Students are asked to compare pairs of sentences that differ only by word choice (e.g., "The girl ate her lunch." vs. "The girl gobbled down her lunch.") and to judge which is more effective. Students complete a "Verbs and Adjectives CHART" to record Steinbeck's strong verbs and vivid adjectives from the text and then use those words to draw or write a poem. The lesson models selecting more precise verbs and adjectives (e.g., walked vs. stumbled; old shirt vs. faded, torn shirt) to convey nuance.

Students are asked to "experiment with figurative language and speech patterns" in the Skills section, which directs them to work with comparisons and expressive word use. The Parable Rubric explicitly asks for "evidence of a variety of stylistic devices in the story (Similes and metaphors, figurative language, lively verbs)," requiring students to create and apply analogical figurative language. The lesson also tells students to review vocabulary words, indicating engagement with word meanings and word choice.

Students are explicitly instructed to "Use a thesaurus to find synonyms for some adjectives and verbs," which directs them to locate and use synonym relationships. Students are also encouraged to "Use figurative language -- similes, metaphors, and hyperbole," which involves making analogical comparisons between words or ideas.

Students are given vocabulary cards that list synonyms and antonyms for each target word and are instructed to "Name a synonym or antonym" as one face of the vocabulary cube. The game directions require students to provide synonyms or antonyms (and to consult a thesaurus/dictionary if needed) and include a Skill statement to "Clarify word meanings through the use of definition, example, restatement, or contrast." Students also roll the cube and must "Use Correctly in a Sentence," using synonyms/antonyms as allowed clues.

Students are instructed to use a thesaurus and to record synonyms in a dedicated "Synonyms" column when creating a riddle (multiple steps and an example table show associated words with synonyms). The activity also asks students to list "Words Opposed to" their topic, prompting them to generate antonyms. The Skills/Things to Know sections explicitly note use of a thesaurus and finding synonyms and antonyms.

Students are asked to copy and correct sentences that include commonly confused words (for example, 'lightning' vs. 'lightening' and 'heavyweight' vs. 'heavy weight') and are given explanations distinguishing those meanings. Students correct spelling variants (e.g., 'pretense'/'pretence') and adjust punctuation and word choice in the Editing Sentences activity. The 'Things to Review' prompt directs students to review vocabulary words, reinforcing attention to word meaning and usage.

Students are given a chart of transitional expressions grouped by the relationship they express (Effect, Addition, Contrast, Example, Emphasis) and are asked to determine the relationship between two clauses (cause, effect, addition, contrast, example, emphasis) before choosing an appropriate transition expression. In Part II directions, students must join clauses using either a semicolon and transitional expression or a period and transitional expression and decide which transition best shows the relationship. Option 2 requires students to use at least one semicolon with a transitional expression and to choose transitions that fit the semantic relationship between clauses.

The student activity explicitly teaches a substitution method in "The Curious 'Case' of Who and Whom," asking students to test correct usage by substituting "he" or "him." The exercises require students to choose between paired pronouns (e.g., he / him, they / them, who / whom), so students practice comparing particular words to decide which form fits grammatically.

Students are asked in Option 2 to explore Korean proverbs and to "translate" one for a child, using an explicit example that compares a Korean proverb to the English "grass is greener" saying — an instance of using analogy to understand meaning. Students are asked to put Crane-man's quotes "in your own words," which requires paraphrasing and recognizing relationships between expressions to clarify meaning. Students are invited to make up their own words of wisdom and relate them to their own experiences, encouraging comparison between expressions from different cultures.

Students read two articles that describe the same person using contrasting words and phrases (e.g., "able," "competent" vs. "incompetent," "shady"), and they are asked to record examples of word choice and tone as part of detecting bias. The student activity asks learners to identify specific instances of word choice and provide examples from each article, prompting comparison of how different words shape meaning.

Students are instructed to fine-tune the essay for "voice, word choice, and conventions" and to look up and correct the spelling of words using a dictionary. Students are asked to check specific word usage examples (their, there, or they're?) and to insert transitional words and phrases (e.g., however, moreover, therefore) to create cohesion. Students are also directed to proofread line-by-line and ask another person to give feedback on word choice and ideas.

The Skills and Activity 2 sections require students to use Greek, Latin, and Anglo-Saxon roots and affixes to determine word meanings and to review Beyond Roots II Set 1 cards. Students sort and match root–English card pairs (matching symbols confirm correct pairs) and play games (Memory, Root Recall, Go Root!) that require recognizing shared roots. Students then take online A and B quizzes where the A quiz assesses root meaning and the B quiz requires applying root knowledge to words.

Students cut out vocabulary words, definitions, and motion boxes, locate each word in context, and match each word with its correct definition and a kinesthetic motion, then make folded vocabulary strips to study those matches. Students are directed to use Beyond Roots II Set 1 cards and to play memory/games and take online quizzes to practice Greek/Latin roots and affixes. The parent/skills notes state that students will use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes and will clarify word meanings through definition, example, restatement, or contrast.

Students are directed to use the Beyond Roots II Set 2 cards and play games called Memory, Root Recall, and Go Root!, which require them to work with word roots and their meanings. Students are instructed to review the Set 2 roots and their meanings and to take a Set 2 A quiz to test their knowledge. The parent checks also ask to confirm that the child has reviewed roots and their meanings.

