Activity 1 instructs students to "use a dictionary to find and match each definition" and the Student Activity Page directions state "Look each word in the dictionary and match it to its definition." Students are asked to cut out words, arrange them in alphabetical order, and circle the first letter of each word, which practices skills for using a dictionary to locate entries.

The vocabulary activity asks students to "write each of the following vocabulary words on a note card" and then "order the cards in alphabetical order," and it explicitly instructs them to "Look up and discuss the meaning of each vocabulary word." Students also write vocabulary words into sentences on sentence strips and complete written journal/award activities that require producing spelling in their own writing.

The Skills section tells students to "Use resources such as dictionaries and context clues to develop word meaning," and Activity 3 directs students to "look up each word in the dictionary and write the definition on the back of the card." Students also put vocabulary cards in alphabetical order, an activity that practices dictionary-related skills.

The Wildflower Field Guide activity directs students to "record the names of the wildflowers mentioned in the book" and to "Find pictures of and information about five different types of flowers mentioned in the book using an encyclopedia, nature field guide, or the Internet," which requires consulting reference materials. The activity even provides a specific web link as a source for flower names and information. Students are also asked to write journal entries and original songs, giving opportunities to use reference material while writing.

The editing activity explicitly instructs students to "use a beginning dictionary if needed for spelling errors." The self-editing checklist directs students to look for misspelled words and to read their drafts aloud to find things to change. The Skills section lists "Attend to spelling, mechanics, and format for final products in one's own writing," which frames spelling as an editing target.

Students are instructed to edit their rough draft using the "Self-Editing Checklist" and to "use a beginning dictionary and/or other reference materials to correct spelling errors." The Self-Editing Checklist explicitly asks, "Are there any words that are misspelled?" The lesson requires students to produce a final copy after correcting spelling.

Activity 3 (Spelling Words) explicitly tells students to record the spelling words in a journal, leave space to write each word three times, and states, "If there are any words she does not know, she can look them up in the dictionary." The activity also directs students to use each word in a sentence aloud. The Skills and Life Application sections direct students to locate and use important areas of the library and to visit the local library, which supports use of reference materials.

Activity 3 instructs students to fill in definitions, synonyms/antonyms, syllable counts, and to locate the words in the text. The directions explicitly state to "provide assistance as needed with locating words in the dictionary and finding synonyms and antonyms." Activity 2 has students practice spelling their names using the American Sign Language alphabet and decode spelled messages, giving students letter-by-letter spelling practice.

Activity 3 provides a Braille Alphabet sheet and asks the child to study the letters and use the Braille alphabet as a guide. The child is instructed to punch words (dog, car, eyes) on construction paper using the Braille key and then use the key to read and check the patterns of the dots.

Students are directed to "read about and look for pictures of the islands of the Bahamas on the Internet or in other reference materials" (Activity 2) and to use "other reference material such as books about Native American Indians" if they are unsure about artifact materials (Activity 5). The activities ask students to locate information about the Taino people and to use web links and reference sites for research (Day 2, Activity 4 and provided Web Links). Students are given structured report and journal tasks that require finding information from those reference sources.

The vocabulary activity instructs that if a child is not familiar with a word, he may need to look it up in a dictionary. Students are asked to record vocabulary words in sentences and then use those words in an original short story, which requires producing correct word forms. The directions explicitly list "hammock, fortunate, mango, hollow, approach" as vocabulary items for students to place in context.

Students are directed to use a beginning dictionary and/or other reference materials to check and correct spelling errors during the editing stage. Students are encouraged to look up harder words in a dictionary as they revise their drafts after drafting. Students are held accountable for correct spelling through the Editing Rubric, which rates writing by whether all words are spelled correctly.

Activity 3 directs the child to "look up the words in a dictionary and write them on note cards," and to find definitions for listed vocabulary words. Students are then asked to use each vocabulary word in a sentence and to create a short story using the words, which requires consulting the dictionary entries and recording the correct word forms. The activity also includes checking comprehension after students use the words in context.

Activity 5 directs students to look up plural forms that do not fit the regular rule: "Help your child look up the plural form of these words in the dictionary." Students are asked to write the plural forms and then use three plural words in sentences, which requires checking the correct plural spellings. Activity 7 also tells students to "look on the Internet or in other research sources" to locate information, which reinforces consulting reference materials.

In Part 3: Editing students are asked to look closely at spelling and to check capitalization of proper nouns and sentence beginnings. The editing guidance explicitly tells students to "look up harder words in a dictionary or give her the correct spelling if she asks." The editing rubric includes specific prompts about correct capitalization and end punctuation that guide students to review conventions while editing.

The lesson instructs students to write their sentences in pencil, read through their sentences, and make any needed changes in grammar or spelling. It tells students to check that sentences begin with a capital letter and end with the correct punctuation mark and encourages editing to improve conventions. The skills list also includes using editing to check and confirm the correct use of conventions.

Activity 3 explicitly instructs the student to "use a beginning dictionary or other reference material to check and correct spelling errors" when completing the editing step. The Skills list includes "Edit to check for mistakes in writing," and the Editing Rubric prompts students to review punctuation and sentence types as part of their editing process. Activity 2 and the rubric direct students to review their drafts and perform editing before producing a final copy.

