Students are asked to write three factual sentences about tornadoes (Activity 1) and to write a short paragraph describing what they would enjoy about working on a farm (Activity 3, Option 1), which requires composing sentences. Students are also asked to write a daily schedule listing activities from 6:00 a.m. through 8:00 p.m. and may pretend to live in the present or in the 1800s/early 1900s (Activity 4), which provides opportunities to use present and past verb forms.

Students read and compare two versions of a paragraph that include simple past (e.g., "was walking," "flew," "tripped"), present ("I am having a bad week," "can't play"), and future ("I will be happy") verb forms. Students complete a "Time Transition Words" activity that requires filling blanks in a chronological paragraph, and they are asked to write chapter summaries using transitions that reference when events happened. Students read aloud or have the paragraph read to them, exposing them to multiple tense forms in context.

Students listen to Chapter 2 and are asked to verbally summarize the chapter, an activity that requires recounting past events (e.g., "I looked inside"). The Student Activity Page presents both an "Author's Description" and a "Simple Description" that use simple past verbs ("was trembling," "looked," "was panting"), and students are asked to write their own description. Students also write a journal summary and a descriptive paragraph about a pet, activities that require choosing verb forms to communicate sequence and description.

Students read Chapter 5 aloud, which contains and exposes them to past- and present-tense verbs in context. Students answer comprehension questions that require past-tense responses (e.g., "He showed up every day at 5:30 for food."). Students write badge ribbons using prompts that use the present tense (e.g., "Tornado is the smartest dog because...") and complete vocabulary sentence strips that require selecting words to fit sentences framed in past or present tense.

Students are asked to record a chapter summary and to dictate and write sentences describing the story conflicts (Activity 1 journal entry; Activity 2 conflict sentences). The student activity page directs students to "Write a sentence to describe the conflict" for two conflicts, requiring them to produce complete sentences about events. The lesson text also contains model sentences about events in different tenses (e.g., "Pete finds out...", "Pete is carrying...", "they were nailing him into place") that students could read and imitate.

Students read Chapter 7 aloud and are reminded to speak in complete sentences when answering questions; the Q&A and example answers include past- and present-tense verbs (e.g., "He was very upset," "my eyes kept filling up with tears"). In Activity 5 students write a paragraph about a time they were happy or sad, and the fishbone sample paragraph contains simple past and present verbs (e.g., "I was ecstatic," "I made her a blanket," "I couldn't wait"). These reading and writing tasks require students to use simple verb tenses while describing events and feelings.

Several writing prompts require students to produce text in different time frames: students must "write a journal entry about the day Tornado's original owner found him" (past tense) and "explain ... what you will do to take care of him" (future tense). The paragraph prompt asks students to include a sentence that "clearly explains how the weather or environment affected the actions or feelings" (past explanation) and other tasks (writing a song describing why Tornado is such a good dog; imagining events occurring differently) invite use of present and hypothetical/alternate-time language. Students also draft and revise written projects using the Hamburger Paragraph Organizer, which structures their writing where tense choices would appear.

Students are asked to write journal entries in first person as Anna and to "answer discussion questions in complete sentences," which requires them to narrate events and therefore use verb forms. The directions remind students to "use time transition words and phrases in her writing to help show the order in which events occurred," prompting students to sequence events (typically with past/present/future verb choices). The advertisement activity models present-tense phrasing (e.g., "Looking for someone who can..."), giving students at least one example of present-tense usage in writing.

Students are asked to answer comprehension questions aloud or in writing and are reminded to speak in complete sentences, which prompts use of verb forms. Students are asked to write a journal entry from Anna's point of view about Sarah's arrival, an activity that requires narrating events and thereby using simple verb tenses. Activity 3 asks students to write a sentence or two explaining why a token is special, and the lesson text includes example sentences (e.g., "He gets up early...", "Anna thought Sarah was already lonely...") that model simple present and simple past verbs.

Students are asked to write a journal entry describing Anna's thoughts about the day spent with Sarah, which requires them to put events into written sentences that likely use past tense. Students answer comprehension questions and a provided answer models future tense ("we" will do), showing tense use in context. Students are asked to write a new song about farm life and to write complete sentences in the wildflower field guide, activities that require producing simple verb tenses in writing and speaking.

Students are asked to identify verbs by underlining the subject and circling the verb in sentence pairs, which requires them to recognize verb forms. The sentence pairs and examples include verbs in simple past (e.g., "I fed the chickens," "We were soaked"), simple present (e.g., "My mom plays the guitar," "I like to dance"), and present perfect ("I have lived in Texas"). Students rewrite and combine these sentences, preserving and using the verb forms in the combined sentences.

