The Skills list explicitly instructs students to "Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words." In Activity 2 students cut out vocabulary word cards, sort them alphabetically, read the words in context, and are directed to "locate the correct definition of each word in a dictionary, and record it on the back of each vocabulary card." Students also complete a fill-in-the-blank story using the vocabulary words, requiring them to write the words.

Students are instructed to use word reference materials (e.g., dictionary, glossary) to verify spelling and extend word meanings. Students complete a Vocabulary Mini-Book where they write a sentence from the book using each target word, record the dictionary definition, and write an original sentence for the word. An adult models how to use the dictionary to find correct pronunciations and students are asked to find pronunciations of new vocabulary words themselves.

Students are taught explicit spelling rules for adding -ed and -ing (remove final e, double final consonant for CVC one-syllable words, double for two-syllable words with final-syllable stress) and see examples in a chart. Students practice applying these rules with hands-on index-card demonstrations and with practice lists (Option 1 and Option 2) and an answer key for feedback. Students are asked to review and practice these spelling rules over several days and to produce correct -ed and -ing forms on student activity pages.

The materials require students to write descriptive words and phrases for each season and to complete student activity pages with lines for writing descriptions, which gives students opportunities to spell grade-appropriate words. Students are asked to label parts of an illustration (Activity 3, Option 1) and to write paragraphs describing interdependence or a creative story in their journal (Activity 3 Option 2; Activity 4). Several prompts explicitly instruct students to write and illustrate, providing multiple occasions for producing written words.

The Skills section explicitly states students will "Proofread writing and correct most misspellings independently with reference to resources." Activity 3 instructs students to "look up words in the dictionary that he does not know how to spell" and to edit drafts focusing on grammar and spelling. The writing rubric requires checking spelling and includes spelling as a scored criterion for the final letter.

Students are asked to evaluate whether the words in their speech/letter are spelled correctly on the rubric ("Are the words in your speech/letter spelled correctly?"). Students are instructed to read their draft and make necessary corrections before producing a final copy (Activity 3), supporting self-editing for spelling. A listed skill tells students to "Edit writing for standard grammar and usage," which includes correcting spelling in their writing.

The Movie Synopsis Rubric includes the question, "Are all your words spelled correctly?", prompting students to check spelling in their synopsis. Students are instructed to write a rough draft, make corrections as they read through it referring to the rubric, conference about their writing, and then write a final copy, which requires them to identify and correct spelling errors during revision. The rubric and revision steps directly engage students in reviewing and correcting the spelling of their written words.

The Rough Draft Rubric includes a "Grammar and Spelling" category that explicitly checks for correct spelling and capitalization of proper nouns. Part 4 directs students to read through their drafts a third time specifically to "search for grammar and spelling errors." The final-copy step asks students to type carefully to "avoid careless mistakes," implying attention to correct spelling in the finished product.

Students are asked to locate information about Benjamin Franklin using provided web links and record facts on a student page, which requires writing words such as names, dates, and contributions. Students must label each of the thirteen colonies on a map using the list of colony names supplied on the activity page. Students are asked to write a poem and journal entries (e.g., listing 'instead of' ideas), which require composing text that would involve spelling grade-appropriate words.

Students are instructed to select ten unfamiliar words from the first eight chapters and to record each word, copy a sentence from the book that contains the word, write the definition, and use the word in a new sentence. The directions encourage students to look up the definitions of words with which they are not familiar, which requires consulting references. The activity pages require students to write the target word and produce an original sentence using it, giving practice in working with word forms in context.

Students complete a Vocabulary activity in which they place a provided list of words (parliament, eloquence, manifesto, rumblings, quaint, aristocrats, enlist, fickle) into blanks in a paragraph, either by writing them in or cutting and pasting. The Skills section directs students to use resources and references such as beginners' dictionaries, glossaries, and technology to build word meanings and confirm word pronunciation. The directions explicitly tell the student to consult the dictionary if confused about a word's pronunciation.

