Students are asked to carefully examine the illustrated pages of a chosen habitat and to answer sensory questions such as "What would it feel like in the habitat? (hot, cool, wet)" (Activity 5). Students are prompted to tell a story about visiting the habitat or to draw the habitat and describe what they see, which invites sensory description. The activities also ask students to find an animal they like in the habitat and create art or a craft based on it, encouraging sensory observation.

Students read Up in the Garden and Down in the Dirt aloud and answer comprehension questions that require using descriptive details from the text (e.g., QUESTION #1 asks what season it is and students cite snow, dead plants, and coats/hats). QUESTION #5 asks about the phrase "Hurry, hurry, and harvest!," prompting students to explain the author's urgency and its effect. During reading and discussion students are prompted to notice how animals help plants and to use text details to explain events, which asks them to attend to words and phrases that convey meaning.

Students are prompted to respond to emotional scenarios in Activity 2 (e.g., "How would you feel if you were the starfish?" and role-play as the lizard) which asks them to express feelings. The Skills list includes "Listen critically to text read aloud" and "Present dramatic interpretations of stories," supporting practice in responding to the emotional content of spoken text. The scenario scripts include expressive language (for example, "UGH! I am pulling as hard as I can."), which students can react to or dramatize.

Students read Whatever the Weather and are asked direct comprehension questions such as "How does it make you feel when it rains? When you hear loud thunder? When the sun is shining brightly?" which elicit emotional and sensory responses. The skills list includes "Listen critically to text read aloud" and "Respond to text read aloud," and Activity 1 requires reading the story aloud and discussing reactions. Activity 3 has students tell or illustrate personal weather stories, prompting them to describe sensory details (sight, sound, touch) and feelings.

Activity 1 prompts students to describe visual and tactile details in a picture (e.g., "What do the plants and trees look like?", "What does the sky look like?", "What do you think the weather feels like?") and asks students to write sentences using words they name. Activity 3 has students select and paint leaf colors and mix paints to match real leaf colors, which engages sensory vocabulary about color. Activity 4 has students practice and write the words "fun" and "fall" and use them in sentences, encouraging expression of feelings and descriptive language.

Students are asked to find the pages that look like winter in the book Whatever the Weather and describe what they see in the pictures, which prompts use of descriptive language. Students are encouraged to dictate and then read a winter story using the vocabulary words cold, snow, and freeze, and to attempt to read the story aloud. Handwriting practice has students trace and write the words wind and winter, reinforcing sensory-related vocabulary.

Activity 1 (Spring Poetry) has students read three short poems and answer what each poem was about, match each poem to an illustration, and draw or add illustrations themselves. The poems contain sensory or feeling language such as "It creaked and cracked," "A little chick who chirped and cried," "Flowers sprouting from the ground," and "Beautiful flowers fresh and new." Students are also prompted to write their own spring poem as an extension, which could involve using descriptive words.

Students are asked to describe how the kids in the picture feel in Activity 1, prompting attention to emotional cues. In Activity 2 students read a short story about Jessie and choose words (beach, hot, trip, swim, pool) to fill blanks, which requires recognizing that words like "hot" and "cooled" describe sensory experiences. The Season Song and the Changes in Weather activity repeatedly use sensory temperature words (hot, warm, cool, cold) that students practice placing and saying.

Activity 3 includes the short story "The House with No Rules," which contains language that evokes feelings and senses (e.g., "feel cold," "stomachache," "sleep with crumbs in your bed," "tired," "in a bad mood," "make you sad or afraid"). After the story, students are asked questions about what they would like or not like and whether they would stay in the house, which prompts discussion of emotional reactions. Activity 1 asks students to read each sentence strip by herself or with assistance, providing practice with reading text aloud.

Students read the story "When One Person Cares," which contains language that conveys feelings and sensory details (e.g., people "seem sad," Katy wants to make the environment "happier and prettier," a "single green leaf sprout," and "flowers everywhere" that "bring joy and beauty"). Students answer comprehension questions that ask about emotions in the story (for example, "Are people happy in her community?"). Students compare two illustrated community scenes and mark or circle visual details that make a community good or bad, engaging with sensory visual information.

Students practice noticing and naming sensory and attribute words when they guess items in the bag by clues like "rough," "soft," and "white." In Activity 3 students identify, circle, copy, or paste descriptive words (e.g., sticky, sweet, round, cold, wet, rough) to match pictures of milk, a tree, and a lollipop. In Activity 4 students write or copy sentences that describe objects, applying descriptive vocabulary that appeals to the senses.

