Students are asked to learn and identify many domain-specific poetic terms listed in "Things to Know" (e.g., syllable, stanza, quatrain, meter, metaphor, simile, weak rhyme) and to record examples from poems. The "Poetry Vocabulary" and related student pages require students to identify syllables, lines, stanzas, couplets, quatrains, meter, rhyming patterns, and weak rhymes in specific poems. The synonym activity directs students to pick five words from the poems and use a thesaurus to find synonyms, and the Parent Plan explicitly states a goal to "increase reading and writing vocabulary through the knowledge of synonyms."

The lesson defines and reviews domain-specific parts-of-speech terms (noun, action verb, adjective) in the "Things to Know" and Wrapping Up sections. Students are asked to record action verbs from a poem and brainstorm verbs for an illustrated animal (Activity 1) and to record five nouns with their adjectives and illustrate them (Activity 2). The activities require students to produce and use these domain-specific words in writing and illustrations (journal entries and activity pages).

Students are asked to label states, cities, and bodies of water mentioned in regional poems (Activity 1 and the student activity page), which requires them to identify and use geography-specific vocabulary. Students brainstorm and list nouns related to their town and write poems using those nouns (Activity 2), practicing selection and use of domain-related words. Students write an acrostic about their state and review names of states and geographical features (Activity 3 and Things to Review), reinforcing use of region-specific terms.

Students define and identify domain-specific literary terms (simile, metaphor, hyperbole, personification) as shown in the "Things to Know" and Parent Plan sections. Students write and illustrate their own metaphors (Activity 1) and compose poems that use personification (Activity 3), demonstrating use of those vocabulary terms in writing. Students identify point of view labels (first, second, third person) for poems in the "You Voice" activity, using those domain-specific terms to classify texts.

Students are asked to write a 7–8 sentence thank-you note and include at least three sentences that contain a conjunction (examples given: because, and, although, but). Activity 3 requires students to produce their own sentences using those conjunctions, which gives practice using words that signal cause, addition, and contrast. The instructions explicitly list the conjunction 'although' (a contrast marker) and 'and' (an addition marker) as examples to use.

Students are instructed to locate meanings using a dictionary and write definitions for six vocabulary words on note cards. Students read the sentences in the book where the words are used and then roll a "Vocabulary Cube" and must use the word that lands on top correctly in a sentence to earn points. The Student Activity Page explicitly lists the six target words (ironic, dictatorial, domineer, nonchalantly, exuberance, subtle) and directs students to review definitions and use the words in original sentences.

Students are prompted to research and write about specific turtle topics using domain-specific headings such as "Habitat and Food Source," "Predators and Dangers," "Life cycle," and "defenses," which requires use of content vocabulary. Students are asked to use multiple sources and a dictionary to locate information and check word spellings. Students organize ideas in outlines and revising/editing steps, which requires selecting words to express relationships among ideas.

The lesson defines the grammatical term "predicate" in the "Things to Know" section and asks students to underline predicates in multiple sentences and write three original sentences under Activity 1, which requires using the term in writing. Activity 3 focuses on idioms: students match idioms from the text to their meanings and are asked to write and interpret two other idioms, reinforcing figurative-language vocabulary. Parent prompts and answer keys require students to demonstrate understanding of these domain-specific terms aloud or in discussion.

Students are introduced to theater vocabulary (dialogue, character, scene, script, stage directions) and are asked to discuss those terms. Students write scripts and mark stage directions and dialogue, using the domain-specific words in context. Students identify and circle helping verbs and underline main verbs in practice sentences, practicing grammatical terminology and usage.

Students practice identifying and analyzing correlative conjunctions (either/or, neither/nor, both/and, not only/but also) by underlining them in five sentences and answering questions about what elements they join and correct verb agreement. The activity includes explicit examples (e.g., "not only/but also") and directs students to "Complete the 'Correlative Conjunctions' page to practice recognizing correlative conjunctions." Students also rewrite passive sentences into active ones, showing attention to sentence-level structure and grammar.

Students encounter and define domain-specific vocabulary such as "myths," "legends," "trickster tales," and "tall tales" in the Things to Know and Student Activity Page. Students practice applying those terms by writing titles beneath each definition on the "Types of Stories" activity. Students identify cultural-domain vocabulary (homes, food, transportation, arts, government, jobs, environment, traditions) when they record five things learned about a folktale's culture. Students place story titles into regional boxes on a map, reinforcing geographic-domain terms (Northeast, Southeast, Midwest, Southwest, West).

