Students are prompted to discuss poetry with a parent in the "Questions to Discuss" section (e.g., parents are asked to "Ask your child what he learned about poetry today"). Students practice paraphrasing as a listed skill: "Paraphrase to indicate active listening." Students also respond to specific comprehension prompts (Question #1-#3) and recite memorized poems for family members, receiving feedback.

Students are asked to answer specific comprehension questions about the poems (e.g., Which poem did you enjoy the most? What did you learn today?), which prompts verbal responses. Students are instructed to read their poems aloud and to reread "Knoxville, Tennessee" and brainstorm nouns, then discuss the nouns they chose with a parent. The parent prompts and "Questions to Discuss" (e.g., Why do you think poets often use nature themes?) provide opportunities for students to speak and respond in a one-on-one discussion.

Students answer specific, written questions about poems (QUESTION #1–#4) and complete activity sheets that ask them to explain elements such as metaphors, adjectives, and onomatopoeic words. Students are prompted to discuss prior knowledge with a parent ("Ask her what she knows about this region") and to use the "Questions to Discuss" prompts (e.g., "Can you describe the structure of a haiku poem?"). The Onomatopoeia activity asks students to explain why an author repeats a word and how the poem makes them feel, requiring students to respond to specific prompts.

The Parent Plan includes prompts that require oral responses such as "Ask your child what he has enjoyed most learning about poetry" and "Ask him what he knows about this region of the country," which ask students to answer questions aloud. A "Questions to Discuss" section lists prompts (e.g., "What is a metaphor?" "What is personification?") intended for back-and-forth conversation. An activity asks students to answer at the bottom of the page whether the use of second person makes a poem more effective, prompting a written or spoken response focused on evaluation.

Students are prompted to answer specific comprehension and reflection questions (QUESTION #1–#5) about poems, which requires them to respond to posed questions. The parent prompts instruct an adult to ask the child what she knows about the region and to discuss "Questions to Discuss" (e.g., "What is art?" and "Can you describe the structure of a couplet?"), providing opportunities for one-on-one verbal exchange. The lesson asks the child to share her artwork and poem, which creates a chance for oral contribution and discussion with a partner (parent or peer).

Students are asked to answer directed comprehension and reflection questions after reading (e.g., "How is Love That Dog different...", "How old do you think Jack is?", and analysis questions on the Frost Poems page). The Parent Plan includes explicit prompts to "Discuss with your child" and a set of "Questions to Discuss" (e.g., "Do you think Jack likes poetry? Why or why not?" and "Would you have liked to have met Robert Frost? What would you talk with him about?"). The narrative is described as the boy's side of a conversation with his teacher, providing a modeled example of dialog.

Students are asked to answer open-ended questions about Love That Dog (e.g., whether Jack should invite Walter Dean Myers and whether he will come), which requires them to respond to specific prompts. The parent plan directs a child to read his free verse poem aloud and discuss word choice, figurative language, and ways to improve the poem, prompting student responses and commentary. The Wrapping Up section includes "Questions to Discuss" (e.g., If you could meet a famous writer, whom would you want to meet? Why?) that prompt students to pose and answer discussion questions with a partner or parent.

Students are asked to answer specific written questions after finishing the book (e.g., explaining why Jack couldn't stop thinking and listing metaphors). A parent prompt asks the child to predict how the story will end, which requires the student to respond to a direct question. The plan instructs the child to share similarities and differences between the two poems and includes a 'Questions to Discuss' list (e.g., 'How did Jack's poem...?' and 'In what ways are you similar to Jack?') that students are expected to respond to aloud.

The lesson directs students to present poems to guests and then assess the project using a rubric, which prompts post-performance discussion (e.g., "In which areas do you feel you did well?" and "Is there anything you would have done differently?"). Parent-plan prompts ask parents to "read your child's setting description and then discuss the setting's impact" and provide specific "Questions to Discuss" for post-project conversation. The rubric includes an "Audience was engaged" criterion that implies interaction between readers and listeners.

The lesson includes explicit 'Questions to Discuss' prompts that ask students to state agreement or disagreement and explain why, and it instructs parents to 'make some statements and ask your child to determine if they are facts or opinions,' which requires verbal response and justification. Several parts of the lesson direct students to answer comprehension questions in complete sentences after reading, prompting students to respond to specific questions about the text. The parent-directed activities (e.g., asking which option to complete and reviewing thank-you notes) create opportunities for spoken exchanges between student and parent.

The lesson includes explicit discussion prompts (Wrapping Up: "How are Nadia and Noah similar and how are they different?") and a Parent Plan section that tells caregivers to "Discuss" Nadia's situation and review plot responses. The vocabulary cube game requires students to speak sentences aloud to a parent when a word is rolled, and the Parent Plan encourages the child to read the zoo plaque aloud. The Reading And Questions section asks students to answer specific questions in complete sentences, providing material for oral or guided discussion.

The Parent Plan asks the child to "briefly discuss some differences between Nadia's voice and Noah's voice," and the Wrapping Up section provides multiple "Questions to Discuss" that prompt student responses about characters and relationships. Activity 2 references "Each team member's story" and asks students to write three things they notice after hearing Nadia's story, implying listening to peers. The Skills section instructs supporting ideas by citing examples in the text and personal experiences, which aligns with contributing substantive comments in discussion.

