introducing the Lesson; Questions to Discuss), and the Skills list includes "Discuss print and non-print expressive works formally and informally." Activity 3 directs students to research Mars and "record facts about Mars in your journal," which has students gather findings. Activity 4 asks students to record descriptive phrases from the text and create a visual representation based on those details, supporting use of pertinent descriptions and facts.

Students are asked to read the story aloud to a sibling or parent and to read descriptive passages aloud so family members can guess the place, providing opportunities to practice oral presentation. The RAFT activity requires students to research Pompeii, write a poem or song in remembrance, record it, and pretend to read it at a ceremony for an invited audience. The volcano experiment page asks students to formulate a question, write a hypothesis, list procedure, record results, and draw a conclusion, structuring findings in a logical sequence.

Activity 5 asks students to rewrite the return-to-village scene as a script, identify characters, write lines, and include stage directions, then gather family members to act out the scene. The parent plan and reading tasks ask students to listen to and sometimes read the story aloud, with opportunities to stop and discuss details. The script-writing and acting require students to sequence dialogue and actions logically and to use descriptive stage directions.

Students are asked to respond to oral discussion questions about "A White Heron," prompting them to state opinions and reasons (e.g., whether Sylvia made the right decision and what role the natural environment plays). The Skills list asks students to "clarify understanding of text by creating reports" and to "make reasonable assertions about a text through accurate, supporting citations," and Activity 3 requires a 6–8 sentence critique that must include specific references and a stated opinion. Activity 4 uses a Venn diagram to have students compare and contrast two characters, which requires organizing similarities and differences logically.

Students sequence events by cutting out and pasting timeline boxes in chronological order on the "Timeline: 1861" sheets, requiring them to order and read factual event descriptions. Students research the Battle of Bull Run and record information on color-coded note cards and in journals, collecting causes, leaders, mistakes, and outcomes as pertinent facts and details. Parent-guided prompts ask students to explain perspectives of primary sources and to discuss questions (e.g., How did the points of view differ? What happened at the Battle of Bull Run?), which requires students to verbalize findings.

Students are asked to summarize the accounts they read and explain each character's perspective, including a parent prompt to have the child "summarize the accounts she read today and explain the perspective of the character." Students record three factual statements and three opinion statements from a Civil War speech in a journal and identify possible propaganda statements. Students explain how pictures and posters could have been used as propaganda, writing explanations on the Propaganda activity pages and answering questions in complete sentences about characters and events.

Students create a Civil War propaganda poster (Activity 2) and are encouraged by the parent plan to explain the message the poster conveys and how it would influence the reader's thinking. The parent plan also includes several discussion questions (e.g., about Toby's attitude, leaders' preparedness, Gideon's experience) that prompt students to speak about causes, effects, and perspectives related to the text.

Students are prompted to say aloud sentences using linking verbs and to read pages or passages aloud (e.g., "Encourage her to use two or three linking verbs in a sentence that she says aloud" and "Reread this page aloud"). Students are asked to read their written sentences about the photographs and then explain how they chose titles, which requires them to orally describe observations and feelings. Students are directed to verbally provide sentences that use present and past participle forms, engaging them in spoken practice of grammatical forms.

Students are asked to practice and perform Civil War songs and "put on a Civil War concert for your family," which requires rehearsing and presenting material aloud. Students are given an option to "tell a fictional story" based on events or characters in the book and Parent Plan directions encourage the child to tell the story, implying an oral storytelling task. Discussion prompts ask students to respond verbally to questions about author choices and characters, requiring students to speak about ideas and interpretations.

Students are asked to practice reading chosen character accounts aloud "in character" and then present those accounts to their family (Activity 2), which requires oral presentation of findings. Students are directed to compare Toby's feelings before and after Bull Run and to cite evidence from specific pages (Activity 1), which requires sequencing change and using textual facts and details. Students design and share a character quilt and are asked to describe the images and written descriptions on the back of each panel (Activity 3 and Wrapping Up), which requires summarizing character findings with pertinent details.