The lesson includes an explicit 'Transitional Words and Phrases' reference page that lists examples (e.g., although, nevertheless, similarly, moreover, in addition) and categories for contrast, addition, cause/effect, etc. Activity 2 directs students to read the list, write a summary of a story using at least five transitional words or phrases, and to circle the transitions they used, with instructions about placement and punctuation. Examples of transitions are modeled in sample sentences (e.g., 'The woman, however, did not want to leave.') so students see usage in context.

Students are prompted to increase reading and writing vocabulary through discussion. Students are instructed to use transition words to tie the events of a story together when they practice retelling and to review a transition word and phrase list from a previous lesson. Students are asked to record their retelling and reflect with questions that explicitly ask whether they used transition words and whether the sequence made sense.

Students are asked to generate words and phrases describing the main character on a web, which requires them to select and use descriptive vocabulary. Part 4 explicitly tells students to "use transition words effectively," directing attention to words that signal logical relationships. The folktale rubric includes an item evaluating whether students "used transition words effectively," creating an assessment checkpoint for those words.

Students match domain-specific boat vocabulary (Destroyer, German U-boat, Schooner, Lifeboat, Oil Tanker) with definitions in Activity 6, directly practicing technical terms. Students identify and write about Axis and Allied Powers, Hitler, discrimination, and Curacao in Activities 4 and 5, using historical/domain-specific words. Students research Curacao and write a travel paragraph or complete a Venn diagram, which requires using place-specific and content-area vocabulary in their writing.

Students are given a specific vocabulary list (dike, cargo, lulled, rage, mental, outrageous) and are instructed to know the definitions. In Activity 1 students read vocabulary in context, write their own definitions, and then look up dictionary definitions to compare. The parent plan instructs students to infer word meanings from roots, prefixes, and suffixes and to identify and interpret authors' word choices.

The lesson explicitly teaches combining independent clauses with coordinating conjunctions (FANBOYS) and shows the comma rule with an example: "I am here, but he is at the park." Activity 3 has students translate Timothy's dialect into standard English, giving practice interpreting nonstandard or domain-specific vocabulary. The lesson also asks students to choose strong verbs and vivid adjectives when writing about the torpedoing, which practices selecting precise words.

Students identify and match specific shark species and descriptive terms (e.g., "filter feeder," "torpedo-shaped," "bottom-dwelling") in the Types of Sharks activity. Students research a chosen shark and list three important facts and two related ideas, which requires using domain-specific vocabulary. Students are prompted to discuss diversity and features that aid survival (e.g., stingers, spikes, large teeth, filters) in the Wrap-up discussion.

Students label and identify living things from a coral reef and write about diving observations or survival resources, which requires using domain-specific vocabulary (e.g., coral reef, lobster). Students brainstorm prepositions and compose sentences with prepositional phrases, underlining and using them to elaborate writing. The Survival activity asks students to describe how resources could be used, prompting use of content-related words in written explanations.

Students label and classify coral reef organisms and use domain-specific terms such as vertebrates, invertebrates, mollusk, arthropod, echinoderm, coral, anemone, and jellyfish when matching creatures to categories. Students read and use descriptive class features (e.g., covered with scales, produce milk, gelatinous body, limestone skeleton) when organizing organisms. Students also write sentences and a paragraph practicing varied sentence beginnings and verbals, which gives practice using a range of vocabulary in context.

Students read and answer questions that require describing and comparing characters' feelings and actions (e.g., write sentences describing Phillip and Timothy). Students perform a hurricane vs. tornado simulation and are prompted to discuss and describe the difference between the two storms. Discussion prompts ask students to describe differences and similarities and to explain reasons for choices in the Hurricane Survival Kit activity.

The writing rubric asks students to use "interesting words," including adjectives and interesting verbs, and to create a strong hook, which directs students to attend to word choice. The lesson review explicitly tells students to focus on "using interesting words" and varying sentence beginnings, prompting practice in selecting words and sentence-level phrasing. Organizing pages require students to write topic sentences, supporting details, and concluding sentences, which engages students in composing connected paragraphs that could involve choice of vocabulary.

Students are asked to describe facts in sentences on the Student Activity Page and to list five things in a journal entry about what German immigrants should know, which requires producing written language. The lesson text includes domain-specific terms such as "immigrants," "persecution," "overcrowding," and the connective "Additionally" in context. The activity page labels (Geography, Traditions, People, History, Relationship with America) give students explicit domain categories to label and write about.

