Students are given a list of sailing terms and definitions in the "Things to Know" section (e.g., grommet, boom, outhaul, dinghy, fore, mizzen, helm). Students use a labeled "Parts of a Sailboat" diagram and a "Sailing Terminology" text section that defines key domain-specific words and prompts them to draw connections between terms and boat components. Instructions tell students to review the terminology and refer to the diagram as they read the novel so they can understand characters' actions aboard the boat.

Students are given a targeted list of eight vocabulary words with page references and a matching activity that directs them to use the book context to determine meanings. Students are instructed to use a dictionary or context clues (Skills section: "Determine the meaning of unfamiliar vocabulary words by using context clues or a dictionary"). Students practice using the words in production through an option to write a paragraph that uses all vocabulary words and an option to create a picture dictionary to illustrate and define words. The wrap-up and review prompts ask students to review meanings and make sure they can use each word in context.

The lesson defines grammatical terms (predicate adjective, direct object, indirect object) in the "Things to Know" section and models examples of each. Students are instructed to identify these terms by circling the simple subject, underlining the simple predicate, and labeling predicate adjectives, direct objects, and indirect objects in sentences (Activity 1). Students are also asked to write their own sentences that include predicate adjectives, direct objects, and indirect objects, and an answer key shows correct labeling of these domain-specific terms.

The lesson defines and labels academic terms such as adjective, adverb, prepositional phrase, and modifier in the "Things to Know" and review sections. Students are asked to identify and circle modifiers in sentences, categorize them as adjectives/adverbs/prepositional phrases on activity pages, and write sentences that include at least one adjective, one adverb, and one prepositional phrase. The radio code activity explicitly teaches a set of code words (Alpha, Bravo, Charlie, etc.) that students must use to encode and decode messages.

Students are given a targeted list of vocabulary words with definitions (e.g., 'deftly,' 'sextant,' 'badgering,' 'woes') and asked to review those definitions. Students locate the vocabulary on the referenced pages and read the words within sentence contexts as part of the "Vocabulary Memory" activity. Students play a matching game that requires pairing each vocabulary word with its definition, and the Parent Plan states students should "select key vocabulary critical to the text and apply appropriate meanings."

The lesson defines simile and personification and asks students to identify examples in the text (Activity 2), record what is being personified or compared, and explain those choices. Students sort quotes by character voice and write quotes and thoughts for each character, practicing word choice and expressive phrasing (Identifying Voice activities). The Parent Plan lists skills such as "Analyze word choice," "Determine the impact of word choice," and "Understand and explain the figurative and metaphorical use of words in context."

The "Things to Know" section gives a direct definition of the domain term "theme" ("The main idea, underlying meaning, or lesson of a literary work is called the theme"). The Skills list includes the term "motives" with examples in parentheses (e.g., "loyalty, selfishness, conscientiousness"), and activities require students to name themes and provide textual evidence. Student activity pages instruct students to list ways characters changed and to provide evidence supporting given themes, prompting use of thematic vocabulary.

Students are prompted to focus on word choice and sensory language (e.g., "engage the reader through action and words that appeal to the reader's senses" and use of modifiers). The rubric explicitly asks students to evaluate WORD CHOICE (describe action, include dialogue, language that appeals to the senses). Students are directed to "select words to make the story more interesting" and to use a dictionary to check spelling.

Students are told to "look over your vocabulary words and make sure you can use them correctly in a sentence," and the test includes specific items asking students to use vocabulary words in sentences (e.g., use the word "badger" in a sentence; use the word "capricious" in a sentence). Students must expand sentences using modifiers and prepositional phrases and write sentences reflecting character voice, which requires selecting and using appropriate words and phrases. Several mini-book tasks ask students to write descriptive sentences using adjectives and modifiers to characterize people.

Students are instructed to locate each vocabulary word in a dictionary and record the definitions, using context on the provided pages to select the correct sense. Students draw an illustration for each word, review definitions multiple times, and verbally use each word in a sentence with a parent before recording their written sentence. Student activity pages provide structured spaces for definitions, illustrations, and sentences for a mix of general and domain-specific words (e.g., thermodynamics, deprivation, adversity).

Students are given explicit definitions of grammatical terms (subjective, objective, possessive, demonstrative, interrogative pronouns) in the "Things to Know" and Activity 1 sections. Students practice identifying, substituting, and sorting pronouns in Option 1 and Option 2 activities, using the grammatical labels to classify pronoun usage. The parent plan asks students to read the revised paragraph aloud and discuss how pronoun substitution improves expression, providing practice using pronouns in spoken and written contexts.

Students study a chart of rules for forming plural nouns and practice applying those rules in Activity 2, where they make singular nouns plural and write seven sentences that use plural nouns following each rule (including irregular plurals). Students record and categorize domain-specific discovery words (oxen, milk, tree bread, goat, etc.) in the "New Environment, New Discoveries" learning log, which requires them to label categories and use those words in illustrations and descriptions. The wrap-up asks students to orally use plurals in sentences that follow each rule, providing repeated practice using target word forms.

