The lesson lists "Read and write simple poems (LA)" as a skill and includes Activity 4: An Acrostic Poem where students complete or create acrostic poems for the country they researched. In Option 1 students fill in prompted lines to create country-specific acrostic poems, and in Option 2 students produce their own acrostic using each letter of the country name. These components require students to select words and phrases to assemble a short poem.

Students read and sing "The Star-Spangled Banner" and are invited to play it on an instrument, exposing them to lyrics together with musical notation. Students read the Pledge of Allegiance and are asked to "explain the meaning of each part," and the activity page provides line-by-line explanations in parentheses. The lesson also includes sheet music for the anthem, giving students access to the song's rhythm and phrasing in notation form.

Students are asked to compose a diamante poem and to select words that describe (adjectives) and show action (-ing verbs) for specific lines, with examples provided (e.g., "Green, fat"; "Eating, crawling, growing"). Students follow a fixed line structure that emphasizes change and uses specific types of words on each line, and they are prompted to think of words that describe and show action. The skills list explicitly includes using an author's model for language to compose poems.

Activity 6 (Rhyming Words) asks students to write S, L, or G in each box and to color the boxes that contain rhyming words the same color. The provided answer key explicitly pairs rhyming words (e.g., can/pan, tea/pea, pool/stool, coat/boat, hair/air, steam/cream), showing students practice identifying rhyme in word lists. Students also encounter rhyming language in the story activities where words like "bubbles" and related vocabulary appear, reinforcing rhyme recognition in context.

Students are asked to read a sample acrostic poem about Earth and discuss each line (Activity 5), which engages them in interpreting how individual lines convey meaning. Students are asked to write their own acrostic poem, composing lines that represent something about Earth, and to illustrate their poem, which requires choosing words and phrases to express ideas. The activity prompts students to consider the content and meaning of lines in a poem.

Students are taught and sing a sea song with three verses and a repeated chorus. The song text includes repeated lines in the chorus ("Water, water, There's water all over the world") and internal rhymes (e.g., "sea" / "see", "sea" / "me"). The lesson gives students a copy of the song so they can follow along and sing with the adult.

Students are asked to read poetry (listed in the Skills) and to write a poem about a local animal using a provided model and example in Activity 3. The poem template and example include short lines and a repeated opening/closing line ("I am a ______" / "I am a lion"), which students will copy or emulate when composing their own poems. Students also draw and describe animals in the poetic activity, connecting words to content about the animal.

Activity 3 provides three songs with full lyrics and simplified music (When the Saints Go Marching In; Yankee Doodle; When Johnny Comes Marching Home), and the Skills list includes "Participate in rhymes, songs, conversations, and discussions." The song lyrics include repeated lines (e.g., "Oh, when the saints go marching in") and rhyming phrases (e.g., lines in "Yankee Doodle"). Students are directed to learn, sing, and play these songs, giving them direct exposure to rhythmic language and repeated/ rhyming phrases.

Students are asked to identify rhyming words in poems (Activity 1) and to write their own month poem with rhyming last words (Activity 3), giving direct practice with rhyme. Students sing and recite nursery rhymes (Activity 4) that contain repeated lines and refrain-like patterns. Students count words and syllables in lines and then "talk about patterns" they see, focusing on number of words, syllables, and rhyming words (Activity 5), which engages them in analyzing regular beats and rhythmic patterns.

Students read specific quotes from The Miraculous Journey of Edward Tulane and are asked to discuss what the quotes show about Edward's feelings and how he is changing. Students are prompted to notice that the author "comes up with creative and meaningful words" to show Edward is happy and content. Students practice writing a "Goodbye Note" in which they must use phrases that show emotions (for example, replacing "I was sad to leave" with "I cried silent tears when I left").

The introduction directs students to notice that stars occur many times in Edward's story and explains that repeated mention can signal importance, calling this a symbol. Reading questions and the Wrapping Up ask the child why stars might be an important symbol and to recall repeated references to stars in specific scenes (bed, ocean, with Bull and Lucy).

Students read quoted passages from the book and discuss the literal meaning and the author's intended (figurative) meaning for phrases such as "She shone as bright as the stars..." and "His heart soared inside of him." Students copy a chosen quote, circle the part that contains figurative language, illustrate it, or write their own sentence containing figurative language and identify the figurative portion. Students complete guided questions that require them to explain what the author really means by specific phrases.

Students are asked to find and copy a short poem quote ('The heart breaks and breaks...') from The Testing Tree and to add illustrations or symbols. Students are asked why the author might have placed the quote at the beginning of the book and how the quote applies to Edward's journey, prompting them to explain the quote's meaning. Students are asked to describe examples of Edward's heartbreak and darkness, linking the poem's phrasing to events in the story.