Students are asked to feel objects blindfolded and describe how they feel, and the teacher records the words the student uses to describe texture. Students match and/or copy texture adjectives from a word box (fluffy, sticky, gooey, wet, rough, soft, hard, cold) to pictures of objects and write sentences of the form "_____ feels ________." The lesson contrasts two sentences (We jumped in the lake. vs We jumped in the icy, cold lake and got wet.) to illustrate how descriptive, sensory words help readers imagine events.

Students read picture books (Up in the Garden and Down in the Dirt; Over and Under the Pond) and answer questions that ask for concrete descriptions of what is pictured and described. In Activity 1 students describe how dirt "looks, feels, and smells" and compare samples, and in Activity 6 students review sensory adjectives for water (clear, colorless, odorless, tasteless) and perform an observation experiment. In the Earth Materials book activity students write properties of dirt, rocks, and water using descriptive words (e.g., wet, slippery, rough, smooth).

Students are asked to find and copy words from a "Senses Word List" and to locate those words in the book My Five Senses, encouraging them to identify sensory vocabulary in a story. Students cut or match pictured items or words to specific senses on Senses Webs, and they dictate or write sentences describing sensing experiences, using sensory words and naming sense organs. The activities require students to read or attempt to read text and pick out important sensory words from the pages.

Students listen to the read-aloud "Jackie's Day at the Pet Store" and are instructed to pick up and glue the body part when Jackie 'uses a sense,' so they practice identifying sensory actions and corresponding words/phrases (e.g., saw, heard, touched, smelled, tasted). In Option 2 students create and tell a story about Jackie and pause to glue a sense organ when a sensory action occurs, reinforcing recognition of sensory language. Activity 2 asks students to read situations and point to the sense organ they would use, which practices mapping sensory words/phrases to senses.

Students listen to sensory-rich read-alouds (Activity 5) where they close their eyes and use auditory descriptions to identify places, showing engagement with words and phrases that appeal to the sense of hearing. During the Magic School Bus read-aloud (Activity 1) students are asked to describe Ms. Frizzle using descriptive words (e.g., "crazy, silly, fun"), which elicits language that suggests feelings or character traits. Students produce and recount their own sensory descriptions (choosing a noisy place and emphasizing sounds) and compare lists of sights and sounds from a blindfolded listening walk (Activity 7), practicing sensory vocabulary in context.

Students read pages of My Five Senses and are asked which senses the boy used and how he used each sense. Students are instructed to look through books (for example, Brown Bear, Brown Bear What Do You See) and identify ways characters in the stories are using their senses. Students complete "I hear/I see/I smell/I feel" charts on a nature walk and write or draw sensory observations, practicing labeling sensory experiences.

Students practice identifying and using sensing words in multiple activities: Activity 1 has students use sensory clues (e.g., "I am smooth," "I taste sour") to identify pictured items. Activity 2 asks students to fill in sentences describing how popcorn felt, sounded, smelled, and tasted, and to draw popcorn before and after popping. The Life Application explicitly asks students to look through books and identify sensing words that authors use.

Students answer prompts such as "What makes you happy?" and "What makes you sad?" and write those feelings on the activity page, practicing emotion words in spoken and written form. Students complete a personalized paragraph using their answers and read/share that paragraph aloud, which gives them opportunities to use and hear feeling words in context.

The read-aloud story "Different Friends" contains descriptive phrases such as "shiny red wings," "perfectly round black spots," and "green and squishy," and students are asked to describe the physical characteristics of Susan and Casey. The comprehension questions ask students to explain whether Susan or Casey wanted to play and why, prompting students to discuss characters' feelings. Activities also ask students to describe and draw sensory/visual traits when completing the Physical Characteristics pages.

The lesson provides a list of descriptive personality words (e.g., "quiet," "shy," "loud," "silly," "energetic," "caring," "sweet") and asks the child to circle words that describe his personality (Activity 1). Activity 3 has students record main characters from a favorite movie or cartoon and choose two words to describe each character's personality. The song activity presents a poem-like text and asks students to substitute personality words into the lyrics.

