In Activity 1, students are asked to "read each word in context where it occurs" and to "guess what the word means," with explicit instruction that the sentence can offer clues to word meaning. The activity then has students use a dictionary to find and match each definition, providing a step to confirm understanding. In Activity 3, students are encouraged to read paragraphs aloud "to make sure it makes sense," which prompts students to check comprehension and the appropriateness of word choices in context.

Students write vocabulary words on note cards, look up and discuss meanings, then read long sentence strips and place the correct word card to fill each blank, which requires using sentence context to choose word meaning. Students read Chapter 5 aloud and discuss meanings and details from the text, engaging with words in context. Option 2 asks students to give specific examples from the story when writing reasons for Tornado, which requires referring back to textual context for word choice and understanding.

Students are asked to reread specific passages (pp. 42-43 and Chapters 1 and 7) and to read Chapter 7 aloud. Students record and discuss the words and phrases the author uses to describe feelings and look up synonyms in a thesaurus to explore shades of meaning. Activities ask students to reread sections and to use context to discuss why particular words are powerful in conveying mood.

The Skills list tells students to "use resources such as dictionaries and context clues to develop word meaning." Activity 3 directs students to look up each vocabulary word in the dictionary and write definitions, and Option 1 has students fill blanks in the vocabulary story "The Cave," which requires using surrounding context to choose words. Option 2 asks students to write a paragraph using all vocabulary words, which requires applying word meanings in context.

Students are instructed to "Read your draft aloud and look for things that you want to change" on the Self-Editing Checklist, which prompts them to listen for errors and consider revisions. Students are asked to check for misspelled words and to use a beginning dictionary and/or other reference materials to correct spelling errors. Students are also asked to read the final card aloud to guests at the party, providing opportunities to reread text orally.

Students are asked to reread page 12 about sign language and then decode and practice signing a message, providing an explicit instance of rereading. Students locate vocabulary words in the text by page number, read the sentence that contains each word aloud, and record definitions, synonyms/antonyms, and syllable counts. Students play a clue game where they use sentence context, syllable counts, synonyms/antonyms, or definitions to identify vocabulary words.

The lesson explicitly asks students to "reread drafts for meaning and revise" in the Skills list and instructs students to "do a draft for each page... before making his final copy" and to "read through his writing and make changes where needed." The teacher prompts parents to provide feedback on grammar and content after students revise drafts. The lesson also directs students to use the book they have just finished reading or other sources to find information for their project.

Students are asked to reread Voices in the Park aloud and then reread the story using a different voice for each character, which includes intentional rereading. The Skills section tells students to "Locate and discuss author's specific word choice" and to "Discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary that help the reader comprehend a narrative or expository text." Activities ask students to identify words, phrases, and sentences that reveal each character's personality and to record three thoughts, feelings, or phrases that the telling character uses.

Activity 2 directs students to "record the vocabulary word in the sentence that it best fits," and the Student Activity Page provides fill-in-the-blank sentences (e.g., hammock, mango, fortunate, hollow) that require using sentence context to select the correct word. The activity also asks students to use the vocabulary words in their own island short story, which asks students to apply word meaning in context. The directions note that if a child is not familiar with a word, he may need to look it up in a dictionary, acknowledging attention to word recognition.

Students are asked to read Chapters 4 and 5 of Morning Girl and then answer comprehension questions aloud or in a journal, which requires attending to word meaning in context. In the Pronouns activity, students read sentences and are instructed to "identify pronouns the author uses in the text" and to "read the pronouns in context and decide which noun was taken out." The student activity page directs students to read sentences and rewrite each sentence using pronouns where they make sense, requiring use of sentence context to determine correct references.

Students read pages 16–27 and answer comprehension questions that require them to interpret text meaning. In the vocabulary activity, students look up definitions, use words in sentences, and create a short story that uses each vocabulary word. After the story is recorded, students read it aloud and are asked to ensure that the vocabulary words "make sense in context."

The lesson asks the child to finish reading the chapter (through p. 47) and then answer comprehension questions, which requires students to read for meaning. Activity 3 explicitly tells the child to reread the description of how pyramids are built (pp. 28-29). Question #3 asks for the definition of 'mummy,' which prompts students to derive word meaning from the text or context.

