Students are asked to locate and label places on a map (Activity 1), which requires writing place names such as Connecticut, Martha's Vineyard, Grand Manan Island, Block Island, England, and Ireland. Students review and use a "Parts of a Sailboat" diagram and a Sailing Terminology list (Activity 2), reading and connecting terms (e.g., mizzen, boom, outhaul, dinghy) to parts of the diagram. The Things to Know and vocabulary lists present correct spellings of sailing terms that students are prompted to familiarize themselves with.

Students are given a vocabulary matching activity that requires them to read and write the listed words (impulsive, gimbal, gibberish, etc.) and match them to definitions. Students can create a picture dictionary by listing each vocabulary word on its own page and illustrating it, which requires them to write the words. Students must write a sailing paragraph that uses each vocabulary word, requiring production of each word in original writing and review of word usage in context.

Students are provided a vocabulary list with correctly spelled target words (e.g., "deftly," "careening," "gnarly," "sextant," "badgering," "woes"). Students locate those words on pages and read the vocabulary words within the context of sentences. Students create and use cards with the words and definitions in a "Vocabulary Memory" matching game, and they review the definitions at the end of the unit.

The rubric's Mechanics section explicitly asks students to ensure words in their essay are spelled correctly. During revision, students are prompted to correct spelling errors, refer to a Handy Guide to Grammar and Writing, and use a dictionary to check words they may have spelled incorrectly. The Parent Plan and skills list state that students will produce final drafts that demonstrate accurate spelling.

Students are given a Sparks Vocabulary chart listing target words and are asked to locate definitions, record them, and write a sentence for each word, which requires them to write the word forms. Students are instructed to review the definitions several times and verbally use each word with a parent before recording sentences, providing repeated practice with the written forms. A Parent Plan answer key supplies the correct spellings of the listed vocabulary words for students to reference.

Students study a detailed "Rules for Plurals" chart that explains how to form plurals (add -s, add -es, change -y to -ies, change -f/-fe to -ves, irregulars like goose->geese and ox->oxen). Students complete Option 1 where they convert singular nouns to plural forms using the rules and Option 2 where they write seven sentences that each contain plural nouns, including irregular plurals. Students are prompted to review and orally use plural forms in sentences, and to apply the plural rules in their writing and learning log entries.

Students are asked to write multiple pieces (test sentences, a three-paragraph essay, a newspaper report, and final copies) that require correct spelling. The "Wars and Plagues Rubric" and the "New Environment Rubric" explicitly list "spelling, grammar, and punctuation" or "minimal spelling... errors" as evaluation criteria. The lesson requires students to edit and revise their drafts and to produce a final copy, with parent conferences to help edit and revise.

The lesson provides tables of the four principal parts for lie/lay and sit/set and lists other commonly misused irregular verbs with their present, past, and past participle forms, giving students the correct spellings (e.g., lain, laid, sat, set, swum). Students are instructed to "Complete the page, 'Misused Verbs'" and Option 1 and Option 2 activities require students to insert the correct verb form or write the correct verb, prompting them to produce the correct spelling in context. The Parent Plan includes an answer key showing the correct spellings for the activity (e.g., arose, hanged, chosen, dived, swam), which students use to check their written responses.

Students are directed during revision to read their paper paying attention to grammar and spelling and to check any words that might be misspelled. Students are instructed to run the spelling checker when they type the final copy on the computer. Parent/teacher conferencing steps ask adults to point out grammar or spelling mistakes the student does not catch.

Students match a list of vocabulary words to their definitions (Activity 1) and are instructed to "record each vocabulary word in the sentence where it belongs," which requires them to write the words. The directions tell students to look up unfamiliar words in a dictionary, and the parent answer key shows the correct spellings of each vocabulary word. The timeline and question responses also require students to write answers in complete sentences, providing additional opportunities to produce spelled words in context.

Students are directed to write the vocabulary words on a crossword puzzle (Activity 3) using a provided word bank, which requires them to produce correct spellings. The activity instructs students to use a dictionary if they need assistance, encouraging independent spelling verification. Students are also asked to answer reading questions in complete sentences and to write a video summary, which require students to produce written words where spelling matters. The parent notes include an answer key and instructions to check the child's answers, providing a means to confirm correct spellings of the vocabulary entries.