Students are asked to compose first drafts and write structured, informative narratives (Skills). Students plan and write a paragraph about decorating (Step 2), complete a recipe with Ingredients and Directions (Step 3), and write a card to Sarah (Step 5). Students are also asked to read their card aloud to guests, which involves speaking their written text.

Students are asked to answer chapter questions in complete sentences (e.g., Describe Helen in her first two years of life), which requires using verb forms to tell about events. The provided model answer uses past tense ("She got very sick with a high fever"), and the timeline activity asks students to document important events in Helen's life, prompting them to write about past events. The spelling activity asks students to use words in sentences aloud, giving opportunities to produce verb forms in speech.

Students read Chapter 2 and answer questions that ask about past events (e.g., "Why did Helen throw tantrums?"), which requires them to describe actions in the past. Students create a timeline of Helen Keller's life and fill in important events, which prompts them to record and sequence past actions. Students decode and practice signing the sentence "You can talk with your hands," giving them practice producing a present-tense verb form in a communicative activity.

Students are asked to write sentences about inventions in Activity 3, including a sentence that describes the invention (present) and sentences describing how the invention helped people and what changed (past). Activity 1 asks students to add events to a timeline of Helen Keller's life, which requires expressing past events. Activity 2 ('A Bell Riddle') asks students to write ten facts about Alexander Graham Bell's life, prompting biographical statements that use simple verb tenses (e.g., past).

Students are prompted to write bio poems using scaffolded lines such as "Who feels," "Who needs," and "Who gives," which require them to produce present-tense verb phrases. Students answer reading comprehension questions that describe past events (e.g., "He was expecting...," "She did well..."), requiring past-tense responses. Students create a timeline of Helen Keller's life and label events on a map, activities that prompt students to describe events in chronological (past) form.

Students are asked to retell and summarize chapters and to answer comprehension questions aloud and in writing, which requires them to use verb forms when describing events. In the journal activity, students record three feelings/words/thoughts and two events that happen to Morning Girl, prompting them to write sentences about past or present actions. The vocabulary activity asks students to place words in sentences and then use those words in an original island short story, which requires composing multiple sentences that likely use verb tenses. The skills list includes "Retell a spoken message by summarizing or clarifying," an activity that involves producing verb forms in speech.

The lesson's Skills list explicitly tells students to "Edit writing toward standard grammar and usage, including ... appropriate verb tenses," and Activity 2 asks students to look for grammatical changes to make in their writing. In Activity 1 students are asked to write two first-person paragraphs in response to a prompt ("You wake up and walk outside..."), which requires students to select and use verb forms as they compose. The Editing Rubric includes a "Grammar" criterion that encourages students to correct spelling and punctuation, implying attention to grammatical correctness while editing.

Students are asked to answer comprehension questions in complete sentences both verbally and in writing, which requires them to choose and use verb tenses when describing events (e.g., questions about what happens to Star Boy and what people find after the storm). Students are asked to keep a journal recording feelings, thoughts, words, and events from chapters, which prompts them to write about past and present actions. Students are prompted to discuss differences between verbal and written answers and to be careful about correct grammar, which draws attention to sentence correctness while speaking and writing.

The Name Poem activity gives students sentence stems that model simple past ("I once was ..."), simple present ("But now I am ..."), and simple future ("I will always be ...") for students to complete. The Visitor's Point of View and journal activities ask students to write short journal entries describing events and feelings, which require students to write about past and present actions. The directions require students to answer in complete sentences for both verbal and written answers, encouraging use of full tense forms.

The "Before and After Poem" activity asks students to write two poems with five before-and-after phrases each, and the provided sample poems show clear past vs. present verb forms (e.g., "Before I was a sailor / Now I am a famous explorer," "Before I used a spear / Now I use a gun"). The activity directs students to write phrases describing how lives and environments changed, which requires students to produce sentences using simple past and simple present verbs.

Students are asked to answer reading questions in complete sentences for both verbal and written answers, which requires producing simple verb forms. Students record information about ancient Egypt (e.g., "Homes were made of mud," "They ate a lot of bread") and about their own community (descriptions of shelter, food, drink), prompting use of past and present tense in their writing. Students list how needs are met historically and currently, which invites using simple verb tenses to describe actions and states.

