Students are asked to read Chapter 1 in the book and to read vocabulary words in context (Activity 1). Activity 3 explicitly encourages the child to read a paragraph aloud (or have it read aloud to her) to check that it makes sense. Activity 4 asks the student to write a chapter summary and then read it aloud.

Activity 2 instructs the child to read the author's description and then to read the simple description aloud, giving students explicit oral reading practice with the text. The activity also has students underline descriptive words and compare the two versions, which requires them to read and attend to word choice in the prose. The student is asked to write and verbally summarize the chapter after listening to an adult read Chapter 2, which involves verbal recounting of heard text.

Students are asked to read sample sentences aloud in the punctuation activities (Option 1) and to read sentences from Chapter 3 aloud when identifying end punctuation. Students practice reading interrogative and exclamatory sentences with appropriate inflection and strong emotion as they listen to examples and repeat them. Students also take turns speaking and marking end punctuation, producing oral sentences themselves during the wrapping-up activity.

The lesson asks the child to read Chapter 4 of the book and to read the book How the Turtle Got Its Shell. It directs the child to reread the child's favorite myth and to read his own myth aloud to the family. The activities include oral responses to questions and reading a written story aloud after composing it.

Students are asked to read Chapter 5 aloud, which gives them an opportunity to practice oral reading of grade-level prose. Students read vocabulary sentences aloud and place the correct word cards, providing additional opportunities for oral decoding and word-level reading. The skills list also notes increasing oral vocabulary by listening and discussing texts that are read and heard, implying some oral language practice tied to reading.

The Skills list explicitly includes "Read orally with fluency." Students are asked to read Chapter 7 aloud and to reread the section that describes Pete's feelings (pp. 42–43) aloud. Day 2 directs students to reread Chapter 1 and Chapter 7 and to describe differences in mood and environment, providing multiple opportunities for successive readings of the prose.

Students are asked to read each story-element definition aloud and explain it in their own words (Activity 1). Students are instructed to read a selected picture book aloud before completing the Story Pyramid (Activity 2). The activities also prompt students to share orally by answering questions about favorite books and explaining story elements during the wrap-up.

Students are asked to read Chapter 4 aloud: "Ask your child to read Chapter 4 in the book." Students are prompted to read each of the comprehension questions aloud after reading the chapter. Students learn and sing songs ("Home on the Range" and "Summer Is Icumen In") and are encouraged to perform them, including using an instrument if they play one, and the student activity page includes the song's sheet music and lyrics.

Students are asked to read Chapter 6 of the book and to read aloud the description of winter at the beginning of Chapter 6. The Skills list includes "Present dramatic interpretations of experiences, stories, poems, or plays," and students are asked to act out activities (pretending with pillows, dramatizing prairie events). Students are prompted to discuss and describe winter, which requires oral language and expressive delivery during performance and discussion.

The lesson instructs the child to read Chapter 7 aloud and then answer comprehension questions, which gives students an opportunity to practice oral reading of grade-level prose. The introduction prompts discussion about the chapter and neighbors, providing additional speaking and recounting opportunities. The activities require students to draw on details from the text and to write journal entries based on chapter events, reinforcing engagement with the prose they read aloud.

Students are asked to read Chapter 1 in the book and then answer chapter questions. Students are instructed to answer in complete sentences for both verbal and written answers. Students are asked to use each spelling word in a sentence aloud to an adult. Chapter questions are provided in a larger font for the child to read.

The lesson asks the child to read Chapter 2 and answer comprehension questions, which requires oral or silent reading of grade-level prose. The vocabulary activity explicitly requires the child to "read aloud and write down the sentence that contains the word," so students practice oral reading of sentences. The clue game and teacher prompts (predicting, answering interview-style questions) encourage verbal responses that involve speaking text-based information.

Students are asked to read Chapter 4 and to read the biography Alexander Graham Bell, indicating they perform independent reading of prose. Students are instructed to read the ten clues aloud to older family members, friends, or neighbors, providing at least one explicit oral-reading task. The Skills section lists 'Read expository materials for answers to specific questions,' showing students practice reading prose for comprehension.

The Skills section instructs students to "Read aloud with fluency and expression any text appropriate for early independent readers." The Reading and Questions section directs students to read Chapter 6 aloud to an adult and then answer comprehension questions. The activities require students to orally recount events (timeline discussion) which provides additional opportunities to practice expressive oral reading and speaking.

