Students are given explicit definitions of domain-specific poetry terms in the "Things to Know" list (syllable, stanza, couplet, meter, onomatopoeia, alliteration, metaphor, simile, synonym). Students practice applying those meanings by identifying syllables, writing lines and stanzas, locating couplets and quatrains, and marking meter and rhyming patterns on the Poetry Vocabulary and Rhyming Patterns pages. In Poetry Techniques students identify onomatopoeic words, find alliteration, and create metaphors or similes from prompts. In the Synonym activity students pick five words from poems and use a thesaurus to find synonyms, directly practicing determining general academic word meanings.

Students are asked to analyze authors' word choice and context in the Skills section and to answer a comprehension question asking what the phrase "which stands for liberty" means (Question #3). Students identify and record action verbs from "Gulls and Buoys" and list nouns and the adjectives that describe them from "Watercolor Maine," linking words to meaning through illustration activities. Students also practice describing word patterns and the importance of word choice in the Wrapping Up and discussion prompts.

The materials provide explicit domain-specific definitions and prompts: onomatopoeia is defined as "a word that sounds like the noise it makes," and students are asked to find and record onomatopoetic words from a poem and explain why the author repeats a word. Haiku and quatrain structures are stated (haiku: 5-7-5 syllable pattern, 3 lines; quatrain: a 4-line stanza) and students are asked to identify elements and create their own examples. Activities require students to list adjectives and the nouns they modify from poems, which engages with word use in context.

The lesson explicitly defines the domain-specific term "couplet" as a two-line stanza and directs students to reread poems created with two couplets and to write their own two-couplet poem, providing direct practice using that term. The lesson also presents academic conventions about titles and punctuation (use of quotation marks and capitalization rules) and asks students to write and check poem/song titles accordingly. Students are asked to identify a simile in the poem "Skier," which requires noticing a figurative phrase within the text.

Students are given explicit definitions in the "Things to Know" section (e.g., "To analyze a poem means...", definitions of action verb and linking verb). Activity prompts ask students to identify poetic and grammatical terms (count stanzas, label stanza forms as couplets/quatrains/cinquain, determine narrative person as first/second/third), and Activity 3 directs students to record action verbs from a poem. The "Who Is Robert Frost?" page asks students to record biographical clues, which may require recognizing domain-specific historical terms (dates, places, schooling).

The lesson explicitly defines visual imagery in the "Things to Know" section and reviews figurative language in "Things to Review," giving students language to talk about word meanings in poetry. The Parent Plan lists the skill "Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works," which directs students to name and identify domain-specific terms. Question #4 asks students to list onomatopoetic words on specified pages, requiring students to recognize and extract a category of sound-words from the text.

Students answer a reading comprehension question that asks, "What does the word 'inspired' mean in the context of the story?", requiring them to determine a word's meaning from context. The parent/skills sections ask students to define figurative language terms (simile, metaphor, hyperbole, personification) and to identify their use in texts. In the Book of Poetry activity, students record words from poems and note figurative language phrases and poetic tools, which prompts attention to domain-specific vocabulary in poetry.

The Things to Know section explicitly defines the general academic word "inspired," giving students the meaning of that term. QUESTION #3 asks students to list a metaphor found in the book, requiring students to identify and think about the meaning of figurative phrases. Activities ask students to compare poems and note similes/metaphors, which has students work with phrase-level meanings in poetic texts.

The text provides explicit definitions such as "amateur (not professional)" and explains what a program is and that an intermission is a break in the performance. The rubric and Parent Plan list and use domain-specific and academic terms (e.g., diction, tempo, phrasing, soliloquies, audience, delivery) within student tasks and criteria. Students are asked to create a program and describe a setting, which uses and reinforces some of these performance-related terms in context.

The lesson explicitly defines general academic terms: "Things to Know" gives definitions for fact, opinion, and homophones. Activity 1 has students label statements as facts or opinions and generate their own factual and opinion statements. Activity 2 has students write sentences using homophone pairs (including an option requiring both words in one sentence), reinforcing word meanings and correct spellings.

