Students are asked to discuss pictures from Hungry Planet and to name and describe holidays, which creates opportunities for conversational exchange about texts and topics. Students are directed to research a country and record information on a graphic organizer, and the Life Application asks students to write five questions they would like to ask someone from the researched country. Activities such as the Venn diagram and 'Similarities and Differences' require students to compare, contrast, and explain observations to others.

Students are asked to read about a country and then think of five questions to ask in an interview, including practicing writing question marks and using question words (who, what, when, where, why, how). The lesson explicitly tells students to "think of questions that will get more information than a 'yes' or 'no' answer" and has students conduct an interview with a community member and record or take notes. Parents are prompted to review the interview responses with students and have students write short answers based on what was said, reinforcing follow-up questioning and clarification.

The lesson explicitly lists the skill "Ask and answer questions about organisms," and multiple activities prompt students to describe and discuss animals (e.g., asking the child to describe interesting animals, to think of animals for each covering, and to discuss unfamiliar animals' coverings). Activities require students to respond to guided questions about graphs (Which body covering had the highest number?) and to explain how body parts help animals. The wrapping-up prompt asks the child to describe how animals' bodies help them and to imagine differences if parts were missing, which elicits student questioning and explanation.

The skills list explicitly includes "Ask and answer questions about organisms," which indicates students will practice questioning. Activity 10 instructs students to ask identifying questions (e.g., "Are you warm or cold-blooded?"), and it suggests switching roles so the child is the questioner. Activity 3 and Activity 4 ask students to look up information and "help him to find information for animals he is unsure about," which requires students to seek clarification through research.

The lesson's Skills list explicitly includes "Ask and answer questions about organisms (S)," indicating students are expected to formulate questions. The wrapping up directs students to "share her project with friends and family," which implies opportunities for oral exchange about their topic. The student activity pages provide structured prompts and spaces for students to record information, which can serve as material for discussing and asking about content.

Students participate in read-aloud discussions where the adult stops and discusses ideas and asks questions such as "What is the world made of?" and "What is the difference between a solid and a liquid?" Students are asked to explain how they came to conclusions (Activity 3) and to think about problems and possible solutions during the scavenger hunt (Activity 4), which requires them to discuss and justify their thinking.

The lesson repeatedly prompts the child to answer and elaborate on questions (e.g., "Ask your child to describe the differences between solids and liquids," and Activity 1 question prompts such as "What was something new that you learned about states of matter?"). Activity 7 asks the child "what 'dissolve' means" and instructs that if the child is not familiar the adult should explain, which invites the child to indicate lack of understanding. Several activities ask the child to make hypotheses, record results, and explain observations (e.g., Dancing Raisins, Baking a Cake), giving chances for follow-up discussion.

In Activity 3 (Making Paper) students are asked to read the materials list and directions aloud and are explicitly prompted: "Ask her if she has any questions," which invites students to request clarification before starting the task. The Wrapping Up and several activities (e.g., Activity 6 oil/water predictions, Introduction prompts) ask students to give examples, make predictions, and discuss results aloud, creating opportunities for students to speak up and request further explanation.

The Life Application "I Spy a Symmetrical Figure" asks the child to ask yes/no questions about a pictured symmetrical figure until she can guess it, so students practice posing questions about a topic. The Wrapping Up section asks the child to explain what symmetry means and to name lines of symmetry, prompting students to produce and clarify explanations. Several activities ask students to draw and then describe symmetrical pictures (Activity 3 requires writing three sentences about the picture), encouraging verbal or written discussion of their thinking.

Students listen responsively to texts and are prompted to "discuss unfamiliar vocabulary after listening to text," which requires them to seek explanations for unknown words. Students are asked to read the title, read or be read to, decide true/false on statements, and answer teacher prompts such as "why the object is not falling" and "what happened and why," providing opportunities to request or receive explanations. The center-of-gravity activities require students to test, adjust, and explain how they made the mobile balance, creating moments for clarification about observations and procedures.

The lesson tells the adult to "encourage him to stop if he finds a word he does not understand" and to reread and explain the word, prompting the child to request clarification during read-alouds. The lesson includes post-reading comprehension questions (e.g., "Where was Armadillo...?") and prompts to discuss uses of maps, which give students chances to ask about meanings or details. Activities ask the child to fill in geographic prompts and to explain parts of maps, providing situations where students could seek further explanation about topics and texts.

Students are asked to describe directions and explain why directional words work on a map (Introduction and Wrapping Up), and they answer specific map questions on the Treasure Map activity (e.g., "What is north of Death Valley?"). Activities require students to follow and respond to spoken directions (Directions in the Room; Finding Buried Treasure), and the skills list includes "Develop new vocabulary by listening to and discussing new words," which implies speaking and discussion practice.

