Kindergarten - ELA
1: Letters
Unit 2: H - Hondo and Fabian
Lesson 5
Day 5
The lesson repeatedly prompts the adult to ask the child questions and to have the child respond (e.g., asking about characters, counting, sight words, and one-more number questions). Activity 2 asks the child to look through text and then tells the adult to ask the child what he thinks about the names, prompting a turn-taking exchange. Activity 3 has the child dictate two statements while the adult records them and encourages the child to "read" what he has written, which requires the child to speak and the adult to listen.
Unit 3: I - The Little Island
Lesson 2
Day 2
The lesson directs an adult to "page through The Little Island book" and to "talk about how the different seasons affected the island," asking the child questions about how seasons affect him. During the pretend picnic the adult is instructed to ask the child what season it is, have him choose gear, then ask again as seasons change, which requires the child to speak and respond to prompts. These prompts create opportunities for the child to take turns speaking in a one-on-one exchange with an adult.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 1
Day 1
The "Similar and Different" activity instructs the child to draw two animal cards, state one similarity and one difference, and then says the parent "can draw a pair and take a turn," which requires students to alternate speaking. The reading prompts ask the child to predict the book and answer questions after reading, requiring the child to speak about the text in response to an adult. The card game direction to "mix all the cards together each time so there are many possible comparisons" sets up repeated opportunities for turn-taking practice.
Lesson 4
Day 4
Activity 1 asks the child to "discuss the animal's body parts...where the animal lives, and what it eats," which requires the child to speak with an adult and exchange information. Activity 2 has the child act out animals while another person guesses, and it explicitly suggests switching roles so the child and partner take turns performing and guessing. The review prompts (asking the child to name an animal and describe its tail) also require the child to respond to adult prompts in a turn-taking interaction.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
The reading prompts ask the child to look at the cover, answer guided questions, and "discuss" the story with an adult, which creates an opportunity for back-and-forth conversation. Activity 2 explicitly suggests role-swapping: the child can lay leaves while the adult counts and then the child can take a turn counting, which gives the child practice taking turns during a counting task.
Lesson 5
Day 5
Students are asked questions after the Reading Workshop (e.g., 'Did you enjoy this book? Why or why not? Would you recommend it to a friend?') and respond to an adult, showing a back-and-forth exchange. In the Writing Workshop students "talk about her thoughts and ask questions to help her generate ideas" and then dictate their story while the adult records it, which requires the child to speak and respond in turn to prompts.
Unit 6: F - Fireflies
Lesson 1
Day 1
Students are asked to discuss the book and answer provided comprehension questions, which requires them to speak about the text and respond to prompts. In Activity 2, students take turns hiding the glow-in-the-dark firefly and directing the adult with spatial clues, explicitly practicing taking turns speaking. In activities and counting tasks, students work together with an adult (e.g., counting groups of pennies and practicing counting by tens), which creates opportunities for conversational turn-taking and joint verbal participation.
Lesson 2
Day 2
The text includes multiple prompts that require the child to speak and respond, e.g., asking the child to recall a synonym for "blinking on, blinking off" and to explain what "soaring" means using surrounding words as clues. The insect activity asks the child to determine whether each picture is an insect and to explain how he made his decision, which requires verbal explanation and listening to feedback. The letter-writing and craft sections direct the adult and child to "practice together," which involves alternating demonstration and imitation.
Lesson 5
Day 5
Activity 2 asks the child to tell the story in his own words and to discuss the book with an adult by answering questions (e.g., Did he like the story? Why or why not? Were there any parts that were funny or surprising?). Activity 1 has the child take turns responding to the caregiver's prompts about adding fireflies (counting, telling short stories about catches), which requires the child to speak and respond during a back-and-forth interaction.
Unit 7: E - But No Elephants
Lesson 3
Day 3
Students are prompted to take turns reading the sight word "no" and to read the title together, which gives them practice in alternating speaking roles. After reading, students are asked to explain what happened in the story, which requires them to speak and the adult to listen. In Activity 1 students take turns acting and guessing (going out, knocking, coming in and acting while the other guesses), providing practice in turn-taking and attentive listening during a conversational exchange.
Lesson 4
Day 4
The dramatized retelling activity instructs the child to "listen carefully to the story and hold up each animal as it is introduced," which requires attentive listening and an oral response. Activity 1 asks the child to sort items into "wants" and "needs," explain why each item was placed in a category, and count items, prompting the child to speak about the topic and respond to questions. The review prompts the child to "name a predicament" and identify shapes, which requires the child to take turns answering and verbally share ideas.
Lesson 5
Day 5
The Reading Workshop asks the child to talk about the book after reading (e.g., "Did she enjoy it? Why or why not? What was her favorite part?") which requires the child to respond orally and engage in a back-and-forth with an adult. The Writing Workshop has the child dictate while the adult writes, which involves the child speaking and the adult listening and responding. The Math activity asks the child questions (e.g., "what would happen if there were two enormous elephants?") and has the child count together with the adult, creating brief interactive exchanges.
Unit 9: G - The Real Mother Goose
Lesson 1
Day 1
Students act out poems together and explicitly reverse roles (pretending to be the bird and the child), which requires taking turns speaking. Students respond to questions about poems (e.g., which ones they like and why, identifying rhyming pairs) and supply missing words when a line is left off, which requires listening and responding. Students are asked to produce rhyming words and to identify shapes after adults prompt, providing opportunities for turn-taking in spoken responses.
Lesson 4
Day 4
The guide prompts an adult to ask the child to produce a rhyming word and to sing and recite poems together, which requires the child to listen and then speak in response. The poem activity explicitly has the adult read the poem once or twice and then ask the child to supply some words and later attempt to recite the poem independently, creating a turn-taking exchange. The singing activities instruct the adult and child to read and then sing nursery rhymes together and to "talk about" variations, which involves conversational turn-taking and listening.
