The Facts and Definitions section provides explicit definitions for historical fiction and setting, and students are asked to review and define the word setting (time and place where a story happens). Students are instructed to look at the book cover and "point out clues that indicate that the book took place many years ago," which asks them to use visual/textual context to infer meaning about time. The activities ask students to record information from reference texts about Wisconsin, which involves reading surrounding information and examples about plants and animals.

Students are instructed to "read the following words in context on the pages provided" and to complete a cloze-style story by filling in missing vocabulary words, which requires using surrounding text as clues to meaning. The Vocabulary activity directs students to locate each word's definition in a dictionary after reading it in context, reinforcing the use of contextual reading followed by verification. The Facts and Definitions section supplies explicit meanings for the target words that students can compare with meanings inferred from context.

The lesson provides an explicit definition of "fact" and "opinion" and gives multiple example statements that students must label as fact or opinion, which uses examples and restatements to clarify meaning. Students are asked to locate a factual statement and an opinion in the book, requiring them to match text examples to the provided definitions. The lesson also includes an explanatory note about hibernation that restates and refines the meaning of the term.

Students are asked to locate vocabulary words in the book and "write them in context using a sentence from the book" in the Vocabulary Mini-Book activity. Student activity pages require students to record a sentence from the book, write the word's definition, and create a new sentence and illustration for each target word. The lesson also provides a Facts and Definitions list with explicit definitions and directs students to use a dictionary to find pronunciations and verify meanings.

The vocabulary-web activity instructs students to "find the word on the page indicated and read the word written in context" and to "choose the definition and part of speech indicated by the word's context." The Skills section and Activity 1 also direct students to use word-reference materials to confirm decoding and extend meanings, and the student pages require students to write a sentence and synonyms/antonyms based on the word's usage in the text.

The lesson provides an explicit definition of the word interdependence in the Facts and Definitions section: "In a relationship, there is an interdependence of giving and taking between the two people involved." Activity 3 asks students to discuss how Matt will be dependent on the Indians and to think of ways Matt could help Attean, and the "Interdependence in Relationships" worksheet asks students to give examples of how they give and take in a relationship.

Students are directed to read chapters where the vocabulary words appear (page numbers are given) and to write definitions for each listed word on the "Vocabulary Memory Game" page. The activity instructs students they "can look up the definitions of the words after she has read them in context on the page numbers provided." The memory game requires students to use each matched word in a sentence when a match is made.

The lesson provides an explicit definition of the target word: "A stereotype is a belief about a large number of people based on limited knowledge or experience." Activity 3 directs students to connect that definition to examples in the text (e.g., Matt, Attean, Saknis) and to answer questions on the Student Activity Page about how characters and groups fit or break the definition. The Student Activity Page asks students to describe a stereotype they have observed or held, prompting application of the definition to real-world and textual examples.

Students read Chapters 19–20 and answer a comprehension question asking "What is a manitou?" with the response that it is "the spirit that all Indian boys had to find for themselves before they could become men," providing a definition. A follow-up question asks "How does Attean say that the manitou comes?" and lists examples (a tree, an animal, a voice, or a dream), giving contextual examples of the term in use.

The Facts and Definitions section provides explicit definitions of legends, folktales, and myths and Activity 1 asks the child to record these definitions in a journal. Activity 1 also asks the child to identify stories in the home library as myths, legends, or folktales, using those definitions as labels or examples from the text. The Student Activity Page directs the child to read a myth or folktale and identify elements of culture, requiring students to consult text content while reading.

Students are asked to "record and recognize synonyms and antonyms for words" and to match words from the stories with their synonyms (e.g., watched/saw, ailing/sick, sleepy/drowsy, outwitted/fooled, strolled/walked). Option 2 of Grammar Practice asks students to find their own examples of words that are synonyms from the stories. Several activities require students to pull words from the narrative texts (e.g., record five proper nouns and examples of sentence types), which could prompt students to attend to word meanings in context.

The lesson's Skills section explicitly tells students to use resources and context to build word meanings and confirm pronunciation. In Activity 2, students place vocabulary words into a paragraph by selecting the word that best fits each blank, using surrounding sentences as clues, then read the paragraph aloud and consult a dictionary if unsure. The vocabulary exercise requires students to infer word meanings from examples and sentence context within a historical passage.

