Students read and work with a set of studied vocabulary words (cellar, trembling, bargain, encouragement, command) by locating each word in context, cutting out the words, arranging them in alphabetical order, circling the first letter, and using a dictionary to match each word to its definition. Students complete a Word Match page where they physically pair each word's spelling with its definition. Students also write three to four sentence chapter summaries and use transition words, giving them opportunities to produce written words in context.

Students are asked to write each vocabulary word (mood, pleasure, damage, admitted, fond, miserable) on note cards, which requires them to produce conventional spellings for studied words. Students order the cards alphabetically and place them into sentence strips to complete blanks, demonstrating recognition and use of the spelled vocabulary in context. Students also write a journal summary and complete ribbon sentence starters, which require them to use those vocabulary words in their writing.

Students are asked in Activity 2 to form and use comparative and superlative adjectives and are given definitions that these adjectives end in -er and -est. Students are prompted to change example base adjectives into comparative and superlative forms (e.g., sweet -> sweeter; angry -> angrier; bright -> brighter; sweet -> sweetest). Students are also asked to create titles and use regular, comparative, and/or superlative adjectives in their own writing, giving applied practice adding -er and -est suffixes.

Students make vocabulary cards and write the target words (dusk, familiar, murmur, etc.), put them in alphabetical order, and look up and record definitions on the cards. Students fill in blanks in the "The Cave" story using the provided vocabulary words and are offered an option to write a paragraph that uses all vocabulary words. Students create written advertisements and journal entries that require them to produce those studied words in context.

The activities ask students to write a letter and a paragraph and explicitly remind them that writers are expected to have good grammar, spelling, and punctuation. Students may write or dictate their letters and are asked to indicate ending punctuation for each sentence. Students are prompted to brainstorm lists of words and to use interesting, descriptive vocabulary when describing their environment.

Students are asked to practice correct spelling as a listed skill and in Activity 2 they write specified spelling words (environment, wildflowers, sea, lonely, perfect, plain, prairie) five times each and later spell them by dictation. Students engage in repeated written practice and oral dictation, which targets conventional spelling of studied words. Several of the listed words contain suffixes or affixes (for example, environment, lonely, wildflowers) so students encounter words that reflect morphological endings.

The Skills list instructs students to "attend to spelling, mechanics, and format" and to "use editing to check and confirm correct use of conventions." Activity 4 directs students to read their draft aloud, use a beginning dictionary for spelling errors, and complete a Self-Editing Checklist that asks, "Are there any words that are misspelled?" The graphic organizer and final-copy steps require students to produce and revise written work, giving opportunities to notice and correct spelling.

Students write multiple drafts and a final card, paragraph, recipe, and invitation, giving repeated opportunities to spell words in context. Students are directed to edit using a Self-Editing Checklist that asks, "Are there any words that are misspelled?" and to use a beginning dictionary and other reference materials to correct spelling errors. Students complete written products (invitations, a card, a recipe, and a paragraph) and then revise them before creating a final copy.

Activity 3 lists specific spelling words from the text (blind, mistake, deaf, temper, alone, discover) and asks students to record them in a journal, leave space to write each word three times, look up unknown words in a dictionary, and use each word aloud in a sentence. The lesson also tells students to use these words and vocabulary words from the next lesson as they progress through the unit, providing repeated practice with studied words.

Students record and write the vocabulary words (mishap, specialist, disappointment, passion, trial, accomplishment), write the sentence from the text that uses each word, and fill in syllable counts and synonyms/antonyms. Students decode and write letters from the American Sign Language alphabet to spell words and practice spelling their name using ASL. Students also fill in words on a timeline and complete decoding worksheets that require writing letters to form words.

Students practice writing words in Activity 3 by using the Braille alphabet to punch and glue the words dog, car, and eyes onto index cards and then read them blindfolded. Students also write sentences in Activity 2, using selected adjectives in a 'before' and 'after' sentence about Helen. The Skills section lists that students will "write structured, informative presentations and narratives when given help with organization," indicating some writing practice.

The Skills list explicitly tells students to "Attend to spelling, mechanics, and format for final products in one's own writing" and to "Use capitalization, punctuation, and paragraphs in own writing," which requires students to check spelling in their drafts. The instructions repeatedly direct students to draft, reread, revise, and receive feedback on "grammar changes" and to make their work "readable," so students practice producing corrected final copies. The rubrics assess whether the scrapbook is "readable and understandable" and whether content is "well-organized," which implies students must produce legible, correctly spelled work.

Students are asked to record vocabulary words in the sentences on the Vocabulary page, using the provided word list (hammock, fortunate, mango, hollow, approach). Students are also asked to use all the vocabulary words in their own island short story and to record that story as they tell it. Students write responses in their journal for Activity 1 and record phrases/sentences describing family members in Activity 3, which requires producing spelled words in writing.

Students are directed to focus on spelling common words correctly during drafting and to use a beginning dictionary or other reference materials to check and correct spelling errors. The Editing Rubric explicitly evaluates spelling with criteria such as "All words are spelled correctly" and levels for a few or many misspelled words. Students are asked to edit for appropriate grammar, spelling, and punctuation as part of the writing/editing activities.