Students engage with word-root work through Activity 3: Beyond Roots Set 2, including playing Root Recall/Go Root! games and taking online quizzes (A and B) after reviewing the Set 2 cards. Students are asked to write answers in complete sentences for reading questions and to write sentences describing how math is used in various scientific fields, which requires producing written words.

Students study a listed set of vocabulary words and definitions and are instructed to "write each of the vocabulary words on its own note card," which requires them to produce the words in writing. Students review the vocabulary words repeatedly and play a vocabulary identification game where they must recognize the correct word for a given definition. Students also write an acrostic poem about Denmark, which requires composing words in written form.

Students are asked to "edit drafts for grammar, mechanics, and spelling" as an explicit listed skill. Students will use an Editing Symbols & Abbreviations Chart that includes the abbreviation "Sp.: spelling error" and are instructed to mark misspelled words. Students are required to correct a provided paragraph and rewrite it in their journal, which involves identifying and fixing written errors.

Students are asked to "Edit drafts for grammar, mechanics, and spelling" in the Skills section, explicitly naming spelling as an editing target. In Activity 1 students copy a paragraph in their journal and mark corrections using proofreading symbols, and they mark a second paragraph with the five editing symbols to show where corrections are needed. The Parent Plan answer key describes proofreading marks that include corrections for spelling, word order, and punctuation, indicating students will identify and correct misspellings in sample text.

Students learn and use proofreading abbreviations that include "-ed" to mark problems with final -ed endings, and they are instructed to correct paragraphs in their journals using these marks. The Student Activity Page requires students to rewrite a provided paragraph using indicated editing marks and to edit a second paragraph that contains errors marked for correction. The Answer Key shows student corrections for tense/spelling (e.g., marking "unlock" to be corrected for -ed) and capitalization errors, indicating students practice fixing word-level forms.

Students are taught the "sp" proofreading abbreviation and instructed to find and correct spelling errors (Activity 1: Proofreading Marks). Students must rewrite a paragraph in their journal making the corrections indicated and then edit another paragraph, marking mistakes with the abbreviations. The Student Activity Page and the Answer Key show examples where students identify specific misspellings (e.g., "gatherd" to "gathered") and correct them.

Activity 1 asks students to rewrite a paragraph using editing abbreviations and to make the corrections indicated by marks such as Ww (wrong word). The Student Activity Page provides a paragraph containing errors including "accept" used where "except" is correct and "there pride" marked to be corrected to "their pride." The answer-key image shows those specific corrections marked as Ww, indicating students are expected to identify and correct these word-level errors.

The Expository Rubric explicitly lists "Correct spelling" under the Mechanics category, so students are evaluated on spelling. Activity 5 directs students to read their papers a second time, mark mistakes using editing symbols, and refer to the Handy Guide to Writing for rules, which requires students to identify and correct errors. Activity 6 requires students to make changes suggested by proofreading marks on their final copy and notes that students must have proofreading symbols and abbreviations memorized.

Students are given an eight-word vocabulary list with definitions, parts of speech, and example sentences and are instructed to write the vocabulary words in alphabetical order inside a handmade Vocabulary Picture Dictionary. Students record each word (with its part of speech), draw a picture, and then write the definition and sentence on the back, exposing them to repeated written forms of each word. Students also cut out Memory game cards and play a matching activity using the words and their definitions or symbols, requiring them to read and recognize the spelled words. Parents are asked to check the assembled dictionary and encourage the child to use it to memorize the words.

The lesson provides a six-word vocabulary list with standard spellings and definitions (apprehension, constable, parlor, revulsion, prostrate, gentility). Students are instructed to "write a summary of the chapters you read today that includes all the vocabulary words," which requires them to produce those words in written form. The Parent Plan also directs an adult to "check to see that your child used the vocabulary words correctly in his summary," implying verification of correct usage and form.

Students are asked to select eight unknown words from chapters 7–12, locate their definitions in a dictionary, and type each word and its definition into an online crossword (Puzzlemaker). They are instructed to print the crossword and try to solve it by memory, and to spend time reviewing the vocabulary words and their definitions. The activities require students to enter and reproduce the target words, which involves producing their orthographic forms.

The Parent Plan lists as a skill that students will "Edit drafts for grammar, mechanics, and spelling," which explicitly names spelling as an editing focus. Activity 2 directs students to revise and edit passages, combining sentences and correcting fragments and run-ons, and instructs students to look for problems with grammar and punctuation. The Student Activity Pages require students to revise and edit given passages, which involves proofreading and mechanical correction as part of the task.