Students are asked to read Chapters 9 and 10 and answer comprehension questions, which requires oral or silent reading of grade-level prose. Activity 2 instructs students to read each quote from Helen's writing and then read the quotes aloud, underline striking parts, and discuss voice and figurative language. Activity 3 asks students to read aloud the text on the "Writing with Voice" page and compare pieces, focusing discussion on how the writing sounds and engages a reader.

Students develop and rehearse an oral "Interview with Helen Keller," writing questions and answers, dressing up, and practicing the interview with a parent or sibling. The Interview Grading Rubric asks reviewers to rate "Helen's Voice" and "Presentation," including whether the presentation was easy to understand, which directs students to focus on oral delivery and clarity. The lesson instructs students to draft and practice answers before a final presentation and to share their project with others for feedback.

The Skills list explicitly includes "Participate in rhymes and songs." Activity 1 directs the adult to teach the song set to the tune of "Mary Had a Little Lamb," give the child the words to memorize, and sing it every day over the course of the unit. The Student Activity Page contains the poem "Columbus sailed the ocean blue," which students can sing or recite aloud; Activity 4 also has students write and share an acrostic poem about the Taino.

The lesson asks the child to read Voices in the Park aloud and then reread the story using a different voice for each character, which requires oral rendering and expressive variation. It also asks the child to read Chapters 1 and 2 of Morning Girl and to reread Voices in the Park aloud for comparison activities. Several activities (rereading, using different voices, and performing character voices) give students opportunities for repeated oral readings and practice with expression.

The lesson asks the child to read Chapters 4 and 5 of Morning Girl and to answer questions aloud or record them, which requires oral reading. The Skills list includes "Present dramatic interpretations of experiences, stories, poems, or plays," and activities ask the child to role-play Star Boy and read pronouns in context, which encourage expressive oral performance.

Students are asked to read the writing prompt on the page aloud. After completing their paragraphs, students are encouraged to share their writing with their family, which can involve oral reading of their prose.

The lesson asks the child to read Chapters 8 and 9 and to answer questions verbally and in writing, requiring oral responses in complete sentences. The lesson specifically instructs the child to read the epilogue aloud, which requires oral reading of grade-level prose. The lesson also directs discussion of reactions to the visitors, prompting students to speak about the text and character perspectives.

Students are encouraged to read the book Encounter aloud and to listen as an adult reads the story aloud, giving practice with grade-level prose. Students write two five-phrase before-and-after poems and are asked to prepare and read those poems aloud for a family poetry reading. The lesson directs students to record their poem reading, play it back to discuss voice, rate, and engagement, then re-record and compare the two recordings, providing practice on successive readings. The Skills list explicitly includes "Read orally with fluency."

The lesson instructs the child to read pages 16–27 in Hot on the Trail in Ancient Egypt aloud and then answer comprehension questions, giving students an opportunity to perform oral reading of grade-level prose. The vocabulary activity has the student look up words, use them in sentences, and then read the story she dictated aloud so she practices oral reading with target vocabulary. The instructions also ask the adult to check comprehension of vocabulary use, which implies some monitoring while the student reads aloud.

The child is described as having finished reading Hot on the Trail in Ancient Egypt and is told to read through the "What I have learned" section and refer to the book as needed, giving students an opportunity to read grade-level informational prose. Students are instructed to write a paragraph comparing life now and then, to produce a rough draft, and to read that draft aloud before making editing changes, which requires an oral reading. The activity prompts students to read their own writing aloud to check and revise it.

Students are asked to read pages 1–15 in Adventures in the Middle Ages and to read what they already know about the Middle Ages, giving them opportunities to read grade-level prose aloud. Students are instructed to read the list of nouns aloud to a parent and to reread aloud page 14 in Hot on the Trail in Ancient Egypt and pp. 8–9 in Adventures in the Middle Ages. Students are asked to answer questions verbally and in writing, and to reread sections when comparing information across texts.

Students are asked to read the chapter on Abraham Lincoln and the chapter on Harriet Tubman and to answer comprehension questions, indicating opportunities for oral or silent reading practice. Students are explicitly told to read Abraham Lincoln's poem "My Childhood Home I See Again" aloud and to interpret its words, noting that language use in the past is different. Students are prompted to let the child read the poem aloud too, which gives at least one clear instance of oral reading of grade-level poetry.

Students are asked to read Chapters 1 and 2 of Poppy, and they are encouraged to read independently (or have the adult read aloud if the text is too hard). The lesson asks students to answer questions verbally in complete sentences and to reread the author's physical descriptions of characters. Students are also encouraged to create and use puppets to reenact events, which prompts oral retelling and expressive speaking.

