Students are told to have a thesaurus on hand when writing poems and to use it to find synonyms for words they select from the poems. Students are also encouraged to refer to the Handy Guide to Writing if they have questions about grammar, punctuation, or the writing process.

Students are asked to label states, cities, and bodies of water mentioned in the poems on a blank map (Activity 1), which requires them to write place names. Students are instructed to write a poem using a long list of nouns (Activity 2) and to write an acrostic about their state (Activity 3), both of which require spelling words. A parent answer key lists correct place-name spellings (Kentucky; Knoxville, Tennessee; Mississippi River; Alabama; Florida Everglades), providing a reference for correct spellings.

The homophones activities explicitly ask students to write sentences using pairs of homophones and state "Be sure to use the correct spelling to fit the meaning of your sentence." One version requires students to use both homophones in the same sentence, which asks students to choose appropriate spellings in context. The writing task (a 7–8 sentence thank-you note) asks students to compose sentences, providing additional opportunities for students to apply spelling in authentic writing.

Students are directed to "use a dictionary" to locate meanings, pronunciations, and derivations of unfamiliar words and to write definitions on note cards for the Vocabulary Cube. The Skills section explicitly lists locating meanings, pronunciations, and derivations using dictionaries. The Vocabulary Cube activity requires students to read sentences in the book where words are used and then use the words correctly in original sentences during the game. The Loggerhead Sea Turtle activity asks students to use an encyclopedia or the provided web link to gather information, demonstrating consulting reference sources.

Students are instructed in the Editing (proofreading) stage to "carefully read through each line and correct grammar and misspelled words." Students are told explicitly to "use a dictionary to look up words whose spelling you're unsure about." The Writing Rubric asks students to self-assess whether "Are all words spelled correctly?" and directs students to include corrections in their final copy.

Students are directed during Editing and Revision to look up uncertain spellings in the dictionary: "If you are unsure of the spelling of any words, look them up in the dictionary." The Editing (proofreading) step tells students to "correct misspelled words," and the Folktale Rubric explicitly asks "Were all words spelled correctly?" The Final Copy and Editing steps require students to make corrections so the final version is "neat and error-free."

Students read grade-appropriate vocabulary words in context and write definitions for each word in their journals. Students are instructed to look up each vocabulary word in the dictionary and record its definition, which requires consulting a reference. The Skills section also lists using word identification strategies when encountering unknown words, which supports looking up words as needed.

Students are asked to label the coral reef organisms and to color and paste or glue each organism under the correct heading, which requires writing organism names. The lesson tells students, "If you are not sure about an organism, refer to books or websites about coral reefs," explicitly directing them to consult references. Students also write sentences and a paragraph in the "Varying Sentence Beginnings" activity and fill in information about characters from the reading, activities that require spelling of words and names.

Students are instructed to follow the writing process including editing/revision and to write a rough draft and check mechanics. The rubric explicitly asks students to evaluate "Do you spell words correctly?" under the Mechanics section and lists spelling as an assessment criterion. Students are asked to review mechanics such as capitalization, punctuation, and correct ending punctuation as part of preparing a final copy.

Students are asked to edit or proofread their rough draft for misspellings and grammar and punctuation problems. The Skills section states students should "Proofread and correct most misspellings independently with reference to resources." The Activity instructs students to check the spelling in a dictionary and to refer to the Handy Guide to Writing for rules they are unsure about.

The lesson lists grade-appropriate vocabulary words (ruffian, garnet, trousers, infantry, skiff, unwary) and asks students to create a picture map for the words. Activity 1 explicitly instructs students that "You will need to look up each definition in a dictionary." The Parent Plan directs reviewing the vocabulary words and having the child explain her picture map definitions.

Students are asked to create vocabulary cubes for specific words and to write the word, definition, sentence, synonym/antonym, and root/prefix/suffix on the cube faces. The materials and parent plan explicitly tell students to use a dictionary and a thesaurus ("You will need a dictionary and a thesaurus for this activity" and "Use multiple reference aids, including a thesaurus and a dictionary"). Students are instructed to roll cubes and identify words from contextual information, requiring them to produce the words in writing or orally.

Students are instructed to edit (proofread) by "carefully reading through each line and correcting misspelled words and grammar." The rubric explicitly asks "Are all words spelled correctly?" and the Parent Plan skill lists "Proofread and correct most misspellings independently with reference to resources." Activity 3 tells students that "If you are not sure about the spelling of a word, look it up in the dictionary."