The lesson explicitly defines the term antecedent in "Things to Know" and asks students to practice identifying antecedents and pronouns in Activity 2 by circling pronouns and underlining antecedents and rewriting disagreeing sentences. The Parent Plan and answer key reinforce correct usage and agreement between pronouns and antecedents. The ballad activity names and explains the genre term "ballad" and asks students to write one, exposing them to a domain-specific literary term.

Students are asked to define domain-specific vocabulary in the reading questions (QUESTION #1 asks "What is a roamer?" and expects an explanation of barter). The Things to Know box defines the academic term "debate," and Activity 1 requires students to compose and support arguments, anticipate counterarguments, and read their arguments aloud, which prompts use of words like argument, evidence, and counterargument. Activity 2 asks students to write a descriptive paragraph and to select colors/images that reflect mood and tone, encouraging use of vocabulary for mood and tone.

The lesson provides explicit word support in places, for example: "serious ramifications (consequences)" gives a direct synonym and "Media are the forms and technologies used to communicate information" defines the domain term media. Students are asked to write a paragraph selecting one media source and to explain how it would benefit the people of Sparks and Ember, which creates an opportunity to use academic or domain-specific vocabulary in writing. The Roamers activity asks students to explain why they chose items, which could prompt the use of precise language to justify selections.

The Parent Plan explicitly lists skills: determine the meaning of unfamiliar vocabulary words by using context clues or a thesaurus and use a thesaurus to identify alternative word choices and meanings. Activity 1 instructs students to read each vocabulary word in context, look up each word in a thesaurus, select a synonym that will work in the sentence, and record which contextual clues helped them choose. The Student Activity Page gives spaces for students to write synonyms and 'Clues in Context' for words (frenzy, astonishing, fury, vowed, spiteful, grudgingly), and the Answer Key models appropriate synonyms and identifies the exact context clues used.

The lesson defines and explains grammar terms in the "Things to Know" section (e.g., "Conjunctions (such as and, or, but) are used to combine sentences" and a definition of independent clause). The skills and activities require students to use conjunctions and commas when combining sentences on the student activity page, so students practice using those domain-specific grammar terms in context. The parent plan also models combined-sentence answers, showing students examples of correct usage.

Students are asked to write synonyms for the words "Fury" and "Astonishing" (Activity 7), providing direct practice with word meaning and substitution. The research instructions require students to put information they find into their own words, which practices using vocabulary accurately in writing. The parent/skills section explicitly asks students to edit and revise manuscripts to clarify and improve meaning by changing words and sentences, which involves choosing appropriate words and phrases.

Students are asked to create vivid, sensory descriptions in Activity 2 (Eye Bouquet), using creative language that appeals to sight and reading those descriptions aloud so listeners guess the object. Students answer questions identifying and describing short-story elements (characters, setting, primary incident, plot) in Activity 1 and the Student Activity Page, which requires use of basic literary vocabulary such as "characters," "setting," and "primary incident."

Students are given explicit definitions of domain terms such as "high fantasy," "low fantasy," and "run-on sentence" in the "Things to Know" section. Students research Mars using provided NASA/ESA resources and record facts in a journal (Activity 3), which requires gathering domain-specific vocabulary about Mars. Students identify and record descriptive phrases from the texts about settings (Activity 4) and then use those phrases in a journal entry and an art project, which asks them to reuse language for expression.

Students are given an explicit definition of the literary term "irony" and are asked to write three more examples, demonstrating direct work with a domain-specific term. Students are instructed to locate and record phrases the author uses to describe Pompeii through Tito's senses, which requires identifying descriptive vocabulary and sensory language. Students are also asked to research Pompeii using provided links and record ten important facts, an activity that will expose them to domain-specific words related to volcanology and ancient history.

Students locate the author's descriptions of the Catskill Mountains and record the words and phrases Irving uses to describe the setting (Activity 1). Students are prompted to 'think about the words and phrases Irving uses to describe the "magical hues and shapes"' when creating a painting, which directs attention to descriptive vocabulary. Students read a poem excerpt and compare it to the short story (Activity 4), which may lead them to notice differences in word choice between prose and verse.

Students are given explicit definitions of narrative vocabulary (narrator, third person, omniscient, detached observer, first person, protagonist, observer) in the "Things to Know" and Point of View activity. Students are asked to identify the point of view in sentences and stories and, in Option 2, to make up sentences that could appear in stories from each point of view, requiring use of those terms. The Hanukkah Dreidel activity names and explains domain-specific words (Nun, Gimel, Hay, Shin) and their meanings in the game context.

Students are asked on the "Elements of a Short Story" page to write "words and phrases the author uses to describe the setting," which requires locating and recording author-chosen vocabulary. The parent/skills section explicitly states students will "identify elements of fiction and nonfiction and support by referencing the text to determine the plot development and author's choice of words," which directs students to attend to word choice in the text. The activity directions ask students to reference text examples when identifying theme and conflict, providing further instances where students must locate phrasing in the story.

Students are given explicit definitions of domain-specific terms (e.g., "Primary source," "Secondary sources," "Secede (secession) means to withdraw," "occupation," and "secessionist") and are asked to read and discuss primary-source diary entries that use these words. Students are directed to record notes and use color-coded note cards during research, and to use their notes to write sentences about the Civil War (Activity 6), which requires applying vocabulary in writing. Parent prompts ask students to identify facts and opinions in sources and to explain differing perspectives, which encourages use of the domain terms in analysis.

