Students are given explicit definitions of domain-specific terms such as "historical fiction" and "setting," and the lesson directs them to review and define the word "setting." Students are asked to read about Wisconsin and record examples of plants and animals, which requires them to encounter domain-specific vocabulary related to the state's environment. The Skills section specifies that students will interact with the text by locating information, answering questions, and making connections.

Students are given an explicit vocabulary list (brindle, scalded, temptingly, eaves, pity, solemnly, catechism, mending) with definitions and page references. Students cut out vocabulary cards, sort them alphabetically, read the words in context, and are instructed to locate the correct dictionary definition and record it on the back of each card. Students are asked to identify suffixes and root words and to complete a cloze story using the vocabulary in context. The skills section specifically directs students to increase vocabulary through word study and to use word reference materials to extend meanings.

The lesson asks students to interpret the phrase "children should be seen and not heard" (Question #5), requiring them to determine the meaning of a figurative expression in context. Question #1 and its answer draw attention to descriptive words like "glittering" and "sparkled," which prompts students to notice and understand word choices used to describe the snow. The opening question about dependence on "natural resources" and Question #6 asking what resources were used for gifts reference a domain-specific term (natural resources) that students must consider in relation to the text.

Students are prompted to record factual information on the Bear Research page with labeled sections such as "Bear Habitats," "Types of Bears," and the question "Why do bears hibernate?" which directs them to investigate a domain-specific term. A note in the text explicitly clarifies the meaning of hibernation (explaining bears enter semi-hibernation rather than true hibernation). Web links to bear facts and a National Geographic page are provided for students to look up domain-specific information.

The lesson provides an explicit Facts and Definitions list with grade-appropriate definitions for domain-specific and general academic words (e.g., ladle, sumac, chaff, glimpses, whetstone). The Vocabulary Mini-Book activity requires students to locate each word in the book, write the sentence from the text, record the dictionary definition, create a new sentence, and draw an illustration. The teacher prompts and Skills section instruct students to use word reference materials (dictionary/glossary), pronounce vocabulary words, and practice finding pronunciations in the dictionary.

Students are asked to "record the words and phrases the author uses to describe the environment and the people in each season" (Activity 2), and the Seasons on the Farm student page provides lines for writing those descriptive words and phrases. Activity 3 directs students to read about honeybees online and offers writing options: label parts of an illustration or write paragraphs describing the interdependence between bees and flowers, exposing students to domain-specific terms like nectar and pollinate. The tasks require students to locate and reproduce words/phrases from texts and resources related to a grade 4 topic (seasons and bees).

The lesson lists target vocabulary drawn from the text and includes a Skills statement to "Increase vocabulary through word study" and to "Use word reference materials such as a dictionary or glossary." Activities require students to find each word in the book, read it in context, look it up in a dictionary, select the definition and part of speech that match the context, and complete vocabulary webs with synonyms, antonyms, root words, prefixes/suffixes, and a student-written sentence. The teacher notes and answer key model definitions and morphological analysis (root/prefix/suffix) for specific words.

The lesson gives explicit definitions for the domain-specific terms "natural remedies" and "preposition," and asks students to explain how Saknis helped heal Matt's bee stings. Students practice identifying and using prepositions by writing five sentences that include prepositions, underlining each preposition, and marking subjects and predicates. The Natural Remedies activity asks students to name remedies for listed conditions and to research ingredients found in the environment.

The Beaver Research worksheet directs students to use the internet or books to research beaver information and includes labeled boxes for Habitat, Adaptations, Food, Predators, and a question "Why do beavers use trees to make dams?", which exposes students to domain-specific terms. The Facts and Definitions line defines a beaver as a woodland animal that chews trees and builds dams to modify its environment, giving an explicit domain-specific description. A parent note explains the historical use and modern offensiveness of the term "squaw," prompting attention to word meaning and connotation in context.

Students are given a vocabulary list with page references (chagrined, placid, distress, grave, suspicion, kindling) and directed to write definitions in the provided spaces. Students are instructed to read the words in context on the cited pages and may look up definitions afterward, then create a symbol to help remember each word. Students cut the cards apart and play a memory game that requires them to use each matched word in a sentence.

