Students are asked to answer specific questions about the author (Have you ever read a Sharon Creech book? Where was she born? What kinds of writing does she do?), which require short responses. Students are prompted to discuss and answer open-ended prompts aloud (e.g., "Do you think you would enjoy life on a boat? Why or why not?" and "How would the environment on the boat and outside the boat be different from the environment on land?"). Students are asked to verbally provide examples of sentences with single and compound subjects and predicates, which practices producing elaborated oral responses.

Students answer specific, text-based questions in the Reading and Questions section (e.g., Q1 asks for an explanation; Q3 asks "Why or why not?"), and are instructed to respond in complete sentences. Students write a reflective journal entry describing an event, their feelings, and what they learned, which requires elaboration. The Parent Plan offers "Questions to Discuss" and an option to share the journal entry, which prompts students to respond orally to prompts about the text and personal experience.

Students are instructed to read Chapters 8–14 and answer listed questions in complete sentences and to pick 2–3 questions to discuss with a parent. Several discussion prompts require elaboration (for example, QUESTION #3 asks students to use examples from the book to support their answer, and the parent plan asks: "Discuss which piece of writing was better and why"). The wrap-up and parent prompts ask students to read aloud their writing and discuss whether their voice comes through, prompting oral explanation and elaboration.

Students are asked to read chapters and "answer the following questions in complete sentences," which requires responding to specific text-based questions. The "Introducing the Lesson" directs a parent to ask the child to explain how characters are related, prompting spoken explanation. The Parent Plan's "Questions to Discuss" offers several open-ended discussion prompts (e.g., whether it is better to know bad things in advance) that invite elaborated responses and oral discussion.

Students are asked to read Chapters 23–30 and answer specific comprehension questions in complete sentences, requiring them to respond to prompts about characters, events, and feelings. The lesson includes a set of "Questions to Discuss" that prompt students to talk about topics (e.g., getting along with family, responses to annoyance, challenges of being on a boat), which requires spoken responses that contribute to the topic. Students are also asked to teach radio code to a parent or sibling, which involves explaining and responding to questions during an interaction.

The lesson instructs students to "Read Chapters 31-35 and then answer the following questions in complete sentences," providing four specific comprehension questions (Q1–Q4) for students to answer. The Parent Plan includes "Questions to Discuss" (e.g., summarizing Bompie's story, why Bompie keeps getting in the water, how animal sightings affect emotions) that prompt students to discuss and elaborate with a parent. The activities direct students to play "Vocabulary Memory" with a parent or sibling, creating opportunities for spoken interaction and brief exchanges about word meanings.

Students are prompted to answer specific comprehension and opinion questions in complete sentences (e.g., Q1–Q4 and the open-ended Q4 that invites varied answers). Students are asked to describe the voyage and relationships when prompted by a parent and to share sentences they developed, which creates an opportunity for oral discussion. In the Identifying Voice activity students write quotes and thoughts/actions for each character in a given scenario, requiring them to respond with character-specific elaboration and to explain reasoning.

Students are asked to answer three specific comprehension questions in complete sentences (e.g., "What do you think would be the hardest thing about being on a sailboat?"; "How did the storm and The Wave change Cody?"). The lesson includes open discussion prompts in "Ideas to Think About" and "Questions to Discuss" that ask students to explain how experiences and environment affect emotions and relationships. Parent-plan directions prompt students to discuss these questions orally, encouraging interpretive responses about characters and situations.

Students answer specific comprehension questions in the "Reading And Questions" section in complete sentences (e.g., "How did the crew feel when they saw land?"). Students must provide evidence from the text to support identified themes in the "Themes" activity (Option 1 and Option 2), requiring elaborated responses. Parents are prompted to ask and discuss prompts (e.g., "Ask your child what has been his or her favorite part of the adventure" and the "Questions to Discuss" list), and students are asked to share their painting or teach a lesson to family members, which requires speaking and responding in a family discussion.

Students are instructed to meet with a parent to conference about their writing and to discuss the rubric as it relates to their essay, which requires them to answer questions and explain revisions. Students are asked to share their personal narrative with family and to respond to wrapping-up prompts (e.g., what was most challenging, what was enjoyable), prompting oral or written discussion. The editing checklist and rubric include specific questions (e.g., engaging the reader, explaining key details, using dialogue) that students must address and discuss during conferences.

Students are asked to share their lapbook so others can learn about a character and are given explicit discussion prompts (e.g., "What did you enjoy about the lapbook?" and "What mini book was most challenging?"). Students must write explanations that elaborate on choices (e.g., explain why a quoted passage is meaningful, justify why an artifact represents a character, and describe beginning/middle/end character changes). Students are required to defend or explain test answers and to correct mistakes, which asks for elaborated responses to questions about the text.

Students are prompted to verbally use each vocabulary word with a parent and record sentences, which requires them to respond aloud to questions and prompts. Students are asked to write or perform a movie review describing characters, setting, and plot and to discuss how the setting influences the story, which can involve speaking and elaborating on ideas. The Parent Plan includes explicit "Questions to Discuss" (e.g., Who are Lina and Doon? Why were the people living in Ember?) that require students to answer specific questions about the text and movie.

Students are asked to answer guided comprehension questions in complete sentences (e.g., "Why do you think Lina calls Mary 'Madam Mayor'?" and "Why would the people of Sparks be taller and browner than the people from Ember?"). The Activity 2 "The Environment" page directs students to make five predictions and to describe why they think those adjustments will occur, with instructions to check which predictions come true. The Parent Plan includes discussion prompts and encourages the child to read aloud and discuss how substituting pronouns changes the paragraph, prompting verbal explanation.

Students read chapters 4–5 and answer specific comprehension questions in complete sentences (e.g., Why is Lina afraid of fire? Why has she never had these foods before?). Students keep a "New Environment, New Discoveries" learning log and are asked to share discoveries with a parent, requiring them to describe and explain observations. Parent "Questions to Discuss" prompt students to explain and justify opinions (e.g., "Do you think the people of Sparks are happy to welcome the people of Ember? Why or why not?"), which asks for elaboration during discussion.

Students are prompted to discuss prompts such as "Do you think a disaster like this could happen today? Why or why not?" and to answer reading questions in complete sentences, which requires them to respond to specific questions. The Parent Plan includes "Questions to Discuss" and directions to ask the child how the Emberites are adjusting, encouraging spoken responses and discussion of the text. Students are also asked to perform or read their ballad aloud and to discuss the decisions they made when creating a monument, which asks for comments that contribute to the topic.