Students identify and record factual information about the Civil War (Activity 1), which exposes them to domain-specific terms such as "marauders" and "prisoner of war." Students read and analyze primary-source Civil War letters (Activity 5), locating helping verbs in those historical texts. Students memorize a helping-verb song and list specific helping verbs (Activity 3), then scan Pink and Say to find and circle helping verbs, practicing grammatical vocabulary identification.

The lesson provides an explicit definition of the domain-specific term "propaganda" in the "Things to Know" section. Activity 2 requires students to record three factual and three opinion statements from a historical speech, identify at least two statements that could be propaganda, and explain how Civil War images could have been used as propaganda. The Skills list also directs students to "explore bias, apparent or hidden messages, emotional factors, and/or propaganda techniques," which frames vocabulary related to persuasion and bias for student analysis.

Students are taught the grammatical term linking verbs with definitions, examples, a substitution test, and a song, and they must write sentences that include and identify linking verbs. The term propaganda is defined in context ("These posters were used as propaganda"), and students must design a Civil War propaganda poster that requires choosing words/images to influence readers. Parent notes prompt discussion of bias and underlying assumptions, which uses domain-specific vocabulary related to persuasion.

Students are shown tables of principal parts for lie/lay and sit/set and other irregular verbs, and they are instructed to memorize these forms. Students complete targeted exercises (Option 1 and Option 2) that require inserting or correcting verb forms in sentences and circling incorrect usage, providing repeated practice using words accurately. The materials explicitly tell students to use sentence context to determine whether lay is the present of lay or the past of lie, and students are asked to produce verbal sentences using each verb.

Students are asked to review definitions of types of verbs and to mark verbs in their drafts (underline verbs, circle helping verbs, box linking verbs) and to include at least two commonly misused verbs used correctly. The rubric explicitly checks for identification and correct use of verbs in the rough draft. The lesson provides a chart of useful transitional words and phrases and directs students to use those transitions to strengthen expression and clarity.

Students read a biography that names domain-specific terms (e.g., universal gravitation, three laws of motion, physics) and answer comprehension questions about those concepts. Students conduct research on Isaac Newton and are instructed to record important information on note cards (6–10 facts), which requires gathering vocabulary and factual terms. Students write a bio-poem using provided prompts and a list of sample adjectives, and they complete a map activity labeling European countries and capitals, which engages geographic/domain-specific vocabulary. A discussion prompt asks students to explain what 'the study of physics' is, and a parent note offers a concise definition that students could use in discussion or writing.

Students are given an explicit vocabulary list ("Things to Know") with definitions (boisterous, radioactivity, bohemian, etc.). Activity 1 has students match words to definitions and insert each vocabulary word into sentences drawn from the text, with an instruction to look up unknown words in a dictionary. The Parent Plan Skills statement tells students to monitor expository text for unknown words using word, sentence, and paragraph clues to determine meaning.

Students are directed to learn Latin and Greek roots using the Beyond Roots card sets, play matching and recall games (Memory, Root Recall, Go Root!), and take online Set 1 A and B quizzes to test and apply root meanings. The lesson explicitly states that students will learn roots' meanings, separate the Set 1 cards, review matching symbols, play games to reinforce meanings, and retake quizzes until they score 80% or higher. The Parent Plan clarifies that the A quiz checks roots' meanings and the B quiz requires applying those meanings.

Students are given an explicit list of vocabulary words and definitions (asylum, pacifist, agog, ambivalent, anti-Semitism, retort, refute) and complete a vocabulary crossword that uses those definitions as clues. Students are directed to use a dictionary if needed and to study the words, write them in the puzzle, and check answers with an answer key. Students are asked to demonstrate use by producing each word in their own sentence verbally and to review the definitions to reinforce accurate use.

Students are instructed to learn the meanings of roots in Beyond Roots Set 2 and to play vocabulary games (Memory, Root Recall, Go Root!) using the Set 2 cards. Students are directed to take online Beyond Roots Set 2 A and B quizzes and to review roots until they score 80% or higher. The Parent Plan lists skills students will practice, including recognizing Greek and Latin roots, using roots and affixes to analyze complex words, and determining the meaning of grade-level academic words derived from Latin and Greek roots.

The lesson explicitly names and asks students to understand and compare nonfiction source types (biography, encyclopedia entry, documentary) in the "Things to Know" and "Forms of Media" sections. Students are directed to look up an encyclopedia entry on Albert Einstein, answer guided questions comparing the encyclopedia, biography, and videos, and explain the benefits and limitations of each source. The activity pages and parent prompts require students to use terms for these media types when orally explaining their findings.

The lesson explicitly identifies "the meanings of words formed from Latin and Greek roots" as Things to Know and directs students to review the meanings of the Set 3 Beyond Roots cards. Activity 5 requires students to look through Beyond Roots Set 3 cards, play root-focused games (Memory, Root Recall, Go Root!), and take online roots quizzes (A and B) until they score 80% or higher. The Wrapping Up and Parent Plan sections reiterate reviewing the meanings of the roots and encourage practice with the root cards.