Students look up the listed vocabulary words, write them on note cards, and are instructed to use each vocabulary word in a sentence and in a short story. The vocabulary list includes correctly spelled target words (e.g., plaster, pomegranate, linen, noble, craftsmen, temple, chamber). Students also write a paragraph in their journal in Activity 2, giving additional opportunities to spell studied words in context.

Students write a sentence for each vocabulary word (peasants, lice, poacher, dungeon, chivalry), which requires them to produce conventional spellings of those studied words. Students complete a plural nouns activity where they write plural forms (adding "s" or "es") and then use three plural forms in sentences. The plural activity also includes irregular plurals (ox→oxen, sheep→sheep, goose→geese, mouse→mice), giving students practice with conventional plural spellings.

Students are directed in the Editing phase to look closely at spelling and to check that proper nouns and sentence starts are capitalized and sentences end with correct punctuation. The Editing Rubric specifically asks students to confirm whether they spelled plural words correctly and to focus on whether they spell common words correctly. Students are encouraged to look up harder words in a dictionary or ask for the correct spelling, and to prioritize correct spelling of common words while using interesting vocabulary.

Students are instructed to write sentences for each cultural element and then "read through his sentences and make any needed changes in grammar or spelling." The Skills section includes "Use editing to check and confirm the correct use of conventions such as complete sentences and correct word order in sentences." The directions ask students to check that sentences begin with a capital letter and end with correct punctuation and to trace final sentences in pen after editing.

The lesson explicitly teaches adverbs and notes that many adverbs end in "-ly". It explains forming comparative and superlative adverbs by adding the words more/most or by adding the endings "-er" and "-est". Option 2 asks students to write adverbs for verbs and to use comparative and superlative forms in sentences.

Students are instructed to use a beginning dictionary or other reference material to check and correct spelling errors (Activity 3). The Skills list and the Editing Rubric direct students to edit and check for mistakes in writing, which includes a grammar section and prompts to verify sentence punctuation and other writing conventions. The rubric and teacher prompts require students to revise their first draft and produce a final copy, which involves checking and correcting spelling as part of the editing process.

The diamante poem activity asks students to produce three -ing words for a subject and three -ing words for an antonym, and provides examples (e.g., swimming, surfing, playing) that model use of the -ing suffix. The student activity page includes lines for students to fill in these -ing forms for Poppy and Mr. Ocax, so students will write words with the -ing suffix as part of composing the poem.

Students are asked to complete a vocabulary crossword by supplying words (e.g., astonished, attempt, cautiously, varieties) from given definitions and page references, which requires them to spell studied words. Students are asked to write a summary in their journal and to answer questions in complete sentences, and to copy dialogue with character names and colons, which requires them to write words and phrases accurately. Students are prompted to use each vocabulary word in their own sentence orally, reinforcing word knowledge and usage.

Students are asked to use prefixes and suffixes to complete sentence-level blanks (Activity 2) and to find the resulting words in the text, with an answer key showing forms such as softly, disappeared, unhappy, motionless, returned, skipped, and protecting. The skills list explicitly tells students to use structural cues and inflections such as -s, -es, -ed, and -ing and to use prefixes and suffixes like un- and -ly. Writing prompts require students to produce a word with a given suffix or prefix and use it in a sentence, reinforcing written production.

The lesson provides explicit spelling rules (double the final consonant for CVC verbs; drop final e before adding -ed/-ing) and models examples (stop -> stopping/stopped; phone -> phoning/phoned). Activity 3 asks students to practice adding -ed and -ing to a list of base verbs on a worksheet and to write three sentences with -ing words and three with -ed words. The lesson instructs students to check the spelling of their words and to refer to a chart of spelling rules while they practice.

The paragraph-rubric checklist requires students to include two words with -ed suffixes, two words with -ing suffixes, and two or more words with prefixes or suffixes other than -ed or -ing, so students must produce words formed with suffixes. The editing directions instruct students to read their paragraphs aloud, look for misspelled words, and use a beginning dictionary or other reference materials to check and correct spelling. The activity asks students to self-evaluate and revise their writing, which directs them to find and correct spelling errors in their own use of affixed words.

Students are asked in the Language Think-Tac-Toe to add "ing" to three verbs and add "ed" to three verbs, which gives direct practice forming common suffixes. Students are also asked to "Record the two rules for adding 'ed' or 'ing' to a base verb" and to "Write examples of two prefixes and three suffixes," which requires them to apply and reflect on suffix spelling patterns. These tasks require students to produce spelled forms of base words with suffixes and identify suffixes and prefixes.

The Facts and Definitions section tells students that when looking up words that end in -ed, -ing, or -ly they can look up the base word to determine the definition. In Activity 4 students are instructed to record vocabulary words on note cards, identify words with endings, and write the base word below each inflected form. Students are also directed to locate the words in the text, highlight them, and use each word in a sentence (spoken or written) after looking up the definition.