Students read factual sentences and story excerpts that use different simple verb tenses (for example, "In ancient Egypt, the king was the ruler..." and "In the United States, the people elect their leaders."). Students answer comprehension questions written in simple tenses and read teacher-provided answers that include present and past tense verbs (e.g., "She goes into an Egyptian town...", "They are offered food..."). Students are asked to write a journal paragraph and a short story using vocabulary words, which requires them to produce verb forms in context.

Students are asked to "record a daily schedule of events" for ancient Egypt and for their own life, listing events at specific times and providing brief descriptions, which requires use of verbs to describe actions. The instructions encourage students to "include details in her descriptions about what happens during each event" and give an example phrase "what she is going to buy at the marketplace," which asks for a future action. Students are also asked to write a paragraph comparing ancient and modern life, to do a rough draft, read it aloud, and make edits, giving opportunities to produce and revise verb forms in context.

The Rough Draft prompts require students to produce a factual paragraph (e.g., "In the year _____, you would find _____") and a narrative/fantasy paragraph (e.g., "When I was in _____, I saw _____"), which will cause students to use different verb tenses in their writing. The editing rubric asks students to review grammar as one of the categories and to make changes during editing. Students are asked to write both a factual (more detail-focused) and a fantasy (more action-focused) paragraph, creating opportunities to use simple past, present, or future tense.

Students write one-sentence descriptions of each cultural element for Ancient Egypt, the Middle Ages, and Today. Students are asked to read through their sentences and make any needed changes in grammar or spelling. Students are explicitly instructed to check that all sentences have a subject and verb, begin with a capital letter, and end with the correct punctuation mark.

Students are asked to write a sentence on each hero card about how the hero "changed the world," and a completed example is provided: "Benjamin changed the world by opening libraries for everyone." Students are prompted to write epitaphs describing the three greatest things a hero did and to answer questions about what each historical figure did (e.g., what Franklin invented, what Jefferson wrote). Students are also asked to describe verbally how Jefferson, Washington, and Franklin changed America and to say or sing the Pledge or national song.

Students answer questions about Abraham Lincoln and Harriet Tubman that require describing past actions (e.g., how Lincoln freed slaves; Tubman led about 300 slaves to freedom). Students read and interpret Lincoln's poem and are asked to write a free-verse poem about their own childhood, which prompts them to use past-tense language. Students also describe heroes and their contributions, an activity that naturally involves referring to past events.

Students match word pairs to their contractions (Option 1) or write the contraction for each pair (Option 2), including pairs like do not/don't, I will/I'll, and will not/won't. Students are asked to use three or four contractions in original sentences that Eleanor or Franklin Roosevelt might have said, and the Making a Difference activity requires each sentence to contain at least one contraction. The provided example sentence "I won't sit on the 'white' side of the classroom." shows use of a future/negative contracted form in context.

Students are asked to write declarative, interrogative, and exclamatory sentences about Susan B. Anthony and Sandra Day O'Connor (Activity 2 and the Student Activity Page), which requires them to choose verbs to express events and facts. The lesson provides sentence examples that use simple past tense verbs (e.g., "She went to prison for voting!" and "Justice O'Connor served on the Supreme Court for over 24 years."). In Activity 3 students write acrostic phrases describing accomplishments (e.g., "Dared to do something no one had done before her"), which also involves using verb forms.

Students are asked to write sentences using given verbs and adverbs in both Option 1 and Option 2 (verbs listed: invent, write, fly, study, work), so they produce sentences that could use simple verb tenses. The reading passages and comprehension questions include verbs in different time frames (for example, "transportation has gone from wagons to trains to cars to airplanes" and questions about historical events), exposing students to past and present contexts. The Perseverance writing prompts ask students to describe past or ongoing experiences (e.g., "Have you been successful yet?" and "If so, what did you learn?") which require students to write about events in time.

The lesson asks students to write two paragraphs: one about events in their life up to this point and one about what they have done and will do to make the world better, which requires use of past and future verb forms. The pre-writing organizer prompts students to record birth information and three major life events and to state a hope for changing the world, prompting past- and future-focused sentences. Activity instructions tell students to develop paragraphs from the organizer, giving them multiple opportunities to produce simple past, present, and future tense verbs in context.

Students are asked to combine short sentences into longer ones using example sentences that include simple past and simple present verbs (e.g., "Ragweed was eaten by Mr. Ocax," "Mr. Ocax is powerful," "Porcupines shoot barbed quills"). Students must write a paragraph comparing themselves to a character and answer chapter questions in complete sentences, which requires them to produce verb forms in context. The combining-sentences activity asks students to create and combine their own sentences, providing additional opportunity to use simple verb tenses in writing.

