In Activity 1 students are asked to "read each word in context where it occurs" and to "guess what the word means," with an explicit explanation that "the sentence in which a word appears can offer clues as to what the word means." The Word Match activity directs students to locate the vocabulary words in the book (page numbers provided) so they must use sentence-level contexts from the chapters. The activity then has students confirm meanings by finding and matching dictionary definitions, reinforcing the practice of using context first and then verifying.

The lesson asks students to interpret the phrase "I smell a storm" (Question #1), which requires using sentence-level context to infer meaning. Activity 2 asks students to compare an "Author's Description" with a "Simple Description" and to underline words that make the writing exciting, prompting attention to words in their sentence and phrase contexts. The assessment asks teachers to look for words and phrases that engage the senses, which directs students to notice how meaning is conveyed within sentences.

Activity 2 asks students to read sentence strips with a blank and place the correct vocabulary card into each sentence (e.g., "I was in a bad _______"). Students also are instructed to look up and discuss the meaning of each vocabulary word and to order the cards alphabetically before using them in the sentences. The activity requires students to use the sentence-level context to decide which vocabulary word fits each blank.

Students are asked to read the book title and study the cover illustration, then identify the words plain and tall as adjectives based on title context, which has them use surrounding text/visual cues to classify word meaning. The Skills list includes having students "discuss the effect of an author's choices for... specific vocabulary to help the reader comprehend," which implies attention to word choice and meaning in context. Students also read short informational passages about Kansas and Maine and answer questions, giving opportunities to encounter vocabulary within sentences.

The Skills list explicitly tells students to "Use resources such as dictionaries and context clues to develop word meaning." Activity 3 gives students a cloze story, "The Cave," where students must fill blanks with vocabulary words using the sentence and story context. The activity also asks students to write a paragraph using all the vocabulary words and to discuss how those words describe an environment, which requires students to apply word meanings in sentence-level contexts.

Students are asked to locate target words in the text, read the sentence that contains each word aloud, and write that sentence on the vocabulary page. They record definitions, synonyms/antonyms, and syllable counts for each word and then play a clue game in which one clue option is ‘a sentence that uses the word' (the student must guess the word from that sentence). The activities require students to read sentence contexts and use those sentences as clues when identifying words in the game.

The Vocabulary activity directs students to "record the word in the sentence that it best fits," and the student activity page shows fill-in-the-blank sentences with vocabulary options (hammock, fortunate, mango, hollow, approach). Students are asked to match each target word to a sentence context and then use the words in their own short island story, reinforcing word meaning through sentence use and production. The instructions note that a student who is not familiar with a word may look it up, implying reliance primarily on sentence contexts to determine fit.

The pronouns activity asks the child to read sentences and "rewrite each sentence using pronouns where they make sense," and the teacher notes: "encourage her to identify pronouns the author uses in the text. Let her read the pronouns in context and decide which noun was taken out." The student activity page lists sentences to rewrite with pronouns, requiring students to use surrounding sentence information to choose appropriate pronouns and antecedents.

The vocabulary activity directs students to look up target words in a dictionary, write definitions on note cards, and use each vocabulary word in a sentence or in a short story. The activity tells students they may look at the book pages (with page numbers provided) if they or their child want to see the context in which the word is used. The teacher/parent is instructed to check that students use the words correctly in sentences and confirm that the vocabulary words "make sense in context."

Students are given a Vocabulary page listing words (peasants, lice, poacher, dungeon, chivalry) and are asked to write a sentence for each word about life in the Middle Ages, which requires placing the word in a sentence-level context. Page numbers are provided so students can read each word in the story context if they choose. Students are also directed to read thought and word bubbles and use characters' actions, thoughts, dialogue, and illustrations to generate adjectives, which requires using sentence- and phrase-level cues to draw meaning about characters.

The Adverbs activity instructs students to test whether a word is an adverb by making a question whose answer is the word (using how, where, when, or to what extent), which asks students to use sentence-level question context to classify words. The matching and sentence-writing tasks require students to place adverbs in sentences and use them in context, giving students practice seeing how adverbs function inside sentences.