Students are asked to create a book jacket and other written products (book jacket, 'Where Will She Be?' responses, poem/song) and instructed on the Student Activity Page: "Be sure everything is spelled correctly and use the book's title." The lesson repeatedly requires students to write answers to comprehension questions and to "write down any information" from the chapters, which involves spelling in their written work. The Directions on activity pages explicitly remind students to check spelling for their finished products.

The Parent Plan Skills explicitly instruct students to "use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing." Students are asked to research New York, take notes, and write poems and quilt-square sentences, which directs them to gather information and use resources during writing tasks. The rubrics and activity pages require clear, accurate information and readable writing on quilt squares and poems.

Students are asked to gather information about Jean Craighead George using provided web links and to complete an "About the Author" page with written responses. The Parent Plan lists the skill "Use technology as a tool to gather information," and multiple activities require students to write a survival story outline and journal entries. Students are prompted to research the Catskill Mountains via several web links and to record findings or descriptions on activity pages.

The lesson provides a printed vocabulary list with grade-appropriate words and definitions and instructs students to "read over the vocabulary words and definitions" and to "read each definition and remember their matching vocabulary words." Students are directed to cut out word and definition cards and play a memory game that requires matching the printed word forms to definitions. The lesson also schedules repeated review ("Play Vocabulary Memory one more time").

Students are asked to read through their paragraphs and use a rubric to edit them, with the rubric explicitly asking, "Have I corrected misspellings?" Students are directed to "Refer to the Handy Guide to Writing" when unsure about grammar or punctuation, and parents are instructed to conference with the child to help the child locate mistakes. The writing process requires students to produce and revise a multi-paragraph newspaper article, giving opportunities to identify and correct spelling errors during revision.

Students are directed to create a vocabulary picture dictionary in which they write each vocabulary word and its definition on a page and review the words daily. The directions tell students to use the first dictionary definition if multiple definitions exist, which implies consulting a dictionary. Students are also asked to put the vocabulary pages in alphabetical order and later to use each vocabulary word in a sentence.

Students are directed to "Correct any mistakes you find and make changes" during Part 7: Editing and Revising and to use the Narrative Essay Rubric to guide their revisions. Students are also told to "Refer to the Handy Guide to Writing" for rules they are unsure about and to produce a final copy incorporating their edits.

Students match a list of vocabulary words (automaton, artificial, decrepit, horologist, disheveled, agitated, frayed) with their meanings in Part A, exposing them to correct spellings. Students identify and circle prefixes and suffixes in Part B and match affix meanings, reinforcing morphological awareness of spelled forms. In Part C, students write another word that contains each prefix or suffix, requiring them to produce and spell words independently. The directions also tell students to look up unknown words in a dictionary, which invites consulting a reference.

Students are given a Part 2 Vocabulary activity in which they record the sentence from the book that contains each target word and then are instructed to "use a dictionary to see how accurate your definition was." The activity lists grade-appropriate words (dredge, armoire, divert, enveloped, celestial, rediscovered, sizeable) that students must locate in the text and write about. The Parent Plan and Activities also instruct students to consult reference material when researching Georges Méliès.

The Parent Plan Skills explicitly lists "Spell correctly words that contain common prefixes and suffixes" and "Use various reference materials (e.g., dictionary, thesaurus...) as an aid to writing," which directs students to practice spelling and to consult references. In the Prefixes & Suffixes section students create a chart of prefixes/suffixes with examples and write sentences using those meanings, requiring them to produce and spell words. The lesson also tells students to refer to the Handy Guide to Writing for any grammar or punctuation rules and to use books and websites during research, supporting use of references during writing tasks.

Students are asked in the Picture Vocabulary Game to connect vocabulary words with their definitions and are told, "If you are not sure about a word, look it up in the dictionary," which directs them to consult a reference. The Parent Plan Skills list includes "Use reference aids to clarify meanings and usage of vocabulary words," indicating students will use references while working with vocabulary. Students also write a 6–8 sentence journal entry, which requires them to produce written words and provides an opportunity to apply spelling during writing.

