The Word Match activity directs students to read each vocabulary word in context in the book, guess its meaning from the sentence, and then use a dictionary to find and match each definition. The Skills list explicitly includes "Discuss meanings of words and develop vocabulary through meaningful experiences," and the activity has students cut, alphabetize, and glue each word next to its definition. The instructions tell students to use sentence clues where the word appears, which requires determining meaning as the word is used in the text.

QUESTION #1 asks students to explain what Pete's mom means when she says, "I smell a storm," with an answer guiding them to interpret the phrase as a pre-storm sensory change. Activity 2 asks students to read the Author's Description and Simple Description of the doghouse, underline the words that make the writing exciting, and think of sensory words to describe the scene. The Wrapping Up prompt asks students to describe how the author's choice of words makes the book more interesting, which requires interpreting words and phrases in context.

Students are asked to read Chapter 5 aloud and discuss language, and the skills list explicitly includes "Read and comprehend figurative language in text." Activity 2 directs students to look up and discuss the meanings of vocabulary words (mood, pleasure, damage, admitted, fond, miserable) and to place them into sentence contexts. Question #7 asks students to explain Pete's remark about digging to China, requiring them to interpret a nonliteral, idiomatic phrase.

Students are asked to reread the section that describes Pete's sadness and to record the words and phrases the author uses to describe his feelings (Activity 2). Students discuss each phrase and what makes it powerful, and they are prompted to use interesting descriptive words instead of just 'happy' or 'sad' (Activity 3 and Wrapping Up). Students use a thesaurus to find synonyms and discuss shades of meaning between synonyms like 'sad' and 'depressed.'

Students are given an explicit vocabulary list and instructed to make note cards, alphabetize the words, look each word up in a dictionary, and write definitions on the cards. Students are directed to use resources such as dictionaries and context clues to develop word meaning (listed under Skills) and to complete a cloze passage ("The Cave") that requires them to apply vocabulary in context. Students are asked to use all vocabulary words in a written paragraph and to discuss how descriptive words convey environment, practicing contextual application.

Students complete Vocabulary pages where they record each word's definition, synonyms/antonyms, syllable count, and the sentence from the book that contains the word. Students are instructed to locate words in the text and read aloud and write down the sentence that uses the word, using context to inform meaning. Students play a clue game in which they guess words from definitions, number of syllables, sentences that use the word, or synonyms/antonyms, reinforcing use of context and related meanings.

Students are asked to read and explain the provided definition of "invention" ("An invention is something produced for the first time through the use of imagination or ingenious thinking and experimentation"), which gives explicit instruction on a word's meaning. Students read Chapter 4 and an additional biography of Alexander Graham Bell and answer comprehension questions, exposing them to words and phrases in informational texts. Students complete Activity 3 by writing sentences that describe each invention, explain how it helped people, and describe what changed, which requires applying vocabulary about inventions in context.

Students read and discuss the "Helen's Voice" quotes and are prompted to underline parts they think are very good and to discuss Helen's voice, including a note that "It may help to discuss some of the figurative language and advanced vocabulary found in these quotes." Students are asked questions such as "What words or phrases create images in your mind?" and to consider which words make the writing lively. The Skills section also directs students to "Discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary," which targets attention to word choice and meaning in context.

The lesson's Skills list asks students to "Locate and discuss author's specific word choice" and to "Discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary," which prompts attention to vocabulary and phrasing. Activity 1 requires students to record three thoughts, feelings, or phrases that the character uses, and Activity 3 asks students to identify words, phrases, and sentences that reveal each character's personality. The riddle and first-person activities have students read and produce language in a way that draws attention to word use and voice.

The lesson provides explicit vocabulary instruction: a "Facts and Definitions" list gives definitions for hammock, mango, approach, fortunate, and hollow, and Activity 2 asks students to record vocabulary words in the sentence where each fits. The vocabulary page includes fill-in-the-blank sentences using those words and directs students to use unfamiliar words in a dictionary. Students are also asked to use all vocabulary words in an original island short story, applying words in context.

The vocabulary activity directs students to look up listed words in a dictionary, write definitions on note cards, use each word in a sentence, and then use the words in a short story to ensure they make sense in context. The Skills section explicitly lists "Use new vocabulary in speaking and writing," and the activity gives page numbers so students can view each word in the book's context. Students are asked to read the text (pp. 16–27) and answer comprehension questions that reference specific words and ideas from the reading.