Students are asked to answer comprehension questions in complete sentences and to summarize major events from Einstein's life, which practices organizing information. The skills list explicitly includes using oral and written language to evaluate information and ideas. Discussion prompts (e.g., explaining the meaning of a quote and describing physics) require students to speak about ideas and facts aloud. Students research Newton, take notes, and produce a bio-poem, which requires selecting pertinent facts and organizing them into a coherent product.

Students sequence events by recording important events on a vertical timeline in chronological order (Activity 3). Students identify and explain positive and negative traits and their consequences, requiring use of pertinent descriptions, facts, and details (Activity 2). Students answer comprehension questions in complete sentences about Einstein's life and views, practicing organization of ideas in writing. The parent prompts ask students to discuss how events shaped personality and to talk with a parent about choosing important events, which elicits verbal explanation of findings.

Students are asked to summarize Chapters 3 and 4 and answer comprehension questions in complete sentences, which requires them to present findings and use facts from the text. Students add two to four important events to a timeline and fill a Biography Web, which requires sequencing events chronologically and organizing details. The lesson includes parent-guided discussion prompts (e.g., "Ask your child to summarize" and "Questions to Discuss") that ask students to state opinions and explanations aloud.

Students are asked to watch videos and take notes on important ideas (Activity 4) and then write a video summary that includes major topics, themes, or events using those notes (Activity 5), which requires sequencing ideas and selecting pertinent details. Students are also asked to explain the theory of relativity to a family member using toys and a script (Activity 6), which requires an oral presentation of findings and examples from the book or video. The Parent Plan lists speaking skills such as "Speak clearly and to the point," and encourages discussing major topics before presenting, which supports preparation for presenting ideas aloud.

Students are asked to memorize three of Einstein's quotes and "share your Einstein quotes with your family," which requires repeated oral practice and attention to pronunciation. Students are directed to "orally communicate" to a parent how three sources (biography, encyclopedia, videos) contributed to their understanding and to describe benefits and limitations, which asks them to present findings aloud. The memorization directions to practice until they can "say them perfectly" provide explicit practice of clear pronunciation.

Students are asked to share their thoughts orally about Einstein (Introduce the Lesson) and to respond to guided discussion questions such as what they admire and whether curiosity drives them. Students answer comprehension questions, add events to a timeline, and record answers and plans on activity pages, using facts and details from the biography. Students write a biography (Option 1) or identify examples of biographical elements (Option 2), which requires organizing important moments, characteristics, and accomplishments and using descriptions and examples to support main ideas.

Students are assigned the role of summarizer and must read Chapters 1 and 2 and write a four- or five-sentence summary that contains the main events, which requires sequencing ideas and selecting pertinent details. Students choose between writing a poem or completing an impact chart about life during occupation, and the parent plan encourages the child to read the poem aloud or explain the chart, providing an opportunity to present findings orally. The lesson includes guided discussion questions that prompt students to explain differences and consequences, creating additional opportunities for spoken responses.

Students choose passages from Chapters 3 and 4, mark them, and read those passages aloud to a parent and then discuss their selections. Students summarize the message of historical propaganda posters in a sentence and analyze techniques and intended messages. Students design a propaganda poster to influence attitudes and are asked to hang it up and explain their poster to their family, describing the images and text they used.

Students take the role of Discussion Director and write four open-ended discussion questions about Chapters 5 and 6, then go over those questions with a parent and discuss their answers and reasons. On the Problem and Solution page, students describe three problem/solution situations from the chapters, explaining each problem and how characters solved it; the Parent Plan notes sequencing reasons to support solutions. Activity 1 asks students to gather and record factual details about Jewish religion on a menorah graphic organizer and to share that information with family.

Students read Chapters 7 and 8 as a "travel tracer," following and recording where action happens and where characters move to and from, which requires sequencing locations. Students describe each setting in detail (in words or map form), give page locations where scenes are described, and explain the role the setting plays in the story's conflict, using pertinent descriptions and facts. Students create products (maps, journal entries, postcards or coded messages) and are asked to share these with a parent, communicating their findings.