Students are instructed to read through their rough draft and make changes to correct mistakes and improve the paragraph, which directs them to fix errors in their writing. They are told to use the editing symbols page to correct their paper, providing a mechanism for marking spelling errors. The Student Activity Page explicitly lists a "Spelling problem" proofreading symbol with an example correction (alongside related marks such as "-ed needed" and "Wrong word"), showing where students would identify and correct misspellings.

Students are instructed to review vocabulary words and definitions from Lesson 1 and words they selected in Lesson 7 and to make note cards to study those words. The end-of-unit test asks students to use one of the vocabulary words from the story in a sentence and contains multiple written short-answer items that require students to produce correct word forms. The lesson also directs students to correct items they miss on the test and retake the test if their score is below 70%.

The Parent Plan explicitly lists as a skill: "Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly." Students complete Vocabulary Webs in which they write each target word, identify syllables, parts of speech, and roots/prefixes/suffixes, and compose example sentences. Students are instructed to use a dictionary or glossary to determine meanings and syllabication, and parents are asked to check that vocabulary webs contain accurate information.

Students are asked to "read through your sentences and make any changes that could improve the writing" and explicitly to "correct any mistakes in spelling, sentence structure, or grammar" in the editing/revising stage for the Memory Storyboard option. An Editing Symbols reference page includes examples showing corrections for spelling problems. The Memory Storyboard rubric lists "Correct grammar and spelling" as an assessed criterion.

Students are instructed to create Spanish-English flash cards by writing the Spanish word on one side and the English word on the other and to study the words until memorized, which requires writing and rehearsing word forms. Students must label a map of Mexico with place names (Mexico City, Monterrey, Oaxaca, etc.), an activity that requires writing proper place-name spellings. Students are asked to read informational text and answer written comprehension questions about the Great Depression, which requires composing written responses that include correct word usage and spelling.

Students are asked to "Write the vocabulary words in the blank quote bubbles and labels and then cut them out" and paste them on the picture, which requires them to copy and form the listed words. The Student Activity Page provides a vocabulary box listing specific Spanish words with English translations (arroz, gracias, ándale, reina, tormenta, Feliz Navidad, por favor) that students refer to while writing. The Wrapping Up and Things to Review sections instruct students to review the Spanish vocabulary words from Activity 1.

The lesson provides a labeled list of commonly confused words with correct spellings and short definitions (e.g., accept/except, a lot/alot/allot, its/it's). Students complete a multiple-choice section where they must circle the correctly spelled word in sentences and a sentence-creation section where they must write sentences using pairs/triples of the target words (requiring production of the correct spellings). The teacher/parent guidance and answer key prompt review, correction, and the suggestion to create flash cards for words a student struggles with.

Students are instructed to predict whether words are hyphenated, look them up in a dictionary, and record the correct spellings (Part II of the Hyphens activity). Students must find and write hyphenated adjectives from poems and write their spellings and explanations (Part I and Option 2 tasks). Students are directed to include a hyphen in their own shape poem and to use the Hyphens practice page to practice using hyphens.

Students are directed to look up each vocabulary word in the dictionary and use the words to create a vocabulary crossword, which requires them to write the words into a puzzle grid. In the subject-verb agreement activity, students must cross out incorrect verbs and write the correct verb form above, practicing correct word forms in writing. The parent plan asks students to review definitions and ensure answer keys are correct, reinforcing accurate word forms when creating and checking the crossword and quiz.

The Perfect Verbs section explains past participle forms and lists irregular past participles (shown, swum, eaten, seen), and the examples show correct spellings. Exercises require students to convert verbs to past perfect and to cross out and correct incorrect verbs. The answer key provides corrected past participle forms (had been, had blown, had chirped, had broken), indicating students must produce correctly spelled participles in their responses.

Students are instructed to "check spelling and punctuation" as part of the finishing touches when they write their painted sentence. The parent directions tell students to rewrite parts of the sentence if a mistake is found and to "check each step" for errors. The student activity pages explicitly list "Check spelling and punctuation" in the final steps for revising the sentence.

Students are directed to use an editing symbols chart that includes marks for correcting spelling errors and examples showing corrected sentences. The rubric's Mechanics category explicitly lists "Capitalization, Punctuation and word correctness," which students use to evaluate their drafts. The "Painting a Sentence" page instructs students to "Check spelling and punctuation" as one of the final improvements during revision.