Students are asked to think about an early memory and write an account of it (Activity 2), and a pre-writing organizer titled "A Memory" guides them to describe the memory, list people involved, note feelings, and identify lessons learned, which supports planning. Adults are directed to discuss memories with the child and prompt the child to begin writing, indicating adult guidance and support during the planning and drafting stages. An advanced option allows students to record ideas and begin writing without the organizer, showing opportunities to produce a draft.

Students are asked to write responses in a journal to two questions and to fill two charts that organize chores for Laura's family and their own, which requires planning and organization. The Skills section specifically lists "Use planning strategies to organize ideas," and activities direct students to record and compare information, which prompts initial planning of written responses. Adults are instructed to ask questions, discuss students' work, and prompt comparisons, providing guidance and support during writing tasks.

Students are asked to rewrite sentences on the "Capitalization Rules" page, which requires them to edit text for correct capitalization. An alternative task has students write five sentences using a provided list, which has them produce written sentences that incorporate capitalization choices. The lesson instructs an adult to "review the rules" and to "let your child practice her story before sharing it with the family," indicating adult guidance during preparation and practice.

The lesson asks students to "compose a draft of preliminary plans" and provides a "Christmas at My House" graphic organizer for planning three paragraphs, so students plan and draft writing. Adults are prompted to guide students (ask predictions, help research unanswered questions, provide examples of sentence types) while students write two examples of each sentence type and compose three short paragraphs. The activities require students to write and organize topic sentences, supporting details, and concluding sentences, which supports planning and drafting.

Students are asked to write a five-senses poem about their least favorite day of the week and an acrostic poem using the word BEARS, with an adult encouraged to prompt and have them read their poems aloud. Students are directed to record factual information about bears in a paw-print organizer as they collect research, which supports organizing ideas for writing. The lesson's skills list includes "Compose a variety..." and "Share written and oral products," indicating students produce and share written work with adult involvement.

Students are asked to create a recipe card with step-by-step directions for something they can cook or make, with the instruction to 'Provide assistance as needed.' Students complete a Vocabulary Mini-Book where they write a sentence from the book, record a dictionary definition, and write a new sentence for each vocabulary word. In the Maple Sugar Farming Option 2, students record the sequence of steps that Grandpa took for making maple syrup while referring to the text, filling numbered boxes with those steps.

Students are asked to write a song with two verses and a chorus (Activity 4, Option 1), including deciding on the song's mood and appropriate instruments, which requires some upfront planning. The lesson directs an adult to sing or play examples if the child is not familiar with verses and choruses, providing adult modeling and support during the writing task. Several prompts ask the adult to ask questions and discuss responses (e.g., "Tell your child...", "Ask your child..."), indicating adult guidance is intended as students work.

Students are prompted to plan a story using guided pre-writing questions on "The Boy (or Girl) Who Cried..." page (e.g., main character, setting, who is lied to, what happens). Students are asked to write descriptive pieces: a two-paragraph option about bees and flowers and lines for descriptive writing on the "Seasons on the Farm" page, and they are encouraged to read their paragraphs aloud. Parents/adults are asked to discuss responses and prompt the child to record and organize information using notes, charts, labels, and illustrations.

Students plan their letter using the provided organizer that outlines paragraphs and topics, which supports planning. Students write a rough draft and are instructed to revise by clarifying ideas, adding descriptive words and sequencing events, with the rubric guiding revision. Students edit by proofreading for grammar and spelling, looking up words in the dictionary, rereading for content then for mechanics, and then produce a final copy. Adults are asked to provide feedback and suggestions and to evaluate the final letter using the rubric.

Students plan a Pioneer Family Night by listing foods to prepare, gathering craft materials, and using a checklist to organize tasks, which provides explicit planning practice. Students write explanations about how pioneers used natural resources, note why selected book sections are their favorites, and record reflections on music, dance, and storytelling on the activity pages. Students practice composing short written responses and notes in the lined spaces provided during preparation and the event.

Students are asked to answer three or four journal questions after reading Chapter 6, producing written responses. Option 2 of "The ABCs" asks students to write a lesson plan—listing materials and describing three activities—which requires planning a written product. Several prompts instruct parents to discuss questions with or help the child (e.g., "discuss the remaining questions with you," "Help him answer the questions"), indicating adult guidance during writing tasks.

