Students are asked to read specific poems and stanzas aloud (e.g., "Read 2-3 stanzas of 'Two Chains' aloud," "Read the poem over and over aloud until you have it memorized," and to "recite the poem for your family"). The lesson directs students to consider tone and speed when reading ("Think about the tone of your voice and the speed at which the poem should be read") and gives explicit guidance on phrasing and pausing using punctuation rather than line breaks. Several activities require repeated oral reading (rereading for meter, memorization practice) and parents are instructed to listen and provide feedback on tone and speed.

Students are directed to read the section of poems about the Southeast U.S. from My America: A Poetry Atlas of the United States. Students are asked to reread the poem "Knoxville, Tennessee," and to read the poems they wrote aloud, with parent prompts to have the child read his poem aloud and discuss word choices. The activities require oral reading and at least one explicit rereading of a poem.

Students are instructed to read the poems in the sections "The Great Lakes States" and "The Plains States" and to reread specific explanatory pieces (e.g., "H is for Haiku," "O is for Onomatopoeia," "Q is for Quatrain"). Activity directions ask students to find poems, identify poetic features (onomatopoetic words, metaphors, rhyming patterns), and complete related worksheets, which requires multiple encounters with the texts. The Student Activity Pages include prompts and examples that guide students to follow syllable patterns and stanza structure, supporting repeated reading of short poetic texts.

Students are directed to read the poems in the sections "The Mountain States" and "The Pacific Coast States." The activities ask students to "reread 'Boulder, Colorado' and 'Skier,'" and to practice singing "America the Beautiful," with prompts to listen to or have a parent sing the song. Students are also asked to decide where lines should begin and end if a song were read as poetry and to consider whether it "sounds like a poem when it is read aloud."

Students are asked to read pages 22–45 of Love That Dog and to reread specific poems such as "The Red Wheelbarrow" and Jack's shape poem, indicating repeated readings of poetry. Parents are instructed to encourage the child to read her poems aloud and to listen and describe what they hear, and the lesson lists "Listen to, enjoy, and appreciate written language" as a skill. Activities prompt students to read and reread poems and to read pieces aloud to a listener (parent).

Students are instructed to read pages 46–60 in Love That Dog and to read poetry books during the Book of Poetry activity, providing opportunities for oral reading of on-level prose and poetry. Parents are directed to have the child read his free-verse poem aloud and to listen, enjoy, and appreciate written language, which creates an occasion for oral performance. The parent note asks the child to read over his poem a few times to consider improvements, implying multiple readings of the same text.

Students are asked to select and memorize a poem and to practice saying it aloud, with explicit directions to pay attention to tone, volume, enunciation, and speed. Students are encouraged to read the inspiration poem aloud and then read their own poem, and they will be asked to recite the memorized poem for a final project. The activities instruct students to spend time practicing the poem aloud, which implies repeated oral readings to build fluency and expression.

The rubric includes criteria such as "Words were easy to understand," "Tone and volume were appropriate for each poem," and "Poems were read with feeling," which target accuracy, rate, and expression. Part 3, "Practice, Practice, Practice!", instructs students to decide the "feel" of each poem and to practice reading aloud, addressing pacing and expression. The Parent Plan explicitly lists skills for students to "recite brief poems... using clear diction, tempo, volume, and phrasing" and to "speak clearly and appropriately to audiences."

Students are directed to read Chapter 2 and "Nadia Tells of Turtle Love" and to answer comprehension questions, which requires reading on-level prose. The vocabulary activity asks students to "read through the sentences in the book where the words are used" and to use vocabulary words orally in sentences during the cube game. A Parent Plan item explicitly asks parents to encourage the child to read the zoo plaque aloud, providing an opportunity for oral reading.

Students are directed to read Chapter 4 and the section "Julian Narrates When Ginger Played Annie's Sandy," which requires oral reading of on-topic prose. Students are asked to write a script for a scene and then "gather family members to act it out," which has students speak dialogue aloud and use stage directions. The example script and the activity directions provide opportunities for students to perform lines with expression.

Students are instructed to read the stories under "Women of the Northeast" (for example, "Star Maiden," "Bess Call," and "Drop Star") and answer comprehension questions after reading. Students are asked to read their John Chapman bio-poem aloud to a parent. Students are prompted to retell the Johnny Appleseed tall tale when serving the pie or dedicating a planted tree and to share favorite hyperboles aloud with a parent.

Students are explicitly asked to read the story "Molly Cottontail" aloud to a parent (Day 2), which requires oral reading. Students are also asked to read multiple on-level prose selections ("Annie Christmas," "Susanna and Simon," and two Brer Rabbit stories) and answer comprehension questions, indicating practice with grade-level texts.

