Students practice sounding out and spelling words when they are asked to label items on the Map of a House pages and to "spell it the way it sounds." Handwriting pages have students trace and write letters Mm and Hh and copy words (map, mom, home, house), and scrambled-word activities require students to fill in missing letters for common household words. Students also answer oral questions about names of country/state/town/address, practicing speaking and listening vocabulary in context.

Students listen to a book read aloud and answer questions, practicing listening and oral response. Students are asked to identify the title, author's name, and letters they recognize in those names, which practices print awareness and letter recognition. Students practice writing (tracing numbers 0–6), drawing and labeling items (advanced sorting option), and telling or writing stories about habitats, which involves composing simple spoken or written responses.

Students are asked to identify beginning letters and sounds (noted under Skills) and to add the first and last letter for each habitat while attempting to read/sound out the words in Option 1. In Option 2 students are asked to read the names of the six habitats from a word box and label the pictures, providing practice decoding whole words. Students also practice letter formation and recognition with a handwriting page for Jj and trace and write the words "Jungle" and "Jeep."

Students practice oral language and storytelling: Activity 2 has students dictate a story about an animal, listen as it is recorded, and read it back or sound out words. Students use words that name, describe, and tell action (listed under Skills) and make connections through oral language during discussions and observation questions. Students practice writing conventions at a basic level through the handwriting page (letter Zz, words zoo and zebra) and the number/labeling suggestions for drawings.

Students are asked to write the names of habitats in Option 2 and to print or draw pictures, which requires writing and labeling. Students are prompted to say and repeat sentences such as "A __________ can't live in the ____________" during Activity 3 and to tell and have a recorded story read aloud in Activity 4. The skills list and activities ask students to begin to write words and write beginning consonants, and to explain reasons orally for why an animal would not live in a habitat.

Students listen to text read aloud and are asked to listen critically (Activities list: 'Listen critically to text read aloud'). Students respond to critical questions, read along with an adult, and present dramatic interpretations and role plays (Activity 1, Activity 2). Students read and/or hear word problems aloud in the math activity and explain solutions, which practices speaking and listening skills (Activity 3).

Students practice using new vocabulary in speech and writing as shown in the Skills list and Activities 2 and 3, where they dictate sentences and write sentences using weather words. Students identify beginning letters and sounds in words (Skill listed) and complete word-to-picture and label-the-picture tasks (Activity 2, Options 1 and 2). Students listen to a read-aloud, respond to questions, make predictions, and record observations in the Weather Calendar (Activities 1 and 4), applying language while listening and speaking.

Students are asked to read the Weather Song aloud and to follow along by pointing to each word as they sing, which practices tracking words and word boundaries. The lesson prompts students to find specific words (clouds, rain), count the letters in a word, and identify capital letters at the beginning of each line. The Skills list explicitly includes recognizing that written words are separated by spaces and knowing the difference between individual letters and printed words.

Students dictate and record a winter-themed story using target vocabulary (cold, snow, freeze) and then attempt to read it aloud, providing practice in writing, speaking, reading, and listening. Students practice letter formation and handwriting for the letter W and copy or write sentences containing wind and winter, with guidance on sizing capitals and lowercase letters. Students use phonics strategies (circling beginning letters, sounding out words) on the Snowflake Math and writing activities to connect sounds to words.

Students attempt to read each of three short poems aloud and answer what each poem was about, providing reading and listening practice. Students write their name in a poem blank and are offered a language extension to write or dictate their own spring poem, providing spoken-to-written practice. Students identify and underline rhyming words in each poem and are instructed to listen for rhymes when poems are read aloud, practicing phonological awareness and listening skills.

The lesson lists the skill 'Use new vocabulary in speech and writing (LA)' and requires students to write season names in Activity 1. In Activity 2 students match written season and weather words with pictures, and Activity 4 asks students to record answers on a 'Weather Forecast' page and give oral forecasts to the family. Activity 3 has students read a book aloud and answer observational questions about the weather.

Students prepare and ask interview questions and listen to answers during Activity 4, which practices speaking and listening. Students write or dictate a brief description of how places serve the community in Activity 2 and copy book titles and draw illustrations in Activity 3, which involve writing and language use. The Skills list explicitly includes "Ask questions that lead to understanding (LA)," indicating student practice in formulating and using language for inquiry.

Students are asked to write numbers and label items as "N" or "M" on the Counting on Resources page and to write a sentence about gathered items in the Gathering Resources activity. Students are prompted to explain orally how each resource is used and to explain the difference between natural and manmade resources during the wrap-up. Students cut, sort, and paste items while organizing them from least to greatest, which requires them to follow directions and use language to describe ordering.

