Students are asked to identify action verbs in the poem "dog" and to record those verbs on the "Verbs in Poetry" page, which gives them practice recognizing verb types. The lesson explicitly defines linking verbs and provides examples (is, was, am, are, were, been), and states that linking verbs imply a state of being or condition. Students are also asked to write a poem using action verbs, reinforcing selection of verbs that convey action rather than linking states.

Students are given a definition of linking verbs and a list of "be" linking verbs (is, were, am, be, are, being, was, been), and they practice identifying linking versus action verbs by circling or underlining verbs in sample sentences. Students complete fill-in-the-blank sentences and write sentences using linking verbs and action verbs, which requires them to choose appropriate verb forms in context. The wrap-up asks students to identify five sentences with linking verbs in a novel, reinforcing recognition of verbs that express states or conditions.

Students are told that "Helping verbs are used to help the main verb of a sentence show time in different ways" and shown examples transforming "I go" to "I will go" and "I have been going." The Student Activity Page lists helping verbs and directs students to circle helping verbs and underline main verbs in practice sentences such as "Some kids were yelling...," "Ginger is eating her dog snacks," and "I had been waiting all morning to go to the party." The Wrapping Up activity asks students to identify four sentences with helping verbs in the section of the book they read.

Students are given a Verb Tenses section that lists past, present, and future forms in both active and passive constructions (e.g., "I taught. I learned." vs. "I was (have been) taught"). Students complete an Active vs. Passive Verbs activity in which they rewrite eight passive-voice sentences into active voice across different tenses (present, progressive, present perfect passive, future passive). Students also are asked to give two examples of sentences that have active verbs in the review, reinforcing use of verb forms.

Students complete a John Chapman bio-poem that prompts them with lines such as "Who has been" (past), "Who feels" (present), and "Who wants to someday" (future), requiring them to produce verbs that convey different times and states. Students answer comprehension questions about events (e.g., "Why did Charlotte go to the lake?" and "Why did the Star Maiden leave when she saw Algon?"), which asks them to describe past sequences and causes. Students are asked to retell tall tales and compare the legend to the real person, which requires use of verb forms to convey sequences and states across accounts.

Students are asked to write a eulogy in which they describe past events (how they and Timothy depended on each other, what they learned) and to portray an adult Phillip returning to dedicate the island, requiring reference to different times. Students must write an inscription and a monument description and then read the eulogy aloud, which requires conveying sequences and states across the narrative. The directions also ask students to "speak formally (using good grammar and avoiding slang)," implying attention to grammatical choices while presenting.

Students are asked in Activity 2 to write in their journal "as though the year is 1870," which prompts them to adopt past-time language. Students read background sentences in the Things to Know section (e.g., "Immigrants left their homes...") that model past-tense descriptions of historical events. Students are asked to "describe in sentences" for the Germany activity, which requires them to produce written sentences that could use tense to convey time and conditions.

Students are asked to write a short journal entry about a time they were embarrassed, which requires recounting a past event. Vocabulary Cube activities prompt students to write a sentence using each word and to identify root/prefix/suffix information; the parent notes explicitly list 'maneuvered' with the suffix '-ed' and a past-tense gloss. The wrapping-up game asks students to use vocabulary words in sentences when cubes land on certain faces.

Students are asked to "Relate ideas, observations, or recollections about an event or experience" and to "write a short journal entry about a time he felt fear," which requires recounting events. Students must add the date the smallpox vaccine was discovered to a timeline and answer questions about when the vaccine was discovered. Activities ask students to describe specific moments in a few sentences (Finding the Right Words), which requires them to place events in time or sequence when recounting what happened.

Students are prompted to complete 'If... then...' statements (e.g., "If I hadn't made the dresses for Mrs. Koch, then _______________"), which requires them to produce conditional verb forms to express hypothetical conditions. Students are asked to imagine where Dina will be in fifteen years and to write about that future scenario, which requires use of future-tense verbs. Students are also asked to write a historical-fiction synopsis about ancestors and to record information on "The City and the People of New York in 1870," which requires use of past-tense verbs to describe events.

Students are asked to research and write at least one poem describing New York in the late 1800s and at least one poem describing New York today, requiring writing about past and present conditions. Students must write three sentences describing how Dina's life in America was different from life in Germany and list three reasons Dina stayed in New York, which involve describing past events and present consequences. The rubric asks for reflection on life in New York "today and yesterday," indicating students will produce writing that contrasts different times.

