Students complete a fill-in-the-blank story that includes a quoted spoken phrase: the answer key shows the line It was a pity that I could not just "dig in.". Students read and write sentences from the book chapters as part of the activities, so they encounter quotation marks in context when working with the vocabulary story.

The answer key and vocabulary sections include multiple quoted passages from the book (for example: "Grandpa skims it with a big, long handled, wooden ladle..." and "When supper was over, Uncle George went outside the door and blew his army bugle..."). Student activities ask students to write a sentence from the book into the Vocabulary Mini-Book and to record steps from the text in the Maple Sugar Farming activity, which requires copying text that may include quoted material. Quoted examples of dialogue or speech appear in the text excerpts (e.g., "And another time, don't be so greedy.").

Students are instructed that letters have dates, greetings, and closings and that a comma goes between the day and the year (e.g., January 11, 2020). Students are told to place a comma after the greeting and after the closing before the name (e.g., Dear Sarah, and Sincerely, Emma). The rubric and editing steps ask students to check comma usage and punctuation when proofreading their letters.

Students read and discuss a passage of direct speech presented with quotation marks: Activity 3 quotes Attean saying, "White man not smart like Indian.... Indian not need thing from ship. Indian make all thing he need." The Reading and Questions section has students read Chapters 7-9 aloud and respond to questions, so students encounter dialogue in context and identify speakers.

The skills list tells students to "accurately use capitalization and punctuation, such as commas, in writing," which directs students to practice comma use. The rubric asks students to judge whether their sentences have correct punctuation, prompting them to edit punctuation during drafting and final copy. Activities require students to draft, revise, and produce a final persuasive letter or speech, giving students opportunities to apply punctuation rules in their own writing.

The Skills list explicitly tells students to "Use capitalization with proper nouns and punctuation, such as commas, in a series." The Rough Draft Rubric under Grammar and Spelling checks for "correct comma usage" and asks students to search for grammar and spelling errors during the editing phase. The editing step instructs students to read through their drafts multiple times, including a pass focused on grammar and spelling, which would prompt attention to comma use.

Students are asked to copy sentences that describe the hat into their journals, which requires reproducing the punctuation present in those sentences. Students are given writing options that include composing a script for a commercial, an activity that may require them to produce direct speech. Students also read and answer questions that include a quoted nickname (the great Dr. Franklin), so students will see quotation marks used in context.

The lesson includes a long passage of direct speech from the Professor in quotation marks: "There are three possibilities. Either your sister is telling lies or she is mad, or she is telling the truth..." The Narnia Logic worksheet also presents quoted statements (for example, "Lucy is either mad, a liar, or is telling the truth.") that show how quotations appear in text.

The lesson includes explicit examples of direct speech with punctuation: the professor's lines are written with a comma before the quoted words and the words are enclosed in quotation marks (for example, the professor tells the children, "I don't think it will be any good trying to go back through the wardrobe door to get the coats."). Students are asked to act out the situation as one of the siblings, which exposes them to spoken dialogue as presented in written form.

Students are told that "Quotation marks set apart the words being spoken by a character," and a listed skill is "Use quotation marks correctly in writing." In Activity 3 (Quotable Quotes) students are asked to identify three quotes in the text and to record a meaningful quote for Sophie and the BFG for each chapter. The Quotable Quotes pages provide repeated practice locating and writing exact words spoken by characters, reinforcing the role of quotation marks.

Students are asked to read chapters that include dialogue and to "identify a quote from Sophie in each chapter and a quote from the BFG" and record it on the "Quotable Quotes" page. Activity directions require students to locate and copy quoted speech from the text, and the reading tasks have students respond to questions about characters and events that arise from dialogue. The activity therefore has students engage with direct speech by finding and recording quotations.

Students are asked in Activity 1 (Quotable Quotes) to identify a quote from Sophie and a quote from the BFG and record the quote on a page, which engages them with direct quotations from the text. In Reading and Questions students are instructed to select quotes for journal responses, so students will copy or note characters' spoken lines. In Activity 4 (Interpreting the BFG) students correct the giant's utterances and reword phrases, which has students rewrite spoken language from the book.