Students practice rhyming and word patterns: the Shared Reading asks which word rhymes with "sun" and which words share vowel sounds. Students sort and write words into word-family boxes and complete Short Vowel Families pages that require circling or coloring words that belong to the same rhyming family. Students also complete rhyming clusters, word chains, and activities that explicitly ask them to identify and read rhyming words.

In Shared Reading (Activity 1.1) students read parent and child lines aloud (e.g., "Bake" and "rain" and "break" and "play") and are asked to name words that rhyme with 'see' and 'snow,' prompting generation and recognition of rhymes. Several activities ask students to read lines and point to words and letters while noticing vowel sounds and rhyme patterns. Word-sorting and word-building tasks require students to group words by sound patterns, which reinforces noticing rhyme and similar endings.

Students read and work with rhyming sets in Activity 2.2 where they read the words sang, sing, song, sung and sort related rhyming words into four boxes, cut them out, glue them, and add them to a Word Collection. Students also read the "Ending with ng" activity word list and group words by rhyme (e.g., sang: rang, bang; sing: swing, sling).

Students practice rhyming when asked to name words that rhyme with "our" and to generate rhymes for "store" and "ear" in the Life Application activity. Students participate in a shared reading message with alternating Parent/Child lines that contain rhyming and rhythmic phrasing, and they read the reader All About Storms aloud. Several sorting and word-building activities focus on sound patterns (including rhyme) that make students attend to similar-sounding word endings.

Students practice identifying and producing rhyming words in multiple activities (e.g., asking students to come up with words that rhyme with "soil" and "boy," and to identify rhyming groups for ou/ow like "shout/about" and "brown/clown/frown"). Students also read texts aloud with attention to accuracy, rate, and expression (readers and shared reading) and highlight different pronunciations in context (oo sounds). These tasks engage students in noticing rhyme and sound patterns that contribute to rhythmic elements of words and phrases.

Students read, cut out, and sort words into rhyming groups in Activity 4.1 (for example groups headed by light, cry, weigh, brief, grain, sail). Students read the rhyming words aloud, place them into columns, glue them down, and are asked to generate additional words for the rhyme groups. The teacher prompt reminds students that rhyming words sound the same even if spelled differently, reinforcing rhyme recognition.

Students practice identifying rhyming words in Activity 2.2 by coloring groups of words that rhyme (e.g., lunch/bunch/crunch; hatch/match/catch) and complete a Rhyming Words page that groups rhyme families. Students read The Egg at the Lake aloud across Days 4–5 and answer comprehension questions, providing an opportunity to encounter words and phrases in a story context. Students orally say and sort words during shared reading and word-building activities, reinforcing recognition of rhyme and sound patterns.

Students sort and identify rhyming words in multiple activities, for example in the 'Words Ending in ce' activity where they are asked to note rhyming word pairs (choice/voice; piece/peace/niece) and in the 'Words Ending in ze' activity where they group words by rhyme. Students generate rhymes in the Life Application activity and are prompted to come up with additional rhyming words during word-sorting tasks (for example, maze, cheese, hose). Students locate and read targeted words in text tasks such as the 'Word Finding' passage and the word search, calling attention to words that rhyme or share ending patterns.

Students are asked to discuss the phrase "just around the corner" and write three things that will happen soon, requiring them to describe the meaning of a common phrase. Students are prompted to identify words and phrases in stories that suggest feelings and to read texts aloud with appropriate rate and expression, practicing how word choice conveys meaning and tone. Students read and summarize Frog and Toad stories and answer comprehension questions, which requires attention to how words and phrases contribute to story meaning.

Students listen to and sing nursery rhymes set to music (Day 3 Activity 3.1), and they are asked to read poems on pages 2-14 and answer questions about how poems differ from stories (Reading And Questions). In Activity 4.1 students identify and list pairs of rhyming words from multiple poems and then read their lists aloud. The lesson's skills list also explicitly includes "Describe how words and phrases supply rhythm and meaning in a poem," indicating an intended focus on rhythm and meaning.

The lesson's skill list explicitly states that students will "Identify words or phrases in poems that suggest feelings or appeal to the senses" and "Describe how words and phrases supply rhythm and meaning in a poem." Students are asked to read poems aloud (Question #2) and to listen as a poem is read while imagining images (Question #3), which prompts attention to oral rhythm and meaning. Day 3 asks students to listen to, memorize, and perform songs/verses, giving practice with oral rhythm and expression.