Students are instructed to reread specific pages (p. 11; pp. 12-15; p. 14; pp. 8-9) when answering questions and comparing texts, providing multiple opportunities to reread as necessary. Students are asked to read a list of nouns aloud to a parent and to mark each as concrete or abstract, which requires oral reading and immediate checking. Students are directed to re-read sections to gather details for journal entries, comparisons, and diagram activities, encouraging repeated reading for comprehension.

Students are asked to finish reading the story and then answer comprehension questions, which requires rereading passages to locate information. The vocabulary activity directs students to "read through the words and definitions" and notes page numbers so students can read words in context. Activity 3 tells students to go through the books and read thought or word bubbles and look at illustrations to determine character traits, using surrounding text and images as context. Activity 5 asks students to look up irregular plural forms in a dictionary when words do not fit the rule, prompting verification of word forms.

Students are instructed to read pages from the unit books and discuss the author's structural decisions and word choice, and to read aloud the "Fact or Fantasy?" section. Students are asked to read their own paragraphs, think about content, make changes, and focus on spelling during the editing stage using an editing rubric. The lesson also tells students to read for meaning when composing first drafts and suggests they may need to read more about their chosen element in books or online.

Students are asked to write sentences in pencil and then "read through his sentences and make any needed changes in grammar or spelling." Students are told to check that sentences have a subject and verb, begin with a capital letter, and end with correct punctuation. The instructions ask students to edit their sentences and then trace them in pen after corrections, which requires them to reread their own writing.

Students are asked to say contraction word pairs out loud and use them in context (Activity 2: "Encourage her to say the words out loud and to use them in context. This will help her recall the contractions she knows"). In both Option 1 and Option 2 students must match or write contractions and then use selected contractions in sentences that Eleanor or Franklin Roosevelt might have said. In Activity 3 students must write sentence responses to a scenario, and each sentence must include at least one contraction, requiring them to apply contractions in contextual writing.

Students are prompted in the Skills list to "use personal experiences and knowledge to interpret written and oral messages," which aligns with using contextual knowledge to derive meaning. Students use an Editing Rubric to check their writing and are instructed to "check and correct spelling errors" using a beginning dictionary or other reference material, indicating practice in self-correction. Students are guided to review examples of sentence types and to revise drafts, which requires them to reexamine their own text during editing.

The lesson's Skills list explicitly includes "Use resources, references, and context to build word meaning." Activity 3 directs students to say each vocabulary word aloud, check or state definitions, and write unfamiliar words with definitions on note cards. Activity 3 also asks students to locate each vocabulary word in the chapters and write the sentence that contains the word in context on the front of the note card.

Students are asked to read Chapters 1 and 2 of Poppy and answer comprehension questions, which encourages returning to the text to support answers. The puppet activity explicitly tells students to "reread the author's physical descriptions of Mr. Ocax (page 1) and Poppy (page 9)," prompting students to reread specific passages. The directions ask students to support a written paragraph with evidence from the story, which requires referring back to context in the text.

The lesson asks the child to read Chapters 5 and 6 and to think of three or four questions for discussion, which supports monitoring comprehension and may prompt rereading. Activity 3 explicitly asks the child to reread the beginning of Lungwort's speech on pages 52-53. The lesson also prompts the child to explain prior events and answer questions in complete sentences, which encourages checking understanding.

Students practice using sentence context to select words in the "Choose the Right Word" activity by underlining the word that best completes each sentence and by choosing matching words that fit paired sentences. Students match and produce synonyms and antonyms in the Synonyms and Antonyms activities, which requires them to consider word meaning in context. Students read Chapters 7 and 8 and are asked to check whether their predictions are correct as they continue reading, which prompts them to monitor comprehension against the text.

The Wrapping Up asks the child to reread the author's description of the forest on pages 83 and 85 and point out the words and phrases that create mood, so students reread text to analyze word meaning in context. The Activities review synonyms and antonyms and ask students to select descriptive words for Poppy and Mr. Ocax in a diamante poem, so students choose words based on meaning and relationships. The Reading and Questions prompt students to read Chapters 9 and 10 and answer specific comprehension questions and journal about a character decision, encouraging students to refer back to the text for evidence.