The lesson includes an Activity 1 titled "Quotable Quotes" that directs students to identify and record a quote from Sophie and a quote from the BFG. The lesson text contains explicit examples of direct speech with quotation marks (e.g., Sophie: "A dream isn't something you can catch a hold of." and the giant: "The matter with human beans is that they is absolutely refusing to believe..."). The Jack and the Beanstalk student pages also present dialogue in quotation marks for students to read and reference.

Activity 1, Quotable Quotes, asks the child to identify a quote from Sophie in both chapters and a quote from the BFG and to record those quotes on a Quotable Quotes page. Students read the chapters that contain direct speech and are prompted to locate and write down portions of dialogue from the text.

Students are asked in Activity 1 (Quotable Quotes) to identify a quote from Sophie and a quote from the BFG and to record those quotes on a page. The lesson text itself includes examples of quoted speech (for example, the butler's line: "If a normal 6-foot man requires a three-foot high table, then a twenty-four-foot giant would require a 12-foot high table.").

Students are asked in Activity 1 to identify and record quotes from Sophie and the BFG on a "Quotable Quotes" page. Students encounter explicit examples of direct speech set off with quotation marks in the text (e.g., "The place we're flying over now isn't in the atlas." and "That's why they always put two blank places at the back of the atlas."). These tasks require students to recognize quoted speech and locate quotations in the chapters they read.

Question #3 presents an example of direct speech with quotation marks: the queen tells the BFG, "You are not very well educated, but you are really nobody's fool." Activity 1 (Quotable Quotes) asks the child to record one quote from the BFG and one from Sophie on a page, requiring the student to locate and write quoted speech. The Theme activity directions also tell students to "record events, quotes, and characters' actions," which prompts students to identify and write quotations from the text.

The newspaper-report option requires students to write an interview with the BFG that includes three quotes, and the rubric specifically requires inclusion of at least three of the giant's quotes. The directions tell students that reporters should try to use correct spelling, punctuation, and grammar, and the skills list includes 'Use correct capitalization and punctuation.' These items indicate students will produce direct speech and be assessed on punctuation.

Students are asked to edit three paragraphs for grammar, spelling, and punctuation and to add missing punctuation (Activity 2 shows corrections such as adding commas after 'shy' and 'nervous' and inserting an apostrophe in 'Pontsho's'). Students are instructed to skim Chapter 3 to find examples of authorial intrusion and the guide cites quoted phrases (for example, "and that means us" and "you do, of course"). These activities require students to read and respond to punctuation and to recognize quoted text in the book.

The lesson asks students to write a script for a scene in Activity 3, directing them to "Write the dialogue between the two characters and any stage directions you want to include," and provides lined space for that dialogue. The script task has students produce direct speech between Precious and Pontsho and then act it out, giving a clear opportunity to write quoted dialogue.

Students are prompted to find and record a "Character's Quote" for both Precious and Sadako on the activity pages, requiring them to identify direct quotations from the text. In Activity 3 Option 2 students are asked to write an eight-sentence, first-person letter from one character to another, an extended writing task that could include quoting or reproducing speech. Several activities require students to transcribe or produce quoted material (character quotes, journal entries, and letters).

Students are given explicit rules that chapter titles, magazine and newspaper articles, and poems go in quotation marks, and they practice applying these rules in the "Titles" activity by correcting sample sentences (e.g., song and poem titles in quotation marks). The skills list includes "Use correct capitalization and punctuation," and the Titles student pages provide spaces where students rewrite or mark titles using quotation marks.

The Verbal Irony section presents two example sentences that include direct speech with commas and quotation marks: "Another beautiful day," said by Andrew... and "Oh, great! We get to dig another hole today," moaned Stanley. The activity asks students to create two statements containing verbal irony, which encourages students to write sentences that could include quoted speech. These examples model placement of commas and quotation marks around spoken words.

The Missing Punctuation activity asks students to insert ending punctuation, apostrophes, commas, and quotation marks and includes sentences of direct speech that must be punctuated (e.g., I am not stupid Zero said). The Student Activity Page lists sentences missing punctuation including a line that requires quotation marks and a comma for dialogue and the provided answer key models the correct form: "I'm not stupid," Zero said. Several practice sentences also require commas in compound sentences, appositives, and lists, giving students varied punctuation practice.