Students are asked to produce written organizers: they fill in Character Timelines for Matt and Attean and complete a Venn diagram comparing two stories, which requires planning and organizing ideas. Students conduct Beaver Research by locating information in books or online and recording it on a worksheet that prompts sections for habitat, food, adaptations, and predators. An adult is directed to help the child locate information and to discuss findings, indicating some guided support during information-gathering and recording.

Students are asked to create a "Rules of the Forest" book: they cut and assemble pages, list rules on each page, illustrate them, design a cover, and are told they can add pages as they continue the story, which requires planning what to include. The student activity pages require students to write definitions and use vocabulary words in sentences during the memory game, and an adult or sibling is explicitly invited to play the game with the child. Students are also asked to record descriptions for character timelines, which requires composing written responses about Matt and Attean.

Students are asked to record information on Character Timelines and to complete a double-bubble map comparing two flood stories, which supports planning and organizing ideas for writing. Students are directed to write effects for cause scenarios on the Cause and Effect activity page, producing short written responses. The skills section explicitly notes that students should identify purpose, audience, and appropriate form with assistance and share written products, indicating guided support for written tasks.

Students are asked to answer assigned questions in a journal, producing written responses to comprehension questions from Chapters 19 and 20. Students record three passages on the "Word Pictures" page and write accompanying text for each passage, combining text selection and short written descriptions. Students list three values for Matt and Attean and write how they demonstrate a shared value in their own life, and they make a short family values list in the Life Application activity.

Students are asked to write journal responses to comprehension and reflection questions after reading Chapters 21 and 22. Students add details to character timelines and write or illustrate favorite, scariest, saddest, and happiest parts of the story. Students generate five interview questions for each main character and role-play interviews, with prompts delivered by an adult.

Students plan by recording advantages for each choice in Activity 1, organizing ideas before writing. Students draft a persuasive letter or speech in Activity 2 that requires three reasons with support and are shown a "Letter or Speech Rubric" to evaluate content and grammar. Students are prompted in Activity 3 to read their draft, make necessary corrections, use the rubric as a guide for a final copy, and receive assessment and ideas for improvement from an adult.

Students are asked to write a rough draft of a movie synopsis, refer to a Movie Synopsis Rubric to make corrections, revise their draft, conference with an adult about their writing, and then produce a final copy. The skills list explicitly names focusing reflection and revision (with assistance) by clarifying ideas, adding descriptive words and phrases, sequencing events and ideas, and strengthening word choice. Students are prompted to make a practice poster and then create a final poster, demonstrating planning and revising a product. The rubric includes self-checks for length, dramatic language, spelling, and accurate description of setting and characters, supporting editing.

Students complete a Story Map for "The Dogs Who Saved Their Master," fill in "Elements of Culture" charts, and use a double-bubble Venn diagram or a self-designed chart to compare stories, which requires organizing ideas and planning what to write. Students are prompted to write journal responses to comprehension questions and to write entries naming each story, its animal, its importance, and the lesson learned, and to create an "An Animal Tale" page with facts and character traits. Adult prompts such as "Ask your child..." and directions to discuss and research accompany these tasks, supporting guided planning and idea development.

Students are asked to write a short script for a puppet show (Activity 8), including specified lines for characters, and then practice and present the puppet show to the family. Students are prompted to keep a journal recording each story's problem and solution (Activity 7). Students are also asked to write original sentences using relative pronouns and to complete written activity pages (Activity 4 and other activity pages), with adults instructed to encourage and provide materials.

Students are asked to write in a journal answers to comprehension questions and to write sentences explaining why the Indians hunted and where people get food. Students complete written activity pages: an Elements of Culture chart, an Animals and Survival list or poem, and Ecosystems drawings with sentences describing animal roles. The lesson repeatedly instructs a parent to prompt, discuss, and guide the child, indicating adult-supported writing tasks.

Students plan their writing by selecting a natural occurrence, researching it, brainstorming in a journal, and completing the "Organizing the Myth" worksheet to record phenomenon, characters, setting, problem, and solution. Students develop drafts by writing a rough draft after reviewing the rubric, which sets clear organization, content, and grammar expectations. Students revise and edit by using the rubric to read through their draft three times with focused goals (organization, content, grammar/spelling) and by receiving suggestions from an adult reviewer. Students produce a final copy (typed) after editing, showing a complete plan–draft–revise–edit–finalize sequence.