Students are directed to "share your writing with someone to get feedback" during the Revising stage and to "conference with your child and review her draft using the rubric," where a parent is instructed to "ask her questions about the writing." The parent section includes explicit "Questions to Discuss" (e.g., "What did you learn about turtles?", "How did you improve your writing during editing and revision?") that prompt student responses. The lesson also tells students to "discuss the fact that report writing includes factual information" when introducing the activity.

The Parent Plan lists skills to "Frame thoughtful questions" and "Frame central questions about a topic," and the State History activity directs students to write five state-history questions and then ask a family member those questions. The Reading and Questions section requires students to answer specific comprehension questions about the text, and the Wrapping Up section provides "Questions to Discuss" that prompt students to talk about characters and relationships.

The lesson includes explicit discussion prompts (e.g., "Ask her to summarize the first half of his story" and "Ask your child to explain her friendship bubble map") that require students to answer specific questions and explain their thinking. The Reading and Questions section contains directed questions (Q1–Q3) that ask students to respond and justify opinions (Q3 asks for reasoning). The Parent Plan offers "Questions to Discuss" (e.g., "How would you describe the relationship between Ethan and Julian?") and prompts students to share similes and metaphors, which requires them to contribute comments in a discussion.

The lesson includes open-ended discussion prompts such as "Questions to Discuss" (e.g., "What makes The Souls good friends for one another?") and comprehension questions that ask students to give and justify opinions (Q3 and Q4 ask whether Julian should have told/given treats and why). The parent plan asks the child to explain Julian's storyline and to discuss theater vocabulary and past experiences with plays. The activity asking students to write a script and then "gather family members to act it out" creates a setting for spoken interaction with others.

Students are given specific discussion prompts in the "Questions to Discuss" section (e.g., "How did Mrs. Olinski choose her team?", "How would having Knapp on the team have changed everything?") that require them to respond. Students are asked to answer guided reading questions (QUESTIONS #1-#4) about the text, which involves posing responses to specific text-based questions. Students are encouraged to share their acrostic poem and to review the adverbs they wrote, which implies speaking and responding aloud to a partner or adult.

The Parent Plan instructs an adult to discuss the project with the child and to ask specific questions (e.g., "Why is it important to spend time with your friends?"), and the Wrapping Up section includes guided prompts for post-party discussion about guests' responses. Students are asked to write and practice three sentences to present tokens to each guest and to host the tea party, which requires them to speak to peers. The lesson also includes reflective discussion prompts (e.g., "What do you think your guests enjoyed most about afternoon tea?") that require student responses.

The lesson includes explicit discussion prompts such as the "Ideas to Think About" questions and a "Questions to Discuss" list, which ask about the relationship between culture and stories and what can be learned from folktales. Parent Plan directions tell the adult to "Ask your child what examples he came up with" and to "Ask your child to explain how the story he selected reflected the culture," prompting spoken responses. These elements require students to answer specific questions verbally and explain their thinking to an adult.

The lesson includes multiple discussion prompts and open-ended opinion questions (e.g., "Do you think John Henry should have challenged the machine? Why or why not?" and questions after each story) that require students to respond verbally or in writing. Parent Plan sections repeatedly instruct parents to "discuss with your child," to have the child read aloud sentences, and to talk about answers (e.g., evaluate wagon-packing choices, discuss positives and negatives of technology), which creates opportunities for back-and-forth discussion. Activities such as the "Man vs. Machine" weighing exercise and the "Same Story, Different Version" comparison ask students to record differences and similarities and to explain their reasoning, which can be used in discussion.

Students answer explicit comprehension questions after reading each story, requiring them to respond to specific prompts (e.g., Why did Pale-Faced Lightning run away?; What do you think was the most incredible thing Pecos Bill did?). Parents are instructed to ask and discuss open-ended questions with the child (e.g., Which story did you like better and why?; Do you admire Sister Fox? Why or why not?), which asks students to make comments and explain their thinking. Several activities require students to explain similarities and differences or justify choices (compare/contrast organizer, list ten geographic details, explain song choices), which engages students in contributing comments to a discussion-like exchange with an adult.

Students are prompted to answer specific comprehension questions after reading each story (e.g., questions following "Hekeke," "Hiiaka," and "Paul Bunyan"), which requires them to respond to targeted questions. Parents are instructed to ask the child what she knows about the West and to "spend some time talking about Hawaii," prompting oral responses and discussion. The "Questions to Discuss" and the storytelling activity ask students to retell stories to family and discuss elements (heroism, relationships, historical connections), providing opportunities for verbal exchange with others.

Students are prompted to give detailed oral descriptions of their main character and setting and to share their plot diagram and rough draft with a parent or others. The plan directs students to share their final copy with friends and family and lists specific 'Questions to Discuss' (e.g., "What was the most challenging part of writing your story?") for oral discussion. The parent is instructed to have a conference, provide feedback, and have the child get and use feedback during revision.

The plan includes multiple prompts for verbal discussion (e.g., "Discuss the answers with him," and specific questions: "Why do you think people discriminate? Have you ever witnessed discrimination?"). Parent notes repeatedly instruct the child to "share" work and "explain" products (e.g., share the brochure, explain the Venn diagram, and have the student share five likes and three technique observations about a painting). Several activities direct students to find information and then discuss or review answers with an adult (e.g., WWII questions and Axis/Allies reasons).