Students are instructed to act as a "literary luminary," choosing two or three passages, reading them aloud to a parent, and explaining their reasons for selecting them. The skills section tells students to paraphrase major ideas and supporting evidence in formal and informal presentations. Students are also asked to retell the Barbara Rodbell story to a parent and to answer reflective questions in a journal, which requires recounting facts and details.

Students are asked to share their illustration and explain what it represents and why they chose to draw it, which requires orally presenting an idea and supporting it. Students complete a Venn diagram comparing Annemarie's sacrifice to a historical figure and are prompted to explain their diagram, which requires organizing and describing similarities and differences. Discussion prompts (e.g., telling someone a personal story about facing fear) ask students to recount experiences and reasons, encouraging verbal explanation of events and motivations.

Students are asked to share connections they made between the book and the real world and to describe similarities and differences between Annemarie's story and Little Red Riding Hood, which requires verbal explanation. The Character Sketch asks students to list two character traits and provide textual examples, so students must use pertinent facts and details to support their points. Parent prompts ask the child to summarize the plan that helps Jewish families escape and to respond to discussion questions that require explaining reasoning, indicating speaking about findings.

Students organize ideas using a Bubble Map that places a central topic and three subtopics with supporting details, practicing logical sequencing of claims and findings. Students conduct research and are instructed to include specific facts, quotations, and pictures, practicing use of pertinent descriptions and details to accentuate main ideas. Students write an introduction, three body paragraphs, and a conclusion and use a Transition Examples sheet and an Expository Rubric that emphasize organization, supporting details, and effective word choice.

The Parent Plan lists the skill "Paraphrase major ideas and supporting evidence in formal and informal presentations" and "Present findings in a specified format," indicating students will prepare and present findings. The book-jacket activity asks students to write a summary including main character, setting, beginning, middle, and end, which requires sequencing ideas logically. Several tasks require oral performance ("Act out your favorite scene," create a skit) and students are asked to "share your products with your family" and "explain the significance of the products and what you learned," which provide opportunities to present claims and findings aloud.

Students are prompted to "discuss the idea of the novel being an earthbound fantasy" and to answer questions about elements of fantasy, which requires them to state claims and explain reasoning orally. Students make a two-column "Pros of Drinking the Water / Cons of Drinking the Water" list, organizing reasons for a decision and sequencing supporting points. Students are asked to "write a paragraph" imagining themselves ten years in the future after drinking the water, which requires sequencing ideas and using descriptive details to explain effects on their life.

Students are prompted to discuss changes in Winnie's life with a parent and to answer guided comprehension questions (Questions to Discuss; Read Chapters 3–5 and then answer questions). The Skills and Parent Plan sections direct students to "discuss and analyze the effects of figurative language" and to "provide support by referencing the text," which requires students to state findings and cite pertinent details. Review prompts ask the student to give examples of adverbs and to explain how personification shapes reader perspective, encouraging explanation of ideas using descriptions from the text.

Students are asked to summarize chapters and predict events ("Ask your child to summarize what happened... Ask her to predict..."). Students are prompted to retell the Tucks' story and discuss questions aloud ("Retell the story the Tucks told to Winnie," "Questions to Discuss"). The plan asks students to give oral examples and explain groundwater and cycles ("Ask your child to give oral examples... Ask your child to explain what groundwater is").

Students are prompted to make predictions about Winnie's impressions and to discuss whether their predictions were correct, and 'Questions to Discuss' and 'Wrapping Up' ask students to explain orally how Winnie's life will change. The Parent Plan repeatedly instructs parents to ask the child to describe juxtaposition and to discuss which family they would prefer, prompting oral explanation of comparisons. 'Things to Review' asks students to give oral examples of adjectives and to use them in sentences, requiring spoken responses.

