Students are instructed to read the chapter "Winter Days and Winter Nights" and to answer comprehension questions in writing and discussion, indicating they engage with on-level prose. The lesson explicitly asks students to reread a specific passage (page 4, paragraph 2) when comparing homes, which provides successive readings of a prose passage. Students are asked to respond interpretively and discuss events (e.g., the panther story), which involves oral discussion and may prompt expressive language use.

Students are directed to read the chapter "The Long Rifle" and answer comprehension questions, and Question #2 explicitly asks students to retell the story out loud. The Storytelling activity has students practice telling a made-up or personal story and encourages using vivid details, exciting language, different character voices, and body gestures. The Skills list includes sharing an oral project through presentation and adapting speech to audience, purpose, and occasion.

Students are asked to read two chapters ('Sundays' and 'Two Big Bears') and answer comprehension questions after reading. Students are instructed to write a five-senses poem and are encouraged to read their poem aloud. The Skills section and activities ask students to share written and oral products and to read an acrostic poem aloud after completing it.

Students are instructed to read the chapter "The Sugar Snow" and answer comprehension questions. Students are prompted to pronounce each vocabulary word and to use a dictionary to find correct pronunciations. Students are asked to summarize the chapter and to use oral language to present information and discuss topics.

Students are instructed to read the chapters "Summertime" and "Harvest," and to read descriptions on the "Seasons on the Farm" sheet. The activities prompt students to read about bees online and one option explicitly tells students to "read her paragraphs aloud." Students are asked comprehension questions after reading, indicating engagement with on-level prose.

Students are instructed to read aloud "A Letter from the Author" (Laura Ingalls Wilder) and then discuss whether it is formal or informal, giving an explicit oral reading task. Students are asked to read the last two chapters of the novel and answer comprehension questions, providing opportunities for oral or silent reading. Students are directed to read their own letter aloud to their family after revising and producing a final copy, and to reread drafts (first for content, then for grammar and spelling).

The Skills section explicitly states students should "Read aloud grade-appropriate text with fluency, comprehension, and expression." The Reading Activity directs students to "choose two to three favorite book sections, practice reading them aloud, and be ready to explain the favorites." The Pioneer Family Night Checklist and Activities instruct students to read favorite parts of the book aloud to family and explain their choices.

Students are asked to read Chapters 14–16, which provides an opportunity to read grade-level prose. The skills list includes sharing oral products and identifying purpose/audience for oral tasks, which requires oral presentation. Activity 2, Option 2 asks students to practice telling a personal event aloud using exciting words and body language, explicitly practicing expressive oral delivery.

Students are asked to read the myths and answer comprehension questions after reading each story, and the skills list includes "Present dramatic interpretations of experiences, stories, poems, or plays" and "Choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate." Activity 3 (Retelling a Story) instructs students to retell the butterfly story using props and to vary tone (low and mysterious, high and fast). Activity 8 (A Puppet Show) requires students to write a short script, practice, and present the play, and the Life Application suggests attending a storyteller and discussing voice inflections.

The lesson instructs the child to "read aloud the author's description of the hat on page 20," and has the child read Chapters 3 and 4 of the book. The skills list includes "communicate with an audience through print and dramatic interpretations," and Option 2 asks the child to write a script for a commercial, which could lead to oral performance. The activities also ask the child to copy sentences and circle adjectives after reading aloud, which involves oral-to-written processing.

The lesson asks the child to read Chapters 9 and 10, giving students an opportunity to read grade-level prose. The vocabulary activity explicitly instructs the student to read the completed paragraph aloud and to use a dictionary to confirm word pronunciation. Skills list includes using resources to build word meanings and confirm word pronunciation, which supports accurate word reading.

Students are asked to read Chapters 13 and 14 and to answer selected questions in a journal and discussion, which requires encountering on-level prose. Students are directed to sing "Yankee Doodle," play the song, or watch a video and sing through all verses, which provides an oral performance of poetry/song. The lesson lists a skill of sharing written and oral products, creating opportunities for students to present orally.

