Students read a supplied vocabulary list that gives definitions and example sentences with page references for each target word. Students are asked to locate words in the electronic book using the Search function and to read chapters 1–2 where the words appear in context. Students must choose words and write a letter using five or seven vocabulary terms, explicitly attending to correct usage (underlining or bolding each term) and showing they can apply meanings in context.

The Vocabulary Review activity asks students to rate each word as C/M/? and then either write sentences from their current knowledge or look up words in a dictionary and write sentences, explicitly instructing students to "look up the word in a dictionary, define it in their own words, and use it in a sentence." The activity directions also state students should "look up the word in Lesson 1 to remind themselves of the definition" for 'M' words, and the Parent Plan repeats that students will look up definitions and write sentences for words they do not know.

Students are instructed to read older letters aloud to make the meaning clearer when older texts differ from modern English, and are told they may ask a parent for help if they run into trouble. In Option 2 of Activity 1, students are directed to answer questions by "look[ing] for specific places in the letter that will provide the evidence you need" as they work through categories like content and context. Several activities require students to consult the full text of primary-source letters and compare their own reading to how an author used the source.

Students are given a vocabulary word bank and a crossword puzzle and are instructed to "suggest looking up unfamiliar words," which directs them to consult external references. A "Things to Know" list presents definitions of the target words (protocol, abolish, destitute, etc.), so students can compare or reference authoritative meanings. The vocabulary activity explicitly tells students to complete the puzzle using the word bank and to look up unfamiliar words, implying use of a dictionary or other reference.

Students are asked to review "All of the vocabulary terms covered in previous lessons" on the study guide and to make personal notes, which directs attention to word meanings. The unit test Part 1 gives students a word list and eight sentences with blanks where students must choose the appropriate vocabulary word from context. An answer key for the vocabulary section is provided, showing correct contextual usage.

Students identify front/back matter that includes a glossary and learn that sidebars can contain "definition of an unfamiliar term" (Activity 1 and book-organization pages). In the sidebar activity students match sidebar colors and learn that one color (green) defines terms in the text. The Part II index task asks students to choose index search terms, conduct a search, and evaluate which terms worked best, requiring students to check the book's reference tools and reflect on effectiveness.

Students are directed to read sidebar content, definitions, and text boxes when following the reading strategies, which exposes them to in-text definitions and contextual information. The Parent Plan Skills section explicitly lists "Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context," indicating students are expected to work with word meanings in content. The Student Activity Page suggests using a thesaurus for new words, encouraging students to consult a reference tool when choosing descriptive vocabulary.

Students are asked to define vocabulary words using the Three Questions activity (What is it? What is it like? What is an example?), which directs them to write definitions in their own words and provide synonyms and example sentences. The Parent Plan and activity notes explicitly tell students they may use a dictionary and/or thesaurus and that each vocabulary word has a page reference where the word is defined in a green sidebar. The highlighting option instructs students to circle unknown words to look up later, use context clues in the text, and add definitions/explanations to their notes.

Students are asked to "look up each term listed (page numbers are provided) and write its definition," which requires consulting the textbook or another reference to determine word meanings. The activity directs students to "try to use your own words" and to provide an example or draw a picture, encouraging them to test and confirm understanding. The answer key warns that some terms have different meanings outside of science and tells students to be sure they are using the scientific definition, which prompts checking the context or domain-specific source. Activity 2 also requires students to define unfamiliar terms for an audience, implying they must determine accurate meanings for communication.

Students are instructed to re-read difficult sections and analogies and to look back over bolded text to help clarify confusing concepts (e.g., "go back and re-read," "re-read the analogies," and "look back over the bold text"). The Parent Plan skills list explicitly includes determining the meaning of domain-specific words and phrases as they are used in a scientific context. A linked video is provided as an additional resource to help clarify challenging content.

The lesson's Skills list explicitly requires students to "Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context," which asks students to work with word meanings in context. The Unit Test Review pages list domain-specific science terms and instruct students to "use the index to look up any unfamiliar terms," directing students to locate where terms appear in the text to inform their understanding. The Unit Test includes questions that require knowledge of specific terms (for example, asking what an "ether" is), which prompts students to consult sources or context to answer.

Students read vocabulary words in context and are instructed to "select the best definition based on those context clues" (Activity 3), which requires them to infer word meanings from sentence usage. The directions explicitly tell students to "use a dictionary if you need additional help," giving them a concrete option to check or confirm their inferred meanings. The activity includes multiple-choice items that ask students to choose definitions based on context, promoting practice in determining meaning and consulting a reference as needed.

Students are asked to analyze author word choice (e.g., contrasting "clever" and "smart") and to consider how Pap's language and the use of the "n word" affect meaning and connotation. In the quote-analysis activity, students read specific quotes and record what those lines reveal about characters, using the context of the quote to draw conclusions. The Show/Don't Tell activities require students to select words and craft descriptions that demonstrate emotions through word choice and context rather than direct labels.