Unit 10: O - Owl Babies
Lesson 3
Day 3
The lesson prompts the child to read Bill's line "I want my mommy!" when the teacher points to the words, which requires the child to take a speaking turn. The lesson asks the child to retell the story in his own words after reading, giving an opportunity to speak and be listened to. Activity 2 instructs the adult and child to take turns calling out shapes and choosing movement methods, explicitly having the child take a turn while the adult travels (and vice versa). The child is also asked to listen to the story and music and identify how the music changes, which practices attentive listening.
Lesson 4
Day 4
The Reader's Theatre activity directs students to practice and perform a script with two family members or friends and instructs that each performer read the lines for one character, which requires students to take turns speaking. Activity 1 asks the child to look at owl pictures and answer questions about similarities/differences and how a book gives owls human attributes, prompting short spoken responses in a paired or parent-child interaction.
Unit 14: B - Blueberries for Sal
Lesson 5
Day 5
Activity 2 asks the child to spend time looking independently at books and then share his findings with an adult, prompting an oral exchange about setting clues. Activity 3 encourages the child to share his writing with others to receive comments, suggestions, and questions and models a sequence for giving feedback (compliment, one suggestion, closing compliment). Both activities require the child to speak about his work and to listen to responses from an adult.
Unit 16: N - Night in the Country
Lesson 1
Day 1
Students are prompted to talk about the book during read-aloud (e.g., "Have your child look at the cover... Ask him what he notices" and "Read the book with your child. After reading, ask your child what he thought about the book"). The lesson asks students to respond to specific discussion questions and to describe feelings and observations (QUESTION #1, QUESTION #2, QUESTION #3). The Listening Walk activity asks students to describe what they hear and how they feel, which requires students to speak about a shared experience.
Lesson 2
Day 2
In Activity 1 students create paper-doll puppets, take turns pretending to be a country or city character, and ask and answer a set of questions to each other. During review and other activities (vocabulary review, letter N practice, and the day/night discussion) the child is prompted to respond to adult questions and practice speaking and listening in turn. The role-play explicitly instructs each character to ask the other questions and each to answer based on where they live.
Unit 17: M - Marshmallow
Lesson 1
Day 1
The lesson's Skills list explicitly states that students should "Follow rules, such as sharing and taking turns, and know the consequences of breaking them," which directly relates to taking turns in discussion. The Reading and Questions section asks the child to answer specific questions about the book, giving students opportunities to speak in response to prompts. Activity 2 (Friendship) presents scenarios in which the child is asked to respond as a friend, providing practice in responding and considering others' needs during conversational turns.
Lesson 2
Day 2
Students examine the part of the story where Oliver stops himself after Miss Tilly reprimands him and discuss how he followed rules. Students and an adult create a list of household rules together on butcher paper, using words and pictures and explaining why rules are important. Students play "Simon Says," which requires them to listen for the cue and follow or withhold actions according to the game's rules.
Unit 18: U - Umbrella
Lesson 1
Day 1
Students are prompted to speak about the book (e.g., look at the front cover and say what they think; answer Questions #1–#4 about plot and vocabulary). Students are asked to recall events after reading and to create and tell their own math story problems using umbrellas, which requires them to produce spoken responses and interact with an adult. Activities ask the child to tell, show, and write equations, providing opportunities for verbal participation.
Lesson 2
Day 2
Activity 3 instructs an adult to play a short series of beats for the child and have the child play it back, then reverse roles, which requires the child to listen and take turns. The Getting Started review asks the child to share a recent unfortunate event and to answer a math problem aloud, prompting verbal response and simple turn-taking. Activity 1 directs an adult and child to "discuss" Japan and its distance, which creates an opportunity for back-and-forth conversation about a text/topic.
Lesson 5
Day 5
Students play Umbrella Memory where players take turns turning over umbrellas and the instructions state when one player's turn ends and the next player has a turn. During Reading Workshop, students are asked to respond to questions about the book (what they liked, whether they'd recommend it) which prompts speaking about a text. During Writing Workshop, students read or have their writing read aloud and are asked to point out capital letters and answer questions about their work.
Unit 19: J - Jump Frog Jump
Lesson 3
Day 3
Students are prompted to read aloud specific words during the second reading and to read the sight word card when the adult points to it, which requires taking turns speaking with an adult. After reading, students are asked to line up story sequence cards and tell the story to the adult using the cards as prompts, requiring them to speak and respond. In Activity 3, students read positional phrases, place die-cuts to show relationships, and create original sentences using given direction words, demonstrating spoken contributions in response to prompts.
Lesson 4
Day 4
In Activity 2, students take turns acting out animals and guessing the animal, with an explicit rule that the actor may not use human words and roles are switched until all animals have been acted out. Activity 1 asks students to read a nonfiction text about frog life cycles and "talk about what a life cycle is," prompting students to discuss a text with an adult. The review activities (singing together and naming number pairs) involve joint participation between child and adult, implying shared turn-taking in brief interactions.
Lesson 5
Day 5
Activity 2 directs the child to ask the adult a question and for the adult to ask the child a question, so students practice alternating speaking roles. Activity 2 also encourages the child to practice reading the book to herself and then to the adult, which requires the child to speak while the adult listens. Activity 3 has the child think of and write a question to share, so students practice generating content to contribute to a discussion.