Students are asked direct vocabulary/comprehension questions such as Question #3: "What is a mummy?" which requires them to identify the word's meaning from the text. Question #2 asks students to read a pyramid diagram and explain terms and functions (mortuary temple, valley temple, mastabas), which asks students to interpret domain-specific phrases as used in the text. Activity 3 directs students to reread pages describing how pyramids are built, encouraging them to use text passages to understand specific descriptions and terms.

Students are directed to read Abraham Lincoln's poem "My Childhood Home I See Again" and are told to "help your child to interpret the words in the poem" and to read it aloud, which asks students to work on meaning in a poetic text. Students also read the Underground Railroad activity page that lists "signs in nature" and "signs of safety," and are asked to make and explain their own secret signs, which requires interpreting and producing symbolic meanings.

Students are asked to build word meaning using resources, references, and context (Skills) and to say vocabulary words aloud, write unfamiliar words on note cards with definitions, and record the sentence from the chapter that contains each word (Activity 3). Students are prompted to identify human characteristics for the mouse and the owl and to circle, cross off, and add traits as they read (Activity 2), engaging with personification. The introduction defines fantasy and explains that animal characters are given human-like qualities, framing figurative/nonliteral characterization for students.

Students complete multiple vocabulary activities that focus on word meaning: Activity 3 asks students to match and generate synonyms and antonyms (Option 1 matching lists; Option 2 writing synonyms/antonyms). Activity 4 ('Choose the Right Word') has students select the best word to complete sentences, compare words that differ in strength (e.g., 'cross' vs 'furious'), and explain mental images for words like 'gobble' and 'nibble'. The lessons also prompt students to use a thesaurus and to explain why they picked specific words.

Students are asked to reread the author's description of Dimwood Forest (pages 83 and 85) and point out the words and phrases that make the place feel more bad than good, which has them identify word choice and connotation in context. Students review the definitions of synonyms and antonyms and discuss how Poppy and Mr. Ocax are opposites, then choose adjectives, -ing words, and antonyms to write a diamante poem, which has them select precise words to convey meaning. Students create illustrations and discuss colors and symbols for good and bad in art, reinforcing how word/visual choices communicate meaning and mood.

Students are asked to discuss an author's choices for nouns, verbs, modifiers, and specific vocabulary to help comprehend the text. Students are given an explicit definition of alliteration and tasks to locate Ereth's uses of alliteration in the chapters and to create their own alliterative phrases. Students select three important quotes and record why each quote is important, which requires attention to specific words and phrases in context.

Students are given a vocabulary list with definitions (e.g., astonished = synonym for surprised; carcass = a dead body) and instructed to locate those words on specified pages. Students complete a vocabulary crossword by reading the definitions and finding the corresponding words in the text. Students are asked to review the vocabulary and use each word in their own sentence orally, and to copy and act out dialogue from pages 112–113, which requires reading words in context.

The lesson explicitly teaches use of structural cues: the Skills list includes "Use structural cues such as prefixes and suffixes to recognize words," and Activity 2 asks students to choose and add prefixes/suffixes to complete sentences and then locate those words in the chapters. The life-application game and writing prompts require students to produce and find words with given prefixes or suffixes, reinforcing morphological analysis and vocabulary building.

The lesson includes a direct question asking students to interpret Ereth's phrase that Poppy was the "salt of the earth," which requires students to infer the nonliteral meaning of a phrase in context. The lesson provides a definition for the word "epitaph" and asks students to write epitaphs, which involves understanding and using a specific word meaning. The Story Tree activity has a "New words" leaf where students can record unfamiliar words from the text.

Students are asked to use six vocabulary words in sentences and to use four vocabulary words in a paragraph, requiring them to work with word meanings. Students write synonyms for three vocabulary words and antonyms for two, and create a diamante poem pairing day and night, which practices understanding related and contrasting meanings. Students record meanings of two prefixes and three suffixes and learn rules for adding -ed and -ing, which supports analysis of word parts to determine meaning.

