Students are asked to write and record specific lines, stanzas, and couplets from poems (e.g., "Write your favorite line," "Record a stanza," "Record a couplet"), and to include poem titles in quotation marks. Students are directed to write stanzas from named poems and mark rhyming letters, which requires copying lines from the text. Students also identify specific words and phrases (onomatopoeia, alliteration, synonyms), which involves locating and quoting portions of the poems.

Students are directed to read the section of poems about the Southeast U.S. and to reread the poem 'Knoxville, Tennessee,' which requires close engagement with the text. Question #3 explicitly asks students to 'Record your favorite line from a poem you read today,' which requires copying a line from the text. Students are also asked to read poems aloud and to discuss nouns chosen for their own poems, showing opportunities to refer back to text lines.

Students are asked to record three interesting adjectives from the poems along with the nouns they modify, which requires locating and writing exact words from the text. The Onomatopoeia activity asks students to find an onomatopoetic poem, write its title, and record the onomatopoetic words (e.g., "b-rr," "huff," "puff"). Option 2 for quatrains asks students to find a poem written in quatrains and copy the poem, which requires reproducing the text exactly.

Students are asked to identify words that create vivid images (Question #2) and to write down names and lines from poems (Activity 3 asks students to "write down the line where the author uses personification"). Activity 1 directs students to identify metaphors used by the author in "March in New Mexico," which requires locating and recording specific phrases from the text. The student activity pages require writing examples (three metaphors) copied onto the page and illustrating them.

Students are asked in Question #3 to "Record the simile in the poem, 'Skier,'" which requires copying the exact poetic line. Activity 2 directs students to "Write down the words to your favorite song" and to determine line breaks if the song were read as poetry, which requires reproducing text/lyrics. The provided Student Activity Page for "America the Beautiful" includes full lyrics that students can read and transcribe.

Students are directed to record action verbs found in the poem "dog," which requires locating and copying words from the text. Students are asked to identify their favorite line in "Stopping by Woods on a Snowy Evening," which requires selecting a specific line of the poem. Students answer comprehension questions about setting, narrator age, and "promises" in the poem, prompting textual interpretation based on the readings.

Students compare Jack's poem and Walter Dean Myers's poem using a graphic organizer (Activity 1) and are asked to note similarities and differences, with the parent notes explicitly pointing out identical lines and specific similes. Students are asked to identify a metaphor found in the book (Question #3). Students also memorize and recite a poem (Activity 3), which requires reproducing the poem's words accurately from memory.

Students are asked to answer comprehension questions after reading Chapter 2 and the excerpt, and Question #1 expects students to report Mrs. Olinski's exact response (the provided answer includes a verbatim line from the text). Several other questions require students to state what they learned about characters and connections, prompting explicit explanation of text details. The wrapping-up prompt asks students to compare Nadia and Noah, which asks for explanations that could be supported by quoted text.

The Parent Plan's "Questions to Discuss" includes the direct quote "Inside of me there was a lot of best friendship that no one was using," and asks students to explain what Nadia means, prompting inference from that quoted line. The Reading and Questions section asks students to finish the story and answer explicit comprehension questions (e.g., what musical the family saw; why Nadia stopped going on turtle walks), which requires explaining what the text says explicitly. The Voice activity asks students to write three things they notice or learn about Nadia from her voice, prompting textual analysis of character perspective.

The lesson asks students to "support his own ideas by citing examples in the text" in the Skills section and tells students to "describe the journey of each member of The Souls and what they found" in a journal (Activity 2). The Parent Plan repeatedly prompts students to "support his ideas with evidence from the text" and to discuss their journal responses. The reading questions include items that require explanation (e.g., Mr. Singh's explanation) and opinion with reasons, which invite use of textual evidence.

Students are asked in Activity 3 to "Find three examples of hyperboles in 'Bess Call' and record them," which requires locating and writing exact phrases from the text. The Women Characters activity asks students to "record words and phrases that describe the three main women characters," prompting them to extract language from the stories. Reading comprehension questions ask students to explain characters' actions (for example, why the Star Maiden left or why Charlotte went to the lake), which requires using the text to support answers.

The Parent Plan lists the skill to "identify and interpret elements of fiction and nonfiction, and then support by referencing the text," directing students to use the text as support. The Figures of Speech activity presents exact quoted phrases from Susanna and Simon (with page numbers) and asks students to translate and explain their meanings. The Brer Rabbit section includes a comprehension question that cites a line from the story ("Please don't throw me in the briar patch!") and asks students to explain Brer Rabbit's motive.

Activity 4 (Author's Language) asks students to "list three sentences that helped bring John Henry to life," prompting students to extract and record exact sentences from the text. The Parent Plan for Activity 4 directs students to read aloud the sentences they selected, reinforcing reproduction of the text's language. Activity 6 asks students to read another version and "record five ways the two versions are different and three ways they are similar," which requires students to refer back to specific textual details.