The lesson includes Activity 2: Beyond Roots II, which directs students to continue working with root cards, play root-based card games, and review the Beyond Roots Set 2 roots and their meanings. Students are asked to retake Set 2 quizzes and to practice with the root card games (including a challenge to combine Set 1 and Set 2). The wrapping up and parent plan explicitly tell students to review roots and their meanings.

Students are directed to "look through the Beyond Roots II Set 3 cards" and play games like Memory, Root Recall, and Go Root, then take the Set 3 A and B quizzes, which requires them to work with word roots and their meanings. The lesson tells students to "review the Beyond Roots Set 3 roots and their meanings" and to "review the vocabulary words," indicating practice with morphological relationships among words. These tasks require students to analyze how shared roots relate to the meanings of different words.

Students are asked to review the Beyond Roots II cards and their meanings, combine decks, and play the Go Root! game to practice roots and meanings. Students are instructed to take the Beyond Roots II, All Sets, A quiz and then the All Sets, B quiz, with the B quiz containing words that include two or more roots they have studied. The activity requires students to identify roots within words and use root meanings to answer quiz questions and decode words.

Students match root elements to their meanings (Part III: Roots) and match root-based words from a word box (e.g., hydrophobia, bibliophile, malformed) to definitions, showing practice with morphological relationships. Students are asked to use vocabulary words (indomitable, cavorted, draught, flitting, furrows) correctly in sentences, and a parent guide provides explicit meanings for those words. Students are instructed to review root meanings with the Beyond Roots II cards and complete matching activities that connect word parts to overall word meaning.

The lesson explicitly teaches homophones and defines them as two words with the same pronunciation but different meanings. Students correct a paragraph with seven incorrect homophone usages (Part I) and then produce sentences using specified homophone groups (Part II: its/it's, your/you're, there/their/they're). The activities require students to use the relationship between words that sound alike and to use sentence context to determine each word's correct meaning.

Students read explicit definitions of objective vs. subjective and of limited vs. omniscient third-person narration and are asked to decide where a narrator falls on the objective/subjective spectrum. Students are asked to find books and determine whether the narrator is first- or third-person and, for third person, whether it is limited or omniscient. Students are asked to explain how they determined whether a narrator was limited or omniscient, which requires comparing the meanings of those terms.

Students identify and correct homophone errors in the "Spotting Errors" activity by crossing out incorrect words and writing correct forms, directly practicing choosing the appropriate word from a related pair. In the "More Homophones" activity, students pick three homophone pairs, write definitions for each word, list the part of speech, and write example sentences, requiring them to distinguish meanings based on the relationship between words. The parent plan and answer keys reinforce these tasks by showing corrected homophone usage and definitions.

Students practice specific vocabulary in Part I of the unit test by choosing correct words (pockmarked, gluttony, casks, etc.) to fill blanks in sentences, which requires attention to word meaning. The lesson includes a 'Homophone Cartoon' activity (two-panel pages) and Part IV of the test asks students to provide two homophones, prompting students to contrast words that sound alike with different meanings. The Story Cube and vocabulary review items require students to work with vocabulary words in different contexts, reinforcing word usage.

Students are instructed to use brackets to define or briefly clarify underlined words in excerpts from A Midsummer Night's Dream, with spaces provided for writing the version with brackets. The instructions suggest looking up unknown words in a dictionary and the answer key models bracketed synonyms/definitions (e.g., surfeit [excess amount], loathing [disgust or aversion], livery [characteristic dress or uniform]). Students are also asked to restate confusing Shakespearean lines in today's English to focus on overall meaning, which requires paraphrasing and relating unfamiliar words to familiar vocabulary.

Students are given a list of vocabulary words with definitions (e.g., prestigious, apparition, edification, pestilence, presage) and asked to review the definitions of pestilence and presage. Students are asked to choose 2–3 vocabulary words and create a persuasive message that uses those words, and to explain why they chose those words when sharing their message. The activity requires students to use the vocabulary in context (writing persuasive text) and to include quotations in another activity, which practices accurate word usage.

Students are asked to note unfamiliar words as they read and either highlight or record those words with page numbers. The "Things to Know" section gives explicit definitions (e.g., eccentric with both geometric and personality senses, obstinate, hokum, feign with a Latin root) that students can record and review. The lesson also directs students to "Review the definitions" of the listed vocabulary items and to keep vocabulary notes while summarizing texts.

Students are instructed to note unfamiliar words as they read and to ask a parent about highlighting or taking notes on words they find important or unfamiliar. The lesson provides a specific definition for "corpuscles" in the "Things to Know" section and asks to review the definition of "corpuscules" in the "Things to Review" list. Students are asked to explain any grammar terms used during the sentence-diagramming presentation, which involves discussing word forms and functions.

The lesson explicitly defines the word "ingenious" as "inventive and clever," giving students a direct synonym relationship to understand the word. The "Things to Review" section asks students to review the definition of ingenious, reinforcing that word relationship. The reading instructions ask students to note unfamiliar words as they read, which directs student attention to vocabulary items.

Students are given an explicit synonym pairing: the lesson states "Munificence is a synonym for generosity." The "Things to Review" section directs students to review the definition of munificence. The Activities mention that students may develop a personal style that could include "unusual vocabulary words," indicating attention to specific word choices.

The Skills section explicitly lists that students will identify idioms, analogies, metaphors, and similes. Students are asked to note similes and metaphors from readings (questions about Dover Beach) and to record comparisons in the "Walk Like a Poet" activity (a column for Metaphor/Simile). The lesson asks students to consider connotation when writing their poem, which asks them to attend to nuanced word meanings.