Students are instructed to compose three arguments for either the people of Ember or Sparks and to support each argument with evidence and emotional appeals, then read the arguments aloud to a parent as if presenting at a debate. The activity asks students to anticipate opposing points and how to respond, and to identify which statements in their arguments are facts and which are opinions. The lesson also requires students to answer reading comprehension questions in complete sentences and to discuss predictions and prompts with a parent.

Students are asked to read chapters 11–13 and answer open-ended questions in complete sentences (e.g., "Are Tick's ideas good ideas? Why or why not?" and "Do you think Lina should have hidden in the truck? Why or why not?"), which require explanation and justification. The lesson includes guided discussion prompts for parent-led discussion (e.g., "Questions to Discuss" and "What do you think the root of the problem is?") and asks students to explain their illustrations and complete a Venn diagram comparing Ember and Sparks, which invites verbal or written contributions about the text and topic.

Students answer specific comprehension questions (Questions #1-#3) in complete sentences about chapters 14-16, showing direct text-based responses. Students write a paragraph in their journal selecting and justifying a media source for the communities, which asks them to explain how it would help and change the emotional climate. The lesson includes discussion prompts and parent-led "Questions to Discuss" and encourages students to read their paragraph aloud and explain choices from the Roamers activity, creating opportunities for verbal contribution to the topic.

Students are instructed to "Read Chapters 17-19 and then answer the following questions. Discuss your answers with a parent," and they must answer specific text-based questions (e.g., describing relations between Ember and Sparks; who is a more effective leader and why; interpreting Doon's father's advice). Activities ask students to "defend her reasoning" about government systems, "describe the system to a parent," and discuss guided questions in the Parent Plan (e.g., whether town leaders' plans were wrong). The government options require students to compare systems, decide which is more effective, and verbally justify their choices to a parent.

Students are prompted to answer open-ended text questions in complete sentences (e.g., "How do you think people go from angry and scared to evil?"; "Why do you think Tick does not help…?"), which requires explanation and detail. Discussion prompts and "Questions to Discuss" ask students to explain causes, give examples from other books or movies, and reflect on personal experience, prompting elaborated responses. The wrapping-up prompts ask students to predict outcomes and justify choices (e.g., Would you follow Tick? Why or why not?), encouraging comments that contribute to the topic and text.

Students are asked to answer guided comprehension questions in complete sentences after reading chapters, which requires them to respond with detail about the text. Students are asked to brainstorm at least three nonviolent solutions and then write a 6–8 sentence speech to explain and justify their chosen solution, which they are encouraged to read aloud and discuss. Students complete a bubble map identifying the type of conflict and provide textual evidence (events, characters' words/actions) to support their choice, and they may act out conflicts with family members, implying spoken contribution to a topic.

The plan asks the child to "review the two options and discuss the requirements of both" and includes parent prompts to "discuss" and "ask your child to describe" or "explain" (e.g., explain events chosen for the timeline, describe the design of the flag/anthem). The Skills section tells students to "frame questions that direct the investigation," and the research organizer explicitly prompts students to answer specific research questions (causes, effects, how/why it ended). The wrap-up includes "Questions to Discuss" that require the student to describe and elaborate on parts of the project.

Students are asked to answer specific comprehension questions in complete sentences (e.g., why Heather visited Miss Benson, why Risa tucked the cookies away, why Heather hid the book). Activity 2 requires students to create at least 25-word vivid descriptions and read them aloud to a listener who must guess the object, prompting students to produce detailed, topic-focused comments. The Parent Plan and Wrapping Up include guided discussion prompts (How would you describe Heather? How did Heather's impressions change?) that ask students to respond with explanations and support from the text.

Students answer explicit comprehension questions (Question #1–#4) about characters, setting, and plot, requiring direct responses to prompts. The Parent Plan and "Questions to Discuss" sections instruct students to discuss topics such as a character's intelligence, the role of the environment, and Georgie's decision, prompting verbal responses. Activity 4 asks students to record textual phrases describing environments and then create artwork, which supports discussion of textual evidence.

Students are asked to read the story aloud to a sibling or parent and then answer specific comprehension questions in complete sentences. Discussion prompts ask students to share feelings about the story, explain irony, and discuss what made Pompeii or Tito interesting, which requires students to respond with details. The volcano experiment sheet requires students to write their own question and hypothesis. The RAFT activity asks students to create and present a poem or song to an audience, providing an opportunity to make comments that contribute to the topic.

Students are asked to "answer the questions below in complete sentences," including text-based prompts (Q1–Q4) that require characterization, textual evidence, and justification (e.g., how Rip's actions support characterization, what changes occurred while he slept, and whether he regrets it). The plan asks students to "write ten trivia questions" about the Catskill Mountains and to "ask questions" during read-alouds, and the skills section explicitly lists "Listen actively and critically by asking questions..." and "Discuss literature in teacher-student conferences and small group discussions." Activities also ask students to compare the poem and story and to write and perform a script, which require responding to and elaborating on textual ideas.

The lesson includes parent-led oral discussion questions (e.g., "Does Sylvia enjoy her new life…?", "Why does Sylvia struggle with her decision…?", "What role does the natural environment play…?") that ask students to respond verbally. Students are asked to answer comprehension questions in complete sentences for "The Widow Carey's Chickens," and to write a 6–8 sentence short story critique that requires specific references and opinions. Students complete a Venn diagram comparing characters and are prompted to discuss observations with a parent, which requires making comments that relate to the texts.

Students are directed to write one question of each type (In the Text, Think and Search, Reader and Author, On My Own) based on the story they chose, which requires them to pose specific questions. The Parent Plan instructs that students should answer their own questions after writing them, and the skills list explicitly includes framing and posing relevant questions and interacting with the text by formulating questions. The lesson provides examples of question types and prompts students to generate questions tied to text-based, inferential, and personal-response categories.

The lesson includes a set of specific "Questions to Discuss" (e.g., What did you enjoy most about writing the story? What was most challenging?) that ask students to respond about their work. Parent Plan sections instruct parents to review the rubric, discuss the point of view and plot diagram, and review character, theme, and conflict with the child, prompting student responses and explanations. The wrapping-up step asks students to read their story aloud to family and practice beforehand, creating opportunities for students to answer questions and explain choices using their graphic organizers and story elements.

The lesson includes several teacher/parent prompts that require students to answer and explain (e.g., "Ask her what she knows about the American Civil War," the "Ideas to Think About" question, and the end-of-lesson "Questions to Discuss" list). The Parent Plan for Activity 4 directs students to read two primary sources and then discuss perspectives, explain differences, and identify facts and opinions, which requires elaborated responses. Activities such as researching Bull Run and using color-coded note cards ask students to record and report information, encouraging detailed comments about causes, leaders, and outcomes.