The lesson provides an explicit vocabulary list (domiciles, ironic, tranquilize, subtle, nonchalantly, dictatorial) and a Student Activity that instructs students to use a dictionary to write definitions on note cards. Students are directed to "spend some time reviewing the definitions and reading through the sentences in the book where the words are used," and to roll a "Vocabulary Cube" and use the landed word correctly in a sentence. The Parent Plan also instructs locating meanings, pronunciations, and derivations of unfamiliar words using dictionaries.

The lesson defines and practices with the domain-specific term "predicate" (Things to Know; Activity 1) and asks students to underline predicates in sentences and write their own sentences underlining the predicate. The lesson defines idioms and provides Activity 3 in which students match idioms from the novel to their meanings and write/interpret two additional idioms. The idioms are drawn from the text (page references are given), so students work with phrases as they appear in the story.

Students identify and explain similes and metaphors from the text in the "Metaphor and Simile" activity, including matching lines from the book to what two things are being compared (e.g., staircase to DNA). Students also write their own similes and metaphors for characters and are asked to supply and discuss similes/metaphors during review. The activities require students to interpret the meaning of figurative phrases in context.

Students are asked to discuss common theater vocabulary (dialogue, character, scene, script, and stage directions) and the text explicitly explains that stage directions are words not spoken and that dialogue is the speaking between characters. Students are directed to identify helping verbs on an activity page, with a provided list of helping verbs and practice sentences where they circle helping verbs and underline main verbs. The wrapping-up task asks students to identify four sentences with helping verbs in the section of the book they read.

Students are asked to interpret a phrase from the text in Question #1 ("What did Ms. Olinski mean when she said..."), requiring them to determine the meaning of a passage in context. Question #2 asks students to distinguish the meanings of the words "mischief" and "malice," prompting direct vocabulary comparison from the text. The lesson also provides explicit definitions for literary terms ("flat" and "round" characters) and grammar terms ("adverb") and asks students to locate three adverbs in the book, which engages them with domain-specific words and parts of speech in context.

The lesson provides explicit definitions for domain-specific terms (myths, legends, trickster tales, tall tales) in the "Things to Know" section and on the "Types of Stories" activity page. Students are directed to read those definitions and write titles of stories beneath each definition, which requires students to match story examples to the provided vocabulary. The unit also has students read folktales related to American history and culture, exposing them to the domain vocabulary in context.

The lesson explicitly defines the term hyperbole in the "Things to Know" section and lists recognizing and using figurative language as a skill. Activity 3 directs students to find three examples of hyperbole in the text "Bess Call" and to create hyperboles related to each main character, which requires applying the meaning of the term to the texts they read. The parent prompts ask the child to share and explain hyperboles, reinforcing student use and understanding of that domain-specific term.

Students are given explicit definitions of literary terms ("figures of speech," "protagonist," "antagonist") in the Things to Know section. In Activity 2 (Figures of Speech) students are asked to translate specific figurative phrases from the story and, in the Option 2 version, to use figures of speech they know in context. Reading comprehension questions also require students to identify the protagonist and antagonist in the Brer Rabbit stories.

Students are asked to interpret the meaning of a specific phrase in John Henry: Question #4 asks what John Henry meant by "I've got a man's heart in here. All the machine has is a metal engine?" which requires determining phrase meaning. Activity 4 (Author's Language) asks students to list three sentences that helped bring John Henry to life, which has students analyze author language and phrasing. The Mississippi activity and narrative passages expose students to domain-related terms (e.g., steamboat, Westward Expansion) within context.

The comprehension question for "Sister Fox and Brother Coyote" asks students to explain the meaning of the phrase "...brains could often get the better of brawn," requiring students to determine the meaning of a phrase in context. Activity 2 provides a categorized list of transitional words and phrases, asks students to use at least five in a written summary of a story, and has students identify (circle) the transitions they used. The Transitional Words and Phrases page also explains functions of transitions (cause/effect, comparison, sequence), which supports understanding of general academic phrases.

Students are asked to match names of boats (Destroyer, German U-boat, Schooner, Lifeboat, Oil Tanker) with pictures and descriptions, requiring them to identify the meanings of those domain-specific terms. The text explicitly explains the pronunciation and origin of the word "cay" ("key"), giving students direct information about a vocabulary item. The Things to Know and Activity 5 present World War II terms (Axis Powers, Allied Powers, Nazi, dictator) that students read and use when answering related questions.