Students are instructed to use clues from surrounding sentences and words to "take a guess" at a new word's meaning, which has them practice inferring meaning from context. Students are also told they may need to use a dictionary to determine a word's meaning, which prompts consulting a reference source. In the vocabulary activity, students read words defined "based on how they are used in the story" and write original sentences using each word, giving practice with meanings tied to context.

Students read expressions from Adventures of Huckleberry Finn and fill in a table labeling each expression's type of figurative language, which involves using context to interpret meaning. Students identify and interpret figurative language in discussion prompts (e.g., "interpret the meaning as well as discuss how it enhances the story") and are asked to find an idiom from a novel or another source. In Activity 2 (Fred's Letter) students mark puns, idioms, hyperbole, simile, and oxymoron in-context and the provided answer key explains interpretations of those phrases.

Students read Chapters 9–10 and are asked to interpret figures of speech and determine meanings of words and phrases as used in the text (skill list: "Interpret figures of speech" and "Determine the meaning of words and phrases"). Students complete a "Figures of Speech" activity page where they identify idioms, similes, metaphors, personification, puns, and hyperbole from contextual examples in Elijah of Buxton (e.g., identifying "My blood ran cold" as an idiom). Students analyze passages for sensory language and precise word choice, using context to explain how specific words and phrases create meaning and tone.

The Parent Plan skills list explicitly tells students to "consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech." The Precise Language activities instruct students to use a thesaurus to help choose precise descriptive words and to replace words in a song using a thesaurus. These elements show students are directed to use reference tools for word meaning and choice.

The vocabulary activity asks students to read sentences containing target words, determine each word's meaning from context, and write their own definitions. Students are then instructed to compare their definitions to the provided "Facts and Definitions" list, which requires checking their preliminary inference against an authoritative definition. The Skills section explicitly directs students to "Use context ... as a clue to the meaning of a word or phrase," reinforcing contextual inference as a strategy. The Student Activity Page also directs students to interpret italicized words from passages and then compare with given definitions.

The lesson tells students that when they miss or do not understand an allusion they can "look these things up" and explicitly tells them to "ask an adult to help you research any of the allusions with which you are not familiar." Student Activity pages include source biblical passages (Mark 6:33–44, Joshua 6:1–20, Luke 3:1–9) that students are directed to read and use to explain the origin and connection of specific allusions in Elijah of Buxton. The Student Activity asks students to write 2–3 sentence explanations of an allusion's origin and connection to the novel, which requires comparing their interpretation to the source text.

Students are asked to choose 7 vocabulary terms and define them in their own words on the unit test, and they are required to use two vocabulary words from the unit correctly in their personal narrative. The rubric and composing instructions emphasize word choice and explicitly require the use of unit vocabulary and that students use vocabulary words effectively. Study strategies are suggested (making index cards with terms and definitions, creating and taking a self-test), which prompt students to generate and practice definitions.

The lesson lists vocabulary words with their definitions and gives students two explicit activities to learn meanings: Option 1 asks students to pose a toy or figurine to represent each word (applying meaning in a created context), and Option 2 tells students to write analogies and notes that they "may want to use a dictionary or thesaurus" to help. The parent/teacher notes also instruct adults to review and discuss the vocabulary and to have the student explain relationships in analogies.

Students are given explicit definitions for key vocabulary (fallacy, loaded terms, caricature, leading questions, false assumption, incorrect premise) in the "Things to Know" section. The Student Activity Page directs students to read the "Human Cloning" essay, identify examples of those terms in context, and underline each type with a specified color. The Parent Plan provides an answer key listing specific phrases from the essay that correspond to each label, which students can use to check their identifications.

Students are instructed to create an index card for each vocabulary word and to "find each word in the dictionary" and "write the word and its part of speech." The directions tell students that if a word has more than one definition they should "use the sentences below, taken from the book, to determine which definition and part of speech to record." The Parent Plan Skills explicitly lists verifying the preliminary determination of a word's meaning by checking inferred meaning in context or in a dictionary.

The lesson includes a Vocabulary Section that instructs students to "define four words from a given list in your own words," with lines G–J provided for responses; the list names specific words (disconsolately, furtively, harangued, rite, etc.). Multiple Student Activity Pages ask students to apply vocabulary understanding in context-based questions about the text. The Parent Plan also references "see definitions from Lessons 2 and 8," indicating students have recorded or consulted definitions in prior lessons.