Students are asked to "read the book...and then answer the following questions in complete sentences," which requires them to respond to specific comprehension questions (Reading And Questions). The lesson includes open-ended "Questions to Discuss" and parent prompts that ask students to describe perspectives and compare characters, prompting verbal responses that can include elaboration (Wrapping Up; Parent Plan sections). In Activity 5 students analyze Civil War letters and are asked to identify the writer, the recipient, which side they are on, and what opinions they express, requiring explanatory responses about the texts.

Students answer specific comprehension questions in complete sentences (QUESTION #1–#3) after reading pages 1–20. Students record three factual statements and three opinion statements from a Civil War speech and identify at least two statements that could function as propaganda. Students explain in writing how historical pictures could have been used as propaganda and respond to parent/teacher discussion prompts that ask for explanations and summaries of characters' perspectives.

Students are asked to read pages 21-40 and answer specific comprehension and opinion questions in complete sentences, including a question that asks for their belief and interpretation (Q2). The Parent Plan prompts several discussion questions (e.g., Toby's attitude, leaders' preparedness, Gideon's experience, battle over power) that require students to respond and discuss ideas with an adult. Activity 2 asks students to create a Civil War propaganda poster and then explain the message and how it would influence a reader, which requires students to articulate and justify their choices.

The Parent Plan directs an adult to ask the child to explain how she came up with titles for photographs and to read aloud sentences about emotions, which requires the child to respond with explanation. The "Questions to Discuss" section asks the child to justify whether a character's perception is accurate and to describe the irony on a specific page, prompting elaborated responses. The plan also tells the child to verbally provide sentences using participles and to review different characters, roles, and perspectives, encouraging explanatory comments about the text.

Students read pages 61–80 and answer four specific comprehension questions in complete sentences, requiring them to respond to prompts about characters' feelings, actions, and battle outcomes. The lesson includes several open-ended prompts ("How do people keep up morale during times of conflict?" and "Why do you think soldiers need to keep up their morale? How could low morale affect an army?") that ask students to explain and justify their thinking. Parent-plan "Questions to Discuss" asks students to respond verbally to interpretive questions (e.g., effects of witnessing battle; why entries are shorter), which prompts elaborated discussion.

Students are asked to finish reading and answer specific comprehension questions in complete sentences, including an open-ended question asking how their perspective of the Civil War has changed, which requires elaboration. Students must reread Toby's accounts and cite evidence on the "Character, Conflict, & Change" page, practicing detailed written explanation of feelings before and after Bull Run. Students practice reading character accounts aloud in character and present their accounts to family, giving opportunities to make comments that contribute to the topic. Parents are prompted to ask discussion questions (e.g., why southerners were not celebrating), which students are expected to respond to orally.

Students are asked to generate three or four questions about Einstein and record them on the "Questions About the Genius" page, which requires them to pose specific questions before reading. Students answer guided reading questions in complete sentences, demonstrating practice in responding to specific prompts about the text. Discussion prompts at the end ask students to explain and justify opinions (e.g., agree or disagree with a quote and explain why), which asks for elaboration and contribution to the topic.

Students read Chapters 1–2 and answer specific comprehension questions (Questions #1–4) in complete sentences, including prompts that ask them to 'briefly describe' views and to relate similarities to themselves, which require elaboration and connection to the text. Students are prompted to discuss with a parent how events and people shaped their personality and to answer 'Questions to Discuss' (e.g., how Einstein's family shaped his interests; whether they would have been friends), which asks for orally expressed reasons. Activity 2 requires students to record positive and negative traits and, if possible, 'explain a consequence' of a negative trait or a positive outcome, prompting explanatory responses tied to the text.

Students are asked to "summarize what occurred in the first two chapters," which requires them to speak or write a concise response. The lesson instructs students to "Read Chapters 3 and 4. Answer the questions below in complete sentences," providing specific comprehension questions for students to respond to in writing. The Parent Plan and Wrapping Up include discussion prompts (e.g., "What do you think college students could learn from Einstein's mistakes?" and prompts to "Discuss examples of negative outcomes"), and Activity 2 asks students to write a journal paragraph reflecting on a personal conflict, all of which require students to make comments that relate to the text and issue.

Students answer reading comprehension questions in complete sentences (e.g., questions about Einstein's miracle year and quantum theory). Students respond to discussion prompts that require reasoning (for example, "Do you think Einstein would have been a better scientist... Why or why not?"). Students write video summaries from notes and explain the theory of relativity to a family member using toys, which require elaboration and contribution to the topic. The skills list explicitly expects students to ask questions to clarify a speaker's purpose or perspective.

Students read Chapters 7 and 8 and answer specific comprehension questions in complete sentences (e.g., how the science world responded to Einstein's papers, description of gravity), requiring them to respond to pointed prompts with detail. Students are given discussion and reflection prompts (Would you have wanted Einstein as a teacher? What does "knowledge is power" mean?) and are asked to discuss these questions with a parent or teacher, prompting oral responses about the topic. Students write explanatory sentences in activities (Biography Web events, Math and Science sentences) that require them to make comments contributing to the text's topics.

Students answer specific comprehension questions (Q1–Q3) about Einstein's views and experiences, requiring short text responses. Students complete the Forms of Media activity by answering comparison questions and then orally explain to a parent how the three sources contributed to their understanding, describing benefits and limitations in detail. Students memorize and share Einstein quotes with their family and respond to provided 'Questions to Discuss,' prompting spoken responses about the topic.

Students answer four comprehension questions in complete sentences after reading Chapters 11 and 12, requiring them to respond to specific prompts about Einstein and the war. The lesson provides discussion prompts such as "Ideas to Think About" and "Questions to Discuss" that ask students to explain views on power and whether Einstein was right to urge bomb research. Activity 4 asks students to record at least three factual statements and two opinions from a video and then share them, and the Parent Plan explicitly encourages discussing differences between fact and opinion and sharing responses.

The parent prompts ask the child to share thoughts about Einstein and answer questions such as what they admire and why, requiring explanation (Introducing the Lesson; Wrapping Up discussion questions). The Reading and Questions section asks students to answer open-ended questions (e.g., Is calling Einstein a 'genius' appropriate? Why or why not?) that require elaboration and justification. Activity 2 asks students to formulate two abstract scientific questions, develop plans to find answers, and attempt to find at least one answer, which requires posing specific questions and providing detailed responses.

Students are prompted to share what they know about World War II when asked, and the parent plan includes specific discussion questions (e.g., "Why do you think Hitler tried to convince the German people that they were superior to all other races?"). Students are asked to check and explain country involvement on the map activity, which requires responding to prompts about Europe's wartime roles. Students are encouraged to read their acrostic poem aloud, providing an opportunity to respond verbally about Denmark and the text.