Students are asked to answer questions in complete sentences, which requires them to produce verb forms in context. The "Choose the Right Word" activity includes sentence-completion items with past-tense verb choices (e.g., shut, slammed, pushed) and a paired task asking for words that mean "walked," prompting students to supply past-tense verbs in context. Journal and cause-and-effect activities require students to write sentences about events, which may lead them to use simple past, present, or future tense forms.

Students are taught to recognize inflections -s, -es, -ed, and -ing in the Skills section and are asked to use structural cues such as prefixes and suffixes. In Activity 2 students complete sentence blanks with suffixes including -ed and -ing (e.g., skipp__ -> skipped; protect____ -> protecting) and then locate those verb forms in the text. Students are prompted to write words with given suffixes and use them in sentences, reinforcing the formation of those verb forms.

Students are given explicit rules and examples for adding -ed and -ing (Facts and Definitions; Student Activity Page) and practice converting base verbs into -ed and -ing forms (Activity 3 and the worksheet list of verbs). Students are asked to write three sentences containing -ing words and three sentences containing -ed words and to read them aloud, and to discuss how one set describes actions that happened in the past while the other describes actions happening now. The skills section also states students will gain increasing control of grammar such as correct tense.

The Language Think-Tac-Toe asks students to "Add 'ing' to three verbs and add 'ed' to three verbs," and to "Record the two rules for adding 'ed' or 'ing' to a base verb," which requires students to form past (-ed) and -ing verb forms. The vocabulary task asks students to "Use six vocabulary words in sentences," and the writing task asks for a three-sentence dialogue, both of which give students opportunities to use verb forms in context.

The lesson tells students to look up base words when encountering words that end in -ed or -ing and to write the base word below the word on their vocabulary cards (Facts and Definitions; Day 2 vocabulary activity). Students are instructed to identify words with endings and record the base form, then use the vocabulary words in their own sentences (Activity 4, Options 1 and 2). Students are also reminded to answer verbal and written questions in complete sentences, which prompts sentence-level use of verbs during reading responses.

Students use a poem template that begins lines with "I like spiders because," prompting them to produce sentences in the simple present tense. Students answer Spider Research questions (e.g., "How do spiders reproduce?", "Why and where do spiders spin webs?") that prompt factual responses typically in the simple present. Students create Wilbur's schedule for the day, which asks them to list activities and could lead them to write simple verb phrases (e.g., "eats, sleeps, plays").

The lesson text contains examples of simple verb tense forms: simple past in sample sentences (e.g., "Sally ran to the store," "Marcus whispered during the movie," "Kira sat at her desk"), present tense in discussion questions (e.g., "Why does Charlotte say..."), and future tense in the introduction ("she will learn about Charlotte's plan"). Students are asked to rewrite sentences and add adverbs (Activity 2 Option 2), which requires them to produce or read sentences that include verb forms.

Students read example paragraphs that contain verbs in different simple tenses (e.g., "Tonight for dinner, I had a hamburger." [past], "I like this meal a lot." [present], "I'm going to work hard next week." [future]). Students are asked to rewrite paragraphs (Interesting Sentences) and to write a personal narrative titled "The Best Time I Ever Had," which prompts them to produce sentences describing past events. The activities require students to compose and revise sentences, giving them opportunities to encounter and produce simple tense forms in context.

Students are asked to write multi-paragraph book reviews or short advertisement texts that describe setting, major events, and character actions, which requires use of verb tenses. The materials instruct students to "edit their draft and make changes to ideas, sentences, spelling, and grammar" and to "read over them for grammar and punctuation." The provided sample book review includes examples of simple verb tenses (e.g., "is about," "almost loses," "begs," "knows," "will have to read").

The diary-writing activities require students to produce sentences using past, present, and future time frames: prompts include past-tense starters ("I felt __ because __," "I ate __ because __," "The man was __"), present-tense prompts ("Those children are __," "We have to live under the bridge because __"), and a future-tense prompt ("Tomorrow I will __"). The directions remind students to answer questions in complete sentences, and Activity 3 asks students to write questions and exclamations that will naturally require tense choices for characters' speech. Students also write journal entries from two perspectives, which encourages sustained use of verb forms across sentences.

Students are asked to compose sentences and answer questions in complete sentences, providing opportunities to produce verbs in context. Model sentences in the punctuation activity include simple past verbs ("I went to a party," "We enjoyed the play," "Mary had three hobbies") and simple present verbs ("You need these items," "We need to leave"). These instances show students encountering and using simple verb tenses in their writing tasks.