Students are asked during reading to identify each character's shape and to describe physical characteristics such as color, sides, angles, and eye color. Students are prompted to review and describe the shapes' personalities and interests and to answer questions such as "Did you enjoy the story? Why or why not?" Activity pages have students write or dictate personality traits, hobbies, and interests and to write a sentence describing an interest or personality trait.

In Activity 1, students are asked to list adjectives and phrases to describe the Sun and the Moon, either writing them or dictating them to an adult. The Student Activity Pages provide blank space for students to add descriptive words and phrases about the celestial images. The brainstorming and discussion about how the Sun lights the Moon prompt students to use descriptive language that can appeal to the senses (e.g., bright, shining, warm).

Students read and listen to Chrysanthemum and are prompted in Activity 3 to identify what Kevin Henkes's phrases communicate about Chrysanthemum's feelings (e.g., "wore her sunniest dress and her brightest smile," "Chrysanthemum wilted"). Students write responses to prompts like "This tells the reader that Chrysanthemum..." and illustrate the face Chrysanthemum might have, demonstrating interpretation of emotional language. The skills list explicitly includes identifying words and phrases that suggest feelings, and the Feeling Phrases activity provides four concrete phrases for students to analyze.

Students discuss figurative language (personification and idioms) and examine specific phrases from the story such as "What if it swallows me up?" and "What if my problem sneaks up and gets me?". Students are directed to look through the pages and talk about how the author represents the problem as a cloud and how the problem grows in the illustrations. Students complete an activity in which they find the pages that contain given text boxes and illustrate the problem at different points in the story.

In Activity 6 students reread specific phrases from the text (e.g., "She had eyes in the back of her head," "it was like finding presents under a Christmas tree," "What a herd of wild animals we were!", "Now you will always be part of the river") and are asked to discuss what those phrases mean and why the author used them. The vocabulary matching activity has students read sentences containing sensory and feeling words (e.g., "swooping down," "drift away," "startled an otter") while determining word meanings. Students are prompted to think of other ways the author could show the boy's excitement, which requires identifying language that conveys feeling or sensory experience.

Students are asked to think about how the rat feels and answer questions about the character's feelings (Activity 2). Students are encouraged to use "interesting words" to describe changes and are given vivid example phrases such as "I felt like the world was crashing in around me," "I cried so hard that my tears ran dry," "I jumped with joy!" and "My heart gushed with excitement" (Activity 3). Students are prompted to write or dictate sentences describing a change and to illustrate the cause and effect, using descriptive language.

Students read Reader #12 (Huff and Puff) and are asked comprehension questions that target the phrase "huffing and puffing" (e.g., "Why is everyone huffing and puffing at the end of the book?"). Students write the sentence "The bugs buzz." and practice spelling/reading words such as buzz, fuzz, sniff, huff, and puff during word-building and writing activities. Students point to each word as they read and are prompted to name pictures before writing associated ss/ff words (grass, dress, sniff), exposing them to words that evoke sounds and physical sensations.

Students read the reader "Spring Has Sprung!" and answer comprehension questions that ask what the kids do at the pond, with expected answers including splash, squint in the sun, and squish in the mud. Activity 4.3 prompts students to read the text aloud and point to each word as they read it. The prompt "What are some things that you like to do in the spring?" invites students to connect actions in the story to their own experiences and possible feelings.

Students read and write sentences that include feeling or sensory words (e.g., they write "The child is kind," "The colt is blind," and complete "The wind is cold"). The curriculum defines the meaning of mild as "gentle or calm" and gives sensory examples (a warm, clear day is mild). Students also read The Wild Colt aloud and answer comprehension questions that could involve emotions or sensations.

Students read Reader #12 (The New Toy) and are asked the comprehension question "What sound does the toy make?" (oink), which has them locate a sensory (sound) word in a story. Students are also asked to reread the Weekly Message and point to words with the oi/oy sound (examples given include ahoy, joy, voice, enjoy) and to point to long-vowel words in the Weekly Message (examples include hope, great), which results in students identifying words that express emotion or sensory meaning while doing phonics tasks.

Students are asked to find the word "gnashed" in Where the Wild Things Are (Activity 1.2), which directs them to locate a word in a story. The lesson defines "gnash" as "to grind one's teeth, often in anger," so students learn the emotional meaning of that word. During Reader #16 (The Gnats) students answer questions such as "What do gnats do that you think is annoying?" which elicits attention to feelings or reactions in a story context.