Students are asked to read Chapters 13 and 14 and to find vocabulary words on the indicated pages (Activity 2), matching definitions to words in context as they fill the crossword. Skills list and wrapping up prompt students to develop vocabulary by discussing selections and to use each word in their own sentence orally, which requires applying word meaning. The porcupine puppet and dramatization activities direct students to copy dialogue from pages 112–113, which has students return to the text and attend to words in context.

Students are asked to decide which prefix or suffix should be added to each word so that it makes sense in the sentence (Activity 2), requiring them to use sentence context to choose affixes. They are then instructed to locate those words in the chapters to see if their affix choices are correct, which asks students to check the words in the text. The life-application game and writing prompts also ask students to find words with given prefixes/suffixes in print and use them in sentences.

The lesson instructs students to "reread for meaning" as part of composing first drafts and to "read his paragraphs aloud, look for misspelled words, and listen for places where words can be changed" during editing. The rubric asks students to check that paragraphs follow a central idea and to include specific vocabulary and word-formation features (e.g., suffixes and prefixes), prompting attention to word-level details. The lesson also directs students to use a beginning dictionary and other reference materials to check and correct spelling errors.

Students preview vocabulary for Chapters 1-11 and identify base words for words ending in -ed, -ing, or -ly. Students record words on note cards, locate and highlight those words in the text, and are told that whenever they come to a highlighted word they can read the definition and the sentence. Students are prompted to use words in their own sentences and to see which words they already know before looking up definitions.

The lesson explicitly asks the child to "reread the descriptions Charlotte gives Wilbur about her eating habits" (Activity 3). Students are asked to read Chapters 4–6 and answer comprehension questions that require recall of main ideas, plot events, and character descriptions. The listed skills include "Use text for a variety of functions" and "Recall the main idea, facts, and details from a text," which supports close reading and comprehension practice.

Activity 3 directs students to match vocabulary words with definitions and then "find the words in context (provide him with the pages listed below) and write the sentence from the book that contains the words." Students are asked to write the sentence from the book that contains each target word and then make up a sentence for each word. The activity also tells students that if they are not familiar with a word, they can use the dictionary to find the definition.

Students read Chapters 19-22 aloud and answer comprehension questions about Charlotte's Web, showing opportunities to notice meaning while reading. Day 2 directs students to read aloud Charlotte's description of the seasons (pages 163-164) and then reread the description of the farm in winter, explicitly requiring rereading. Several activities (Characters Change, Plot Flow Chart, Life Cycles Chart) require students to revisit text details to complete charts and descriptions, which involves returning to the text for understanding.

The lesson asks students to "reread for meaning" as part of composing first drafts and to "read over" their writing for grammar and punctuation, which requires students to reread their text. Students are instructed to edit and revise drafts and to "check and correct spelling errors" using a beginning dictionary or other reference materials. The rubrics and conferencing steps ask students to review their writing for correct spelling and clarity.

The Vocabulary Webs activity tells students to "read the word in context to pick the correct definition" and to record a "Sentence from the book" for each vocabulary word, which requires using surrounding text to determine meaning. The activity also directs students to look up definitions in a dictionary and then choose the correct definition from context, and to compose a new sentence showing understanding. These instructions explicitly require students to use contextual information to determine word meanings.

The lesson directs the child to reread page 27 and encourages the child to read the page aloud. The lesson asks the child to recall the main idea, facts, and details from the text and to answer verbal and written questions in complete sentences, which requires checking comprehension of the passage.

The Skills list explicitly tells students to "use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings," which directs students to use context for word understanding. Activity 3 asks students to match vocabulary words to definitions and to record the correct vocabulary word in blanks from sentences taken from the book, requiring students to use sentence context to choose meanings. The vocabulary activity also allows students to use a dictionary if needed, showing use of resources alongside context.