Students are asked to record a list of contractions and the two words that combine to make each contraction and to create five sentences using different contractions related to the book. The example image highlights the contraction "I don't know," showing contraction formation from two words. Students are reminded to answer verbal and written questions in complete sentences when responding to reading comprehension questions.

Students are asked to "answer verbal and written questions in complete sentences," and question/answer examples use past-tense verbs (e.g., "He got a job"). Students are asked to write a journal entry about a time they gave up something to help someone, which requires describing past events, and to write a paragraph about why having a home is important (present/general statements) as well as a letter and a singing telegram (which can include present and future-tense language).

Students answer directed reading questions in writing (Questions #1-#6) and write three-line descriptions of relationships on the 'Relationships' activity page. Students record events on the 'Rain Forest Animals Chart' and 'Daily Activities' sheet and cut-and-paste event sentences into specific time slots on the 'Plot Timelines' page. Students discuss relationships orally during guided discussion prompts about how organisms help or harm one another and explain plot sequencing using timeframes.

Students are asked to write and speak dialogue lines for a script (Activity 2, Options 1 and 2), which requires composing sentences that naturally use verb tenses. Students are also asked to retell or record the major events of Chapter 7 on the "Daily Activities" page, an activity that typically involves using past-tense narration. The provided question-and-answer text and answer key include examples of simple past, present, and future tense (e.g., "He needed to shoot...", "Come on up. There are...", "What will we do now?") that students read aloud and may use as models.

Students are asked to write field guide entries and scripts for a documentary, including developing drafts, revising for audience and word choice, and editing for grammar. The Skills list explicitly tells students to "edit for appropriate grammar, spelling, punctuation, and features of polished writings." Students will also present orally, which requires producing spoken language in context.

Students are prompted to complete the sentence frame "Prince Brat was ______" and to list four things the prince does (present-tense prompt) and four things he did (past events from chapters 19–20). Journal-entry prompts ask students to describe a day in the castle (describing events) and to reflect on the prince's future plans, encouraging use of past, present, and future forms. Several question-and-answer examples in the text use past and future forms (e.g., "He was afraid of the dark."; "He would do his lessons and behave.").

The lesson's Skills list explicitly tells students to "gain increasing control of grammar when speaking, such as using subject-verb agreement, complete sentences, and correct tense," which calls attention to tense use. The Jemmy monologue sentence starters prompt students to write in past ("When I was in the castle..."), present ("Now that I am back in the city, I ..."), and future ("we will ___"), requiring use of simple verb tenses. The editing and practicing steps ask students to read aloud, revise, and think about how each character might talk, giving students opportunities to produce and check tense in their own speech and writing.

Students are asked to list five characteristics of a good friend and write a sentence for each characteristic, requiring them to produce sentences that use verbs. Students are asked to write a letter to a friend (Option 1) and a paragraph about what they would miss (Option 2), activities that require using past, present, and/or future verb forms. Students are asked to summarize events from Chapter 1 and to check sentences in the vocabulary activity, exposing them to sentences that contain different verb forms.

Students are taught that third-person singular verbs usually add an -s (Fact: "The verb of a third-person singular subject usually has an "s" on the end"). Students practice present-tense subject/verb agreement by making sentences with singular and plural subjects using verbs like hop, write, and run (Activity 3). Students form and use past-tense verbs through explicit instruction on adding -ed, noting dropping -e, and practicing irregular past-tense forms by circling correct words and writing sentences with irregular verbs (Activity 4 and Irregular Verbs page).

Students read and discuss explicit definitions of past, present, and future tense and that verbs must match the subject and time of the action. Students complete fill-in-the-blank worksheets that require supplying the correct past, present, or future form of verbs for given subjects (Option 1). Students write original sentences in past, present, and future tenses (Option 2) and orally produce one sentence in each tense during the wrap-up.

Students are asked to read a mixed-tense paragraph, identify verbs that are not in the correct tense, and discuss how that confusion affects readability. In Activity 3 students rewrite a provided paragraph in past tense (Option 1 and Option 2) and compose a paragraph in future tense (Option 1 fill-in-the-blanks or Option 2 original paragraph). The wrapping up step asks students to read paragraphs from various sources and identify whether each is written in past, present, or future tense.

Students plan and write a three-paragraph, first-person letter recounting events from the story, which requires selecting appropriate verb forms for past, present, or future actions. The Letter Rubric in the Mechanics section explicitly lists "verb tense" as a criterion students will be graded on. Students perform multiple editing passes and revise their drafts using the rubric, which gives them an opportunity to notice and correct verb usage while preparing a final copy.