Students are asked to find all of the capital letters in the Weather Song, with the hint that capitals are found at the beginning of each line. Students are asked to read the words of the song aloud and follow along by pointing to each word, supporting recognition of initial letters. The skills list also includes recognizing that written words are separated by spaces and knowing the difference between individual letters and printed words.

Students encounter capitalized month names in the facts section ("December, January, and February are the months of winter"). Students practice uppercase and lowercase letter formation for W on the handwriting page and trace/write words like "winter" and "wind." Students are prompted to write sentences ("In the winter I _______") and to dictate or record a story, providing opportunities to use capitalization when writing.

Students are asked to write their name in the blank in the first poem, providing an opportunity to produce a personal name. The lesson text explicitly lists months as "March, April, and May," showing correctly capitalized month names. Poem and page titles (e.g., "Spring Poetry") and line-initial words are also presented with conventional capitalization.

The lesson text includes capitalized month names in Facts and Definitions: "June, July, and August are the months of summer." The story text uses the proper name "Jessie" repeatedly, showing a capitalized person name in context. Activities ask students to write season names or beginning letters and to copy words into blanks in Option 2, so students encounter and may reproduce words in writing tasks.

Students are asked to write the name of each family member beneath a picture in Activity 3, and to label pictures in Option 2 when drawing family members. The lesson text includes several proper names (Frank, Maria, Caleb, Will, Sarah, Caitlyn) in the scenarios that students discuss and sort. These tasks require students to produce or copy names of people as part of their activities.

Students read a story that includes a capitalized personal name (Katy) and other proper nouns in context. Students practice uppercase and lowercase letter formation for Cc in a handwriting activity and write or copy words (care, citizen) that reinforce lettercase. The story and handwriting pages provide exposure to capital letters and letter formation.

The lesson tells students to record a name for each person and explicitly reminds them that names begin with capital letters, asking them to write at least the beginning letter of each name. The lesson instructs students to start question sentences with a capital letter and practice writing question marks. The handwriting activity includes practice with uppercase and lowercase O, reinforcing capital-letter formation.

Students practice letter case and initial capitals in the handwriting activity: they trace and write uppercase and lowercase "V" and trace/write the word "Venn" on the Student Activity Page. The practice lines include examples of the word "Venn" written for students to copy, so students actively form an initial capital letter in a word.

Students are instructed to choose a date and time for the party and to make invitations that include the place, date, and time. Students are asked to make a guest list and count the number of guests, which requires writing names of people. The Student Activity Pages prompt students to fill in party planning details (Ideas, Supplies, Game sections) that may include writing names and dates.

Students are asked to write the name of each holiday and the month and/or date on pages of a Book of Holidays (Activity 5). Students are asked to write three sentences about their favorite holiday (Activity 3) and may write the book cover title and "by (name)," which involves writing a personal name. Students review months of the year and paste holiday graphics on calendar dates (Activity 4) and are prompted to express calendar time using days and months (Skills).

Students are prompted to give the child from another country a name and to write sentences such as "I live in America. Jung Wei lives in China." The Student Activity Pages include placeholders for "(name)" and prompts like "A story about (name) and (name)" and "(name) lives in," requiring students to write names of people. Example pages also show capitalized proper nouns (e.g., Jung Wei, China, America, Christmas) in model sentences.

Students are asked to practice writing the date with the day of the week, month, and year each day (Activity 3). Students record ten different dates on index cards with the day, month, and year and practice putting them in order. Students also handle Days and Months Cards by cutting, ordering, and (if ready) focusing on spelling the names of months and days (Activity 5).

The lesson asks the child to write today's date using a laminated calendar and includes activities where students copy the months of the year on handwriting paper. Student activity pages require filling in and sequencing month names and placing month labels beneath seasons, which involves writing month names (parts of dates). The Weather Patterns word box and month squares require students to read and write month names associated with each month.

The lesson explicitly states under Facts and Definitions that "Names always begin with capital letters." The Skills list includes "Capitalize dates and names of people," and Activity 1 has students rewrite sentences with incorrectly capitalized names (e.g., "chrysanthemum loved her name." and "Mrs. twinkle's first name was delphinium.") and complete prompts such as "My name is" that require capitalizing their own names. The Wrap Up directs students to review the rule that names always begin with capital letters.