Students are instructed to practice answering interview questions aloud, pretending to be Ben Franklin, and to practice reciting his maxims. Students will present their interview to an audience and may have someone read the questions they will answer. The activities require students to prepare and deliver spoken responses and a song or performance at a party option.

Students are asked to read Chapter 17 of the novel and answer journal questions, which requires engagement with on-level prose. The Skills section explicitly lists presenting dramatic interpretations of stories and sharing oral products, and Activity 1 asks the child to act out the situation as one of the siblings. The lesson also instructs discussion questions, which would require students to speak about the text aloud.

The lesson instructs that "Today your child will read the chapters 'The Marvellous Ears' and 'Snozzcumbers'" and includes oral tasks like asking the child what Sophie learned and asking her to describe the BFG. The Skills section lists that students will "Share written, visual, and oral products in a variety of ways" and "Respond to stories and poems ... through movement, music, art, and drama," which involve oral presentation and discussion. Activities ask the child to identify and record quotable quotes and to write and then share descriptions or songs about using a power of hearing.

Students are instructed to read the next two chapters in the book ("Journey to Dream Country" and "Dream Catching"), and one activity specifically directs a student to read a section aloud to create a new giant. Students participate in oral discussion questions about plot and character and identify quotable dialogue from Sophie and the BFG. Students also practice interpreting and correcting the BFG's spoken sentences, engaging with oral language and phrasing.

The lesson directs the child to "read the next two chapters" and to answer chapter questions in a journal and in discussion, which requires engaging with the text. The Skills list explicitly includes demonstrating learning through "oral ... reports" and "dramatizations," and the Activities include a "Quotable Quotes" task that has students identify (and potentially read) lines spoken by characters. The lesson also asks students to discuss and summarize events orally, creating opportunities for spoken engagement with prose.

Students are instructed to read Chapters 5 and 6 of The Mystery of Meerkat Hill, which requires oral or silent reading of on-level prose. Students are asked to write dialogue for a scene and then act it out with a family member, which gives them an opportunity to read lines aloud with expression. Students answer comprehension questions and discuss the chapters, which can involve oral reporting and reading aloud during discussion.

The Skills section instructs students to "Read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation)." The Reading section tells the child to read the book A Kids Guide to Japan. The Activities include an option for the child to write an acrostic poem about Japan, which engages with poetry composition.

The lesson explicitly lists "Read silently and orally from text" as a skill and directs the child to read the chapters "Sadako's Secret" and "A Secret No Longer." After reading, students are asked to answer questions in a journal and to explain Sadako's secret aloud during a wrap-up discussion. Several activities (e.g., discussing Sadako's feelings, comparing lives, and presenting a "gift") create opportunities for students to speak about the text.

Students are asked to read the chapter "Last Days" aloud and are encouraged to use intonation and expression. Students are prompted to answer comprehension questions in their journal and to discuss remaining questions, which gives them an occasion to read and respond to prose orally. The skills list asks students to respond to stories and poems in discussion, writing, and drama, indicating opportunities for oral engagement with text.

The lesson asks the student to read haiku poems aloud and discuss their meanings and to "read the poem aloud, paying attention to the syllables in each line," which requires oral performance of poetry. The student is instructed to read the story sections ("Racing the Wind," "Epilogue," and "About the Author") and answer comprehension questions, indicating reading of on-level prose. The Haiku Student Activity Page provides structured lines for students to write and then read their own haikus aloud.

The introduction directs the child to read the book Holes and to look at the cover and discuss what the story might be about. Activity 2 instructs the adult to read the vocabulary words aloud to the child, have the child cut, alphabetize them, write synonyms/antonyms, and use each word in a sentence orally. The wrapping up section again tells the adult to read the vocabulary words aloud and have the child use each one in a sentence and describe what he learned.

Students are directed to read Chapters 17–20 and to share half of their answers verbally, which requires them to speak about text they have read. Students are asked to summarize previously read chapters aloud, practicing oral retelling. In the poetry activity, students compose a rattlesnake shape poem and are explicitly told to read their poem aloud and to pay special attention to the alliteration, which prompts oral performance of poetry.