The Skills list includes "Edit for correct grammar, spelling, punctuation, and features of polished writing," and Part 3 (Editing) directs the child to read the rubric, make changes, and correct her writing. The Writing Rubric's Mechanics section explicitly checks "spelling of common words," prompting students to assess spelling during revision. The process includes a writing conference where the child is asked to make corrections, which gives students an opportunity to identify and fix spelling errors.

Students are given a list of grade-appropriate vocabulary words and asked to write each word on a note card. The Skills section instructs students to use word reference materials (e.g., dictionary, glossary) to verify spelling. Activity 2 directs students to use an online dictionary (Merriam Webster's Learner's Dictionary) as they record definitions for each vocabulary word.

Students are given a "Rules for Plurals" activity in which they preview pluralization rules and are asked to write an example beside each rule and list one example from the book. Students are also directed to apply the rules to make specific words plural (wardrobe, echo, spy, witch, owl, branch, city, fox, glass). The activity provides spaces for students to practice forming plural spellings, which requires applying spelling conventions for plurals.

The Skills section explicitly directs students to "Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words." Activity 3 (Picture Dictionary) requires students to write and underline each vocabulary word and its definition, and Option 2 (Vocabulary Cube) asks students to list vocabulary words on the cube, write definitions on notecards, and use each word in a written sentence. Multiple activities (vocabulary book, cube, and recording villains) require students to produce written target words, creating opportunities to consult references to verify spelling.

The lesson instructs students to "look up the spelling of any words she does not know," to "check for punctuation and spelling errors," and to "run spell check" before printing the final copy. The learning targets and rubric explicitly include "Write with proficient spelling," "Edit for appropriate...spelling," and the rubric asks "Did you spell words correctly?" which requires students to produce correct spellings. Students are required to include vocabulary words and to revise and edit their drafts for correct spelling as part of the writing process.

Students are asked to read about a chosen historical leader "online or in other reference sources" and then fill in a page with "10 Facts" about that leader, which requires writing information drawn from references. Students are asked to record five words or phrases describing each sibling and to record words and phrases that appeal to the senses for imagery, which requires producing written words. Students are directed to answer journal questions about the chapters, producing written responses.

Students are asked to copy the author's description of the giant's environment (Option 2), which requires writing words from the text. Students are asked to write their own descriptions of a setting for giants (Options 1 and 2) and to record labeled information about London (Activity 2), all of which require producing written words. Activity 2 directs students to locate information about London in books and online, which involves consulting references for content.

The "Interpreting the BFG" activity asks students to substitute correct words where the giant uses incorrect words and to correct the giant's grammar, with example items containing nonstandard spellings (e.g., "figglers," "poisnowse snakes," "cockatooloo"). Activities ask students to record "Quotable Quotes," give names for a new giant, and write descriptions of how the giant catches human beans, which require students to produce written words and correct spellings. Students are also instructed to keep a list of inventive words in a journal, engaging them in written word production.

Students are given an explicit vocabulary list of grade-appropriate words and complete a matching activity that requires them to pair words with definitions. Students write missing vocabulary words into a paragraph (Option 1) and compose a paragraph using the vocabulary words (Option 2), which requires them to produce the words in writing. The lesson skills mention using beginners' dictionaries, glossaries, and technology to determine word meanings and confirm pronunciations, implying use of reference resources.

Option 2 explicitly tells students that reporters "try to use correct spelling, punctuation, and grammar," and both options require students to write a rough draft, edit and revise it, and produce a final copy, which gives students opportunities to correct spelling. The A Dream in a Jar task asks students to use at least three vocabulary words from a provided list, which requires attention to word forms and spelling when incorporating those words into three paragraphs. Rubrics reference"capitalization and punctuation," indicating attention to conventions during revision.

Students fill in a crossword using a word box of vocabulary words (spindly, battered, massive, etc.), which requires them to write the target words and thus practice their spellings. An answer-key image shows the completed crossword, indicating students compare and reproduce correct word spellings. One activity option asks students to create their own crossword and write definitions, requiring students to place and spell the vocabulary words. The materials state the student "may need to use the dictionary to find the definitions," and provide web links for research about animals.

