Students draw and label an observed habitat and record observations on the "An Animal Habitat" activity sheet, documenting plants, animals, and insects. Students dictate and/or write a short narrative on the "A Day in the ___: A ___'s Life" page and are encouraged to read or sound out their recorded story. Students practice handwriting and word-writing (letter Z, words zebra and zoo) and number writing (7–13), showing multiple short writing tasks and practice opportunities.

Students plan and record daily weather observations on a Weather Calendar over the course of 3–4 weeks, drawing pictures and recording temperatures each day. Students write or dictate sentences using vocabulary words on the Weather Words activity, and advanced students are asked to write labels beneath pictures and compose sentences. Students create a short narrative or illustration about their favorite weather, dictating or writing a story that can be recorded and read together.

Students record measured temperatures on a "Measuring Temperature" sheet and mark the degrees with a red crayon, showing they write numeric observations. Students create a RAIN acrostic by writing the letters vertically and supplying a word or phrase for each letter, and they may record ideas about how weather affects habitats when prompted.

Students are asked to record the current temperature on a weather calendar and to complete a three-morning "Weather Forecast" in which they answer guided questions on the Weather Forecast page. Activity 1 requires students to write the name of each season above pictures and to label clothing items. The lesson also prompts students to prepare and deliver a spoken forecast to the family, and to record answers from the forecast page.

Students complete short writing tasks such as filling in community vocabulary sentences (Activity 2) and writing or dictating a sentence about Charlie visiting a place they draw (Activity 3). Students practice handwriting and writing words and sentences with the Letter Pp exercise (Activity 4). Students are asked to keep a notebook and take notes or draw pictures during visits over the next couple of weeks, which encourages writing over an extended timeframe.

Students are asked to label places on a poster and "write or dictate a brief description" of how each place serves the community (Activity 2). Students copy the titles of three books and draw illustrations (Activity 3) and are asked to write down questions to use in an interview with a community worker (Activity 4). The Life Application suggests repeated visits and asking questions over the next month, which could produce multiple writing-related activities over time.

Students record observations over multiple days by taking a chart into the community and adding tally marks each time they see a helper (Activity 2). Students compose short written products: a guided paragraph about a future job (Activity 4) and one-sentence descriptions for different workers with opportunities to attempt spelling or dictate (Activity 5). Students also label and identify words/letters when matching community workers to workplaces (Activity 1), which involves reading and forming basic written connections.

Students plan a community project by writing a goal and three ordered steps using sentence starters on the planning sheet ("I am planning to...", "1. The first thing I will do is...", "2. Next I will...", "3. Finally I will..."). Students carry out the plan on Day 2, check off each completed step, and paste a photo of themselves engaged in the project. Students write a reflection using provided prompts (e.g., "I helped __ with __... I felt __... I made my community a better place because __") and answer guided questions about whether they carried out the plan and how it affected others.

Students are asked to write names (or at least beginning letters) for characters and to record questions for each pictured person, practicing capitalization and question marks. Students copy and practice handwriting on the letter "Oo" page and are prompted to copy/write sentences with "o" words. Students draw and label animals with average life spans on index cards and order them, which requires writing labels and lifespan numbers.

Students create an Earth Materials book (Activity 7) where they write descriptions of dirt, rocks, and water, label pages, add their name, and draw examples. Students complete sentence-fill exercises with prepositions (Activity 5), including an Option 2 that asks them to write full prepositional phrases. Students record brainstormed lists (Activity 6) of places water can be found and write properties on multiple student activity pages (Properties of Dirt, Properties of Rocks, Properties of Water).

Students plan and create either a demonstration or a poster that requires written labels or sentences and may take two days to prepare and one day to present. Students organize materials, decide what to write (or dictate ideas to an adult), and are encouraged to arrange and revise the poster before gluing or writing. Students practice by presenting to a caregiver and then present to a family or small group of children, and they answer reflective questions after the presentation.

Students copy vocabulary words three times and may split this practice across days, demonstrating repeated handwriting practice. Students dictate and/or write four sentences describing a sensing experience (Option 2) and complete a handwriting activity by writing or copying a sentence about a sense. Students also fill graphic organizers and label webs with words or cut-and-paste items, which requires short, focused written responses.

Students write words and short sentences in the Handwriting activity where they practice the letter T and write the words "touch" and "taste" in a sentence. In Activity 1 students write opposites and select or generate adjectives to describe pictured objects. In Activity 2 students draw and label two of their own objects and check or add adjectives on the Touch Chart. Activity 3 asks students to describe their Jell-O painting and give it a title, which involves composing a brief descriptive response.