The activity 'Ben's Maxims' instructs students to locate each maxim in the book 'in context' and provide their own interpretation, which requires using surrounding text to infer meaning. The lesson lists a definition for 'maxim' ("an expression of truth or a principle by which to live"), giving an explicit vocabulary definition students can compare with contextual uses. The stated skill 'Increase vocabulary by studying author's craft' connects vocabulary development to analyzing how words and phrases function in text.

Students are asked to write each vocabulary word on a note card, look up definitions at an online dictionary, and record the definition. Students are instructed to select the definition that they think fits best with the context of a fantasy story and they read Chapters 1–2 where those words appear, providing text-based contexts for selection.

Students are asked to answer Question #5: "The queen said that the Turkish Delight was enchanted. What did she mean?" and the provided answer paraphrases the meaning as "It is magical because it causes a person to want to keep eating it," which requires interpreting the word from context. The lesson directs students to read Chapters 3 and 4 and answer chapter questions in their journal, giving at least one explicit instance where students must infer a word's meaning from surrounding text. The Good vs. Evil worksheet also includes a sentence about the witch threatening Mr. Tumnus, which could be used to infer the meaning of words like "threaten" from context.

The lesson explicitly defines the term "Christ-like figure" ("In literature, a Christ-like figure is a character whose actions or experiences are intended to draw allusions to the biblical Jesus") and supplies a list of traits and examples. Activity 2 directs students to use that definition and the list of examples to describe three ways Aslan resembles a Christ-like figure, asking them to apply the provided definition and examples to the text.

The activity instructions explicitly tell students that if they are unsure about a word they should "reread the sentence where the word is found in the novel and try to use context clues to determine the meaning." The Vocabulary Giant activity has students match vocabulary words to written definitions on parts of the giant, and the student reads the novel text (List of Characters and first two chapters) where words appear in context. The Witching Hour and discussion questions require students to use clues from the text to answer comprehension questions (e.g., "Where do you think Sophie lives? What clues from the text support your guess?").

The lesson provides an explicit definition of a content word: the Facts and Definitions section states "Carbonation is caused when carbon dioxide is added to a liquid." Activity 3 reiterates and restates that "carbonation occurs when carbon dioxide is dissolved in a liquid" and explains that "Gas bubbles move up through the liquid and escape," which presents a definition and explanatory restatement. The Life Application asks the child to identify carbonated beverages at the grocery store, prompting application of the given definition to real-world items.

In the "Interpreting the BFG" activity, students substitute correct words for the giant's incorrect words and reword phrases, which requires using sentence context to infer intended meanings. The Life Application asks students to invent words and use them in context to see if others can understand them, prompting reliance on contextual cues. The "Facts and Definitions" section explicitly defines "interpreter," providing an example of using a definition as a clue to meaning.

Students are asked to interpret the giant's statement about humans not believing unless they see things, prompting them to use surrounding dialogue as context to explain meaning. The lesson provides explicit definitions for 'tangible' and 'intangible' and asks students to sort a provided word list into those columns, using the definitions and examples as clues. Students must then select intangible items and generate tangible evidence or examples that demonstrate those intangibles, reinforcing use of examples and restatements as meaning clues.

The Giant Vocabulary Matching activity instructs students to read the listed page numbers in the novel to find the correct definition, explicitly directing them to determine meanings from the words in context. The cloze paragraph (Option 1) requires students to choose vocabulary words that fit the surrounding sentences, using sentence-level context to select the correct word. The advanced writing option (Option 2) has students produce original sentences and a paragraph using the target words, reinforcing understanding of meaning through contextual use.

The lesson explicitly defines the term "ratio" in Facts and Definitions: "A ratio is the proportional relationship between two amounts." Activity 2 asks students to discuss the butler's reasoning (comparing a 6-foot man to a 24-foot giant) and explains the ratio 1:4 using that example. The student activity page then asks students to use the ratio 1:4 to calculate sizes and capacities for the giant (bed, pillow, bathtub, glass of milk, pizza pieces, etc.).

Question #3 asks students to interpret the queen's remark, "You are not very well educated, but you are really nobody's fool," which requires students to infer the meaning of a phrase from its context. The listed skills ask students to "reference the text" and to "draw conclusions, make generalizations, and gather support by referencing the text," which directs students to use surrounding text as evidence for meaning. The Facts and Definitions section provides an explicit definition ("A director... casts the actors"), offering an instance where a definition clarifies a term.

Students are asked to find definitions for Japanese words, record the sentence from the book containing each word, and illustrate the word (Activity 1 student pages). The materials state that the student "will be able to identify the meaning of the terms by reading them in context." The skills list also directs students to use word reference materials to confirm decoding and extend meanings, providing an option beyond or after using context.

