Students are asked to record exact lines, stanzas, and couplets from poems (e.g., "Write your favorite line," "Record a stanza," "Record a couplet") and to enclose poem titles in quotation marks. Activities direct students to write a stanza from each poem and to write the letters of rhyming patterns at the end of each line, and to identify specific words or phrases (onomatopoeia, alliteration) from the poems. The Poetry Vocabulary and Techniques pages require students to list particular words and lines from the book as examples.

Students are asked to record words taken directly from poems: Activity 1 directs students to "record the action verbs the author uses" from "Gulls and Buoys." Activity 2 instructs students to "record five nouns from the poem 'Watercolor Maine,' and the adjectives used to describe the nouns." Activity 3 asks students to "identify the end rhyme words" and record them, and Question #3 presents a quoted excerpt and asks students what it means.

Students are asked to record a favorite line from a poem (Question #3), which requires reproducing text from the poems. Students are asked to reread specific poems, such as "Knoxville, Tennessee," and to read poems aloud, providing opportunities to engage directly with the poem text. Students answer questions about what they learned and identify details from the poems (for example, naming famous Americans mentioned), which draws attention to specific textual information.

Students are asked to record three adjectives and the nouns they modify from poems (Question #2), which requires copying words from the text. The Onomatopoeia activity directs students to write the poem name and list onomatopoetic words from the poem. Activity 3 asks students to record poem titles and identify rhyming patterns, requiring students to reproduce text elements accurately.

Students are asked in Activity 3 to "write down the line where the author uses personification," which requires copying a specific line from the poem. In the Reading and Questions section, Question #2 asks students to identify "What words from the poem made the image so vivid?", prompting students to cite exact words or phrases. Activity 1 and its worksheet ask students to identify metaphors used by the author in "March in New Mexico," requiring students to point to specific textual comparisons.

Students are asked to "Record the simile in the poem, ‘Skier,'" which requires copying a line from the poem exactly (the answer shows the quoted simile). Activity 2 directs students to "Write down the words to your favorite song" and decide line breaks if read as poetry, which requires transcribing text. The materials also remind students to enclose titles of poems and songs in quotation marks, showing attention to some punctuation conventions for quoted material.

Students are asked to analyze two Robert Frost poems with specific prompts (e.g., identify setting, count stanzas, and name a favorite line), which requires locating particular lines and textual details. The Verbs in Poetry activity asks students to record the action verbs found in the poem "dog," prompting students to pull exact words from the text. Reading questions about Jack (age, why) and the "promises" the narrator has to keep ask students to interpret text details and make inferences based on the poems and novel passages.

Students are asked to answer reading questions using complete sentences, and Question #1 asks for a line from the text and provides the exact quoted reply: "In the interest of diversity," she said, "I chose a brunette, a blond, a redhead, and a kid with hair as black as print on paper." The vocabulary activity directs students to read through the sentences in the book where target words are used, which requires them to locate and read exact wording in the text. The parent prompts also encourage the child to read aloud the plaque and review vocabulary definitions using sentence contexts from the book.

The Parent Plan lists the skill "Support his own ideas by citing examples in the text and personal experiences," which asks students to use textual evidence. The Reading and Questions require students to answer explicit text-based questions (e.g., what musical the family saw; why Nadia decided not to go on more turtle walks), which asks students to refer to the text. A discussion prompt quotes Nadia directly ("Inside of me there was a lot of best friendship that no one was using,") and asks students to explain its meaning, prompting interpretation tied to that quoted line.

The lesson includes direct quotations from the text in its comprehension questions: QUESTION #1 asks students to explain what Ms. Olinski meant when she said, "By the time they get to sixth grade...," and QUESTION #2 quotes "Mrs. Olinski had a great tolerance for mischief, but she had no tolerance for malice" and asks students to explain the difference. Students are directed to read Chapters 5-8 and answer questions that require interpreting those quoted passages.

Students are asked to finish reading and answer comprehension questions (e.g., Q1 and Q3), which require referring to text details. Activity 2 asks students to describe each character's journey in a journal and the Parent Plan instructs the caregiver to check that the child can "support his ideas with evidence from the text." The Skills section lists "Support his own ideas by citing examples in the text."

Students are asked in Activity 3 to "Find three examples of hyperboles in 'Bess Call' and record them," which requires locating and copying exact phrases from the text. Students complete character webs that ask them to "record words and phrases that describe the three main women characters," which can involve pulling language directly from the stories. Students also answer comprehension questions after reading each story, some of which require inferring motives or meanings (for example, why the Star Maiden left or what a message meant).

