The lesson explicitly tells students to "read the following words in context on the pages provided" and to complete a cloze story by filling in missing vocabulary words, which requires using surrounding text to determine word meaning. The Skills section instructs students to "Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words." The vocabulary activity also asks students to locate definitions in a dictionary and record them on vocabulary cards.

Activity 3 explicitly tells the child to reread the description on page 4, paragraph 2, which requires rereading as necessary. Question #4 asks the child to identify words or phrases the author used (e.g., "screamed," "leaped," "enormous slashing claws"), prompting attention to word meaning within the passage. The Skills section asks students to interact with the text by making connections, answering questions, and locating information, which engages contextual comprehension.

Students are directed to locate vocabulary words in the text and write the sentence from the book as part of the Vocabulary Mini-Book activity, which requires them to record words in context. The Skills section asks students to use word reference materials (dictionary, glossary) to confirm decoding and verify spelling, and the lesson includes a demonstration of how to use the dictionary for pronunciation before students try it themselves. The Maple Sugar Farming and reading tasks require students to read chapters and answer comprehension questions, which involves attending to word meaning in context.

Students read the chapters "Summertime" and "Harvest" and then answer comprehension questions, which may require them to refer back to the text. In Activity 2 (Seasons on the Farm) students are instructed to "record the words and phrases the author uses" to describe each season, which requires rereading descriptive passages. Students are asked to read their own paragraphs aloud in Activity 3, providing an opportunity to notice errors or awkward phrasing.

Students are directed to find each vocabulary word on the indicated page and read the word in context before completing vocabulary webs. Students are instructed to look up each word in a dictionary and choose the definition and part of speech indicated by the word's context. The skills list also tells students to use word reference materials to confirm decoding skills and verify spelling.

Students read Chapters 12 and 13 and encounter the target vocabulary words listed with page numbers (chagrined, placid, distress, grave, suspicion, kindling). Students are instructed on the Student Activity Page to write definitions for each vocabulary word after they have read the words in context on the pages provided, and to create an illustration to help remember each word. The vocabulary memory game requires students to use the matched word in a sentence, and the skills list includes using text to verify facts and increasing vocabulary through word study.

Students are asked to write a draft (Activity 2) and then to read their letter/speech and make any necessary corrections (Activity 3). The rubric explicitly asks students to check that words are spelled correctly and that sentences have correct punctuation and organization, which requires students to reread and correct word-level errors. The activities require students to revise a draft and produce a final copy, implying opportunities to reread their own text for accuracy.

The lesson directs the child to read synopses together on streaming services and to write a rough draft of a movie synopsis, then "make corrections as he reads through it, referring to the rubric." The Movie Synopsis Rubric asks whether "all your words [are] spelled correctly," and the teacher/parent is asked to conference and suggest changes, which requires students to reread and revise their writing. These steps require students to reread and correct their own text for accuracy.

Students are asked to read myths, legends, and folktales from their home library and to "spend time today reading some of these stories." The activities instruct students to "reread a myth or folktale from his library" (Activity 3) and to retell a story after hearing it (Activity 2). Students are also asked to record definitions and identify cultural elements from texts, which requires reading for meaning.

Students are asked to find unfamiliar words, copy a sentence from the book that contains each word, write the definition, and use the word in a new sentence (Finding Vocabulary Words, Options 1 and 2). Option 2 specifically asks students to create a new sentence that could fit into the book, which requires attention to the word's contextual meaning. Students are asked to read Chapters 1 and 2 and record text-based responses, providing opportunities to refer back to the text for meaning.

The Skills section tells students to "use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and confirm word pronunciation," which directly references using context to confirm word meaning. Activity 2 asks students to choose vocabulary words to fill blanks in a paragraph and then read the paragraph aloud, requiring them to use contextual cues to select and pronounce words. The activity also instructs students to consult the dictionary for pronunciation if they are confused, showing an explicit step for confirming word recognition.

Students are asked to locate each maxim on the page in context and provide their own interpretation, which requires using surrounding text to derive meaning. The skills list includes "Increase vocabulary by studying author's craft," linking student vocabulary work to textual analysis. Students complete an "Elements of Historical Fiction" page by providing examples from the book, requiring them to use context to support character, setting, plot, theme, and description choices.

Activity 2 directs students to look up challenging vocabulary words and to "select the one that he thinks fits best with the context of a fantasy story," which requires using surrounding text to choose a meaning. The Skills section tells students to "use word reference materials... to confirm decoding skills, verify spelling, and extend meanings of words," prompting students to confirm word recognition and meaning with resources.

The lesson asks students to reread their paragraphs (Activity 3) and to check for punctuation and spelling errors, and it tells students to "look up the spelling of any words she does not know" (Activity 1). The rubric and final-copy steps prompt students to run spell check and verify correct spelling and grammar, requiring them to re-read and edit their own writing.

The vocabulary activity (Activity 1: Vocabulary Giant) instructs students to cut out words, match them to definitions, and, if unsure about a word's meaning, to reread the sentence where the word is found and try to use context clues to determine the meaning. The Student Activity Page reinforces matching words to definitions based on context in the novel. The reading task asks students to read the List of Characters and the first two chapters and answer text-based questions, which requires attending to word meaning in context.