Students are prompted to explain the significance of items they collect from nature and to share their nature collection with family, describing the cycle or change each item represents. Students are asked to explain one or two themes found in the novel and to answer discussion questions such as whether Tuck's theory is correct and why, which require verbal explanation of claims and reasoning. The activities include directed opportunities for students to speak to a parent or family about their findings and interpretations.

The Parent Plan lists speaking skills explicitly: students are to "Speak clearly and to the point" and "Give an organized presentation ... employing eye contact, speaking rate, volume, enunciation, natural gestures." Activity 2 (Option 2) asks students to write a 30-second commercial script, rehearse and perform it on camera, and evaluate whether the ad persuades viewers. Option 1 and the multimedia skill item ask students to produce a print ad or multimedia presentation that uses text and graphics to communicate a point of view.

Students are instructed to use a graphic organizer and write a cause-and-effect paragraph, which requires them to sequence ideas logically and include descriptions and details linking causes and effects. The activities ask students to record three examples of cause and effect and to select evidence from the novel and myths, which requires citing pertinent facts and details. Parent-plan prompts ask the child to use vocabulary words orally in a sentence and to share examples and discuss questions, providing some opportunity for oral presentation of findings.

Students are asked to give and explain an opinion when prompted to recommend the book to a friend and say why, which requires stating a claim and supporting it. Students must memorize and recite a quote and are prompted by parents to have the child recite it aloud, which practices oral delivery, pronunciation, and volume. Students create symbols and similes for characters and are asked to show and explain their drawings, which requires describing details that accentuate main ideas or themes.

Students are asked to record three quotes or actions from the book and list three positive and three negative responses on the "To Live Forever" activity, providing textual descriptions and details to support pros and cons. Students must prepare a two-minute opening argument that states the importance of the issue, their position, and reasons why their argument is valid, and a one- to two-sentence closing statement that restates their position. The "Rules of Debate" and Facilitator Duties pages give a clear sequence and timed structure (opening, three paired questions, closing) that requires students to order their ideas logically and respond within timed turns. The Parent Plan skills explicitly instruct students to employ eye contact, speaking rate, volume, enunciation, and natural gestures when presenting.

Students are asked to write a three- or four-sentence journal response after watching a Civil Rights video, explaining what they learned and how it made them feel. Students complete "Recognizing Discrimination" worksheets that require them to record who was involved, what happened, and how each example demonstrates discrimination, using details from the text. The Parent Plan directs a parent to ask the child discussion questions and to check that the child can use each vocabulary word correctly in an oral sentence.

Students read Chapter 6 and discuss guided questions with a parent, answering prompts that require explaining character motives and meanings (e.g., whether Cassie made the right decision and what Mama meant). Students create a poster to promote positive race relations and are asked to describe their poster and explain why it would be effective, which asks them to state a claim (slogan) and support it with images and reasoning. Students practice expanding sentences by adding adjectives, adverbs, prepositional phrases, and descriptive verbs, which strengthens their use of pertinent descriptions and details.

Several prompts ask students to speak or explain orally: students are asked to describe the relationship between Cassie and Lillian Jean to a parent, to explain why they selected three suggestions from the Integrated Bus Suggestions, and to explain what they learned about the Montgomery Bus Boycott. The Parent Plan's "Questions to Discuss" section asks students to discuss personal positions (e.g., whether Cassie made the right decision) and to explain reasons for actions in the story. These items require students to present claims or explanations and to justify their answers to an adult.

Students create a diagram or find a picture and write a quote that explains the sharecropping system, requiring them to gather and present facts and descriptive details. Students are directed to revise and combine sentences and to add details in writing, which practices organizing information and accentuating main ideas. Students are asked to "Explain the system of sharecropping to a sibling or parent using your diagram or your picture and quote," which prompts an oral explanation of their findings.

Students are asked to plan and write a five-paragraph book report using an organizer that specifies the focus of each paragraph (setting/historical context, main characters, major problem, key events, and why the book matters), which supports sequencing ideas logically. The Book Report Rubric prompts students to use engaging, descriptive sentences, strong verbs, and details that reveal meaning and encourage empathy, which supports using pertinent descriptions, facts, and details to accentuate main ideas. Activity 3 requires students to produce paragraphs with a topic sentence, supporting sentences, and a concluding sentence, reinforcing logical sequencing of claims and findings in writing.