The lesson includes a Facts and Definitions entry that defines the general academic word "stereotype." Students read chapters and answer guided questions about characters that prompt discussion of stereotypes. The Student Activity Page titled "Stereotypes" asks students to explain how stereotypes are presented in the book and to describe a stereotype they have observed or held, requiring them to apply the provided word meaning to the text.

The lesson defines the general academic words "values" and "imagery" in the Facts and Definitions section and asks students to record and illustrate passages that show imagery in the Word Pictures activity. The comprehension questions require students to identify the domain-specific term "manitou" (Question #4) and explain how it appears (Question #5) and how Attean seeks it (Question #6). The Values activity asks students to list and cite actions or dialogue that demonstrate specific values for characters.

The lesson includes a 'Facts and Definitions' section that explicitly defines literary terms: setting, theme, characters, plot, problem, and resolution. In the 'Story Elements' activity students fill in labeled spaces for main problem, resolution, theme, main characters, and setting, requiring them to use those defined terms. Journal and discussion questions ask students to answer comprehension prompts about events and character actions, which use the domain-specific vocabulary.

The Activities section instructs the child to record explicit definitions for the domain-specific words "Legends," "Folktales," and "Myths" in a journal. The Wrapping Up section asks the child to define myth, legend, and folktale and to name examples of each. The Student Activity Page directs the child to read a myth or folktale from the library, exposing students to domain-specific vocabulary in context as they identify cultural elements.

The lesson explicitly defines domain-specific and academic terms: the Facts and Definitions section gives definitions for adaptation, camouflage, and relative pronoun. Activity 6 asks students to compare the mythical and scientific explanations of why deer have spots, uses the terms adaptation and camouflage in context, and asks students to list and describe three camouflaged animals. Activity 4 provides a Relative Pronouns activity page and practice sentences where students must choose and use relative pronouns in sentences drawn from the texts.

Students practice word meaning by matching words from the stories with synonyms in Activity 5 (e.g., watched/saw, sleepy/drowsy, outwitted/fooled). The Skills list explicitly includes "Record and recognize synonyms and antonyms for words." Option 2 of Grammar Practice requires students to record three pairs of synonyms from the texts. The Pan Gu page includes a footnote defining "li," providing a domain-specific measurement definition.

Students are instructed in the "Finding Vocabulary Words" activity to select ten unfamiliar words from the first eight chapters, copy a sentence from the book that contains each word, look up and write the definition, and use the word in a new sentence. The directions explicitly encourage students to "look up the definitions of words with which she is not familiar." Option 2 asks students to create new sentences that fit the book context, reinforcing use of words in context.

Students are asked directly to interpret the phrase "person of vision" (Question #6) and to discuss what a printing press is (Activity 2). The lesson also includes a question that identifies and defines the "Philosophical Society" (Question #8) and asks students to summarize chapter events verbally, which could involve using text vocabulary in context.

The lesson provides an explicit domain-specific definition under Facts and Definitions: "An electrical charge occurs when electrons are transferred from one item to another." The Experiment with Lightning activity and its teacher explanation reiterate the term by explaining that "the balloon builds up an electrical charge that jumps to the light bulb" and links the term to lightning as an "electrical discharge." Students are asked to read Chapters 7 and 8 and to answer comprehension questions that use domain-specific terms such as lightning and electrical discharge.

Students are provided a targeted vocabulary list (parliament, eloquence, manifesto, rumblings, quaint, aristocrats, enlist, fickle) and given the 'Vocabulary: A Revolutionary Story' activity that requires them to place those words into a paragraph about the Revolutionary War, using contextual cues to decide which word fits. The Skills section explicitly instructs students to use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and confirm pronunciation. Activity directions tell students to consult the dictionary for pronunciation and to read the completed paragraph aloud, reinforcing meaning from both context and reference materials.