The Parent Plan lists a skill to "identify and interpret elements of fiction and nonfiction, and then support by referencing the text," which asks students to use the text as evidence. Several comprehension questions ask students to explain characters' motives (e.g., "Why did Brer Rabbit tell Brer Fox, 'Please don't throw me in the briar patch!'?") and include quoted lines from the stories. The Figures of Speech activity presents exact phrases from the text with page references and asks students to translate and discuss them, requiring students to locate and work with specific quoted language.

Activity 4 (Author's Language) asks students to "list three sentences that helped bring John Henry to life," requiring them to select and record exact sentences from the text. The John Henry reading includes Question #4 which quotes John Henry: "I've got a man's heart in here. All the machine has is a metal engine," and asks students to explain what he meant, prompting interpretation of a direct quotation. The Parent Plan asks the child to read aloud the sentences they selected, reinforcing citing specific text passages when explaining character.

Students read specific texts ("Pale-Faced Lightning," "Sister Fox and Brother Coyote," and "Pecos Bill") and answer comprehension questions that require pulling explicit information (e.g., why Pale-Faced Lightning ran away; listing the habitat and three animals from Pecos Bill). One question presents a direct quotation from the text—Sister Fox knew, "...brains could often get the better of brawn."—and asks students to explain its meaning and give reasons, which asks students to interpret a quoted line when drawing an inference. Activities also ask students to list ten things the author writes about the Southwest geography, which requires locating explicit textual details.

Students are asked to "Record the first sentence of the book in your journal," which requires copying the exact opening line of The Cay. They must identify the simile in that sentence and explain why the author chose it, linking the recorded sentence to an interpretive explanation. Students are also asked to record beginning sentences from two other novels and from two movies, and they read quoted example sentences in the vocabulary activity to infer word meanings from context.

Students are asked in Activity 2 to record a sentence that has many words and one that has few words from the first two chapters, requiring them to select and transcribe exact sentences from the text. In Activity 3, students practice translating four specifically quoted phrases of Timothy's dialect and write literal translations next to the quoted lines, engaging directly with quoted text. Option 1 has students rewrite a provided paragraph about Phillip and Timothy, which requires working directly with and revising a block of text drawn from the story.

Students are asked to read Chapters 5 and 6 of The Cay and answer comprehension questions, including inferential questions (e.g., Q2 and Q3). Part C of the subject/verb agreement activity requires students to find and write one sentence from the book with a plural subject and plural verb and one sentence with a singular subject and singular verb. The lesson's skills list explicitly names 'Draw inferences ... and support them with text, evidence, and experience.'

The Parent Plan lists the skill "Analyze characters, events, and plots and cite supporting evidence," and students are instructed to read Chapters 13 and 14 and answer specific comprehension questions (e.g., why Timothy taught Phillip to fish; how Timothy knew a hurricane was coming). Students also must write sentences describing the characters' feelings and actions toward one another based on those chapters, which requires using details from the text.

Students read Chapters 15 and 16 and answer a comprehension question that asks, "What words and phrases did the author use to describe the storm?" The provided answer lists exact phrases from the text ("Splintering sound, driving rain, raging whitecaps"), which requires students to identify the author's specific language. Students also complete activity pages that ask for supporting details about characters and events, which could draw on text evidence.

Students are asked to read Chapters 17 and 18 and write five questions about the chapters, including some questions that can be taken directly from the book, which requires attention to text details. Students are asked in 'Things to Review' to explain the theme and 'support her idea with evidence from the text,' prompting students to use textual support when explaining explicit meaning and interpretations. The parent plan directs adults to check whether student questions include comprehension (text-based) questions, encouraging students to refer back to the text.

The lesson's skills list explicitly tells students to "support by referencing the text" and to "use details, examples, anecdotes, or experiences to explain or clarify information," which asks students to draw on textual material. Students read the final chapter of The Cay and answer comprehension questions, and they read or listen to Martin Luther King Jr.'s "I Have a Dream" speech with directions to read part aloud. The Part 3 eulogy requires students to describe King's dream and explain how their experience helped accomplish that dream, which asks students to connect and refer to a specific text.

Students are directed to list "interesting adjectives" and "strong verbs" from pages 46-48 and to "record words or phrases from the text that appeal to the five senses," which requires locating and copying language from the text. Students are also asked to "record a few things you learned about the people and the city" after reading Chapters 7-9, and the Parent Plan skills include "support by referencing the text." These items require students to identify specific textual language or details.