Students are asked to use the Internet, library books, and encyclopedias to gather information for the Deer Mouse and Great Horned Owl research pages (Activity 2; Student Activity Pages). Students are directed to "use the Internet and books" to fill in habitat, food source, predators, and other factual fields, and links to online reference sites are provided. Students are instructed to write vocabulary words they don't know on note cards with definitions on the back and to record the sentence that contains the word in context (Activity 3), which prompts them to consult sources to determine word meanings.

The lesson explicitly tells students they "can use a thesaurus as needed for the second part of the page" when choosing the right word, indicating that students may consult a reference for vocabulary selection. Multiple activities require students to write synonyms, antonyms, and their own word pairs, so students produce written word forms and select precise vocabulary. Students are also asked to write answers and journal entries in complete sentences, which involves writing practice.

Students are asked to choose prefixes or suffixes to complete words and then "try to find the words in a book," with page numbers provided so they can locate the completed words in the text to see if they added the correct form. Activity 2 directs students to decide which affix makes sense in each sentence and then locate those words in the chapters to verify them. The Life Application and scavenger-hunt suggestions ask students to find words with given prefixes/suffixes on magazine covers, food labels, billboards, toys, and books, which has students consult printed materials to locate and confirm word forms.

In Part 3: Editing, students are instructed to "read his paragraphs aloud, look for misspelled words, and listen for places where words can be changed..." and are explicitly told to "use a beginning dictionary and/or other reference materials to check and correct spelling errors." The rubric and editing directions require students to review and correct their writing before producing a final draft. The activity asks students to make changes based on the rubric and spelling checks as part of the revision process.

Day 2 Activity 4 instructs students to preview vocabulary words, identify words with -ed, -ing, or -ly endings, and write the base word below each. Students are told to record each word on a note card, put the cards in alphabetical order, locate the words in the text and highlight them, and "look up the definitions of the words he does not know" and write the definitions on the note cards. The Facts and Definitions section also tells students that when looking for definitions of words with endings they can "look up the base word to determine the definition."

Students are asked to locate information about spiders in books or online and to fill out a Spider Research page based on that information. Students are directed to use information from their research when writing a poem from Wilbur's point of view. Students complete research-driven activity pages that require gathering facts from external sources.

Activity 3 instructs students that if they are not familiar with a vocabulary word, they can use the dictionary to find the definition. The vocabulary activity has students match words to definitions, find the words in the book, write the sentence that contains the word, and make up a sentence for each word. Activity 2's extension recommends giving the child a thesaurus to look up synonyms.

Students are explicitly instructed to use a beginning dictionary and/or other reference materials to check and correct spelling errors when editing their book review rough draft. The activities direct students to read over their writing for grammar and punctuation, edit drafts, and make changes to ideas, sentences, spelling, and grammar before producing a final copy. Both the book review and advertisement rubrics include criteria asking whether common words were spelled correctly, prompting students to verify spellings.

Activity 2 (Vocabulary Webs) tells students to "look up each vocabulary word" and directs the teacher to "Give her the dictionary so that she can look up the definitions." The lesson provides a specific web link to Merriam-Webster Learner's Dictionary and asks students to fill bubbles for definition, base word, synonyms/antonyms, and to write a new sentence for each word. The vocabulary pages require students to record words from the text and produce written sentences using those words.

The lesson's Skills list tells students to "Use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings." Activity 3 (Vocabulary) repeats that the child "can use a dictionary if he needs help" when matching words to definitions and recording the correct word in each blank.

In Activity 2 students are instructed to "record the definition of each word by looking them up in a dictionary" and to locate each vocabulary word on the pages and read it in context. Activity 1 tells students to "look up information about the animal online" if they are not sure how to classify an animal. Students are also asked to put vocabulary strips in alphabetical order, which practices skills related to using reference materials like dictionaries.

In Activity 2 students are told to match vocabulary with definitions and are given the suggested approach: "Look up the word in the book for context clues, then use a dictionary if needed." The Student Activity Page repeats that if the child still does not know a definition, she can look up the word in a dictionary. These instructions explicitly direct students to consult a beginning reference (a dictionary) when they need help with vocabulary.

The lesson explicitly instructs students to "use a beginning dictionary and/or other reference material to check and correct spelling errors." The Editing and Revising Rubric includes a "Check Spelling" section with the question "Did you look up the spelling of harder words?" and checkboxes prompting students to evaluate whether common words are spelled correctly. Students are instructed to read drafts multiple times focusing on editing, during which they may consult reference materials.

The vocabulary activity repeatedly tells students to "look up the definitions of unfamiliar words" and to "read each dictionary definition and decide which fits best in context." The directions explicitly encourage students to "look up any unknown words" in both the multiple-choice and fill-in-the-blank options. The Student Activity Page notes the page numbers for each vocabulary word and prompts students to locate words in context and read them aloud, implying use of reference entries.

Students are instructed to write the vocabulary words on note cards, put them in alphabetical order, and create flashcards with the word on one side and the definition on the other. The directions state that if a student does not know which definition goes with which word, he can read them in context in the book and/or look them up in a dictionary. Students also practice using the words in sentences and (in the advanced option) write the sentences, which requires working directly with word forms.

Students are asked to reread their draft three times with the third reading focused specifically on finding spelling mistakes, and they are told they may use a beginning dictionary and/or other reference materials to check and correct spelling errors. Students use the Letter Rubric, which lists 'spelling' in the Mechanics category, to guide their editing and to evaluate spelling accuracy on their final copy.