Unit 20: K - Kindness
Lesson 1
Day 1
Students are prompted to discuss the book by answering guided questions (e.g., look at the cover, what do you notice, what do the animals do, what was your favorite example) and to describe acts of kindness after watching a video. The Skills list explicitly states students should "Follow rules, such as sharing and taking turns," which references taking turns during interactions. Activity 1 and Activity 2 require students to respond when prompted (pointing to numbers, answering questions, brainstorming kindness acts), providing opportunities to speak in response to prompts.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 5
Day 5
In Activity 2 students read lines together with an adult and supply the missing rhyming word, requiring them to listen to the adult and take a turn speaking. Activity 2 also has students and the adult identify rhyming pairs together, creating short back-and-forth exchanges. In Activity 3 students read their writing aloud (or listen as the adult reads it) and then receive one compliment and one suggestion, which requires them to speak and listen during a focused exchange.
Unit 23: W - George Washington's Birthday
Lesson 3
Day 3
Activity 2 (Tossing a Rock Across the River) has the child and adult alternate throwing and catching a 'rock' while saying numbers, which requires taking turns speaking and listening. In Reading And Questions the child pages back through the book and is asked to identify whether each story about George Washington is a myth or a fact, prompting the child to listen, recall, and respond to prompts.
Lesson 4
Day 4
The lesson repeatedly prompts interactive talk: adults are directed to "watch this video with your child" and to "talk with him about George Washington's qualities," and to "ask your child why he thinks these qualities are important." The review asks adults to "ask your child to name two symbols" and to "challenge him to explain why," and Activity 2 asks the child to deduce meanings and act out sentences, requiring verbal responses and listening.
Lesson 5
Day 5
The Reading Workshop asks the child to spend time independently with the text and then "share her observations with you," with follow-up questions about enjoyment and recommendations. The Writing Workshop asks the child to "read back over her work, or read it to her," and to share what her favorite part is, prompting spoken responses to an adult.
Unit 24: Q - The Quilt Story
Lesson 3
Day 3
Students are prompted to read aloud when the parent stops at the word "under" and has the child practice reading it. Students are asked to tell the story back in their own words, requiring them to speak and respond to an adult listener. Students respond to oral clues in the shape activity by identifying shapes, which involves listening to prompts and answering.
Unit 25: X - An Extraordinary Egg
Lesson 5
Day 5
In Activity 3, an adult reads the child's story back and asks the child to offer one thing she likes and one idea for change, prompting the child to speak and respond. In Activity 2, the adult asks the child to identify quotation marks and then asks what she liked about the book, eliciting verbal responses. Both activities require the child to take turns speaking with an adult in a one-on-one exchange.
2: Holidays
Unit 27: Halloween
Lesson 1
Day 1
The lesson directs an adult and child to "read it together and ask your child why he thinks it was written," prompting the child to speak and the adult to listen. It asks the child to observe similarities and differences between Goodnight Moon and Goodnight Goon and to answer specific questions (e.g., deciding what type of lagoon is pictured), which requires the child to respond to prompts. The lesson also asks the child to listen for the word "lagoon" during reading and to think of rhyming words, which practices listening and verbal contributions.
Unit 28: Thanksgiving
Lesson 2
Day 2
Students are asked to respond verbally during the review (e.g., name one thing they know about turkeys and one thing they are grateful for). During Activity 1, students are prompted to recall specific details from the Pilgrims section in response to adult questions. In Activity 3, students listen as pages are read and then stop and act out actions, requiring listening to the text and responding when prompted.
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
The lesson prompts adults to ask the child to describe her environment and to "discuss" answers to questions (e.g., Activity 1 asks about water/food/shelter and Activity 2 asks what each room is used for). Activity 3 directs the adult to ask which room is most important and to record the child's ideas, then asks the child to read the paragraph aloud. The wrapping-up step asks the child to memorize and perform a song for her family, which involves speaking and others listening.
Lesson 2
What Is a Map?
Students are asked questions after a shared read-aloud of Me On the Map (e.g., "What is the name of our country?" "What is our address?") and are prompted to answer these repeatedly over the week. Students are prompted to look at maps while an adult points out landforms and locations, which requires students to listen to the adult and respond. Students create and label maps of their room and answer location questions about items on the map, which gives them opportunities to speak about the topic and respond to prompts.
Lesson 3
Guide to Animal Habitats
Students are asked to listen as an adult reads Crinkleroot's Guide to Animal Habitats and to answer questions about the book (Skills: "Listen to and answer questions about text read orally"). The introduction prompts the child to respond to cover questions (e.g., "What do you think this book is about?") and activities direct the reader to stop and ask the child to point out animals and count them, creating turn-taking between reader and child. Activity 5 asks the child to tell a story about a chosen habitat, which requires the child to speak about the text after listening to it.
Lesson 4
Animals Live and Grow
Students are prompted to discuss questions about habitats and survival (e.g., "Ask your child to name the things animals need to live and grow" and "Discuss how habitats provide all of these things"). Students are asked to answer follow-up comprehension questions after a read-aloud (e.g., "Ask your child what he learned..." and the listed question/answer prompts for the book). Students are directed to analyze and explain relationships (e.g., find organisms that provide food for others and explain consumer/energy source relationships).
Lesson 5
Discovering Animal Habitats
Students are prompted to speak about habitats when asked to give examples from Crinkleroot and to describe what they see in pictures (Introduction; Activity 1). Multiple activities instruct the adult to "discuss" pictures and ask the child to identify and describe animals and habitats (Activity 1, Option 2, Activity 2). The graph activity asks students to answer questions about the data (How many? Which had the most/fewest?), which requires verbal responses. Wrapping Up asks the child to describe each environment she explored, providing further opportunities to speak and listen.
Lesson 6
Exploring Animal Habitats
Students are prompted to "record and discuss what he observes" during the habitat observation and are asked specific questions (Where are the plants? What animals do you see?...) that require speaking and responding. Students compare their illustration/collage to prior predictions, which requires listening to or acknowledging earlier ideas. Students dictate a story about an animal, have that story read back with them, and are encouraged to "share what you enjoyed about the story" and to perform role-play for other family members, which involves speaking for an audience and others responding.