Students read multiple folktales and answer explicit comprehension questions (for example, they answer why Pale-Faced Lightning ran away and why the small people left). Students are asked to interpret a direct quotation from the text: "Sister Fox knew, '...brains could often get the better of brawn.' What does that mean? Do you agree? Why or why not?" Students also write a summary of one story using transitional words, which requires them to explain what the text says explicitly in their own words.

Activity 2 instructs students to "Record the first sentence of the book in your journal" and to record beginning sentences from other novels, which requires copying (quoting) text. The vocabulary activity presents several short quoted passages containing underlined vocabulary words and asks students to use context sentences to define the words. Question 3 asks "How do you know?", prompting students to support their answer about Phillip's origin with evidence from the text.

Students are asked to record exact sentences from Chapters 1–2 for Activity 2, which requires them to locate and write sentences from the text. Activity 3 presents four direct quoted phrases of Timothy's dialect for students to translate and rewrite, giving students practice working with actual quoted text. Several short-answer reading questions ask students to explain events and character actions after reading chapters, which could be answered using text details.

Students are asked to read Chapters 5 and 6 of The Cay and answer specific comprehension questions, including an inference question asking why Timothy might want to stop at the island. The Parent Plan lists the skill "Draw inferences... and support them with text, evidence, and experience," indicating students should use text evidence. Part C of the Subject/Verb Agreement activity directs students to find and write one sentence from the book with a plural subject/verb and one with a singular subject/verb, requiring students to locate and record exact sentences from the text.

Students are asked to read Chapters 9 and 10 and answer specific comprehension questions about how Timothy and Phillip made a rope and why Timothy wanted Phillip to work, which requires referring to the text. The Parent Plan Option 2 and the comma activity explicitly ask students to "write sentences from the chapters you read today" and to "find examples from the book" to illustrate comma rules. Students are also asked to write one or two sentences describing the characters' attitudes and actions on the "Phillip and Timothy" pages, which directs them to use content from the chapters.

The Parent Plan lists the skill 'Analyze characters, events, and plots and cite supporting evidence,' which directs students to use textual evidence. Students are asked to read Chapters 13 and 14 and "write a sentence or two that describe the two characters' feelings and actions toward one another," an activity that requires referring to the text. Question #5 presents specific textual indicators (e.g., "The sea fired like a rifle, he could smell it in the air, there were no birds around...") that students could identify when answering why Timothy knew a hurricane was coming.

Students read Chapters 15 and 16 and answer comprehension questions that require locating text details. Question #1 asks students to identify the exact words and phrases the author used to describe the storm, with expected answers like "Splintering sound, driving rain, raging whitecaps," which requires students to quote or copy language from the text. Other comprehension questions (e.g., how Phillip survived, what is the eye of the hurricane) require students to retrieve explicit textual information.

Students read Chapters 17 and 18 and are asked to write five questions about the chapters, with instructions that some questions should be taken directly from the book and others require personal opinion. Students are asked to explain the theme of the book and to 'support her idea with evidence from the text.' Students complete a 'Phillip and Timothy' activity and a 'Remembering Timothy' page that require describing and explaining characters' actions and significance.

Students are asked to finish the novel and answer explicit comprehension questions about the last chapter (for example, why the boat came and what happened after Phillip was rescued), which requires referencing events in the text. The Skills section explicitly tells students to "identify and interpret elements of fiction and nonfiction and support by referencing the text" and to "use details, examples, anecdotes, or experiences to explain or clarify information." Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked to describe King's dream and relate it to their experience in a eulogy, which requires drawing inferences across texts.

Students are asked to list the "interesting adjectives" and "strong verbs" the author uses on pages 46-48 and to record words or phrases that appeal to each of the five senses, which requires pulling language directly from the text. The reading directions tell students to "record a few things you learned about the people and the city" on a specified page, and the Parent Plan skills include "support by referencing the text." Question #5 is open-ended ("Answers will vary"), which asks students to explain why Dina wants to go back to Breisach and could prompt inference supported by text.

The Parent Plan skills list explicitly tells students to "Analyze characters and events and cite supporting evidence" and to "Make inferences, draw conclusions, make generalizations, and support by referencing the text." The bubble map directions ask students to "think back on each character's actions and words, as well as what other characters have said about one another," and the Reading and Questions section requires students to answer comprehension and inference questions about specific events and characters.