Students practice comma usage in multiple targeted activities: Using Commas, Part I teaches commas for lists and between equal adjectives (with exercises and answer keys), and Using Commas, Part II teaches using a comma plus a coordinating conjunction to join independent clauses (with practice sentences and answer keys). The answer keys and examples include several quoted sentences from the story (for example, "At last it slipped from their hands, fell to the earth, and broke into billions of pieces." and "The sled drove twice around the square, and Kay fastened his own little sled to it."), and students are asked to create a script that contains characters' spoken words.

The Reflective Writing Rubric asks students to check grammar including "Did you use commas when needed?" and to begin sentences with correct capitalization and punctuation, which prompts attention to comma use. The writing organizers instruct students to include "quotes" among types of supporting details, indicating that students may incorporate quotations in their writing. Students are directed to edit and produce a final copy using the rubric, which requires them to apply punctuation corrections generally.

The lesson includes a direct quotation in Question #4: "I've brought you back your scarf." This example shows direct speech marked with quotation marks. Activity 2 asks students to write an alternate ending in their journal, which gives students an opportunity to produce and observe direct speech in their own writing.

Students are taught explicit rules and shown examples for marking direct speech, including speaker-before-quote (Mark said, "Hi.") and quote-before-speaker ("Hi," Mark said) forms, and the placement of question marks and exclamation points inside quotation marks. Students practice reading lines with quotation marks using voice inflections and insert missing quotation marks, commas, and periods in Part A exercises. Students write two original quoted sentences in Part B and complete answer-key examples that model comma placement with dialogue tags.

The Pre-Writing activity asks students to "think of three quotes he can include in his journal entry" and provides a Quotes section on the student page where students can write those quotations. Activity 3 directs students to draft a journal entry using the Pre-Writing organizer, which would prompt students to place the chosen quotes into their writing.

Students are asked to review rules for using quotation marks and to practice writing two or three sentences that contain dialogue. Students must write a conversation of at least five lines between Pedro and Columbus using words other than "said," and the Student Activity Page shows dialogue prompts beginning with tags like "Pedro declared," and "Columbus explained,". The materials instruct students to use correct punctuation and explicitly say to ensure correct punctuation when writing dialogue.

The Quotes Cube activity asks students to write three sentences that contain a quote from the book and three imagined quotes Pedro might have said, and it tells them to "use correct punctuation." The activity also instructs students to use a different reporting verb than "said," which prompts practice with attributing spoken language. The requirement to record quotes on the cube faces gives students an opportunity to produce direct speech in writing.

Students read multiple sentences from the novel that include direct speech marked with commas and quotation marks (for example: "My name," said the mouse desperately, "is Mrs. Jonathan Frisby." and "Just the same, I am in debt to you."). These quoted sentences appear on vocabulary activity pages and are presented as examples for students to read and to use in word-analysis tasks. Students encounter punctuation in context while identifying roots, parts of speech, and meanings for vocabulary words.

Students read a printed dialogue on the Scientific Vocabulary activity page that displays direct speech enclosed in quotation marks and uses commas before dialogue tags (e.g., "Today we need to give them the injections containing the steroids," said Dr. Smith.). Students fill in blanks in that dialogue with vocabulary words, and Option 2 asks students to write their own dialogue between two scientists using the vocabulary words, which would involve composing direct speech.

The lesson explicitly teaches comma use with conjunctions: the Facts and Definitions state to 'Use a comma before a conjunction, when the words on each side of the conjunction could stand alone as a sentence.' The Combining Sentences activities ask students to place commas where needed and to combine sentences using conjunctions, with answer keys showing commas inserted before conjunctions. The skills list includes 'Use correct capitalization and punctuation,' reinforcing punctuation practice.

Students are asked in Part 3 to think of three conversations and are explicitly instructed to use commas and quotation marks correctly when recording those conversations. The Student Activity Page titled "Dialogue Between Characters" emphasizes correct use of commas and quotation marks and provides lined spaces for students to write three conversations. In Day 2 Part 4, students are directed to include dialogue between characters when they write their chapter, giving them practice applying punctuation in extended writing.