Students practice writing and copying sentences containing the words "care" and "citizen" and trace uppercase and lowercase C on the handwriting page, showing direct letter- and word-level writing work. Students create a helping song (writing for an audience) and role-play community helpers and people asking for help, which requires choosing words and speaking for effect. Students are asked to connect literature to prior knowledge and to demonstrate story sense (beginning, middle, end), which involves using language to describe events and sequence ideas.

The lesson explicitly lists the skill "Use words that name and words that tell action (LA)," which corresponds to using nouns and verbs. The student activity page provides sentence starters ("I am planning to __," "The first thing I will do is __," etc.) that require students to write sentences using people/things (nouns) and actions (verbs). Reflection prompts ("I helped __ with __," "The thing I enjoyed the most was __") and the carry-out plan require students to produce written sentences describing actions and participants.

Students orally describe objects in the Guess What's in the Bag activity and in the Getting Started introduction, using attributes such as size, color, shape, and texture. Students compare similarities and differences between pairs of objects in Activity 2, explaining how items are alike or different. Students select, copy, or write descriptive words from a word box and write a sentence describing an object in Activities 3 and 4, practicing use of descriptive vocabulary in speech and writing.

Students are asked to describe a metal and a wooden spoon by size, shape, and color and to discuss the terms they used, which practices speaking and listening and use of vocabulary. Students organize toys by size and explain their process, which requires them to use comparative language. Students draw or write examples of real-world objects for given shapes on the activity page and name or describe colors while mixing primary colors and explaining results.

The lesson defines a noun and an adjective and explicitly tells students that adjectives describe nouns. Students practice using descriptive vocabulary orally (blindfold description, guessing games) and in writing (copying texture words, completing '_____ feels _____' handwriting sentence). The student activity pages require students to select and match texture adjectives to pictured nouns and to generate new describing words for objects.

Students are asked to write names and are reminded that names begin with capital letters, and they practice writing question marks and forming questions ("Explain that a sentence that is a question starts with a capital letter and ends with a question mark. Let her practice writing question marks."). The skills list explicitly includes "Express ideas and ask questions (LA)" and "Attempt to read written text (LA)." Students read or have questions read to them and are asked to reread the questions, connecting reading, writing, speaking, and listening activities.

The lesson explicitly lists the skill "Use words that describe in speech and writing (LA)" and asks students to predict and record results on the "Magnetic or Not?" chart and the sink/float sorting sheet. Students are asked to describe properties (color, size, shape, texture), name and discuss terms like "magnet," "magnetic," "sink," "float," and "density," and to compare similarities among objects that sank or floated. Activities require students to label sides "sink" and "float," place objects accordingly, and discuss which predictions were correct.

The lesson explicitly defines prepositions (e.g., "over," "under," "above," "below") and explains that prepositions start phrases that give location. Students complete multiple activities that require filling in blanks with prepositions (frog, boat, turtle, worm, girl sentences), sort examples into "over/under" columns, and create prepositional phrases in the more advanced Option 2. Students also read pages aloud, identify location words in context, and experiment with alternate prepositions in sentences.

Students record or dictate a daily water log, which has them practice speaking about and recording events and organizing information. Students make lists or photo collages during the scavenger hunt and garden activities, which has them summarize observations and categorize uses of Earth materials. The Skills section explicitly asks to "Summarize the physical properties of Earth materials," indicating students will practice summarizing content in their own words.

Students are asked to "Use new vocabulary in conversation and writing" and to "Use words that describe in speech and writing," and the project requires them to select attributes and label or write descriptions on a poster. Students plan what they will say about each attribute, practice giving a demonstration or presenting their poster to family or younger children, and dictate ideas for recording when needed. The activities require students to organize words and sentences on a poster and to practice spoken explanations aloud.

Students describe tastes aloud and have their descriptions recorded in Activity 1; they compare descriptions with and without sight. Students attempt to read spice labels and copy the names (or initial letters) in Activity 2. Students tell and then read aloud a story about a favorite flavor in Activity 3 and write or dictate and copy a sentence about a smell or taste in Activity 4. The skills list explicitly includes using descriptive words in speech and writing and recognizing and writing letters.

Students practice identifying and using adjectives and sensing words by describing an apple and an ice cube with multiple sensory descriptors. Students apply sensory vocabulary in Sensing Logic puzzles by reading clues, eliminating options, and choosing the pictured item that matches descriptive words. Students write and illustrate a sensory report about popcorn, filling in blanks for how it feels, sounds, smells, and tastes and attempting to read and copy sentences for handwriting practice.