Students are asked to answer comprehension questions about pages 21–40 in complete sentences, which requires them to describe past events (e.g., where Sam made his home, what he spent his time doing). Activity 1 explicitly prompts students to explain how each survival item "could have helped Sam" and "how might the item help him in the future," requiring use of past and future/conditional verb forms. The Forced Analogy examples model present-tense statements ("Wilderness survival is like a pine tree…"), giving students practice producing present-tense comparisons.

Students are asked to 'summarize what happened in the part of the book he read yesterday' and to 'write a summary of today's reading,' tasks that require recounting events over time. Question prompts such as 'What did Sam think about Bando at first?' and 'What does Sam have to do to prepare for winter?' require students to describe past actions and present/future responsibilities. The activities ask students to produce written responses about events and sequences from the text.

Students are prompted to include "When" as one of the 5 Ws and to indicate how long Sam has been living in the woods, which requires expressing time. Students are instructed to edit their paragraphs for grammar in Activity 3 and to "make corrections in grammar," and the rubric includes a Grammar category that asks students to check subject-verb agreement and correct misspellings. Students are also directed to refer to a "Handy Guide to Writing" for grammar or punctuation rules they are unsure about.

Students read Kit's personal narrative that uses past-tense verbs (e.g., "When I went to live...," "When I walked...," "my face felt...") and a future-oriented phrase ("I will never forget..."). Students are asked to write their own personal narratives about past experiences or upcoming events, which requires selecting verb tenses to show time and sequence. The activities ask students to set up context and sequence in their stories and to read their narratives aloud, reinforcing temporal structure in storytelling.

The Kit example paragraphs are written in past tense (e.g., "As the ship neared the shore, I viewed an unknown coast," "I had never met people like these Puritans," "I was put to work"), showing students a modeled use of tense to tell events. The lesson includes sequencing organizers (Flow Chart for beginning–middle–end and Topical Organizer) that guide students to order events and details, which supports conveying sequences in time. The rubric and Getting Started text call for "strong verb usage" and note that "verbs are vivid and precise," emphasizing attention to verb choice.

The vocabulary activity (Part B) explicitly asks students to circle suffixes and match -ed with the meaning "past tense or past participle of a verb." The skills list in the Parent Plan includes working with inflections and suffixes, indicating attention to morphological markers of tense. The Student Activity Page asks students to think of other words containing -ed, reinforcing recognition of that tense marker.

Students are asked in Activity 2 (Before and After) to write three statements from Hugo's perspective describing life before and after his father died, which requires conveying time and sequence. The Wrapping Up prompt asks students to predict how the automaton will change Hugo's life, inviting use of future tense to describe likely outcomes. The Life Application question asks students to reflect on past decisions made in desperation, prompting use of past tense to describe states and actions.

Activity 3 directs students to "List five ways your life has changed over the past year" and then to "list five ways you think it might change over the next year," which asks students to describe past and future events. The Wrapping Up section asks, "Have you ever moved to a new place? If so, how did the move change your life?", prompting students to recount past experiences and discuss effects over time.

Students are asked to "summarize what happened in the chapters he read," which requires recounting events and sequencing past actions. The Skills section and Activity 2 direct students to "Give precise directions and instructions" and to "list the materials and write and illustrate the directions" for a raccoon craft, which requires ordering steps and using directive verb forms. The parent plan also instructs checking and testing a child's directions, implying students must produce step-by-step procedural language.

Students are asked to read the example persuasive essay "Recycling," which contains sentences in present and future forms (e.g., "Recycling is..." and "Future generations are going to suffer..."). The Sentence Structure rubric asks students to check that subjects and verbs agree and to vary sentence starts, and materials direct students to a "Handy Guide to Writing" for grammar rules.

The lesson includes a focused "Adding -ed and -ing to Verbs" instructional page with rules and examples (e.g., "work > working > worked", "I was talking when John arrived"). Students complete multiple fill-in-the-blank exercises that require adding -ed or -ing to verbs in context, including quoted narrative sentences and longer passages. The parent/skills section explicitly states that students should "Demonstrate an understanding of verb tense consistency," and provided answer keys show past, progressive, and future forms (e.g., "The dog was running...", "I will be taking...").