Lesson 8
Animal Care
The lesson has an explicit read-aloud of The Salamander Room followed by several comprehension and opinion questions that require the child to talk about the text (e.g., "What kind of animal did the boy find?" "Do you think the boy should have kept the salamander in his room? Why or why not?"). Multiple activities prompt the child to answer questions and discuss (e.g., asking what pets need, discussing how an animal might feel if taken from its habitat, and asking the child to describe environments for animals). The wrapping-up and life-application sections instruct the adult to discuss topics with the child, creating repeated opportunities for verbal exchange about the topic and text.
Lesson 9
Animal Designs
Students are prompted to discuss animal needs in the Introduction ("Ask your child what animals need to live and grow. Discuss..."). Multiple activities ask students to explain reasoning aloud (Activity 2: "ask her to explain why each animal would not live in the habitat") and to speak sentences identifying misplaced animals (Activity 3: encourage your child to say, "A __________ can't live in the ____________. A __________ lives in the ________________"). Activity 4 has students tell and then read a creative story aloud and respond to follow-up prompts ("Read the story aloud and ask her if there is anything she wants to add or change").
Lesson 11
Amazing Me
The lesson repeatedly prompts the child to speak about the topics: the Introduction asks the child to give examples of animal parts and how people change in environments. Activity 1 asks the child to respond to situational questions about how she would change and to hear explanations after responding. Activity 3 and the Wrapping Up ask the child to share a personal example, have ideas recorded, and then read the ideas aloud or hear them read back.
Final Project
Animal Research / My Environment
Students are asked to explain each page of their book and to share the book (and song or dramatization) with the family, giving them opportunities to speak about a topic. Students are prompted with guided discussion questions in the introduction (e.g., "Can you describe the environment in which you live?") that require them to answer and talk about what they learned. Students are invited to sing or act out pages, which provides additional opportunities to present ideas aloud.
Unit 2: Weather
Lesson 1
Reading the Skies
The lesson's Skills list explicitly includes "Listen critically to text read aloud (LA)" and "Respond to text read aloud (LA)," and multiple activities ask the child to listen to a story and answer questions (Activity 1). Activities prompt the child to dictate sentences, describe the weather aloud, and discuss pictures and forecasts during Wrapping Up and Life Application. The Weather Calendar and partner-like question prompts require the child to observe, describe, and verbally report daily weather observations.
Lesson 7
Spring
The lesson repeatedly instructs the child to listen (e.g., "Tell her to listen carefully and plant the seeds according to your directions" and "read the poems aloud so she can listen for the rhyming words"). The lesson has structured verbal exchanges where the adult asks questions and the child responds (e.g., "Ask your child what the weather is like in the spring," "After each poem, ask your child what the poem was about," and the feather activity's question prompts). The activities require alternating speaking roles between adult and child (adult gives directions or reads; child attempts to read, answers questions, or performs tasks).
Final Project
Weather Games
Activity 2 (Weather Memory) explicitly tells caregivers that they "can take turns with your child" when playing the matching game. Activity 4 (Final Product — A Weather Forecast) requires students to prepare and "report to the whole family," practice their forecast aloud, answer prompted questions, and be given chances to rehearse and improve their presentation. Multiple places instruct caregivers to "discuss" ideas with the child and to ask the child to "share" what she learned during wrap-up.
Unit 3: Community
Lesson 2
My Community Environment
Students are prompted to discuss the community map and the purpose of each place, responding to questions and describing locations. Students prepare and ask questions for an interview with a community worker and are instructed to listen and take notes during the conversation. Students look through books, describe communities in illustrations, and discuss similarities and differences across texts.
Lesson 3
Jobs in the Community
Students are asked to "take turns acting out" jobs in the community helper charades activity, which gives them practice with turn-taking. Students are asked to read their paragraph aloud for the family and to "say each sentence aloud," providing opportunities for speaking while others listen. Students are instructed to "pay attention" when observing a community worker and to describe what they saw, which requires listening to and observing another person at work.
Lesson 4
Goods and Services in the Community
The lesson repeatedly asks the child to speak and respond: students are asked to name important community places and explain how each helps people, and to describe goods and services during the wrap-up. Activity 1 has the child read labels aloud and match cards, which requires verbal responses. Activity 3 sets up a family bartering simulation in which each person trades objects and then discusses what a 'fair' trade would be, requiring students to take turns trading and talking about choices.
Lesson 6
A Good Community Citizen
The lesson's skills list includes "Listen responsibly to text read aloud (LA)," and multiple activities ask the child to explain decisions and provide examples (e.g., deciding whether each action is good citizenship and explaining how she made her decision). Activity 2 explicitly names "taking turns, sharing, listening" as ways the child could practice being a good citizen at home. The lesson prompts the child to talk about family members' actions and to describe examples aloud (Activity 3 and Wrapping Up).
Lesson 7
A Citizen with Character
Students are prompted to answer and discuss comprehension and moral questions after reading "A Lesson in Honesty" and "The Boy Who Cried Wolf." Students explain why they awarded kindness points in the Kindness Award activity and are asked to describe actions and consequences in Activity 6. Students are asked to predict events, answer guided questions, and explain their reasoning in multiple activities.
Lesson 9
Caring for Our Communities
Students answer comprehension and discussion questions about the story (e.g., beginning/middle/end, what Katy does) and share pictures or videos with family, which requires speaking and being listened to. Students take turns in the Activity 5 role-play where each child has a turn to act and others guess, and in Activity 4 they respond in a call-and-response game about community helpers. Students are prompted to describe how they or their family have helped others and to explain their choices, which involves speaking about a topic and having others hear their explanation.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 1
Describe It
Activity 1 has the adult describe objects while the child listens and guesses, then the child takes a turn placing objects in the bag and describing them for the adult to guess, which practices listening and taking turns. The Introduction asks the child to tell about an object and then implies the adult listens before responding, reinforcing one-speaker-at-a-time interaction. Several activities (Activity 1 and the life application) set up back-and-forth speaking about objects and comparisons, giving repeated practice with sequential turns in conversation.