Students listen to a short story and answer retelling and comprehension questions (Activity 2), which requires them to use language when listening and speaking. Students dictate and/or write a three-part friendship story (Activity 3) and record one sentence for the beginning, middle, and end, practicing writing and oral language production. Students write a sentence about a personal physical characteristic on handwriting paper (Activity 4), practicing simple sentence writing and handwriting.

The lesson's Skills list explicitly includes "Use new vocabulary in conversation and writing (LA)" and "Use words that describe in speech and writing (LA)." In Activity 1 students read personality words, sound out unknown words, explain meanings, and circle words that describe themselves. Activity 3 asks students to record main characters and write two words describing each character's personality, and the Wrapping Up song asks students to substitute personality words into sung lines. Activity 4 provides handwriting practice for the word "quiet," including tracing and writing the letter Q.

Students are asked to dictate and then copy or write a few sentences describing a hobby, practice handwriting the letter Y and the words "you" and "yes," and use each word in a sentence. Students read survey questions aloud and interview three people, which practices speaking and listening. Students go to the library to find books about an interest, read and research, and then answer written prompts on the "My Interest" page.

Students are asked to sound out the letters in the book title and attempt to read their own short descriptions aloud, showing practice in reading and speaking. The Skills section and activities ask students to 'use words that describe in speech and writing' and to 'use author's model of language,' which guides students to imitate language patterns. In Activity 2 students dictate a short description of their personality and interests and are encouraged to record and attempt to read it, and Activity 4 has students write or copy a sentence describing an interest or personality trait.

Students are prompted to complete sentences and to dictate ideas and responses, as shown in the Skills list and the Option 1 sentence-completion activity comparing families. Students practice handwriting letters and the word "different," tracing letters Dd and words on the Handwriting page. Students are asked to write or draw responses in the Venn diagram and similarity/difference worksheets, which require composing short written statements about families.

The Skills section explicitly asks students to name ordinal positions (first, second, third) and to use words such as "before" or "after" to describe relative position. Activity 4 directs students to describe patterns aloud using the language "First, there is _____. Next, there is _______..." and to point to each item as they speak. Activity 7 has students write or copy three sentences that begin "First, there is_____...", and Activity 1 has students read the title/author and read the story aloud, practicing reading and speaking conventions.

Students are asked to use words such as "before" and "after" and to name ordinal positions (first, second, third) as listed in the Skills section. Students are prompted to explain how they decided whether a sequence is ABAB or AABB, which requires speaking and listening to describe patterns. Students are asked to write or copy a sentence about the book Busy Bugs in Activity 4, providing a written language task.

Students are asked to write or copy a question sentence ("What do you see after the ________?") and are explicitly taught that questions end with question marks. The lesson repeatedly prompts students to speak and respond to language-based prompts (e.g., "What comes first in the pattern? Next?" and "What comes before __? What comes after __?"). The skills list includes using words such as "before" and "after" and naming ordinal positions (first, second, third), which students practice orally and in labeling activities.

Students write and practice sequence words by brainstorming and copying the words "first," "then," and "next" (Activity 3). Students complete sentence prompts that begin "First comes...", "Then comes...", and "Next comes..." on multiple activity pages (AABB, ABAB, ABC pattern sheets and the Describe the Pattern page). Students use ordinal positions (First–Eighth) and fill in "_____ comes before _____" and "_____ comes after _____" to describe order in a pattern.

Students are prompted to write a "Script for Presentation," with lines to describe each of seven patterns and to record the words they will use. Students plan and practice an oral presentation in which they describe each pattern and demonstrate examples to an audience. The activity requires students to write descriptive sentences (filling in named pattern lines) and to rehearse spoken language for a live presentation.

Students listen to and read nursery rhymes and are asked to identify and record rhyming words, which practices listening and reading. Students label pictures, circle repeating word parts, and write or copy words and sentences (e.g., handwriting page, labeling activity, writing a sentence with two rhyming words), which involves reading, speaking, and writing. Students say word pairs aloud, act out rhymes, and add new rhyming words, providing practice in oral language production and word choice.

Students read and manipulate printed sound words (Option 2 and cut-and-paste in Option 1), which engages word recognition and reading. Students listen to and perform sound patterns and action patterns, which practices speaking and listening skills. Students write or copy a sentence on handwriting paper describing a pattern they made, which practices writing and using written language.

Students write or dictate scripts on the four "Video Script" pages, recording the type of pattern, where they found or made it, the parts of the pattern, and the sequence of steps. Students read words from a book or poem and explain the pattern aloud and practice what they will say on camera. Students use props, pictures, and sounds to support their spoken messages and rehearse speaking for an audience when preparing and recording the video.