The lesson includes a set of explicit "Questions to Discuss" (e.g., Why are there soldiers on the corners? How is life different since the Nazis came?) that prompt students to respond about the text and topic. The parent notes instruct to "encourage her to read her poem aloud or explain the chart she completed," which asks students to explain and expand on their thinking. The Life During Occupation activity asks students to imagine changes and choose to write a poem or complete a chart, both of which require students to articulate impacts and answer guided prompts.

Students are asked to read selected passages aloud to a parent and then discuss them, and parents are prompted to ask why the child chose those sections. The lesson includes a guided question under "Ideas to Think About" asking how leaders use power to persuade and inspire, which students are expected to consider and discuss. The Propaganda Posters activity requires students to summarize each poster's message and to explain the poster they create to their family. The "Questions to Discuss" section lists specific comprehension questions for the student to answer about the text.

Students are asked to take on the role of discussion director and write four discussion questions designed to cover the big ideas in Chapters 5 and 6, with explicit instruction to avoid yes/no or short-answer questions. Students are instructed to go over the questions with a parent and "discuss what your answers would be and why," which requires elaboration and justification of responses. The rubric-like instruction to evaluate how well the questions cover big ideas prompts students to craft specific, text-focused questions that contribute to a discussion of the topic.

Students are instructed to record their ideas about settings in a journal and "share them with a parent," which requires verbal explanation of the text. The lesson includes a "Questions to Discuss" section with specific prompts for parents to ask the child (e.g., why Mama did not want the girls to see anyone), prompting students to answer questions about the text. The Life Application asks students to "locate a person to interview" and "ask the person to describe the effects the war had on society as a whole and on him or her individually," requiring students to pose questions and record responses.

Students are asked to choose two or three passages, read them aloud to a parent, and explain their reasons for picking them, which requires them to respond with elaboration about the text. Students read the Barbara Rodbell biography, retell it to a parent, and answer a journal question asking how the heroine's message applies then and now, which requires detailed written responses. Parent discussion prompts ask the child to predict why characters are secretive and to discuss specific interpretive questions, prompting elaborated oral responses.

The lesson prompts students to explain and defend ideas in multiple places: parents are instructed to ask the child if he thinks he is brave and to encourage him to explain why or why not. Students are asked to share their illustration and explain what it represents and why they chose it. The Venn diagram activity requires students to compare and contrast Annemarie's sacrifice with a historical figure and to explain the similarities and differences, and the Life Application asks students to tell someone a personal story about facing fear.

Students are prompted to answer specific discussion prompts in the "Questions to Discuss" section (e.g., reflect on Henrik's definition of bravery and explain why Annemarie acted silly when stopped by soldiers). Students are asked to record connections in a journal and then share those connections with a parent, which requires elaboration linking the text to real-world events. Students must provide textual evidence and explanations in the Character Sketch and in the Little Red Riding Hood comparison activity, where they describe traits, give examples, summarize problems, and explain similarities and differences between texts.

Students are prompted to share their products orally with family and to "explain the significance of the products and what you learned," which requires spoken explanation. The Parent Plan provides explicit discussion prompts under "Questions to Discuss" (e.g., "What did you learn...?", "Which product did you enjoy most? Why?", "What was the most challenging part?"), and parents are instructed to "encourage her to share her product" and to "check to see that she completed the product and can explain what she learned." The Wrap-Up and parent guidance ask students to answer and discuss specific, targeted questions about the novel and their projects.

Students are prompted to discuss the idea of the novel being an earthbound fantasy and answer parent questions about elements of fantasy, which requires verbal responses. Students make a list of pros and cons about drinking the "Everlasting Life" water and/or write a paragraph imagining life ten years later, producing extended written responses that elaborate on the issue. The lesson includes a "Questions to Discuss" prompt (e.g., which vocabulary words the student already knows) that asks students to respond to specific prompts.

The 'Questions to Discuss' and 'Wrapping Up' prompts ask students to describe the setting, explain Tuck's personality, and imagine a life with no change, requiring them to give reasons and cite evidence from the text. The reading comprehension questions require students to record phrases or sentences from the text and explain character actions, prompting elaborated, text-based responses. The prompt "Does anything seem strange about Tuck and Mae? What evidence from the book supports your theory?" explicitly asks students to support their ideas with evidence in discussion or response.

Students are asked to answer open-ended comprehension and discussion prompts (for example, Questions to Discuss: "What do you think about the man in the yellow suit? ... Why?" and Life Application: "Have you ever had a major change in your life? ... In what respect?"). The Reading and Questions section includes items labeled "Answers will vary" and prediction prompts (Q2, Q3), which require students to respond with reasoning and detail. Parent prompts such as "Ask your child how the author uses personification to shape the reader's feelings or perspective" require students to explain and elaborate on textual evidence.

Students are asked to answer specific text-based questions (e.g., "Do the Tucks seem like the kidnapping type? Why or why not?", "Do you think the Tucks' secret is a 'big, dangerous secret'? Why or why not?") that require explanation. Parent/teacher prompts ask students to summarize chapters, predict what will happen, retell the Tucks' story, and discuss whether the Tucks should have kidnapped Winnie, all of which prompt students to respond with detail. The lesson also directs students to give oral examples (e.g., sentences with helping verbs, explanations of groundwater), encouraging spoken elaboration.

Students are asked to answer targeted comprehension and discussion prompts (e.g., "Why do you think the Tucks were so excited to have Winnie around?", "Do you consider the Tucks' eternal life a blessing or a curse? Why?"). The lesson includes explicit discussion prompts under "Questions to Discuss" and "Wrapping Up" (e.g., "Would you like to stay in the Tucks' home? Why or why not?", "How do you think her life will be different from now on?"), which require students to give reasons. Activities ask students to write paragraphs comparing the Fosters and the Tucks and to use quotations from the text to support their decisions, requiring elaborated responses grounded in the text.

Students are prompted to answer specific text-based questions (e.g., the three reading comprehension questions about the horse, Jesse, and Winnie's feelings) and to respond to discussion prompts in the "Questions to Discuss" and "Wrapping Up" sections that ask for reasons and predictions. The Cycles and Change activity asks students to collect natural items and "explain to your parent the significance of each item" and "describe the cycle or change each item represents," requiring elaborated responses. The parent prompts ask the child to "describe the Tucks' home," "share her nature collection with the family," and "explain one or two themes found in the novel," which require students to respond with detail and justification.