Students are instructed to read three folktales (Sal Fink, Sweet Betsey from Pike, Old Sally Cato) and the tale of John Henry, indicating opportunities for oral reading of on-level prose. The Parent Plan for Activity 4 explicitly asks the child to read aloud sentences that best characterized John Henry, which directs students to perform oral reading with attention to language that brings a character to life. Several Parent Plan prompts ask parents to have the child read aloud or discuss reading, providing additional occasions for oral performance.

Students are asked to read the prose selections "Hekeke," "Hiiaka," and "Paul Bunyan" and answer comprehension questions, showing engagement with on-level texts. Students are instructed in Activity 5 to select a legend to retell aloud, practice using inflections and tone, use transition words, and to record and play back their retelling for self-evaluation. Parent notes and directions ask students to practice and present their oral retelling to family, reinforcing repeated practice of oral presentation skills.

Students are asked to practice translating Timothy's dialect on the "Timothy's Voice" page, which requires them to read and interpret his spoken lines. The Parent Plan suggests reading some of Timothy's dialogue aloud so the child can hear enunciation. The lesson notes that as students get a feel for the dialect it will become easier to read, linking dialect practice to oral reading.

Students are instructed to read Chapters 9 and 10 in The Cay and answer comprehension questions, and they are prompted to write sentences from the chapters that demonstrate comma rules. The Parent Plan lists a skill to "Use oral and written language to solve problems and make decisions," and the Introducing the Lesson asks the parent to explain the situation to the child and ask the child to think about the island scenario. Activities require students to respond to scenarios and to write/descriptively record character attitudes and actions from the chapters.

Students are instructed to read Chapters 13 and 14 of The Cay, which requires them to engage with on-level prose. The materials also prompt students to read Phillip's journal entries aloud as part of the review and Activity 2, encouraging oral reading practice. Students write responses and discuss the text, which can involve speaking the text aloud during discussion.

Students are instructed to read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and to "read part of it aloud" or have a parent read it so they can hear how it sounds. Students are asked to practice and read their eulogy aloud, share it with family, and are prompted to rehearse reading it aloud. The Skills list and eulogy rubric explicitly focus on oral presentation features: "Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning" and rubric criteria include "rehearsal sound," "emphasis on important words and phrases," "clarity," and "speaker engagement."

Students are asked to read Chapters 7-9 in A House of Tailors and answer comprehension questions, showing engagement with on-level prose. A parent prompt directs the child to read her paragraph about a street in the town aloud and to point out sensory words she used. The wrap-up asks students to reread their paragraph and the parent plan suggests saying a variety of sentences aloud and asking the child to decide comma placement, which requires oral performance of sentences.

Students are instructed to "Select a chapter to read aloud to your parent, and then answer the questions," which requires them to read prose orally. The reading is paired with comprehension questions that ask students to produce answers after the oral reading.

Students write poems and are instructed to practice reading them aloud and to schedule a poetry reading for family or friends. Parents are asked to help record the poetry reading so students can watch and evaluate their performance. The provided rubric evaluates presentation criteria including appropriate tone and voice, clarity, and audience engagement.

Students are instructed to read Chapters 5 and 6 and to read Kit's personal narrative, providing opportunities for oral reading of prose. Students are asked to read their own personal narratives aloud and to focus on the words they chose to draw the reader in, which targets expressive reading. The parent guidance explicitly tells the child to read aloud and to concentrate on how word choices make the experience exciting for the reader.

Students are asked to read Chapter 9 and answer comprehension questions, providing an opportunity to engage with on-level prose. In Option 1 students are instructed to find a story, read the story to their family, assign parts, discuss how the story should be acted out, and practice the performance, which requires oral reading with dialogue, expression, and multiple rehearsals. Option 2 has students write short rhymes for names, a task that could lead to oral recitation or teaching of those rhymes.

The lesson directs students to "Read Chapters 14 and 15 and answer the questions below," and parent prompts instruct to "encourage your child to read her sentences that describe her painting of New England in the fall" and to "ask your child to read her paragraph aloud." The parent prompts also direct adults to "discuss the descriptive language she used" after oral reading.

The plan asks students to "Read Kit's essay aloud and discuss the organization of the piece" and later tells students to "Read your essay aloud to your family." The Parent Plan reiterates that adults should "listen as your child reads her essay aloud to the family," and a conference step has students meet with a parent to discuss their writing, which would likely involve oral presentation.