The lesson includes a "Facts and Definitions" section that defines cancer and leukemia and Activity 4 asks the child to read about cancer prevention online and discuss different cancer types and treatments, giving restatements and examples. The Skills list explicitly names "Develop vocabulary through reading," and the introduction and reading questions require students to read chapters and interact with text. These elements provide students with direct definitions and places in the text where meanings are stated or restated.

Students are given an explicit definition: "Haiku is a form of Japanese poetry." Students read sample haiku poems on the Haiku Student Activity Page and discuss their meanings. The activity page provides examples of haiku and asks students to compare and discuss what the poems have in common, letting students use the examples and restatements to understand haiku.

Students are asked to connect each legal term to its definition on the "Legal Terms" activity page, which requires them to use provided definitions as clues to word meanings. The Facts and Definitions section lists legal vocabulary (judge, lawyer, trial, arrested, conviction, sentence, court, justice, jury) that students encounter and can match with definitions. The directions explicitly tell students that if they are not familiar with a term, they can look it up in a dictionary, prompting use of definitional resources.

The lesson provides an explicit definition for the word "fossil" in the Facts and Definitions section. Question #1 asks students to identify what a "yellow-spotted lizard" is, requiring students to find and state its meaning from the reading. Activity 2 asks students to record the author's description of the lizard (a restatement/example) and to illustrate it, which has students use descriptive context to form a meaning-based image.

Students are given an explicit definition of the word "irony" and several examples and restatements (e.g., Camp Green Lake is not green and has no lake; verbal vs. situational irony examples). Students are asked to identify and explain ironic statements from the text and to create two ironic sentences, one related to the book. The verbal irony section models how words can mean the opposite of their literal sense and provides sample sentences to analyze.

The lesson asks Question #4: "What does the author mean when he says, 'His muscles and hands weren't the only things that had hardened over the past several weeks. His heart had hardened also'?" which asks students to determine meaning of a phrase from the text. The lesson also gives explicit definitions for terms such as "shape poem" and "alliteration," and provides examples of alliteration (e.g., lovely light, big, bouncing bunnies), showing some modeling of using definitions and examples to clarify word meaning. The poetry activities ask students to read aloud and pay attention to alliteration, requiring attention to how words function in context.

The lesson includes an explicit restatement that defines a term: "The people who robbed others were called outlaws," which presents a word-definition within contextual explanation. The "Facts and Definitions" and Activity 2 provide background sentences that place vocabulary (e.g., outlaws, ranchers, miners) in definitional or explanatory context for students to read.

Students are asked on the "Simile or Metaphor" activity page to read sentences, identify the figurative phrase, and "describe what the simile or metaphor means," which requires using the surrounding sentence as context to infer meaning. In the "Prefixes and Suffixes" activity students consult a table of affix meanings and add a prefix or suffix to root words so the sentence "makes sense," requiring them to use sentence context to choose the correct form. The reading questions require students to answer comprehension questions about chapters, some of which ask for explanations that draw on context from the text.

Students read sentences in the Homophone Bingo activity and must place a game piece on the correct spelling of a homophone that fits the sentence, using the sentence context to choose the meaning. The lesson defines homophones and gives example sentences that show how different spellings correspond to different meanings (e.g., plain/plane, their/there). The wrap-up asks students to give a pair of homophones and use each word in a sentence, reinforcing use of sentence context to show meaning.

Activity 1 provides explicit definitions and examples for fable, folktale, fairy tale, myth, and legend and asks students to discuss these definitions. The student directions tell students to "look at the definitions to decide where a story should be sorted," and student activity pages include labeled definition boxes and spaces for examples. Students are instructed to sort and categorize stories into the correct genre using those definitions and examples.

In Option 2 students are asked to "Discuss what this means" about the quoted phrase "shadowed, more poignant part of life," which requires them to interpret a phrase from the text. The reading and discussion prompts ask students to answer comprehension questions about Chapters 7 and 8, which can involve using surrounding text to explain character thoughts and actions. The reflective writing activities prompt students to explain and paraphrase events and feelings, encouraging them to work with meanings in context when composing responses.