Students are instructed in an Elaboration activity to add new verbs, descriptive words, adverbs, or prepositional phrases and to use conjunctions to add clauses when rewriting sentences. One model sentence to be elaborated is explicitly time-related: "In the future time travel may be possible," and the vocabulary list and crossword include the word "temporal," which relates to time. These elements provide opportunities for students to work with language that references time and to change verb forms incidentally while making sentences more descriptive.

Activity 3 explicitly directs students to "look out for consistent verb tenses" and gives examples that summaries of events should use past tense while story summaries may use present tense. The Editing activity requires students to correct verbs with -ed and -ing endings and to rewrite the paragraph with corrected verb forms. Activity 2 provides a summary written in present tense for students to analyze, and the Parent Plan shows the corrected paragraph with tense-consistent verb forms.

The lesson defines simple and perfect verb tenses (past, present, future; present/past/future perfect) and explains formations such as "have/has + past participle," "had + past participle," and "will have + past participle." Activity 2 and the Student Activity Pages require students to insert correct perfect-tense forms (present perfect, past perfect, future perfect) and to write sentences using specified perfect tenses. Examples and an answer key show use of tense to indicate sequences (e.g., "I had eaten all the pie by the time you arrived") and ongoing states (e.g., "She has taken piano lessons for three years").

Students are asked to write sentences using past, present, and future tenses and/or past perfect, present perfect, and future perfect forms (Activity 2). Example sentences are provided (e.g., "The children had traveled...", "The children have traveled...", "The children will have traveled...") and students complete 3x3 grids that require writing sentences for each tense and verb. Parents are instructed to check that students used the correct verb tense, and students are prompted to elaborate sentences with phrases and conjunctions.

The rubric's Grammar section explicitly requires "Correct and consistent verb tenses," and the Ideas section asks for use of "active and exciting verbs," which directs attention to verb use. Activity 5 tells students to "look out for shifts in verb tense" and to "make sure that you have used perfect tenses correctly," indicating students will edit for tense accuracy. The Skills list includes "Identify and use regular and irregular verbs," which requires students to recognize and employ different verb forms during writing and revision.

Students are given Activity 2, which explicitly asks them to combine sentences using participle phrases and provides examples (e.g., "Standing on the balcony...," "Weakened by malnutrition...") and model answers that use present and past participles to show simultaneous actions or states. The reading passages describe events in past tense (e.g., "Lincoln was elected"), so students encounter tense in context while answering comprehension questions. The student activity page asks learners to write two sentences that contain participle phrases, giving practice in creating verb forms that convey states or accompanying actions.

Students are asked to pretend they are a newspaper reporter in Washington, D.C., in 1865 and to write a short newspaper report about Lincoln being shot, including the date and the facts gathered on a 5 W's chart, which requires recounting past events. Students read the final chapter and answer comprehension questions focused on historical actions and events (e.g., what Lincoln was doing when he was shot; where the bodyguard was), which involve describing past sequences. The Student Activity Pages prompt students to write sentences with participle phrases and to combine sentences using appositive phrases that describe historical facts.

Students are asked to "select the six most important events" in Lincoln's life, "write the date above each train car, and describe the event," and to "review the events you recorded on your train timeline," which requires sequencing events and writing descriptions. Students also copy a Lincoln quote into a box and read it aloud, and they create a flyer describing what visitors will find at a historic site, which involves writing descriptive sentences tied to a time/place.

Students are asked in Activity 2 to list five discoveries they made this year and to describe how they made each discovery, which requires them to write about past events. The Steps to Independent Study checklist (select a topic, develop questions, find sources, take notes, write a report, develop a product) asks students to sequence tasks and mark completion, prompting use of verbs that show sequence. The rubric's mechanics section asks students to edit writing for mechanics and sentence beginnings, implying attention to sentence-level correctness during writing.

Students are instructed to "use strong verbs and adjectives" when composing body paragraphs and to vary sentence length, which directs attention to verb choice. Students read multiple model paragraphs that use present tense, present progressive ("is being destroyed"), and present perfect ("have already gone extinct"), providing examples of different verb forms. Students are asked during editing to focus on mechanics and to read for strong verbs, which prompts some attention to verb forms.