Students are asked to plan and finish a rough draft of a book report and to revise and edit that draft by combining sentences, adding details, and correcting sentence-level errors, which practices organizing ideas and adding pertinent descriptions and facts. The Parent Plan lists skills including planning a first draft by selecting an appropriate genre and developing drafts using an appropriate organizational strategy to create a focused, organized, and coherent piece of writing. Students are also asked to read their revised and edited book report aloud to a sibling or friend, giving them an opportunity to present their claims or findings orally.

Students are asked to create a four-slide/poster presentation with Slide 1 presenting the problem, Slide 2 giving examples of discrimination, Slide 3 offering suggestions for change, and Slide 4 describing the community outcome, which sequences ideas logically. The materials require students to include pertinent descriptions, facts, charts/diagrams, and at least one graphic and to support opinions with detailed evidence and visual/media displays. Students practice their speech using note cards, present to family members, and are evaluated with a rubric that checks for a clear, coherent message, balance of important details, and whether visuals support the presentation. Parent guidance and the skill list ask students to use effective rate, volume, pitch, tone, and align nonverbal elements to sustain audience interest.

Students are asked to read the back-cover description and discuss their predictions with a parent, which requires stating a claim about interest in the book and giving reasons. The Vocabulary Cube game requires students to read vocabulary words aloud, use them in a sentence, and respond to prompts from a partner, giving practice with spoken responses and pronunciation. Parents are prompted to have the child share ideas or drawings and to discuss questions (e.g., whether the community would be a good place to live), which creates opportunities for students to state findings or opinions orally.

Students are asked to explain what they learned about Jonas and the community and to discuss whether the society is perfect, which requires stating claims and giving reasons. Students must read chapters and answer questions in complete sentences and record words or phrases on a timeline to describe Jonas, supporting responses with textual details. Students are prompted to describe to a parent what makes their created Utopia a Utopia and to explain reasoning for criteria for laws and rules, which requires presenting findings orally or in writing.

Students are asked to summarize chapters aloud and told that a summary should recount main events in the order they occurred, which requires sequencing ideas logically. Students complete a 'Community Rules & Laws' activity in which they record positive and negative effects and write reasoning for each rule, requiring use of facts and pertinent details. Parents are instructed to ask children to 'defend his decision' about whether rules should exist and to discuss how rules reflect societal values, prompting students to present claims and findings orally. Students assemble a chronological 'Timeline of Change' labeling ceremonies and descriptions, practicing logical sequencing of ideas about life stages.

Students are asked to predict Jonas's assigned job and discuss the positive and negative effects of Elders selecting jobs, which requires them to state a claim and provide reasons. Students identify and record euphemisms and their actual meanings, which asks them to explain findings from the text. Students (with a parent) practice emphasizing italicized words aloud so they experience spoken emphasis and how to pronounce highlighted language.

Students are asked to describe three historical events and explain how each memory could help Jonas's community in three to four written sentences, and to answer reading questions in complete sentences. Parent prompts ask the child to explain Jonas's selection, predict his job, and explain the historical events they would give the community, which require oral explanation. Students record words or phrases on a Character Timeline and complete vocabulary webs that require selection and use of pertinent word meanings and sentence usage.

Students are prompted to verbally share which joyful and painful memory they would give Jonas and explain why (Introduce the Lesson). Students are asked to read their descriptive paragraph aloud while a parent listens with eyes closed and draws what they hear, which practices oral delivery (Parent Plan). Students write descriptive paragraphs using sensory details and organize sensory words by the five senses, which gives them practice selecting pertinent descriptions and details to accentuate a main idea (Activities 1 and 2).