Students are directed to combine all three sets of Beyond Roots cards and use the cards to review roots and their meanings, and to play the Go Root! game with the mixed decks. Students are instructed to take the Beyond Roots, All Sets quiz, which explicitly assesses knowledge of root meanings from all three sets of cards. Parental notes reinforce that the child should review root meanings and retake the quiz until mastery is achieved.

Students are asked to include at least three Latin or Greek root words in a produced letter (Part 2), explicitly requiring them to use learned roots in context. Students are likewise required to include at least three Greek or Latin root words in a journal entry reflecting on an event (Part 5), reinforcing application of morphological vocabulary. Students are prompted to use "powerful language" in the journal entry and to present "powerful quotes" creatively, which encourages attention to expressive word choice.

Students are given an explicit vocabulary list with definitions (contempt, hearse, sabotage, surge, intricate, brusque, outskirts, tantalize). Students are instructed to study the words, write each word on its own note card, and practice the words with a parent-led vocabulary game that requires identifying words from definitions. The Parent Plan Skills section directs students to select key vocabulary critical to the text and apply appropriate meanings for comprehension, and the Wrapping Up section asks students to spend time reviewing the vocabulary words.

The Parent Plan asks the adult to "Explain to your child what it means when a country occupies another country," which gives students a direct definition of the domain-specific concept "occupy/occupation." Students are asked to imagine and write a "Before and After Occupation" poem or complete an "Impact of Occupation Chart," which requires them to use domain-specific words (e.g., occupation, soldiers, dictator, prejudice) to describe effects. Classroom discussion questions prompt students to describe how life changed "since the Nazis came to the country," encouraging use of relevant vocabulary in responses.

Students are introduced to the domain-specific term "propaganda" and its brief definition in the Things to Know section. Students analyze historical propaganda posters, summarize each poster's message in a sentence, and design their own propaganda poster to convey a persuasive message. Students identify symbolic language by underlining symbols and circling words associated with those symbols on the Student Activity Page, and they read aloud selected passages to focus on memorable wording.

The lesson explicitly teaches proofreading abbreviations (sp, -s, s/v, T) and instructs students to learn and use them: Activity 1 directs students to rewrite and edit paragraphs making corrections indicated by those abbreviations. The Student Activity Page and parent notes require students to mark mistakes using the four abbreviations and to explain each abbreviation and when it would be used. The parent directions and answer key ask students to check and discuss the corrections, reinforcing the use of these domain-specific terms.

Students learn and practice three editing abbreviations (Wdy, Ww, Pron) and their meanings. Students rewrite a paragraph on the page, using those abbreviations to identify and correct wrong-word errors (e.g., 'accept' → 'except', 'there' → 'their'), wordiness, and pronoun mistakes. Students are asked to review and apply these editing symbols and to check answers against an answer key that marks word choice and pronoun corrections.

The Expository Rubric includes an "Interesting Words" category that asks students to use adjectives, adverbs, strong verbs, and attention-catching words, and the rubric is used to evaluate their word choice. The "Transition Examples" student page supplies lists of time, place, contrast, cause/effect, and conclusion transition words for students to use. The lesson directs students to write in a formal style (avoid "I," contractions, and slang) and to put researched information in their own words, which guides students' word selection and paraphrasing.

Students are asked to demonstrate vocabulary knowledge on the "Number the Stars" test, including Question 7 which asks them to use the word "intricate" correctly in a sentence and Question 9 which asks them to identify the correct use of the word "contempt." The test also asks students to answer questions about characters, events, and to write summaries and articles in Think-Tac-Toe tasks, which require students to produce and apply words in context. Some activities (e.g., research tasks, writing a book jacket, and writing articles or letters) implicitly require students to select and use domain-specific and academic vocabulary related to WWII and the Holocaust.

Students are given eight grade-appropriate vocabulary words with parts of speech, dictionary definitions, and model sentences. Students create a Vocabulary Picture Dictionary by writing each word (with part of speech), drawing a picture to represent the meaning, and recording the definition and the sample sentence. The Parent Plan and Skills list explicitly instruct students to use context to determine or clarify meanings and to review and memorize the words for comprehension.

Students are asked to review and use a "Vocabulary Picture Dictionary," as noted in the "Things to Review" section. Students identify and label parts of speech using a "Commonly Used Prepositions" chart and the "Parts of Speech Sentences I" activity, which requires placing grammar symbols above each word. Students are prompted to record phrases where the author uses words to "paint a picture," which requires noticing expressive, text-based vocabulary and figurative language.

Students are given explicit definitions of adverbs and personification and are asked to identify adverbs and parts of speech in sentences (Parts of Speech Sentences II). Students label words with parts of speech using provided activity pages and an answer key, and they practice creating sentences that personify objects (Personification Option 1 and 2). The review prompts ask students to produce examples of adverbs modifying verbs, adjectives, and other adverbs and to explain how personification shapes reader perspective.

The lesson defines the domain-specific term groundwater in the "Things to Know" section and again explains its movement and importance in the "Investigating Groundwater" text. Students are directed to perform a hands-on simulation that models groundwater movement and to explain what is happening beneath the surface when it rains. The lesson asks students to "explain what groundwater is and why it is important" and to "do some research to determine if the water in your community comes from a groundwater source," which requires students to use and gather knowledge about the term.