Lesson 2
Animal Attributes
Students are asked to explain how two stuffed animals are alike and different, which prompts them to speak about a topic. Students are asked to describe how they know which objects are living and to discuss how animals use their body parts, which requires listening to prompts and responding. The wrap-up asks the child to describe ways animals are alike and different, encouraging oral sharing about the topic.
Lesson 4
How Does It Feel?
The blindfold activity asks the child to pull an object, describe it aloud while an adult listens and guesses, creating a clear speaker-listener exchange. Activity 1 has the child silently select an object and then describe it while the adult guesses; the instructions also prompt a discussion about whether the descriptions were sufficient. Multiple prompts use the word "discuss," which requires the child to listen to responses and reply.
Lesson 6
The Measure of Things
The lesson repeatedly prompts verbal interaction: students are asked to answer questions (e.g., "Ask what a doctor measures…," "Ask your child how much he weighs and how tall he is," and multiple "Discuss" prompts) that require listening and replying. Activity 4 has a paired measurement task where the child and adult measure separately, record answers, then reveal and explain differences, providing an opportunity for turn-taking and listening to another's explanation. Several activities (e.g., comparing glasses, describing similarities/differences of sugar, milk, and water) require students to explain observations aloud and respond to follow-up questions.
Lesson 8
Amazing Attributes
Students are prompted to talk about measurements and to describe different types of measurements. In Activity 1 students are asked to predict whether objects are magnetic, test them, and discuss what a magnet is and how ends attract or repel. In Activity 2 students predict which objects will sink or float, perform tests, compare results to their predictions, examine a photo, and discuss which predictions were correct and why (including talking about density).
Lesson 10
Earth Materials: Rocks, Soil, and Water
The lesson repeatedly asks the child to listen to read-alouds and answer specific comprehension questions (e.g., multiple QUESTION # prompts after reading Up in the Garden and Down in the Dirt and Over and Under the Pond). Activity directions tell the child to discuss observations, describe soil samples, brainstorm places water is found, and respond to prompts during experiments, which require listening and speaking. The Skills section explicitly lists "Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood," indicating opportunities to practice listening and responding.
Unit 2: Senses
Lesson 4
Hearing and Seeing
Students listen to the book read aloud and answer specific questions about it (Activity 1), and they are asked to "listen carefully" to stories with eyes closed and decide what place is being described (Activity 5). Students are prompted to describe experiences and ideas orally, to read their ideas aloud, and to attempt to read their sound descriptions to friends or family members so others can guess the place. Several activities (Listening Walk, blindfolded walks, and compare-and-discuss prompts) require students to describe what they heard or saw and to respond when asked.
Lesson 7
Using All of Our Senses
Students are asked to listen to pages of My Five Senses and to identify which senses the character used, which practices listening to a read-aloud and responding. The Skills list explicitly includes "Listen to stories and text read aloud" and "Interact with reader when text is read aloud (questions, comments, and ideas)", so students practice answering questions and making comments. After the nature walk and reading activities, students are prompted to answer specific questions and share observations about what they heard, saw, smelled, and felt.
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students are asked to read their completed "You Are Special" paragraph aloud and share it with others, and to answer questions about what they like about their story. Students compare their numerical information with a family member (using a different colored pen) and discuss similarities and differences. Students respond to wrap-up prompts about ways people are alike and different and answer questions about what makes them unique.
Lesson 4
Interests and Hobbies
Students are asked to select a hobby and "share her hobby with someone else," including dictating and writing sentences to describe it, which requires speaking about a topic. Students are instructed to "interview three people" using the Hobby Survey and are encouraged to "read the questions aloud," which requires taking a speaking role and hearing answers. Students are invited to "teach you or a sibling about her interest" and to participate in shared activities, creating opportunities for back-and-forth communication.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Final Project
Patterns Poster or Patterns Presentation
Students prepare and practice a scripted presentation describing and demonstrating seven types of patterns, indicating they will speak to an audience of friends or family. The instructions tell students to practice so they "know exactly what they will say," which supports planned speaking turns for the presenter. The poster option directs students to hang their work so others can read about the patterns, implying an audience who listens or views the work.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 3
Poetry Patterns
The lesson directs the adult to read poems and ask the child what each poem is about, prompting the child to identify rhyming words and circle them. The activities instruct the adult to pause while singing and let the child guess which rhyming word comes next, then ask the child to recite the rhyming words. The wrap-up asks the child to explain how to find rhyming words, which requires listening and responding in turn to questions.
Lesson 5
Story Patterns
The lesson prompts the child to answer and discuss story events (e.g., after reading ask "What happened at the beginning/middle/end?" and "what do you think will happen next?"). Activities ask the child to talk about and dramatize stories (discuss the idea that there might be many things in the middle, encourage the child to read and identify events, act out the story with puppets). The lesson repeatedly instructs adults to ask the child to describe routines and story sequences and to encourage discussion and retelling.
Lesson 6
Sound Patterns
The child is asked to close his eyes and listen to modeled sound patterns, then identify the type of pattern and the repeated sounds, requiring attentive listening and verbal response. Several activities have the adult produce a pattern and then hand the child a spoon or instrument to extend the pattern, creating an implicit turn-taking interaction. Directions prompt the child to answer questions (e.g., name the two sounds, describe what he heard) and to repeat or imitate patterns, which involves listening to another speaker and responding.
