Students are asked to read and discuss literature (increase fluency, comprehension, and insight by reading and discussing literature) and to "discuss and analyze the effects of figurative language," which requires spoken discussion. The Parent Plan directs parents to "encourage your child to share the sentences he developed," prompting students to speak their written responses aloud. The "Identifying Voice" activity has students write character-specific quotes and responses to a scenario, which asks them to produce distinct voices for different characters.

Students are asked to share a painting or teach a lesson to their family and to arrange a time to present it, which requires planning and delivering spoken instruction. Option 2 explicitly asks students to write a plan for how they would teach a skill and then practice providing that instruction. The materials also prompt oral discussion with a parent (e.g., asking about favorite parts) and suggest a family night where each person teaches the group something they don't know.

Students are asked to "meet with a parent to conference about your writing" and to "discuss the rubric" with that parent, which requires spoken discussion about their work. Students are also instructed to "share your personal narrative with your family," providing an opportunity to speak about their story to a real audience. The parent plan notes narrating an account "appropriate to purpose, audience, and context," which indicates attention to tailoring expression for different situations (in writing).

Students are asked to "find a parent and verbally try to use each word correctly in a sentence," which requires them to produce spoken sentences using new vocabulary. Students are given the option to "write or perform a movie review" and are encouraged to "give a written or oral review of the movie," which asks them to speak to an audience (parent/family) and describe characters, setting, and plot. The Parent Plan skill list also includes "Use oral and written language to influence the thinking of others," implying persuasive or audience-aware speaking activities.

The Skills and Parent Plan sections instruct students to "demonstrate understanding in speaking and writing by using subjective, nominative, objective, and possessive pronouns" and to read substituted-pronoun paragraphs aloud and discuss how the paragraph sounds. The Parent Plan also asks parents to encourage the child to "describe his predictions and why he thinks they will occur," which prompts spoken explanation. The activities require students to read chapters and answer questions in complete sentences, reinforcing spoken or oral practice when reading aloud.

Students are asked to orally use a plural in a sentence that follows each rule and to share discoveries from the learning log with a parent, which requires speaking. The Parent Plan skills note that students should create products for different purposes, audiences, and contexts, and parents are instructed to have the child share discoveries aloud. These directions provide explicit opportunities for students to speak and present information verbally.

The Parent Plan lists a skill to "extend understanding by creating products for different purposes, different audiences, and within various contexts," which asks students to consider audience and context when creating work. Students are instructed to write a ballad that "can be told or sung" and are encouraged to perform or read it aloud, giving them practice speaking for an audience. The pronouns/antecedents activity requires students to identify and correct pronoun usage, practicing grammatical control that supports formal English usage.

Students are instructed to take a side in a structured community debate, compose three supported arguments, and organize their ideas on the provided "The Debate" activity page. Students read their arguments aloud to a parent as if presenting at a debate and are asked to anticipate and address opposing points. Students identify which statements are facts versus opinions and discuss statements that appeal to listeners' emotions.

Students are asked to answer reading questions in complete sentences, which requires them to organize oral/written responses for a task. Students are prompted to verbally provide a sentence with a subjective, an objective, and a possessive pronoun, practicing spoken production of specific grammatical forms. Students engage in discussion prompts (explaining illustrations, discussing similarities/differences, and answering parent questions) that require them to speak about the text in different small-group or one-on-one contexts.

Students are prompted to read a paragraph aloud (Parent Plan: "Encourage your child to read her paragraph aloud") and to explain selections for the "Roamers" activity (Parent Plan: "Encourage your child to explain why she selected the items"). Students are given discussion prompts and questions to discuss aloud (Questions to Discuss) that require spoken responses. Students are also asked to answer reading comprehension questions in complete sentences, which supports using more formal language in responses.

Students are prompted to "Discuss your answers with a parent," which requires spoken explanation of reading responses. Students are asked to "defend her reasoning" about government effectiveness and to "describe the system to a parent," tasks that require oral explanation and justification. Several discussion prompts (questions to discuss) ask students to explain motives and opinions aloud, encouraging spoken argumentation in different situational tasks.

The Parent Plan directs an adult to ask the child to summarize important events and to discuss plot and themes, which requires students to speak about the story. The Wrapping Up and Questions to Discuss sections prompt students to answer open-ended questions and explain opinions, providing opportunities for spoken responses in discussion contexts. The lesson also asks students to answer reading questions in complete sentences, which can be produced orally or in speech practice.