Students are asked to record researched information about Ben Franklin on a student page and on an Age 8-10 timeline, and an adult is directed to help locate sources (evidence of guided writing/research). Students are prompted to list their ideas in a journal about how people lived without modern conveniences and to create an illustration or collage (evidence of producing written/creative work with adult prompting). Students are asked to write a poem about Philadelphia using a provided structured template, which gives a scaffold for composing a piece of writing with adult guidance.

Students are asked to plan a new swimming invention (plan his design, gather materials, create a model) and then produce written work: a descriptive paragraph advertisement or a script for a commercial. Students copy sentences that describe the hat, circle adjectives, and illustrate and label parts of the hat, and they are prompted to look through magazine advertisements and discuss language choices before writing. An adult is prompted to ask questions, read aloud text with the child, and discuss types of words and phrases for the commercial, providing implicit guidance during the writing tasks.

Students are asked to write a paragraph about a personal vision with explicit requirements for capitalization, punctuation, sentence variety, adjective/adverb/conjunction counts, and first-person voice (Activity 3). Students plan and create a badge before teaching a younger child and then teach a writing/reading lesson to that child, which involves preparing and presenting written material (Activity 2). The parent is instructed to assign journal questions and to facilitate discussion of chapters, prompting students to produce written journal responses and summaries.

Students are prompted to write answers to journal questions and to "Write to record ideas and reflections," indicating regular written responses. Students record factual and fictional events from each chapter and complete written responses on the "Experiment with Lightning" activity sheet. Students are asked to write a first-person account of the kite-flying experience in their journal describing what happened and their feelings. Adults are instructed to ask questions and discuss chapters with the child, providing some adult guidance during reading and writing activities.

Students are asked to devise and write a step-by-step rescue plan for the mice (Activity 2), which requires planning and organizing ideas and includes illustrations. Students rewrite sentences to vary sentence beginnings (Activity 3), practicing revision and editing at the sentence level. The Skills section and multiple instructions (e.g., "Ask your child..." "Remind him...") indicate adult guidance and support during these writing tasks.

Students plan their writing on the "Organizing My Writing" page by listing an event, ten facts, five ideas/feelings, and a sequence of events with transitional words. Students write a rough draft using a provided outline and check their work against a "Writing Rubric" that evaluates content (ideas, feelings, descriptive language) and mechanics (capitalization, punctuation, spelling). Students participate in a writing conference with an adult to receive suggestions and then make edits before producing a final copy; the skills list also notes identifying effective features using criteria generated by the teacher and class.

Students plan writing by composing ten interview questions and written answers, drafting two maxims with explanations, creating a birthday card message, describing a gift, writing game directions, and composing a song. Students receive adult support as directions tell adults to review types of good questions, help identify purpose/audience/form, and assist in finding someone to read questions during presentation. Students practice oral delivery of their written responses and maxims, which provides an opportunity to refine their content before presenting.

Students are prompted to plan before writing when Activity 3 Option 2 asks them to brainstorm five or six important details to include in a short newspaper article. The skills list explicitly tells students to "Compose a draft that conveys major ideas and focuses on a topic," which directs students to produce an initial written draft. Multiple activities ask adults to prompt or guide the child (e.g., "ask your child," "advise him"), indicating adult involvement during writing tasks.

Students are asked to answer journal questions for Chapters 5 and 6 and to "write in different forms for different purposes," which indicates opportunities to produce written work. Activities require students to list and illustrate examples (Activity 1), write examples beside plural rules (Activity 3), and compose a logical statement on the "Narnia Logic" worksheet. The lesson repeatedly instructs the adult to preview materials and assist the child, indicating adult guidance during these writing-related tasks.

Students plan their writing by recording ideas in the "Gift Ideas Rubric," organizing three paragraph topics and using prewriting boxes (Activity 1). Students produce a rough draft of three paragraphs and are instructed to follow rubric criteria when drafting (Activity 2). Students revise and edit by checking punctuation and spelling, improving verbs and descriptive adjectives, then type a final copy, run spell check, and receive feedback using the rubric (Activity 3, Activity 4, Wrapping Up).

