Activity 2 asks students to record sentences from Chapter 3 that end with periods, question marks, and exclamation marks and to read those sentences aloud. The teacher models and students discuss how questions have certain inflections and how exclamatory sentences should be read with strong emotion. The wrapping-up activity has students listen to spoken sentences and identify which punctuation mark they would end with, and then produce spoken sentences while the adult provides the punctuation.

The lesson asks students to "remind your child to answer in complete sentences," which asks them to produce more formal written responses. The skills list includes "Compare language and oral traditions from different cultures," indicating attention to oral versus written language forms. The lesson allows students to dictate their story while an adult records it, providing practice in producing spoken language that can be rendered in writing.

Students are asked to read Chapter 7 aloud and to "speak in complete sentences when answering questions," which directs oral language use. Students are instructed to write and illustrate a chapter summary in their journal and to compose a paragraph using a fishbone organizer, with explicit guidance that the first sentence is indented and serves as the topic sentence. Students practice oral fluency and written paragraph conventions (topic sentence, supporting details, concluding sentence) through reading aloud and journal writing activities.

The lesson tells students to answer discussion questions in complete sentences and to read some classified and help-wanted ads aloud, prompting oral discussion about how advertisements are written. Students are asked to write journal entries in first person (using "I") and to create a written advertisement for a farm helper, producing written text with described conventions. The skills list includes "Retell written messages by clarifying or summarizing," which involves converting or restating written content.

Activity 2 explicitly asks students to discuss how writing a letter is different than speaking face to face and prompts them to explain why the two may be different. The activity gives concrete examples that spoken language is often less formal, may use incomplete sentences and slang, while letters are typically more formal and require complete sentences, good grammar, spelling, and punctuation. Students are asked to include a greeting, closing, and signature and to indicate ending punctuation when dictating sentences. These tasks require students to notice and apply differences between spoken and written conventions.

The lesson explicitly reminds students to 'speak in complete sentences when answering discussion questions,' which directs students to use spoken Standard English conventions. Students are asked to write a journal entry from Anna's point of view and to write a sentence or two explaining a chosen token, which requires use of written Standard English. The activities include both speaking (retelling, discussion) and writing (journal, structured narratives), giving students practice in both modes of language.

The lesson asks the child to read the chapter aloud, discuss some questions orally, and answer other questions in a written journal, giving students practice both speaking and writing. Skills listed include "Retell written messages by clarifying or summarizing" and "Use personal experiences and knowledge to interpret written and oral messages," which involve both oral and written modes. Students also sing songs and are asked to write a new song and a Wildflower Field Guide, producing written text after oral musical activities.

Students read their descriptive paragraphs aloud (Activity 2) and perform spoken tasks such as having the parent guess the object from the oral reading. Students write and revise text: they are asked to write paragraphs or song lyrics (Activity 2 and Activity 3) and to check capitalization, punctuation, and subject-verb agreement during editing.

Students practice reading aloud with fluency and expression and are asked to plan and make judgments about what to include in written and oral products. Students complete a focused grammar activity that teaches comma use in lists and practice inserting commas into sentences and writing their own list sentences. The lesson also asks students to read text aloud and then complete comprehension questions, linking spoken performance with written text.

Students are asked to compose written drafts and attend to spelling, mechanics, capitalization, punctuation, and paragraphing for final products. Students design interview questions, write answers, and practice delivering an oral interview (including a rubric criterion for Presentation and guidance that interview questions should not be yes/no). The project requires students to produce both written scrapbook entries and an oral performance as Helen, and rubrics evaluate written voice and spoken presentation separately.

The lesson tells the child to answer questions in complete sentences for both verbal and written answers and to discuss how the two are different. It instructs a discussion that when writing, the child needs to be more careful about correct grammar, spelling, and punctuation, and that when answering verbally, responses might be more informal and include slang or incomplete sentences. It also prompts the child to choose whether she prefers discussing or writing answers and to reflect on those differences.

The lesson instructs students to "speak in complete sentences" during discussion and lists "Read orally with fluency" as a skill, requiring students to read Encounter aloud and listen to a teacher read. The Wrapping Up activity has students record themselves reading poems aloud, play back the recordings, and discuss how their voice sounds and how to improve the reading. Students also write two poems (a written product) and then present them orally for a family poetry reading night.

Students are asked to answer questions both verbally and in writing and are specifically instructed to answer in complete sentences for both modes. The lesson requires students to read lists aloud (Concrete vs Abstract Part 1) and to reread pages aloud (Social Class, Being Poor activities), giving practice in spoken language. Students write journal entries in the first person and compose two sentences that each include concrete and abstract nouns, providing written-language practice.

Students are asked to write sentences for each cultural element and then read through and edit those sentences for grammar, spelling, subject-verb presence, capitalization, and ending punctuation. The skills list and directions explicitly tell students to use editing to confirm the correct use of conventions such as complete sentences and correct word order. Students are also asked to share the book and explain changes, which requires them to produce spoken language after writing.

