Students are prompted in Activity 2 to read each vocabulary word, see an example sentence, and "write their own sentence" using the word, which requires them to produce the word in writing. The directions tell students to "pay careful attention to the word's part of speech and use them correctly in your sentences," and to "continue to review the words a few minutes each day," encouraging repeated written use. The Parent Plan instructs parents to "review your child's sentences... Check to see that the vocabulary words are used correctly," implying parents will check written word usage.

The lesson includes an "Editing Sentences" activity that directs students to copy two sentences and correct any grammar, spelling, or punctuation errors. The provided example sentences contain clear misspellings (e.g., "vibbrate," "canoos," "drawed," "hanged") and the Parent Plan gives suggested corrections and an answer key with corrected spellings. Students are also told they can consult the "Handy Guide to Writing" if they are unsure about rules.

Activity 1 explicitly instructs students to "copy these sentences in your journal, correcting any grammar, spelling, or punctuation errors," requiring them to identify and fix spelling mistakes. The Parent Plan supplies suggested corrections that show corrected spellings (for example, changing "then" to "than") and punctuation, demonstrating the specific student task of editing for correct spelling. Students are also asked to write songs and stylistic-device logs, which involve composing text where spelling could be applied.

Students are explicitly asked in Activity 1 to copy sentences and correct any grammar, spelling, or punctuation errors. The provided sentences include misspellings (e.g., "eshtuary," "shimering," "insubstancial," and "well liked") that students must identify and fix. The Parent Plan gives suggested corrections showing the correct spellings ("estuary," "shimmering," "insubstantial," and "well-liked"), providing models for correct spelling.

Students are asked to edit and revise their drafts using an Editing Symbols page that explicitly includes a symbol for "Spelling problem," indicating they will identify spelling errors. The Parable Rubric lists "Are words spelled correctly?" under Conventions, so students will be evaluated on correct spelling. The Skills section and final-copy activity require students to produce final drafts that demonstrate accurate spelling and to apply proofreading symbols during editing.

Students are instructed in Part A to fill in missing vocabulary words from a provided vocabulary bank, which requires them to supply correctly spelled words in context. The Parent Plan tells students to review the vocabulary words and grammar pages before the unit test, indicating explicit study of word forms. Students also produce written work (speeches, scripts, short answers, project summaries) that requires them to write vocabulary and other words correctly in multiple contexts.

Students are directed to create a Vocabulary Picture Dictionary in which they place the vocabulary words in order, paste each vocabulary word, draw a visual symbol, and write a sentence using the word. The Student Activity Page asks students to write their own sentence for each listed vocabulary word and to match words with definitions. The lesson also tells students to review the words and definitions a few times and asks parents to check that words, sentences, and definitions are matched correctly.

Students are told the parts of the writing process, including proofreading, and proofreading is defined as the step where you "check your paper for errors in spelling, grammar, and punctuation." The lesson's listed skills include "Identify errors in written English," which implies students will notice and mark errors. The Wrapping Up and Things to Review sections ask students to look back over the writing process and ensure they can identify its parts, including proofreading.

Students are asked in Activity 1 to "copy these sentences in your journal, correcting any grammar, spelling, or punctuation errors," which directly requires them to identify and fix misspellings. The two example sentences contain multiple misspellings (e.g., "Ill" → "I'll", "Pumkin" → "Pumpkin", "profowned" → "profound", "breatheing" → "breathing", "girls hut" → "girls' hut") that students must correct. The Parent Plan then supplies suggested sentence corrections showing the target spellings students are expected to produce.

Students are asked to develop a deeper understanding of the editing and revision process, which implies attention to conventions. The Personal Narrative Rubric explicitly includes a "Grammar & Spelling (Conventions)" category that will be used to evaluate student writing. Students are instructed to review the rubric before drafting so they know spelling and conventions will be part of the evaluation. The activities require students to produce written drafts (personal narrative) that will be reviewed for conventions.

Students are required to write an 8–10 sentence museum plaque about baboons (Option 1) and to write 1–2 sentences for each of five animals in a guidebook (Option 2). Students also write responses in their journals as an Illustrator and complete written descriptions on activity pages, creating multiple opportunities for written production.