Students are given a labeled vocabulary list (ruffian, garnet, trousers, infantry, skiff, unwary) and an activity to create picture maps by looking up each definition and explaining them to an adult. The Parent Plan skill statement explicitly asks students to "identify key words and discover their meanings and relationships." The Clauses section lists dependent markers (including contrast markers such as although, though, despite) and asks students to underline dependent markers, add commas, and combine dependent and independent clauses to make sentences, which requires using those relationship-signaling words in context.

Students are asked to identify and list interesting adjectives and strong verbs from the text and to sort words/phrases by the five senses, which builds descriptive vocabulary. The lesson explicitly teaches coordinating conjunctions (FANBOYS) and comma placement and directs students to combine independent clauses using conjunctions in several exercises. The parent plan states a goal to "increase reading and writing vocabulary by examining the author's craft," and the wrapping up asks students to review rules of coordinating conjunctions and identify them in sentences.

Students are asked to learn five vocabulary words (coarse, whir, jostling, blustery, maneuvered) and to use a dictionary and thesaurus to define them and find synonyms/antonyms. Students construct vocabulary cubes with faces for the word, definition, synonym/antonym, sentence, illustration, and root/prefix/suffix and then practice by rolling cubes and using the words in sentences or giving synonyms/antonyms. Students are prompted to use the vocabulary words in conversation and to review them in a game that requires identifying words from definitions or synonyms.

Students are asked to research smallpox (symptoms, how it is spread, who discovered the vaccine, what the vaccine is) and record the information, which requires encountering and using domain-specific words such as smallpox, vaccine, symptoms, and transmission. Students complete a "Finding the Right Words" activity in which they choose precise descriptive words and write short focused passages, and parents are prompted to discuss effective word choices with students. Students write a journal entry about fear and are encouraged to use concrete sensory details, reinforcing practice in selecting accurate vocabulary for expressive purposes.

Students read review sentences that include contrast connectors such as "Although life for many immigrants was much more challenging..." and "However, some immigrants did make the decision to return..." The "Should I Stay or Go?" activity asks students to make lists of reasons to stay or go and to write a conclusion about Dina's decision, which invites students to express logical relationships between ideas. The wrap-up also instructs students to review the rules of quotation marks and to discuss opportunities and challenges, providing contexts where contrastive language appears.

Students are asked to complete multiple "if...then" statements on the "Where Will She Be?" activity (e.g., "If I hadn't made the dresses for Mrs. Koch, then ___"). Students are directed to use those "if...then" statements to write a short poem or song about their life, which requires producing conditional logical relationships in writing. Students also write a book jacket and record information about "The City and the People of New York in 1870," which asks them to generate domain-related content in their own words.

Students are asked to "record important information and vivid words and phrases that describe the city" on the "New York Today and Yesterday" chart while researching New York. The Parent Plan directs students to "use various reference materials (e.g., dictionary, thesaurus...) as an aid to writing," supporting vocabulary acquisition. The rubric explicitly rates "use of vivid language," and students complete compare/contrast activities (Venn diagram, comparing New York today and the 1800s) that require describing similarities and differences.

Students are given a list of domain-specific vocabulary (bough, combustible, plumage, ventilate, etc.) and definitions to study. Students fold, read, and match words and definitions and cut out cards to play a Vocabulary Memory game with a parent or sibling. Students are instructed to review vocabulary multiple times and to answer reading questions in complete sentences and summarize safety rules on a poster, which provides opportunities to use domain-specific terms.

Students are asked to study a list of Greek and Latin roots (aqua, bio, geo, hab, hydr, nat, terr, vor, etc.), record a word that contains each root, and use that word in a sentence on the Natural Root Words activity page. The Parent Plan and Skills sections explicitly ask students to know common roots and affixes and to apply that knowledge to analyze and decode complex words. Activities require students to produce sentences using domain-specific vocabulary related to nature and to review root meanings aloud to demonstrate understanding.

The newspaper-article rubric explicitly asks, "Do I use transitional words and phrases to make ideas flow smoothly?" Activity 3 directs students to edit and revise their paragraphs and to refer to a "Handy Guide to Writing" for grammar and punctuation. Paragraph organizers ask students to craft opening sentences, provide basic information, and vary sentence starts, which creates opportunities to use linking words in their writing.