Students are asked to share their thoughts about the novel and explain whether they would recommend it and why, which requires stating a claim and providing reasons. Students must answer comprehension questions in complete sentences and discuss answers #2-4 with a parent, practicing oral explanation of their reasoning. Students are asked to explain what an adjective clause is and to describe symbolism aloud, which requires verbally presenting ideas and supporting descriptions.

Students are asked to write a persuasive letter to Jonas' community explaining freedom and to include symbolism, benefits, and reasons why freedom is worth the pain, which requires presenting claims and supporting details. Students are asked to write a before-and-after poem (sequencing), an acrostic, and a bio-poem that explain changes and memories, and they are prompted to discuss comparisons between Jonas' community and communities in the United States. The lesson tells students to "Share your letter or poems with your family," implying an oral sharing of their findings.

Students are asked to provide a verbal summary of the previous chapters, which requires them to present findings orally. Students are asked to share and explain their music collage or musical selections aloud and to describe reasons for choices, which asks them to use descriptions and facts to support their claims. Discussion questions prompt students to state opinions (claims) and justify them with reasons about Jonas and The Giver, encouraging spoken explanation of ideas and evidence.

Students plan and sequence events using a Plot Flowchart and are asked to write a 3–5 page final chapter or create a storyboard that organizes three memories in chronological order. Students are directed to use descriptive language, imagery, and symbolism (rubrics explicitly assess descriptive language/imagery and whether writing follows the plot diagram). Students are asked to read their final chapter aloud to their family and practice the reading, and the parent is instructed to listen and assess the oral reading using the rubric.

Students are assigned the role of Cultural Commentator and told to record cultural details from the chapters in a journal, which requires identifying and noting pertinent descriptions and facts. The parent plan asks the child to share the information recorded and to use the provided "Questions to Discuss" to talk about chapters and historical causes/effects, prompting oral explanation. Reading questions ask students to list reasons for the Great Depression, explain how it affected farmers, and compare purposes of informational vs. fictional accounts, requiring students to present findings using facts and details.

Students are assigned the Wordsmith role in which they locate passages they find important and read those passages aloud to a parent and then discuss them. Students are asked to describe how the phoenix might serve as a symbol for Esperanza or to write a free-verse poem and are encouraged to share their ideas or poetry. The activity prompts students to explain why they identified particular passages and to discuss those selections with a parent.

Students are asked to take the role of Discussion Director and write four discussion questions that cover the book's big ideas, and the Parent Plan explicitly instructs the child to read those four discussion questions aloud. In Option 2 students research the Mexican Revolution using two websites and fill Venn diagrams comparing social and political systems, collecting facts and organizing similarities and differences. The Skills section lists "Discuss and analyze the effects of dialogue on a story," which implies some verbal discussion activity.

Students are assigned the Travel Tracer role to read the chapter, describe where characters move to and from, sequence scenes (with page locations), and explain what role each setting plays in the story's conflict, then record ideas in a journal and share them with a parent. In Activity 2 students use a scaled U.S. map to estimate migration distances, watch documentary clips and record quotes, and create a poster titled "The Dust Bowl" that compiles images, quotations, and facts to present. Parent prompts repeatedly ask the child to share and explain the map, poster, and setting roles, which requires students to state findings and supporting details aloud to an audience.

Students choose two or three passages and read them aloud to a parent, then explain their reasons for picking them (Literary Luminary activity). Students are directed to share their comparison chart with a parent, which requires them to present similarities and differences orally. Students are taught a clear problem-solution paragraph structure (topic sentence, explanation, solution, concluding sentence), which requires sequencing ideas logically and including supporting details in their written work.

Students are prompted to describe what Esperanza encountered when she arrived in Los Angeles, encouraging an oral retelling of events. Students are asked to share the illustration they created for the chapter, which requires them to present and explain a visual representation of plot, character, or setting. Students draw a shrine and write an explanation beneath it, and parents are instructed to ask the child to describe each element and its importance, prompting verbal explanation of meanings and details.

Students are assigned the role of Connector and asked to record and later share connections between the book and their life or the world, which asks them to state ideas and explanations. Activity 1 explicitly has students sequence sentences and choose appropriate transition words to create logical, coherent paragraphs. The Parent Plan directs students to read an "I Am" poem about Esperanza aloud and to share examples of transition words and use them correctly in sentences.