Students are asked to complete independent reading of Chapters 3 and 4 and answer discussion questions in complete sentences verbally and in writing, which requires oral reading and comprehension. In Activity 2 an adult is instructed to read the passage aloud with no pauses and then the child is asked to read the same selection aloud, stomp at paragraph ends, and discuss differences between the two readings. The child is also asked to mark paragraph boundaries, cut and reorder paragraphs, and read the selection aloud after manipulating the text.

Students are instructed to read Chapters 5 and 6 aloud and to think of questions to discuss after reading. Students read the dialogue on pages 50-51 and then reenact the interaction using puppets with unique voices to reflect each character. Students are asked to reread the beginning of Lungwort's speech (pages 52-53) and to present a written speech to an audience.

Students are asked to read Chapters 13 and 14, respond orally to questions, and explain what was happening in the story, providing opportunities for oral reading and discussion. Students are prompted to present dramatic interpretations and to act out the scene using porcupine, owl, and mouse puppets, copying dialogue and giving each character a voice, which practices expression. Students are asked to review vocabulary and use each word in their own sentence orally, supporting oral language practice and phrasing.

The lesson instructs the child to read her personal journal entry aloud after writing about a time she showed bravery. The lesson also asks the child to write three sentences with -ing and three with -ed and then encourages her to read those sentences aloud. The lesson includes discussion questions for Chapters 17 and 18 and reminds the child to answer verbal questions in complete sentences, which prompts oral response practice.

Students are asked to present dramatic interpretations of experiences, stories, poems, or plays, which requires oral performance and expressive reading. Students are assigned to write an acrostic poem and a song about Dimwood Forest, tasks that invite reading or singing aloud with expression. Students are asked to share their projects with family members, which requires oral presentation of their work.

Students are asked to read the first three chapters of Charlotte's Web and to complete chapter-by-chapter activities (plot flow chart and character descriptions) as they finish each chapter. The lesson instructs an adult to "say each [vocabulary] word aloud" and gives students the option to say vocabulary sentences aloud after looking up definitions. The lesson also has the adult read two or three picture books about friendship to the child, and it reminds students to answer verbal questions in complete sentences.

The lesson asks the child to read Chapters 10–12 and to read through the Friendship Scenarios, which requires oral reading of grade-level prose. The adverbs activity asks the child to locate three adverbs in Charlotte's Web and "to read the sentence where each one is found aloud," and it prompts the child to use adverbs in sentences aloud and to act out adverb-verb combinations.

The lesson directs the child to read Chapters 19–22 of Charlotte's Web and to read aloud Charlotte's description of the seasons on pages 163–164. Activity 4 explicitly asks the child to read the passage aloud and then to reread the description, providing at least one instance of successive readings. Several tasks (oral report for the spiders project, discussion questions, and recounting favorite parts) require the child to speak about the text aloud.

Students are asked to read Chapter 1 of The Family Under the Bridge, which gives them opportunity to work with grade-level prose. The skills list includes increasing oral vocabulary and reading classic and contemporary works, suggesting oral engagement with the text. The plan asks students to answer verbal questions, participate in discussion, and role-play as Armand, which requires speaking about the text aloud.

Students are asked to reread page 27 and are encouraged to read that page aloud. Students are told to write a speech (Option 1) and then read the speech aloud. Students are prompted to record a short pretend conversation and to answer verbal questions, which requires oral reading and speaking of text and dialogue.

Students are asked to read Chapter 5 of The Family Under the Bridge and to read aloud the description of the Gypsies and their community on pages 60–61. Students analyze punctuation (dash, hyphen, ellipsis) by finding examples in the text, discussing why an author used a dash to indicate a pause or emphasis, and comparing sentences with and without an ellipsis. Students identify and point out hyphenated compound words and syllable splits, which supports accurate word reading.

The lesson explicitly asks students to read Chapter 6 out loud and encourages them to "read with expression, giving the characters voices when he reads dialogue." The Skills list includes "Read orally with fluency and expression," and activities prompt students to use expression while reading dialogue aloud.

The lesson asks the child to "read Chapter 7" and lists the skill "Read independently from text," and it prompts the child to answer questions verbally and in writing in complete sentences. The wrapping-up activity asks the child to "describe how Armand and the Calcets celebrate Christmas Eve," which requires oral response. The apostrophes and sentence-writing activities require students to produce and read sentences related to the text.