Students are given a specific vocabulary list (dike, cargo, lulled, rage, mental, outrageous) and told to "Know the definitions." Activity 1 instructs students to read underlined words in context, write a definition using context clues, then look up and record the dictionary definition to compare. The Parent Plan section explicitly tells students to infer word meanings from roots, prefixes, and suffixes and to use word-identification strategies and to identify and interpret authors' word choices.

The lesson defines dialect in the "Things to Know" section, explaining it refers to pronunciation, grammar, and vocabulary. Activity 3, "Timothy's Voice," has students translate four dialect phrases into standard English with space to write translations and includes an answer key in the Parent Plan. Question #2 explicitly directs students to look up the word "prejudice" in the dictionary or discuss its meaning with a parent.

Students are given explicit definitions (e.g., "A verbal is a verb form…") and descriptions of domain terms (e.g., vertebrates vs. invertebrates and brief class characteristics) that they can use. Students label and classify coral reef organisms on a chart using the provided category descriptions and answer key. The lesson also directs students to refer to books or websites if they are unsure about an organism, which prompts looking up domain-specific vocabulary.

Students are asked to identify the words and phrases the author used to describe the storm (e.g., "splintering sound, driving rain, raging whitecaps"). A direct question asks students to define a domain-specific term: "What is the eye of the hurricane?" with the answer provided as "The calm part in the center of the storm." The writing rubric asks students to use "interesting words" and to include adjectives and interesting verbs in their drafts.

Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked to explain what King means by the phrase "Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred," which requires interpreting a figurative phrase in context. The text explicitly defines "eulogy" and describes what an "inscription" is, and students write an inscription and a eulogy, applying those word meanings in their writing. Students answer comprehension questions about The Cay that require interpreting events and explanations from the text.

Students are given an explicit vocabulary list (ruffian, garnet, trousers, infantry, skiff, unwary) and a skills goal to "Identify key words and discover their meanings and relationships through a variety of strategies." The Picture Map Vocabulary activity instructs students to look up each definition in a dictionary, draw a central picture for each word, and create supporting pictures/labels to show meaning. The Parent Plan directs students to review the vocabulary and provides basic definitions for those words.

Students are asked to list interesting adjectives and strong verbs from the text and to record words or phrases that appeal to the five senses, which engages them with specific vocabulary the author uses. The Parent Plan and activity pages provide quoted phrases from the book for students to analyze, and the Skills section states an objective to "increase reading and writing vocabulary by examining the author's craft." The Things to Know section defines the domain-specific grammar term "coordinating conjunction" (FANBOYS) and students practice using those terms in the comma/independent clause activity.

Students are given vocabulary words with their context sentences from the book (e.g., coarse: "The coarse brown fabric..."; whir: "I heard the whir of wings...") and instructed to make vocabulary cubes that require a definition, an illustration, a sentence using the word, a synonym/antonym, and root/prefix/suffix. Students are directed to use a dictionary and a thesaurus to clarify meanings and usage and to consult online dictionary/thesaurus links. Students then play a game rolling the cubes and identifying the vocabulary word from the definition/synonym/illustration or using the word in a sentence.

Students answer a comprehension question asking how Dina described "vaccination," writing that it meant puncturing the skin with a needle filled with cowpox. The "Things to Know" section gives a brief domain-specific definition of smallpox as a deadly disease. The Smallpox activity asks students to research and write answers to domain-specific prompts (symptoms, how it is spread, who discovered the vaccine, what the vaccine is), which requires locating and recording meanings of topic-specific terms.

Students are presented with explicit definitions of letter parts (heading, greeting, date, body, closing, signature) in the "Things to Know" section, and they are asked to "review the parts of a friendly letter" and "explain the parts of a friendly letter." The organizing graphic organizer and student directions label academic writing terms such as "topic sentence," "supporting details," and "concluding sentence," which students must use when planning each paragraph. The rubric prompts students to consider "Word Choice" and other writing conventions, and the revising/editing step tells students to look up words in a dictionary if unsure about spelling.