Students are asked to choose lines or passages, copy them, and explain in their journals why they are examples of good writing or important to the story, which requires them to present findings and support them with details. Parent prompts ask students to read their selected lines and Chavez quote aloud and to explain their meaning and significance, providing opportunities to practice orally conveying claims and connections. The Transitioning Between Paragraphs activity has students rewrite topic sentences using transitional words and phrases, which asks students to sequence ideas logically between paragraphs.

Students are assigned the role of Summarizer and must write a four- or five-sentence summary of chapters, which requires sequencing main events and identifying main ideas. In the "On Strike!" activity students examine reasons for strikes, record examples from the book, and summarize those examples with page numbers, which requires using pertinent facts and details to support main ideas. Parents are prompted to have the child explain examples from the text and to use commonly confused words aloud, providing limited opportunities for spoken explanation.

Students are instructed to "read it aloud as if you are recording a book on CD," to "give each character his or her own unique voice," and to "use tone and pitch to make your reading more convincing and entertaining." The activities ask students to create and record conversations and ask parents to "share the conversation(s) she recorded" and to "discuss her use of tone, pitch, and voice." The guide also tells students to include descriptions that show how characters speak (e.g., slowly, excitedly) and to read dialogue aloud to check whether it sounds genuine.

Students write a movie trailer script that must "highlight some of the main events from the story, talk about the characters and the obstacles they face," and include lines related to major themes, which asks them to organize and emphasize key ideas. Students create and perform readers' theatre scripts (12–15 lines), rehearse with family or friends, and are instructed to "practice running through the lines" and to add gestures and body language. Students are given presentation guidance to "speak slowly and clearly," give each character a unique voice, and perform the readers' theatre for an audience, with parent prompts to critique the script and performance.

Students are instructed to "read the poems aloud" and to read slowly while thinking about what the author is communicating, which requires oral reading and expression. The parent guidance explicitly tells caregivers to "encourage your child to read his poem aloud" and to discuss what was enjoyed, prompting spoken sharing and feedback. Students are asked to research Charles Darwin and record three questions and two things they would show or tell him, producing organized notes that could be communicated orally.

Students are asked to research a prehistoric animal and write an "Obituary for a _____," filling in fields such as name, date of death, cause of death, native location, description of how the animal lived, and how it will be remembered, which requires use of facts and descriptive details. The activity page structures the writing with labeled sections (date, cause, habitat, life description), prompting organized inclusion of information. Parents are instructed to "encourage your child to read the obituary he wrote aloud," which prompts oral delivery practice.

Students are instructed to select a poem and read it aloud to a parent with tone, mood, and emotion that reflect the poem. Students are asked to read their shape poem aloud and to brainstorm and record in a journal ways humans and animals depend on plants. The Skills list includes identifying tone, mood, and emotion conveyed in oral communication.

Students are asked to read poems aloud and to read their found poem aloud, with parent prompts to ask how they chose and edited text. In the camouflage experiment (Option 2) students record a hypothesis, follow a procedure, collect results, and write a conclusion, and parents are prompted to have the child explain the results. Students are also asked to share a picture and couplet (Option 1) and to write and explain sentences that contain dashes, which requires organizing and explaining information.

Students are asked to plan a narrative poem by identifying a main character and sequencing events (what will happen at the start, middle, and end). Students identify lines that create vivid images and describe the words the author uses, practicing use of pertinent descriptions and details. Students are encouraged to read their narrative poem aloud and to describe their feelings about insects during parent-child discussions.

The Skills section explicitly directs students to "Use effective rate, volume, pitch, and tone, and align nonverbal elements to sustain audience." Activity 1 requires students to memorize a poem and recite it for their family, telling them to "Give the poem the voice and tone you feel it deserves." Parent guidance also encourages parents to have the child recite the memorized poem for the family, reinforcing oral delivery practice.