The Parent Plan skills explicitly state students should "Read aloud in ways that reflect understanding of the text and engage the listener" and "Use effective rate, volume, pitch, and tone for the audience and setting." Activity 2 instructs students to write and then read aloud three first-person statements from Hugo's perspective. Activity 3 requires students to write text to substitute for an illustration and then read that text aloud for discussion, and Activity 1 asks students to speak clearly and engage an audience when performing magic tricks.

Students are asked to read Chapters 7–9 and work with multiple Student Activity Pages that contain on-level prose excerpts (Hans Christian Andersen passages) which students will read for comprehension. A parent is instructed to read the original Andersen fairy tale to the child, and parents are encouraged to have the child read a personal memory description aloud if the child chooses. The lesson also asks students to compare two versions of a story, which requires engagement with the text they have read or heard.

Students are directed to "stand up and practice telling your story aloud using the appropriate voice and tone to follow the mood of the story" and to "use body language to communicate excitement and other emotions." The Skills section explicitly lists "Recite brief poems... using clear diction, tempo, volume, and phrasing" and includes "Make oral and written presentations." The "Things to Know" notes that good storytellers "adjust the pitch and tone of their voice."

Students are told to "Reread the 'Ballad of Rattlesnake Jake'" and to "write a ballad," which requires them to engage with poetry. The Parent Plan specifically instructs to "Encourage your child to read her ballad aloud or to sing it," prompting oral performance. Students are also asked to "Read Chapters 7 and 8 and answer the following questions," which requires reading on-level prose.

Students are instructed to "read your essay aloud to your family" and are encouraged to "read his essay aloud to the family," which requires oral performance of prose. Students are asked to read example paragraphs from the "Recycling" essay (introductory and body paragraphs) before writing, which involves reading on-level prose. The Parent Plan includes a skill to "Present effective introductions and conclusions" that implies oral presentation practice.

Students are instructed to "Read Chapter 5 of the novel today and then answer the following questions," which requires reading on-level prose. The lesson also tells students to "Reread the section in Chapter 5 where Mrs. Whatsit describes the five dimensions," indicating successive readings of the same text. In Activity 1 students orally tell and revise a story with a parent, giving practice in spoken expression and changing delivery based on new information.

The Parent Plan instructs a caregiver to "ask your child to read aloud the initial sentence followed by the elaborated sentence" and to discuss what makes the second sentence more effective, which requires oral reading and comparison. The lesson directs students to "Read Chapter 6 of the book and then answer the following questions," providing a prose text for reading. The Wrap-Up asks the child to use each vocabulary word in a sentence verbally, prompting spoken production of learned words.

Students are directed to "Read Chapters 10 and 11 in the book and then answer the following questions," which requires reading on-level prose. A Parent Plan instruction asks a child to "read his descriptions and see if you can guess what he is describing," prompting the student to read aloud their journal descriptions to a listener. The activities require students to produce and read text (answers, descriptions, and explanations of theme) that could be read orally.

Students are asked to "Read Chapter 4, 'Half Slave and Half Free,' and then answer the questions," and they are instructed to "Practice reading your speech aloud" and to "make changes to improve its delivery." The speech rubric and Parent Plan list delivery features (volume, pitch, phrasing, pace, modulation, gestures) and ask students to deliver with enthusiasm, avoid filler words, and engage the audience. Activity 3 directs students to practice delivery and get feedback before presenting to a group.

Students are asked to read Chapter 5, the Emancipation Proclamation excerpt, and A Picture Book of Frederick Douglass, which provides multiple opportunities to read on-level prose. The parent plan asks the child to read his biopoem aloud and to share and explain the stovepipe hat flaps, indicating at least one explicit oral reading and spoken presentation opportunity. The activity page also directs students to read the Emancipation Proclamation carefully (though the parent plan specifies the parent read it to the child).

Students are instructed to read the Gettysburg Address and to circle powerful words and phrases, then memorize and recite the first sentence aloud to a parent, practicing until they can recite it. Students are asked to read their interview questions and answers aloud to a parent after conducting and summarizing an interview. Parent prompts ask students to quote, from memory, the first sentence of the Gettysburg Address, which requires oral recitation.

Students are asked to "read each quote" from the "A Lincoln Sampler" section, indicating they will read on-level prose. The Student Activity Page directs students to copy a quote and the Parent Plan instructs: "Ask your child to read aloud the Lincoln quote he recorded." Students are prompted to discuss the meaning of the quote after reading aloud.

Activity 5 (Product Presentation) instructs students to "read the product to your audience" and to "practice presenting your product until it feels comfortable and well rehearsed." The Skills list includes "Make oral ... presentations" and "Adjust pitch, tone, and body language when making oral presentations," which directs students to focus on expressive delivery. Parent guidance tells students to practice delivery and rehearse and to read even brochures or story books aloud to an audience.