Students are asked to answer discussion questions in a journal and to write a paragraph about a time they made the right decision, which requires drafting ideas. Students plan and create an award (decide on a design and materials) and write a letter to a hero, showing opportunities to develop and produce written work. The skills list explicitly includes "Write to discover, develop, and refine ideas," and adult-led discussion is prompted to facilitate the student's responses.

Students are asked to write responses in a journal (selecting three questions to answer) and to produce longer written work such as a movie review or a casting list with explanations. The Skills section explicitly notes that students should "identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task," and adults are instructed to discuss the book/movie differences with the child. Activities also ask students to describe and illustrate a new route to Narnia and to act out scenes, supporting planning for oral and written products.

Students choose three projects from the Think-Tac-Toe board and gather materials, which demonstrates planning before writing or creating. Students produce written pieces such as short stories, journal entries, paragraphs, and text-message dialogues, showing opportunities to draft original writing. Students share their projects with family and other adults and summarize the book for an audience, which creates a context for receiving guidance. Students receive feedback during the "Wrapping Up" discussion where adults provide suggestions for improvements.

Students are prompted to write responses in a journal to guided questions and to write a descriptive paragraph (Option 1) or a song/poem (Option 2), providing opportunities to produce written drafts. Option 2 explicitly asks students to brainstorm a list of words related to nighttime before writing, which supports planning. Adult directions (e.g., "Tell your child..." and assigning questions) provide adult-led guidance for initial writing tasks.

Students are asked to write a description of a good home for giants on the back of the activity page (Activity 1 Option 1) and to write the author's description and then their own description (Activity 1 Option 2). Students are asked to record organized information about London under labeled flaps (Location, Language, People, Homes, etc.), which requires organizing ideas in writing. The lesson repeatedly directs an adult to "ask your child" and to "help your child locate information," indicating adult-supported research and composition.

Students are asked to rewrite sentences on the "Giant Talk" worksheet to correct subject-verb agreement and to choose/circle correct helping verbs, which requires them to edit and correct their writing. The activity explicitly instructs students to "record and then correct" a quoted sentence from the book, and the lesson text states the activity "engages learners in proofreading and editing sentences to practice grammatical accuracy." Instructions are given verbally to the child by an adult (e.g., "Tell your child...") indicating adult guidance during these tasks.

Students are asked to answer journal questions about the chapters and to record quotes, which requires composing written responses. In Activity 2, students write about a vivid dream and select a color scheme for an accompanying illustration, connecting planning of content and visuals. In Activity 3, students take a guided nature walk to collect sensory observations and then write a descriptive paragraph or song about how they would use a new power.

Students are asked to answer journal questions and write descriptions (e.g., giving each dream a title and describing how the dreamer would respond; describing how a new giant catches human beans). Students practice editing when they "interpret the BFG" by substituting correct words and correcting the giant's grammar. Adult guidance is implied by directions to "tell your child" and to "select" questions for the child to answer, indicating supported writing tasks.

Students are asked to write out a plan for how the BFG and Sophie could have saved children in the United States (Activity 2), and an adult is prompted to help the child find information about the selected city. Students are instructed to answer three chapter questions in a journal and discuss the other three questions aloud, which provides opportunity for adult or peer-supported development. Students also summarize chapter events, predict next events, and make lists of decisions with outcomes, all of which require planning and producing written responses.

Students complete a theme graphic organizer where they record events, quotes, and characters' actions that support each theme, which functions as planning for written responses. Students write journal answers to three comprehension questions and compose five interview questions about the author, providing opportunities to draft written content. Students also fill in a casting chart and write reasons for casting choices, and adult prompts such as "Tell your child," "Discuss," and "Direct your child" appear throughout, indicating adult guidance during activities.

Students are instructed to use planning strategies with assistance and to generate topics and organize ideas, as indicated in the Skills section. Students are directed to use preliminary plans to compose a draft and to write a rough draft, then edit and revise it before producing a final copy (typed or written). Students are asked to follow a rubric and receive parent review of directions and the rubric, implying adult guidance during planning, revising, and editing.