Students are asked to brainstorm solutions and then write a 6–8 sentence speech to read at the town plaza explaining their solution and persuading both groups to work together peacefully. The Parent Plan tells students to read their petition aloud and discusses the tone of such a speech and how to effectively deliver a speech to a small group. Activity 2 asks students to conduct a short performance (live or recorded) demonstrating different types of conflict, which requires adapting speech and delivery for an audience.

Students are asked to sing the anthem and describe the design of the flag, which requires them to speak and present ideas aloud. Students are prompted to explain the events they chose for their timeline and discuss how they decided which events to include. Students are asked to review and discuss the two final-project options and to conference with a parent about revisions, prompting oral explanation and discussion of their work.

Students are asked in Activity 2 to create vivid descriptions of objects and to read those descriptions aloud to a sibling or parent, aiming for a listener (including a recently blind person) to guess the object. The Parent Plan explicitly states that the child "practices using descriptive language" and "reads his descriptions aloud" to strengthen oral communication skills. Students also read the story and answer comprehension questions in complete sentences, providing additional oral or written language practice.

Students are asked to read the story aloud to a sibling or parent and to read their descriptive writing aloud for family members to guess the place. The RAFT activity directs students to write a poem or song as a historian and record or 'pretend to read' it at a special ceremony for a community audience. The parent plan and skills list include narrating an expressive account and presenting research, implying opportunities for spoken presentation.

Students are asked to listen as a parent reads the story and then answer comprehension questions aloud, supporting oral response practice. The Parent Plan lists skills including ‘Discuss literature in teacher-student conferences and small group discussions,' indicating students will speak about the text in discussion settings. Activity 5 asks students to rewrite a scene as a script, identify characters, write lines and stage directions, and gather family to act it out, which requires oral performance in a different speaking format.

Students are prompted to participate in oral discussion questions with a parent after the teacher/parent reads "A White Heron" aloud, and Day 2 directs students to answer comprehension questions (some orally via parent discussion). The Parent Plan lists skills such as "Clarify understanding of text by creating reports," which implies students may produce spoken reports. The lesson repeatedly instructs students to respond to guided questions and to discuss characters, themes, and observations with a parent.

Students are asked to say aloud sentences using linking verbs and to reread a page aloud (Parent Plan: encourage her to use two or three linking verbs in a sentence that she says aloud; Reread this page aloud). Students are asked to read sentences about how photographs make them feel and then explain how they chose titles, providing spoken explanations (Ask your child to read her sentences about the emotions she felt when viewing the photos. Then ask her to explain how she came up with the title for each picture). Students are prompted to verbally provide sentences that use present participle and past participle forms (Encourage her to verbally provide sentences that have verbs in the present participle and past participle forms).

The lesson's skills list explicitly includes "Demonstrate understanding in speaking and writing by using troublesome verbs," and the Parent Plan instructs adults to ask the child to use forms of lay/lie and sit/set verbally. Activity 2 asks students to practice and perform Civil War songs ("put on a Civil War concert for your family" or "teach them to your family") and Option 2 directs the child to tell a fictional story aloud based on a book event. The activities therefore require students to speak, perform, and use correct verb forms in spoken sentences.

Students are asked to "practice reading the accounts aloud as you think the character might have said them," including trying accents and presenting their accounts to family, which requires adapting voice and delivery for a performance task. Students will present their practiced character accounts aloud to family members, providing a spoken-context audience for which they must tailor speech. Students are also directed to answer reading-comprehension questions in complete sentences, which practices producing more formal, structured language in writing.

Students are prompted to share what they already know about Einstein and to discuss questions from the "Questions to Discuss" section, which requires oral responses. The Skills section explicitly lists "Use oral and written language to evaluate information and ideas," and students are instructed to answer reading questions in complete sentences. Activities ask students to summarize major events and to record and later answer their own questions about Einstein, creating opportunities for spoken and written responses.

The parent directions ask the child to summarize aloud what occurred in the first two chapters, which requires the student to speak about the text. The Wrapping Up and Parent Plan sections include discussion prompts (e.g., "Questions to Discuss") that require the student to talk with a parent about college lessons, fatherhood, and flaws. Activity 2 asks the student to think about and discuss times when it is appropriate to question authority, prompting spoken reflection with a parent.

The Parent Plan lists speaking and listening skills such as "Speak clearly and to the point, using the conventions of language" and "Use comprehension skills to listen attentively to others in formal and informal settings," which directs students to practice oral communication. Students are asked to explain major events aloud in the Introducing the Lesson section and to explain the theory of relativity to a family member using toys (Activity 6), which requires them to produce spoken explanations for an audience. The Wrapping Up and Parent Plan sections prompt students to discuss video/book comparisons and to use vocabulary words verbally in their own sentences, providing additional opportunities for oral communication.