Students are prompted to speak about heroes through guided questions and oral discussion (e.g., asking the child to tell about a time he has seen or read about a hero). Students are asked to produce written work: listing adjectives, recording people in a worksheet, writing sentences using each adjective, and journaling a list of American heroes. The materials explicitly remind students that names are proper nouns and should begin with capital letters, which addresses at least one written convention.

The lesson defines a contraction and instructs students to identify and use contractions in writing (Activities 2 Option 1 and 2). Students are asked to say word pairs out loud and form contractions, match or write contractions, and use selected contractions in sentences that Eleanor or Franklin Roosevelt might have said. The 'Making a Difference' activity requires students to write sentences that each contain at least one contraction, reinforcing spoken forms in written responses.

Students review and practice sentence types (declarative, interrogative, exclamatory) and punctuation in Activity 2, where they write two examples of each type. The materials include an instruction to "Discuss appropriate use of punctuation," which has students practice written conventions. In Activity 3 students write an acrostic poem and may present it aloud, giving students practice in both writing and speaking.

Students are asked to answer discussion and journal questions in complete sentences for both verbal and written answers, which requires producing language in both spoken and written modes. Students read a passage aloud with no pauses and then read it again, stomping at paragraph ends, and are prompted to "discuss the difference between his reading and your first reading," which asks them to compare oral and printed delivery. Students also read and identify paragraph boundaries and central ideas, practicing how written text is organized.

The lesson explicitly teaches quotation marks as the way to show spoken words and has students locate and discuss an author's use of punctuation. In Activity 2 students identify quotation marks, practice writing opening and closing quotation marks, write a conversation using quotation marks, and then reenact dialogue aloud using puppets. Activity 3 asks students to compare Lungwort's speech to a speech to a kind ruler and to write and present their own speech, linking written speech composition with oral delivery. The lesson also reminds students to answer verbal and written questions in complete sentences.

The Language Think-Tac-Toe includes a task that asks students to write a three-sentence dialogue that uses quotation marks to show spoken words, which requires students to represent speech using written conventions. The lesson's skills list asks students to present dramatic interpretations of stories or plays, which gives students opportunities to produce spoken language and to practice oral expression. The Think-Tac-Toe activities ask students to write dialogue and journal entries, which involve producing both spoken-like text and more formal written text forms.

The lesson asks students to use expanded vocabulary to generate synonyms to increase clarity of written and oral communication and provides opportunities to both say sentences aloud and write them (vocabulary Option 1 and 2). It instructs students to answer verbal and written questions in complete sentences and has activities where students speak about pets/friendship and write character descriptions and plot events.

Students are asked to discuss their experience of a fair (spoken discussion) before reading Chapters 16–18, creating an occasion to use spoken language. Activity 2 has students compare two written paragraphs and directs them to "look at the beginning of the sentences and how the author uses quotation marks," explicitly calling attention to written conventions for dialogue and sentence structure. Activities 2 and 3 require students to rewrite paragraphs, vary sentence beginnings, change sentence length, and use conjunctions, which practices written-standard sentence conventions.

Students read portions of the book aloud (Activity 4: read aloud Charlotte's description; directions for oral reports) and are asked to prepare and deliver an oral report (Spiders Around the World guide: 'Use as a guide to your oral report'). Students are also asked to write and mail envelopes and to 'review address format' and punctuation (explicitly: 'Remind your child that a comma is used between the city and state' and 'Review proper punctuation included in addresses').

Students are reminded to answer verbal and written questions in complete sentences, which asks them to consider how they respond when speaking versus writing. Students practice punctuation for written dialogue with examples such as "Let's run," said Mark. and Sam asked, "Where are you going?" in the Commas activity. Students are directed to look through the novel and point out how the author uses commas and to add commas to sentences on the Commas page, giving repeated practice with written conventions.

Students are prompted to compose sentences and use appropriate punctuation, and are reminded to answer verbal and written questions in complete sentences. The lesson asks students to discuss and predict orally (e.g., asking what the discovery was and encouraging discussion of Chapter 2) and to write diary/journal entries from characters' perspectives. Activity 3 has students write questions and exclamatory sentences after reading punctuation guidance, which practices written sentence forms and punctuation.

The lesson instructs students to "answer verbal and written questions in complete sentences," which requires students to produce both spoken and written language forms. The punctuation unit has students insert colons and semicolons and write their own sentences, giving practice with written conventions. Several discussion prompts ask students to speak about characters and events, providing opportunities to use spoken language in response to questions.

Students are asked to choose and produce either a written letter or an oral speech to persuade Armand, plan three supported reasons, and (for the speech) read it aloud. Activity 3 has students locate and copy quoted speech from the book and explicitly notice that commas and periods go inside ending quotation marks. The lesson also directs students to answer verbal and written questions in complete sentences and to compose sentences using appropriate punctuation.