Students are asked to record notes in a four‑circle graphic organizer about Botswana (land, language, animals, people), which provides a way to gather and organize information. Students are required to write either a descriptive paragraph with five facts or a short story that includes at least five facts about meerkats, and space is provided for drawing and drafting on activity pages. The activities require students to locate information from provided web resources and transfer those facts into written products.

Students are asked to complete an "Editing" page where they correct grammar, spelling, and punctuation errors in three paragraphs about Precious, practicing editing skills with provided corrections. An activity asks students to pretend to be a zoologist, choose an animal to research, and write a paragraph describing why they would study the animal, which involves planning and drafting with adult help ("Help him find the names... Ask him which animal... He can write a paragraph"). Directions throughout use adult support language (e.g., "Tell your child...", "Help him...", "Ask your child..."), indicating guided work on writing tasks.

Students are asked to write a paragraph in their journal about a challenging situation (Activity 2) and to produce either a poster with descriptive sentences or a short fictional story including factual information (Activity 4). The skills list prompts students (with assistance) to identify the purpose, audience, and appropriate form for an oral or written assignment, and parents are prompted to discuss the writing and what readers could learn from it. The instructions involve adult-led discussion and prompting before and after writing.

Students are asked to use planning strategies and an organizer to plan a four-paragraph book report (Skills: "Use planning strategies to organize ideas" and the "Organizing My Report" pages). Students write a draft using the provided organizer and are guided to focus each paragraph on characters/setting, plot, similarities/differences, and opinion. Students read their draft, have a conference with an adult to review the rubric, and are encouraged to make changes to improve content, grammar, and organization. Students then produce a final copy after revising and editing.

Students are prompted to answer three or four comprehension questions in a journal, producing written responses to the text. Students write definitions and record sentences from the book on the Japanese vocabulary activity pages, producing written examples and assembling a small picture dictionary. Students complete graphic organizers (Peace Day comparison and chapter-by-chapter cultural elements) that require them to plan and record content for a written comparison between Peace Day and a U.S. holiday, and an adult is asked to discuss and encourage these activities.

Activity 2 asks the child to identify purpose, audience, and appropriate form for a letter and to think of situations for personal vs. formal letters, which supports planning. The activity explicitly tells the child to write a draft on notebook paper and edit it before writing the final card, supporting revising and editing. The instructions call for reviewing the letter form and discussing it with the adult, providing adult guidance and support during the writing process.

Students are asked to write two haiku poems using a provided structure (5-7-5 syllable pattern) and examples, and they are prompted to read their poems aloud while paying attention to syllables. Adults are asked to encourage, ask, and let the child write and present the haiku (including using presentation tools), and students are also asked to write a short wish for their peace monument design. The directions and activity page give explicit guidance on form and content and prompt adult involvement during writing and presentation.

Students are asked to write in several places: they brainstorm a list of ways to help in a journal (Activity 2), write a letter from one character to another of at least eight sentences in first person (Activity 3, Option 2), and create test questions and an answer key (Activity 4). The lesson directs an adult to explain the activities and prompt discussion (Introduction and Getting Started), and the Skills list includes responding to stories in writing, implying written response tasks.

Students are asked to brainstorm ideas in a journal and take simple notes from books, media, and provided links, and to compile those notes into outlines, reports, summaries, or other written efforts. Students are directed to write a paragraph describing a chosen desert (Option 2) and to label and list features on activity pages. Adult prompts such as "Tell your child…" and guided questions are present throughout the activities, indicating adult support during planning and writing tasks.

Students are asked to answer selected chapter questions in a journal, producing written responses with an adult selecting which prompts to assign. Students complete the "An Inventor" activity page, naming an invention, listing materials, and outlining numbered steps, which requires planning how a product will be made. Students practice editing conventions by discussing title-capitalization rules with an adult and then correcting sample titles, receiving guided instruction on punctuation and capitalization.

Students are asked to answer comprehension questions in a journal for Chapters 5-7, providing written responses to guided prompts. Students are directed to write in a journal about nicknames—listing family/friend nicknames, recording and describing their own nickname, and explaining why they like it or would choose one. An adult is prompted to select questions for the child and to discuss responses, indicating adult guidance during the writing and discussion activities.