The Parent Plan lists skills that ask students to "analyze characters and events and cite supporting evidence" and to "make inferences, draw conclusions, make generalizations, and support by referencing the text." Student tasks ask learners to "think back on each character's actions and words" for the bubble map and to "record a few things you learned" from the pages about the city and people. Comprehension questions require students to answer explicit questions about the text (for example, what Dina tells her uncle and why she was sent back to the apartment), which prompts use of textual information.

Students are asked to interpret a direct line of dialogue (Johann's remark that "Your eyes light up when you talk about making the hat") in Question #2, requiring inference about its meaning. Activity 3 provides Dina's quoted questions about going home and asks students to list reasons to stay or go, which asks students to draw conclusions based on that text. The parent skills list explicitly includes "Draw conclusions and support them with text evidence," and the Reading and Questions require answers in complete sentences. Activity 2 teaches correct use of quotation marks and punctuation, giving students practice handling quoted language.

The Parent Plan Skills section tells students to "support by referencing the text," indicating students are expected to use textual references when responding. The Analyzing Writing activity asks students to highlight or underline well‑written passages and to reread those parts, which has students identify specific text excerpts. The Adding Punctuation activity presents sentences from the novel and requires students to add quotation marks and commas, so students practice recognizing and restoring quoted speech.

Students are asked to "reread some of the author's descriptions" and to "take notes on important information and words and phrases" for use in their New York poems. Quilt tasks require students to write three sentences describing how Dina's life in America differs from Germany, to "record three reasons Dina stayed in New York," and to fill squares with accurate information and story-based content. The rubrics list criteria such as "adequate notes taken based on research," "inclusion of fact-based information," and "squares must have accurate information," which require students to use textual details.

Students are asked to read pages 1-20 of My Side of the Mountain and answer comprehension and opinion questions, including items that require drawing on the text (e.g., how did Sam know so much about living in the forest?). The Parent Plan skills explicitly list "Quote or paraphrase information sources," indicating students are expected to use text-based information. Students are also asked to summarize Smokey the Bear's fire safety rules on a poster, which requires extracting and condensing information from a provided source.

Question #1 asks students to explain the meaning of the direct quotation: "I knew how to make fire, and that was my weapon," requiring students to interpret a quoted line from pages 21–40. The assignment has students read pages 21–40 and answer comprehension questions, including an inference prompt (Question #2: Why do you think Sam ran away?), which asks students to draw conclusions from the text.

Students are asked to read pages 58–85 and answer specific comprehension questions that require explaining explicit details (e.g., Questions 2–4 ask who Jessie Coon James was, what Sam must do to prepare for winter, and what Sam thought about Bando). Question 5 asks "Did Sam enjoy spending time with Bando? How do you know?", which asks students to draw an inference and provide justification from the text. Students are also asked to write a summary of the section they read in the suffixes activity, which requires restating what happened in the text.

Students are directed to read pages 86–106 and to generate and answer four types of questions including "In the Text" (explicit) and "Think and Search" (implied) questions. The skills list explicitly tells students to "Support judgments through references to both the text and prior knowledge." Parents are asked to check that the child developed an example of each question type and to review question types after reading.

Students are asked to "Include direct quotes from your imaginary interview" and the paragraph organizers and Activity 2 prompt explicitly tell students to add quotes from Sam. The writing rubric asks "Do I use quotations?" and "Have I punctuated quotations correctly?," directing students to practice quoting and punctuation. Students also answer comprehension questions (e.g., Why do you think Sam went to town?) that require them to explain explicit events or offer inferences about the text.

Students are asked to use quotation marks and commas correctly (Things to Know; Parent Plan Skills) and to write a dialogue using quotation marks (Activity 1). A specific line from the text is quoted for interpretation (Nat says, "A man is loyal to the place he loves.") which students must explain (Question #2). The An Island Bird activity asks students to identify a metaphor from a provided passage and to compare elements of the passage to Kit's experience, engaging with textual language.

The Parent Plan lists the skill "Cite textual evidence to support analysis, including inferences, conclusions, and generalizations drawn from the text," explicitly asking for use of text-based support. The comprehension questions (e.g., asking why William Ashby does not come to Kit's trial and whether Kit should have tried harder to fit in) require students to make inferences and offer reasons. The "On Trial" activity asks students to make three arguments defending Kit and to "Provide support to defend each argument," with a Student Activity Page that allocates space for both argument and supporting information.

The Part 2 Vocabulary activity explicitly asks students to "Record the sentence from the book that contains each vocabulary word," and the Student Activity Pages provide spaces for students to write the exact sentence for multiple words (dredge, armoire, divert, enveloped, celestial, rediscovered, sizeable). Students are directed to read Chapters 1-4 in Part 2 and answer specific comprehension questions about content they read, which involves engaging with text details.