The lesson explicitly teaches a strategy for determining word meanings by telling students to look up the base word when encountering words ending in -ed, -ing, or -ly (Facts and Definitions and Activity 4). In Activity 4 students record vocabulary on note cards, identify base forms, locate the words in the text, highlight them, look up definitions, and write or say sentences using the words. Students are also prompted to use the words in context (Option 2: use the word in a sentence that relates to farm life) and to read the sentence from the text when they encounter a highlighted word.

The Facts and Definitions section gives an explicit definition: "A schedule is a list of activities that someone has planned for the day," which teaches students the literal meaning of that word. The Skills statement asks students to "use expanded vocabulary to generate synonyms," which prompts students to think about word meanings and alternative expressions. Activity 1 asks students to write a word or phrase describing how each character acted or felt, requiring students to select descriptive vocabulary based on the text.

Students are asked to interpret Charlotte's remark in QUESTION #1 (Why does Charlotte say that people are not as smart as bugs?), which requires explaining the meaning of a character's phrase. QUESTION #5 asks students to explain why people thought Wilbur was 'completely out of the ordinary,' prompting attention to a particular phrase from the text. Students are also asked to locate three adverbs in Charlotte's Web and to read the sentences in which they appear, engaging with words in context.

The vocabulary activity has students match each target word to its definition, find the word in context by writing the sentence from the book, and make up a sentence for each word, which requires using contextual clues to determine meaning. The adjectives/web activity asks students to discuss word choice Charlotte used on the web and to select creative words for family members, prompting attention to nuance and connotation. Question #2 asks why Charlotte had to be careful about the words she chose, which engages students in thinking about how word meaning affects readers' reactions.

Activity 2 (Vocabulary Webs) directs students to look up vocabulary words, read each word in context to choose the correct definition, and fill bubbles for definition, base word, synonyms, antonyms, a sentence from the book, and an original sentence. The lesson provides dictionary and thesaurus links and an answer key showing word meanings with example sentences from the text (e.g., gratitude, charity, quay, immaculately, dilapidated).

The Facts and Definitions section gives an explicit definition of the word "diary," and students are asked to write diary entries from character perspectives, which requires understanding that word. Question #5 asks students to explain the meaning of the line "Families should stick together through the lean times as well as the fat," and the provided answer interprets this nonliteral phrase (explaining the idiom means supporting family in hardship as well as good times).

Students answer comprehension questions that require interpreting words and phrases in context (e.g., Q2 asks why Armand said the Christmas log "tasted like medicine," Q1 asks what Armand means when he calls pigeons "beggars," and Q4 asks why the man asked if they were "in the wrong store"). Students are directed to respond in complete sentences to explain those meanings. The reading and discussion tasks ask students to explain characters' feelings and motives tied to specific language in the text.

The Skills section instructs students to "use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings," which directs students to determine word meanings. Activity 3 (Vocabulary) has students match vocabulary words to definitions, fill blanks in sentences taken from the book, and then use each word in sentences of their own, which has students use context and word-study to infer meaning. The vocabulary fill-in-the-blank student activity uses sentences from the text so students practice determining how words function in context.

Activity 2 asks students to locate vocabulary words in the text, read each word in context, and record definitions by looking them up in a dictionary. The directions note that "there may be more than one definition for one word" and instruct students to use context clues to decide the correct definition. Students are also directed to use each vocabulary word in a sentence, and the lesson provides an answer key with literal definitions for several words.

Students are asked to "locate and discuss examples of an author's use of specific word choice" and to "discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary" (Skills). In Activity 3 students match nouns and adjectives from the text, record the adjective the author used for each noun, and discuss how each adjective influences the reader. Students are also directed to circle adjectives that help explain relationships (examples given: "flesh-eating ants," "crab-eating raccoons," "terrified insects").

Students are asked to determine vocabulary meanings by looking up words in context and then using a dictionary if needed (Chapters 6-10 Vocabulary instructions). Students match vocabulary words with definitions and then use each word in a sentence related to the rain forest, which practices deriving word meaning from context. Students are also asked to explain what the phrase "The Law of the Jungle" means (Question #4) and to reread page 40, illustrate or describe three examples of that law, and write a poem, which requires interpreting a nonliteral phrase in the text.

