Students are asked to read Chapter 5 and develop four discussion questions labeled as Right There, Think and Search, Author and You, and On My Own, which requires them to compose questions of varying depth. The task also requires students to provide answers or possible answers to the questions they develop and to look at descriptions/examples of each question type. Parent-plan prompts ask students to share the questions they developed and to discuss stylistic devices, which supports preparing for book discussion.

Students are asked to predict outcomes and discuss options ("Ask your child to predict whether or not Kino will be caught"), which prompts verbal explanation and elaboration. The reading questions and "Questions to Discuss" (e.g., "Do you think Kino and Juana should have thrown the pearl back into the ocean? Why or why not?" and "What does the pearl symbolize... Explain.") require students to respond to open-ended prompts and justify their ideas. Students are also directed to explain concepts (e.g., "Ask your child to explain what a verbal phrase is and to provide an example of each type"), which encourages responding with relevant observations.

Students are instructed to practice an oral retelling and then "ask your audience if anyone can explain the lesson the story teaches," which requires students to pose a question that elicits elaboration. Parent prompts ask the child to explain the lesson of each parable and to compare the Parable of the Pearl to Steinbeck's The Pearl, which requires students to respond to prompts and articulate ideas. The "Ideas to Think About" and discussion questions (e.g., "How can the power of a story be used to change people's lives?" and "Did the parables you read today change your thinking?") provide opportunities for students to ask and answer reflective questions in discussion.

Students are prompted to discuss guided questions in the "Questions to Discuss" Parent Plan (e.g., why villagers thought cholera had come, why the family traveled to the trading post). The Wrapping Up section asks students to "consider why survival rates would be lower" in the village, inviting students to respond with relevant observations. The lesson repeatedly directs a child/parent discussion and provides specific prompts that students can answer and talk about.

Students are assigned the role of Discussion Director and must write four discussion questions about Chapters 8–10, explicitly instructed to avoid yes/no questions and short-answer questions. The directions require that at least one question be open-ended and at least one be an inference question, which targets questions that prompt elaboration and interpretation. Students are also told to design questions around the book's big ideas, encouraging deeper, elaborative discussion prompts.

Students are asked to be a "Line Locator" and to record three to five passages and to write at least one "thinking question" that prompts the reader to think beyond the facts of a passage, which requires them to pose elaborative questions. Students are given discussion prompts and "Questions to Discuss" (for example, about Nhamo's choices and how her outlook has changed) that require them to explain and expand on ideas in conversation with a partner or parent. The 5 W's and story-planning activities ask students to generate detailed information and explanations that could be used to support elaboration in discussion.

Students are prompted to discuss personal reactions when a parent asks whether they enjoy fantasy novels and why, and to answer guided "Questions to Discuss" such as why Gandalf picked Bilbo and whether Bilbo should go on the mission. Students are asked to explain directions for the vocabulary game and then play it with a parent, which requires asking and answering questions and judging responses for correctness. The vocabulary game and parent-child discussion require turn-taking verbal interaction and responding to prompts with relevant answers.

Students are asked to write five interview questions for J.R.R. Tolkien and to "consider your reasoning behind asking each question," which requires composing questions with purpose. Students are instructed to read their questions aloud in a role-play interview and to explain their reasoning for each question, providing practice in speaking and justifying queries. The lesson includes discussion prompts (e.g., "Think of a time you felt relieved and disappointed..." and "How would you describe the trolls?") that require students to answer and potentially elaborate on ideas during a conversation.

Students are prompted to describe the highlights of the journey and to answer guided discussion prompts (e.g., comparing elves and dwarves, agreeing or disagreeing with the narrator) with a parent or partner. Students are asked to read examples aloud (foreshadowing) and to answer comprehension questions in complete sentences, which requires them to respond to questions and express their own ideas. The plan includes specific 'Questions to Discuss' that require students to respond to others' prompts and offer observations about characters and themes.

The lesson includes parent/teacher prompts that ask the child to explain Bilbo's plan and to discuss how the ring of invisibility helped him, which requires students to answer and elaborate. Multiple open-ended discussion questions are provided (e.g., "Do you think the group should continue with their journey?" and the "Questions to Discuss" list), prompting students to give reasons and opinions. The lesson also asks the child to identify what questions to ask to tell if a sentence is a fragment, which asks students to generate diagnostic questions in a different context.