Students are asked to memorize three Einstein quotes and "share your Einstein quotes with your family," which requires oral recitation. Students are asked to "explain to a parent how the three sources of information... contributed to your understanding" and to orally communicate benefits and limitations of each source. The Forms of Media activity prompts students to answer questions comparing encyclopedia entries, biographies, and documentaries, which may be discussed aloud with a parent.

Students are asked to share what they know about World War II and encouraged to talk about how Hitler and the Nazis affected Denmark, which prompts verbal discussion of background ideas. A parent note asks the child to read the acrostic poem aloud after writing it, creating an oral presentation opportunity. The vocabulary activities require students to study and review word definitions and to write words on cards, which implies reading and saying the words during the parent-led game.

The Parent Plan explicitly asks parents to "encourage her to read her poem aloud or explain the chart she completed," which requires students to speak aloud about their work. The Wrapping Up section and Parent Plan include a list of "Questions to Discuss" (e.g., Why are there soldiers on the corners? How is life different?) that prompt students to give oral answers. These items provide opportunities for students to produce spoken responses and to explain or present their ideas orally.

Students are instructed to locate passages in Chapters 3 and 4 that are worth reading aloud and then read those passages aloud to a parent and discuss them. Students create a propaganda poster, decide on a message and images to influence an audience, hang the poster in the house, and explain it to their family. The activities require students to speak for an audience (reading aloud, discussing selections, and explaining their poster).

Students are instructed to share their journal ideas and setting maps with a parent, which requires them to explain and describe orally. Students are asked to locate and interview a person who lived during World War II and to ask that person to describe effects of the war, which is an explicit spoken interaction. Several prompts ask students to discuss questions with a parent, implying verbal explanation and discussion.

The Parent Plan lists the skill: "Paraphrase major ideas and supporting evidence in formal and informal presentations," which explicitly connects student speaking to both formal and informal contexts. The Reading And Questions task asks students to choose two or three passages, read them aloud to a parent, and explain their reasons for selecting them, giving students practice presenting and explaining orally. Activity 2 directs students to read a biographical web page about Barbara Rodbell and retell her story to a parent, providing another oral presentation/retelling task.

The Skills list explicitly asks students to "Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression," which requires students to produce spoken language with attention to delivery. Activity 4 instructs students to use a formal style (avoid "I," contractions, and slang) when writing the magazine article, giving students explicit guidance on what constitutes formal English. The lesson also calls for a parent conference during editing, which creates at least one opportunity for students to speak about their work.

The Parent Plan skills explicitly tell students to "Paraphrase major ideas and supporting evidence in formal and informal presentations" and to "Present findings in a specified format," which asks students to prepare and deliver information. Students are asked to "act out your favorite scene" and to "share your products with your family" and "explain the significance of the products and what you learned," giving them multiple speaking contexts (dramatic performance, family presentation, and formal product explanations).

The Parent Plan prompts the child to summarize chapters, predict events, and retell the Tucks' story, requiring students to speak for different purposes. The "Questions to Discuss" and Reading Questions ask students to discuss characters' motives and whether the Tucks should have kidnapped Winnie, prompting spoken argument and explanation. "Things to Review" asks the child to give oral examples of sentences with helping verbs and to explain what groundwater is, requiring students to present information verbally.

Students plan, write, rehearse, and record a 30-second commercial (Option 2), which requires them to prepare spoken language for a persuasive audience and to memorize and practice lines. The Parent Plan lists student skills such as speaking clearly, giving an organized presentation with a specific point of view, and using eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language. Students are also prompted to speak about their enjoyment of the story and describe characters, which offers informal spoken practice.

Students are asked to prepare and deliver a two-minute opening argument and a closing statement and to answer timed questions, giving practice with multiple speaking tasks (opening, Q&A, closing). The Skills section explicitly tells students to employ eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate effectively. The "Rules of Debate" sheet directs students to watch tone of voice, avoid presenting opinions as facts, and use phrasing such as "your idea is mistaken" instead of "you are wrong," which addresses word choice and register in a formal debating context.

Students are prompted to discuss the Jim Crow video and chapter events with a parent (Activity 2 and Web Link) and to answer discussion questions in the Wrapping Up/Parent Plan sections. Option 1 asks students to take turns drawing conjunction and noun cards and create sentences aloud with a parent, which requires oral sentence formation and turn-taking. The Questions to Discuss and parent prompts invite students to speak about characters, events, and reasons, providing opportunities for spoken responses.