Students are asked to read Chapters 33–36 and to read one chapter aloud, with an explicit reminder to use intonation and expression in their voice. Students can find similes and metaphors in song lyrics or poetry and may write a poem or song and then read it aloud to family, which gives opportunities to practice oral reading of prose and poetry.

Students are instructed to read The Sea King's Daughter and answer comprehension questions, providing an opportunity for oral reading of on-level prose. Students are directed to read the "About the Story" pages and factual information about Russia, which are additional prose texts to read. Students can select parts in a Reader's Theater script, read through the script with family members, and act out the story—activities that require oral performance and expressive reading.

Students are repeatedly asked to read sections of The Snow Queen across multiple days (e.g., "Ask your child to read 'First Story' and 'Second Story'" and later passages in Days 3–4). The lesson includes a video of a stage adaptation and an activity to select a scene and create a script, which prompts students to work with dialogue and theatrical language. The lesson also prompts oral discussion about formal vs. informal speaking and notes pronunciation guidance for the name "Kai."

Students are instructed to read Chapters 3 and 4 and to read independently daily from materials consistent with reading level, which provides on-level prose for reading practice. The skills list includes increasing sight vocabulary and reading vocabulary through book discussion, supporting word-level accuracy. The Sailing Songs activity provides printed lyrics and encourages the child to sing along, offering an opportunity to read/perform poetic text aloud.

Students are instructed to read Chapters 9 and 10 and answer comprehension questions, providing opportunities to engage with on-level prose. The Skills section explicitly includes "Use oral and written language to recount or narrate," and activities ask students to describe aloud why they selected items for the deserted island and to discuss and compare schedules. The introduction and discussion prompts require students to talk about what they would do on an island, prompting oral retell and explanation.

Students are asked to read Chapters 15 and 16 aloud and to reread pages 93–96. Students prepare a script and rehearse lines, stage directions, and props, then act out the scene with a family member. The Student Activity Page explicitly tells students to rehearse and to weave in facial signals, and the Life Application asks students to watch a live play and pay close attention to lines exchanged between characters.

The lesson explicitly asks the child to read the Author's Note aloud at the end of Pedro's Journal. The lesson also directs the child to read biographies or informational pages about Columbus and to read through the novel's chapters to record dates and events, indicating students engage in oral or silent reading of on-level prose. An activity asks a parent to "help your child read about Columbus," which implies supported reading practice.

Students are instructed to read Pedro's journal entries for the month of August. Students answer assigned questions in their journal and participate in discussion questions about the text, requiring comprehension of prose. The skills list includes using oral or written language to recount or narrate, which suggests opportunities to speak about the reading.

The materials instruct that the child will read the journal entries for October aloud. The 'Using Quotation Marks' activity tells the child to practice reading lines with quotation marks using "voices" (voice inflections), and provides quoted example sentences for oral practice. The activity also has students insert punctuation and then read or write quoted sentences, which requires attention to accurate phrasing when speaking.

Students are instructed to read Pedro's journal entries for November and to read the description about the natives on p.49. Students answer and discuss seven comprehension questions about the readings and explain interactions among crew and natives. The activities prompt students to talk about what Pedro is learning and to respond orally to discussion and life-application questions.

The lesson directs caregivers to "encourage your child to read The Island of the Skog aloud," which requires students to perform oral reading of the prose. Activity 3 instructs students to "read the words to the anthem," engaging students in oral reading of a song/poem-like text. The discussion questions prompt students to orally respond about the text after reading.

The skills list asks students to "use oral or written language to recount or narrate" and to "demonstrate learning through productions and displays, such as oral and written reports, murals, and dramatizations," which require speaking. The Wrapping Up section asks the child to "discuss the story with other people by using his blocks" and to "explain the information on the block" as they build a story tower. The Quotes Cube asks the student to write quotes and to produce alternate quoted lines Pedro may have said, implying opportunities for oral performance or dramatized speech.