The student question "Have you ever gotten a gift that someone made for you?" and the Life Application prompt "Discuss the Christmas gifts that were given in the book" both include the relative pronoun "that," exposing students to a relative clause. Students are asked to write multiple sentences and three short paragraphs (Activities 2 and 3), which gives opportunities for them to produce sentences that might use relative pronouns or adverbs.

Students read sentences that contain relative words in context, for example the answer to Question #1 uses "objects that began with the different letters of the alphabet," and a question refers to "the part of the story where Crusoe saves the captive." Students are also asked to "think about why Matt and Attean see the story differently," which uses the adverb why in a clause.

The lesson text contains incidental uses of relative pronouns and adverbs: for example, definitions such as "Values are principles or beliefs that influence how a person lives" and "the spirit that all Indian boys had to find for themselves..." use the relative pronoun "that." The student activity instructions include a clause with the relative adverb "where" in "record three passages from a story where the author creates a vivid image." The introduction uses the temporal word "when" in "When authors use words to create pictures...", showing another instance of a relative/adverbial subordinating word.

Students encounter relative pronouns in the text and prompts, for example: "If the Indians who lived near her home had told a story..." which uses who, and "Create an animal character for a story that could have been told by the Native Americans..." which uses that. Other directions use that in clauses such as "fill in the information that can be found in the story." These instances show students reading and seeing relative pronouns in context.

The Skills list explicitly includes "Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why)." Activity 4 provides instruction and examples for relative pronouns, including definitions of who, whose, that, and which and an explanation of the difference between that and which. The Relative Pronouns activity page asks students to fill blanks with who/whose/that/which and to write two original sentences using different relative pronouns; the answer key shows model sentences using who, whose, that, and which.

The lesson text contains at least one explicit relative pronoun used in context: "The people who lived in these colonies were still governed by European rule." The lesson also asks students to write descriptions (e.g., "Describe his physical appearance," "How would you describe his personality?" and a poem about Philadelphia) and to answer questions such as "Where did he live?" which could involve relative adverbs like where/when.

Students read sentences that include relative pronouns in context: the chapter Q&A answer 'A mouse that came with Thomas Jefferson' uses 'that' in a relative clause, and the vocabulary paragraph includes 'whose' in 'a (fickle) group of people whose opinions changed with the wind.' These occurrences show students encounter at least two relative pronouns in the texts they read.

Students encounter a relative clause using the pronoun "that" in the directions: "the characteristics of historical fiction that she learned about in Lesson 1." Students also read the phrase "Now that she has finished the book," which uses "that" in a clause, showing at least incidental exposure to the word "that."

Students encounter sentences that contain relative pronouns and adverbs, for example the answer to Question #9: "A lion who is the king..." and Question #10: "It's the castle that ought to be the capital where there are four thrones...." Students also see interrogative forms using relative words such as "Where did the robin lead the children?" and "Whose side do you think the robin was on?" which expose them to who, whose, that, and where in context.

Students see the relative pronoun who in the Student Activity Page sentence: "Edmund _______ heart felt sorry for the woodland creatures who had turned to stone." Students also read passages and questions that include clauses describing characters and actions (for example, sentences about animals and creatures) where relative clauses appear in context.

The lesson text includes several instances of relative pronouns and adverbs in context: it uses "whose" in the definition "a Christ-like figure is a character whose actions or experiences...", "that" in "that many authors use to depict a Christ-like figure", and "which" in "Ask your child which figure is a Christ-like figure...". The comprehension questions also include the interrogative adverb "Where" in Question #5 ("Where did Aslan take the girls...").

The reading questions include interrogative uses of relative adverbs (e.g., Question #1 asks "Where do you think Sophie lives?") and the quoted text in Activity 2 Option 2 contains clauses introduced by 'that' and 'when' ("Sophie says that someone once told her that the 'witching hour' was ... when every child and every grownup is in a deep sleep..."). Students are asked to write a descriptive paragraph or a song/poem, which gives them opportunities to produce complex sentences that could contain relative pronouns or adverbs.

Students are asked to "correct the giant's grammar" on the "Interpreting the BFG" activity page, which directs them to substitute correct words and correct grammatical errors. One item provided for correction is the sentence: "Little chiddlers who is building sandcastles on the beach," which explicitly includes the relative pronoun "who" for students to fix. The directions ask students to reword incorrect phrases, which requires them to manipulate sentence structures that may include relative clauses.

Students are asked to write a descriptive paragraph (Option 1) or a short story (Option 2) that includes five facts about meerkats, providing opportunities for students to use relative pronouns or adverbs in their writing. The craft discussion contains the phrase "adaptations the meerkat has that makes it successful in its environment," which uses the relative pronoun "that." The wrap-up prompt asks the child to explain what he learned about Botswana and the meerkat, offering a chance for spoken use of relative clauses.

The lesson text includes multiple uses of the relative pronoun "that," for example in the Fact: "An ostrich is a large African bird that uses its running speed..." and in a comprehension question: "What skills does Precious have that make her a good detective?" The directions also use "that" in instructional context: "For each chapter of the book that your child reads..." These sentences provide students with contextual examples of a relative pronoun in use.