Students are prompted to answer specific comprehension and opinion questions (Question #1-#3) that ask for reasons and descriptive words about characters. The plan directs a parent to "Ask your child how she feels about the man in the yellow suit" and includes "Questions to Discuss" that require students to explain why the author made certain choices and to agree or disagree with a character, providing reasons. The wrap-up asks students to review and discuss vocabulary and the difference between similes and metaphors, prompting verbal explanation.

The lesson provides multiple teacher/parent-led discussion prompts that require explanation (e.g., asking the student to describe what she likes or dislikes about the story and which character is her favorite and why; "Do you think Mae should have done this? Why or why not?"). The comprehension questions require written answers that explain motives and plans (e.g., ask why the man in the yellow suit planned to sell the water and whether those plans make sense). The commercial activity asks students to write a persuasive script, rehearse lines with others, and evaluate whether the ad would convince viewers, which requires elaboration and contribution to a persuasive discussion.

Students are asked orally to use each vocabulary word in a sentence before beginning the lesson, which requires spoken responses. Parent prompts ask students to share examples of similarities and differences between myths and the novel and to discuss answers to the "Questions to Discuss" prompts (e.g., whether Winnie should have volunteered and the consequences of her actions). The Parent Plan also instructs an adult to read through the student's paragraph with him, creating an opportunity for oral explanation and response.

Students are asked to orally explain whether they would recommend the book and why, and to explain whether characters and the storyline were memorable (Introducing the Lesson and Parent Plan prompts). The parent-facing 'Questions to Discuss' provides specific discussion prompts (e.g., what Mae and Tuck have been doing; did you enjoy the movie or book more), and activities ask students to recite a memorized quote and to share what they learned about the author. Option 1 directs students to generate three interview questions and Option 2 has students answer five interview-style questions, which requires posing or producing specific questions and responses.

In Part 4 students are instructed to prepare a set of three clear, specific questions for their opponent, with at least one question tied to the novel's theme of change. In Part 5 students switch cards and record thoughtful responses to each question, with a two-minute time limit for answering each, which requires elaboration and defense of their position. In Part 3 students prepare two-minute opening arguments and one- to two-sentence closing statements that contribute to the issue under discussion, and Part 6 provides a facilitator script that has the facilitator ask each prepared question and time each response.

Students answer specific comprehension questions (QUESTION #1-#3) that require explanation (e.g., explain why Little Man refused the book and justify Cassie's choice). Students write a three- to four-sentence journal response after Activity 2 that asks them to explain what they learned and how the video made them feel, using guided questions for elaboration. The lesson also includes parent/partner discussion prompts (e.g., "Questions to Discuss" and the parent instruction to ask about discrimination) and partner vocabulary activities where students speak with a peer.

Students are asked to read Chapter 2 and answer three specific comprehension questions in complete sentences, which requires them to respond to questions about the text. The Parent Plan includes explicit "Questions to Discuss" (e.g., Why do you think some of the white men were mistreating...?) and a prompt to "take turns reading aloud and discussing what is happening in the story every few pages," which directs students to participate in spoken discussion. The lesson also provides an "Ideas to Think About" prompt (How does one person effect societal change?) that students can reflect on or discuss.

The lesson includes direct prompts for oral discussion such as "Before your child begins reading today, ask him to explain…" and a "Questions to Discuss" parent section that asks students to talk about characters and justify actions. The Reading And Questions section asks students to answer specific comprehension questions about the chapter, requiring spoken or written responses to targeted prompts. The Life Application and Ideas to Think About sections provide topical questions (e.g., how can people create change) that students can discuss with others.

Students are asked to read Chapter 4 and answer specific comprehension questions (e.g., explain why Stacey is upset when Mr. Morrison is staying), which requires them to respond to text-based prompts. The lesson includes multiple open-ended discussion prompts under "Ideas to Think About" and "Questions to Discuss" (e.g., "How did people of different racial backgrounds interact in the past?" and "What do you think about T.J.?") that ask students to contribute comments to the topic. The parent/teacher prompts direct students to discuss historical context and the characters' actions, prompting verbal responses in a teacher-led or parent-led setting.

Students are asked to read Chapter 5 and answer specific questions, including an open-response question: "Do you think Cassie should have apologized to Lillian Jean again when Big Ma told her to? Why or why not?". The lesson includes "Questions to Discuss" that prompt students to explain causes and motivations (e.g., "Why do you think Mr. Barnett was waiting on the other customers...?"). Students are also instructed to watch a video about Jim Crow laws and "discuss this horrible time in American history" with a parent, which prompts verbal response and explanation.

Students are asked to "read Chapter 6 and then discuss the answers to the following questions with a parent," which requires them to respond orally to specific comprehension and interpretation questions (e.g., explain why Cassie apologized, why Uncle Hammer bought a car like Mr. Granger's). The parent prompts repeatedly ask students to explain their reasoning ("ask your child if she thinks Cassie made the right decision and to explain why or why not") and to describe and justify creative work (students must describe their poster and why it would be effective).

The lesson includes a skills goal to "listen actively and critically by asking questions and delving more deeply into the topic," which directs students to ask questions. The provided comprehension and discussion prompts (e.g., "Do you think Stacey should have done this? Why or why not?" and the "Questions to Discuss" parent prompts) require students to respond with reasons and relate ideas. Activities such as the compare-and-contrast Venn diagram and the parent-guided sharing of family stories ask students to explain similarities/differences and to share their ideas verbally.

Students are asked to answer open-ended discussion questions (e.g., "Do you think Lillian Jean was worth Cassie's taking a stand for? Why or why not?" and "Do you think Ms. Landon should have given T.J. a break... Why or why not?") that require justification. Students are instructed to "underline the three suggestions you think were most important" from the Integrated Bus Suggestions and "explain to your parent why you selected them," requiring elaboration. The plan repeatedly prompts students to "describe," "predict," and "discuss" events (e.g., describe the Montgomery Bus Boycott; discuss the boycott in the story), which asks students to contribute comments about the text and issues under discussion.

Students are asked to answer explicit comprehension questions after reading Chapter 9 (QUESTION #1–#3), which requires them to respond to specific questions about character motivation, events, and consequences. The lesson includes open-ended prompts under "Ideas to Think About" and "Questions to Discuss" (e.g., "What are the possible outcomes when some people support change and others oppose it?" and "Why do you think Papa insisted on going to Vicksburg...?") that invite students to give explanations. The "Wrapping Up" task asks students to explain the system of sharecropping to a sibling or parent using their diagram or picture and quote, prompting oral explanation to another person.