Students are given a definition of the term "maxim" and are asked to locate each maxim in the book and provide their own interpretation. Students interpret listed maxims, ask adults for their interpretations, and write and interpret their own maxim. On the "Elements of Historical Fiction" page, students identify examples that illustrate domain-specific terms (characters, setting, plot, theme, descriptions) by filling in those sections with text-based examples.

Students are given a targeted vocabulary list (inquisitive, enchanted, sledge, logic, distress, dominions, prophecy, fraternizing, superior, and reign) and instructed to write each word on a note card and record definitions from an online learner's dictionary. The activity directs students to select the definition that best fits the context of the fantasy story when multiple meanings exist and to drop inflectional endings like -ed and -ing. The Skills section explicitly instructs students to use word reference materials (dictionary, glossary) to confirm decoding, verify spelling, and extend word meanings.

Students are asked to answer Question #5: "The queen said that the Turkish Delight was enchanted. What did she mean?" and provide the meaning ("It is magical because it causes a person to want to keep eating it"). In Activity 2, Option 2 students are asked to write a paragraph imagining what words and descriptions the witch would use to persuade them to eat their favorite food, which has students attend to word choice and meaning in persuasive language. The map activity requires students to locate and label geographic names (e.g., Cair Paravel, compass rose), exposing them to domain-specific place names and map vocabulary.

Students read the "Lions in Myths and Legends" student activity page that names and explains domain-specific terms (griffin, sphinx, Acker) and even gives the etymology of "sphinx." Activity 2 asks students to find a related short story about a lion, read it, and "record words and phrases that describe the lion in the story." Students also compare the lion in that story to Aslan using a Venn diagram.

The lesson provides a targeted vocabulary list (ventured, schemes, treachery, forfeit, vile, perish, cinema, prodigious) and a Skills statement that directs students to "use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words." Activity options require students to write definitions (Picture Dictionary) and to record definitions on note cards and use them to form sentences (Vocabulary Cube). The included image example explicitly gives the definition of "treachery."

Students are given a targeted vocabulary list (lavatory, dormitory, hedges, patriotism, transfigured, tremendous, suspiciously, repulsive) and an interactive Activity 1 where they cut out words and paste them on a giant to match written definitions. The directions instruct students to reread the sentence where an unknown word appears and to try to use context clues to determine its meaning. Activity 1 requires students to match words to specific definitions on the giant's body, reinforcing word-to-definition mapping.

The lesson explicitly defines domain-specific terms: the "Facts and Definitions" section states that linking verbs link nouns to the rest of the sentence and that quotation marks set apart spoken words. In Activity 1 students review rules and examples for linking verbs and helping verbs, rewrite sentences to correct subject-verb agreement, and choose appropriate helping verbs, applying those term meanings. In the Quotable Quotes activity students identify direct quotes and thereby practice recognizing the use of quotation marks in text.

Students are given a direct definition: "Carbonation is caused when carbon dioxide is added to a liquid," and Activity 3 repeats and explains that "carbonation occurs when carbon dioxide is dissolved in a liquid." Question #5 asks about the frobscottle's taste and what "pressure effect" the drink causes, prompting students to connect the term to gas. The life application asks students to identify carbonated beverages at the grocery store, which requires recognition of the domain-specific concept in real items.

Students are asked to interpret the BFG's nonstandard words and substitute correct words and grammar on the "Interpreting the BFG" activity page, providing practice in determining intended meanings from context. The lesson defines an interpreter and asks students to correct and reword phrases the giant uses, which requires students to infer meanings and choose appropriate standard words. The Life Application asks students to invent words and use them in context, giving additional practice in conveying and interpreting word meaning.

The lesson explicitly defines tangible and intangible in the Facts and Definitions section and asks students to discuss whether intangible things exist. Activity 2 directs students to sort a provided word list (e.g., dream, intelligence, coat, love) into tangible and intangible columns and to give tangible evidence for selected intangibles. The lesson also asks students to explain the meaning of the giant's statement about humans "refusing to believe" unless they see something, which requires interpreting a phrase from the text.