Students are asked to make a chart defining three prefixes, three suffixes, and three root words and include a test, showing explicit work on morphology. Students create and play a memory game matching prefixes, suffixes, and root words with definitions, which practices recognizing and recalling vocabulary parts. Students read a passage from the book to find words containing prefixes, suffixes, and roots and provide definitions, demonstrating applied word-analysis in context.

Students are given a vocabulary list (disembark, quenched, impression, nonplussed, frippery, impulse, infectious, conspicuous) with definitions and prompted to review the definitions. Students are asked to use each vocabulary word in a sentence about the first two chapters, and parents are instructed to review the sentences for correct usage. The parent plan and skills list explicitly state 'Expand vocabulary through reading,' indicating student practice in acquiring and using these words.

The lesson explicitly presents domain-specific vocabulary in the "Things to Know" section (Meeting House, Connecticut, Royalists/loyalists), which students read and can use. Activity 1 asks students to "record three of your ideas in your journal and compare the map" which prompts students to produce and use content words about geography and daily life. Activity 2 and multiple Parent Plan prompts ask students to "discuss the word choices he made" and to focus on words that "brought the story to life," encouraging attention to word use in writing.

Students are asked to list three reasons a colonist might have chosen to be a Royalist and three reasons for supporting a free government, and to complete a two-column Student Activity Page labeled "Royalist" and "Free Government," which requires comparison of viewpoints. Students are prompted to review and discuss those reasons and to tell parents their reasons, which involves using domain-specific terms such as Royalist, loyalist, Governor Andros, and free government in speaking and writing.

Students are asked to edit writing for appropriate word choice (Parent Plan: "Edit writing to ensure appropriate word choice") and to rewrite sentences to "show" rather than "tell," which practices selecting more precise language. The descriptive-clauses worksheet has students identify and punctuate clauses and includes sentences that use relationship words such as "unlike" and relative markers like "which" and "who." Activities also ask students to write rhymes and to choose words to make writing vivid, promoting deliberate vocabulary use.

Students are asked to create a Vocabulary Picture Dictionary: they write each word and its definition, draw a picture, add unfamiliar words as they read, and review the words daily. The lesson lists grade-appropriate vocabulary (malicious, drudgery, forfeit, reconcile, arrogance, mockery, quizzical, exquisite) and asks students to use each vocabulary word in a sentence. Students complete a Venn diagram comparing Quaker and Puritan beliefs, which requires them to articulate similarities and differences using descriptive language.

Activity 1 defines run-on sentences and models fixing them by adding coordinating conjunctions, explicitly listing the FANBOYS (for, and, nor, but, or, yet, so). Sample corrections and student tasks require inserting or choosing conjunctions (e.g., adding 'but' or splitting into separate sentences) to join clauses correctly. The wrapping-up prompt asks students to identify words and phrases that make their stories interesting, encouraging attention to phrasing.

Students are asked to "edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text," and to "combine short or incomplete sentences with conjunctions," which requires them to work with words that join ideas. In the Editing activity students rewrite a paragraph to correct run-on sentences and fragments, practicing how to link clauses and improve logical flow. In the Theories activity students must select and explain three reasons, which requires them to state logical relationships and justify choices in writing.

Students are directed to use "interesting words," strong verbs, and words that "show rather than tell" in the Narrative Essay Rubric, which asks them to attend to adjectives/adverbs and vivid verb usage. Students read and analyze the model "Kit's Story," which contains explicit examples of contrast/connective words and phrases (e.g., "Although moving to Connecticut...", "While the people were strict...", "but here people had to work...", "Ironically"). Students are asked to edit and revise their drafts using the rubric and a "Handy Guide to Writing," providing opportunity to notice word choice.

Students match grade-appropriate vocabulary words (automaton, artificial, decrepit, horologist, disheveled, agitated, frayed) with their meanings in Part A and review those definitions in the "Things to Know" and Parent Plan sections. Students identify and label prefixes and suffixes (auto-, -ial, -ist, -ed) in Part B, match each affix to its meaning, and generate additional words containing those affixes in Part C, demonstrating structural analysis of word parts.

Students are asked to complete a "Before & After" worksheet in which they write three statements from Hugo's perspective describing life before and after his father's death, requiring them to compare two states. The Wrapping Up section asks students to think about Hugo's decisions and to predict how the automaton will change his life, prompting comparison and cause-effect reasoning. Activity 3 asks students to write text that replaces an illustration, which requires them to link actions, character thoughts, and dialogue to convey relationships between events.