Students read explicit definitions of "hibernation" and "torpor" in the Facts and Definitions section and answer questions asking for the difference between true hibernation and torpor. Students are asked to find information in Chapters 13–14 that explains Abel's hibernation/torpor and to complete a 'Hibernation' activity page with prompts that require citing examples of how animals prepare for and behave during hibernation. Students carry out a Hibernation Experiment measuring pulse, breaths, and temperature and compare physiological states, which provides concrete textual and experiential examples that relate to the meaning of hibernation.

Students are asked in Activity 2 to match each navigation instrument name with its illustration and descriptive text, which requires using the provided definitions/examples to identify each term. The directions also tell students to look up unfamiliar instruments online and read about how they were used, prompting students to use external text definitions as clues to meaning.

The Skills section explicitly tells students to "use resources and references, such as beginners' dictionaries, glossaries, available technology, and context to build word meanings." In Activity 4 students read the story and fill in vocabulary words that fit in blanks, which requires using sentence context to select appropriate words. The answer key and passage provide contextual sentences showing how each vocabulary word is used, and the wrap-up asks students to review the meaning of vocabulary words found in the book.

Students read explicit definitional statements about manatees (e.g., "Manatees are an endangered species of aquatic mammal" and "Manatees are aquatic mammals that must come to the surface to breathe") and descriptive restatements in the text (e.g., "as gray as slate with webbed hands"). The Student Activity Page places words such as "declared" and "explained" in sentence prompts ("Pedro declared," "Columbus explained") and provides a list of alternative speech verbs ("replied, shouted, argued, cheered"), giving examples of those words used in context.

The lesson defines idioms and similes and provides examples, then asks students to explain the meanings of specific idioms from Pedro's journal (Activity 2, Section 3 lists idioms with page references). The student activity pages require students to record the two things being compared in similes and to explain idioms drawn directly from the text. The reading activities ask students to finish the book and answer comprehension questions, giving opportunities to refer back to context in the book.

Students are given sentences from the novel for each vocabulary word on the Vocabulary Word Search pages and are instructed to choose the correct definition from a provided definition box. The activity pages include example sentences (e.g., "Coming silently down the tunnel... she paused a moment to eavesdrop on their conversation.") that students can use when matching words to meanings. The directions require students to identify root/prefix/suffix and then select a definition, which places the target words back into textual context for students to consider.

Students read chapters and answer guided comprehension questions that require interpreting language in context. Question #3 asks students to explain what Mr. Frisby meant by the line "All doors are hard to unlock until you have the key," inviting students to infer the phrase's meaning from the text. Question #1 asks students to base an illustration on the author's description of the cat, which has students use textual description as a clue to meaning or characteristics.

Students practice choosing the correct word form to fit sentence meaning in the homophones activities (Option 1: fill-in-the-blank; Option 2: write sentences using each homophone). The lesson gives the foil/son example and asks students to discuss how wrong spelling changes sentence meaning, and asks students to write definitions for homophone words. The skills section also lists 'Use prior knowledge to anticipate meaning and make sense of texts,' which supports using context to interpret word meaning.

Students are asked to complete a bubble map labeled "Bravery" by listing five ways Mrs. Frisby has shown bravery in the story, which requires using examples from the text to clarify what "bravery" means. The lesson also includes a short "Facts and Definitions" statement defining "main character," giving a direct definition students can use as a clue to a term's meaning.

The lesson provides an explicit definition in Facts and Definitions: "A bushel is a unit of measurement equal to 2152.43 cubic centimeters." The lesson text also restates and explains the term in Activity 2: "A bushel is a way to measure dry products... A cubic centimeter measures volume, not weight. Therefore, a bushel's weight will vary depending on what is being measured." The student activity page asks students to use those measurements and the chart (pounds per bushel) to answer calculation and comparison questions about bushels.

The lesson explicitly defines 'Acronyms' in the Facts and Definitions section and gives multiple examples (PBS, IRS, IQ, SCUBA) so students see a definition and examples in text. Activity 3 asks students to think what each acronym might stand for, fill in meanings on the Student Activity Page, and to make up words for NIMH 'Based on what you know about NIMH,' which uses examples and a prompt to clarify meaning. The Student Activity Page provides definitions and spaces for students to match acronyms to their expanded forms, reinforcing use of examples and restatements as clues.

Students are given a list of scientific vocabulary and a Student Activity Page that asks them to fill blanks in a dialogue between two scientists using those words, which requires using surrounding sentences to choose the correct word. Option 2 asks students to write their own dialogue using the vocabulary, which has students place words into contextual sentences. The activity also asks students to make vocabulary cards with definitions and then apply the words in context in the fill-in-the-blank exercise.