Students read an explicit definition in the "Things to Know" section that explains what historical fiction novels are. Students label and organize elements of historical fiction on the Student Activity Page (sections titled "characters and location," "beginning of the story," and "development of the characters"), exposing them to genre-specific terms. Students are asked to review elements of historical fiction and name other novels that fit the genre, which requires recognition of the term and its features.

Students are directed to research New York and "take notes on important information and words and phrases that describe the city" (Part 1). The Parent Plan lists "Use various reference materials (e.g., dictionary, thesaurus...) as an aid to writing," indicating students may consult reference sources. The project rubric requires "use of vivid language" and "fact-based information," which asks students to identify and incorporate descriptive vocabulary.

The lesson text explicitly defines domain-specific vocabulary in Activity 3 (e.g., "A temperate forest biome is often referred to as a deciduous forest because it contains mostly deciduous trees, which lose their leaves in the fall"). The materials repeatedly use content words such as ecosystem, temperate forest biome, deciduous, seasons, and survival in explanatory paragraphs and student tasks. Students are directed to find information about the Catskill Mountains via web links and to complete writing/drawing pages (Seasons in the Catskill Mountains, My Survival Story) that require using content-related vocabulary.

Students are presented with a list of vocabulary words and their definitions in the "Things to Know" and Student Activity Pages (e.g., bough, combustible, plumage, snare, ventilate, whittle). Students read the definitions, fold the paper to self-test recall, and cut out word/definition cards to play a Vocabulary Memory matching game with a partner. Students are prompted to review the vocabulary repeatedly (wrap-up and parent prompts) and to use the definitions when answering text-related questions.

Students are given a list of common Greek and Latin roots and their meanings in the "Things to Know" and Natural Root Words sections (aqua, bio, cam, gen, geo, hab, hydr, nat, terr, vor). Students are instructed to match roots with meanings, select words containing each root, memorize the roots, and write sentences using those words on the Natural Root Words activity page. The Parent Plan and Skills list explicitly direct students to apply knowledge of word origins, affixes, and infer word meanings from taught roots to decode words.

The lesson provides explicit practice with prefixes (Things to Know lists common prefixes and their meanings) and Activity 2 directs students to underline prefixes, think of other words with the same prefix, and complete sentences using prefixed words. The Parent Plan and skills sections state that students will infer word meanings from taught roots, prefixes, and suffixes and identify key words to discover meanings.

The lesson explicitly teaches suffixes and their meanings in the "Things to Know" section and lists common suffixes with meanings (e.g., -en, -er, -ful, -ness). The Student Activity Page directs students to underline suffixes in given words and to write a summary using words that contain the listed suffixes. The Parent Plan Skills state that students should "know common roots and affixes" and "infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension."

Students are directed to underline prefixes and suffixes in a paragraph and to write the meanings of words (postponement, insightful, uninhabitable, precede, plentiful) using knowledge of roots, prefixes, and suffixes from context. Sample definitions for those words are provided as models. The Things to Know section explicitly defines the domain-specific term "ornithologist," and the RAFT activity requires students to research falcons and describe relationships, which would expose them to domain-specific vocabulary.

Students are asked to study roots, prefixes, and suffixes (Parent Plan skills) and to make a chart, quiz themselves, and create a memory game for morphemes. The Think-Tac-Toe includes a "Real Word, Prefix, and Suffix Identification" activity where students read a passage from the book, find words with prefixes/suffixes/roots, and include definitions. Other activities (classification, food web, interdependence) require students to work with domain-related vocabulary tied to ecosystems and organisms.

Students are given a vocabulary list with definitions (disembark, quenched, impression, nonplussed, frippery, impulse, infectious, conspicuous) and instructed to review the definitions. Students are asked to use each vocabulary word in a sentence about the first two chapters of the book (Activity 3). Students are also directed to review the vocabulary words and definitions in the Wrapping Up section and have parents check the correctness of sentences.

The "Things to Know" section explicitly defines domain-specific terms such as "The Meeting House" and "The Royalists, also called loyalists," which gives students direct exposure to defined vocabulary. The map labels and Student Activity Page include place names and geographic terms (e.g., "Hartford County," "Connecticut River"), providing domain-specific words in context. Parent Plan prompts ask the child to discuss word choices in the personal narrative, which engages students in talking about language use.