Students are instructed: "To choose which definition and part of speech to use (when a word has more than one definition), use the following sentences taken from the novel and select the definition and part of speech that best fits the context of the sentence," which directs them to verify meanings using context. Students complete vocabulary cubes that include fields for "Definition," "Alternate Definition," and "Part of Speech," prompting them to record and compare multiple meanings. The Parent Plan Skills explicitly tell students to "Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) ... to determine or clarify its precise meaning or its part of speech," which supports verification via reference sources.

The Activity 1 directions instruct students to use the Lapine Glossary at the back of Watership Down along with the provided list of borrowed words to write sentences or a short poem using at least 10 such words, which requires consulting a dictionary-like resource. The lesson gives an example interpreting the Lapine word "Hruddud" as onomatopoeic, modeling how a word's form or context can suggest its meaning. The parent plan reiterates that students "looked at the 'Lapine Glossary'" and used those words in their writing.

Students are directed on the Latin Roots, Prefixes, and Suffixes activity page to "write a definition for each italicized word based on its roots, prefix, and suffix and the context of the passage from Watership Down," which requires using context to check word meanings. The parent plan reiterates that students are to determine meanings using Latin roots, prefixes, suffixes and the context of a passage and to discuss the meanings they determined, showing teacher-provided answers that model verification through context and morphological analysis.

Activity 1 (Latin Roots and Affixes) directs students to hypothesize word meanings using roots, prefixes/suffixes and sentence context and then to "use a dictionary to determine and record the actual definition." The Student Activity Page shows explicit prompts for hypothesis and for recording the dictionary definition for words such as indolent, condolence, educate, undulate, and inundate. Parent notes also instruct discussing the hypothesized meanings and comparing them to dictionary definitions to see if hypotheses were correct.

Students are instructed to write a brief definition of an italicized word using context and then look the word up in a dictionary to record two different meanings and star the one that matches the passage. The Parent Plan explicitly states students will "practice determining an unfamiliar meaning both by context and by the use of a dictionary." The Skills list includes: "Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)."

Students read Chapters 32-34 and complete the "Denotations and Connotations" activity page in which they analyze italicized words in passages and write their sense of each word's connotation. The directions ask students to compare the connotations of paired words (e.g., run/bolt, strange/marvelous) based on the passages, which requires using context to interpret meaning. The parent plan provides sample denotations and connotations, reinforcing students' use of contextual cues to decide word senses.

Students create and use Latin-root flash cards with the Latin root/prefix/suffix on one side and the meaning on the other, which practices connecting word parts to meanings. The study guide directs students to know meanings of Latin roots and to use roots, affixes, prefixes, and suffixes for determining word meanings. Unit test items and the Latin Roots question ask students to explain how English words are connected to their Latin roots, requiring students to apply root-meaning knowledge to specific words.

Students are instructed to "Read each vocabulary word in context from 'The Book Thief.'" Students are told to "Look up each word in the dictionary and write the definitions in your own words" and to copy the words and definitions into a mini picture dictionary. The Parent Plan reiterates that students will look up the definition of six vocabulary words and encourages putting definitions in their own words, reinforcing use of both context and a dictionary.

Students are asked to explore historical references (e.g., Kommunist, Aryan, Mein Kampf, anti‑Semitism, yellow stars) and complete a "Historical References" activity page using the provided web links. The activity directs students to specific online resources to learn what those terms meant in Nazi Germany and to answer guided questions about how the references apply to the book. The Propaganda activity likewise asks students to examine posters and describe target audience, goal, and what makes the poster effective, requiring them to interpret word/phrase meanings in context of the images.

Students are asked to consider denotation and connotation (e.g., comparing stroll, trudge, and stomp) and to choose words with precise connotations. The "Be Specific" activity directs students to improve underlined text and to use a dictionary or thesaurus for assistance. The parent/skills section lists determining the meaning of words and phrases as a targeted skill.

The Parent Plan discussion asks: "For Max, how does the meaning of someone being a 'standover man' change from the beginning of his book to the end?," which prompts students to infer an initial meaning and then reconsider it based on later context. The student activity directs students to reread "The Standover Man," encouraging them to use text context to interpret that phrase. The reading questions require students to cite specific textual similarities and events, supporting use of context to confirm interpretations.

Question #4 asks students to generate "possible meanings" for Max's phrase that the stars "burned" or "set fire to [his] eyes," prompting students to infer meaning from the passage. The provided answer guidance models interpreting the phrase via context (e.g., brightness surprising Max, long absence from the sky), showing students use contextual clues to propose meanings.

The Student Activity Page instructs students to determine the meaning of highlighted vocabulary words using context and then verify the definitions with a dictionary. The activity provides two columns labeled "my definition" and "dictionary definition," requiring students to write their inferred meaning and the verified dictionary meaning for each highlighted word. Passages from chapters with highlighted words (assuaged, predilection, sojourn, disapprobation, asinine) give students contextual clues to make preliminary determinations.

