Students are prompted to discuss the story in teacher-student conferences and small group discussions as part of the listed skills. Students are instructed to read aloud and stop to discuss details, check comprehension, and ask questions, which requires collaborative talk. Students are asked to identify characters, write lines and stage directions, and gather family members to act out the scene, which asks students to take on and define performance roles.

Students are assigned rotating roles for reading responses ("each day you will be assigned a different role"), and the lesson explicitly names the summarizer role and instructs students to write a four- or five-sentence summary of Chapters 1 and 2. The lesson also prompts students to present work aloud ("Encourage her to read her poem aloud or explain the chart she completed") and includes discussion prompts under "Questions to Discuss" for guided group conversation.

Students are assigned the specific role of "discussion director" and instructed to write four discussion questions about Chapters 5 and 6 that focus on big ideas rather than yes/no answers. Students are told to go over the questions with a parent and discuss what their answers would be and why, producing a concrete product to prepare for conversation. The task requires students to plan and produce discussion prompts, which functions as a defined individual task tied to a collaborative exchange.

Students are given a specific role: "Your role today is that of a travel tracer," which requires them to track settings and report findings. Students are instructed to record ideas in a journal and share their map or descriptions with a parent, and they are prompted to select and complete one of two creative options (postcard or coded message) and then share that product.

Students are asked to take on a specified role as a "literary luminary," choosing two or three passages, reading them aloud to a parent, and explaining their reasons for selection. Students are prompted to retell Barbara Rodbell's story to a parent and to discuss guided questions about plot and character with a parent. The lesson provides discussion prompts and parent-guided questions for one-on-one or parent-led discussion opportunities.

Students are given an explicit individual role: "Today your role is that of an illustrator," and they are instructed what the illustrator should do (draw a picture related to the reading). The lesson prompts students to discuss their work with a parent: parents are asked to "encourage your child to share his illustration and explain what it represents." The Introducing the Lesson section also prompts students to discuss examples from history and to explain whether they think they are brave.

Students are assigned a specific role: "Today you will take on the role of connector," and are instructed to find connections between the book, their life, and the outside world and record these in a journal. Parent prompts ask the child to share the connections she made, which implies students will present or discuss their connector work with others. The lesson also includes multiple activity pages that ask students to compare texts and describe similarities and differences, tasks that can be carried out within defined roles like connector.

Students are directed to review and follow a "Rules of Debate" sheet that lists norms for collegial discussion (e.g., avoid exaggeration, do not present opinions as facts, attack the idea not the person, watch your tone). Students are assigned debate roles (Side A, Side B) and instructed to find a family member to serve as facilitator; the "Facilitator Duties" page outlines the facilitator's tasks and timing. Students prepare timed speaking tasks (a two-minute opening argument, two-minute responses to each question, and one- to two-sentence closing statements), and are told to make tags identifying Side A and Side B.

Students work with partners in the vocabulary matching activities where they are instructed to "take turns" flipping cards and the younger player goes first. The games include explicit procedural rules (flip three cards, match word/definition/sentence, flip back if no match) and a clear task-ending condition (play ends when all cards have been collected; the player with the most cards wins). Parent notes and directions reinforce partner-based play and turn order during these activities.

Students are given a clear timeline for the book report: "Over the next two days you will be writing a five-paragraph book report" and Activity 3 directs students to "Write the first two paragraphs of your essay today" with completion planned for tomorrow. Students are provided discussion prompts under "Questions to Discuss" (e.g., Why do you think Jeremy likes the Logans so much?). The organizer and rubric require students to plan and record ideas for each paragraph before drafting, which establishes specific writing goals for each day.

Students are asked to take turns and follow explicit game rules in the Vocabulary Cube activity (e.g., "youngest player rolls first," follow the cube prompt, earn points; first to 20 points wins). Parents are instructed to discuss the book with the child (ask what he notices about the cover, have him read the back-cover description and predict), which requires the student to respond and engage in one-on-one discussion. Parents are also told to check that the child fills in the Character Timeline after completing reading each day, which requires the student to record a response on a regular schedule.

Students are asked to spend the next one to two days working on their final project, which provides a timeframe for completing work. Students meet with a parent to discuss rough drafts and describe their plot flowchart, engaging in teacher-/parent-led collaborative discussion and planning. The lesson includes discussion prompts ("Questions to Discuss") for students to talk about Jonas, Gabriel, and the novel, encouraging verbal exchange about the text.

The lesson explicitly assigns students daily roles for responding to reading ("each day you will be assigned a different role"), and names a specific role: Cultural Commentator, with instructions for students to record cultural details from chapters. The parent prompts ask the child to share what they recorded and to use the "Questions to Discuss" as a basis for discussing the chapters. The lesson also includes specific reading and activity assignments (pages to read, photo journal steps) that structure what students must complete.

The lesson explicitly assigns the student a reading role: "Today your role when reading is to be a Wordsmith," directing students to locate passages, record page numbers, read them aloud, and discuss them with a parent. The Student Activity Page asks students to insert quotation marks, explain their choices, and then share and explain selected passages to a parent, which requires students to participate in a spoken exchange. The Parent Plan includes prompts that ask students to summarize chapters, describe problems, predict outcomes, and respond to discussion questions, which engages students in guided discussion.

Students are asked to take on the role of a Discussion Director and write four discussion questions to be used in a conversation, with guidance that questions should cover big ideas and be open-ended rather than yes/no. The activity instructs students to read the four discussion questions aloud, which requires them to present their questions to others. The Skills section lists "Discuss and analyze the effects of dialogue on a story," indicating an expectation of group discussion work.

Students are assigned an explicit individual role as a "Travel Tracer," requiring them to track action and locations in the chapter and then share their findings. Students are prompted to share their map/descriptions and to discuss questions with a parent (one-on-one discussion prompts and "Questions to Discuss" guidance). The Parent Plan lists listening skills (listen attentively, interpret a speaker's message, determine main/supporting ideas) which relates to participating in discussions.

The lesson assigns students a specific role: "Your role will be that of a Literary Luminary," and instructs that as Literary Luminaries they must choose two or three passages, read them aloud to a parent, and explain their reasons for choosing them. Parent Plan prompts ask the child to share passages and explain choices, which requires students to speak, justify selections, and respond to a listener. The comparison chart and speaking tasks ask students to present and compare ideas, supporting practice in taking responsibility for a named task.

Students are explicitly assigned the role of Connector and instructed to find and record connections between the book, their life, and the outside world, which shows students defining and enacting an individual discussion role. Parent prompts ask students to share the connections they made and to read the "I Am" poem aloud, indicating students speak and respond in discussion-like exchanges. The activities require students to articulate ideas aloud and respond to prompts, providing practice in contributing to collaborative talk.

The lesson explicitly assigns students the role of "Summarizer," asking them to write a four- or five-sentence summary and to record examples from the text on the "On Strike!" activity page. Multiple Parent Plan prompts ask parents to read over the child's summary, ask the child to explain examples from the text, and use the provided discussion questions to talk about treatment of Mexicans and strike-related issues. The activities require students to explain and summarize orally (e.g., using words correctly aloud and answering questions).