Students are asked to answer specific comprehension and discussion questions (e.g., "Do you think Phillip should have left the house when his mother told him not to?" and "Why does diversity make a community more interesting?"), prompting them to respond verbally or in writing. Students are instructed to read aloud hooks they found and discuss what makes those beginnings effective, which requires commenting on others' examples. Parents are guided to discuss responses and encourage elaboration or revision of student-written hooks, creating opportunities for back-and-forth discussion.

Students read Chapters 3–4 and answer six specific comprehension questions (Q1–Q6), requiring them to respond to prompts about events, motives, and prejudice. Students are asked to make predictions aloud ("Ask your child to predict what will happen") and to discuss guided prompts with a parent such as why Phillip thought Timothy's face was terrifying and why Timothy calls Phillip "Young Boss." Students record and write sentences about Phillip and Timothy across chapters and translate Timothy's dialect, activities that require them to comment on characters' thoughts, feelings, and actions.

The Parent Plan includes prompts that require verbal responses, such as "Ask your child what he has enjoyed most about the book so far" and "Ask him if he has any questions about the characters or plot," which invite students to pose questions. The plan provides three "Questions to Discuss" (e.g., "Do you think Timothy has been honest with Phillip? Why or why not?") that require students to answer and give reasons. Several activities ask students to share and discuss work (e.g., "encourage him to share his work," "discuss with her all the things you might see on a diving adventure"), prompting verbal contribution.

Students answer specific comprehension questions about Chapters 9 and 10 (e.g., How did Timothy and Phillip make a rope?), and they record written responses to three discrimination scenarios on the Discrimination activity page. Students are prompted to discuss guided questions with a parent (e.g., Why do you think Timothy struck Phillip?) and to write how they would respond in each discriminatory situation. The Comma Usage and Survival activities also require students to produce sentences and examples from the text, which involve responding in writing about the chapters.

Students are prompted to discuss the coral reef and interdependent relationships with a parent ("Ask your child what he knows about the coral reef... Discuss the interdependent relationships"). Students answer specific comprehension questions after reading Chapters 11–12 and fill in character information on the activity page (QUESTION #1–#5). Parent Plan prompts ask the child to discuss cultural differences and to share examples of how Timothy and Phillip help one another, and the "Questions to Discuss" list gives explicit discussion prompts for students to respond to.

Students are given multiple discussion prompts (e.g., "What would it be like to fish if you were blind?"; "What does your family do to prepare for threatening weather?") and are asked to predict and discuss answers. The lesson directs students to read chapters and answer comprehension questions (Questions #1–#5) and includes a "Questions to Discuss" section that asks students to describe feelings and differences in intelligence between characters. The lesson also asks students to read journal entries aloud, which creates an opportunity to respond to peers' comments.

The lesson contains several explicit discussion prompts (Ideas to Think About; Questions to Discuss in the Parent Plan and Wrapping Up) that ask students to explain views about discrimination and whether the book furthers Dr. King's dream. Parents are instructed to ask the child to explain each step of the writing process and to discuss the student's ideas for each paragraph, which requires students to respond to specific prompts and justify their thinking. The parent directions also ask parents to provide feedback and suggestions after discussing the student's outlined ideas, inviting students to elaborate on their own responses.

Students are asked to read Chapters 17 and 18 and write five questions about the chapters, including both text-based comprehension questions and opinion/response questions, which requires them to pose specific questions. The Parent Plan instructs an adult to read aloud the questions the child developed and ask her to answer them orally, providing an opportunity for students to respond to questions. The Wrapping Up and Things to Review sections prompt students to explain the theme with evidence and to answer discussion prompts (e.g., Would you recommend it? What do you predict?), which requires students to make comments that contribute to a conversation.

Students are given explicit discussion prompts (e.g., several "Questions to Discuss" about Martin Luther King Jr.'s speech and wrap-up questions about The Cay) and are asked to read or listen and then read portions aloud. Students are instructed to share their monument, inscription, and eulogy with family and to practice reading the eulogy aloud, which requires responding to questions and explaining choices when parents are prompted to ask about the project. Parents are directed to ask what the student enjoyed about the book and what he learned, prompting student answers to specific questions.

The materials include multiple teacher/parent-led discussion prompts (Ideas to Think About; Questions to Discuss) that ask students to explain views about immigrants and answer open-ended questions. The Parent Plan instructs a parent to "Discuss why the immigrants..." and to have the child "explain her picture map," which requires the student to respond to questions and give explanations. The Reading and Questions section asks students to answer comprehension questions in complete sentences, providing practice in responding to specific prompts.

The lesson includes a "Questions to Discuss" section with specific discussion prompts (e.g., whether Dina should have given herself to the soldiers, what items to leave with a sibling) that students are expected to answer. Activity 2 asks students to explain to their family why they selected each packed item and to share drawings/items, which requires students to make comments that contribute to a discussion. Parent notes repeatedly instruct parents to encourage the child to share and discuss choices, prompting spoken responses to specific prompts.

Students are prompted to answer specific comprehension questions (QUESTION #1–#5) after reading Chapters 7–9, which requires them to respond to teacher-led prompts. The Parent Plan includes a "Questions to Discuss" section that asks students to explain character motives and justify responses (e.g., "Would you have sewed for Uncle if you were Dina? Why or why not?"). Students are also asked to read their paragraph aloud and discuss word choice and relevance, which requires them to make comments that contribute to a discussion.