Lesson 7
Making Sound and Action Patterns
Activity 3 instructs students to play "Do What I Do," where "you are both going to take turns forming patterns from actions" and one person makes the pattern while the other watches closely and repeats it. Activity 2 asks the child to perform her sound patterns or to listen as the adult performs the patterns, and directs the adult to check that the child made a repeating pattern. The Wrapping Up prompts ask the child to explain what it means to have a sound pattern and to demonstrate examples, implying turn-taking between adult and child during review.
Unit 3: Patterns in Your World
Lesson 2
Patterns of Growth
The lesson repeatedly prompts spoken interaction: children are asked to "discuss what plants need to live and grow," to "ask your child what makes these animals' life cycles unique," and to "describe the growth pattern of a plant and a person." Several activities require oral responses as students organize pictures, answer questions about stages, and discuss observations while investigating plants. The introduction also asks parents to ask the child how he is different now from when he was a baby, prompting verbal recounting and discussion.
Lesson 3
Night and Day
The lesson repeatedly prompts adults to ask the child questions and to "discuss where the Sun, Moon, and Earth are located in relation to one another," giving students opportunities to speak about the topic. Activities instruct another family member to participate (e.g., hold the Moon and move in a circle), and the lesson includes prompts such as "Ask your child to spin the globe..." and "Ask your child to explain the pattern of night and day," creating moments for turn-taking and responding. Activity 3 asks the child to think, draw, and record or dictate sentences about day and night activities, which requires the child to speak about a text or topic.
Lesson 6
Seasonal Weather Patterns
Students are prompted to "discuss" weather associated with each season (Activity 1), to "discuss the weather in your state" using a map (Activity 2), and to "discuss the illustrations" and review months/seasons (Activity 3 and Wrapping Up). The lesson asks students to identify the month, name the season, and describe observed weather, requiring verbal responses to directed questions. Several explicit questions (e.g., "Which month comes after March?") require students to speak and respond during those discussions.
Lesson 7
Patterns at Home
The lesson repeatedly directs the adult to ask the child questions and to "talk about" and "discuss" patterns (e.g., "Ask your child if she can think of any patterns...", "Identify the patterns and discuss the designs."). Activities ask the child to "describe each pattern she finds" and to "name each shape," which require the child to speak about texts and objects aloud. The wrap-up prompts the adult to ask the child questions about patterns and to discuss ideas (e.g., "Ask your child what it would be like if there were no patterns...").
4: Change
Unit 1: Changes on Planet Earth
Lesson 2
What Changed?
The Skills list explicitly includes "Listen when someone is reading aloud," and the activities prompt the child to answer questions about the book (e.g., responding to questions on pages 20 and 23). Activity 3 directs the adult and child to switch roles so the child gives commands and the adult follows, providing an opportunity for turn-taking. Multiple prompts ask the child to explain examples and describe changes, which requires the child to speak in response to prompts.
Lesson 4
Changes in the Environment
Students are prompted to discuss environmental changes and are asked questions (e.g., describe types of weather, how weather might change activities) that require spoken responses. Students are encouraged to answer questions about the book as they read (or as it is read to them). The skills list explicitly includes "Listen responsively to text read aloud," indicating practice in listening to spoken text.
Lesson 6
Changes in the Sky
The lesson repeatedly prompts student speaking and back-and-forth interaction: students are asked to "list adjectives and phrases" about the Sun and Moon and then "discuss" their ideas with the adult, and parents are instructed to "ask your child to describe" changes in the sky during wrapping up. Several activities require the child to answer questions (e.g., "Ask him if he knows what you are doing") and to trade places and act out roles while the adult explains rotation and revolution, creating opportunities for verbal response. The life application and video discussions also instruct students to "discuss where the Sun is" and to observe and talk about the Moon, indicating multiple teacher prompts for student talk.
Lesson 10
Chemical Changes
Students are prompted to discuss the difference between physical and chemical changes during the Introduction and are asked to explain how they made each decision after completing the "Chemical or Physical Change" activity. Students are also asked in the Wrapping Up section to describe a physical and a chemical change and give examples, which requires them to speak about the topic and respond to questions.
Lesson 11
People Change the Environment
Students are prompted to discuss with an adult and to brainstorm ideas aloud (Activity 1 asks the child to dictate ideas while the parent records them). Students are asked to describe illustrations, explain how they change the environment, and decide whether changes are positive/negative (Activity 3). Students are asked to share ways people can reduce, reuse, and recycle during the wrapping up and to check family recycling practices during Life Application.
Final Project
Mobile of Change
Students are prompted to discuss guiding questions (e.g., "What if you stayed the same age?" and other prompts in the Introduction) and to "discuss how weather can force people to change their activities" under Skills. The plan asks students to "express ideas through...conversation" and to "let him explain his mobile to family members," which requires students to speak about topics and texts (their mobile). The Final Project and Wrapping Up prompt students to report and explain their examples of change to others.
Unit 2: Characters Change
Lesson 1
What's in a Name
Students are told to "listen to the story read" and to "pay close attention to the illustrations," which requires them to practice listening. Students are asked to make predictions and to answer specific comprehension questions, prompting them to speak about the text in response to prompts. Several activities ask students to read phrases, identify feelings, guess vocabulary meanings, and list character traits, all of which involve verbal responses to questions or prompts.
Lesson 4
Comparing Characters
Students are prompted to discuss which story and character were their favorite and why, and to answer questions about how the characters' situations are similar and what can be learned from them. Students dictate three- or four-sentence summaries of the stories while an adult records them, which requires students to speak about texts. Multiple activities ask students to discuss cause-and-effect examples from the stories and to reflect on which character is most like them.
Unit 3: A First Look at History - Change Over Time
Lesson 1
People and Families Change
Students are asked to share memories and discuss changes with an adult and family members (Introduction; Activities 1, 4, 5). Activity 5 and Activity 6 prompt students to read or dictate their ideas aloud and to "share his descriptions with the rest of the family" and "let others contribute their ideas," which requires listening to peers. The Skills list includes "Use listening skills when being read to," indicating practice with receptive listening.