Students are asked to reread pages 60–64 and to read their chosen scene aloud, with a copy of the script to follow along as lines are read. Students are instructed to practice reading their lines four or five times and to reread events in the novel aloud when creating the script. The activities also direct students to examine punctuation and print features (colons, parentheses, end punctuation, apostrophes) while reading scripts.

The Vocabulary activity directs students to locate each vocabulary word in the pages provided and to "read the words in context" and use context clues to decide the correct definition. Students are asked to record definitions after reading the words in context and to use each word in a sentence, which requires confirming word meaning from surrounding text. The Rain Forest Animals Chart and classification task require students to identify animals from the text, encouraging them to consult the text for accurate identification.

The Chapters 6-10 Vocabulary activity tells students to "look up the word in the book for context clues, then use a dictionary if needed," directing them to use context to determine word meaning. The vocabulary task requires students to match words with definitions and then use each word in a sentence related to the rain forest, prompting application of contextual meaning. Activity 3 asks students to "reread page 40 aloud," which gives students an explicit opportunity to reread text.

Students are asked to reread pages 49-52 aloud for Activity 2, which gives them practice rereading text. Students answer comprehension and inferential questions (for example, explaining why Dr. Rivero had a 'tinge of fear'), which requires using surrounding text to interpret meaning. Students also decide which character would say given lines and put lines in order, which requires using context from the passage to match dialogue and actions.

Students are asked to read their rough drafts four times, each time focusing on a different area from an editing and revising rubric, and to use a different colored pencil for each read-through. Students are encouraged to read their final persuasive paragraphs aloud to an audience. The rubric asks students to check spelling and to look up harder words using a beginning dictionary or other reference material.

The vocabulary activity asks students to copy the sentence from the book where each vocabulary word appears, write a definition, and then create a new sentence that fits the context of the chapter. The Skills list explicitly includes "Discuss meanings of words and develop vocabulary through meaningful/concrete experiences," and Activity 2 directs students to locate words in the text (with page numbers) and use surrounding text to produce contextual sentences.

Students match idiom phrases from the book with their translations on the provided "Idioms" activity page, which requires them to interpret phrase meanings in context. Students are asked to translate each idiom and use each one in a new sentence, practicing deriving meaning from usage. Students read Chapters 4–6 and answer comprehension questions about events and characters, engaging with the text and its language.

Students read a paragraph with blanks and must choose vocabulary words that best fit each sentence, requiring them to use surrounding text to determine meaning. They are instructed to read each dictionary definition and decide which meaning fits best in context. After completing the paragraph, students locate the words in the book "in context" and read them aloud to confirm their choices.

Students are instructed to read Chapters 16-18 and answer comprehension questions, which requires them to interpret word and sentence meaning in context. The plan to "stop and discuss the different sites" as the child reads pages about a medieval town invites students to use surrounding text to interpret unfamiliar references. The lesson asks students to discuss the English dialect and words/phrases not used today, which prompts students to compare context to infer meanings.

Students are prompted to reread Chapters 1 and 2 to compare the prince's earlier behavior with his later behavior. Students are asked to "read through the entire comic strip to see if she thinks that it makes sense," which asks them to check their reading for coherence. Students answer comprehension questions about Chapters 19-20 and write journal entries that require re-reading parts of the text for details and meaning.

The Irregular Verbs activity asks students to "read the sentences and circle the correct word," presenting pairs like (flyed / flew) and (ate / eated) that require choosing the correct verb form based on sentence context. The instructions to "Review the words on the 'Irregular Verbs' page" and to "circle the correct word in the sentence" explicitly require students to use sentence-level meaning to select the appropriate word form. The activity also asks students to write sentences using past-tense irregular verbs, which has students apply word choices within contextual sentences.

Students are instructed to match vocabulary words with definitions, create flashcards, and use the words in sentences during the vocabulary activities, giving them practice using word meaning in context. The materials explicitly tell students that if they do not know which definition goes with which word, they can "read them in context in the book and/or look them up in a dictionary," prompting students to consult surrounding text. The vocabulary game and advanced option require students to produce sentences with the words, which asks students to use words in contextualized sentences to demonstrate understanding.