Students are prompted to respond to oral prompts (e.g., "Ask your child if he has ever wanted to get a job, and why or why not") and to discuss historical child labor and Dina's situation. Students are asked to share and discuss their drawings and bubble maps with family members and to "decide which family member you are most similar to and why," which requires spoken explanation. The lesson asks students to "share your hat design with family members" and includes directed discussion questions in the Parent Plan (e.g., "Describe Dina's personality and how you are similar to Dina").

Students are prompted to read Chapters 13–15 and answer a set of specific comprehension questions in complete sentences, providing practice in responding to specific questions. The Parent Plan invites an adult to "Ask your child what happened at the end of the last chapter" and provides "Questions to Discuss" (e.g., "How would you describe Barbara?"), which prompts oral responses in a discussion format. The vocabulary cube game requires a partner to roll the cube and the student to identify the word or provide a synonym/usage, giving additional opportunities to respond to prompts from others.

The lesson includes multiple discussion prompts (e.g., "Discuss what it would be like to live in fear," and the "Questions to Discuss" items such as "Why do you think Uncle said, ‘I know you will do well facing trouble'?") that require oral responses. Parent-plan directions instruct the adult to ask the child what he learned about smallpox and to read and discuss the child's journal entry and descriptive sentences aloud, prompting spoken answers and discussion.

The lesson includes multiple parent-led discussion prompts (Getting Started questions and "Questions to Discuss") that ask the student to answer and explain their thinking aloud. Several activities require the student to share results and explanations with a parent (Talent option with recorded response, Old Hat share, Should I Stay or Go explanation), and one activity asks the student to write a conversation between characters using quotation marks. The parent plan repeatedly instructs parents to ask the child questions and to have the child explain decisions and discuss responses.

Multiple sections ask students to answer and discuss specific questions: the "Wrapping Up" prompts and the "Questions to Discuss" in the Parent Plan ask students to respond to questions such as whether Dina should have gone back to the apartment and to identify hardships immigrants faced. The "Introducing the Lesson" and Activity 3 ask students to share personal experiences and explain choices to their family, which requires verbal responses to prompts. The Analyzing Writing activity asks students to reflect and write answers to specific questions about the author's techniques, which can be used as discussion starters.

Students are asked to interview family members about an interesting event or individual from their family history, which requires them to pose questions to gather information. Students are prompted to share and discuss their book jacket and predictions with a parent, and to answer discussion questions such as predicting whether Dina will stay and explaining personal experiences (e.g., "Have you ever helped someone in need? Explain"). Several activities instruct students to complete "if...then" reflective prompts and to discuss those responses with a parent, implying verbal exchange.

Students are prompted to respond to adult-led questions such as "Ask him if he can think of any survival stories he has read" and the "Questions to Discuss" list (e.g., "Do you think this author is interesting? Why or why not?"). Students share information they research about the author and present it aloud when parents are told to "Let your child share the information he learns about the author." Students describe and explain their ideas for a survival story, and they explain their drawings or journal entries when prompted to "share his illustrations or descriptions" and to "describe his ideas for a survival story."

Students are asked to read pages 1–20 and answer four specific comprehension questions in complete sentences, providing direct practice in responding to questions. The Parent Plan includes discussion prompts (e.g., "Would you like to live in the woods? Why or why not?" and "Why is fire safety so important in the forest?") that require students to respond verbally to questions. The parent is instructed to ask the child how she selected information for her fire safety poster, prompting the student to explain and justify choices to another person. The Vocabulary Memory activity is a two-player game in which students take turns and interact with a partner while matching words and definitions.

Students are prompted to orally summarize the previous reading and to share what happens next (Introducing the Lesson). Multiple parent-plan sections instruct parents to ask the child to share ideas and to read over the child's answers and have the child explain how items on the Wilderness Survival list would help Sam. A dedicated "Questions to Discuss" list provides specific discussion prompts (e.g., Could a boy really survive in the woods? What challenges has Sam overcome?), which require students to answer and explain their thinking.

Students are asked to answer specific comprehension questions (Questions #1-#4) about the reading, requiring them to respond to targeted prompts. The lesson includes a set of explicit 'Questions to Discuss' (e.g., Why do you think Sam wants to make friends with the animals?) that instruct students to discuss their ideas with a parent. Parent-plan directions ask students to explain how they made choices (for the 'A Special Friend' activity) and to give meanings and examples for prefixes when prompted aloud.

Students are asked to summarize what they read and to answer specific comprehension questions (Questions #1–#5), which requires them to respond to posed questions. The Parent Plan includes explicit discussion prompts ("Questions to Discuss") such as "Why do you think Bando stayed with Sam for so long?" and "How are Sam and Henry David Thoreau similar?" that ask students to explain and justify their thinking. The plan directs a parent-led or teacher-led discussion and asks students to explain Thoreau's importance, prompting students to contribute comments in a conversational setting.

The lesson includes multiple prompts that require spoken discussion: a parent prompt to "predict how the story will end" and a "Questions to Discuss" section with open-ended questions about Sam. The student activity grid contains items that explicitly ask students to "Discuss Sam's friendships with animals and people" and to "Play with a friend" for the prefix/suffix memory game. The wrap-up directs students to "share your products with your family and explain what Sam's story meant to you," which requires verbal explanation and discussion.