Students are asked to record a prediction in a journal and later check it, which asks them to plan and reflect on writing. In Activity 3 students underline subjects and rewrite sentences with elaborated subjects, directly practicing revising sentence-level writing. In Activity 4 students add correct possessive punctuation and take turns correcting possessive statements, which requires editing conventions with adult interaction.

Students are instructed to write a rough draft of a shape poem and then write a final copy inside a traced snake outline, with directions to erase the outline after finishing. Option instructions tell an adult to "encourage" and "remind your child" (e.g., to use alliteration and sensory language) and to have the child read the poem aloud, which supports guided revision and attention to sound. In the rattlesnake research activity, students write three questions and then find and record answers, which engages students in planning an information-writing task.

Students are asked to write in their journals: they answer four questions in their journal and discuss remaining questions with an adult. Activity 1 has students record character information on provided "Happy Campers" pages. Activity 2 asks students to write a paragraph or a letter imagining life in the Old West, and the skills list notes that students will "Share written products in a variety of ways."

The lesson directs an adult to explain run-on sentences and sentence fragments and to discuss examples aloud, providing direct adult guidance. In Activity 2 students identify sentences as run-ons or fragments on the Student Activity Page and correct each one. Students are also instructed to rewrite a full paragraph, correcting run-ons and fragments, which requires them to edit and produce a revised version.

Students are asked to "select three or four questions to answer in his journal," which requires them to produce written responses. The "Missing Punctuation" activity directs students to insert missing ending punctuation, apostrophes, commas, and quotation marks, which requires editing written sentences. The Venn diagram option asks students to organize similarities and differences in their journal, providing a planning/organizing step before writing.

Students are asked to write a business letter and are given a Student Activity Page that outlines and organizes the five parts of a formal letter (sender, address, date, recipient, greeting, body, closure, signature). The instructions tell an adult to "discuss the difference between a business letter and a friendly letter" and to "explain to your child how to write a business letter," indicating guided support during planning and composition. An option to type the letter on a computer is provided to produce a written draft.

Students are asked to brainstorm ideas about a camp and to discuss those ideas with an adult, which supports initial planning. The Camp Checklist lists each step of the project for the child to check off as they are completed, helping students organize and plan their work. Students are directed to write two paragraphs describing the camp and to produce additional written products (camp song/chant, New Camp vs. Camp Green Lake) and to present their ideas to the family, creating an opportunity for adult feedback.

Students are asked to plan and organize an informational booklet about Denmark with labeled pages (Geography, History, Transportation, Food, Economy) and to convey information concisely, which requires planning content and structure. Students are directed to create a script from chosen scenes and are explicitly told they may shorten conversations and change words while keeping the plot, which requires revising draft text. Students complete multiple comma-focused worksheets that have them insert and correct punctuation in sentences, which requires editing for conventions; adult-led prompts and questions guide these activities.

Students complete explicit planning activities: they brainstorm story ideas, develop characters, describe setting, identify theme, and fill a plot organizer (Parts 1–5). Students produce a rough draft across multiple pages (Parts 6–7) and are prompted to expand ideas using their planners. Students engage in an editing step with an adult who reads the rough draft, discusses and marks errors, and asks the student to apply corrections to produce a final copy. A Story Checklist and final-copy instructions give students a tool to evaluate required elements and finalize their work.

Students are asked to plan a fictional book by selecting an animal, answering detailed character questions (voice, traits, flaws, challenges), and designing a book cover, which requires prewriting and organizational thinking. Students write in a journal listing three things they'd miss and describe why, and they complete a "Natural River Resources" graphic organizer that requires them to list uses of resources. The lesson directions repeatedly instruct an adult to show, explain, and ask the child questions, indicating guidance and support during these writing and planning activities.

Students are asked to use planning strategies with assistance to generate topics and organize ideas and to compose a draft that conveys major ideas using preliminary plans (Skills section). Students complete a Reflective Writing Organizer that scaffolds three paragraphs with spaces for topic sentences, supporting details, and conclusions to plan and draft their essay. Students use a Reflective Writing Rubric to make corrections and then write or type a final copy, and parents are instructed to review writing and provide feedback.