Students are introduced to the distinction between revision and proofreading and are told that proofreading involves finding errors in spelling (Things to Know; Activity 3). Students complete the "Why Proofread?" page where they explain how punctuation changes meaning in sentence pairs, practicing careful reading for errors and clarity. Students are asked in Life Application to look for proofreading errors on signs while out shopping, encouraging them to notice misspellings in real-world text.

Activity 4 (Checking Spelling) instructs students to run a word-processing spelling checker, review suggested corrections, and then read through their papers to find misspellings the checker may miss (for example, correctly spelled but wrong words). The Skills list and Activity 7 require students to identify and edit spelling errors and produce final drafts that demonstrate accurate spelling. Activity 6 (Proofreading) and the Editing Symbols activity provide students with strategies and marking conventions to locate and correct spelling errors during revision.

Students complete vocabulary exercises (a Word Box with eight target words and three fill-in-the-blank sentences) and are instructed to review vocabulary words and use them in sentences. The Student Activity Page (Part III) identifies the four parts of the writing process and asks students to explain the difference between revising and proofreading; the provided answer states that proofreading involves looking for errors in spelling. The lesson also tells students to review activity pages on editing and revision and to study for the unit test.

Students are asked in Activity 1 to copy two sentences and correct grammar, spelling, and punctuation, explicitly targeting misspelled words. The Parent Plan provides model corrected sentences that display corrected spellings such as Don't, himself, your, wizard's, bickering, quarrelling, and until for students to compare against their edits.

The Editing Sentences activity explicitly asks students to copy sentences and correct grammar, spelling, and punctuation errors. The sample sentences contain misspellings such as "dificulties," "dissapear," and "intentedly," which students must identify and correct; the Parent Plan supplies the corrected spellings. Students also compose a descriptive paragraph about a new creature, an extended writing task where correct spelling would be used.

Students are asked to copy and correct sentences that contain misspellings (e.g., "exept," "relm," "then" used instead of "than") in the Editing Sentences activity, which requires them to produce correct spellings. Students must answer comprehension questions in complete sentences, giving additional opportunities to spell words correctly in their own writing. An answer key/parent plan models the correct spellings and corrected sentences (e.g., "except," "quickly," "angrier," "than," "answered," "realm").

Activity 1 (Editing Sentences) directs students to copy two sentences and correct any grammar, spelling, or punctuation errors, which requires them to identify and fix misspellings. The Parent Plan provides suggested sentence corrections that show correct spellings and notes on variants (e.g., "pretense" vs. "pretence") and commonly confused words (e.g., "lightning" vs. "lightening," "heavyweight" vs. "heavy weight"). The lesson also instructs students to review vocabulary words, implying further attention to word forms.

Students are asked to "copy these sentences in your journal, correcting any grammar, spelling, or punctuation errors," which requires identifying and fixing misspellings. The two example sentences contain misspellings such as "elfs" (elves), "greivous" (grievous), and "hasenning" (hastening), and the Parent Plan supplies corrected spellings. The editing activity explicitly directs students to correct spelling as part of their written work.

Students complete vocabulary exercises in Part III that require selecting and spelling specific words from the unit (e.g., flummoxed, desolate, recompense). The rubric in Part 2 explicitly evaluates "Grammar and Mechanics: Correct punctuation, spelling, and grammar," so students are assessed on spelling. Students are instructed to use the editing symbols chart in Part 6 (which includes a mark for "Spelling problem") and to revise their drafts, indicating opportunities to identify and correct spelling errors.

Students are asked to read each vocabulary word definition several times and then insert the vocabulary words to complete a paragraph (Activity 1), which requires them to write the words in the blanks. The provided answer key lists the correct spellings for each vocabulary word used in the paragraph. The Wrap Up directs review of vocabulary definitions and tells parents to check that the child can use each word in a sentence, which implies students must write the words correctly when producing sentences.

Students are asked in the "Sentence Correcting" activity to copy sentences into their journals and correct any grammar, spelling, or punctuation errors. The Parent Plan provides suggested sentence corrections that show corrected spellings and word forms (for example, changing "quite" to "quiet," "kiln sight" to "kiln site," and "froze" to "frozen"). Students also write a one-page summary of chapters, which requires composing text where correct spelling would be applied.