The lesson includes direct prompts for oral discussion such as "Ask your child what he knows about colonial America" and multiple "Questions to Discuss" (e.g., whether Kit would have jumped in the water, why Nat's family is proud of the smell of horses, how to describe John Holbrook). The parent plan repeatedly instructs to "Discuss with your child what he learned" and to have the child explain and show his painting, which asks students to answer and talk about specific content from the reading.

Students read Chapters 3 and 4 and answer specific comprehension questions (e.g., how Kit was welcomed, why Mr. Wood got upset, Mercy's appearance, and why Kit came to Mercy), requiring them to respond to targeted prompts. Students are given three open-ended 'Questions to Discuss' (for example, "Do you think Kit will ever fit in with the Puritans? Why or why not?") to discuss with a parent or teacher. Parents are instructed to ask the child to describe similarities and differences between Connecticut and Barbados and to show their painting, prompting students to give verbal responses and explanations.

The materials prompt students to answer specific comprehension questions (#1-#3) after reading Chapters 5 and 6 and include explicit 'Questions to Discuss' (e.g., Why do you think the Puritans were not accepting of Kit? Describe the political argument...). The Parent Plan directs an adult to ask the child why Kit might feel out of place and to have the child read a personal narrative aloud and discuss word choices. The activities ask students to record ideas in a journal and to compare maps, which require students to produce and share responses to targeted prompts.

Students are asked to summarize chapters and describe differences between characters (e.g., Mercy and Judith), which requires them to respond to specific teacher/parent questions. Students list three reasons a colonist might be a Royalist and three reasons for a free government and then are encouraged to tell and review those reasons with an adult. The 'Questions to Discuss' prompts (e.g., 'Would you have been a Royalist or a colonist? Why?') require students to answer focused discussion questions and give reasons.

The lesson includes explicit "Questions to Discuss" prompts (e.g., "Why do you think the Bible was the only book readily available to the Puritans?" and "Do you think Reverend Woodbridge and Mr. Kimberly should have been so upset with Kit and Mercy? Why or why not?") that ask students to discuss and respond. Parents are instructed to "read the sentences your child rewrote and discuss how much more effective and interesting his sentences are," which prompts students to respond to and reflect on others' rewrite choices. The activities ask students to act out scenes with family or rehearse a lesson, which involves assigning parts, discussing how to act the story, and practicing a performance with others.

Students are prompted to discuss whether Kit should continue to see Hannah Tupper and to explain their reasoning, and parents are instructed to ask which discoveries the child believes are most important and why. The teacher materials include open-ended 'Questions to Discuss' (e.g., how discoveries changed Kit, whether people fear what they don't understand) that require students to respond and justify their answers. The Venn diagram and follow-up prompts ask students to compare Quaker and Puritan beliefs and think about how differences could lead to disagreements, encouraging students to contribute ideas in discussion.

Students are asked to describe what Kit learned at the start of the lesson, which prompts a one-on-one oral response. The Parent Plan includes a 'Questions to Discuss' list (e.g., "Do you think Kit really wants to marry William? Why or why not?" and loyalty questions) that requires students to respond to specific discussion prompts and justify their answers. The reading comprehension section and activity prompts (Read Chapters 12 and 13; answer questions) require students to answer specific questions with explanations.

The lesson includes multiple 'Questions to Discuss' prompts (e.g., "Do you think the colonists had a right to be upset with the governor?" and "What do you think Nat meant when he said...?") that require students to respond orally. Parent-plan directions ask parents to 'Ask your child what she knows...' and to 'Discuss the figurative language techniques she uses,' prompting students to speak, answer specific questions, and explain their thinking. Several activities ask students to read their sentences or journal entries aloud and to review complaints the men voiced, which involves verbal response to posed questions.

The parent prompts ask the child to explain whether he is enjoying the book, name a favorite character and say why, and to answer open-ended discussion questions (e.g., "Do you think Nat's punishment was too severe? Why or why not?"). The plan asks the child to read his story and discuss what makes the narrative effective, and to explain what a run-on sentence is. The Activities include written comprehension questions and spaces for written responses that require explanation and justification.

Students are prompted to brainstorm colonists' reasons for accusing others of witchcraft and record ideas in a journal (Activity 1), and they are instructed to 'spend some time discussing the Salem Witch trials' with a parent. A set of explicit 'Questions to Discuss' (e.g., 'Why do you think the townspeople blamed the sickness...' and 'Do you think Kit should have helped Hannah escape?') asks students to respond orally or in discussion to teacher/parent-provided prompts. The Activities ask students to explain their selections (select three reasons and explain why) which requires students to provide reasons during discussion or written explanation.

Students are asked to answer open-ended comprehension and opinion questions (Questions #1-#3) that require them to respond to specific prompts. Students are prompted to discuss predictions and favorite parts with a parent and to discuss persuasive arguments when defending Kit in the "On Trial" activity. In Option 2 students must explain preparations to family members and act out tasks so others respond and guess, which requires spoken contributions to a group interaction.

The lesson includes explicit spoken-discussion prompts: caregivers are instructed to "Ask your child what he knows about Paris," and a "Questions to Discuss" section lists open-ended prompts (e.g., should the old man give Hugo his notebook back? Is Hugo a thief? How is Hugo able to survive?). Students also answer open-ended comprehension questions such as "Why might he do this?" which require them to respond with reasons. These items require students to respond to specific questions aloud or in writing.