Students write sentences to describe plant growth in the three-day drawing activity, practicing composing short written statements about observations. Students label plant parts using the word box, identify initial letters, sound out words, and record first letters on diagrams, practicing phonics-to-spelling connections. Students copy target words (plant, grow, part) multiple times and orally discuss growth patterns when sequencing pictures and organizing personal photos, practicing speaking, listening, and basic written vocabulary use.

Students practice writing dates with day, month, and year (Activity 3) and put recorded dates in chronological order. Students cut, order, and glue the days of the week and months of the year on a poster (Activity 5) and practice saying them in order. Students write specific words (day, month, year) multiple times (Activity 6) and practice number words and writing numbers with tally marks (Activity 2).

Students are asked to write today's date and to practice copying the months of the year on handwriting paper, which involves writing and reading date/month words. Students read and use a laminated calendar, select and circle the weather for the day, and are asked questions that require them to name the four seasons and describe associated activities and weather (speaking and listening). Students complete worksheets matching months to seasons and fill in missing season names, reinforcing reading and word-writing of seasonal vocabulary.

The lesson asks students to write about a change using sentence stems (Activity 3) and to attempt to read their completed paragraph aloud. The Skills list explicitly includes "Use naming words and action words," "Read or attempt to read own dictated story," and "Express ideas through writing and conversation," which requires students to produce and speak language. Activities 1 and 2 prompt students to describe cause/effect and classify changes as fast or slow, giving opportunities to use vocabulary and form simple sentences.

Students are asked to use positional vocabulary in speech and writing (Skills: "Use new vocabulary in speech and writing") and to complete sentences on the "Where Did He Go?" pages by filling in prepositions from a word box or writing full prepositional phrases. In Activity 2 students read or listen to sentences describing locations and move a cut‑out mouse to match, and are encouraged to write simple sentences describing the mouse's location. Activity 3 asks students to write three or four sentences describing relationships of objects outside, and the wrapping up directs students to read and follow location directions and to describe another person's location.

Students are asked to "Use new vocabulary in speech and writing" and to "Express ideas through writing and conversation," which requires them to produce spoken and written language. Students write the word "CHANGES" on the hanger, fill in before/after boxes with drawings or pictures and some writing, and are prompted to explain their mobile to family members. The skills list also notes that students will "Write most letters and some words," indicating direct practice with written language.

Students rewrite sentences to correct capitalization of names in Activity 1 (e.g., rewriting "chrysanthemum loved her name." and "Mrs. twinkle's first name was delphinium."). Students analyze suffixes and use affixes as a clue to meaning in the Vocabulary activity, where "-less" and "-ful" are underlined and explained with examples. Students interpret author language and figurative phrasing in Activity 3 (Feeling Phrases) and identify words/phrases that convey emotions in the story.

Students learn the word 'conjunction' and see 'and' and 'but' given as examples. Students combine sentence pairs orally using 'and' and complete a 'Using "And"' activity page to write combined sentences. Students also practice combining sentences with 'but' orally, identify and circle conjunctions on the 'Characters Change' page, and are asked to produce sentences using 'and' and 'but' during the wrap-up.

Students dictate and write new endings to a story, then read those endings aloud, which practices composing and speaking. Students are asked to write or dictate a sentence or two describing a change and to use "interesting words" with provided examples of more expressive phrasing. Students also attempt to read and match cause-and-effect statements in the activity pages, engaging reading and listening skills.

Students dictate and have an adult record a multi-part story (Activity 2) and later copy or write a sentence about how life in the past was different (Activity 8). The Skills list explicitly asks students to use vocabulary related to time and chronology ("first," "before," "after," "next," and "last"), and reading activities require students to read aloud, answer comprehension questions, and describe differences between past and present. Multiple activities require speaking, listening, and writing (selecting a time period, telling/recording a story, answering guided questions, and completing written charts).

Students are asked to 'draw and write or dictate descriptions' of cultural elements (Activity 1) and to 'write one sentence about each element of culture' when creating a book (Activity 4). Students also assemble the book and 'use it to give a presentation to the family,' which requires speaking and organizing sentence-level content.

Students write or dictate sentences for comparison pages using prompts such as "In the past __________" and "Today __________," and they complete multiple activity pages that ask them to write about past, present, and future selves, family, home, and actions. Students read through their completed book or comparison pages and present their work to family, providing practice in speaking and listening. The skills list also identifies use of vocabulary related to time and chronology and asks for collecting and organizing information, which requires students to produce written responses.

