Students read a vocabulary page that presents each target word with a definition and an example sentence drawn from the book. Students are directed to find the definitions on the Vocabulary page and the sentence from the book, and to write their own sentence using each word while paying attention to its part of speech. Students are given space to produce original sentences that apply the provided meanings.

Students create a Vocabulary Picture Dictionary where they paste each vocabulary word with a visual symbol and glue the actual definition and the sentence from the book on the back, providing both context and a target definition. Students are instructed to review by using the symbol to recall the definition and then "turn the page to see if your definition was correct," which requires making an initial inference and then checking it. The activity also asks students to read definitions and guess the words (or vice versa), and the Parent Plan instructs caregivers to check that students matched sentences, definitions, and words correctly.

The parent-plan Questions to Discuss asks "What does imprint mean?" and provides the definition, so students encounter explicit work with a word's meaning. The Checking Spelling activity includes the sentence "Eye may halve maid sum miss stakes..." and explains that a spelling checker wouldn't catch correctly spelled wrong words, instructing students to read through their paper to find such errors. Students are told to use the spelling checker and then to read carefully for misspellings that require attention to context.

Students are given a Word Box of vocabulary (belligerently, sated, protruding, profound, riveted, precarious, pariah, constrict) and three sentences where they must choose the correct word to fill each blank, which requires matching word meaning to sentence context. The lesson instructs students to "review all the vocabulary words you have learned, making sure you know their definitions and that you can use them effectively in a sentence." The Unit Test answer key shows correct vocabulary usage in context, indicating students check meaning by applying words in sentences.

The lesson includes explicit vocabulary tasks such as "Recite the definition," "Name a synonym or antonym," and "Use correctly in a sentence," which require students to articulate word meanings and apply them. The game rules state that if a synonym or antonym offered is not on the card, students should "use a thesaurus or dictionary to determine if it is correct," providing an instance of consulting a reference to verify a word choice. The Skills section also lists "Determine the meaning of unfamiliar vocabulary words using context clues" and "Clarify word meanings through the use of definition, example, restatement, or contrast."

Students are instructed to use a thesaurus to find synonyms and antonyms for words when creating riddles (Activity 2 and the Things to Know note about a thesaurus). Students are told to reread the riddles exchanged between Bilbo and Gollum, which requires attending to context. Students are directed to review vocabulary words and the "Things to Know" section as part of wrapping up.

Students are asked to copy and correct sentences in Activity 1, which requires them to choose between commonly confused words (e.g., "lightning" vs. "lightening" and "heavyweight" vs. "heavy weight") using sentence context. The parent notes explicitly point out these distinctions and the American vs. British spelling of "pretense/pretence," guiding students to use surrounding language to determine correct word choice. The lesson also tells students to "Review vocabulary words," prompting attention to word meanings in relation to the text.

Students are asked to review and study the vocabulary words for the unit and to complete Part III on the unit test, which requires them to choose and insert the correct vocabulary word (e.g., flummoxed, ominous, recompense) into sentences taken from the book. The test directions and study prompts require students to apply vocabulary words in context and to be quizzed on those words by a parent.

Students read a list of challenging vocabulary with definitions and complete the "Vocabulary Words in Context" activity by inserting the given words into a paragraph that uses contextual clues. The Parent Plan and Skills section state students will "determine the meaning of unfamiliar vocabulary words using context clues" and will "extend vocabulary knowledge by learning and using new words." The answer key and activity require students to evaluate which defined word fits each blank in context.

Students are asked to explain what Tree-ear means when he thinks, "The work of a human, the work of nature; clay from the earth, a branch from the sky," which requires them to determine phrase meaning from the surrounding chapters. The reading-and-questions activity asks students to read chapters closely and jot or underline places in the text they might want to ask about, encouraging use of contextual clues to form questions and answers.

The Student Activity Page titled "Quotes" asks students to "In your own words, explain each of Crane-man's quotes," requiring students to infer the meaning of phrases from the quotes and surrounding context. The "Things to Know" box gives an explicit definition of "wisdom," which students can use to check or refine their interpretations. The Parent Plan includes suggested interpretations that students can compare their responses to, creating an opportunity for checking inferred meanings against model explanations.

Students decode Greek messages using a Greek-alphabet chart and are instructed (in the Parent Plan) to check that they "correctly decoded the first messages and translated the second message using the answer key." Students play Beyond Roots II card games that pair roots with English meanings and use matching symbols to confirm correct matches, then take online quizzes to confirm their knowledge. The materials note that some roots have more than one meaning, prompting students to consider alternative meanings when confirming answers.

Activity 3 directs students to locate each vocabulary word in the book and "read it in context," then match the word with the correct definition and motion, requiring students to check meanings against contextual usage. The Parent Plan and Skills sections also ask students to use knowledge of Greek and Latin roots and affixes (Beyond Roots II activities) to understand content-area vocabulary, which supports word-analysis strategies.