Students read chapters and answer specific comprehension questions (Questions #1–#6), demonstrating responding to direct questions about the text. Students are asked to read aloud their "Before & After" statements and to discuss whether their writing used the same tone and voice as the author, prompting verbal explanation and elaboration. The lesson includes a set of open-ended "Questions to Discuss" (e.g., Was the automaton really magic? Should Hugo have stolen parts?), which require students to respond and give reasons in discussion.

Students are given open-ended discussion questions (e.g., "Do you think Hugo should have agreed to work to earn back his notebook? Why or why not?" and "Why do you think Hugo didn't want Isabelle to look in his notebook?") that require them to respond and give reasons. The Parent Plan directs a parent to ask the student to summarize the story and includes a list of "Questions to Discuss" and wrapping-up prompts that students can answer aloud. Activity 3 asks students to compare two versions of a story and includes prompts (characters, setting, events, message/moral, mood/tone) that can be discussed with a parent or partner.

Students are prompted to share and discuss their predictions with a parent ("Ask your child to read her predictions. Once she has finished the book, discuss..."). Students are asked to share their automaton drawing or model and to describe the special task it can perform to family members ("Encourage your child to share her drawing or model..."). Students practice telling a story aloud and are asked reflective questions about audience reaction and improvements ("Stand up and practice telling your story aloud..." and "Did your story amaze your audience? What do you feel went well... How could you improve...").

Students are asked to answer specific comprehension questions (Question #1-#4) and to complete written response pages such as "Two Thieves?" that require answering targeted questions about Hugo and Prometheus. Students are prompted to retell the myth of Prometheus after listening and to discuss brainstorm lists about uses of fire or how life would differ without fire. The Parent Plan includes explicit "Questions to Discuss" (e.g., "How do you think Hugo felt after telling Isabelle his story?") that guide students to respond to specific prompts in a verbal discussion.

The Parent Plan prompts parents to ask the child which character he liked best and why, and to ask whether he would recommend the book, which requires the child to state and defend opinions. The poster/synopsis activity asks students to explain design and casting choices aloud and to compare their ideas to the movie trailer, prompting students to elaborate on their remarks. Activity 3 asks students to describe discoveries for each main character and explain how those discoveries changed the characters' lives, requiring written explanations of cause and effect.

The parent prompts ask the child to "read through the different choices...and discuss what will be required" and to "discuss ideas and any questions she may have," which requires the student to ask and answer questions with an adult. The Wrapping Up and Parent Plan include explicit discussion questions such as "Which mini-project was your favorite? Why?" and "What did you learn from doing your projects?" The plan also asks the child to display projects for the family, creating an opportunity to answer viewers' questions.

Students are prompted to play the Picture Vocabulary Game with a partner (parent or sibling), which requires verbal interaction while guessing and timing responses. Students are asked to create their own research question on the "What's the Rush in California?" page and try to find the answer, indicating they will pose a specific question. The parent plan repeatedly instructs sharing and discussing the journal entry and includes guided "Questions to Discuss" for student responses about characters and events.

The lesson includes multiple prompts for oral discussion such as "Questions to Discuss" (e.g., "Do you think Lucy's mother should have asked her to hunt? Why or why not?") and parent directions to "Ask your child to share her ideas" about the trip and changes in her life. Several activities require students to record and then discuss ideas (e.g., list five changes in Lucy's life and five in their own, and "share her ideas" about what pioneers would have seen). The map activity instructs students to "record your ideas" about what Lucy's family would have seen and to put a star next to threatening features, which invites verbal explanation to a partner or parent.

The lesson includes a "Questions to Discuss" section with prompts (e.g., 'What do you think Snowshoe meant when he said...?', 'Do you think California's mother should start calling her Lucy?'), which require students to answer specific discussion questions. Parent-plan directions ask the parent to "Ask him what he is saving his money for" and to "Discuss the costs involved and the profit he can make from his venture," prompting students to respond and explain their ideas. The Activity 3 brainstorming task asks students to "Read your list and select the idea that most appeals to you and has the greatest chance for success," which requires students to present and justify a plan for making money.

The lesson includes teacher/parent-led discussion prompts (e.g., "Discuss what might happen if everyone did not contribute…," "Questions to Discuss" such as why Lucy does not want her mother to marry the Gent) that require students to answer and talk about the text. The Wrapping Up section asks students to compare themselves to Lucy and answer specific reflective questions. The reading questions require students to respond to targeted comprehension questions about chapters 7 and 8.

Students are asked to think of and write one of each type of question (In the Text, Think and Search, Reader and Author, On My Own) about Chapters 11–12 and provide answers, which requires them to pose specific questions and respond. Students assemble vocabulary cubes and play a partner game where they take turns rolling, guessing words, giving definitions, or using words in sentences, providing opportunities to speak and answer with a peer. Students collect five items for a chosen character and share and explain those items with a parent, which requires verbal explanation and brief discussion.

The lesson provides explicit discussion prompts such as 'Questions to Discuss' (e.g., 'Why was it hard for Lucy to let Cora go?' and 'What does Lucy mean when she says she didn't know it, but she loved Butte?') and asks the parent to 'Ask your child to summarize' chapters read previously. Students are asked to answer open-ended reading questions (Questions #3 and #4: 'Answers will vary'), which require them to respond and articulate ideas. The plan also asks students to share creations (poem, song, painting) with the family and 'explain why it honors Butte,' which creates opportunities for verbal contribution to a discussion.