Lesson 2
Understanding Time
The lesson repeatedly prompts discussion: students are asked to "name something that has happened to her in the past," to "talk about something that is going on... in the present," and to "explain the difference between the past, the present, and the future." Multiple activities instruct the adult to "ask your child" a list of questions and to "discuss the concepts of yesterday, today, and tomorrow," which requires the student to speak about the topics. Activities also include back-and-forth prompts (e.g., answering specific questions about units of time and ordering dates) that require the student to respond verbally.
Lesson 4
Past and Present
Several activities ask the child to speak and others to respond: Activity 7 has the child dictate 5 clues and then read the clues to other family members who guess the time period, which involves the child speaking and others listening. Activity 3 and other sections prompt discussion questions (e.g., compare how a school day is different, would you enjoy living in the past?) and ask the child to tell a story or answer questions while an adult records, which creates opportunities for turn-taking and listening. Multiple prompts tell the child to 'discuss' or 'ask her' questions, indicating conversational exchange between child and adult or family members.
Lesson 6
Predicting Future Change
Students are asked oral questions throughout (e.g., "Ask your child what changed..." and "Ask your child how change can affect what happens in the future"), and students respond verbally, dictate descriptions, and attempt to read what they dictated. Activities prompt a back-and-forth with an adult: students predict outcomes, answer follow-up questions, and record ideas (Activity 1, Activity 2, Activity 3). The scenario about listening to parents (Scenario 2) asks students to consider how improved listening changes others, which references listening behavior.
Lesson 7
People of the Past
Multiple activities prompt an adult to read aloud and ask the child questions (Activity 1: "Read the book and ask the following questions"; Wrapping Up: "Ask your child what a biography is"). Activity 2 instructs an adult to "reread the descriptions to her and ask her to point to the individual described," which requires the child to listen to spoken descriptions and respond. Activity 3 and other prompts ask the child to verbally describe personal experiences or ideas (e.g., "Ask your child if she has ever made a positive change"), creating one-on-one opportunities for speaking and listening.
6: Reading
Unit 1: Semester 1
Lesson 5
Adding s, More Word Families, Ending with ck
Students read aloud with an adult in Activity 1.1 (reading the Weekly Message together) and are asked to read the reader aloud to an adult in Activity 4.3, which requires listening to the adult and then responding to a question about the text. In Activity 5.2 (Guess My Word) and the sentence dictation in Activity 5.3, students listen to spoken clues or sentences and then take a turn responding by writing or saying the word. The final wrap-up also asks students to read their readers to family and friends, implying opportunities to speak and have others listen.
Lesson 6
Open Syllables and Digraph th
The Life Application activity directs students to play a rhyming game in which they take turns coming up with rhyming words, explicitly practicing turn-taking. Multiple activities require the child to listen while an adult reads (Activity 1.1, Activity 5.2) and then answer questions about the text, which provides practice in attending to spoken contributions. Activity 5.1 asks the child to read words aloud and rearrange sentence parts while the adult prompts, which involves responding in sequence to prompts or questions.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
Students are prompted to listen and respond during read-aloud interactions (e.g., reading the Weekly Message together, reading the reader aloud and answering comprehension questions). Several activities require students to listen for specific sounds and act (stand up/sit down when hearing /ch/ or /sh/), which practices attentive listening. The Life Application explicitly directs students to 'take turns adding words that begin with the same sound,' modeling turn-taking in a speaking activity.
Lesson 9
Blends with l
Several activities require students to listen and respond: Activity 3.3 and Day 4 Reader #9 ask the child to read aloud to an adult and then answer comprehension questions, which involves listening to prompts and taking turns speaking. The Life Application at the end explicitly instructs the child and adult to "take turns saying a word" that starts with a selected blend. Dictation and sentence-making activities (Activity 5.2 and Activity 5.1) require the child to listen while an adult reads sentences and then speak or write responses.
Lesson 10
Blends with r
The lesson asks the child and adult to take turns writing words during the blends review (Activity 4.1). The Life Application activity has students and the adult "switch roles" in a turn-taking word game where each person names a word that begins with a blend. The lesson also has the child read aloud to the adult and answer questions after reading (Activity 4.2), which requires listening and responding.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students are asked to listen to an adult read the Weekly Message and to read along or point to words they know (Activity 1.1). In Activity 2.1 the teacher models a clear call-and-response routine: the teacher says a word, the child answers yes/no to three questions and then gives a thumbs-up or thumbs-down, which establishes a rule for responding. In Activity 4.3 students read a book aloud to the adult and then answer comprehension questions, requiring them to listen and then take a turn speaking about the text.
Lesson 13
Glued Sounds ng and nk
Students are instructed to take turns in the Life Application die game: "You and your child will take turns rolling the die and will come up with a word...". Students read aloud to an adult and answer comprehension questions after reading (Reader #13 — King Hank), which requires speaking and responding. Students are asked to read sight words and read the Weekly Message aloud while the adult reads, which involves listening to the adult reader and then speaking/read aloud themselves.
Lesson 14
Three-Letter Beginning Blends
The lesson directs the child to read aloud with an adult (e.g., read the Weekly Message aloud, read the reader to the adult) and to listen to audio/video examples of beginning sounds, which requires listening then speaking. The lesson includes many teacher prompts that ask the child to answer questions aloud (e.g., "Are these rhyming words? What makes them rhyming words?", "What sounds do you hear at the beginning of these words?") and to point to or select word cards when asked, implying turn-taking in a one-on-one interaction.