Students are asked to interview a person from a different cultural background and can make up their own questions, record the interview, and fill in answers on the Interview page. Students respond to text-based questions after reading about culture (e.g., "What are some things that people do in different cultures?"), demonstrating practice in asking and answering questions about a text. Students engage in guided compare-and-contrast discussions with prompts (e.g., similarities and differences between cultures), requiring them to speak and listen in a group exchange.

Students are asked in the Life Application to write questions they would like to ask a friend of a different religion so they can learn more about that religion. Students are directed in Activity 4 to discuss their family's beliefs and to write about and illustrate those beliefs, which requires generating explanations and discussion. The activities prompt students to discuss religious holidays and to answer questions about a bar graph, providing opportunities to produce questions and explanations about the topics.

Students are prompted to discuss Explore Asia with specific follow-up questions (e.g., What types of habitats? Which habitat is most interesting? Why?), which requires them to respond and elaborate orally. Students are asked to read Chinese Zodiac descriptions, identify family members' years, and read aloud the characteristics, creating opportunities for back-and-forth talk with peers or adults. Students are asked to share information orally (for example, presenting facts about the giant panda while wearing a mask) and to talk with people from the continents, which can involve asking questions in conversation.

The lesson's Skills list explicitly includes "Self-monitor comprehension by using questioning," and multiple activities prompt the child to look at illustrations, make guesses (e.g., identify the continent), and answer fixed comprehension questions about characters, setting, and plot. Activities ask the child to discuss and explain responses to how/why/what-if questions (Activities 1, 2, 4, and 5) and encourage rereading and arranging events to check understanding. The introduction invites the child to take turns telling parts of Cinderella, which gives opportunities for back-and-forth talk.

The lesson's Skills list explicitly includes "Ask questions about organisms, objects, and events during observations and investigations," and multiple activities instruct students to "discuss the traits" of Generation 1, 2, and 3 creatures. Activities prompt students to explain their choices (e.g., picking which parent provides which trait, coloring and discussing results) and to respond when asked how their investigations explain what they learned about traits and heredity.

The lesson repeatedly prompts the child to ask or be asked questions (e.g., "Check to see if your child has any questions about the video," and teacher prompts like "Ask your child if he knows why certain parts of the Earth are cold and others are warm"). The Day 2 reading includes explicit teacher questions to the child (five Q&A prompts) and asks the child to explain observations (e.g., "Ask him to look at the first day of the month on the chart and to look at Day 30. What does he notice?"). The wrapping up section directs the child to explain why day and night occur and how the Moon appears to change, inviting follow-up questioning and explanation.

Students are encouraged to write down questions they have about what they are observing during the habitat exploration. Students explain their investigation ideas to a parent and select two investigations to carry out. Students share their finished project with family and explain their observations, investigations, and research findings aloud.

Students are asked to discuss Chapters 1 and 2 aloud with an adult and answer specific comprehension questions about feelings and events, providing opportunities to request or receive clarification during discussion. In the vocabulary activity, students choose definitions and, if they pick a wrong meaning, they reread the sentence with the definition substituted and are prompted to evaluate whether it makes sense, supporting clarification of word meaning. The wrap-up asks students to review definitions and use each word in their own sentence, which can prompt students to seek further explanation about word usage.

The lesson directs an adult to read Chapters 25-27 and the Coda aloud and then asks the child to answer specific comprehension questions, prompting spoken responses. It includes multiple discussion prompts (e.g., asking why the author placed the quote at the beginning, how the quote applies to Edward's journey, and asking the child to describe heartbreak Edward experienced) that require the student to explain ideas verbally. The wrapping-up step asks the child to share a personal experience and discuss strategies, creating opportunities for back-and-forth conversation with an adult.

Students are prompted to participate in oral exchanges: parents are asked to "discuss with your child" the era of Colonization and the Revolution and to "ask your child" comprehension questions after read-alouds (Question #1-#3). Students are asked to explain meanings (e.g., explain quotes from the Declaration of Independence), to identify and label timeline events, and to share what they learned at the end of the unit. Several activities ask students to respond, explain, or list ideas (e.g., list two things we enjoy today because of the Revolution), which creates opportunities for back-and-forth discussion.

Students read words aloud and answer teacher prompts about sounds and meanings (e.g., they read words from the video and are asked, "Where is the /j/ sound in the word 'stage'?" and to "read the words aloud. Discuss word meanings as needed."). Students are instructed to use the Sight Word Smash feature to hear unknown words again and to consider which word is most likely based on sounds. Students are asked to explain the rule about using dge and ge after writing words ("ask him to explain the rule about using dge and ge").

Students are prompted to read aloud and pose the Child riddle to the parent (Activity 1.1), which requires them to ask a question aloud and engage the adult in discussion. Multiple instructions tell the adult to "explain the answer... as needed," to "assist as needed," and to give clues when the child "isn't sure," indicating interactive exchange where students may seek or receive clarification. The reading-and-questions section directs adults to ask the child comprehension questions after reading, creating occasions for students to request further explanation.