Students are reminded to answer verbal and written questions in complete sentences, which addresses responding in both spoken and written contexts. Students examine punctuation (dash, hyphen, ellipsis) and are asked to identify and discuss why an author used a dash and how it differs from a hyphen. Students read aloud a passage about the Gypsies, creating at least one spoken-reading activity that involves oral expression of the text.

The lesson explicitly teaches the use of apostrophes in contractions (Facts and Definitions: "When two words are combined to form a contraction, an apostrophe is used...") and lists apostrophes under punctuation skills. Activity 4 has students brainstorm contractions, record the two words that form each contraction, write five sentences using different contractions related to the book, and create flaps showing the contraction and the two-word form. The example image shows a sentence with the contraction "don't," reinforcing written contraction usage and punctuation.

Students read and analyze Reader's Theater scripts focusing on script format and punctuation (colons separating character names, parentheses for stage directions, question and exclamation marks). Students are asked to look for apostrophes, including apostrophes in contractions, and the Final Project Rubric explicitly checks for apostrophes and contractions. Students rehearse and perform the scripts aloud, using voices that fit characters and comparing a dramatic performance with the print version as listed in the skills.

Students are asked to write a script with character names followed by a colon and to include stage directions in parentheses, which reviews written script formatting. Students rehearse and read pages aloud, speak lines, and are reminded to use tone of voice, facial expressions, and actions when acting the characters. Option 1 has students identify which character would say each line and the order of spoken lines, linking spoken performance to the written script.

Students use an Editing and Revising Rubric that asks them to check capitalization, punctuation, proper nouns, and spelling and are instructed to use editing to confirm correct use of conventions. Students write multi-paragraph persuasive drafts (opening sentence, supporting sentences, concluding sentence) and then read their final paragraphs aloud, pretending to present to an audience.

Students prepare written field guide entries and organizers that require drafting, revising, and editing for grammar, spelling, and audience. Students write scripts for a documentary and practice presenting or filming those scripts, engaging in oral reporting and dramatization. The skills list explicitly includes producing written and oral reports and writing to communicate with a variety of audiences.

The comic-strip activity directs students to use speech/thought bubbles to show what a person is saying or thinking and to write narration beneath pictures, so students practice representing spoken dialogue separately from written narration. The comic directions ask students to give characters voice/thought bubbles and provide a sentence that tells what is happening, requiring students to produce both dialogue-like text and written captions. The vocabulary activity has students copy sentences from the book and write new sentences using each word, engaging students in composing standard written sentences.

Students match idiom phrases from the book with their translations using a two-column activity that explicitly shows what "the author could have said" versus what the author actually said. The idioms page asks students to translate each idiom and then use each one in a new sentence. The lesson also prompts students to list idioms they hear at home, in movies, or in the community, connecting colloquial spoken language to written examples from the text.

The lesson asks students to write monologues and then read them aloud and perform them, including guidance to "think about how the prince might talk and how Jemmy might talk." The skills list includes "Choose and adapt spoken language appropriate to the audience, purpose, and occasion" and "Gain increasing control of grammar when speaking, such as using subject-verb agreement, complete sentences, and correct tense." The Part 3 editing and practicing steps ask students to read each monologue aloud, make changes to improve the monologue, and practice performance with attention to expression and physicality.

Students plan and compose written texts when they write a letter to a friend who has moved away or a paragraph about what they would miss (Activity 4). Students practice written conventions when they review the proper form of addressing an envelope and are reminded that a comma is included between the city and state. Students use spoken language through discussions about the book cover, themes, and journal questions, and they increase oral vocabulary by listening and discussing as listed in the Skills section.

Students are asked to increase oral and written vocabulary by listening, discussing, and composing texts, which requires both speaking and writing (Skills). In the vocabulary game students must use target words in spoken sentences and, in Option 2 (Advanced), write the sentence and read it aloud, providing practice producing the same content in both spoken and written forms. Character Circle Maps and discussion prompts require students to explain and support ideas orally and in writing, encouraging use of language across modalities.

Students read Chapter 7 aloud and are asked to identify contractions in the chapter and name the two words combined. Students play a Contractions Game matching contractions to their expanded forms and use selected contraction cards in sentences (Option 1). Students write journal sentences about characters or events using contractions (Option 2) and are asked to identify contractions during the wrap-up.

Students are asked to plan and write a multi-paragraph letter in the first person and reminded that a letter uses the word "I," which practices producing written language conventions. Students use a mechanics rubric that requires checking capitalization, ending punctuation, subject/verb agreement, verb tense, contractions, and spelling, and they complete focused editing passes for capitalization/punctuation, subject/verb agreement, and spelling. Students are asked to produce a polished final copy and to read their letter aloud, connecting spoken production with their written draft.

Students write interview questions and record written responses on multiple activity pages (Part 1) and then create spoken answers and perform interviews in role (Part 3 and Part 4). The Skills list explicitly includes "Choose and adapt spoken language appropriate to the audience, purpose, and occasion," and the rubric asks whether answers were easy to understand and whether questions used events from the story. Students plan and make judgments about what to include in written products and practice verbal and nonverbal communication during the interviews.