Students are asked to include at least one quotation from Chapters 8–9 and "explain the meaning and importance of the quotation," which requires them to interpret word/phrase meaning in context. Discussion questions prompt students to consider the meaning and implications of the racial slur (the "n" word) and to "recognize that it is a derogatory word with associations to the history of African Americans," which asks students to clarify a word's meaning based on context and historical discussion.

Students read chapters that include the target words in context and are given a vocabulary list that provides definitions and example sentences from To Kill a Mockingbird. The Student Activity Page asks students to write their own sentences using each word, and the Parent Plan asks adults to review the child's sentences to ensure correct usage. The lesson presents in-text examples (from the novel) alongside definitions that students can reference.

The Diagramming Compound Constructions activity includes a hint that tells students: "If you're unsure of a word's part of speech, the free online dictionary at Wordnik offers multiple definitions, so be sure to choose the definition and part of speech that fits with the sentence." The Found Poetry activity explicitly directs students to create a poem using words from Jim Crow laws, so students must work with historical/legal vocabulary drawn from the text. The diagramming directions also tell students it may help to use strategies from previous lessons for identifying parts of speech.

Students are asked to choose five quotes from To Kill a Mockingbird and "explain each quote in your own words," which requires them to determine the meaning of phrases. The student activity page includes an example where a quote is paraphrased (Miss Maudie's mockingbird quote), showing students practice inferencing and restating meaning in context. The Venn diagram and diary-entry activities require students to interpret characters' perspectives and the meaning of dialogue or actions within scenes.

Activity 2 explicitly tells students to look up words or references they don't understand and to put a short description in the margin after looking them up (example: looking up what a "heal-all" is). The Active Poetry Reading student page directs students to use a green pencil to circle any words they need to look up in the dictionary and to record their definitions in a dedicated "Definitions" section. The Poetry Vocabulary activity asks students to identify specific sound- and structure-related terms and includes a space for recording definitions and marking unfamiliar words.

Students are asked to look up the word "acquainted" in a thesaurus and test synonyms in Robert Frost's poem by rereading the poem to see which words fit the meaning and tone. The Word Choice Activity has students list at least five synonyms for "noiseless," choose which two best fit a poem title, and justify their choices. The lesson also provides a web link that functions as a dictionary/thesaurus and instructs students to consider how word choice affects meaning, tone, and sound in context.

The student directions for Part I explicitly tell students to "Use a dictionary to look up any words you don't understand," giving a concrete strategy for verification. The Skills section asks students to "Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases," which asks students to make preliminary determinations from context. The answer key and parent notes specifically tell parents to "make sure your child has looked up what 'frigate' means," reinforcing that students should check dictionary definitions after encountering unfamiliar words.

Students are explicitly told they are "encouraged to look up unfamiliar words" on the Student Activity Page, and parent notes repeat that students should "look up words she doesn't understand." The lesson asks students to use context and background (for example, recognizing the allusion to Helen of Troy) and to consider denotation and connotation when interpreting words and phrases. The activities require students to summarize literal meaning and infer symbolic meaning from context and research, which directs students to use context clues and external information to interpret word and phrase meanings.

Students are told that "looking up a few unfamiliar words is fine" when choosing a poem to analyze, and parents are asked to "encourage him to look up any words he doesn't understand," which directs students to consult reference sources. Students are instructed to use vocabulary cards and, if unsure about matches, to "use the answer key to confirm them," which has them check their choices against an authoritative source. Students are also advised that an "online rhyming dictionary and thesaurus will be helpful" when writing their narrative poem, indicating use of reference tools to confirm word meanings or usages.

Students are explicitly instructed in Activity 1 to "look up any word you're not familiar with or aren't sure how to pronounce," which directs them to use reference sources to verify word meanings and pronunciations. Question #2 tells students to "be sure to look up 'Euclid' online if you don't recognize the reference," giving another explicit instance of checking a term in an external source. In Question #3 students are asked to consider how applying a proposed meaning for the nonce word "Gubbinal" would change their interpretation, which engages them in checking how a meaning alters understanding in context.

Students are instructed to "read them again, this time looking up key words you don't understand," which requires consulting dictionary or reference sources. The Skills section lists that students will "Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases," which has students infer meanings from context. Several activity prompts ask students to read stanzas or lines and explain what the author means, which has students use contextual evidence to determine meaning.

Question #2 explicitly tells students: "If you're not sure what 'deferred' means, look it up and then reread 'Dream Deferred' on p. 75," directing students to check a dictionary (or other reference) and then verify the inferred meaning by rereading in context. The Parent Plan skills list also tells students to "determine the meaning of words and phrases as they are used in a text," which supports practice in checking word meaning and impact. These items require students to both consult a reference and use context to confirm meaning.