Students are asked to dictate and then write a few sentences describing a hobby to someone unfamiliar, and to share that description with others. Students complete the "My Interest" sheet after doing library research, answering five prompts that require written responses. Students conduct interviews using the "Hobby Survey" to record other people's answers, providing additional short written-response practice.

Students create a book comparing themselves with a child from another country and are asked to "encourage her to write the sentences herself," providing prompts for location, food, hobbies, homes, clothing, transportation, holidays, and similarities. Students are directed to illustrate pages, cut and staple them into a book, and share the finished book with family or with a person from the chosen country, which establishes a clear audience and purpose for writing.

The student is asked to write a "Script for Presentation" where she records the words she will use to describe and demonstrate each of the seven patterns. The lesson directs the student to record the materials beside each pattern name and to fill in the blanks naming the third through seventh patterns on the activity page. The student is prompted to practice the script and present to friends or family, producing writing aimed at an audience and purpose.

Students are asked to create their own short story (Activity 3), dictating ideas for a beginning, middle, and end and then attempting to read their work. Students copy or write a sentence from their created story on handwriting paper (Activity 4). Students also complete story-box sequencing tasks (Options 1 and 2) that require illustrating and describing the beginning, middle, and end of a story.

Students are asked to write about a sound pattern in Activity 4 (Handwriting) with the prompt "I heard a pattern that went..." which requires composing a short written response. The Student Activity Page provides a Pattern section and Repeat lines where students record and create their own sound patterns in writing. Activity 2 asks students to record the number of times each sound was made, which requires writing or marking observations about the patterns.

Students write or dictate a script for each pattern on the four "Video Script" pages, recording the type of pattern, where it was found/made, the parts, and the sequence of steps. Students practice their scripts multiple times, rehearse while pretending to be videotaped, and then record the video across two days (Day 1 and Day 2). Students watch their recorded video, reflect on what they did well and what to improve, and share the video with friends and family as an audience.

The lesson asks the child in Activity 4 to write or copy a sentence on handwriting paper about his favorite holiday, which requires students to produce a short written response. Activity 1 also asks the child to tell a story about objects he creates, which invites composing a narrative (oral, not written). The wrapping up prompts the child to explain how patterns are used in art, which could elicit a brief written or spoken explanation.

Students are prompted to write prepositions or complete prepositional phrases on the "Where Did He Go?" activity (Option 1 and Option 2). Students cut out a mouse and move it to locations then are encouraged to "write simple sentence[s] describing the mouse's location" (Mouse in the House, Option 2). Students are asked to go outside or look out a window and "record three or four sentences" describing relationships of objects in Nature Relations, and to write directions for a partner to read and follow in the Wrapping Up section.

Students are asked to write or copy a sentence about an observation (Activity 4: Handwriting). Students record measurements and observations over multiple time intervals on the "A Burning Candle" data sheet (columns for before, after 15, 30, 45, 60 minutes) and label states of matter on the "Ice, Water, Steam" activity page. Students also label drawings (ice, water, steam) and enter numeric measurements in both paper clips and inches.

Students are asked to draw and write or dictate descriptions for four culture charts over two days, completing two charts each day. They fill Homes, Clothes, Food, and Travel activity pages and write one sentence about each element of culture for a chosen culture. Students assemble those pages into a book and present it to the family, which provides a clear audience and purpose for the writing.

Students plan and produce a final project (a book or a past-vs-today comparison) that requires writing and illustrating multiple pages about past, present, and future. The activities ask students to write or dictate sentences such as "In the past __________" and "Today __________," use multiple activity pages, and continue work on Day 2. Students are asked to read through their work, reflect on strengths and changes, and present the finished product to their family.

Students write individual words on a laminated writing sheet (Activity 3.3) and complete fill-in-the-blank spelling pages (Activity 4.1). Students write dictated sentences on handwriting pages (Activity 5.2) and are asked to write words such as scrap, strum, thrill, shrunk during the week. Students are invited to make up silly sentences using three-letter blends (Life Application), showing brief creative writing practice.

Students complete Sentence Writing pages where they look at pictures and write one or two sentences, then read them aloud. Students create and write words on handwriting paper during Alphabet Soup activities, with a goal of spelling at least 12 words. Students write compound words on the Compound Words pages and write/sort words in Word Sorting activities, and they practice writing and identifying sight words (e.g., circling/highlighting sight words in a word search).