Students are given an explicit vocabulary list (aghast, cloak, vanish, petrified, dexterity, ingenuity, flinch, brooch) and a "Giant Vocabulary Matching" activity that directs them to read the words in context (page numbers provided) and match them to definitions. Students are instructed to cut out the matched pairs, glue them into a journal, and read through the words several times; they also complete a fill-in-the-blank paragraph using the words and an option to write an original paragraph that must include the vocabulary. The skills section tells students to use resources such as beginners' dictionaries, glossaries, and technology to determine word meanings and confirm pronunciations.

The lesson explicitly defines the domain-specific term: Facts and Definitions states, "A ratio is the proportional relationship between two amounts." Activity 2 instructs students to discuss how the butler used a 1:4 ratio and explains the meaning of a ratio in context. The Student Activity Page 'Hosting a Giant' requires students to use the 1:4 ratio to calculate sizes and capacities for giant-sized items, giving direct practice applying the term.

The lesson explicitly defines the domain-specific terms in the "Facts and Definitions" section: "The Army, Navy, Air Force, and Marines are branches of the armed forces in the United States." Activity 2 directs students to read about the different branches of the U.S. armed forces using books or online sources and to take labeled notes (Army, Navy, Air Force, Marines). The reading questions (e.g., asking which force the queen planned to use and why countries have armed forces) require students to recognize and use those domain-specific terms in context.

The lesson explicitly defines a domain-specific term in the Facts and Definitions section: "A director of a play or film casts the actors for the cast of characters." In Activity 4 (Directing the BFG) students choose actors and explain why they were selected, which requires applying the concept of directing and casting. These elements show students encounter and use at least one domain-specific word (director/cast) in context.

Students read explicit definitional statements (e.g., "Botswana is a country...", "A meerkat is a small mammal...") in the Facts and Definitions section and encounter domain-specific terms such as habitat, adaptations, camouflage, burrows, and claws in Activity 3. Students are directed to research Botswana and meerkats using linked informational websites and to record information in a graphic organizer, which requires interpreting text-based information. Students are asked to discuss features of meerkat adaptations and to explain the function of each feature, which connects vocabulary to meaning in context.

The Skills section lists "Extend vocabulary through word study," and Activity 1 provides a targeted vocabulary list (battered, massive, beckoning, gingerly, stout, vantage, nimble, spindly, imploringly) with a crossword that asks students to match words to definitions and suggests using a dictionary. Option 2 has students create a crossword and write definitions, requiring them to look up and record word meanings. Activity 2 directs students to read informational webpages about ostriches and cobras and to record facts or complete a chart, so students encounter domain-related language while researching.

The lesson provides explicit definitions in 'Facts and Definitions' (e.g., "Zoologists are scientists who study animals" and a definition of "authorial intrusion"). Activity 3 asks students to take on the role of a zoologist, find names of African animals, and write a paragraph describing an animal, which uses domain-specific vocabulary. Activity 4 asks students to identify examples of authorial intrusion in Chapter 3 and explains the term, prompting students to locate the term's manifestations in a text.

The Facts and Definitions section defines "story conflict" and lists types (man vs. man, man vs. nature, man vs. self). In Activity 2 students are asked "what story conflict means," review the different types, and identify which type applies to The Mystery of Meerkat Hill (man vs. nature). The Story Conflict activity asks students to create man vs. nature conflicts for different natural settings, requiring them to apply the domain-specific term in varied contexts.

Students are asked to find and write definitions for Japanese words (kimono, tatami, oba chan, furoshiki, O Bon, kokeshi) and to record the sentence from the book containing each word. The Japanese Vocabulary activity directs students to illustrate each word and arrange the entries alphabetically to make a picture dictionary, and the materials state students will identify meanings by reading words in context. The Skills section explicitly lists using word reference materials (e.g., dictionary, glossary) to confirm decoding, verify spelling, and extend meanings.

The lesson lists "Develop vocabulary through reading" as a stated skill and provides explicit definitions in the Facts and Definitions section ("Cancer is a disease..." and "Leukemia is a cancer of the blood"). Activity 4 has students read and discuss cancer-related information (types, treatments, prevention) and asks them to read about cancer prevention online and make a list, which exposes students to domain-specific vocabulary in a health context. The Warm-up and question prompts require students to interact with text and discuss content, which can involve using and hearing academic and domain-specific terms.