The lesson's Skills list explicitly tells students to "Quote or paraphrase information sources, citing them appropriately," and the Research Part directs students to write the name of the book or website at the top of each note card. The Mythology activity asks students to "select and read a Greek myth; explain its lesson or moral," which requires explaining explicit content or drawing inferences from a text.

Several student activity pages include a labeled "Quote" line or ask students to record a quote for each character, indicating students will locate specific lines from the text. Activity 1 Option 2 explicitly asks students to look for a quote along with physical appearance and personality traits. The Reading and Questions section asks students to answer explicit factual questions from Chapters 17–18, which requires locating explicit text details.

Students are asked to provide "three examples or pieces of evidence from the book" to support each character trait in the "Characterizing Meg" activity, requiring them to locate supporting text. A discussion question asks students to interpret Meg's meaning for the direct quote, "I do face facts. They're a lot easier to face than people, I can tell you," which asks students to draw an inference based on quoted text. The reading comprehension questions ask for answers about specific details (e.g., Meg's father's job, why Calvin went to the haunted house), which requires students to refer to explicit information in the chapter.

Students interact with several Student Activity Pages that present sentences described as "quotes taken directly from the novel" and ask them to fill in blanks by adding -ed or -ing to verbs. One activity requires completing a longer passage from the nighttime scene by restoring verb forms in quoted lines (e.g., "Meg __________ her pencil so hard it broke."). The lesson also requires students to read Chapter 3 and answer explicit comprehension questions about events and characters.

Students read Chapter 4 and answer direct comprehension questions that require referring to explicit details (e.g., where the children appeared, what form Mrs. Whatsit took, what "tesser" means). The lesson includes a block quotation describing the creature and asks students to underline the interesting words and phrases from the passage and then illustrate the creature based on the author's wording. Students rewrite sentences and work with short text excerpts in the transitional-words activities, practicing close attention to specific wording.

Students read Chapters 10 and 11 and answer comprehension questions that require using details from the text (e.g., how Meg's father ended up on Camazotz; why Meg spoke so terribly). Students complete a graphic organizer that asks them to provide "evidence from the story" for the theme and to list characters' actions, author's descriptions, and story events. Students are directed to give examples of events, characters' words or actions, and author's descriptions that support the theme of good versus evil.

Students are directed to "read and copy each sentence that contains the word" for the vocabulary activity, and the vocabulary table includes a blank "Sentence from text" column for students to fill in. The activity requires students to copy exact sentences from the book to determine word meaning from context, and parents are instructed to check that students identified the correct definitions based on those copied sentences.

Students are asked to "support each point with statistics, experiences, or quotations" when writing their speeches, which prompts use of quotations as evidence. The Parent Plan lists the skill to "Support judgments through references to both the text and prior knowledge," encouraging students to refer to the reading. Students are also directed to read Chapter 4 and answer explicit comprehension questions about events and positions in the text.

Students are instructed to read an excerpt of the Emancipation Proclamation, underline the three sentences or parts of sentences they find most important, copy those selections into their journals, and explain why they selected each one, which requires pulling exact language from the text. Students are directed to cut flaps on a stovepipe hat and write beneath each flap a quotation or a sentence that describes an event from the book that reflects a character trait, prompting them to use text-based quotes as evidence for inferences about character. The Emancipation activity asks students to look carefully at sentence structure and meaning as they select and copy key sentences, linking explicit text selection with explanation of significance.

Students are instructed to read and circle powerful words and to memorize and recite the first sentence of the Gettysburg Address (Activity 2). The parent plan and wrapping up sections explicitly ask the child to quote, from memory, the first sentence of the speech. The lesson also has students read Chapter 6 and answer specific comprehension questions about the text.

Students are instructed to copy a quote from the "A Lincoln Sampler" section into a labeled box on the "Lincoln's Words" page, which requires reproducing text verbatim. Students answer four questions about that quote—including recording phrases they appreciate and explaining why the quote is meaningful—requiring them to interpret and draw inferences from the quoted text. A parent prompt asks the child to read the recorded quote aloud and discuss its meaning and significance, prompting oral use of the quote when explaining ideas.

Students read short passages (the lemurs article), underline information related to questions and subtopics, and add important information to a chart. Students are instructed not to copy information exactly and to write notes in their own words, emphasizing identification of important explicit information. Students are explicitly told that they may quote a source directly if they put quotation marks around the words and are reminded to use quotation marks when copying exact words, and they record sources for a bibliography.