Activity 3 asks students to say vocabulary words aloud, identify unknown words, write definitions on note cards, and then locate each word in the chapters and write the sentence that contains the word in context on the front of the card. The skills list explicitly states that students will "use resources, references, and context to build word meaning." Students are also asked to use the sentence containing the word as they encounter it in the text.

In the "Choose the Right Word" activity students underline the word they think best completes each sentence from multiple options, which requires using sentence-level context to select the most appropriate word. In the paired-sentence task students choose words that mean the same thing but fit different sentence contexts (e.g., selecting a word that conveys small vs. microscopic), which requires attending to sentence clues and nuance. Students are asked to explain why they picked specific words and may use a thesaurus, reinforcing analysis of meaning based on sentence context.

Students are instructed to decide which prefix or suffix should be added to each word so that it makes sense in the sentence (Exercises 1–8). Students are asked to locate the completed words in the chapters to check their choices, which requires using sentence context in the book. Writing prompts ask students to produce words with given prefixes/suffixes and use them in sentences, reinforcing use of sentence-level context to confirm meaning and form.

In Activity 4 students locate vocabulary words in the text, highlight them, and are instructed that "whenever he comes to a highlighted word, he can read the definition and the sentence." Students are asked to write base words for words ending in -ed, -ing, or -ly and to see which words they already know and "can use in a sentence." These tasks require students to engage with words in their sentence contexts and to produce sentences using the words.

Activity 3 requires students to find each vocabulary word "in context" on the pages provided and write the sentence from the book that contains the word, then make up a sentence for each word. The activity has students match word cards to definition cards and allows them to use the dictionary if they are not familiar with a word. Activity 2 and its thesaurus extension ask students to choose descriptive words for family members and to find synonyms, which involves attending to words in context.

The Vocabulary Webs activity tells students they can "read the word in context to pick the correct definition" and provides sentence-from-the-book boxes for each target word (e.g., gratitude, vendors, quay, immaculately, dilapidated). The activity asks students to record a sentence from the book and then write a new sentence, encouraging students to attend to how the word is used in its sentence. The answer key supplies example sentences from the text paired with definitions, reinforcing use of sentence-level context to determine meaning.

Question 5 asks students to explain the meaning of the sentence, "Families should stick together through the lean times as well as the fat," requiring students to interpret a phrase in context. The comprehension questions prompt students to answer in complete sentences, which encourages using surrounding text to support their explanations.

The reading comprehension questions ask students to interpret word/phrase meaning from context (QUESTION #1 asks how Armand feels when he calls pigeons 'beggars', and QUESTION #2 asks why Armand said the Christmas log 'tasted like medicine'). Students must use the sentences around those phrases to infer speaker intent and implied meaning. The provided answers model how to draw meaning from the character's words and actions.

The ellipsis activity has students remove a short phrase from a sentence and then compare the original and ellipsed versions, using the surrounding words to determine what is missing and where it belongs. The hyphen activity asks students to identify compound words and the parts joined by hyphens, showing morphological awareness of word parts. The dash activity asks students to look at sentence examples and explain why the author used a dash, which requires attending to how surrounding sentence elements affect meaning and emphasis.

The lesson's Skills list explicitly states students should "use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings." Activity 3 (Vocabulary) gives students a list of sentences from the book with missing vocabulary words and instructs them to "record the correct word in each blank," requiring them to use the sentence context to choose the right word. The Student Activity Page presents six sentences with blanks that students must fill (e.g., "She was already _________ the steps."), directly asking students to use sentence-level context to determine word meaning.

The Parentheses activity asks students to "write words that make sense in the parentheses in the sentences at the top of the page," which requires using sentence context to choose appropriate words. The activity also asks students to identify removable phrases by placing parentheses around words that can be omitted without changing sentence meaning, which engages attention to sentence-level structure and meaning.