Students are asked to read Chapter 6 and discuss answers to comprehension questions orally with a parent, which requires them to speak about events and motives. Students create a poster promoting positive race relations and are asked by a parent to describe the poster and explain why it would be effective, providing a speaking task tied to audience persuasion. The skills list asks students to use complete simple and compound sentences with correct subject-verb agreement, supporting accurate sentence production in speech or writing.

Students are prompted to discuss chapters and answer guided questions with a parent (e.g., describe Cassie and Lillian Jean, explain why they selected three suggestions from the Integrated Bus Suggestions). The Integrated Bus Suggestions page explicitly models polite spoken phrases ("May I?" and "Pardon me") and instructs students to exhibit dignity, courtesy, and calm behavior when boarding integrated buses. Multiple prompts ask students to "explain to your parent" what they learned about the Montgomery Bus Boycott and why they selected specific suggestions, requiring oral explanation and justification.

Students are asked to "Explain the system of sharecropping to a sibling or parent using your diagram or your picture and quote," which requires an oral explanation of content. The lesson includes "Questions to Discuss" and prompts parents to have discussions with the child about motivations and community dynamics, implying spoken discussion between student and adult.

Students are directed to read their revised and edited book report aloud to a sibling or friend, which gives them practice with oral presentation. Students complete an Editing and Revising activity that has them correct sentence fragments, run-on sentences, comma errors, tense, pronoun, capitalization, and other conventions. The Student Activity Page lists proofreading symbols and shows examples for punctuation, capitalization, tense, and other grammar issues that support producing formal, corrected language.

Students are prompted to discuss the back-cover description and describe the man on the cover with a parent, and to answer comprehension questions aloud (predicting, explaining fears, and describing the Ceremony of Twelve). The Vocabulary Cube game requires students to read vocabulary words out loud, state parts of speech, give definitions, and "use in a sentence" while taking turns with a parent or sibling. Parent prompts ask students to share ideas or drawings and to discuss thematic questions about the community with an adult.

The Parent Plan asks a child to summarize chapters verbally and to ‘defend his decision' about rules, which requires spoken explanation and argument. The lesson instructs students to answer reading questions in complete sentences, encouraging use of formal syntax. Several parent discussion prompts (e.g., about the Elders, replacement child) require students to discuss opinions aloud with others.

Students are prompted to speak when asked to predict Jonas's assignment and to discuss the positive and negative effects of Elders selecting jobs, which requires oral responses. The Parent Plan instructs a caregiver to read italicized examples aloud and to emphasize italicized words so the child understands how to emphasize words in spoken language. Students are directed to answer reading questions in complete sentences, which practices producing more formal, structured responses.

The Parent Plan prompts students to explain Jonas's selection and predict his role, and includes 'Questions to Discuss' that ask students to explain feelings and implications—tasks that require spoken explanation. The Skills list explicitly includes using parts of speech 'in the context of reading, writing, and speaking.' The lesson asks parents to check that their child can explain historical events they would give Jonas's community, which involves oral explanation to an audience (the parent).

Students are asked to provide a verbal summary of the previous chapters, requiring them to speak aloud about plot events. Students are asked to share and explain their music collage or musical selections aloud and to describe reasons for choosing each piece, imagining an audience unfamiliar with music (Jonas' community). Discussion prompts ask students to discuss plans and moral questions aloud, which requires students to explain ideas and respond to questions.

Students are asked to read selected passages aloud to a parent and explain their reasons for choosing them (Literary Luminary activity). Students are prompted to predict Esperanza's new home and to share those predictions and their comparison chart with a parent, which requires speaking and explaining ideas. The Parent Plan includes discussion questions for students to answer aloud about living conditions, choices, and Esperanza's tasks.

The Parent Plan prompts ask the child to share the illustration and to share and describe the shrine aloud, which require students to speak about their work and explain elements. The lesson includes discussion questions for the child to answer (e.g., describe what Miguel and Alfonso brought, discuss the agricultural labor system), prompting oral responses. The skills list asks students to "recognize dialect and conversational voice and explain how authors use dialect to convey character," which involves talking about differences in speech.

The lesson asks the child to read aloud lines and passages they located and to explain why they selected each one, and a parent prompt asks the child to read the Chavez quote aloud and explain its meaning and significance. The Skills list explicitly includes "Elaborate information and ideas in speaking and writing by using transitions," indicating students will practice oral elaboration. The Parent Plan repeatedly prompts oral explanation of connections (e.g., explaining how a Chavez quote relates to Esperanza's story).

Students are asked to create and record conversations that can be entertaining, persuasive, or informative, centering on events from the chapters, which requires choosing an appropriate purpose and tone. Students are instructed to read their dialogue aloud as if recording a book on CD and to give each character a unique voice, using tone and pitch to make the reading convincing and entertaining. Parent prompts ask students to share their recorded conversations and to discuss their use of tone, pitch, and voice during readings.