Students are asked to write a schedule for Abel and a schedule for their own day in a journal, cut apart and order Abel's routines, and compare and contrast the two schedules. Students must describe why they selected five items for the Deserted Island activity and explain how they will use each item. The Life Application asks students to record times next to the activities they listed as they go through the day.

Students are asked to reread pages 93–96 and discuss the action and dialogue, which supports planning the script. Students are given the first few lines and a script format example on the "A Farewell" page to model writing. Students prepare a written script (lines, stage directions, set description, and three props) and rehearse the scene with an adult or family member, providing guided oral support during performance.

Students are asked to compose original writing tasks such as writing three big questions and three little questions about Chapters 17–18 and to write acrostic poems describing Abel before and after the island. Adults are directed to discuss responses with the child, help her find name meanings, and read sentences to check that chosen words make sense (Option 2), providing adult support and feedback. The skills list explicitly includes composing original poems and using text/personal experience to verify ideas, indicating students produce and check written work.

Students are asked to write an alternate ending for the story, recording their idea in a journal and beginning with a provided starter sentence. Students receive adult encouragement and constraints (for example, realistic solutions) when composing the new ending. Students complete graphic organizers (chart and bubble map) that can help organize ideas related to the story.

The lesson's Skills list explicitly tells students to "use planning strategies (with assistance) to generate topics and organize ideas (e.g., drawing, mapping, discussing, and listing)" and to "compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans." The activities require students to create maps, make lists of items and resources, and write paragraphs, a letter, and a step-by-step escape plan. The directions also prompt an adult to "review the rubric" and "encourage your child" to make lists and describe ideas, indicating adult guidance during planning and drafting.

Students are asked to answer assigned novel questions in a journal and to select and write responses to one of two writing prompts (a personal narrative about the ocean or a factual list plus a descriptive paragraph). Students use a multi-column graphic organizer titled "The Journey" to record geographic location, attitudes, and important events, which supports organizing ideas before writing. An adult (parent) is prompted to discuss responses and ask guiding questions, indicating teacher/adult support during the writing tasks.

Students are asked to write responses in a journal to comprehension questions and to write about what they would do with $10,000, showing opportunities to produce written drafts. Students are instructed to make up their own myth or omen after reading the 'Meteors as Signs' page and to write a paragraph using vocabulary words (Option 2), providing modeled examples and adult prompting. Parents are explicitly instructed to ask, encourage, share the story as an example, and prompt dictionary use, indicating adult support during writing activities.

Students practice prewriting and organizing ideas by recording words or phrases in the two-bubble map ("The Natives and the White Men") and by filling out "The Journey" sheet and journal drawing for San Salvador. Students practice editing conventions by inserting quotation marks, commas, and periods in Part A of the Using Quotation Marks activity and by writing quoted sentences in Part B. Students receive explicit adult guidance through directions such as "Point out examples," "Let your child practice," and prompts that ask the adult to explain rules and ask questions during wrap-up.

Students plan their writing by selecting an important event and answering guided questions on the "Selecting an Event" page. Students use a Pre-Writing organizer to list ten facts, three feelings, and possible quotes, thereby organizing ideas before drafting. Students write a journal entry using the organizer and are encouraged to read their entry to determine whether they communicated the event's importance and their feelings.

Students are assigned three or four questions to answer in their journal, giving them guided opportunities to produce written responses with adult direction. Students complete subject-verb agreement activities in which they circle subjects, underline predicates, and add an "s" to verbs when needed, practicing sentence-level correction. Students are prompted in the wrap-up to explain how to ensure subject and verb agreement and participate in discussion about the novel, providing some adult- or peer-supported reflection on writing accuracy.

The lesson's Skills list explicitly tells students to "Use planning strategies (with assistance) to generate topics and organize ideas," and the Comparing Stories graphic organizer requires students to organize similarities and differences between texts. Activity 2 asks students to write three examples of prejudice in their journal and to discuss personal experiences, and Activity 3 directs students to write an anthem, both tasks occurring with adult prompts ("Tell your child..." / "Encourage her..."). These items show students generate and organize ideas and produce written work while an adult provides guidance.