Students are prompted to answer specific comprehension questions (Questions #1-#3) about Chapters 15 and 16, requiring them to respond to explicit queries. Students are asked to talk about their favorite character and explain why, and parents are instructed to encourage the child to talk about what she likes and dislikes about the book. The lesson includes a set of "Questions to Discuss" that ask students to respond orally about Lucy's suitability for today, pioneer threats, and what they would miss after a fire.

Students are asked in Activity 2 to write three questions for Lucy that are not answered in the book and to write answers for each question based on what they think Lucy would say. The Parent Plan instructs a parent to interview the child by having the child pretend to be Lucy and to use the child's questions during the interview. The Parent Plan also provides discussion prompts (e.g., "Do you think Lucy should go with her family? Why or why not?") intended for the student to discuss with a parent.

Students are prompted to answer specific discussion questions (Question #1–#3) about characters, decisions, and plot outcomes. Parent/teacher prompts (e.g., "Ask your child what she has enjoyed...", "Questions to Discuss") direct students to respond to inquiries such as what Lucy discovers about herself and whether they would make the same decisions. Activities ask students to explain selections (book choices) and describe how Lucy changes, which requires them to articulate responses to targeted prompts.

The lesson asks students to meet with a parent to discuss their rough draft (Activity 6), which provides an opportunity for students to ask questions and receive feedback. The Wrapping Up section directs students to read their essay aloud to family and ask what family members enjoyed, creating a chance to respond to others' remarks. The Parent Plan lists discussion prompts (e.g., "How is a persuasive essay different from a narrative essay?") that students can answer aloud.

The lesson includes explicit discussion prompts such as the "Questions to Discuss" (e.g., "In what ways does Meg's family not fit into the traditional family system?" and "In what ways is Meg's family similar to and different from your own?") that require students to respond to specific questions. Parent-plan prompts ask the child to share examples, describe what makes each story beginning a good "hook," and to describe elements of science fiction they recorded, which ask students to explain and justify their ideas aloud.

Students are prompted to discuss guided questions ("Ideas to Think About" and "Questions to Discuss") and to explain their answers to a parent (e.g., asking the child to explain the traits she gave to Meg and the evidence she found). Students are asked to share and explain creative ideas (Activity 3) and to answer comprehension questions after reading Chapter 2. The parent plan repeatedly instructs parents to ask the child to explain or discuss responses, which requires the student to respond to specific prompts and articulate reasoning.

Students are asked to answer specific discussion questions (e.g., Question #1 asks whether they have felt like Calvin and to explain when and why), and parents are instructed to ask the child to predict who Mrs. Whatsit is, prompting a response. Activity 1 directs students to "share your descriptions and illustrations with someone else and see if your explanation increases his or her understanding," and parent prompts ask the child to share explanations and discuss the words and phrases used. The wrapping-up section includes explicit discussion prompts (e.g., "Do you think there are things in the world that people cannot understand...?").

Students are asked to respond aloud when prompted (e.g., "Ask her what she thinks about the novel and which character is her favorite and why") and to discuss guided questions during wrap-up ("What elements of science fiction were revealed..." and "Why do you think Mrs. Whatsit...?"). Parents are instructed to discuss students' choices and reasoning (e.g., evaluating selected transitional words and discussing why they do or do not help the writing). Students also read descriptions to a family member and ask that person to draw what they hear, then compare images, which involves responding to and discussing another person's interpretation.

Students answer specific comprehension questions about Chapter 5 and respond to parent-led "Questions to Discuss" prompts (e.g., "What is the Dark Thing?", "How are Mrs. Whatsit, Mrs. Who, and Mrs. Which different?"). Students orally continue a story when a parent stops and adds new information in Activity 1, adjusting and expanding their narrative based on that input. Students explain the five dimensions in their own words to a sibling or parent and justify choices when adding names to the "Fighting Powers of Darkness" list, which involves verbal explanation and elaboration.

Students are asked to read aloud initial sentences and then read their elaborated versions, and to "discuss what makes the second sentence more effective," which requires verbal explanation and response. The Parent Plan provides several discussion prompts (e.g., "Ask your child how the characters are growing and changing" and "Questions to Discuss" about the Dark Thing and Camazotz) that ask students to answer specific questions verbally. The plan also asks students to use each vocabulary word in a sentence verbally, which requires students to make spoken contributions.

Students are asked to read Chapter 7 and answer specific comprehension questions (e.g., "What do you think IT is?", "How did Charles Wallace feel..."). The plan includes explicit discussion prompts under "Questions to Discuss" and "Life Application" that ask students to discuss reasons and make judgments (e.g., why people should make their own decisions; why an antagonist might use kind words). Parent-plan prompts ask parents to discuss the brainstorming results and the trial the children faced, which requires students to explain and discuss their thinking aloud.

Students are prompted to "Discuss the events that happened to the children in the previous chapter" and to respond to several comprehension questions after reading Chapters 8 and 9. The Skills section asks students to "Offer observations, make connections, react, speculate, and interpret in response to text," and the Parent Plan includes "Questions to Discuss" (e.g., Why do you think the author chose a brain...) that require students to respond to specific discussion prompts. Parent prompts also instruct students to "explain" their choices (for example, which circles are most original and why), which requires providing reasons in conversation.