Students are given an explicit definition of the word "juxtapose" in the Things to Know section and are asked to describe what juxtaposition means in the Parent Plan prompts. Students are asked in Activity 2 to locate words and phrases the author uses to juxtapose the Fosters' and the Tucks' homes and to record those quotations on paper (Option 2) or to write comparative paragraphs using quoted phrases (Option 1). Students practice identifying and using descriptive words and phrases from the text when they collect author phrases and cite them in their writing and illustrations.

The lesson defines multiple domain-specific vocabulary terms for pronouns (personal, demonstrative, interrogative, relative, indefinite, reflexive, and intensive) in the "Things to Know" section. Students are asked to find and label pronouns in sentences, place laminated symbols above words on the Parts of Speech activity page, and use answer keys to check pronoun identification. The review prompts ask students to give examples of each pronoun type and to label parts of speech, providing practice using the grammatical terms.

Students are given a list of six vocabulary words with definitions (apprehension, constable, parlor, revulsion, prostrate, gentility). Students are asked to write a summary of the chapters that includes all the vocabulary words, and parents are instructed to check that words are used correctly. The lesson includes review prompts to revisit the definitions of the vocabulary words.

Students are asked to review vocabulary words from the previous lesson and to give examples of coordinating and subordinating conjunctions and use each type in a sentence. Students identify parts of speech in sentences on the Student Activity Pages and label conjunctions, nouns, verbs, adverbs, interjections, and pronouns using the provided answer keys. The "Things to Know" section defines coordinating and subordinating conjunctions, giving students target academic grammar terms to use.

Before beginning the lesson, students are asked to use each of the vocabulary words (from lesson 7) orally in a sentence and to review any confused words and their definitions. The "Things to Know" section explicitly defines domain-specific terms "cause" and "effect," and the Parent Plan repeatedly instructs reviewing vocabulary and examples with the child. The activities require students to record and use vocabulary in journals and to discuss word usage when comparing myths and the novel.

Students are given an explicit vocabulary list with grade-appropriate words (concession, raucous, dubious, formidable, caravan, discourse, wheedle, reprimand) paired with definitions. Students practice those words in Activity 1 through a matching game (words to definitions) and in the more challenging Option 2 by matching words, definitions, and contextual sentences that show usage. The parent notes and wrapping-up directions ask students to use each word correctly in a sentence orally and to review the words, providing opportunities for active use and checking accuracy.

The Dialect Guide lists regional words (e.g., ain't, 'bout, wanna) with meanings and directs students to "use the sheet...as you read to help you understand some of the more challenging words or phrases," which is explicit vocabulary support tied to comprehension. The Mississippi research options (Mississippi Facts graphic organizer and tri-fold brochure) require students to locate and record domain-specific information (natural resources, weather and climate, population, historical events), so students gather and record content-specific terms. The Parent Plan also notes the guide will "help your child interpret some of the more confusing dialect used in the story," reinforcing student use of the provided vocabulary reference while reading.

Students are given explicit definitions for domain-specific terms such as "mortgage" and "interest" in the "Things to Know" section and shown the formula Interest = Principal × Rate × Time. In Activity 2 students apply these terms to compute interest and compare loan scenarios (e.g., total paid over 30 years, effects of different rates). Student activity pages and problems require students to use vocabulary like principal, rate, time, and mortgage while calculating and interpreting results.

The lesson provides a clear definition of the domain-specific term "Jim Crow Laws" in the "Things to Know" and repeats review of those laws in the wrap-up and Activity 2. Activity 2 asks students to watch a video about Jim Crow and discuss it, prompting students to learn more about that domain vocabulary. The student noun cards include domain-specific terms (e.g., "the Depression," "Mississippi," "Wallace store," "night men") and Option 2 asks students to write five sentences using drawn noun cards, giving students opportunities to use words in context.

The Expanding Sentences activity asks students to add adjectives, adverbs, prepositional phrases, and more descriptive verbs to sentences and explicitly tells students they can use a dictionary or thesaurus to find livelier verbs. The Things to Know and discussion prompts present domain-specific terms such as racism, slavery, and Civil Rights Movement that students read about and discuss in context.

Students select eight unfamiliar words from chapters 7–12, read each word in context, and locate their definitions in a dictionary. Students enter each word and its definition into an online crossword creator, then print, solve, and review the puzzle to reinforce word meanings and recall. Parent notes and activities prompt students to determine meanings using context clues and/or a dictionary and to review that they can recognize meanings and use words in context.

The lesson defines the term "boycotting" in the Things to Know section and discusses the Montgomery Bus Boycott as a historical example. Activity 2 directs students to read the "Integrated Bus Suggestions" page, underline the three most important suggestions, and explain their selections to a parent. Students are also asked to track instances of discrimination on a "Recognizing Discrimination" page and to discuss what they learned about the Montgomery Bus Boycott with a parent.

The lesson explicitly defines the domain-specific term "sharecropping" in the "Things to Know" and Activity 1 sections, giving students a clear meaning to use. Students are asked to explain the sharecropping system aloud or in writing (draw a diagram, create a picture and quote, and "explain the system of sharecropping to a sibling or parent"), which requires using the term and related vocabulary. The editing/revising activities ask students to use descriptive verbs and improve sentences, prompting practice with word choice in context.

