Students are asked to "paraphrase to indicate active listening" in the Skills list, which directs them to practice one specific discussion behavior. Parents are instructed to ask their child questions to "discuss what he learned" and to provide feedback when the child "recites his poem" for the family, giving students opportunities to speak and respond in a discussion-like setting. Several activities require students to read aloud, listen, and respond (for example, illustrating visual imagery after a parent reads), which involves speaking and listening interactions with an adult partner.

The Parent Plan asks the parent to "encourage your child to read her poems to you" and instructs the parent to "Do not look at the pictures she chose. Describe what you see when you hear the poem," which sets an explicit rule and roles for a one-on-one interaction. The Parent Plan also directs the parent to "Ask your child if she likes the novel so far and to explain why or why not," prompting the child to speak and explain her reasoning in a paired discussion. The Wrapping Up section includes "Questions to Discuss," providing prompts for discussion.

Students are instructed to write a script for a scene, record lines for each character, include stage directions, and then gather family members to act it out, which requires taking and performing assigned roles. The lesson text states that "each character has to memorize his lines and stage directions," reinforcing that students will carry out performance roles. The parent prompts and "Questions to Discuss" ask students to discuss theater experiences and relationships, prompting oral exchanges about the text.

Students are given a structured vocabulary game where a partner rolls a cube and the student must identify the word or respond according to the cube face; directions state that the partner will roll and the student will tell them the word based on the side showing. The game includes an explicit rule that the student ‘‘cannot look at the word'' when answering and must give a synonym/antonym or use the word in a sentence if the word face is up. The parent plan includes prompts titled "Questions to Discuss" that require the student to respond to specific discussion questions with a parent or sibling.

The Skills section lists that students will "use oral and written language to discuss ideas," and the Parent Plan includes "Questions to Discuss" that prompt student-parent conversations. The Vocabulary Memory activity instructs students to play with a parent or sibling and explicitly says "Each of you can take a turn turning two cards over to match the word with its definition," establishing turn-taking and game rules. The parent directions ask the parent to read over the fire safety poster and ask how the child selected information, prompting a brief guided discussion.

Students are asked to complete a RAFT where they 'pretend that you are an ornithologist' and prepare a short presentation about falcons for second grade students, which requires taking an assigned role and creating a speech and visual support. The parent notes instruct to 'Discuss the RAFT activity' before beginning and to 'find time to share her discoveries' with family, indicating opportunities to present and share in a defined role. The reading questions section asks students to generate different types of questions (In the Text, Think and Search, Reader and Author, On My Own), which could be used during discussions.

The Parent Plan instructs students to read their personal narrative aloud and tells listeners to "Do not evaluate spelling or grammar. Only focus on the event he wrote about and the words he chose," which establishes an explicit discussion rule for the read-aloud. Multiple prompts (Ask your child why Kit might feel this way; Ask your child to describe how the map...; Questions to Discuss) require students to speak about and respond to ideas in discussion. The activities ask students to compare ideas in their journals and to discuss word choices when peers read their narratives aloud.

Students are instructed to "read the story to your family, assign parts, discuss how the story should be acted out, and practice your performance," which requires assigning and carrying out roles in a group enactment. The Option 2 activity asks students to "pretend that you have been asked to teach a lesson to a group of children," which positions students in a specific role (teacher) to carry out. Parent guidance encourages families to "work with your child to act out a short scene or short story," implying collaborative planning and role performance.

Students are asked to "pretend you are in the trial to defend Kit" and to write three arguments with supporting evidence on the On Trial activity page, which assigns them the role of Kit's lawyer. A Parent Plan prompt tells students to give their arguments "as if he were in court" and to persuade listeners, indicating an oral role-playing presentation. In Activity 2, Option 2, students are instructed to gather family, explain they are a colonist, and act out five important tasks, which requires carrying out a specified role in a group context.

In Activity 1 students get a partner, take turns as drawer and guesser, and are instructed to alternate roles, which requires them to carry out assigned roles. The game includes explicit rules students must follow (no letters or numbers in drawings; no talking while drawing), so students practice following agreed-upon constraints during interaction. Parent-plan prompts ask students to share their journal entry and to discuss answers about the Gold Rush with a parent or sibling, providing opportunities for oral exchange.

Students are instructed to "play a game with a partner" using the Vocabulary Cubes with explicit game procedures (put cubes in a sack, the first player selects a cube, roll it, read the face, take turns rolling, score points, first to 5 wins). Students are asked to "share the items with a parent and explain why you chose each item for the character," which requires them to present and respond in a partnered or parent-child interaction. The parent plan also directs adults to "play the Vocabulary Cubes game with her or ask an older sibling to play," reinforcing following the game's rules in a social setting.

Students are asked to write three questions for Lucy and then, per the Parent Plan, pretend to be Lucy and be interviewed using those questions, which requires taking on an assigned role. The Parent Plan also instructs parents to discuss questions such as whether Lucy should go with her family and whether she will miss California, prompting student-parent discussion. Several activities (e.g., discussing dangers on the wheel, answering chapter questions) require the student to speak about responses and explain reasoning aloud to a parent.

Students plan and conduct an interview by brainstorming ten questions, selecting their top five, and either taking notes or recording responses (Activity 5–7). The Skills section lists "Use oral and written language to interview a person" and "Demonstrate effective communication skills in an interview," and parent prompts ask to "Discuss the reasons your child recorded" and to have the child read interview questions and answers aloud.