The lesson includes a set of 'Questions to Discuss' (e.g., "Do you respect the Master? Why or why not?", "Do you think the townspeople should be upset with the dwarves?") that require students to speak about the text and respond to interpretive prompts. The Parent Plan asks the child to share examples of foreshadowing and flashback with a parent, which has students verbally present and explain textual evidence. The reading questions and discussion prompts require students to answer others' prompts in complete sentences and justify their thinking.

The lesson includes multiple discussion prompts (Ideas to Think About, Questions to Discuss) that require students to describe, explain, and defend interpretations (e.g., explain Bilbo's change, justify giving the Arkenstone). Parents are instructed to ask the child to describe and explain how each quest element contributes to theme and mood, and students are asked to answer chapter questions in complete sentences. The Quest Cube activity asks students to explain to a parent how each face affects theme and mood, requiring spoken explanation and elaboration.

Students are prompted to discuss open-ended questions in the "Questions to Discuss" section (e.g., comparing greed and power in history, explaining Bilbo's values) and to read aloud summaries of early reviews, which creates opportunities for back-and-forth conversation. The parent plan asks the child to identify literary elements discussed in reviews and to read their summary aloud, which implies students will respond to questions and talk about others' ideas. The Activities ask students to summarize critics' responses in their journals and to discuss themes and character motivations, providing content for collaborative talk.

The lesson asks the student to give a brief oral summary after reading and includes several open-ended "Questions to Discuss" (e.g., why Min never tries to find the watcher; whether working for Min is a good opportunity) that require explanation and elaboration. The comprehension questions (e.g., "Do you think Tree-ear should have told the man...") ask students to justify their answers, which can prompt follow-up questioning and extended responses. The "Ideas to Think About" prompt asking how relationships influence individuals also invites students to elaborate on ideas during discussion.

The Parent Plan includes multiple teacher/parent-led discussion prompts (e.g., "Why do you think Min is so impatient?" and other "Questions to Discuss") that require the student to answer and explain ideas orally. Parents are directed to "Discuss with your child what makes a good summary," to have the child read the summary aloud, and to "Review the questions presented in the student plan and discuss whether or not your child's summary answers the questions," which creates opportunities for students to respond to questions and comments. The lesson's Ideas to Think About and review prompts prompt students to engage in verbal discussion about plot and character development.

Students are asked to explain what happened in yesterday's reading and to discuss how 12th century Korean culture is similar to and different from their own, prompting verbal exchange about the text. Students are prompted to discuss what art and food can tell us about a culture and to consider what people 500 years from now could learn, which encourages elaborative responses. The "Questions to Discuss" and various parent-directed prompts ask students to respond to open-ended prompts and engage in back-and-forth conversation about cultural topics.

Students are asked to write four thoughtful questions about Chapters 5 and 6, including a prediction question, a fact-based question, an opinion/judgment question, and a personal reaction/response question, and to provide answers or possible answers. The parent plan asks caregivers to discuss what makes a good question (direct-from-text, opinion, compare, predict, or connect), and the 'Questions to Discuss' section lists prompts for parent-child discussion about plot and meaning.

The Parent Plan prompts a parent to "ask your child what an 'opportunity' means" and to "ask your child to explain an opportunity he has been given," which requires the student to respond and elaborate. The "Questions to Discuss" section lists multiple open-ended discussion prompts (e.g., "Do you think Min is fond of Tree-ear? Why or why not?" and "What opportunities have you been given in your own life? Do you feel you have made the most of them? Explain."), asking the student to defend answers with textual evidence. The mini-book activity instructs the student to "share your mini-book with a parent," implying a verbal exchange where the student explains how each opportunity benefited Tree-ear.

The plan asks the student to "have a conversation with your child about the importance of art within a culture" and includes a "Questions to Discuss" list (e.g., "How did Korean pottery reflect the environment and culture of the region?"). The Wrapping Up section instructs a parent to "Ask your child if she enjoyed today's lesson. Discuss what was enjoyable and what was challenging," prompting student responses and reflection.

The lesson asks a parent to "ask your child to explain his prediction" and to "discuss whether or not his prediction was correct," which requires the student to respond and elaborate. The "Questions to Discuss" prompt asks students to explain and justify opinions (e.g., whether Tree-ear is dishonorable or Min is admirable) and to provide examples from the text. Parent prompts also ask the child to "read the sentences he used to describe Tree-ear's relationships" and to "explain...what happened in the text to support his descriptions," requiring relevant observations and examples in response to questions.