Students are directed to a 'Sentence Correcting' activity where they must copy sentences and correct any grammar, spelling, or punctuation errors. The original sentences include misspellings such as 'to short' and 'hisself,' and the Parent Plan provides corrected forms ('too short,' 'himself,' 'Min's,' 'too soon'). Students are also asked to write four questions and to write or list steps for making pottery, which requires them to produce original written work where correct spelling would be applied.

Students are asked to copy two sentences and correct any grammar, spelling, or punctuation errors in the "Sentence Correcting" activity, which explicitly contains misspellings (e.g., "iritable," "emisarys") for them to fix. The Parent Plan provides the corrected versions, showing the intended spellings ("irritable," "emissary's," "grumpily"). Students are also instructed to write a mini-book and to use vocabulary words in sentences, which require them to produce written words and thus to apply spelling skills in context.

The 'Sentence Correcting' activity tells students to copy sentences and correct any grammar, spelling, or punctuation errors. Students are asked to correct misspellings such as 'some times' to 'sometimes', 'prefered' to 'preferred', and 'ment' to 'meant'. The Parent Plan supplies the corrected versions, giving students explicit models of the correct spellings.

The lesson includes a "Sentence Correcting" activity that instructs students to copy sentences and correct grammar, spelling, and punctuation errors. Two example sentences contain misspellings (e.g., "stringth," "jurney," "emmisary") which students must fix. The Parent Plan supplies suggested corrections showing the correct spellings (e.g., "strength," "journey," "emissary").

Students are evaluated on spelling via the Comparison and Contrast Essay Rubric, which explicitly lists "Words are spelled correctly" as a mechanics criterion. Students use an editing-and-revising activity with a proofreading symbols page that includes a specific symbol for "Spelling problem (sp)," prompting them to find and mark spelling errors. On the end-of-unit test students must use vocabulary words in sentences and are directed to check the master vocabulary list, requiring correct spelling; students also type a final draft and correct test errors.

Students are required to write an argumentative essay and refer to an "Argumentative Essay Rubric" that includes a Conventions category listing grammar, punctuation, and spelling accuracy. The rubric outlines scoring for Conventions and prompts students to review it throughout the independent study process. The Independent Study Rubric and parent notes also prompt review of criteria that include correct use of conventions.

The final-copy instructions tell students to "Get a dictionary and look up and correct the spelling of any word you or your parent circled on previous drafts" and to "Spell-check the document," which requires students to identify and fix misspellings. The revising and editing activity directs students to "Carefully read your work, line-by-line, and look for any errors in punctuation, word usage (their, there, or they're?), or grammar," prompting students to proofread for word-level errors. The rubric review and peer proofreading steps require students to apply corrections before producing a final, polished copy.

Students decode a Greek-language message into English and write the decoded message on the activity page (the answer key shows the English sentence "Mount Olympus is the home of the Greek gods and goddesses"). Students also handle Beyond Roots II cards that pair roots with English words and are instructed to play vocabulary games and take online quizzes about root meanings, exposing them to correct word forms.

Students are asked to copy and correct a sentence in Activity 1, explicitly correcting grammar, spelling, and punctuation (e.g., changing "monsterous" to "monstrous," "past" to "passed," and "single handedly" to "singlehandedly"). Students make vocabulary strips in Activity 3 where they paste the vocabulary word on a flap, which requires them to write the target word spelling. The parent answer key and check instructions show the correct spellings and ask parents to verify that students have the correct words on their strips and corrected sentence.

Activity 1 directs students to copy sentences into their journals and correct any grammar, spelling, or punctuation errors, requiring them to identify and fix misspellings. The Parent Plan provides the corrected sentence forms (for example, correcting "mischievious" to "mischievous" and "kwiver" to "quiver"), giving explicit models of correct spelling. Additional tasks (writing an acrostic poem and final-copy writing) and the "Things to Review" vocabulary prompt require students to produce written work where spelling accuracy is expected.

Students are asked in Activity 1 to "copy these sentences in your journal, correcting any grammar, spelling, or punctuation errors," which requires them to identify and correct misspellings (e.g., echoeing, nimphs, fleas, dissapears). The Parent Plan provides model corrections and explicit notes about word forms (for example, explaining the correct usage of "shone" vs. "shined"), giving students examples of correct spellings. The Beyond Roots II Set 2 games and the Set 2 A quiz ask students to practice root-based vocabulary, which can support spelling knowledge.