Students are asked to read Chapters 16–18 and answer specific comprehension questions (e.g., "How did Dina describe vaccination?", symptoms of Maria and Barbara, what Dina feared, and how they tricked the men), which requires extracting explicit information from the text. Discussion prompts (e.g., "Why do you think Uncle said…?", "Why do you think the men didn't take Maria?") ask students to explain reasons, prompting them to draw inferences from the story. Students are also directed to write down information learned from the chapters on a themed page, which involves referencing the text content.

Students are asked to answer comprehension questions about Chapters 22–24 and to "record a few things you learned" on a page about New York, which requires referring to the text for explicit information. The Skills section instructs students to "identify and interpret elements... and support by referencing the text," and Activity 1 asks students to highlight or underline passages that they found well written. Activity 2 presents sentences taken from the novel for students to add punctuation, and the answer key shows correctly punctuated quoted dialogue, giving practice with textual lines.

Students are asked to "reread some of the author's descriptions" and to "take notes on important information and words and phrases that describe the city," which requires returning to the text for details. The Story Quilt prompts ask students to write specific text-based items (title/author, three sentences comparing Dina's life, three reasons Dina stayed) and the rubric requires "accurate information" and "adequate notes based on research." These elements require students to use text details and record words and phrases from the text.

Students read pages 1–20 of My Side of the Mountain and answer comprehension questions in complete sentences, which requires referencing the text. The Parent Plan skills list explicitly includes "Quote or paraphrase information sources." Students are directed to read Smokey the Bear's fire safety rules and summarize the major points on a poster, requiring them to pull information from an informational text.

Question #1 presents the direct line "I knew how to make fire, and that was my weapon" and asks students to explain what Sam means, requiring interpretation of a quoted passage. Students are instructed to read pages 21–40 and to answer comprehension questions in complete sentences, giving opportunities to refer to the assigned text. The Introducing the Lesson prompt asks students to summarize what happened in previous pages, which engages students in explaining explicit events from the text.

Students read pages 58–85 and answer comprehension questions about character traits and events (e.g., Question 5: "Did Sam enjoy spending time with Bando? How do you know?"), which asks them to support answers with evidence from the text. The lesson asks students to summarize the reading and to write a summary using provided words and suffixes, requiring them to explain what happened in the text.

Students are prompted to "Include direct quotes from your imaginary interview" and to make sure those quotes sound like Sam would say them. The writing rubric asks students to use quotations and to punctuate quotations correctly, and students read pages 107–131 and answer comprehension questions. Paragraph organizers and editing tasks require students to add and punctuate quoted material in their articles.

The Parent Plan Skills list includes "Support judgments about the text using references to the text and prior knowledge," which asks students to refer to the text when making claims. The Reading and Questions section (Q1–Q3) requires students to answer specific details from Chapters 7 and 8, prompting use of textual information. The 'A Royalist' activity and Student Activity Page ask students to list reasons drawn from colonists' perspectives, implying use of evidence from the chapters.

Students answer comprehension questions about Chapters 10 and 11 (e.g., who Kit discovered, why Widow Tupper paid fines), which requires referring to specific events in the text. Students record three discoveries about the community, the Woods family, and herself, which asks them to identify explicit details and draw conclusions. A parent prompt reproduces a direct line from the book—"People are afraid of things they don't understand"—and asks students to explain whether it is true and how it is conveyed in the story.

Students are asked to interpret a direct quotation from the text: Question #2 presents Nat's line "A man is loyal to the place he loves" and asks what it means, prompting inference from a quoted passage. The lesson repeatedly reviews rules for quotation marks and commas and asks students to review the rules for using quotation marks to show speech. Activity 1 requires students to write dialogue using quotation marks, and parent-plan skills list using commas and quotation marks correctly when writing direct quotations.

Students are asked to underline similes and circle personification in a specific passage, which requires locating exact phrases in the text. Students are asked to make a journal list of the colonists' complaints from Chapter 15, which requires extracting information from the chapter. Students are asked to interpret a direct quotation from Nat ("To think I'd worried about that little bird...") when discussing meaning, which asks them to draw an inference from quoted language.

Students read Chapters 17 and 18 and answer comprehension and inference questions (e.g., Q1, Q2, Q4) that ask them to explain characters' motives and actions. The lesson includes an explicit quotation from the text in Question #4: "How dare you speak the name of a good, God-fearing girl. Any man who slanders one of my family has me to reckon with." Activity 1 asks students to review explanations and choose reasons for the Salem Witch Trials, requiring students to draw inferences from historical context and story events.

The Skills section explicitly tells students to "Cite textual evidence to support analysis, including inferences, conclusions, and generalizations drawn from the text." The On Trial activity asks students to make three arguments defending Kit and to "Provide support to defend each argument," which requires using evidence from the book. The Questions prompt students to explain reasons for characters' actions (e.g., why William Ashby does not come to Kit's trial), tasks that invite citing parts of the text to support answers.