The Skills list and activities direct students to "ask open-ended research questions" and to "brainstorm, consult with others, decide upon a topic, and formulate open-ended questions," which requires students to generate questions. The KWM chart and the "What I Want to Know" section prompt students to write questions they want to investigate. The "Just Right Questions" and "Focusing Your Topic" activity pages guide students in evaluating and refining questions to be focused, open-ended, and important.

The Skills section explicitly instructs students to "Ask open-ended research questions and develop a plan for answering them," and Activity 6 directs students to develop 4–5 research questions supporting their position and 2–3 to research opposing views. Multiple activities ask students to "discuss" choices with a parent (e.g., choose a note-taking method, evaluate practice websites) and to find and record at least three stakeholder opinions, which require students to generate questions and consider others' viewpoints.

The Introducing the Lesson section asks the child which god or goddess he found most interesting and encourages him to explain his decisions with examples, prompting student explanation. The Ideas to Think About and Questions to Discuss sections list prompts (e.g., How does artistic expression reflect beliefs? What do you think the Greek mythical characters can teach us?) that students can respond to in discussion. The Go Greek activity instructs the youngest player to ask another player for a specific card and read the descriptions aloud, which requires students to ask and respond in a game context.

Students are prompted to discuss their findings with a parent after activities (e.g., sharing Venn diagrams and comic-book covers, reading trailer scripts aloud, and discussing the film version of Daedalus and Icarus). The Parent Plan skills list explicitly asks students to "come to discussions prepared" and to "explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion." A "Questions to Discuss" section provides multiple discussion prompts for students to respond to and consider with others.

Students are instructed to retell the Trojan War story to their family using props and to practice the retelling before presenting, which requires speaking and responding to an audience. The Parent Plan includes a 'Questions to Discuss' list (e.g., "What lessons can be learned from Helen's story?" and "Whom do you think should have won the battle over Helen?"), and parents are asked to gather family to hear the retelling and discuss the prompts.

Students meet one-on-one with a parent to share their draft and discuss how it follows myth conventions (Part 6: Conference). The Skills section and multiple Parent Plan notes state that students will revise drafts in response to feedback from peers and teacher, and parents are instructed to discuss the rubric and provide feedback. The lesson includes activities where students explain story elements and defend their choices when asked (parents are told to ask the child to explain her retelling).

Students are asked to write 3-4 sentence commentaries from the perspectives of a knight, a lord, and a peasant and then read those commentaries aloud to a parent, which involves speaking and responding in a discussion format. The Parent Plan includes a "Questions to Discuss" list that prompts students to answer and discuss topics such as describing feudalism and the advantages/disadvantages of the system. Activities ask students to look at the map, record observations, and compare with neighborhoods today, prompting discussion of observations and differences.

Students are assigned the role of Discussion Director and instructed to write four discussion questions to be used in a conversation about Chapters 4 and 5. The directions require questions that are not yes/no and that at least one question be open-ended and that one focus on a relationship and one on survival. Students must also provide answers to their questions, showing attention to anticipated elaboration.

Students are given a set of 'Questions to Discuss' about Alyce's relationships and events in the chapters, which they can answer in conversation. Students are instructed to read Chapters 9–11, create an imagined conversation between characters, record it in a journal, and read it aloud to a parent, practicing speaking and responding to the text. The lesson also directs students to "discuss" passive-voice examples with a parent and to explain reasons for the author's choices, which involves replying to prompts and explaining ideas orally or in writing.

Students are prompted to discuss the text through explicit discussion prompts such as "Which monologue did you enjoy most? Why?" and questions about superstitions and cultural comparisons in the "Questions to Discuss" section. Students are asked to read monologues, fill out a chart describing characters, and "try to find connections between characters," which requires them to share ideas and make links with peers. The "Ideas to Think About" section offers open-ended questions (e.g., how people struggled to survive) that students can use as discussion starters.

Students are asked to "share your findings with a parent" after identifying first- and third-person narration and to discuss whether third-person texts are limited or omniscient. The "Questions to Discuss" and "Things to Review" sections prompt students to answer specific discussion prompts (e.g., point of view of The Midwife's Apprentice, comparing characters, explaining different perspectives) and to read passages and identify narrative point of view. The parent plan instructs parents to ask the child to describe how she determined narrator type and where it falls on the objective/subjective spectrum, which elicits student explanations in response to questions.