Students answer specific comprehension questions about Chapters 10 and 11 (e.g., How did Meg's father end up on Camazotz? Describe the appearance of the beasts.). Students read their nonvisual descriptions aloud while a partner (parent) guesses, creating a back-and-forth exchange. Students are prompted to explain how the theme of good versus evil is revealed and to describe how they will provide evidence for their own story's theme in discussion prompts.

Students are asked to generate questions in the W column of a KWL chart, which requires them to pose specific questions about Lincoln. The Parent Plan directs students to share what they already know and to read aloud the questions they have, prompting oral question-and-answer exchanges with a parent. The lesson includes explicit "Questions to Discuss" (e.g., "Can you describe Lincoln in your own words?" and "Why do you think the author chose the portrait...") that require students to respond verbally.

Students are prompted to answer specific comprehension questions after reading Chapter 2 and to "discuss one way the author effectively follows each element of a biography," which asks them to share and explain their responses. The plan tells parents to "ask her what events someone might write about" and to "encourage your child to share her examples," and the Wrapping Up section lists explicit "Questions to Discuss" for students to respond to orally. Students are also directed to "share them with your parent and explain how you know" for the expository writing collection, which requires spoken explanation.

The lesson includes multiple prompts for oral discussion (e.g., "Discuss with your child," "Ideas to Think About," and "Questions to Discuss" such as "Why do you think a lawyer might be a good profession for a congressman?"). Students are given comprehension questions to answer after reading Chapter 3, which requires them to respond to specific questions about the text. The Venn diagram activity and review prompt require students to talk about similarities and differences between state and federal government, which supports group or parent-led discussion.

Students are asked to deliver their speech to family and to "ask your parent to evaluate your speech and provide feedback," which gives them an opportunity to respond to comments. The plan suggests delivering the speech in front of one person and asking for feedback before presenting to a group, and provides a short list of "Questions to Discuss" (e.g., Why did the South feel dependent on slavery?) that could prompt discussion. The delivery rubric asks whether students "engage my audience" and includes criteria about clarity and interacting with listeners.

Students are prompted to respond to specific oral questions in the "Questions to Discuss" parent plan (e.g., "Why do you think the Confederate Army continued to win battles?" and "How were Lincoln and Frederick Douglass similar?"). Students are asked to share and explain their stovepipe hat traits and the evidence from the book, and to read their biopoems aloud to family, which requires them to make comments and provide supporting details. Parents are instructed to review students' note cards and Venn diagrams and to discuss the differences found, prompting student responses and explanations.

Students brainstorm a list of ten interview questions, select their top five, and write them on an "Interview Questions" sheet, demonstrating practice in posing specific, open-ended questions. Students conduct a one-on-one interview with a community expert (or via email), record main points, and then rewrite each question with a summary of the interviewee's answer, showing they respond to and summarize others' remarks. Parent-plan prompts ask students to read their questions and answers aloud and to discuss why they chose each question, providing opportunities for spoken response in a one-on-one discussion.

Students answer five specific comprehension questions about Lincoln's assassination (who, where, what happened, etc.), demonstrating practice responding to specific questions. Students are prompted to discuss two guided questions with a parent about Lincoln's dream and his feelings toward the South, which requires oral responses. Students justify a choice of a picture to accompany their newspaper report and explain organizational or persuasive language choices when a parent reviews their article.

Students are instructed to copy a Lincoln quote and answer four specific reflective questions (e.g., What do you like about the quote? Why is the quote effective?), which requires them to respond to prompts in writing. The parent plan asks the child to read the quote aloud and 'Discuss the meaning of the quote and why it was significant,' prompting one-on-one spoken exchange. The parent-provided discussion questions (e.g., What do you think was the most significant event? How did Lincoln's experiences shape him?) guide students to respond to specific questions in conversation.

Students are prompted to list and discuss five discoveries and to describe how they made each discovery, which requires them to answer specific questions and explain their thinking. Students complete an Interest Survey with directed questions and are encouraged to discuss their answers with a parent, prompting verbal responses to specific prompts. The lesson includes explicit "Questions to Discuss" (e.g., "What is independent study?" and "Can you describe the process you will follow?") and asks students to review the rubric and "ask any questions you may have."

Students are prompted to share the five brainstormed topic ideas with a parent and to explain why each topic would be a good one for independent study, which requires answering specific questions about their choices. The KWL chart asks students to record "What I Want to Find Out," prompting them to pose questions about their topic. The "Questions to Discuss" section lists specific discussion prompts (e.g., Is your topic too broad? Will you be able to locate resources?), which students are expected to respond to aloud during parent/teacher-led conversation.

Students are asked to explain what makes a good question to a parent and to discuss what they want to learn about their selected topic, providing one-on-one opportunities to respond to a posed prompt. Students evaluate example questions by checking which are good research questions and which are not, demonstrating practice in formulating and judging specific questions. Students write three big questions and related details and copy questions onto research charts, showing they produce specific questions to guide inquiry.

The lesson directs a parent to "Ask him to explain the steps of the writing process" and to "review the sample outline and be sure that he understands" the thesis, which requires the student to respond to parent questions. The plan instructs a parent to "Conference with your child once he has made his own revisions" and to "use the rubric to discuss his rough draft," and it provides a "Questions to Discuss" list (e.g., "What was the most challenging part of writing your report?"). These elements require the student to answer specific prompts and participate in a one-on-one discussion with an adult.