Students read the chapters and answer comprehension questions that reference cultural terms (for example, the facts note that a crane is a symbol of luck). Students discuss the symbolism of the golden crane in Activity 3 and complete a Japanese Cultural Elements sheet in Activity 1, which prompts them to record culturally relevant words or concepts. Students also review the difference between personal and formal letters in Activity 2, identifying the meaning of those general academic terms.

Students are asked directly to identify the meaning of the term O Bon in Question #5 ("What was O Bon?" with the answer given as a holiday where spirits return). Activity 3 provides an explicit definition of the domain-specific grammar term "progressive tense" and has students practice forming present, past, and future progressive verb forms on the Student Activity Page. The Student Activity Page asks students to write appropriate tense forms for verbs from the text, reinforcing the grammatical vocabulary and its use.

The lesson explicitly defines the domain-specific term haiku: "Haiku is a form of Japanese poetry," and later explains haiku structure (5-7-5 syllables). Students are asked to read the haiku poems and "discuss their meanings," and to write and read their own haikus while "paying attention to the syllables." The Q&A also provides brief definitional statements (for example, "Folded Crane Club is an organization dedicated to peace"), giving students some direct meanings for specific terms.

The lesson lists specific vocabulary (wasteland, juvenile, systematic, excess, preposterous, venom, precipice) and directs students to cut out the words, alphabetize them, and write a synonym or antonym for each using a thesaurus. The lesson also asks students to use each vocabulary word in an oral sentence and to read the vocabulary words aloud during the wrap-up. The term "biome" is defined in the Facts and Definitions section, and students are asked to record and describe desert-related terms such as "adaptations" on the Desert Biome activity pages.

Students practice domain-specific vocabulary in Activity 3: Legal Terms by matching legal words (jury, lawyer, judge, trial, arrested, conviction, sentence, court, justice) to definitions. The lesson explicitly tells students they can look up unfamiliar terms in a dictionary. The Facts and Definitions and Skills sections list legal terms and state an objective to "increase sight word recognition... and reading and writing vocabulary, through word study and reading."

Students cut out and match soil-layer vocabulary words (topsoil, subsoil, weathered material, bedrock) to their definitions and glue them next to pictured layers, practicing word-to-definition correspondence. Students draw and label the four soil layers in order and use provided textual descriptions (e.g., "This is the layer where seeds are planted...") to identify correct terms. Students review answers using an answer key and a linked informational resource about soil, reinforcing the meanings of these domain-specific terms in a grade-appropriate subject area.

Students are provided an explicit definition for the domain-specific term "fossil" in the Facts and Definitions section and asked to make and discuss fossils in Activity 4, which exposes them to the meaning and use of that term. Question #1 asks students to identify what a "yellow spotted lizard" is and provides a short definitional answer, and Activity 2 asks students to record the author's descriptive language about the lizard, linking word choice to meaning. Students are also prompted to discuss what archaeologists can learn from fossils, using domain-specific concepts in context.

The lesson defines the domain-specific term "irony" in the Facts and Definitions section and provides examples (Camp Green Lake, X-Ray, the Warden). Activity 2 and the Student Activity Page ask students to identify and explain ironic statements in the book and to create verbal and situational irony examples, requiring them to apply the term to text. The lesson also presents academic/grammar vocabulary (elaborated subjects, order of adjectives, rules for possessives) and asks students to rewrite and produce sentences using those terms.

The "Facts and Definitions" section explicitly defines shape poem and alliteration, giving students direct definitions of these literary terms. Option 2 (Alliterative Shape Poem) discusses alliteration, provides examples (e.g., lovely light; big, bouncing bunnies), and instructs students to write a poem using alliteration with the letter "s." Activity 2 (Rattlesnake Research) has students pose questions and find answers about rattlesnakes, requiring them to read informational material that may include domain-specific terms.

