The lesson provides a targeted vocabulary list with definitions and example sentences that students read and review. In Activity 2 students must write a letter using five or seven vocabulary terms and are explicitly told to "please pay attention to spelling, grammar, and punctuation" and to mark each vocabulary term (underline or bold). Parents are instructed to review the student's letter and confirm that each vocabulary term has been used correctly.

Students complete a Vocabulary Review in which they mark familiarity with each word from a provided list and write sentences using those words, which requires them to produce word spellings. In Activity 1 (Part 2) students cross out incorrect verbs and write corrected verb forms in a paragraph, requiring them to write corrected word forms. The student activity pages and answer keys show places where students must write or rewrite words (vocabulary sentences and corrected verbs).

Students are asked to "Correct any errors you find in grammar, spelling, or punctuation" in the Paragraph Editing activity, which explicitly directs them to identify and fix misspelled words. The Paragraph Editing Student Activity Page specifies there are 3 misspelled words to find, and the Answer Key lists the misspellings (contagious; than; vaccine). The Vocabulary crossword requires students to produce correct spellings for eight vocabulary words from the word bank.

Students are prompted to review vocabulary in the study guide's top box labeled "All of the vocabulary terms covered in previous lessons," giving them space to write the terms. The unit test includes a vocabulary section in which students fill in eight blanks with vocabulary words; the test lists the vocabulary words (abolish, disconsolate, destitute, imprudence, foreboding, fortitude, entail, sedition) and an answer key provides the correct spellings. The student activity pages repeatedly ask students to make personal notes on vocabulary and to use vocabulary in context for test preparation.

Students are instructed to edit and revise their letters and explicitly asked, "Are there any spelling or grammar errors?" as part of the editing checklist. The rubric's Mechanics category assesses spelling accuracy and expects final drafts to demonstrate accurate spelling. The Skills section tells students to continue to identify and edit errors and to refine mastery of a personalized list of commonly misspelled words, and students are directed to use Editing Symbols and the Handy Guide to Writing when correcting drafts.

The Skills list explicitly requires students to "produce final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format." Activity 10 directs students to "read over it carefully, run spell check, and correct any grammar and punctuation errors you find." Parent notes also encourage students to run spell check and proofread their papers before submission.

Students are given a vocabulary list (acquit, indifferent, ingenious, etc.) and are instructed to "use each word correctly in a sentence," which requires them to produce written forms of the words. Students must also write a persuasive paragraph (thesis and supporting evidence), which requires extended writing where spelling would affect correctness. Parent Plan notes ask caregivers to "check to see that your child's ... used the words correctly in the sentences," implying attention to correct word use in student writing.

Students are prompted to use three vocabulary words in sentences on the cultural biography poster and to pick three vocabulary words on the unit test and use each in a sentence. Students must copy a sentence or two from their persuasive paragraph and include quotes and favorite sentences from the story on their projects. The rubric and activities ask for neatness and readability of written items, which involves producing written text.

Students are directed in the "Sentence Editing" activity to copy two sentences onto a separate sheet of paper and correct any grammar, spelling, or punctuation errors. The provided example sentences include clear misspellings (e.g., "woried" -> "worried", "biten" -> "bitten", "to much" -> "too much", "its" -> "it's") that students must identify and correct. The Parent Plan supplies the corrected versions, explicitly showing the correct spellings for students to model.

Students are asked in the Sentence Editing activity to copy sentences "correcting any grammar, spelling, or punctuation errors," which requires them to identify and fix spelling mistakes. The activity provides two example sentences for students to edit, and the Parent Plan supplies corrected versions for comparison. Students also produce original written work (character pages, monologue options) where correct spelling would be required in their responses.

The Sentence Editing activity instructs students to "copy the following sentences... correcting any grammar, spelling, or punctuation errors," presenting sentences with misspellings such as "apreciation," "acurate," "cryed," and "streeks." The Parent Plan provides suggested sentence corrections that show the correct spellings (e.g., "appreciation," "accurate," "cried," "streaks"), giving students explicit examples to match. Students are also asked to write an original poem or other written work, which requires them to apply correct spelling in their own writing.

Students are asked to complete a Sentence Editing activity that directs them to copy two sentences and correct any grammar, spelling, or punctuation errors. The provided answer key shows corrected spellings (e.g., "hole" -> "whole" and "lightening-bolt" -> "lightning-bolt"), demonstrating explicit opportunities to identify and fix misspellings. Students also write a 6–8 sentence narrative, which requires them to produce spelled words in their own writing.

Students are asked to "copy the following sentences... correcting any grammar, spelling, or punctuation errors," which requires them to identify and fix misspellings such as "scoolhouse" to "schoolhouse." The Parent Plan provides suggested sentence corrections showing the corrected spellings. The Skills section also tells students to consult reference materials (dictionaries, glossaries, thesauruses), which can support correct word forms.

Students are asked to complete a 'Sentence Editing' activity in which they copy given sentences and correct grammar, spelling, and punctuation errors. The two example sentences contain misspellings such as "every thing" and "Mrs. Holtons," and the Parent Plan provides corrected forms ("everything" and "Mrs. Holton's"). The activity explicitly directs students to correct spelling as part of the editing task.