Students are asked to locate and record sentences that contain target vocabulary words (dredge, armoire, divert, enveloped, celestial, rediscovered, sizeable) and to guess meanings from context clues. Students are instructed to use knowledge of prefixes and suffixes derived from Greek and Latin to analyze meanings and then look up and record actual dictionary definitions. The Parent Plan and wrapping-up sections direct students to review vocabulary definitions and the prefixes and suffixes that are part of the words.

Students match and define specific vocabulary words (boarder, imminent, ravine, arithmetic, ballad, outlaw) in a vocabulary-matching exercise and play a Picture Vocabulary Game that requires drawing and guessing those words. Students are instructed to use a dictionary or reference aids to clarify meanings and usage and to review vocabulary in wrap-up and parent discussion. Students also research the California Gold Rush and write a 6–8 sentence journal entry, which requires them to use content-related words in context.

Students are asked to select eight words from a paragraph and look up synonyms in a thesaurus, writing both the original words and their synonyms on the activity page. The parent plan and wrapping-up sections direct students to use a thesaurus to find synonyms and to apply an understanding of synonyms when writing. The lesson defines the domain-specific term "entrepreneur" and asks students to brainstorm and plan ways to make money, which exposes students to at least one content-specific word and encourages use of related vocabulary.

The lesson defines parts of speech including 'Conjunction: a word (like and, or, but) used to connect words, phrases, and clauses.' Activity 2 asks students to underline parts of speech in a paragraph and color-code conjunctions, and the answer key lists examples of conjunctions ('and'). The ballad and writing activities require students to compose text, which could involve using connecting words.

The lesson tells students to begin sentences with transitional words or phrases and gives examples such as "Furthermore,..." and "On the other hand...". The Student Activity Page explicitly directs students to "Begin at least one sentence with a prepositional phrase, one with a transitional word or phrase, and one with a participle phrase.". The parent check instructs adults to confirm the child used at least one transitional word or phrase and refers to a previous lesson's list of transitional words.

Students are given six grade-appropriate vocabulary words (cacophony, vex, varmint, suitor, devour, cajole) and asked to create vocabulary cubes that include the definition, a sentence with a blank, and a synonym. Students apply knowledge of synonyms and antonyms to determine meaning and play a partner game that requires producing definitions, sentences, or synonyms to earn points. The materials also direct students to review the vocabulary words and provide an answer key with definitions and synonyms for checking accuracy.

Students complete an idioms matching activity where they read listed idioms (e.g., "Not a spring chicken," "Let the cat out of the bag") and connect each to its meaning, practicing domain-specific phrases. Students are asked to apply knowledge of idioms to determine meanings and to review idiom meanings in discussion, reinforcing acquisition. A comprehension question includes the contrast marker "although" in context ("Why does Lucy say that although her mama was always there, they still felt lonely?"), requiring students to interpret a sentence that uses a signal word for contrast.

Students are directed to circle prefixes and suffixes, guess word meanings, look up dictionary definitions, and record both guesses and actual meanings on the Vocabulary Prefixes and Suffixes page. Students complete a vocabulary table (placidly, judiciously, vulnerable, inexorable, etc.) by providing guesses and then recording the actual meanings. Students identify and record domain-specific terms by filling in the Elements of Science Fiction chart for A Wrinkle in Time.

Students are presented with domain-specific vocabulary in the "Things to Know" section where creative-thinking terms (fluency, flexibility, originality, elaboration) are named. Students are asked to discuss system-related ideas (role, dependent, function) in "Ideas to Think About," and to explain character traits with supporting evidence, which prompts use of academic language. The activities require students to write sentences (possessive plural practice) and produce explanations, offering opportunities to use some grade-appropriate vocabulary.

Students are given a dedicated 'Transitional Words and Phrases' activity that lists categories (To Conclude, To Compare, To Show Time and Sequence, To Emphasize) and provides example signal words and phrases such as 'however,' 'nevertheless,' 'finally,' and 'afterward.' Students rewrite provided sentences using transitional words, combine their own three related sentences into one using transitions, and are asked to review and discuss which transition choices improve flow. Parent guidance directs an adult to read and evaluate how effectively the student used transitional words and phrases.

Students read and discuss domain-specific terms such as tessering and the five dimensions (1-D line, 2-D flat shape, 3-D cube, 4th dimension/time, 5th dimension/tessering). Students are asked to explain the five dimensions in their own words, record simple descriptions, draw pictures/objects, and explain the concept to a sibling or parent. The Things to Know section defines basic geometric vocabulary (line, flat shape, sphere, cube) that students are expected to use when describing dimensions.