The lesson includes multiple open-ended discussion prompts (e.g., "Do you think Stacey should have tried to rescue T.J? Why or why not?" and questions about discrimination) that require students to answer with reasons. Students are directed to read their revised book report aloud to a sibling or friend and to ask whether that person would read the book and why, which requires posing a question and receiving a response. The parent plan repeatedly instructs students to discuss the chapter with an adult and to explain and justify their answers to comprehension questions.

Students prepare and deliver a presentation to family members and are prompted to "ask them to share their thoughts," which creates an opportunity for oral exchange. The parent plan and wrapping-up section include explicit discussion prompts (e.g., "How do you feel about your presentation?", "What part of the presentation do you feel best about?", "Is there anything you would do differently next time?"). The end-of-unit test and short-answer items (e.g., "What was the Civil Rights Movement and why did it occur?") require students to respond with explanation and detail in writing.

Students are prompted to discuss the back-cover description and predict the story with a parent, and parents are given a list of 'Questions to Discuss' (e.g., whether the community would be a good place to live, how family interactions differ). Students answer specific comprehension questions after reading Chapters 1 and 2, and they take turns in the Vocabulary Cube game where they must respond aloud with definitions, use words in sentences, and identify parts of speech. The Character Timeline and guided journaling options require students to write descriptive responses about Jonas after readings.

Students are prompted to answer specific comprehension questions in complete sentences (e.g., questions about Jonas and Gabe, the apple incident, and Release Ceremonies). Students are asked to explain whether the community is a utopia and to explain why or why not, and to discuss laws and rules with a parent and list criteria in a journal. Students create a poem or collage and then discuss the meaning and the techniques used to appeal to emotions, which requires elaboration about choices and reasoning.

Students are asked to read Chapters 5 and 6 and answer specific questions in complete sentences (Questions #1–#4). In Activity 1 students record positive and negative effects for each rule and write a sentence explaining whether the rule should exist, then are asked (in the Parent Plan) to defend their decisions. The Parent Plan also provides several open-ended "Questions to Discuss" that prompt students to give reasons and discuss community roles and values.

Students are asked to read Chapters 7 and 8 and answer specific questions in complete sentences, which requires them to respond to prompts with organized answers. The Introducing the Lesson section directs an adult to ask the child to predict Jonas's job and to discuss positive and negative effects of Elders selecting jobs, prompting oral discussion and elaborated responses. The Parent Plan includes several open-ended "Questions to Discuss" (e.g., precision of language; how Jonas exhibits qualities of a Receiver) and asks the child to explain a euphemism and provide examples, which require students to respond with detail and contribute to a topic.

Students are asked to "Read Chapters 9 and 10. Then answer the questions below in complete sentences," which requires them to respond to text-based questions (Question #1–#3). Activity 2 instructs students to "Think of three events from history... In three or four sentences, describe each event. Then explain how the memory could help the community," which requires elaborated responses that contribute to the issue under discussion. The Parent Plan and "Questions to Discuss" prompt students to explain Jonas's selection and feelings and to discuss implications, encouraging verbal responses about the topic.

Students are asked to answer specific comprehension questions (QUESTION #1-#4) in complete sentences, which requires them to respond to prompts about the text. The Introduce the Lesson prompt asks a child to explain which joyful and painful memories they would share with Jonas and why, prompting elaborated responses. The Parent Plan's "Questions to Discuss" (e.g., advantages/disadvantages of Climate Control; why colors disappeared) invites students to discuss and explain their reasoning aloud.

Students are asked to answer questions in complete sentences for Chapters 13 and 14 and to discuss their answers to Questions 2-4 with a parent. Several prompts require explanation and detail (e.g., "Do you agree with him? Why or why not?" and "Why do you think this is?"), asking students to justify opinions about Jonas and the community. The Parent Plan also directs students to share thoughts about the novel and to explain whether they would recommend it and why, which requires elaboration.

Students answer directed discussion questions in complete sentences that require reasons and explanation (e.g., "Would you feel the same way... Why or why not?" and "Which memory would be most enjoyable? Why?"). Students are prompted to discuss comparisons with a parent or family member (e.g., comparing Jonas' community to U.S. communities and answering Parent Plan discussion questions) and to share their letters or poems with family, which asks for oral or written contributions to the topic.

Students are asked to answer specific reading questions in complete sentences after reading Chapters 17 and 18 (e.g., How has Jonas' vision changed? What happened to Rosemary?). Students are prompted to 'Discuss' and respond to open-ended prompts with reasons (e.g., Ask your child to think about... Discuss why it would be hard to fit in; Questions to Discuss ask for explanations such as whether family feelings are real and why Rosemary requested release). Students complete activities that require describing feelings and explaining color choices, which asks them to give elaborated responses linking evidence (paintings) to emotions.

Students are asked to provide a verbal summary of prior chapters and to answer specific comprehension questions in complete sentences (e.g., What does Jonas discover happens when someone is released?). Students must select five pieces of music or create a collage and explain why each selection or image represents music to someone who has never heard it, with parent prompts to "share and explain" these choices aloud. The parent plan includes open-ended discussion prompts (e.g., Do you think Jonas and The Giver can change the life the people live?) that require students to respond with reasons and elaboration.

Students are asked to finish reading and "answer the questions below in complete sentences," including analysis of how Jonas changed and adding final thoughts to a Character Timeline. The lesson includes discussion prompts (predicting Jonas and Gabriel's fate; wrapping-up questions asking "Why?"), and parents are instructed to stop and discuss memories from Lowry's speech and to have the student describe a plot flowchart and read the final chapter aloud to the family. The final project and rubrics require students to use descriptive language and imagery and to discuss/revise drafts with a parent, which elicits elaborated responses contributing to the topic.

Students are given specific comprehension and short-answer questions (QUESTION #1–#5) that ask for explanation and comparison, including Q5 which asks them to explain the author's purpose and contrast it with a novel. On Day 2 students take the role of Cultural Commentator and record cultural details from chapters and are asked (by the parent prompts) to share that information aloud. The "Questions to Discuss" and parent directions prompt students to respond to discussion questions about photos, primary/secondary sources, culture, and character differences.

Students are prompted to summarize main events, describe social problems in Mexico, and predict how life in America will differ, which requires responding to specific prompts. As Wordsmith, students choose passages to read aloud to a parent, record page numbers, and discuss why they selected those passages, explaining their choices. The Parent Plan includes a set of specific 'Questions to Discuss' (e.g., "What do you think really happened to Papa?", "Why did Esperanza and her mother have to escape?"), which students are expected to answer and explain.