Students are asked to edit three paragraphs for grammar, spelling, and punctuation in Activity 2 and on the Student Activity Page. The provided answer notes show specific spelling corrections students are expected to make (for example, changing "knewed" to "known," capitalizing "Africa," and correcting "pontsho" to "Pontsho" and adding the apostrophe in "Pontsho's"). These tasks require students to identify and correct misspelled, lowercase, and punctuation-marked words.

Students are asked to label a Map of Japan with place names (Hiroshima, Kyoto, Nagasaki, Tokyo, Mt. Fuji, etc.), which requires writing and spelling those grade-appropriate geographic terms. Students are asked to write an acrostic poem about Japan and to create a travel poster, both of which require producing written words and selecting vocabulary to describe Japan. Students complete a Venn diagram comparing Japan and America and answer short-response questions, providing additional opportunities to write and spell content words from the unit.

The lesson's Skills section explicitly lists "Use word reference materials (e.g. dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words," and students are instructed to make a picture dictionary of Japanese vocabulary words and arrange the entries in alphabetical order. Student tasks require writing definitions and recording the sentence from the book containing each target word, which involves copying the word forms and placing them in a self-made word list.

Students are asked to write descriptions, quotes, actions, words/phrases, and personality traits on the character activity pages, requiring them to produce written words. Students are asked to brainstorm in a journal and to write a letter of at least eight sentences from one character to another, which requires composing multiple sentences. Students are also asked to design five test questions and an answer key, producing additional written text.

Students cut apart and manipulate a set of grade-appropriate vocabulary words, glue them in alphabetical order, and write a synonym or antonym for each word (Activity 2). Students are directed to use a thesaurus to locate synonyms/antonyms, and students label major cities and geographical features on a map and write paragraphs about deserts using the provided web links (Activity 1 and Activity 3). Those tasks require students to produce written words (labels, synonyms, paragraph entries, lists of plants/animals) while using reference materials for research.

Students write daily journal answers to comprehension questions about Chapters 1–4 and complete multiple activity pages (An Inventor, Titles, The Happy Campers) that require written responses and labeling. The Titles activity asks students to apply capitalization and punctuation rules to given sentences, which requires attention to word forms and orthography. The Legal Terms activity explicitly tells students they can look up unfamiliar terms in a dictionary, instructing them to consult a reference.

Students add prefixes and suffixes to root words in Activity 3 and write the resulting words in fill-in-the-blank sentences, practicing the spelling of the formed words. The activity explicitly states, "The spelling of the word may change, so encourage her to refer to a dictionary if she is unsure about a word," prompting students to consult a reference as needed. An answer key lists the correctly formed and spelled target words (e.g., bountiful, meaningless, unsupportive, overprotective, merciful, repetition, predestined, regain).

The Homophone Bingo activity requires students to place a game piece on the correct spelling of a homophone in a sentence, directly engaging them in choosing correct spellings. The instructions explicitly tell students to refer to the dictionary for correct spellings and definitions if they miss an answer, prompting use of a reference. The wrapping-up prompt asks students to provide a pair of homophones and use each word in a sentence, giving students practice using spelled words in context.

Students are asked to complete a vocabulary matching activity that lists grade-appropriate words (e.g., cunning, fragment, enchanted) and requires them to write synonyms and antonyms in a table. The vocabulary directions explicitly state that students may "consult a dictionary or thesaurus as needed," and a web link to an online Resource List of dictionaries and thesauruses is provided. Students also produce written work (a small informational booklet about Denmark and multiple sentence-writing exercises) that will require them to spell words as they write.

The vocabulary activity (Activity 2) requires students to write each vocabulary word and its definition in a student-made picture dictionary, and a sample page shows the word 'verdure' with its definition and illustration. A listed set of grade-appropriate vocabulary words (verdure, capsized, cantata, ineptitude, temperate, parabola, melancholy, instinct) appears for students to copy and define. The activity thus has students produce written spellings of target words.