Students encounter a direct definition when the text states, "Others, called Royalists or loyalists, felt that colonists should show their loyalty to the King," which identifies the meaning of the domain-specific term Royalist. Students are prompted to use that term in Activity 2 by listing reasons a colonist might have chosen to be a Royalist or to support a free government on the Student Activity Page. Students also see domain-related phrases such as "natural resources," "charter," and references to "Governor Andros" and "revolution," which appear in contexts that could support meaning inference.

Students are given a list of vocabulary words with definitions (malicious, drudgery, forfeit, reconcile, arrogance, mockery, quizzical, exquisite) and are asked to study them. Students create a Vocabulary Picture Dictionary by writing each word and its definition (using the first dictionary definition), drawing a picture to represent it, and adding unfamiliar words they encounter in the text. Students are prompted to use each vocabulary word in a sentence and to review the words daily, reinforcing word meaning and retention.

The Parent Plan section contains a discussion question that asks, "What is the husking bee? (A party for the community where everyone husks corn.)", which requires a student to identify the meaning of a domain-specific term. The Student Activity Page asks students to compare Kit to a Jamaican bird and to explain parallels, which may require understanding words in the passage to make comparisons. The lesson repeatedly prompts review of language rules and descriptive language, suggesting attention to word-level meaning in descriptive contexts.

The Things to Know section explicitly defines simile, personification, and imagery. The Parent Plan Skills include "Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works." Activity 1 asks students to underline similes and circle the phrase that contains personification in a passage, requiring them to apply those definitions to text.

Students read Chapters 1–3 and are given a list of vocabulary and affixes in "Things to Know." In Activity 3 (Part A) students match the words (automaton, decrepit, horologist, etc.) with their meanings, and in Part B they circle prefixes/suffixes and match each affix (auto-, -ial, -ist, -ed) to its meaning. The Skills section explicitly states students will "use structural analysis to identify root words with prefixes and suffixes."

Students are instructed to locate the sentence that contains each vocabulary word in the book, guess the meaning using context clues and the meanings of prefixes and suffixes, and then look up the word in a dictionary to verify (Part 2 Vocabulary Student Activity Page). The Parent Plan asks to check how closely students guessed definitions using context clues and prefix/suffix knowledge. The Wrapping Up and Things to Review sections direct students to review vocabulary definitions and the prefixes and suffixes that are part of the words.

Students are given explicit definitions in the "Things to Know" section where Prometheus is identified as a Titan and "theme" is defined as a message or truth an author communicates. Students read a dedicated passage titled "Prometheus and the Story of Fire," encountering domain-specific mythology vocabulary in context and are asked to retell the story. Parent guidance instructs adults to stop and discuss challenging language in the Greek myth as it is read, prompting student discussion of word meanings.

Students are asked to work with prefixes and suffixes drawn from vocabulary words in the novel ("the first row is related to prefixes and suffixes within vocabulary words from the novel") and to create a chart listing each prefix/suffix, its meaning, and example words. The Parent Plan explicitly directs students to "use various reference materials (e.g., dictionary, thesaurus...)" and to "use structural analysis to identify root words with prefixes and suffixes" and to "know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meanings of complex words." Students are also instructed to "review the meanings of the prefixes and suffixes you learned in Lesson 1 and Lesson 5," reinforcing morphological analysis of vocabulary.

Students read Chapters 1 and 2 of The Ballad of Lucy Whipple and are given a specific list of vocabulary words (boarder, imminent, ravine, arithmetic, ballad, outlaw). Students complete a vocabulary matching exercise that pairs each word with its definition and are instructed to look up unfamiliar words in the dictionary or use reference aids. Students then play a Picture Vocabulary Game that requires them to represent words with drawings and have a partner guess the word, demonstrating word recognition and meaning recall.

The lesson explicitly defines grammatical vocabulary: "A prepositional phrase is a group of words ... All prepositional phrases begin with a preposition and end with a noun or pronoun," and lists common prepositions. Students are instructed to write sentences that contain prepositional phrases, underline the phrase, and circle the preposition in Activity 1. The Wrapping Up and Things to Review sections direct students to review the definition of prepositions and prepositional phrases.