Students read sentences that include relative pronouns in context, for example: "a young girl who lives in Japan." Students also encounter a relative pronoun in instructional text such as "foods that are presented in fun or attractive ways."

Several text descriptions model relative language: the Topsoil description uses the relative adverb where in "the layer where seeds are planted and germinate," and another sentence uses the relative pronoun who in "Animals who live among the smaller animals or insects can be found here." Some comprehension questions use interrogative when and why (e.g., "How was life different when..." and "Why do you think..."), offering additional exposure to those words.

Students encounter sentences that include relative pronouns, for example: "The summer that Stanley spent at Camp Green Lake was one he would never forget" (uses "that") and "The desert is a harsh environment in which to live" (uses "which" with a preposition). The elaborated-subjects activity asks students to rewrite sentences that already contain these relative clauses, so students will work with sentences that include relative pronouns.

The lesson defines relative adverbs and lists "where," "when," and "why" as relative adverbs that begin a group of words describing a noun. It provides model sentences using relative adverbs (e.g., "That is the hospital where I was born") and includes three fill-in-the-blank items asking students to supply the correct relative adverb. Students are also asked to identify and underline adverbs in sentences and to use adverbs in spoken or written sentences during wrap-up and the adverb game.

Students read and analyze sentences that contain relative pronouns, for example: "In the Warden's eyes the boys who were sent to Camp Green Lake were drains on society" (uses who) and "One of the boys had fingers like magnets, which is how he got his nickname" (uses which). The lesson also includes the phrase "in which" in the simile definition: "A simile is a figure of speech in which two unlike things are compared." Students read these sentences aloud and write explanations for them on the activity page.

Students are asked to insert missing punctuation in sentences that include a relative clause, for example: "The Warden Who wore pointed boots was constantly watching the boys as they worked," which they correct to include commas and the relative pronoun 'who'. The student activity page explicitly lists that sentence and students must edit it, demonstrating recognition of the clause introduced by 'who'. The provided answer key includes the corrected sentence: "The Warden, who wore pointed boots, was constantly watching the boys as they worked."

Students read and answer the question "What are some examples of animals that hibernate?," encountering the relative pronoun "that" in a content question. Students encounter the phrase "another adaptation that helps animals survive in the winter" when extending the activity, again showing "that" used to link ideas. Students also answer the question "Where do people get their energy?," so they encounter the word "where" in a question form.

The Island Map activity instructs students to "write a paragraph describing the environment of an island where they have been stranded," which uses the relative adverb "where" in the writing prompt. Part 3 (Missing You) requires students to write a letter to someone they miss, creating a context in which relative pronouns such as "who" could naturally appear. The rubric and Part 3 explicitly require students to use at least two adverbs and refer to adjectives/adverbs in evaluation criteria.

The introduction asks the child to identify "three places where Pedro records his feelings," which uses the relative adverb where in a student prompt. Students are asked to compose sentences, list facts, and write quotes for their journal entries, which requires sentence construction and could lead students to produce relative clauses in their writing.

Students read sentences that include a relative adverb, for example: "The light came from the walls, where every foot or so on both sides a tiny light bulb had been recessed," which appears on the vocabulary activity page. Students also encounter the word "which" in a comprehension question: "Which child of Mrs. Frisby's do you think you are most similar to?" Additionally, vocabulary activities ask students to identify parts of speech for words in context.

Students read and encounter relative clauses such as in the Facts and Definitions sentence: "The main character is the character that the action of the story revolves around." Students are asked to "list five ways that Mrs. Frisby has shown bravery," which uses the relative pronoun "that," and the student activity page includes the phrase "list ways in which Mrs. Frisby showed bravery," which uses the relative pronoun/word "which." These instances expose students to relative pronouns in written prompts they will respond to.

The lesson text includes an explicit sentence using the relative pronoun 'that' in the answer: "She is a young girl rat that Mrs. Frisby meets in the library." The instructions to the student use 'where' in a clause ("show you where the rats want to move the house"), demonstrating a relative adverb in context. Several comprehension questions use 'who' in questions (e.g., "Who is Isabella?"), showing exposure to forms related to relative pronouns.

The lesson's questions and prompts repeatedly use relative adverbs such as "where," "when," and "why" (for example, "Ask your child where they might go once they escape," and Jenner's concern: "Where they would go when they got out"). Students are asked to write journal responses and explain character changes (e.g., "Explain what Nicodemus was like before NIMH and what he is like now"), which require composing multi-clause sentences. The materials also include sentence constructions with "that" (e.g., "so that Dr. Schultz would not find out until they were gone").

The lesson asks students to write a descriptive paragraph about a place and to write a speech and responses to comprehension questions, providing opportunities to produce complex sentences. The pop-up directions contain the relative pronoun "that" in the phrase "items that would be found in Thorn Valley," and writing prompts use the relative adverb "where" in phrases like "where he would most want to live." Students are asked to produce paragraphs, poems/songs, and speeches which could naturally include relative pronouns and adverbs.