Students are asked to describe what animals are doing and how they move (Activity 1 questions: "What are they doing?" and "How do the animals move?"). The skills list includes "Use words that name, describe, and tell action," and Activity 2 asks students to write/action sentences such as "One day I ______." The Wrapping Up section and an optional extension ask students to role play animal actions while others guess, which provides opportunities to act out verb meanings.

Students are asked to read specific movement words (e.g., "swims," "flies," "waddles," "jumps," "slithers") and either name animals that move that way or match animals to those movement words (Option 2). Students are prompted to act out each movement and to imitate animal movements and explain which body parts they use (Option 1 and Option 2). Students circle body parts that help animals move and choose or write habitat/animal labels tied to particular movement verbs on the activity pages.

Students are asked to read emotion words aloud and to record or label faces with emotions (Option 1 and Option 2). Option 2 explicitly encourages students with advanced vocabulary to go beyond words like "happy" and "sad" to more intense words such as "joyous" and "depressed." Students also choose the face that matches how an item (snake, flower, hurt animal) makes them feel, which requires selecting among emotion words.

Activity 3 asks students to use a horizontal temperature continuum labeled cold, cool, warm, and hot and to write the season name or beginning letter beneath the temperature that applies to each season, and to complete comparative sentences (e.g., "Spring is warmer than ___"). Activity 2 provides a word box including the adjective "hot" and requires students to choose which word best fits blanks in a short summer story using context clues. The review/song and facts reinforce comparative temperature language (e.g., "Spring is warm, and summer's hot"; "Summer is the warmest season").

Students are asked to act out community helper jobs in the wrapping up activity (community helper charades), using actions instead of words to show what the worker does. Students observe a community worker (Activity 3) and then describe what they saw and record ideas, which engages them in noticing and describing actions. The example paragraph and Activity 5 ask students to say and write simple sentences about how each worker helps, prompting students to produce verbs that describe manner (e.g., 'sound the alarm, slide down the pole, drive the fire truck').

Students are told "Size describes how large or small something is" and asked to compare the sizes of objects. In Activity 1 students bring 5–8 toys and are asked to organize them by size (largest to smallest, smallest to largest, or into small/medium/large groups). The activity requires students to choose size words when describing and organizing objects and to reorganize using different size categorizations.

Students handle and describe objects by selecting texture words from a provided word box (fluffy, sticky, gooey, wet, rough, soft, hard, cold) and match or paste those adjectives to pictures of objects. In Option 2, students record two words that describe each object and generate a new describing word for each item. Students also write a sentence frame "_____ feels _____" to practice using descriptive adjectives in writing and speak words aloud during blindfolded feel-and-guess activities.

Students describe objects using sensory adjectives (e.g., smooth, hard, crunchy, juicy) when prompted to talk about an apple and an ice cube. Students complete the "Sensing Logic" puzzles by reading clues (smooth, hot, hissing; small, brown, flat tail; hard, yellow, sour) and eliminating pictures until they choose the correct image. Students write or dictate sensory observations about popcorn (felt, sounded, smells, tastes), draw before/after pictures, and record one sensing word or phrase for each of the five senses in "Sensing My Day."

The lesson's Activity 1 (Big, Bigger, Biggest) has students read comparative and superlative adjective words and color pictures according to the directions, and Option 2 has students write the correct comparison word beneath each picture (e.g., big, bigger, biggest). The teacher models degrees of measurement (big, bigger, biggest; tall, taller, tallest; long, longer, longest) using objects so students can match words to visual differences in size and length. The Student Activity Page explicitly sequences images and labels to help students choose which adjective fits each picture.

The lesson explicitly reviews the concept of "thick" and "thin" and asks students to compare line thickness in Activity 2 (e.g., "Describe the center square. Are the lines that form the square thick or thin?"). The lesson also asks students to define the word "extend" ("Extend means to make something longer") and to describe and label objects (thick/thin) when extending radiating patterns.

Students read and complete sentences by choosing appropriate verbs from lists (e.g., Completing a Sentence Pattern Part B with options like looked, screamed, waved). Students act out actions and then make or describe sentences about those actions (Activity 2), and they pick noun/verb pairs to produce spoken or written sentences (Activity 5 and Making Sentences pages). Students also read sentences in books, identify the verb, and, in several activities, circle or underline the action word.

Students hear and produce actions labeled with verbs such as clap, stomp, slap, and tap and are asked to name the sounds and the repeated sounds. Students act out and extend sound patterns using body movements and instruments (clapping, stomping, tapping, slapping) and are asked to imitate and continue those actions. Students record or write the sequence words (e.g., "Slap, Clap, Tap") on the activity page and write about a sound pattern they heard.

Students cut out picture-word cards (smack, stomp, slap, clap, tap) and assemble them into repeating sound patterns, then perform the sound patterns (Activity 2). Students take turns making and copying action sequences (pat your head, tap your shoulders, touch your toes/knees/head, arms up/out/in) in the 'Do What I Do' game (Activity 3). These activities require students to produce and act out distinct verbs that describe different manners of action.

The Weather Patterns student page includes a word box with adjectives: cold, warm, cool, and hot. Activity 3 asks students to record the weather word beneath the season that it describes and to paste each month beneath the season and weather pattern connected with the month, requiring students to choose among those intensity words. The Skills list also includes "Identify and describe different types of weather," and multiple worksheet tasks have students fill in missing seasons and match illustrations to seasons and associated weather terms.

Students practice distinguishing quantitative words such as none, some, more, most, couple, and few by ordering cups with different numbers of items and by drawing the correct number of leaves on branches. Students are asked to point to the cup that has one, some, a few, none, the most, and a couple, and to order items from least to greatest. Students also describe types of weather using adjectives (hot, cold, rainy, windy) when discussing weather changes.

Students act out rotating and revolving in Activity 2 by taking turns being the Sun and the Earth and by physically rotating in place and revolving around another person, which practices distinguishing the meanings of those verbs through movement. In Activity 1 students brainstorm and list adjectives and phrases to describe the Sun and the Moon, generating multiple descriptive words that could include differing intensities.

The lesson's Skills list explicitly includes demonstrating understanding of figurative language, word relationships, and nuances in word meanings. In Activity 4 (Vocabulary) students listen for target words, guess meanings from context, and then match those guesses to provided definitions while the teacher highlights suffixes that change meaning. In Activity 3 (Feeling Phrases) students interpret descriptive phrases from the story and illustrate the character's emotion, practicing inference about nuanced word choices.

Students complete a Vocabulary matching activity in which they read sentences containing words such as "mumbled," "cluttered," "a flock of birds," "swooping," "drift," and "startled" and choose the correct definitions for each. Activity 6 asks students to discuss idiomatic and figurative phrases (e.g., "She had eyes in the back of her head," "like finding presents under a Christmas tree") and to explain what the author means, which has students consider nuances in word and phrase meaning.

Students are asked to "use interesting words" to describe changes and are given example alternative phrases for feelings (e.g., "I felt like the world was crashing in around me," "I cried so hard that my tears ran dry," "I jumped with joy!," "My heart gushed with excitement"). The activity asks students to write or dictate sentences using those interesting words to describe whether a change was positive or negative. These examples model different intensities of feeling and include verbs and descriptive phrases that vary in strength.