Students are prompted to select "interesting words" and use strong verbs, adjectives, and adverbs through the Book Report Rubric (e.g., "Do I use strong verbs?" and "Do I use a variety of adjectives and adverbs?"). Students are asked to "show rather than tell" and make word choices that catch the reader's attention and build voice, which requires purposeful word selection for expression. Students must provide historical context for the setting and bring characters to life, tasks that invite use of domain-appropriate descriptive language.

Students are instructed to read over vocabulary words and definitions from Lesson 1 and words they selected in Lesson 7 as part of test preparation. The end-of-unit test requires students to choose the correct usage of the word "reprimand," define "boycott," and use a selected vocabulary word from the story in a sentence. The parent notes and activities ask students to make note cards and review vocabulary, and the test includes a vocabulary-usage task.

Students are given a targeted vocabulary list with definitions (distraught, apprehensive, adherence, etc.) and instructed to complete "Vocabulary Cards" that require definition, part of speech, synonyms/antonyms, and a sentence. Students are asked to add unfamiliar words from the novel, use a dictionary to complete the card, and write a sentence using the word. Students practice using the words orally and in context by playing the Vocabulary Cube game, which prompts them to give definitions, state parts of speech, provide synonyms/antonyms, and use words in sentences.

Students are asked to "record words or phrases to describe Jonas in Chapters 3 and 4" on a timeline, which prompts them to gather descriptive vocabulary tied to the text. The Things to Know section explicitly defines the domain-specific term "utopian society" as "a perfect society." In the Utopia poem/collage activity, students are prompted to use similes, metaphors, and descriptive language to express ideas, encouraging selection and use of expressive words and phrases.

Students are given a direct definition in "Things to Know" that explains the difference between a rule and a law, which they can use to understand key terms. Students are instructed to "record on the timeline words or phrases that describe Jonas," prompting them to gather and apply descriptive vocabulary from the chapters. Students encounter and are asked to label and describe ceremony terms in the "Stages of Life" activity, exposing them to domain-specific vocabulary related to the novel's social structure.

Students are directed to identify euphemisms from the novel (nurturer, release, replacement child, etc.) and record the actual meanings or predict meanings when unknown. Students complete an activity that requires locating five italicized words or phrases in the text and underlining them, with guidance on when to use italics. Discussion prompts ask students to explain what a euphemism is and provide two examples, and a Life Application asks students to look for euphemisms in books, movies, and conversations.

Students are presented with a targeted vocabulary list (Things to Know: excruciating, descent, admonition, assuage, obsolete, lethargy) with definitions and are asked to review those definitions. Activity 1 directs students to use a dictionary to locate each word, record part of speech, number of syllables, any roots/prefixes/suffixes, write definitions, and compose a sentence for each word, reading the word in context to choose the correct meaning. Parent materials and answer keys require checking that students provided accurate information and can use each word correctly in a sentence.

Students are asked to reread the sled ride passage, select descriptive words and phrases, and organize them according to the five senses on a chart, which requires identifying and collecting vocabulary that conveys imagery. The Parent Plan skills explicitly ask students to develop written responses using precise verbs, nouns, and adjectives to paint a visual image. The lesson defines imagery and asks students to describe the function and effect of literary devices such as symbolism and imagery, introducing domain-specific terms.

Students are given explicit definitions of domain-specific terms ("An adjective clause is..." and "Symbolism is a device...") that introduce key vocabulary. Students identify and explain symbolism by naming symbols and stating their meanings in the Symbolism activity. Students identify, punctuate, and write adjective clauses in multiple exercises and a paragraph, using the grammatical term in analysis and production.

Students are asked to decide on words and phrases that describe Jonas and record them on a "Character Timeline," which requires selecting vocabulary to characterize and summarize. Students are instructed to find abbreviations and acronyms in texts, guess their meanings, and then look them up in a journal, practicing gathering word knowledge. Students write persuasive letters and poems explaining the concept of "freedom," requiring them to choose and use words and phrases to express complex ideas to an audience.

Students are asked to "record on the timeline words or phrases that describe Jonas," which requires selecting descriptive vocabulary from the chapters. In the Colors and Feelings activity students must "record the feeling you associate with each color" and are explicitly told to "use interesting words to describe the feeling, not just words like 'happy' or 'bad.'" The student activity pages provide space for students to write feelings and descriptive labels for colors and characters.

The lesson lists as a skill: "Determine the impact of word choice on written and spoken language," and repeatedly asks students to "use descriptive language," "imagery and symbolism," and to "use active voice" in their final chapter or storyboard. Rubrics for both project options score students on use of descriptive language/imagery and active voice, and the curriculum includes an editing symbols page and a "Handy Guide to Writing" to revise word choice and phrasing. Parents are prompted to discuss word choice and memories aloud with children, reinforcing attention to language selection.

The lesson gives students a specific Spanish vocabulary list and directs them to make note cards with the Spanish word on one side and the English word and picture on the other, and to study them until memorized (Activity 2). "Things to Know" defines key terms such as the Great Depression and the table of contents, and students read What Was the Great Depression and answer questions that require using domain-specific terms (e.g., shantytowns, Dust Bowl, Roosevelt's Relief/Recovery/Reform). Students are also asked to locate the table of contents in the informational book and to use primary-source photos and accounts to support comprehension, which exposes them to and requires them to gather meaning for historical vocabulary.