Students are asked to answer questions in a journal and to fill in a chart ("Using Natural Resources"), which requires writing vocabulary drawn from Chapters 3 and 4. Students are instructed to label parts on a "Parts of a Boat" diagram (identifying sail, rudder, mast, deck, oars) and to label their illustrated versions of Abel's boats. Students may also write a "Sailing Song," producing written words that use topic-specific vocabulary.

Students create vocabulary cards for Chapters 11–20 that require them to write each target word, its definition, part of speech, number of syllables, and to use the word in a sentence. The instructions state that students "can use the dictionary to help him find the information about the words," which explicitly allows consulting a reference. The Skills section directs students to use root words, prefixes/suffixes, and syllable patterns to recognize multisyllabic words, supporting word analysis tied to spelling.

The lesson asks students to "answer the following questions using complete sentences," to fill in a chart and to complete written student activity pages about hibernation, which require written responses. The Skills list includes "Conduct research for projects from a variety of sources (with assistance)" and "Use oral and written language to report on a topic," creating opportunities for students to write and consult sources. The Hibernation activity explicitly tells the child to "help... research information about hibernation," which could involve consulting references while writing.

Students are asked to complete vocabulary fill-in-the-blank exercises using a provided word list and to write a short paragraph using words from a word box (Option 1 and Option 2). Instructions repeatedly encourage students to use a dictionary if they do not know a word, and the Skills section lists using beginners' dictionaries, glossaries, and technology as a resource. The Activities direct students to look up words they are unsure of and to consult references while building word meanings.

Students are asked to write journal answers to questions after finishing the book, producing written responses. Students complete the "Figures of Speech" activity pages by recording similes, creating their own similes, and explaining idioms, which requires composing words in writing. Students write a firsthand report in role as Pedro, using information from "The Journey" pages to produce a delivered oral/written product.

Students are instructed to record vocabulary words on the Vocabulary Cube and use each word in a sentence, and to write names and descriptive words on the Characters Cube. Students write similes, quoted sentences, and other written pieces on multiple cubes (Simile, Quotes, Historical Fiction, Exploration), and are reminded to use correct punctuation when writing quotes. The activities require students to produce written words and sentences across the eight cubes.

Students complete vocabulary worksheets that list grade-appropriate words (abandoned, furrowed, debt, preferred, gloomy, eavesdrop, desperately, astonished, recessed) and fill in root, prefix/suffix, part of speech, syllables, and definition. Students locate and circle each vocabulary word in a word-search, which requires recognition of correct spellings. Option 2 explicitly directs students to use a dictionary to look up definitions, providing an opportunity to consult a reference source.

Students are directed to "Identify and use the correct spelling of homophones" in the Skills list. In Activity 3 students complete Option 1 by filling blanks with the correct homophone spellings and defining two more examples, and Option 2 by writing sentences that use each homophone correctly. The Wrapping Up step asks students to give two examples of homophones, use each in a sentence, and spell the homophone correctly.

Students are asked to answer three or four questions in their journals about the chapters, which requires them to write words and sentences. Students must fill in a Plot Flowchart and list five ways Mrs. Frisby showed bravery in the surrounding bubbles, producing written responses. Students are instructed to research information about owls online or in books to design a new home, which involves consulting references for content.

Students complete Activity 3 (Irregular Plurals) by filling in plural forms for words such as cactus, fish, knife, wolf, volcano, and tooth and by writing sentences that use those plural forms. Students use an Irregular Plural Rules chart that shows patterns (unchanging plurals, -us to -i, -f to -ves, -fe to -ves, add -es for -o, vowel changes) and apply those rules in fill-in-the-blank and sentence-writing tasks. The wrap-up asks students to give examples of irregular plurals, reinforcing the spelling practice.

Students are asked to write specified vocabulary words (DNA, steroids, injections, mutation, control, inspecting, breakthrough, laboratory) on note cards and to look them up in a dictionary. The Skills section explicitly tells students to "Use dictionaries to find the meanings of words." The Student Activity Page asks students to fill in a dialogue using the vocabulary words, which requires writing the target words in context.