Students are asked to read (or sing) their lyric poem for their family and to share their poem aloud (Encourage your child to share her lyric poem; Read (or sing) your lyric poem for your family). Students are prompted to read the original and their rewritten poem aloud and to discuss similarities and differences (Ask your child to read the original version of the poem and then her rewritten version of the poem). Students are asked to read a poem aloud and then explain which words and phrases influenced their accompanying picture (Ask your child to read the poem aloud and then to share her picture; Ask her to explain which words and phrases from the poem influenced her picture).

Students are asked to "share your lapbook with your family and friends" and parents are instructed to "ask your child to share her pop-up book" and to "ask your child to read the poems she included in her lapbook," which provide opportunities for oral presentation. The lesson includes discussion prompts (e.g., "How do the poems in your lapbook reflect systems, cycles, and patterns in nature?" and "What will people learn about nature by reading your poems?") that ask students to state findings about themes. Students arrange poems and organize mini-books inside the lapbook, an activity that requires sequencing content visually.

Students are instructed to divide a story into 3–4 events to form stanzas using the "Writing a Lyric Poem for a Minstrel" organizer, which requires sequencing ideas. Students are directed to jot down ideas and details, use word-pictures and figurative language, and to retell an historical event or family event in 3–4 verses, encouraging use of pertinent descriptions and facts. Students are asked to read or sing their lyric poem and "share your lyric poem with your family," providing an opportunity to present their work orally.

Students are prompted to discuss characterization and cultural identity with a parent ("Ask your child how he would characterize Cusi"; "Questions to Discuss"), which requires oral explanation of ideas. Students must answer reading questions in complete sentences and construct sentences using verbal phrases, which asks them to organize and articulate findings in writing. The personification activity asks students to describe animals and objects in complete sentences, using pertinent descriptions to convey meaning.

The Parent Plan explicitly lists "Synthesize research into a written or an oral presentation," which indicates students will prepare presentation-style work. Activity 2 requires students to create a Guide to Incan Landmarks with an interesting description and historical significance for each site, prompting students to use pertinent descriptions, facts, and details to inform an audience. The Combining Sentences activities require students to practice creating clearer, more varied sentences (using participial phrases), which supports clearer expression of ideas in prepared writing or presentations.

Students are asked to retell the Incan creation myth to their family, practicing the voice of a storyteller and using two visual aids, which requires oral presentation and organization of events. The parent guidance directs evaluating the student's tone, pitch, and body language and discussing how visual aids enhanced the presentation, which addresses aspects of delivery. The activities include explicit practice with time and sequence transition words and an exercise to underline sequence-related words, which trains students to sequence ideas logically.

Students are asked to write a short book review using transition words and phrases to link ideas and show sequence (time, cause-effect, contrast), which requires sequencing ideas logically. Students must provide a brief plot summary and at least one example to illustrate features of the book, prompting use of pertinent descriptions and facts. Students may research the Spanish conquest using provided links and write a focused poem about the conquest, requiring inclusion of accurate historical details to accentuate themes.

Students are asked to research llamas and create a five-slide slideshow organized with a specific sequence (Introduction; Care; Historical use; Facts; Your Pick), requiring them to sequence ideas and include 2–3 sentences or bullet points per slide and pictures to reinforce information. Students are asked to take listed facts about Ann Nolan Clark and turn them into an informative paragraph, using pertinent facts and details and transitions to make main ideas clear. Students are told to read a paragraph aloud to notice sentence flow and revision needs, which gives practice in oral delivery and clarity.

Students are asked to place events in chronological order and organize a beginning, middle, and end (Activity 2: Organizing a Narrative Essay) and to create a clear thesis and hook for sequencing ideas. The lesson directs students to "put your reader in the action," "appeal to the reader's senses," use dialogue, and "add interesting and important details," and requires students to practice descriptive language and sentence variation (rubric and Painting a Sentence activity). The rubric and organizer explicitly prompt use of transitional words/phrases and descriptive details to accentuate main ideas.