Students are assigned the role of Discussion Director and must write four discussion questions (including at least one open-ended question) that could be used to discuss the chapters. The materials ask students to read their four discussion questions aloud and give options to either write answers to comprehension/analysis questions or discuss the answers as a group. Other activities (Venn diagrams comparing social and political systems, and short-answer questions about dialogue usage) require students to explain reasons and provide comparison details.

Students are instructed to describe where characters moved to and from in detail, give page locations, and share those descriptions with a parent. Parent-plan prompts and the "Questions to Discuss" section require students to answer specific questions (for example, why some immigrants were rejected, how Marta treats Esperanza, and why workers might strike) and to describe the Dust Bowl and its effects. Activity 2 asks students to watch videos, record interesting quotes in a journal, make a poster titled "The Dust Bowl," and then share the poster with a parent, which requires them to explain and elaborate on information they collected.

Students are instructed to choose two or three passages, read them aloud to a parent, and explain their reasons for selecting them, which requires responding with elaboration. The lesson includes specific discussion prompts (e.g., "Do you think happiness is a choice? Why or why not?" and "Is she good at her jobs? Why or why not?") that require students to answer with detail and contribute to the topic. Students are asked to share their comparison chart and explain similarities and differences, providing opportunities to make detailed comments about the text and issues under discussion.

The lesson includes multiple discussion prompts and parent-guided questions (e.g., "Encourage your child to describe what Esperanza encountered," "Ask your child to predict," and the "Questions to Discuss" such as "What had Miguel and Alfonso brought...?" and "Do you think this would work? Why or why not?"). Students are asked to share and explain their Illustrator drawing and to share their shrine and "describe each element and its importance," which require detailed responses that contribute to the topic and text. The "Ideas to Think About" questions (e.g., "How does assimilation occur without losing one's cultural identity?") prompt students to comment on broader issues related to the text.

The Parent Plan asks the child to explain whether caring for Esperanza might be good and to justify the answer, prompting oral elaboration. The "Questions to Discuss" section lists specific comprehension and opinion questions (e.g., how did Esperanza's first day go? why is the new system hard?), and provides answers that model detailed responses. The plan also directs the child to share connections made between the book and personal or historical events and to read the "I Am" poem aloud, encouraging students to make comments related to the text.

Students are asked to be a "Line Locator," copying lines and recording at least one "thinking question" that prompts readers to think beyond facts, which requires them to pose specific questions. In the Cesar Chavez activity, students choose a quote, write it down, explain its meaning in their own words, and relate it to Esperanza's story, which asks for elaborated responses that connect ideas to the text. Parent-plan prompts ask the child to read selected lines or the Chavez quote aloud and to explain why they selected it and its significance, eliciting spoken elaboration and contribution to discussion.

Students are asked to write a four- or five-sentence summary of two chapters, which requires them to respond to text-based prompts in writing. Students examine listed reasons for strikes, record examples from the book that support each reason, and summarize those examples with page numbers, showing detailed text-based responses. A set of discussion prompts (e.g., "Do you think Esperanza and her family should strike also? Why or why not?") and parent instructions to "ask your child to explain examples from the text" require students to give oral explanations that contribute to the topic.

Students are prompted to discuss what a reader can learn about character through dialogue and to share the conversations they recorded with a parent or partner. The lesson includes a set of explicit "Questions to Discuss" (e.g., how Isabel is discriminated against; significance of Esperanza's name) that require students to answer text-based questions. Activities ask students to read their written dialogue aloud, using tone and voice, which creates opportunities for responding to prompts and demonstrating understanding.

The lesson asks students to explain the difference between a novel and a play and to share their movie poster and the ideas behind its design, which requires students to respond to specific prompts. Readers' theatre and the performance/critique activities require students to speak with family members or friends, discuss how their script is similar to or different from the book, and receive suggestions for improving presentation. Parent prompts and the final 'Questions to Discuss' ask students to answer questions about what they enjoyed and whether they'd recommend the book, providing opportunities to contribute comments to a discussion.

Students are asked to generate and record specific questions for Charles Darwin (three questions) and to write two things they would show or tell him, which requires posing questions and composing responses. The reading questions (e.g., which poem you enjoyed most and why; comparing versions of a poem and explaining preference) prompt students to answer open-ended 'why' and comparison questions. The Parent Plan and 'Questions to Discuss' invite students to share their answers aloud and discuss poems with an adult, encouraging verbal explanation.

Students are prompted to answer specific, open-ended questions such as "Which poem did you enjoy most…? Why?" and "Why do you think the poets focus on more obscure animals…?" which require explanation and reasons. Parent-guided discussion prompts ask students to explain personification and metaphor and to read and discuss their brainstormed list of ways living things depend on the sea. The poem-writing activity asks students to produce original work that includes figurative language and then discuss or keep it for a final project, implying they must explain choices when sharing with a parent.

Students are asked to answer specific comprehension and analysis questions that require explanation (e.g., naming a favorite poem and explaining why; explaining personification in "Dinosaur Bone"; explaining the irony in "206"). The parent plan includes explicit discussion prompts (e.g., "Do you think prehistoric animals make good subjects for poetry?" and "After reading these poems, how has your perspective on prehistoric life changed?") and encourages students to read their obituary aloud, which provides opportunities for verbal responses.

Students answer guided comprehension questions that require explanation (e.g., Question #1: "Which poem did you most enjoy in today's reading? Why?"), prompting them to respond with reasons. Students brainstorm and write in a journal about ways humans and animals depend on plants and vice versa, which asks for elaboration and contribution to the topic. Students discuss prompts with a parent (e.g., "Why do you think plants are popular subjects for poems?" and "After today's lesson, has your perspective on plants been influenced?") and read poems aloud with attention to tone and mood, creating opportunities to make related comments.

Students are asked specific questions that require explanation, for example Q1 asks which poem they enjoyed and why and Q2–Q4 require identifying similes, metaphors, and rhyme scheme. Multiple parent/teacher prompts ask students to explain how dashes are used in poems, to explain choices made when creating a found poem, and to state a conclusion from the camouflage experiment. Several activities require students to share or read their work aloud (e.g., share a found poem, explain dash usage, present a picture and couplet, or report experiment results).

Students are asked to answer specific questions such as naming their favorite poem and explaining why, and to record a line that creates a vivid image and describe the words the author uses, which requires elaboration and detail. The lesson also includes parent/partner prompts (e.g., "Ask your child to describe her feelings toward insects" and "Questions to Discuss") that ask students to respond to discussion prompts and give reasons. Activities ask students to explain punctuation choices and to justify where parentheses belong, prompting detailed responses that contribute to the topic of the poems.