Students are given a specific vocabulary list (trepidation, dais, temporal, resilience, talisman, sadist, arrogance, annihilate, ominous, imperceptible) and complete a vocabulary crossword that matches words to definitions. Students are instructed to locate meanings, pronunciations, and derivations of unfamiliar words and to use each vocabulary word in a sentence verbally. Students practice elaboration by adding conjunctions (such as and, but, yet) and are shown an example sentence that uses the contrast word however.

Students are asked to review a list of transitional words and phrases and then read a chapter summary to circle the transitional words and phrases they find (Activity 2). The summary includes explicit examples of contrast and sequence words and phrases such as "On the contrary," "However," "Then," "Next," "Finally," "Instead," and "In spite of." In Activity 3, students edit a paragraph by adding transitional words or phrases to improve coherence and then rewrite the paragraph; sample additions (e.g., "However," "Then") are provided in the answer key.

Students are asked to label parts of the brain using a provided word box (cerebrum, hypothalamus, corpus callosum, pituitary gland, midbrain, pons, medulla oblongata, cerebellum, spinal cord, cerebral hemisphere) and to include a few words that describe each part's function (for example, cerebral cortex: memory, language, awareness). Students read explanatory text that contrasts human brains with the Camazotz brain using the connector 'however' when comparing how decisions are made on Earth versus Camazotz. The activities require students to use and record domain-specific vocabulary related to brain anatomy while completing diagrams and the answer key reinforces those labels.

Students are asked to write sentences in different tenses and to "elaborate on their sentences by adding interesting words, prepositional phrases, conjunctions, etc." The verb-tense activity provides places for students to compose full sentences and to expand them with additional words. The Alternate Uses task asks students to elaborate and make original ideas, encouraging use of additional descriptive language.

The rubric includes an explicit criterion for "Effective use of transition words," and the skills list asks students to "Combine short, related sentences," which encourages linking ideas. The editing and revision activities ask students to find paragraph breaks and to improve coherence and progression by adding, deleting, consolidating, and rearranging text, practices that require using words or phrases that connect ideas.

Students locate listed vocabulary words (reticent, patronized, restless, temperamental, patent, serenity, emancipation, allegiance) in the text, copy the sentences containing each word, and look up definitions to record the correct meaning based on context (Activity 3). Students are asked to use multiple reference aids (thesaurus, dictionary, synonym finder) to clarify meanings and usage and to use each vocabulary word in a sentence orally during review. The KWL chart and timeline activities require students to record and reflect on new information, supporting vocabulary-in-context work.

Students are given explicit definitions of domain-specific terms such as "participle phrase" and "expository writing." Students practice identifying and writing participle phrases through multiple worksheets and activities. Students collect and explain examples of expository writing, which requires them to use and recognize the term in context.

The Parent Plan and Special Notes explicitly direct an adult to explain domain-specific terminology such as "Union," "secession," and related constitutional language to the child. The student activity requires students to "add convincing and interesting words" when revising their speech and to "conclude by restating your position and linking reasons," and the rubric asks "Did I use convincing language?" The speech task also requires students to support points with statistics, experiences, or quotations, which prompts use of precise wording.

Students encounter the contrast word "However" in the Getting Started paragraph that contrasts the unhappy ending with Lincoln's lasting legacy. The Option 2 passage and other text include connective phrases (e.g., "As time went on," "Even after") that model logical sequencing and contrast. Students are asked to read newspaper articles and to write a newspaper report, providing opportunities to see and potentially use domain-specific and transitional language.

Students are directed to locate glossaries and read definitions of important words related to their topic (Activity 2 and Activity 3). Students are told to "use them in your report and product," which requires them to apply domain-specific vocabulary in their writing. Students are also instructed to paraphrase information in their own words and to quote sources with quotation marks, which supports accurate word use when recording information.

Students read multiple model sentences and a sample thesis that use contrast and connective language (for example, the thesis: "Lemurs are found in few environments on Earth, and many species are endangered; a number of programs, however, have been established..."). The body paragraphs include connective words and clauses (e.g., "Because the lemur's habitat is being destroyed," "While hawks and fossa...", "In Madagascar") that students can observe and emulate. The lesson asks students to "use strong verbs and adjectives" and to "use interesting sentences," which encourages attention to word choice and sentence-level phrasing.