Students are given explicit discussion prompts under "Ideas to Think About" and "Questions to Discuss" that ask them to compare perspectives (Isobel vs. Barbary) and to explain relationships between Jews and Christians, which requires extended explanation. Students are asked to imagine and explain how losing a parent would change responsibilities, prompting them to elaborate on ideas and provide supporting reasons.

Students are asked to create a Friend Venn Diagram that records what children and adults want to know and to add two additional questions a child would ask and two an adult would ask, which requires them to pose questions. Students are instructed to share their diagram with a parent and "together, answer the questions about a friend you both know," providing practice in responding to others' questions. The parent discussion prompts (e.g., "Do you think the child's questions or the adult's questions... would be better to get to know a new friend? Why?") invite verbal exchange about the questions and ideas.

Students are given discussion prompts (e.g., "How do characters persuade or change one another?" and "Do you think the little prince would return if he heard the flower's message? Why or why not?") that require spoken responses. Students perform a 30-second persuasive message and then tell a parent which persuasion technique(s) they used, which involves explaining and defending choices. Students also answer comprehension questions in full sentences, practicing responding to posed questions.

Students are asked to show and explain their casting description or collage to a parent, which requires them to ask and answer questions about the character. The 'Questions to Discuss' section provides prompts students can pose aloud, such as "Who do you think would be good at playing this role?" and "How do you think the plot lines will cross in the play?" The Student Activity Page includes an "Open Question" space where students write their own question and answer, giving them practice formulating discussion questions.

Students are asked to perform a scene for a parent or family and then "Talk to your parent about your performance. Discuss how the section you performed uses the theme of love, friendship, or persuasion," which requires oral exchange. The lesson includes a "Questions to Discuss" prompt (e.g., whether Demetrius's love is real and why) that asks students to explain and justify their thinking. Students also answer comprehension questions in complete sentences, practicing giving relevant observations and reasons.

Students are prompted to discuss the animated play with a parent using specific, open-ended questions (e.g., "Do you agree with the key scenes that were included?," "Are there scenes you think should have been included that were not?," and "Do you think this animated tale does a good job of telling Shakespeare's story? Why or why not?"). The lesson also asks students to answer comprehension questions in complete sentences and to discuss interpretive questions in the Wrapping Up section (e.g., which couple has the strongest relationship and how the play might have ended differently if it were a tragedy). These activities require students to respond to prompts with relevant observations and reasons.

The "Quotable" activity asks students to write three interview questions for Romeo or Juliet and to find quotes that answer those questions, which requires students to compose questions designed to elicit information. The parent plan lists a skill to "use comprehension skills to listen attentively to others," indicating students will practice listening in formal and informal settings. The Wrapping Up step asks students to share their persuasive message with a parent and explain their choices, giving students an opportunity to speak and respond to an audience.

Students are asked to give a 2-minute or less oral summary of page 163 to a parent and then talk with the parent about that summary and the directions they wrote or gave for drawing an ellipse. Students are instructed to ask their parent procedural questions (e.g., whether to highlight or take notes) and to have the parent follow their written or oral directions to draw an ellipse without seeing the diagram. The lesson includes discussion prompts in the Parent Plan (e.g., "Which was more difficult and why?" and several "Questions to Discuss") that set up parent–student conversation about the content.

Students are asked to act out two characters' perspectives or write headlines and then "Discuss the actual event as well," which requires speaking and responding to a partner (Wrapping Up and Activity 1). The Parent Plan provides specific discussion prompts (e.g., "What keeps the Moon in its orbit?" and "What do you think would have happened...?") that students are expected to discuss with a parent. The activities require students to share their dramatizations or headlines with a parent and to answer follow-up discussion questions.

Students are prompted to interact with a parent: they are told to "ask your parent if you should highlight" and to "ask a parent to check" their sentence diagrams, and they must "summarize for your parent how an airplane wing works" in the wrap up. The Parent Plan includes a set of "Questions to Discuss" that students are expected to answer, and the activities require choosing a demonstration, taking notes, and keeping materials to "demonstrate and summarize" findings for a parent.

The lesson includes several spoken-discussion opportunities: students are instructed to "Read your own stanza or the poem fragment you marked up aloud with your parent" and to "Review how stressed and unstressed syllables sound," which invites verbal exchange. A "Questions to Discuss" list (e.g., "What do stressed and unstressed mean for syllables?" and "What is the easiest way to determine the stressed and unstressed syllables?") asks students to answer and talk through concepts with a parent. The "Ideas to Think About" prompt and the "Life Application" suggestion to attend a poetry reading also create contexts where students can listen and respond to others' comments.