Students practice sentence conventions by reconstructing cut-apart sentences (Activity 5.1) and by writing dictated sentences while attending to capitalization, spacing, and end punctuation (Activity 5.3). Students identify sentence features and read aloud with expression (Activity 5.2 asks about exclamation points), and the Skills list explicitly includes recognizing distinguishing features of a sentence, following print directionality, and understanding that words are separated by spaces. Students also read and arrange sight words and form sentences in multiple activities, showing practice with conventions of written language.

Students practice sentence conventions in Activity 5.3 by writing sentences dictated to them, being reminded to begin sentences with uppercase letters, leave spaces between words, and end with periods. The Skills list explicitly includes recognizing distinguishing features of a sentence, understanding that words are separated by spaces, and following words left to right, and several activities ask students to read sentences aloud and read text while pointing to each word. Activity 4.2 and other writing tasks require students to write dictated words and read columns of words, reinforcing spelling and basic sentence-level mechanics.

Students identify and mark sentence conventions by circling periods and the question mark in the weekly message and are reminded that sentences begin with an uppercase letter. Students write dictated sentences on handwriting paper and read aloud while pointing to each word, practicing sentence-level reading and punctuation. Students practice tense and word choice by explaining and using the sight words "have" and "had" in sentences. Students create and complete sentences using word cards and are asked to read their sentences aloud.

The skills list and activities ask students to recognize the distinguishing features of a sentence and to begin sentences with capital letters and end them with periods, question marks, or exclamation points. In Activity 3.2 students write dictated sentences while being reminded to pay attention to how sentences begin and end. Activity 2.2 has students choose between 'a' and 'an' based on beginning sounds, and Activity 1.3 asks students to identify and underline the correct sight word 'there' or 'their' in sentences. Activity 4.2 has students plan and write their own short reader, applying writing and sentence conventions on the provided lines.

Students read and point to words in the Weekly Message and readers, practice reading sight words aloud, and listen to words read to them. Students complete a Sentence Dictation activity in which they write dictated sentences and are reminded to pay attention to how sentences begin and end. Students are asked to recognize the distinguishing features of a sentence (listed in the Skills) and to read, write, and orally produce words and sentences during word-building, sorting, and reading activities.

Students read and point to words in the Weekly Message and are asked to identify long a words and which letters make the vowel sound. Students are asked to recognize distinguishing features of a sentence and to pay attention to how sentences begin and end during the sentence dictation activity. Students write dictated sentences and read them aloud, and the skills list includes following print conventions and demonstrating understanding of the organization and basic features of print.

The lesson asks students to write dictated sentences and reminds them to "pay attention to how sentences begin and end," giving students practice with basic sentence conventions. Students are directed to read the Weekly Message and point to words and to read texts aloud with appropriate rate and expression, supporting use of language when reading and listening. The Skills list explicitly includes "Recognize the distinguishing features of a sentence" and "Demonstrate understanding of the organization and basic features of print," which students practice through reading, writing, and pointing activities.

Students make and read sentences using Making Sentences cards and Set 5 word cards, practicing sentence construction and oral reading. Students write dictated sentences and are reminded to pay attention to how sentences begin and end, including that words that begin with an uppercase letter should come at the beginning of a sentence. Students identify distinguishing features of a sentence and demonstrate understanding of print organization when they reread messages and point to words with specific vowel sounds.

The lesson asks students to "recognize the distinguishing features of a sentence" and includes Sentence Dictation (Activity 5.2) where students write sentences as they are read and are reminded to "pay attention to how sentences begin and end." Students also read aloud reader #13 and are asked to read sentences to check punctuation and sentence boundaries, and the skills list includes reading with accuracy, rate, and expression.

Students are asked to read and point to words in the Weekly Message and to read aloud with the teacher, practicing reading sentences in context. The skills list explicitly includes "Recognize the distinguishing features of a sentence" and "Demonstrate understanding of the organization and basic features of print." In Activity 5.3 students write dictated sentences and are told to "pay attention to how sentences begin and end." Additional activities require students to read, write, and sort words and to read sentences while the teacher points to words.

The lesson lists and practices sentence conventions (e.g., "Recognize the distinguishing features of a sentence" and "Beginning and ending sentences") and includes a Sentence Writing activity where students write one or two sentences about pictures and are reminded to think about how sentences begin and end. Students are asked to read aloud, read along, and show/read sight words and readers, providing practice using language when speaking and listening. The activities also prompt students to notice initial sounds of sight words and to use words they have worked with previously when composing sentences.