The lesson's Activity 4, "Interpreting the BFG," asks students to substitute correct words where the giant uses the wrong word and to correct grammar and reword incorrect phrases, requiring them to infer intended meanings from surrounding text. The Introduction and discussion prompt students to notice that the BFG uses wrong words yet remains understandable, framing the task as interpreting meaning from context. The Life Application asks students to invent words and test whether others can understand them in context, reinforcing use of context to deduce word meaning.

The vocabulary activities direct students to read the words in context (page numbers are provided) to find correct definitions in the "Giant Vocabulary Matching" activity. Option 1 asks students to select and place vocabulary words into a cloze paragraph using contextual clues. Option 2 requires students to write an original paragraph that uses the vocabulary words, applying word meanings within contextual usage.

Students practice correcting words, spelling, and word choice in the Editing activity (e.g., changing "knewed" to "known," correcting "there" to "their," capitalizing "Africa"), which requires reading text and choosing correct forms. Students are asked to skim Chapter 3 to find examples of authorial intrusion, an activity that has them reread portions of the text to locate specific passages. Students read Chapters 3 and 4 and are asked to summarize and predict, tasks that can involve rereading for comprehension.

Students are asked to find definitions and record the sentence from the book that contains each Japanese word, which requires them to read words in context. The lesson explicitly states that students "will be able to identify the meaning of the terms by reading them in context." The skills list also directs students to use word reference materials (dictionary, glossary) to confirm decoding skills and verify spelling.

Students cut apart vocabulary words, look up and write synonyms or antonyms using a thesaurus, and use each vocabulary word orally in a sentence. Students read the vocabulary words aloud during the wrap-up and are asked to use them in sentences. Students are prompted to look for clues in the book cover illustration and to brainstorm ideas about the story setting, which engages them in using contextual clues to infer meaning at a broader text level.

Students listen to sentences during the "Homophone Bingo" activity and place a game piece on the correct spelling of the homophone that fits each sentence, requiring them to use sentence context to choose the correct word. In Option 2, students must supply the missing word that fits the sentence and then locate the correct spelling on the board, explicitly asking them to use context to determine which homophone belongs. If students miss an answer, they are encouraged to refer to the dictionary for correct spellings and definitions, which prompts a form of self-correction.

Students are asked in Activity 3 (Predictions and Inferences, Options 1 and 2) to select or fill in a word that can be inferred from each sentence, requiring them to use surrounding sentence information to determine a missing word. The vocabulary activity has students write word definitions and draw illustrations, which engages them in developing word understanding. The Life Application asks students to make inferences about pictures, prompting use of contextual clues to determine meaning.

Students are asked to record each vocabulary word's sentence from the book on vocabulary cards, which requires locating and reading the word in context. The Skills section directs students to use root words, prefixes, suffixes, and derivational endings to recognize words and to identify multisyllabic words using syllable patterns. Instructions tell students they can use the dictionary and then refer back to the book to record the sentence that uses the word.

The lesson asks students to read Chapters 15 and 16 and specifically tells students to "reread pages 93-96" when preparing the script, and to "discuss the action and dialogue" on those pages. The lesson includes comprehension questions and discussion prompts about characters and events that require students to refer back to the text to answer. The activities (chart, Venn diagram, script writing) require students to use text details to complete tasks.

Students are asked to identify underlined words in sentences as nouns, adjectives, verbs, or adverbs (Parts of Speech Option 1), which requires using sentence context to determine word function. In Parts of Speech Option 2, students fill blanks with words that fit the sentence and are told to read the sentences to make sure their chosen words "make sense," asking them to verify that the word form fits the context. The activities require students to use surrounding text to decide a word's role or suitability within a sentence.

Students read Pedro's journal entries for August and answer specific comprehension questions, which requires them to interpret words and phrases in context to answer why characters acted as they did. In Activity 2, students match navigation instrument names with illustrations and descriptions, prompting them to use surrounding descriptions and images as context clues to identify unfamiliar terms. The lesson also tells students that if they are not familiar with an instrument they can locate a picture online and read more about the instrument, encouraging independent resolution of unknown words.

Students are instructed to "fill in the vocabulary words that fit in the blanks" as they read the passage, which requires using surrounding text to choose word meanings. The Skills list explicitly states students will "use resources and references ... and context to build word meanings." Option directions also tell students to look up words in a dictionary if unsure, linking word recognition to reference use.

Students read Pedro's Journey and answer comprehension questions in a journal, engaging with the text directly. Students are asked to identify and explain idioms and similes from specific pages, which requires interpreting word meanings and phrases in context. Students are told they can look back at the information recorded on "The Journey" pages to remind themselves of what they have learned, implying they may reread portions of the text for comprehension.

Students complete vocabulary worksheets that provide each target word with a sentence from the book and ask them to identify root words, prefixes/suffixes, part of speech, and number of syllables and then choose the correct definition. Students also encounter the words during chapter reading and answer comprehension questions and record sentences from the book, giving repeated exposure to words in context.

Students complete homophone exercises (Option 1) by filling in blanks with the correct spelling of words such as blue/blew, two/too, ad/add, aunt/ant, and dear/deer, which requires using sentence context to determine meaning. In Option 2 students write sentences that use each homophone correctly, reinforcing selection of the appropriate word form based on context. The wrapping-up prompt asks students to give two examples of homophones and spell them correctly, linking word choice to sentence meaning.