Students are asked to answer specific, text-based questions (e.g., explain which poem is their favorite and why; interpret D.H. Lawrence's line) and to complete an 'Analyzing a Poem' page that asks for tone, theme, poetic devices, and explanations. Students are asked to memorize and recite a poem for family, which requires they articulate meaning and convey tone aloud. Parent-plan prompts and 'Questions to Discuss' encourage students to discuss adaptations and human–bird interactions with a family member.

Students answer open-response questions that require explanation and interpretation (e.g., explain the irony in "In Praise of Self-Deprecation," describe emotional responses and record phrases from "The Panther" and "The Bear"). Students complete an activity that asks them to explain why poets used ellipses in three poems, requiring reasoned justification. Students create and share a lyric poem (read or sing it for family) and are prompted to explain which words and phrases influenced their illustration or poem revision.

Students are asked to read poems and "answer the questions below" and "discuss your answer with a parent," including specific prompts such as which poem they enjoyed, what emotions they felt, and the poet's message. In Activity 1 students must "list some words or phrases from the poem and describe how they convey tone and meaning," requiring detailed responses. Activity 4 asks students to compare and contrast two poems using a Venn diagram, and Activities 5–6 require researching a poet, writing an acrostic, selecting favorite poems, and reading them aloud to family, all of which involve explaining and contributing comments about texts.

The lesson includes explicit discussion prompts under 'Questions to Discuss' (e.g., "How do the poems in your lapbook reflect systems, cycles, and patterns in nature?" and "Which poem is your favorite? Why?") and directs students to "share your lapbook with your family and friends" and to "read the poems she included in her lapbook," which require verbal responses. Several parent prompts ask parents to "ask your child to share her pop-up book" and to review the rubric with the child, prompting spoken explanation and commentary about the work.

Students are instructed to write three subject-verb quiz questions and then give the quiz to a friend or sibling to take, which requires them to pose specific questions. The parent-plan and discussion prompts ask students to respond to questions such as "Do you think you would enjoy living in the Andes Mountains? Why or why not?" and "What do you predict Secret of the Andes will be about?", inviting student answers about the topic and text. The web link and Life Application prompt ask students to "think about how the environment…shapes the culture," which can guide comments related to the issue under discussion.

Students are prompted to discuss cultural questions in the Parent Plan (e.g., "Ask your child what she knows about the ancient culture of the Incas" and the ‘Questions to Discuss' such as "What do you think it would be like to be Cusi?"). Students are also given reflective prompts under "Ideas to Think About" that invite discussion about belief systems, cultural identity, and change. The chart activity asks students to gather and record information and the parent directions explicitly recommend discussing the chart and whether the child focused on the big picture.

Students are asked to read Chapters 3 and 4 and answer open-ended questions in complete sentences (e.g., where Chuto might go on his second trip), which requires them to respond to specific prompts. The Parent Plan includes multiple open discussion prompts (e.g., asking how entertainment in the past differed, why we no longer have minstrels, and whether students feel sorry for Cusi) that ask students to explain reasoning and interpret text details. The activities also ask students to share and discuss their lyric poems with family, prompting verbal responses about their choices.

Students are prompted to answer specific comprehension questions in complete sentences (e.g., QUESTION #1 asks why Cusi says Chuto is troubled and how Cusi feels). The Getting Started and Parent Plan sections ask students to respond to open-ended prompts aloud (e.g., "What do you think will be in store for Cusi?" and "Ask your child if she thinks Cusi will enjoy his journey and why or why not"). The Parent Plan includes "Questions to Discuss" that require students to explain meanings and describe cultural details, and the wrap-up asks students to orally produce sentences using different verb forms.

Students are asked to read Chapters 7 and 8 and answer explicit questions in complete sentences (e.g., "Why do you think Cusi was so fascinated...?", "What do you think the author means?"). Multiple prompts ("Ask your child how he would characterize Cusi," "Do you think Cusi will go home to stay? Why or why not?") require students to explain reasoning and justify opinions. Discussion prompts and the "Questions to Discuss" section ask students to respond with explanation about cultural identity, character motivation, and interpretation of text details.

Students are prompted to "Answer the questions below in complete sentences" after reading Chapters 9 and 10, including specific items that ask for explanations (e.g., how the Indians depend on llamas and what Cusi learns from Amautu). Students are given oral discussion prompts under "Questions to Discuss" and "Wrapping Up" that ask them to explain differences between past and present and reflect on cultural memory. The skills list also asks students to "synthesize research into a written or an oral presentation," which requires students to produce extended comments about Incan landmarks.

Students are prompted to answer open-ended comprehension questions in complete sentences (e.g., "Do you think Cusi should have followed Misti? Why or why not?" and "Do you think he should have taken what he found? Why or why not?"), which requires them to respond with reasons. The parent/teacher prompts ask students to explain advantages and disadvantages of mountain living and to discuss what the golden slippers might mean, prompting elaborated responses. After watching the Inca Creation Myth video, students must retell the myth to their family using engaging delivery and visual aids, which asks them to elaborate and contribute to a family discussion.

Students are asked orally to predict what Cusi will discover when prompted with "Ask your child what she thinks Cusi will discover on his journey," which requires a direct response to a specific question. The lesson includes a "Questions to Discuss" section with two explicit discussion prompts about priests and the old Indian's meaning, prompting students to respond about the text. The parent notes repeatedly encourage students to "discuss" their brainstormed lists and poem content, indicating opportunities for spoken responses that contribute to the topic.

Students are prompted to answer four specific comprehension questions in complete sentences after finishing the book, and parents are instructed to ask the child what he thinks will happen to Cusi and whether he would recommend the book and why. The lesson includes open-ended discussion prompts under "Ideas to Think About" and "Questions to Discuss" that ask students to consider cultural identity, choices, and family, encouraging verbal responses. The slideshow activity asks students to create a presentation to share with young children, which could require them to make comments that contribute to a topic when presenting.

Students answer explicit prompts such as "How?", "When?", and "Where?" on each Student Activity Page and expand basic sentences into detailed painted predicates and subjects. The Parent Plan instructs an adult to ask the child how she writes interesting sentences and to have the child give examples of adjectives and adverbs, and the Wrapping Up section lists discussion questions (e.g., "What part of the painting sentences process did you find most challenging?"). Students are also asked to check and discuss each step with a parent, which elicits spoken or written elaboration about their sentence choices.

Students are asked to share their organizing pages and drafts with a parent and to conference with a parent to show edits and ask for feedback. The Parent Plan sections include explicit discussion prompts (e.g., "What did you find most challenging about writing the essay? Which part of the essay are you most proud of?") that require students to respond about their work. The rubric review and parent conferences require students to explain their hook, thesis, and choice of events, which prompts comments related to the topic and text.