Activity 4 directs students to begin a spelling journal in which they record the correct spelling of words and to use that journal to help with spelling during new writing experiences. Students are instructed to record vocabulary words for each unit and to practice writing the spelling words three times, use each word in a sentence, and practice spelling orally. The lesson explicitly tells students to use their journal as a resource to help with spelling.

Activity 3 tells students that if they need help thinking of animals for the forest they can "read about forests in books or on the Internet," and Activity 4 tells students that if they need to research a measurement, the adult can help them "locate a source." Activity 5 asks students to write the names of animals they see at a zoo or aquarium, which requires producing written animal names.

In Activity 1 students are asked to record the names of at least six plants and to "look on websites or in books to determine the names of any unfamiliar plants," which requires consulting reference materials. In Activity 5 students are asked to name plant products and write sentences about how each is used, which requires them to generate and write spellings for those names.

Students are instructed to label the animals and foods on the 'What Do You Want for Dinner?' page and to label each habitat and organisms on the 'Food Chains' pages, which requires writing words. The lesson tells students that if they are not sure about a food or an animal classification, "he can read about the animal in an encyclopedia or in the Internet." Students are directed to cut, sort, and label items, engaging them in instances where they may need to know or confirm word forms.

The lesson tells students to "look for information about [unfamiliar plants or animals] online" (Activity 1) and that a child "may need to read about wetland animals to complete this activity" (Activity 3 Option 2), giving students explicit prompts to consult external information sources. Several activities require students to write sentences or a short paragraph about animals, habitats, or uses of water (Activity 3, Activity 7, Activity 8), creating occasions where reference consultation could be applied.

The Introduction directs the student to "Read the definition of the word balance in a dictionary," which requires the student to consult a beginning dictionary. The lesson also provides an external web link (KidsHealth MyPlate) that students can read for factual information about food categories. Students are instructed to write a paragraph about an example from the Internet, which could involve consulting online reference materials.

Students are asked to read about armadillos in an encyclopedia or on the Internet and to use the book to locate the names of the cities when charting Armadillo's journey. Students fill in written pages such as "Where in the World Am I?" and label places on maps, requiring them to write names of towns, states, and other geographic features. Several activities direct students to write a paragraph about a trip and to label/map features, which involves producing spellings of place names and terms.

Students are asked to read about animals, plants, and habitats in books, an encyclopedia, or on the Internet (e.g., "If she needs ideas, let her read about the animal or tree in an encyclopedia or on the Internet" and "Read information about the animal on the Internet or in an encyclopedia"). Students are instructed to label habitats and to copy habitat names if needed ("record the habitat names ... for her to copy"), which provides a model for correct spelling. Students are directed to write sentences and poems about animals and habitats after researching, implying they will use reference sources to gather accurate information for their writing.

The guidebook activity tells students they may need to find additional resources and that they can read other books or locate information from an encyclopedia or the Internet to complete pages. The Skills list includes "Select and use new vocabulary in speech and writing," and several activities (e.g., writing a paragraph about living in Asia and completing the guidebook) require students to find and record information from external sources. Activities prompt students to read directions and use resources (sandiegozoo.org, Explore Asia, other books) while completing written pages.

In Activity 5 students are asked to "look for additional information" on the Internet or in an encyclopedia to complete the Guidebook to Africa. In Activity 3 students are instructed to "look on the Internet for a recipe" for an African food they choose to try. These directions require students to consult external reference materials to find information.

Activity 6 directs students to make a picture dictionary for the lesson's spelling words using the provided "Picture Dictionary" pages and to write each word three times in a Spelling Journal. The activity lists the target words (river, chain, water, lifecycle) and provides pages designed for students to record words and illustrations, which creates a student-made reference resource.

Students are told to refer to the laminated writing sheet as needed when spelling words aloud (Activity 3.2) and to use the Word Collection folder or binder to store word pages (Activities 1.2, 1.2 wrap-up). Several activities have students compare spellings and circle or correct words (Activity 5.1 "Circle the Word" and other sorting/word-building tasks), and adults are instructed to check work and allow students to correct mistakes.

Students are directed to check their work against an answer key in Activity 1.1 and to correct mistakes after comparing their card placements. Students are also encouraged to refer to the "Who Makes the Sound?" page they created when making words in Activity 4.1 and to reread words as they decide on spellings. The lesson repeatedly asks students to self-correct word recognition and spelling during reading and word-building tasks.

Students are told they "can use the book to help with spelling" when labeling and coloring animals (Activity 3.1). Students are also instructed to use the theme word card "if needed to correctly spell the colors of the animals" (Activity 3.1/4.2). The lesson repeatedly provides word cards and a theme card as resources for students to consult when reading and writing words (Activity 1.3, Day 5).

Students are directed to use the Syllable Division Rules Flowchart for guidance when dividing words into syllables and determining spelling patterns. Students are asked to insert the Puppy Rule poster into their Interactive Notebook for safekeeping and future review, providing a reference they can consult. Students are prompted to refer to the book as needed when identifying words and forms (e.g., listing story ingredients and finding words in the text).

Students are instructed to use the Syllable Division Rules Flowchart and the Weasel, Rabbit, Tiger, and Camel posters as reference when dividing or sounding out words (e.g., "He can use the Weasel grouping rule along with the syllable division rules he's learned to divide any words he isn't sure about"). The lesson also tells students to use the animal rule mini-posters for reference during sorting and decoding activities (e.g., "Allow him to use the animal rule mini-posters for reference").

The lesson directs students to use the Syllable Division Rules Flowchart and the Panther poster as references while they work and provides sight word cards and a Seasons and Holidays theme word card for students to read. Students are instructed to try writing holiday names and are allowed to "copy from the theme card" when filling in holiday names, and parents are told to refer back to earlier lessons (e.g., Lesson 3) for review as needed.

Students are given a Syllable Division Rules Flowchart and a Turtle Rule poster to review and use when dividing and decoding words. They are asked to check their work after sorting words, read each word aloud, and are encouraged to use the Turtle rule when they are unsure of a word. Students complete sentence-writing and spelling challenges that require them to spell target consonant+le words correctly and to save reference pages in their Interactive Notebook for future use.

Students are asked to use sight word cards, theme word lists, a Word Collection folder, and the Interactive Binder to read, select, and record words for their story (Activities 1.1, 1.2, 2.1). Students record words on the Story Idea page and are instructed to cross off words as they use them, showing use of word lists as a reference while composing (Activity 2.1). During Book Editing (Activity 4.1), an adult reads through the student's notecards and helps correct spelling and grammar, using a colored pen to edit.