Students write a movie trailer script that highlights main events and themes and focus on script wording (Activity 3). Students read, write, and perform readers' theatre scripts, including practicing lines with family members and giving each character a unique voice (Activities 4–5). Students are instructed to practice speaking slowly and clearly, add gestures and body language, and make the performance sound natural rather than like reading, and parents are asked to critique performances and discuss differences between dramatic interpretation and the text.

Students are asked orally about what they know about prehistoric animals, prompting spoken responses to a parent. Students are encouraged to read the obituary they wrote aloud, providing an opportunity to present written work orally. Students are prompted to discuss guided questions with a parent (e.g., which animal was most interesting), which requires spoken explanation and reasoning.

Students are asked to select a poem and "read it aloud to your parent" with tone, mood, and emotion that reflect the poem, and they are encouraged to read their shape poem aloud. The lesson prompts students to describe what they have learned about plants and to discuss examples of interdependence with a parent. Several activities require oral responses or parent-child discussion (introducing the lesson, wrapping up, and Parent Plan discussion questions).

Students are prompted to describe their feelings toward insects and to answer discussion questions aloud, providing opportunities for spoken responses. Students are encouraged to read their narrative poems aloud and to explain punctuation use (parentheses) to a parent, which requires them to produce oral explanations and presentations.

The parent plan lists a speaking skill: "Use effective rate, volume, pitch, and tone, and align nonverbal elements to sustain audience," which directly relates to oral presentation. Activity 1 asks students to memorize a poem and recite it for their family, instructing them to "give the poem the voice and tone you feel it deserves." These elements require students to practice vocal control and performative delivery.

Students are asked to read (or sing) their lyric poem for their family and to share their poem aloud (Encourage your child to share her lyric poem; Read (or sing) your lyric poem for your family). Students are also prompted to read original poems aloud and then read their rewritten versions and to discuss similarities and differences (Ask your child to read the original version of the poem and then her rewritten version of the poem). The lesson includes prompts for oral discussion with parents about poems (Questions to Discuss) which require students to explain emotional responses and interpretations verbally.

The Skills section states students will "demonstrate understanding in speaking and writing by using troublesome verbs," and the Parent Plan prompts parents to ask the child what he knows about South America and to discuss questions (e.g., whether he would enjoy living in the Andes and predictions about the book). The activity asks students to create a subject-verb agreement quiz and "give the quiz to a friend or sibling to be taken," which requires students to speak and interact orally. The Parent Plan also instructs parents to ask the child to explain strategies for ensuring subject-verb agreement, prompting oral explanation of grammar rules.

Students are asked to share their lyric poem with their family and may read or sing it aloud, providing an oral performance context. The lesson includes discussion prompts and "Questions to Discuss" that require students to speak about relationships, cultural change, and reactions to the text. Students are asked to retell events as songs (Option 1 and Option 2), which involves organizing and presenting information orally in a narrative form.

The lesson includes oral prompts such as asking the child whether Cusi will enjoy his journey and discussion questions in the Parent Plan, which require students to speak their ideas aloud. The wrapping up and 'Questions to Discuss' sections prompt students to talk about cultural ideas (e.g., ancestry, Incan culture) with a parent. The 'Things to Review' activity asks students to orally provide sentences using different verb forms, which requires spoken sentence production.

The lesson's Skills section explicitly lists synthesizing research into a written or an oral presentation, giving students an option to present orally. The Guide to Ancient Incan Landmarks directs students to "Pretend you are creating the book for tourists -- you want the book to be informative and engaging," which asks students to consider audience and adjust their description for tourists. The activity also asks students to answer questions in complete sentences and to combine sentences using participial phrases, reinforcing sentence-level control.

Students are asked to retell the Incan creation myth to their family and to "practice retelling the myth using the voice of a storyteller," which requires adjusting tone and delivery for an audience. The activity requires students to prepare two visual aids to support their presentation, and the Parent Plan asks an adult to evaluate the student's tone, pitch, and body language and give feedback.

Students are asked to create a five-slide slideshow "to share with young children," with directions to use 2–3 sentences or bullet points per slide and to make slides visually engaging, which requires choosing language and organization appropriate to a young audience. The sentence-beginning activity tells students to "read it again, but this time out loud," giving them practice with oral expression and fluency. Parent prompts and discussion questions (e.g., asking whether the student would recommend the book and why, and guided questions about family and destiny) require students to speak about the text in a conversational context.