Students are asked in Activity 1 to underline eight words in a paragraph that could be substituted with synonyms and to look up those synonyms using a thesaurus, recording original words and synonyms. The Parent Plan notes that the synonyms should make sense in the context of the paragraph, prompting context-sensitive choices. The lesson provides explicit definitions for key vocabulary (e.g., entrepreneur; a mock is a fake) and includes a web link to online dictionaries and thesauruses for lookup.

Students are given explicit definitions for parts of speech (verb, noun, adverb, adjective, pronoun, conjunction, article, interjection) and a definition of 'ballad' in the "Things to Know" section. Students practice identifying parts of speech by underlining words in a paragraph and filling in a color key, and the activity page and answer key list example words classified by part of speech. The parts-of-speech activity instructs students to look up a word in the dictionary if they are not sure how to classify it.

Students are given a list of target vocabulary words (cacophony, vex, varmint, suitor, devour, cajole) and asked to "know the definitions". Activity 1 asks students to create vocabulary cubes with faces for Definition, Sentence (a blank where the word belongs), and Synonym, and then play a game that requires identifying words from definitions or using them in sentences. The skills list explicitly includes "Apply knowledge of synonyms and antonyms to determine meaning of words" and "Acquire vocabulary through reading and word study," and the Parent Plan supplies model definitions and synonyms for each word.

Students are given an explicit definition of an idiom and asked to match idioms to their meanings on a Student Activity Page. Students are instructed to "translate by locating clues in the text" and to "connect each one with its literal meaning," indicating practice using context to determine phrase meaning. The Parent Plan lists "Apply knowledge of idioms to determine meanings" and directs review of idiom meanings and how they reflect culture.

Students complete a Vocabulary Prefixes and Suffixes activity where they circle affixes, guess meanings from prefixes/suffixes and roots, then look up and record the actual dictionary definitions. Students use context sentences in the vocabulary table (e.g., indignantly, placidly, inexorable) to infer meanings and then fill in "Guess the Meaning" and "Actual Meaning." Students identify and record elements of science fiction from A Wrinkle in Time, exposing them to domain-specific terminology (e.g., advanced technology, alternate settings, aliens).

Students are asked to interpret an in-text phrase in Question #1, where they explain what Denny and Sandy mean by "We know you have a great mind and all, Mother, but you don't have much sense...", which requires determining the meaning of a phrase in context. The "Things to Know" section defines general academic terms (creative thinking, fluency, flexibility, originality, elaboration) and domain-specific grammar terms (plural noun, possessive noun, rules for forming possessives), giving students direct definitions of relevant vocabulary. Activity instructions and the student pages require students to apply grammar vocabulary (possessive plural, joint vs. individual ownership) when correcting and creating sentences.

Students are asked to read Chapter 4 and answer a direct vocabulary question: "What does it mean to 'tesser'?" which requires them to determine the meaning of a domain-specific term from the text. The lesson provides a focused set of general academic transition words and phrases (categorized lists and examples) and asks students to rewrite sentences using those transitions. The Things to Know section gives the definition of "protagonist," and the descriptive language activity has students underline interesting words and phrases used to create imagery.

Students are asked to reread the section where Mrs. Whatsit describes the five dimensions and to explain the five dimensions in their own words, record simple descriptions, and draw pictures or use objects to help a sibling or parent understand each dimension. The Getting Started/Introducing the Lesson directs students to learn what it means to tesser, and Question #1 asks students to explain how tessering is similar to math, requiring them to infer the meaning of 'tessering'. The Things to Know box and Activity instructions provide brief definitional statements (e.g., one dimension is a line; the 4th dimension is time; flexibility involves shifting approaches) that students must read and use.

Students are given a vocabulary list in "Things to Know" that names target words (trepidation, dais, temporal, resilience, talisman, sadist, arrogance, annihilate, ominous, imperceptible). Students complete a Vocabulary Crossword that provides definitional clues and a word bank, requiring them to match words to meanings. Parent prompts ask students to review the crossword definitions and use each word in a sentence, and the Parent Plan skills include locating meanings, pronunciations, and derivations of unfamiliar words.