Students are directed to "Record the sentence from the book that contains each vocabulary word" for multiple vocabulary words (dredge, armoire, divert, enveloped, celestial, rediscovered, sizeable), which requires copying exact sentences from the text. Students read Chapters 1–4 and answer specific comprehension questions about characters, events, and discoveries that ask them to explain what the text says. The vocabulary activity explicitly asks students to locate and transcribe text passages as part of their work.

Students answer direct comprehension questions about explicit events (e.g., identifying that Hugo's uncle's body was found in the Seine and that Papa Georges protected Hugo), showing practice in explaining what the text says. Students respond to inferential prompts (e.g., why Isabelle shows interest in photography) and complete activities that require explaining character discoveries and changes. Students also write a synopsis and give three reasons a picture book deserves an award, which involves using text-based understanding to justify judgments.

The Skills list explicitly tells students to "Quote or paraphrase information sources, citing them appropriately." The research directions ask students to "record important information on note cards" and to write the name of the book or website at the top of each card. The mythology activity asks students to select and read a Greek myth and "explain its lesson or moral," which requires students to draw inferences from a text.

Students read Chapters 5 and 6 and answer direct comprehension questions that ask for explicit information from the text (e.g., what Lucy discovered she could do to make money; who Snowshoe is; why Lucy wants to save money). Students are also asked to interpret a specific quoted line when discussing, "Know many, trust few, always paddle your own canoe," which asks them to draw meaning from a direct quotation.

One parent-plan option asks the child to look for a specific piece of information for three characters, including a line labeled "a quote," so students are prompted to locate and write a quote from the novel. A Student Activity Page explicitly includes a field labeled "Quote" next to spaces for physical/personality traits and interactions, showing students will extract a quoted line tied to character analysis. The discussion prompts include "How do you know?" which asks students to refer back to the text as they explain character decisions.

Students read Chapter 2 and answer comprehension questions that include and refer to direct quotations from the text (for example, the prompt: "We know you have a great mind and all, Mother, but you don't have much sense..."). Students complete a Characterizing Meg activity in which they must write three character traits and give three examples or pieces of evidence from the book to support each trait. The Wrapping Up section includes a discussion prompt that quotes Meg: "I do face facts. They're a lot easier to face than people, I can tell you," which students are asked to interpret.

Students are asked to read Chapters 10 and 11 and answer specific comprehension questions that require drawing information from the text (e.g., how Meg's father ended up on Camazotz; how the beasts helped Meg). Students are directed to provide examples of events, characters' words or actions, and author's descriptions to support the theme on a graphic organizer labeled 'Theme: A Wrinkle In Time.' Parent prompts ask students to explain how the theme is revealed and how they will provide evidence to support their story's theme.

Activity 3 directs students to "read and copy each sentence that contains the word," requiring students to reproduce exact sentences from the text. That activity also asks students to "identify the correct definition based on the context of the sentence," which has students use the copied sentence to infer word meaning from the text.

Students read Chapter 4, "Half Slave and Half Free," and answer explicit comprehension questions about the text (e.g., why Lincoln feared forced abolition; what the Dred Scott case was). The Skills section tells students to "Support judgments through references to both the text and prior knowledge," prompting use of the text as evidence. The speech assignment requires students to "Support each point with statistics, experiences, or quotations," encouraging inclusion of quoted material to back claims.

Students are asked to read the Emancipation Proclamation excerpt, underline three sentences or parts of sentences they find most important, copy them into their journal, and explain why they selected each one. Students are directed to use the stovepipe hat activity to write a quotation or a sentence beneath each flap that describes an event from the book that reflects a character trait. The student activity pages provide actual excerpted text (including dates and provisions) for students to copy and reference.

Students are directed to read the Gettysburg Address, circle powerful words and phrases, and memorize the first sentence so they can recite it aloud. The Parent Plan specifically asks students to quote, from memory, the first sentence of the Gettysburg Address. Students also answer comprehension questions about Chapter 6, engaging with explicit content from the text.

Activity 1 directs students to copy a quote from the "A Lincoln Sampler" section into a labeled box, and then answer four questions about that quote, including why it is meaningful and what insights it gives about Abraham Lincoln. The parent plan asks the child to read the recorded quote aloud and to discuss its meaning and significance. These tasks require students to reproduce a text excerpt and to explain and reflect on its meaning.

Students are instructed in note-taking guidelines that state: "Do not copy the information exactly how it is written -- use your own words. You can quote a source directly if you put quotation marks around the words or sentences." Activity 4 has students read a short article, underline information related to questions and subtopics, and add important information to a chart. Activity 5 reiterates that "If you copy exact words from a book, use quotation marks." The bibliography activities require students to record sources and authors for the information they use.