Students practice replacing the generic verb "said" with more descriptive verbs in Activity 1, selecting words that fit tone and situation. Students read a section about the "Okies" and the Dust Bowl, record quotes, and make a poster, exposing them to domain-specific terms (e.g., Dust Bowl, migrants, agricultural, migration). The "Things to Know" box gives a brief definitional statement about the Dust Bowl that students can use when discussing or portraying the topic.

The lesson lists specific Spanish vocabulary with English translations in the "Things to Know" box and on the "More Spanish Vocabulary" student page (arroz, gracias, ándale, reina, tormenta, Feliz Navidad, por favor). Activity 1 directs students to write the vocabulary words in blank speech bubbles and labels, cut them out, and paste them onto a pictured scene to label objects and dialogue. The wrapping up and parent plan sections ask students to review the Spanish vocabulary and their definitions and to label additional items if familiar.

Students are asked to identify and highlight transition words in the text (e.g., when, then, near, in front of, toward, but, yet) and refer to a "Using Transition Words" chart. Students complete an activity that requires combining and sequencing sentences using suggested transition words and phrases, and they are prompted to use transition words correctly in sentences during review. The "I Am" poem and discussion prompts also provide opportunities for students to use transition words in speaking and writing.

The lesson explicitly teaches transition words and phrases: the "Things to Know" statement names transitions and the Activities section provides lists of common paragraph transitions with "Typical Use" explanations. The "Transitioning Between Paragraphs" student activity requires students to rewrite topic sentences using transitional elements and includes practice items and an answer key. The Cesar Chavez activity asks students to write a quote, explain its meaning in their own words, and relate it to Esperanza's story, prompting students to process phrase meaning in context.

Students receive direct instruction on frequently confused words with definitions and examples (accept/except, its/it's, there/their/they're, two/too/to, etc.) and complete a multiple-choice and sentence-creation activity that requires them to use each word correctly. Parents are prompted to have students read and use each commonly confused word aloud and to create flash cards for words they struggle with. In the On Strike! activity students encounter and work with domain-specific terms (strike, wages, working conditions, migrant camps) by listening to interviews, identifying reasons for strikes, and recording textual examples and page numbers that support those reasons.

The lesson includes a titled "Poetry Terminology" reference page that defines domain-specific words (stanza, end rhyme, poetic license, personification, metaphor, simile, haiku, alliteration, imagery). Activity 1 asks students to identify the number of stanzas and to label end-rhyme patterns (A/B/C) in specific poems, requiring students to apply terminology. Activity 2 asks students to select words or phrases to convey tone and emotion as they write their own multi-stanza poem with end rhyme, and the Wrapping Up directs students to review the definitions of stanza, end rhyme, and poetic license.

Students are given explicit definitions of personification and metaphor in the "Things to Know" and review sections and are asked to find and describe metaphors on the Personification & Metaphor activity page. Students match inanimate objects (ocean, water, snail, hermit crab, mountain, hill) with human traits, recording words and phrases poets use for those objects. Students must write their own poem that includes at least one example of personification and one metaphor, and they brainstorm ways the sea affects living things using domain-related terms (e.g., water cycle, food chains, weather/climate).

Students are prompted to review specific poetry vocabulary (stanza, end rhyme, personification, and metaphor), which explicitly names grade-appropriate domain-specific terms for poetry. Students are asked to research a chosen prehistoric animal and to record its species name and habitat details on the obituary activity page, requiring use of domain-specific paleontology vocabulary. The obituary template asks students to supply labeled factual and descriptive words (cause of death, native location, species name, description of life), which directs students to select and apply specific vocabulary while composing.

Students are asked to predict hyphenation, look up words in a dictionary, and record correct spellings (Parts II for both options), providing explicit practice gathering word knowledge from a reference. Students find hyphenated adjectives in poems and explain how those compounds create images or sounds, practicing analysis of word formation and usage. Students are instructed to include a hyphen in their own shape poem and to explain why some prefixed forms are hyphenated (Part III), which requires applying morphological knowledge when using words.

Students are asked to name and distinguish reptiles and amphibians, giving them practice with domain-specific terms (e.g., scales, smooth skin, eggs laid near water). Students are given explicit definitions for the terms dash and imagery and practice inserting dashes in multiple sentences. Students analyze poems for figurative language (similes, metaphors, alliteration, personification) and create a found poem, which requires choosing and rearranging words for expressive effect. The camouflage experiment and discussion prompts require students to use and reflect on the domain concept 'camouflage.'

Students are presented with explicit definitions of domain-specific terms (haiku, narrative poem, alliteration, parentheses) in the Things to Know section and are asked to identify examples (find the haiku, record an example of alliteration). Students practice using those terms by writing their own haiku and composing a narrative poem, and by explaining when and how to use parentheses in writing. Students are also asked to record a line that creates a vivid image and describe the words the author uses, which asks them to consider word choice for comprehension and expression.