Students identify and circle transitional words and phrases in a summary of Chapter 7 (Activity 2), demonstrating recognition of general academic linking words in context. Students see and read a definition of the term "fluency" under Things to Know and apply that term by generating many words related to "water" in a timed brainstorming activity (Activity 1). Students also categorize their water-related words, which engages them with vocabulary generation and organization.

Students are instructed in Activity 2 to read about parts of the brain in a reference source, label diagrams using a provided word box (e.g., cerebrum, hypothalamus, corpus callosum), and write a few words describing what each part does. The Things to Know and Parent Plan sections define and discuss academic terms like originality and elaboration, and students are asked to identify and explain which responses are most original and to discuss elaboration. The Science Fiction Setting and other pages explicitly name story-element vocabulary (e.g., setting) that students must describe and use when completing story-map activities.

Students are given a list of target vocabulary (reticent, patronize, restless, temperamental, patent, serene/serenity, emancipation, allegiance). Activity 3 directs students to locate each word in the book, copy the sentence containing the word, look up the definition, and identify the correct meaning based on context. The Parent Plan and Skills sections require students to use multiple reference aids (dictionary, thesaurus, synonym finder) to clarify meanings and pronunciations. The Wrapping Up section has students review the definitions and use each vocabulary word in a sentence orally.

The lesson explicitly defines domain-specific terms: the "Things to Know" section defines a participle phrase and expository writing. In Activity 2, students underline participle phrases, circle participles, and write their own participle-phrase sentences, demonstrating recognition and use of the grammatical term. In Activity 3, students collect and identify examples of expository (informational) writing, applying the term to real texts.

Students read Chapter 4 and answer comprehension questions that reference domain-specific content (for example, the Dred Scott case and differences between Douglas's and Lincoln's views). The "Special Notes" section tells parents to explain terminology such as "Union" and "secession," and the "Questions to Discuss" prompt students to talk about debates over Western territories and why the South felt dependent on slavery. Students are also asked to support points with quotations or experiences when writing and revising speeches.

Students read an excerpt of the Emancipation Proclamation and are asked to underline three sentences or parts they find most important and explain their significance, which exposes them to domain-specific legal and historical language. A Parent Plan explicitly instructs adults to "discuss some of the complex language in the document" and to "read the Emancipation Proclamation to your child," prompting vocabulary-focused conversation. The lesson also provides a brief domain-specific definitional note in "Things to Know" (e.g., identifying Frederick Douglass as an abolitionist) and a definition box for the grammatical term appositive.

Students encounter explicit definitions of domain-specific terms: the text defines "amendment" as "a change or addition to a document that holds the same legal power as the original document," and it states that the Thirteenth Amendment "outlawed slavery in America." Students answer a question that identifies the Thirteenth Amendment as "a constitutional amendment that prohibited slavery within the United States." Students are prompted to read the Gettysburg Address and "circle the words and phrases that you think are the most powerful," which asks them to identify notable words/phrases in a grade-appropriate historical text.

The lesson explicitly defines a grammatical term: "Remember that an appositive is a noun that renames another noun in a sentence," and requires students to use at least one appositive in their writing. The lesson also describes the genre: "A newspaper report provides factual information about the circumstances surrounding an event," and asks students to read newspaper articles before writing their report. Students are asked to combine sentences and rewrite paragraphs, applying the grammatical definition in context.

Students are instructed to locate glossaries and read definitions of important words related to their topic (Activity 2 and Activity 3). The student materials list dictionaries and thesauruses as possible sources to consult, and Activity 3 explicitly tells students to "read the definitions of important words related to your topic so that you can use them in your report." Students also read a topical article (the lemurs passage) while underlining information, providing a text context where vocabulary could be identified.

Students are instructed to "circle any words that could be misspelled and check them in a dictionary," which requires them to look up words. The sample texts and model paragraphs include domain-specific terms (for example: habitat, endangered, CITES, conservation, Lemur Conservation Foundation) that students will read and encounter. Students are directed to use their "Research Chart" pages and draw from multiple sources, exposing them to academic and domain-specific vocabulary in context.