Question #2 asks students to explain why Dr. Rivero had a "tinge of fear in his voice," requiring them to interpret the meaning of that phrase in context. Question #7 asks students how the author describes Tepui's grin ("like a crocodile's smile"), prompting students to recognize and interpret a simile. The dramatizing activity asks students to reread lines and consider characters' tone and words when writing or performing dialogue, which asks students to attend to meaning as used in the text.

The lesson defines metaphor and simile and lists identifying metaphor as a skill. Activity 2 directs students to locate and discuss the simile "Tepui grinned like a crocodile" and the metaphor "Their scarlet, yellow, blue, and green feathers were fireworks celebrating the day." Students are asked to explain what two unrelated things are being compared and to create their own metaphors and similes for rainforest animals.

The Vocabulary Chapters 1-9 activity directs students to write definitions, copy the sentence from the book where each vocabulary word appears, and then compose a new sentence using the word in the chapter context. The Facts and Definitions section lists specific word meanings (e.g., gloat, thrashing, crest) that students can reference. The Skills section explicitly states that students will "Discuss meanings of words and develop vocabulary through meaningful/concrete experiences," indicating focused vocabulary work.

The lesson explicitly defines idioms and lists 'Recognize and comprehend figurative language' as a skill. Activity 3 has students match idiom phrases from the book with their translations, translate idioms, and use each idiom in a new sentence. The lesson gives an example simile and notes that similes, idioms, and hyperbole will be explored, and the wrap-up asks the child to give two examples of idioms.

The lesson defines similes and instructs students to read similes from the text and record the two things being compared (Activity 3, Similes pages). The skills list explicitly includes "Recognize and comprehend figurative language," and questions ask students to identify two idioms from the chapters read. Students also write their own similes and illustrate one, showing practice with nonliteral language forms.

Students are given a vocabulary word list with definitions and directed to fill in blanks in a paragraph using those words, to look up unfamiliar meanings, and to locate and read the words in context. The activity requires choosing the correct word form from options and deciding which dictionary definition fits each usage. The Hyperbole activity defines hyperbole, asks students to identify hyperboles from the text, rewrite each without exaggeration, and create their own hyperbolic phrases.

Question #4 directs students to identify and record two similes from the chapters and to explain their meaning. The guidance for that question explicitly tells students to look for similes that use the words "like" or "as" to compare two dissimilar things. The Skills section also asks students to use personal experiences and knowledge to interpret written messages, supporting interpretation of phrase meaning in context.

Students are asked in Question 10 to explain what it means that Jemmy had "lost his taste for ignorance," which requires interpreting a nonliteral phrase in context. Activity 5 directs students to "Discuss the English dialect" and to note words and phrases that are unfamiliar, so students consider how word meanings vary over time and context. The reading questions also ask students to explain feelings and author wording (e.g., Jemmy's "immense sense of relief"), which has students use context to determine meaning of phrases.

The lesson explicitly tells students to review examples of similes, idioms, and hyperboles and to watch/read monologues that model expressive language. Students are instructed to locate a variety of figurative language in the book (rereading specific pages is required) and to include a simile or hyperbole and an idiom in their Prince and Jemmy monologues. The monologue prompts and activity pages contain sentence starters that require students to insert and use figurative language in context.

Students complete a Chapters 1-6 Vocabulary activity where they find vocabulary words, check which sentences use those words correctly, and may look up definitions. The lesson provides a list of target words with simple definitions (e.g., sarcastic, glum, convinced) and an answer key indicating correct sentence usage. Skills listed include increasing oral and written vocabulary by listening, discussing, and composing texts.

The lesson provides explicit vocabulary instruction: students match six vocabulary words to definitions, make flashcards, and are directed to read the words in context or look them up in a dictionary. Activities require students to use the words in sentences (spoken or written) and to explain and describe new vocabulary in their own words. The Skills section explicitly lists increasing oral and written vocabulary and explaining new vocabulary in own words.

Students read an excerpt of Martin Luther King Jr.'s "I Have a Dream" speech aloud and answer comprehension questions. The lesson asks directly, "What was Martin Luther King Jr.'s dream?" and "What does 'all men are created equal' mean?", prompting students to determine the meaning of phrases in context. The Student Activity Page includes multiple quoted phrases from the speech that students can read and think about.