The lesson explicitly defines the domain-specific terms "discrimination," "sentence fragment," and "run-on sentence." In Activity 2 students identify sentences as run-ons or fragments, correct them, and rewrite a paragraph to fix run-ons and fragments, applying those definitions to actual text. In Activity 1 students discuss racism/discrimination and produce a speech or poem, using the term in context.

Students practice word-meaning with the 'Prefixes and Suffixes' activity: a table explains common prefixes (un-, over-, pre-, re-) and suffixes (-ion, -ful, -less) and students add affixes to root words in sentences. The lesson skill list explicitly includes 'Know the meaning of simple prefixes and suffixes.' Students also explain the meanings of similes and metaphors on the 'Simile or Metaphor' page, which requires interpreting nonliteral phrases in context.

In Homophone Bingo students read sentences from the novel and place game pieces on the correct spelling of homophones based on sentence context. They are encouraged to refer to the dictionary for correct spellings and definitions when they miss an answer. The wrap-up asks students to provide a pair of homophones and use each word in a sentence, requiring them to articulate word meanings in context.

The Facts and Definitions section explicitly defines the five parts of a business/formal letter, and Activity 1 asks students to write a business letter using those labeled parts, requiring use of domain-specific terms (sender's name, recipient's address, greeting, body, closure, signature). The introduction asks students to identify any irony in the last chapters, prompting students to recognize and use a literary term in context. The Multiple Story Plots activity asks students to identify problem, climax, and solution, asking them to apply and understand these story-related terms.

The lesson provides explicit definitions for domain-specific terms (fable, folktale, fairy tale, myth, legend) in Activity 1 and the Facts and Definitions section. Students are instructed to use those definitions to categorize and sort stories on the "Story Traditions" student page (Activity 2) and to write examples of each type on the student activity pages. The map and "Famous Stories of Europe" activities require students to identify the origin of stories and place them into the correct category using the provided vocabulary.

The lesson explicitly defines the term "prepositional phrase" and provides examples and a list of common prepositions for students to use when identifying phrases. The lesson also prompts discussion and gives a brief explanation of the term "folktale" (what it usually involves) when asking students to classify Fiona's Luck. Additionally, students answer comprehension questions about Ireland and the story that include some domain-specific references (e.g., "Norman Vikings" and Ireland's independence).

The lesson provides an explicit vocabulary list with definitions for words such as cunning, fragment, enchanted, provision, obstinate, and eternity. Activity 2 has students match each vocabulary word to its definition and choose synonyms and antonyms, with an option to consult dictionaries and thesauruses. The Skills section directs students to demonstrate understanding of words by relating them to antonyms and synonyms, and a resource link to online dictionaries is provided.

The lesson provides explicit definitions of domain-specific terms: students are given definitions for "point of view," "first person," and "third person." Students are instructed to identify and label the point of view of each story (including labeling The Snow Queen on a story elements snowflake) and to retell events from a different point of view, which requires applying the defined terms. The Skills section also directs students to "demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)."

The lesson lists target vocabulary (verdure, capsized, cantata, ineptitude, temperate, parabola, melancholy, instinct) and includes a Vocabulary Chapters 1-10 activity that directs students to write each word and its definition and draw an illustration. The example page explicitly defines "verdure" as "the greenness of growing vegetation." The Skills section also states students will "Develop vocabulary by listening to and discussing both familiar and conceptually challenging reading selections."

The lesson lists domain-specific boat terms in 'Facts and Definitions' (mast, rudder, sails, deck, and oars). Activity 2 asks students to describe Abel's boats and to label parts on a provided 'Parts of a Boat' diagram, matching letters to terms. The Skills section includes 'Increase sight vocabulary, reading vocabulary, and writing vocabulary through book discussion' and 'Interact with the text by locating information for specific purposes,' which indicates vocabulary-focused tasks tied to the reading.

The lesson explicitly defines a domain-specific term: "A map scale shows the relationship between a distance on a map and the corresponding distance on the earth." The Mouse Measurements activity has students use the provided scale (1/4 inch = 500 tails), calculate map dimensions, convert tail counts to inches and feet, and draw the island to scale. The skills and activity pages require students to use a scale and represent text information in maps, and the character activity asks students to record words and phrases from the text with supporting evidence.