Activity 2 directs students to locate each vocabulary word in the pages provided and to "read the words in context." It states that "The context clues will help her decide on the correct definition" and asks students to record the definition and then use each word in a sentence. The vocabulary activity requires students to choose among possible definitions (there may be more than one definition for one word) using context clues.

Activity 2 explicitly directs students to "look up the word in the book for context clues, then use a dictionary if needed," prompting them to use text context to determine word meanings. The vocabulary matching task requires students to infer meanings from the book and then match words to definitions and write original sentences using each word. The listed skills include developing vocabulary through reading and discussion, which supports using context as a clue.

Question #2 asks students to explain why Dr. Rivero had a "tinge of fear in his voice," requiring students to infer the meaning of that phrase from the sentence context. Question #7 asks students to explain how the author describes Tepui's grin and to compare it to another animal, which requires interpreting a figurative phrase in its sentence context. These items ask students to use surrounding text to determine meaning of words or phrases.

Activity 2 asks students to discuss similes and metaphors and to identify what two unrelated things the author is comparing in the sentence "Tepui grinned like a crocodile." Students are also asked to interpret the metaphor "Their scarlet, yellow, blue, and green feathers were fireworks celebrating the day" and to create their own metaphors or similes for various animals.

Students are asked to copy the sentence from the book where each vocabulary word appears (Vocabulary Chapters 1-9) so they view the word in its sentence-level context. Students must then write a new sentence using the word that fits the context of the chapter, and an example using "gloat" models using the sentence to understand usage. The Skills section also lists "Discuss meanings of words and develop vocabulary through meaningful/concrete experiences," supporting practice with word meaning in context.

Students read idioms that appear in the book and complete a matching activity that pairs idiom phrases from the book with their translations. They are asked to attempt to translate each idiom and then use each one in a new sentence. The activity also provides sentence prompts with blanks where students supply appropriate idioms in context.

Students are instructed to "read each simile in context" and then record the two things being compared, which requires interpreting sentence-level phrasing. The lesson asks students to identify idioms from the chapters and to review how idioms are used in writing and speaking, prompting students to use surrounding text to understand figurative phrases. The listed skills include "Recognize and comprehend figurative language," aligning with using sentence-level information to interpret phrases.

Students read a paragraph with blanks and select words from a provided word box or from paired choices that best fit each sentence, requiring them to use surrounding sentence context. Students are instructed to read dictionary definitions for words with multiple meanings and decide which definition fits best in the sentence-level context. Students then locate the chosen words in the book and read them aloud in their original sentence contexts to confirm meaning.

Students are asked to explain the meaning of the phrase that Jemmy had "lost his taste for ignorance" (Question #10), which requires them to infer meaning from the passage. Several comprehension questions (e.g., Q7) prompt students to cite how they know answers from textual details, encouraging use of surrounding sentences as evidence. Activity 5 directs students to discuss English dialect, noting that some words and phrases used in the Middle Ages are different today, which invites attention to wording and phrase meaning in context.

In Activity 3 (Chapters 1–6 Vocabulary), students read multiple sentences and are instructed to "put a check beside the sentences that use the vocabulary words correctly and that make sense," which requires using sentence context to judge meaning. The directions note that students "may need to look up the definition of some words before identifying the correct sentence," implying students compare sentence-level usage against word meanings. The vocabulary task (choose correct sentences) directly engages students in using sentence-level context as a clue to word meaning.

Students are instructed that if they do not know which definition goes with which word, they can "read them in context in the book and/or look them up in a dictionary," which directs them to use surrounding text to determine meaning. The vocabulary activities require students to put words on cards, create flashcards, and use the words in sentences during a game (including an advanced option where students must write and read the sentence). The Student Activity Page asks students to match words with definitions and play a game using the words in sentences, encouraging application of words in sentence contexts.

Students read an excerpt of Martin Luther King Jr.'s speech and are asked the direct question, "What does 'all men are created equal' mean?" Students read the speech aloud and answer comprehension questions that require interpreting phrases in context.