Students correct sentences in Activity 1, identifying and fixing spelling and word-choice errors (e.g., deciding between "shone" and "shined"). The parent notes explicitly explain the difference in meaning and usage between "shone" and "shined," prompting students to reconsider an initial choice based on meaning. Students also work with Beyond Roots II cards and take a roots quiz, practicing determination of word meanings from roots and testing those determinations.

Students are asked to read vocabulary words in context and use contextual sentences to determine meanings (Activity 2: "Read the sentences...to help you better understand the vocabulary words in context"). The instructions state that if students cannot figure out a word from context they should "look up the definition" or "consult a dictionary if needed." The Parent Plan Skills explicitly list "Determine the meaning of unfamiliar vocabulary words using context clues."

Students practice choosing correct word forms in context through the homophones activity, including a guided example (its/it's) and Part I where they find and correct seven incorrect homophones in a paragraph. In Part II students write their own sentences using homophone groups (its/it's, your/you're, there/their/they're), which requires them to apply contextual clues to select the appropriate word form. The activity prompts students to proofread and search for apostrophes, encouraging checking usage within sentences.

In the "More Homophones" activity, students are instructed to write definitions for each word and to "use a dictionary if needed," which directs them to check a reference source. The activity also requires students to include the part of speech and to write a sentence demonstrating each word's usage, which asks them to test meanings in context. In the "Spotting Errors" activity, students must choose the correct homophone and correct misuse based on the paragraph's context, requiring them to verify which word fits.

Students are given a vocabulary word list and asked in Part I of the unit test to use the correct vocabulary word to fill in blanks, which requires them to use sentence context to choose meanings. The lesson also instructs students to "review the vocabulary words" when studying for the unit test. The Story Cube activity asks students to create a cube using six Middle Ages-related vocabulary words and then use them to generate a story, requiring students to apply word meanings in context.

Students read Chapters XXI–XXV and answer direct comprehension questions asking what it means to be "tamed" according to the little prince and the fox, which requires them to determine word meaning from character explanation and context. The wrapping-up prompts ask students to explain why the fox says friendship prevents activities from becoming monotonous, engaging students in interpreting the meaning of "monotonous" in context. The "Things to Know" section also provides an explicit definition of "monotonous," giving a direct lexical reference.

Students are asked to restate confusing Shakespearean lines in "today's English" to focus on overall meaning, which prompts using context to infer meaning. The Student Activity Page explicitly suggests looking up unknown words in a dictionary as part of the task to place definitions in brackets. Part II directs students to look up "[sic]" online to verify their guess and to research why it is italicized, providing an explicit verification step.

The parent guidance tells parents to "encourage her to look up any words she doesn't understand or isn't sure how to pronounce," which directs students to use a dictionary or reference to check word meanings. The lesson also asks students to compare the modern translation (right-hand side) with the original text (left-hand side) when reading, which gives students an opportunity to check inferred meanings against another context or rendering.

Students are instructed while reading to take notes on "important and unfamiliar words you come across," indicating they will identify unknown words. The lesson provides a "Things to Know" list that gives definitions for several vocabulary items (eccentric, obstinate, hokum, feign, annus mirabilis). The text also tells students they "can also use a dictionary if you're not sure about a specific word's part of speech," which references consulting a reference source.

Students are asked to highlight or take notes on unfamiliar words and page numbers as they read, which requires noticing unknown vocabulary. Students are given an explicit definition of 'corpuscles' in the "Things to Know" section and are directed to review that definition in "Things to Review." The parent/skills notes include monitoring comprehension as a listed skill, prompting students to attend to word meaning while reading.

Students are instructed to highlight or take notes on unfamiliar words as they read ("take notes including page numbers, on information you think may be important and unfamiliar words you come across"). The Parent Plan lists "Monitor comprehension" as a skill and asks parents to review definitions and Newton's three laws, and the Things to Know section provides explicit definitions for inertia, force, and nemesis that students can read.

The lesson asks students to note unfamiliar words as they read and to ask a parent about highlighting or taking notes on information and unfamiliar words, which prompts attention to word meanings. The parent discussion question "What does the author mean when she says, 'We are seeing ancient history when we look at the sky'?" asks students to interpret a phrase in context. The listed skills include "Monitor comprehension for understanding of what is read," which relates to checking understanding of words and phrases while reading.

Students are asked to note unfamiliar words as they read ("take notes ... on information you think may be important and unfamiliar words you come across"). The lesson includes explicit review items to "Review the definitions of elements and prescient." Activity 2 directs students to use "Simple Machines Vocabulary cards" to test their understanding of domain-specific terms.

Students are asked in Activity 4 to "try to use at least two of the vocabulary words from this book" when writing their essay, and the Unit Test (Part B) requires students to choose three vocabulary words and use them in a single sentence about Newton. The answer key for the test explicitly tells reviewers to "Look at the master vocabulary list for the definitions and make sure your child used each word correctly," and parent instructions repeatedly remind students to include and review unit vocabulary. These items show students practice applying vocabulary and have access to a master list of definitions to consult.