Students are asked to "Copy the following sentences... correcting any grammar, spelling, or punctuation errors," which directs them to practice spelling in context. The provided suggested corrections show specific spelling fixes (didn't, Michigan, eavesdropping) and model correct forms. The Sentence Editing activity and its answer key give students concrete examples of identifying and correcting misspelled words.

Students are asked in the "Sentence Editing" activity to copy two sentences and correct any grammar, spelling, or punctuation errors, which explicitly directs them to practice spelling. The Parent Plan provides suggested corrections that show corrected spellings (e.g., "flyed" → "flew," "abolishionist" → "abolitionist," and "wouldnt" → "wouldn't"), giving students models of correct spellings. Students also produce written work in Option 2 (a descriptive paragraph or book cover), which requires them to apply spelling in their own writing.

The rubric's Conventions category explicitly requires "Correct spelling, grammar, and syntax is used throughout the piece." The Parent Plan notes that grammar, spelling, punctuation, indentation, and syntax will be evaluated in the final draft. Activity 4 directs students to read their drafts a second time to "ensure that you have written in complete sentences, using correct grammar and spelling," and the vocabulary and writing tasks require students to produce written definitions and to use two unit vocabulary words in their narratives.

The Persuasive Essay Rubric lists "CONVENTIONS: Correct spelling, grammar, and syntax is used throughout the piece," which requires students to produce writing with correct spelling. Students are asked to write a rough draft and complete a final persuasive essay (Paragraph 1–5 structure), and the lesson directs students toward revising and editing their draft in future lessons, implying attention to conventions. The Citing Sources and Writing sections require students to create Works Cited and use parenthetical citations correctly, which also emphasizes conventional accuracy in written work.

Students are instructed to read their persuasive essay a second time focusing specifically on 'mechanics' of writing, including spelling, and to use editing symbols to indicate changes. The Student Activity Page lists proofreading symbols and explicitly includes a symbol whose meaning is 'Spelling problem,' which students can apply to mark misspellings. Parent guidance prompts caregivers to review the student's revisions and point out other issues and corrections, supporting students as they find and correct spelling errors.

The Parent Plan skills list requires students to "produce final drafts/presentations that demonstrate accurate spelling." Activity 2 instructs students to type a final draft, "read over your essay carefully to check for typing errors," and to "run spell-check to help catch typos and spelling errors." The parent directions repeat that the student will type and format a final draft and type a Works Cited page, implying attention to accurate written conventions.

Students are instructed to create an index card for each vocabulary word, find each word in the dictionary, and "Write the word and its part of speech." The options require students to record the word, its definition, and then use it in an original sentence or illustration, which requires students to write the vocabulary words on the cards. The Parent Plan reiterates that the child should use a dictionary to find each word and its part of speech, implying that students will look up and record correct word forms.

Students are instructed to "Fill out the sides of the cube with vocabulary word" and to write the word, definition, alternate definition, part of speech, synonym, and a sentence on each face of the vocabulary cube, so students will physically write the target words. The activity also has students assemble the cubes and practice the vocabulary by "rolling" cubes and giving definitions or identifying words that match a part of speech, which requires recalling and producing the word form in writing or speech. The parent plan repeats that students should "review the vocabulary terms" and provides sample correct spellings for each target word.

The rubric's Conventions criterion explicitly lists "Correct spelling, grammar, and syntax," indicating students are evaluated on spelling. Parent guidance asks students to "read over it looking for any spelling or grammar errors and to make small revisions as needed," so students are instructed to proofread for spelling. The study guide and flashcard activities for Latin roots and affixes provide practice with word parts that can support students' spelling of grade-appropriate words.

Students are asked to look up six vocabulary words from the text and write the definitions in their own words, which requires them to handle the words' written forms. Students are instructed to "copy the words and definitions into your mini dictionary pages," so they will write the vocabulary words on their pages. The Parent Plan includes a list of the correct spellings for the six vocabulary words, which students can reference while completing the activity.

The Painting Sentences activity includes a "Finishing touches" checklist that explicitly tells students to "Check spelling and punctuation." Students are asked to write and revise final sentences in the Painting Sentences pages and to record examples of figurative language on the Activity 1 page, which require producing written words that must be spelled.

Students are instructed to "proofread for spelling or punctuation errors" and to "check for spelling and punctuation errors" when revising their final paragraph on Day 3. Parent guidance repeats that the child should check for spelling and punctuation errors and that the final paragraph should be typed and polished. The revision activity requires students to "edit, revise, and rewrite" their descriptive paragraph and to improve the weakest sentence, implying a step for correcting spelling in their submitted work.

The lesson provides a vocabulary activity listing ten targeted words with definitions and example sentences and includes space for students to write their own sentences using each word, which requires students to produce the words in writing. The parent notes ask adults to review the child's sentences to ensure he understands and is using each word correctly, implying review of written word use. The reading and short-answer questions require written responses that further give students opportunities to write vocabulary and novel-specific terms.

Students encounter an explicit vocabulary list with definitions (20 words) and a vocabulary matching activity on the unit test that requires them to work with those words. Students write responses on activity pages, create slide text, and rewrite sentences on the grammar portion of the unit test, providing opportunities to produce words in written form. The study guide lists vocabulary and definitions students review for the final test.