Students are given script copies and told to follow along as an adult reads aloud, with the adult modeling different voices and stage directions. Students are asked to reread the chosen novel scene aloud and to write dialogue for characters, converting prose into spoken lines. Students are instructed to have performers practice their lines four or five times, use voices that fit characters, and then perform and record the scene. The rubric and activities emphasize correct punctuation and stage directions, which directs attention to accurate oral reading.

Students are directed to read Chapter 6, providing at least one opportunity to engage with grade-level prose. Activity 3 explicitly asks students to reread page 40 aloud, which requires oral reading and repetition. The skills list includes developing vocabulary by listening to and discussing selections read aloud, indicating attention to oral language experiences.

The lesson asks the child to reread pages 49–52 aloud and to dramatize the tree-climbing scene, including writing and speaking dialogue for Tepui and Dr. Rivero. Students are asked to think about characters' feelings, tone of voice, and facial expressions and to include stage directions, which supports practicing expressive oral reading. Option 1 has students identify which character says each line and the order, requiring oral phrasing and rehearsal of lines.

Students are asked to read their rough drafts four times, each time focusing on one area from the "Editing and Revising Rubric," which provides structured successive readings. Students are instructed to read their persuasive paragraphs aloud at the end, pretending to read to the people who want to clear the rainforest. The rubric asks students to check punctuation and capitalization, which supports attention to accurate sentence-level conventions during readings.

Students are asked to write a script for a documentary and "have spent time practicing her script" before filming, which requires oral rehearsal and presentation. The skills list explicitly includes demonstrating learning through "oral reports, and dramatizations," linking student work to oral performance. The project requires students to present to an audience and film their documentary, which asks students to speak with engaging information and to practice delivery.

The lesson instructs the child to read Chapters 7–9 aloud and explicitly encourages giving characters voices and to "read with feeling," which targets oral expression. The similes activity asks the student to "read each simile in context," providing additional opportunities to read text aloud. The comic-strip activity and chapter-by-chapter tasks require the student to engage with the same chapters after reading, offering informal opportunities for practice across readings.

The Skills list explicitly includes "Read aloud with fluency and expression." The lesson asks the child to read Chapters 16-18 (prose) and to read and sing the ballad about Hold-Your-Nose Billy (poetry) on page 72. Activity 3 asks the child to practice a performance and then perform for family, and Activity 4 tells the child to sing the ballad and identify rhymes, which requires oral rendering with expression.

The Skills list explicitly tells students to "Read aloud with fluency and expression" and to "Choose and adapt spoken language ... including use of appropriate volume and rate." Part 3 directs students to read each monologue aloud, practice performing, create a video of a first practice and a second practice, and compare the two recordings. Part 4 has students present their monologues to an audience, and the rubrics include presentation criteria such as clarity, expression, and physicality.

Students are instructed to read Chapter 1 aloud to themselves ("Let your child read Chapter 1") and to answer questions and summarize events, which requires oral engagement with the text. The skills list includes increasing oral vocabulary by "listening, discussing, and composing texts when responding to literature that is read and heard," implying opportunities for listening and oral discussion. Activities prompt students to discuss themes and react verbally to events, giving some practice with speaking about grade-level prose.

The lesson directs the child to "read Chapter 2" and to answer discussion questions, which requires oral or silent reading and follow-up discussion. The Racial Relationships activity explicitly instructs the child to "read each scenario... aloud" and decide how to respond. The introduction and discussion prompts ask the child to predict and discuss interactions, which can involve oral retelling and conversational reading tasks.

The lesson asks the child to read Chapter 4 and to answer some questions in discussion with an adult, which requires oral response. It directs the child to summarize the chapter events and to say one sentence in present, one in past, and one in future tense, providing spoken practice. Activities include oral discussion about the Garbers' new pet and answers to comprehension questions that can be given aloud.

The lesson explicitly asks the child to "read Chapter 7 aloud." The wrapping-up prompt asks the child to go through the chapter and identify contractions and the two words that form each contraction, which requires reading text closely. The Contractions Game and its options ask the child to read contraction cards and to use contractions in sentences, providing additional oral language practice.

The lesson instructs the child to read an excerpt of Martin Luther King Jr.'s speech aloud and to answer follow-up questions, and the Student Activity Page presents quoted lines from the speech that the child can read. The lesson also asks the child to discuss the speech's meaning, which requires oral reading and comprehension of the prose. These elements show students engage in at least one instance of oral reading of grade-level prose.