Lesson 15
More Ending Blends
Students are asked to "take turns providing the first word" during the Wrapping Up rhyming activity, which explicitly practices turn-taking. Students read aloud and read along with an adult in Activity 1.1, requiring them to listen while another person reads. In Activity 5.2 students read a book and then answer oral comprehension questions, which gives them opportunities to speak in response to a partner and listen to questions.
Lesson 17
Semester Review
Students take turns during the word-building game (Activity 3.1) — directions state "On your child's turn, he can add..." which requires turn-taking. Students listen as the adult reads sentences aloud for dictation (Activity 3.2) and then read aloud to the adult, practicing listening and speaking about text. Students are asked to talk about texts (Activity 4.1) — e.g., name characters, describe what characters do, and answer "Which of these readers is your favorite? Why?", and they are invited to share their own reader with others (Activity 4.2).
Unit 2: Semester 2
Lesson 2
Long Vowels o, u, and e with Silent e
The Life Application asks students to "take turns" coming up with rhyming words, which gives students explicit practice with turn-taking. Multiple activities ask the child to read aloud and then answer questions (e.g., after reading They Chose To Doze the child is asked specific comprehension questions), which requires the child to speak in response and allows the adult to speak first. Sight word and word-search activities prompt the child to "show and read" words back to the adult, which creates short back-and-forth exchanges.
Lesson 3
Hard and Soft c and g
Students are asked to read aloud and read along with an adult (Activity 1.1 and Day 5 reader), and to listen as words and sentences are read to them (multiple activities instruct the adult to read words the child cannot read). Students are prompted to answer questions after reading the reader (Activity 5.2) and to explain how they know pronunciations (Activity 3.1, 4.1), which requires listening to prompts and responding. Several activities involve the adult and child alternating roles (adult reads, child reads or responds), implying some turn-taking in reading and answering.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The lesson repeatedly asks the child to read aloud and respond to prompts (e.g., read the Weekly Message, read words aloud after spelling them, and answer comprehension questions after reading The Bird Is Third). Several activities require the child to listen to the parent's modeling or instructions (e.g., watch videos, listen as words are dictated, and follow oral directions during word-building and spelling tests). The life application and dialog prompts (e.g., "Are you surprised... Who did you think would win? Why?") require the child to listen and verbally respond to questions about a text.
Lesson 6
Long e Spellings ee, ey, ea
Students are asked to read aloud and to read along with an adult (Activity 1.1, Day 5 reader), which requires listening while another person reads. The Make Sentences activity and sentence dictation prompt students to speak and then read their sentences aloud to the adult. The Life Application 'I Spy' activity explicitly directs students to take turns spying and finding items, requiring alternating speaking and listening.
Lesson 7
Long i Spellings y, igh, ie
Students are asked to read aloud to an adult and then answer comprehension questions (Day 5: read The Dark Night, then respond to questions about Tom and Val). Several activities require the child to listen to the adult read words or directions and then take a turn reading or spelling (Activity 1.1 weekly message read-aloud, Activity 2.1 sight word card pointing/reading, Activity 4.3 spelling test where the adult reads words and the child writes/reads them). The Sight Word Search and show-and-read steps ask the child to find words and then show and read them to the adult, implying alternating speaker/listener roles.
Lesson 8
Long o Spellings ow, oa, oe
Students are directed to "take turns" in the Life Application rhyme game where they alternate saying rhyming long-vowel words. Students read aloud with an adult (Activity 1.1) and answer teacher/parent questions after reading The Slow Boat (Day 5), which requires listening to the adult and speaking about the text. During word-building and spelling activities the teacher calls out words and students respond by spelling and reading them aloud, which models a call-and-response turn-taking interaction.
Lesson 9
Long u Spellings ue, ew, ou
Students are asked to read the weekly message aloud while the adult reads and they read along (Activity 1.1), and students read the reader on Day 5 and then answer comprehension questions (Activity 5.1). The lesson repeatedly has the child read aloud to the adult, read words when prompted, and then read responses back to the adult (Activities 1.3, 5.2, and the spelling test follow-up). These back-and-forth reading and question prompts require the child to listen to the adult and to take turns speaking during the one-on-one interactions.
Lesson 10
Other Long Vowel Patterns
Activity 1.3 explicitly instructs students to "take turns using each word in a sentence," giving direct practice in turn-taking. Multiple items ask the child to read aloud while the adult reads (e.g., Activity 1.1 "read the message aloud, allowing him to read along with you") and to answer questions after reading (Day 5 questions about The Wild Colt), which require the child to listen and respond about texts. Several activities ask the child to read words he created or read sentences to the adult, providing repeated opportunities to speak in sequence with an adult partner.
Lesson 15
These Make More Than One Sound: oo and ea
Students read aloud with an adult and read along (Activity 1.1: weekly message read-aloud) and respond to teacher/parent prompts. Students answer comprehension questions after reading the reader (Activity 5.1) and take turns listening and speaking during sentence dictation and spelling activities where the adult reads and the child responds or writes (Activity 5.2, Activity 4.3). Several activities require students to listen to spoken words and respond by pointing, sorting, or speaking the correct group aloud (oo/ea sorting and word-building tasks).
Lesson 16
Silent Starts: kn, wr, gn
Several activities require the child to listen and respond to an adult: Activity 1.1 asks the child to read along as an adult reads the Weekly Message and then verbally list things he has learned. Activity 5.2 has the child read The Gnats and then answer targeted comprehension questions aloud. Activity 3.3 has the adult say sentences and the child point to or read words in response, and Activity 4.1 has the child read words aloud while sorting them.
Lesson 17
Year-End Review
Students are asked to read aloud and to read along with an adult (Activity 1.1, Activity 3.2, Activity 2.2), to show and read words they found in the Sight Word Search (Activity 4.1), and to answer posed questions about word categories (Activity 1.2). The Wrap Up asks students to talk about favorite activities and to share their work with others, giving opportunities for oral response and sharing.