Students are given explicit definitions for domain-specific terms: the Facts and Definitions section defines a paragraph (topic sentence, supporting sentences, conclusion) and defines conflict as the problem or struggle a character faces. Students are asked to explain the meaning of the general academic word perseverance and are given an explicit definition of perseverance (to try consistently to solve a problem or meet a goal despite obstacles). Students are prompted to discuss and interpret the phrase "shadowed, more poignant part of life," asking what it means and why the character had those thoughts.

Students are given a list of vocabulary words and asked to make vocabulary cards where they record the sentence from the book and the word's definition, number of syllables, part of speech, and a synonym or antonym. The Skills section directs students to identify multisyllabic words using common syllable patterns and to use root words, prefixes, suffixes, and derivational endings to recognize words. Activity instructions include reviewing common suffixes and how they affect word meaning and a vocabulary game that uses clues about syllables, part of speech, and antonyms/synonyms.

The lesson gives explicit domain-specific definitions in the Facts and Definitions section ("Hibernation is..." and "Torpor is..."). The student activity pages ask students to explain the difference between true hibernation and torpor and to answer targeted questions about what happens to an animal's body when it hibernates. The wrap-up directs students to find information in the chapters that explains Abel's hibernation/torpor, and the research/activity prompts ask students to look up and report on hibernating animals.

The lesson explicitly lists theatrical vocabulary (script, set, prop, stage directions) with definitions in the Facts and Definitions section. Students are asked in Wrapping Up to describe those theatrical terms and in Activity 3 to prepare a script that must include lines, stage directions, a set description, and three props, which requires using the domain-specific words. The Life Application asks students to observe a live play and pay attention to the set, props, and lines, reinforcing those terms in a real context.

The rubric for Part 1 explicitly checks for "vocabulary use" and adjectives/adverbs, and Part 3 directs students to use at least one vocabulary word in their letter. Students write paragraphs about island environment and resources (topics that invite domain-specific terms) and complete checklists that note use of vocabulary. These elements require students to include vocabulary in their writing about a grade-appropriate topic.

Activity 2 (Tools of Navigation) directs students to match instrument names (Backstaff, Compass, Armillary, Quadrant, Sundial) with illustrations and descriptions, engaging students with domain-specific vocabulary about navigation. The Facts and Definitions section names "Navigational instruments," giving students a topical frame for those words. Directions tell students that if they are unfamiliar with an instrument they can locate a picture online and read more about how the instrument was used, prompting students to consult external references to learn word meanings. The Student Activity Pages provide short descriptions/definitions of each instrument that students read and use in the matching task.

The Facts and Definitions section gives a direct definition of "meteor," and the Skills list instructs students to "use resources and references... and context to build word meanings." Activity 4 requires students to fill in vocabulary blanks using context and to look up unknown words in a dictionary, while Option 2 asks students to write a paragraph using the vocabulary. Activity 2 provides a NASA link and reading about meteors, giving domain-specific context for students to determine word meanings.

Students are given a direct definition: "Manatees are an endangered species of aquatic mammal," and are told that a manatee's digits are covered by skin, making a flipper, which introduces domain-specific terms (manatee, aquatic mammal, digits, flipper, endangered). In Activity 2 students view a list of alternative words to use instead of "said" (replied, shouted, argued, cheered) and are asked to write dialogue using those words and to list five such words at the end. Activity 3 asks students to discuss the manatee's ecosystem and threats to its survival, prompting use of domain-related vocabulary in discussion.

Students are given definitions of "figure of speech," "idiom," and "simile" and asked to explain what specific idioms from the book mean (e.g., "I slept not a wink," "held onto the sides for dear life"). Students identify the two things being compared in multiple similes from the text and complete/create their own similes on the activity pages. Students explain idioms in writing on the activity page and answer questions that require interpreting nonliteral phrases from the story.