Students are asked in Activity 5 to copy given sentences and correct any grammar, spelling, or punctuation errors, which requires them to identify and fix misspellings (e.g., changing "devowered" to "devoured" and "re-populating" to "repopulating"). The Parent Plan supplies the corrected versions, modeling the correct spelling for students. Students also work with Beyond Roots II Set 3 cards and take Set 3 A and B quizzes, which target word roots and support word knowledge that can aid spelling.

Students are asked to "Edit drafts for grammar, mechanics, and spelling" in the Skills list and to "Edit and revise your draft" in Part 5. The proofreading symbols page includes a mark and examples for identifying spelling problems. The Myth Rubric explicitly lists "Correct spelling" under Conventions, and students must produce a final typed copy and be evaluated on those conventions.

Students are given a vocabulary list with correct spellings and contextual sentences and are instructed to read the words in context (Activity 2). Students are asked to solve a crossword puzzle by filling in vocabulary words using the provided clues, which requires them to produce the correct spellings. An answer key with the correct spellings is provided for checking their work.

The lesson's Skills list explicitly includes "Spell frequently misspelled words correctly (e.g., their, they're, there)." In Activity 1 students identify and correct seven incorrect homophone usages in a paragraph (Part I) and write sentences using correct homophone pairs/groups (Part II). The Parent Plan provides an answer key that shows corrected spellings (e.g., their/their, you're/your, lose/loose, threw/through), giving students concrete examples of correct forms.

Students are explicitly asked to "Spell frequently misspelled words correctly (e.g., their, they're, there)" in the Skills section. Students complete the "Spotting Errors" activity in which they cross out incorrect words and write correct forms for homophone errors and other misspellings in a paragraph. Students also complete the "More Homophones" page where they choose homophone pairs, write definitions, list parts of speech, and write sentences demonstrating correct word usage; answer keys for corrections are provided.

Students study and review a listed set of vocabulary words and are instructed to "review the vocabulary words" before the unit test. Students complete Part I of the Unit Test by using the correct vocabulary words to fill in blanks, which requires correct spelling of those words. Students also produce multiple written products (short stories, monologues, essays, Think-Tac-Toe writing tasks) where they must write words correctly in extended writing.

Students are instructed in Activity 1 to copy sentences into their journals and correct any grammar, spelling, or punctuation errors, which requires identifying and fixing misspellings. The Parent Plan provides the corrected sentences showing corrected spellings (e.g., "scolar" → "scholar", "consequense" → "consequence", "desserts" → "deserts"). Students also write letters (Options 1 and 2), giving them chances to apply spelling when composing extended text.

Students are instructed in Activity 1 to copy sentences and correct grammar, spelling, and punctuation errors, which requires them to identify and fix misspelled words. The Parent Plan supplies suggested sentence corrections that explicitly show corrected spellings (e.g., "realized," "extraordinary," "monotonous"). Students are asked to produce corrected written sentences, giving them direct practice spelling those words correctly.

The rubric in the Student Activity Page explicitly lists "spelling" as part of the Mechanics section to be rated, so students will be evaluated on spelling. Students are required to write a multi-paragraph persuasive essay and to use vocabulary words (presage, acclamation, ephemeral) in sentences, tasks that require correct spelling. The unit test and answer key include written responses and vocabulary checks that implicitly require students to produce correctly spelled words.

The Mechanics section of the Technical Writing Rubric explicitly includes "Correct spelling of words" as a scored criterion, so students must produce correctly spelled words to earn top marks. Activity 7 directs students to revise their drafts, use the editing symbols chart (which includes symbols for spelling corrections), and produce a final copy, requiring students to identify and fix spelling errors. Activity 4 asks students to use at least two vocabulary words from the unit in their essays, which requires correct spelling of targeted words.

The rubric's Mechanics section explicitly lists "Correct spelling of words" as a criterion with a scoring scale (Always/Usually/Rarely). Students are instructed to proofread their poem analysis and autobiography and to rewrite them neatly on provided pages, which requires them to check and correct spelling. The unit test includes a vocabulary task asking students to write lines using specified words, which requires students to spell those vocabulary words when composing their responses.