Students label Venn diagrams and write directly about characters using names such as Chrysanthemum, Wemberly, Mrs. Twinkle, and the boy from What Do You Do With a Problem? in Activity 1–3 and on multiple Student Activity Pages. Students dictate and write three-sentence summaries that include character names, and they complete pages titled with character names and author names (Kevin Henkes, Kobi Yamada). Student writing tasks ask students to fill in labeled lines and boxes where proper names are provided and are expected to be used in responses.

Students are asked to look at a calendar, decide what the date is today (month, day of the week, and year), and record the date on a sheet of paper. The activities have students record yesterday's and tomorrow's dates and review how to write the date (noting the 20__ format for the year). Students also place years in order on number-line activities, which has them read and write multi-digit dates.

Students encounter multiple properly capitalized names of people (Thomas Edison, Martin Luther King, Madame Curie, George Washington, Galileo) in the Student Activity Page. Students are asked in Activity 4 to write a sentence on handwriting paper about a historical person, which gives them an opportunity to use a person's name in their own writing. The activity page also pairs each person with a year (e.g., 1879, 1963), showing dates associated with people.

Students are explicitly taught to use uppercase letters to begin names and are asked to spell example names (Sam, Meg, Ted, Sal, Bob, Jax, Rob, Tom, Pat, Cam, Dot) beginning with an uppercase letter. Activity 1.2 has students match uppercase and lowercase letter cards and complete 'Writing Uppercase Letters' tracing pages to practice forming capitals. Activity 5.2 and supporting notes remind students that names begin with an uppercase letter and include a name-based clue (Pam) for students to write and say.

Students are asked why Meg, Dan, and Sam start with uppercase letters in Activity 5.2 and read a reader containing those capitalized names. Students are reminded that sentences begin with uppercase letters and are asked to find a word that begins with an uppercase letter in Activity 5.1, and they practice sentence dictation that emphasizes sentence-initial capitalization. Students read and identify the capitalized pronoun "I" in Activity 3.1 and practice reading sight words that include the capitalized form.

The lesson explicitly reminds students that sentences must start with an uppercase letter (Activity 5.1) and provides sentence-building cards that include both uppercase and lowercase versions of words to practice that concept. Sentence dictation activities ask students to "think about how sentences begin and end," reinforcing sentence-initial capitalization when students write dictated sentences. The materials prompt students to read and create sentences and to recall that sentences begin with an uppercase letter.

Students are asked explicitly "Why does Jack begin with an uppercase letter?", prompting them to identify that a person's name is capitalized. The skills list includes "Recognize and name all upper- and lowercase letters of the alphabet," which has students practice letter case. Students also write dictated sentences and are told to "pay attention to how sentences begin and end," which has them attend to sentence-initial capitalization.

Students are asked to write their name on the cover of the reader (Activity 4.2), which requires using a capital for a person's name. The review list explicitly includes "Beginning sentences with capital letters," and Activity 3.2 directs students to write dictated sentences while paying attention to how sentences begin, providing practice capitalizing the first word. Students are also asked to point to or name story characters (Meg, Dan, King Hank) and read sentences that begin with capitalized words (e.g., "There is my friend's house.").

In Activity 1.1 students are shown the pair Tim, time, can, cane and are asked why "Tim" is spelled with an uppercase letter, prompting identification that it is someone's name. Day 5's sentence dictation asks students to "pay attention to how sentences begin and end," and students write dictated sentences, which provides some attention to sentence-initial form. The skills list also includes "Recognize the distinguishing features of a sentence," which supports awareness of sentence conventions.

Students are asked to note why "Mike" is capitalized when discussing the Long i with Silent e activity, and the proper name Mike appears as a card in the word-sorting exercises. Students read the story with characters Tom and Val and answer questions that expose them to capitalized personal names. The dictation activity tells students to "pay attention to how sentences begin and end," reinforcing capitalization at sentence starts.