The lesson explicitly teaches that many adverbs end in -ly and gives examples (quickly, softly, quietly) and asks students to think of -ly words and add them to sentences. Student activities require circling adverbs that end in -ly, filling in missing adverbs, and adding adverbs to sentences (Option 2). The lesson also has students identify comparative and superlative adverb forms (more slowly, most quietly, -er/-est forms).

Students are instructed to "attend to spelling, mechanics, and format for final products" and to "use editing to check and confirm correct use of conventions." The materials tell students to edit drafts, use a beginning dictionary and/or other reference materials to check and correct spelling errors, and to "read over [their ideas] for grammar and punctuation." The rubrics for both the book review and the advertisement explicitly evaluate whether "common words were spelled correctly."

Students are asked to complete Vocabulary Webs that require identifying a base word for each vocabulary item and to write a new sentence using the word. The materials explicitly tell students, "Remind your child that a base word is the word after the ending is dropped." The answer key models base-word identification for words such as "immaculately" (base word: immaculate) and "dilapidated" (base word: dilapidate).

Students match vocabulary words to definitions and record the correct vocabulary word in sentence blanks, which requires them to spell studied words. Students are instructed to use a dictionary or other resources to build word meanings, implying they may check spellings. Students write sentences using vocabulary words aloud or in writing, giving practice in producing correct word forms.

Activity 2 has students write vocabulary words on strips, put them in alphabetical order, locate each word in the text, and use each word in a sentence, which requires students to copy and produce studied word spellings. Activity 1 and the Rain Forest Animals Chart ask students to classify animals and place their names on the chart, which requires students to write or look up and record specific animal names.

Students are given a Chapters 6-10 Vocabulary activity where they match vocabulary words with definitions and are instructed to look up words in the book or a dictionary for context before answering. Students must use each vocabulary word in a sentence related to the rain forest and write responses on the provided lines. The skills list includes developing vocabulary through reading and discussion, which supports student practice with studied words.

The lesson directs students to use editing to check and confirm correct use of conventions and includes an "Editing and Revising Rubric" with a "Check Spelling" section asking if common words are spelled correctly and whether harder words were looked up. The lesson also tells students to "use a beginning dictionary and/or other reference material to check and correct spelling errors." The skills list explicitly includes "Use editing to check and confirm correct use of conventions."

Students are asked to write drafts, revise selected drafts, and "edit for appropriate grammar, spelling, punctuation, and features of polished writings," which requires them to check and correct spelling. Students must produce written products (field guide entries and documentary scripts) and complete organizers that require spelling animal names, foods, and other vocabulary.

Students copy and write the listed vocabulary words (Gloat, Thrashing, Gallows, Hospitality, etc.), put them in alphabetical order, and write definitions, which requires them to produce conventional spellings for those studied words. Students copy the sentence from the book containing each vocabulary word and then write a new sentence using the word, reinforcing correct spelling in context. The vocabulary list includes at least one suffixed form ("thrashing") that students will copy and reuse in their own sentence.

Students are given a vocabulary activity (Activity 2) where they read a paragraph and select words from a provided word box to fill blanks, and an advanced option asks students to put the correct word from the box into each blank. A labeled list of the studied vocabulary words with page references (fuming, imposter, glaring, fend, coach, betray, fathom, fret) is provided and students are asked to locate the words in context and read them aloud.

On the Chapters 1-6 Vocabulary page, students locate listed vocabulary words (rate, sarcastic, convinced, approval, racial, glum) in a word search, requiring recognition of their conventional spellings. At the bottom of that page, students place a check beside sentences that correctly use those vocabulary words, comparing forms against meaning and usage (with an answer key provided). Students also write sentences in Activity 1 (five characteristics in a journal) and produce a letter or paragraph in Activity 4, which requires them to produce spelling of studied and common words in their own writing.

The Facts and Definitions state rules for forming the past tense by adding -ed and dropping the final -e before adding -ed. Activity 4 (Irregular Verbs) has students circle correct past-tense irregular verb forms and write sentences using past-tense verbs. Activity 3 and the facts note adding "s" to verbs for third-person singular and adding "s" to nouns for plurals, which involves adding suffixes.

The lesson's Skills section explicitly says students will "write with more proficient spelling of inflectional endings, including plurals and verb tenses." The Past, Present, and Future Tense worksheets (Option 1 and Option 2) require students to write verbs in past and present forms (e.g., PLAY, JUMP, EAT) and to produce sentences in past, present, and future tense. Students also write a paragraph on the "My Pet" activity, providing an opportunity to apply spelling when producing connected text.

Students are asked to write the vocabulary words on note cards and put them in alphabetical order, which requires them to produce the conventional spellings of the studied words. Students are directed to create flashcards with the word on one side and the definition on the other and to play a game that requires using the words in sentences; Option 2 specifically asks the child to write the sentence. Students are also asked to review definitions and to read words in context or look them up in a dictionary, engaging with the written forms of the vocabulary.

Students are instructed to write a first draft and then perform three focused read-throughs, with the third read-through specifically for spelling mistakes. The Letter Rubric's Mechanics section explicitly includes a category for "spelling," with criteria for 0, 1-2, or more mistakes. Students are allowed to use a beginning dictionary or other reference materials to check and correct spelling errors.