Students are directed to complete a Vocabulary Cube by recording six vocabulary words from the story and writing sentences that use those words. The Vocabulary Cube explicitly references vocabulary words presented earlier in Lesson 3, indicating students will work with words taken from the text. The Survival Cube and Exploration Cube require students to record domain-specific content (things that threatened sailors' survival, discoveries, and cultural impacts), which engages students with topic-related terms and concepts.

Students identify vocabulary words from the text and analyze each word's root, prefixes/suffixes, part of speech, and number of syllables. Students choose or look up definitions (Option 1 provides a definition-matching task; Option 2 directs students to use a dictionary). Students read and use sentences taken from the novel to support their word-analysis work and then find the words in a word-search to reinforce recognition.

Question #3 asks students to explain what Mr. Frisby meant by the phrase "All doors are hard to unlock until you have the key," which requires students to determine the meaning of a figurative phrase from context. Activity 3 directs students to read factual information about rats and mice online or in books, exposing students to domain-specific words related to animals. Question #4 invites students to reason about why rats would need an electric cable, which could prompt use of contextual clues to explain a term or concept.

Students practice word meaning with explicit homophone activities: they fill in blanks with the correct homophone, write sentences using homophone pairs, and are asked to list two pairs and define each word. The Skills list tells students to use prior knowledge to anticipate meaning and make sense of texts, which implies students will draw on background knowledge to interpret words or phrases. The reading questions include vocabulary-rich descriptions (for example, the owl's home is called "skeletal" and "jagged"), providing text examples that could be the basis for word-meaning work.

The lesson explicitly defines a general academic term: "The main character is the character that the action of the story revolves around." The skills list and Activity 3 reference ecosystem and habitats and ask the student to research owls' homes, which could expose students to domain-specific terms. The student activity page labels and focuses on the trait "Bravery," giving a labeled term for students to use when describing the character.

The lesson explicitly defines a bushel and gives its equivalent in cubic centimeters, and it explains that a cubic centimeter measures volume, not weight. Students work on the "A Bushel" activity where they must use pounds-per-bushel values from a chart to calculate weights (e.g., 1.5 bushels of corn, 0.25 bushel of tomatoes). The activities require students to apply the domain-specific terms (bushel, cubic centimeter, volume) in solving problems.

Students are given an explicit definition of "acronyms" in Facts and Definitions and practice with many examples (PBS, IRS, IQ, SCUBA, NASA) in Activity 3. Students fill in letters and invent expansions for NIMH on the Student Activity Page, showing direct practice with a domain-specific label. In Question #2 students identify which tools are simple machines and name their types (wedge, lever, pulley), connecting domain-specific vocabulary to the text.

Students read chapters about NIMH that contain scientific terms and are asked to increase vocabulary through word study and to use dictionaries to find meanings. In Activity 2 students write the words (DNA, steroids, injections, mutation, control, inspecting, breakthrough, laboratory) on note cards with definitions looked up in a dictionary. Students then apply those definitions by filling in a dialog (fill-in-the-blank exercise) and by writing their own scientist dialogue using the vocabulary. The Student Activity Page explicitly lists domain-specific words and provides a contextual dialog for students to complete.

Activity 2 lists specific domain-specific words (lathe, electric motors, circular saws, drills, grindstones, hammers, electric fan, plow) and asks students to write at least one way the rats could have used each tool, and directs students to find information online or in an encyclopedia if they are unfamiliar with a tool. Activity 3 asks students to research 'conductors and circuits' and brainstorm ways the mice could have gotten electricity, which requires locating and determining the meaning of domain-specific electrical terms. Activity 4 asks students to use linking phrases such as 'for example,' 'in addition,' and 'most importantly' when supporting an opinion, exposing students to general academic phrases used in informational writing.

The Elements of Fantasy student page provides short definitions for domain-specific terms (Setting, Characterization, Plot, Theme, Style and Tone) and directs students to record examples from the book that match each element. The Facts and Definitions section names plot components (problem, events, climax, solution) and the Plot Diagram/Flowchart activities require students to label and place story events using those terms. Several discussion prompts and the advanced option ask students to label parts of the story (rising action, climax, falling action, problem, solution) and apply those labels to text events.