Students are asked to write dialogue (two or three sentences and a five-line conversation between Pedro and Columbus) using alternatives to "said," which requires them to apply punctuation and speaker attribution. The lesson directs a review of rules for using quotation marks and lists alternative dialogue tags, and the Skills section explicitly includes "Use correct punctuation and capitalization." The instructions address adult involvement with phrases like "Let your child..." and "Help your child...," indicating guided support during writing activities.

Students answer journal questions and complete 'The Journey' pages, using those entries to gather information. Students are asked to pretend to be Pedro and write a firsthand report, and they are told they can look back at the information recorded on 'The Journey' pages to remind them of what they have learned. Students are instructed to deliver the report to an audience, which encourages producing a written product for sharing.

The Skills section explicitly states students will "Use planning strategies (with assistance) to generate topics and organize ideas," and the introduction directs an adult to "review the directions with your child," showing adult support. Students create multiple written artifacts (vocabulary sentences, quotes, similes, historical facts) across the eight cubes, and the Quotes Cube specifically tells students to "use correct punctuation." The wrapping up asks students to explain the information on each block aloud, which provides an opportunity for peer/adult interaction about their writing.

Students are instructed to answer three or four selected questions in a journal, providing written responses about characters, setting, and events. Students complete a Plot Flowchart to record a major event for each chapter, organizing and planning story elements over time. Students record examples of fantasy elements and events on an activity sheet, with adult prompts to discuss and select favorite novels.

Students are asked to answer three or four questions in a journal, which requires them to produce written responses. Students fill in a "Plot Flowchart," which asks them to organize events and plan the structure of the story. Students complete a bubble map labeled "Bravery" and draw and list ways Mrs. Frisby showed bravery, which serves as a prewriting organizer supported by adult prompts and discussion.

Students are asked to answer questions in a journal about the chapters, providing written responses to comprehension prompts. Students create a Plot Flowchart to describe important events, which requires planning and organizing information. Students devise and illustrate a plan for moving Mrs. Frisby's house and are prompted to discuss and describe the plan with an adult.

Students are prompted to make a list of important events before writing a summary and to describe important events on a Plot Flowchart, which supports planning and organization. Students are asked to write a summary in their journal about Nicodemus' story, representing a drafting activity. Multiple prompts direct an adult to discuss questions with the child, indicating adult guidance during the writing tasks.

Students are asked to write vocabulary note cards and use those words to fill in a scientist dialogue or to write an original dialogue (Options 1 and 2). Students answer journal questions about the chapters and describe events on a Plot Flowchart, and they design a maze with the opportunity to practice on a separate page and copy their final version. Adults are prompted to ask the child to perform these tasks and to discuss journal responses, indicating guidance and support during writing-related activities.

Students are asked to record an important event from each chapter on a Plot Flowchart, which has them organize and plan the structure of a story. Students write responses on the Tools and Machines worksheet and brainstorm ways the rats could have used devices, which has them generate content and gather information. Students write a paragraph about how their opinion of rats changed, with instructions to support reasons, use linking words, and include a conclusion, and adults are prompted to ask, remind, and discuss, providing guidance and support.

Students are asked to plan and write a paragraph to describe a chosen ideal living place to accompany a pop-up, and they are offered the option to write a poem or song about that place. Students are directed to research and record arguments for and against animal testing and then write a speech that includes three reasons, transitional phrases, and a concluding reference to their opinion. The lesson frames activities with adult prompts (e.g., "Tell your child...", "Ask your child...") and instructs students to record events on a plot flowchart and complete guided student activity pages.

Students practice editing and revising at the sentence level by placing commas where needed and combining sentences using conjunctions (Options 1 and 2). Students organize narrative events by filling in an event on a Plot Flowchart, which asks them to plan the sequence of the story. Students respond to discussion and journal questions (summarize what she learned; journal prompts), providing opportunities to produce written responses with adult prompting.

Students are asked to complete a Plot Flowchart and a Plot Diagram, which require them to organize and plan story events. Students respond to discussion and journal questions and fill in the Elements of Fantasy activity page by recording examples from the book.

Students plan their writing by completing character descriptions, a setting description, and an outline listing four major events and a chapter summary. Students practice drafting dialogue with attention to correct commas and quotation marks and use graphic organizers (side/back of float, outline) to organize content. Students receive adult guidance when they review the rubric, read their chapter aloud to an adult, and get feedback on organization and character consistency.