Students are asked to list words/phrases from the poem that help create an image and to identify words/phrases that convey tone (Student Activity Page questions and Analyzing a Poem Q4). Students locate poetic devices and specific language (Q2 asks for examples of metaphor, simile, personification, imagery, alliteration, etc.), which requires attention to word choice. Students memorize and recite a poem and are asked to write a poem for the decoupage activity, giving opportunities to use language in oral and written expression.

The lesson explicitly defines ellipsis in the "Things to Know" and gives examples of its use in poetry, and Activity 2 has students insert ellipses into a paragraph and explain why poets used ellipses in selected poems. The Student Activity Page prompts students to look up the plural form of ellipsis in a dictionary and to record their findings. Activity 1 asks students to write a lyric poem and to apply named poetic-device vocabulary (metaphor, alliteration, end rhyme, imagery, personification) in their writing.

Students are asked to "list some words or phrases from the poem and describe how they convey tone and meaning" when rereading "Earth's Bondman," which requires close attention to word choice. The Student Activity Page prompts students to identify examples of metaphors, similes, personification, tone, alliteration, rhyme, and imagery in poems, encouraging them to record and classify vocabulary and figurative phrases. Students are also directed to write an endangered/extinct species poem and to use figurative language techniques, which requires selecting and applying words/phrases to convey specific emotion and meaning.

Students are instructed to "create flashcards for terms and information you do not know" and to "study the vocabulary related to poetry, the different types of poems..., and the punctuation marks covered in this unit." The poetry test includes multiple-choice items that require students to identify and match definitions for domain-specific terms (e.g., rhyme, personification, alliteration, metaphor, imagery, narrative, poetic license) and punctuation knowledge. The rubric asks whether poems "show evidence of figurative language," and students copy and present poems that require use of poetic devices.

Students are given a focused list of vocabulary words with brief definitions (precipice, chasm, sentinel, idle, beckon, plaited, hinder, minstrel). Activity 3 requires students to look up each word in the dictionary, use context clues to choose the correct definition, and write that definition as the clue for a crossword puzzle. The lesson directs students to keep and review the crossword while reading Secret of the Andes and includes example sentences from the text showing each vocabulary word in context.

Students practice with domain-specific grammatical vocabulary: the Verbs vs. Verbals activity asks them to underline verbs and circle verbals and the answer key identifies infinitives, -ing and -ed verbals, and verb phrases. Students plan and write lyric poems using figurative language terms (simile, metaphor, personification, imagery) and are prompted to use precise verbs, nouns, and adjectives to create word-pictures. The parent/teacher notes and activities explicitly use and require application of terms like "verbal," "infinitive," "verb phrase," and "lyric poem."

Students are asked to research wildflowers and list their names in the Wildflowers Photo Journal, which requires them to locate and record domain-specific vocabulary (flower names). Students identify and label verbals (gerunds, infinitives, participles) and note their functions in sentences, practicing use of word forms in context. The "Things to Review" activity asks students to produce sentences using the word "smile" in infinitive, gerund, and participle forms, giving practice in using a word across grammatical forms.

Students research and write a "Guide to Incan Landmarks" using the provided web links and image descriptions, which requires them to read and use domain-specific place names and cultural terms (Machu Picchu, Temple of the Sun, Maras Salt Mines, Sacred Valley, llamas, Incas). Students answer comprehension questions about chapters that use domain-specific vocabulary (e.g., llamas, Amautu, plant lore, medicine) and write complete-sentence responses using those terms. Students also practice forming participial phrases and combined sentences, which gives them practice using multi-word phrases in their own writing.

The lesson explicitly teaches transitional words and phrases: Activity 2 lists typical sequence and time transition words (first, next, before, after, suddenly, etc.) and directs students to underline time/sequence transitions in the Aztec Creation Myth. Parent Plan skills state that students should "use transitional words and phrases" and "provide details and transitional expressions that link one paragraph to another," and Things to Review ask the student to explain why time-related transitions are important. The Incan Myths passage contains domain-specific terms such as "winter solstice," "agriculture," and "Temple of the Sun," which students read and retell.

The student activity page provides a detailed list of transition words (time, cause-effect, addition/comparison, contrast, example) and directs students to write a short book review using those transitions to link ideas and paragraphs. Activity directions ask students to include at least one example transition and to use time, cause-effect, and contrast/comparison transitions in a plot summary. The cultural/history activities expose students to domain-specific terms (Inca, conquistadors, Pizarro, smallpox, plant lore, herb medicine) and require research and written products (poem or journal brainstorm) that could involve those words.

Students are prompted to add adjectives and adverbs to expand predicates and subjects (e.g., painting the predicate with How?/When?/Where? and painting the subject with Which?/What kind?/How many?/Whose?). Each activity includes a "Pick a word to paint" step where students choose a word (e.g., Misti → the stubborn black llama) and elaborate it, and a "Finishing Touches" step where students refine wording. The activities require students to produce final, more expressive sentences related to a text and to revise wording and spelling.

Students are asked to refine wording and "pick a word to paint" on the Painting a Sentence page, completing prompts (Which? What kind of? How many/much?) to expand and enhance word choice. The rubric explicitly evaluates "Descriptive language" and asks students to include "Geographic impact examples" and "Cultural identity discussion," which requires use of domain-specific vocabulary about geography and culture. Students are instructed to revise wording, work with words or phrases, and check spelling and punctuation during editing and revising.