Students are asked to underline eight words in a paragraph and write both the original words and their synonyms on the Student Activity Page, which requires them to write words. The lesson directs students to use a thesaurus to find synonyms and provides an online resource list that includes dictionaries and thesauruses. A parent prompt also instructs giving a child a word and asking him to use a thesaurus to find a synonym, reinforcing use of reference material.

Students are told to "look it up in the dictionary" if they are not sure how to classify a word in the parts-of-speech activity. Students are asked to "Write your ballad in your journal," which requires producing written words. The parts-of-speech activity and answer key provide correctly spelled words for identification.

Students create vocabulary cubes for six grade-appropriate words, with one face labeled Word (the words have been put on the cubes for you) and other faces for definition, sentence (with a blank), synonym, and a graphic. Students write definitions and sentences, assemble cubes, and play a game that requires reading faces, giving definitions, or using words in sentences. A parent answer key with the correct spellings of the vocabulary words is provided for checking.

The Persuasive Essay Rubric includes the mechanics checkpoint "Do I spell all the words correctly?" and students are instructed in Activity 7 to "Use a dictionary to check the spelling of any words you are unsure of." Activity 7 also directs students to edit and revise, correcting mistakes, and Activity 8 tells students to "Use the spellcheck feature of your word processor to help you double-check your spelling." The final-copy step requires applying those corrections when typing the essay.

Students are given vocabulary activities that require them to work with words (e.g., 'indignantly,' 'enfolded,' 'placidly,' etc.) and to fill in 'Guess the Meaning' and 'Actual Meaning' on the provided pages. The instructions tell students they can 'look up the root before you guess the meaning' and explicitly say 'Look up the actual meaning in the dictionary, record it,' which requires consulting a reference. The wrapping up and parent plan sections instruct review of the definitions and asking the child to explain the vocabulary words.

The lesson includes a dedicated Activity 2 and multiple Student Activity Pages that teach and have students practice adding -ed and -ing to verbs. The materials present explicit spelling rules and an exceptions table (double final consonant, drop final -e, change -ie to -y) and provide fill-in-the-blank exercises and quote-based sentences for students to apply those rules. The Parent Plan and wrapping-up sections instruct students to review the rules and complete practice exercises with provided answer options.

Students are given a vocabulary list (trepidation, dais, temporal, resilience, talisman, sadist, arrogance, annihilate, ominous, and imperceptible) and a Vocabulary Crossword activity that requires them to write words from a word bank into a grid. The Parent Plan includes the skill 'Locate the meanings, pronunciations, and derivations of unfamiliar words' and directs parents to review definitions and ask the child to use each word in a sentence. An answer key for the crossword is provided, and students are asked to fill in the crossword and elaborate on vocabulary in sentences.

The Editing activity asks students to edit a paragraph paying close attention to plurals and words with -ed and -ing endings and to rewrite the paragraph with corrections. The paragraph to edit contains numerous misspellings (e.g., "offerred," "takeing," "tryd," "challengeing," "stoped," "grabed") and the Parent Plan provides corrected spellings for comparison. Students are directed to make corrections when they find mistakes and to ensure consistent verb tenses.

Students are directed to focus on spelling during revision and editing (Activity 5: "Check your spelling"). Activity 5 explicitly tells students to use spellcheck and to "Use the dictionary to look up any words whose spelling you're unsure of." Earlier guidance also tells students to focus on "the details of grammar, spelling, and punctuation" when revising their drafts.

The Parent Plan lists as a skill that students should "use multiple reference aids - including a thesaurus, a synonym finder, a dictionary, and software - to clarify meanings and usage," and "locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries." Activity 3 directs students to locate vocabulary words in the text, read and copy each sentence containing the word, and then look up the definition of each word. The participles activity refers students to a Handy Guide to Writing (p. 16) for more information, indicating the use of a reference resource.

Students are asked to identify reference sources on the "Where Do I Look?" page, which explicitly lists dictionaries and thesauruses as resource options. Activity 3 directs students to find books with glossaries and to "read the definitions of important words related to your topic so that you can use them in your report and product." Note-taking guidance reminds students to write in their own words and to consult short sections in encyclopedias or other books to add notes.

In Activity 3 students are told to "Circle any words that could be misspelled and check them in a dictionary," which requires them to identify potential spelling errors and consult a reference. The lesson also instructs students to read their paper focusing on mechanics, to check commas, quotation marks, and capitalization, and to "refer to the Handy Guide to Writing" for grammar or punctuation rules as needed.