Students are assigned to research the history of pearl diving and give an oral presentation, writing a one-page script and preparing at least two visual aids. Students are instructed to practice delivery techniques (eye contact, inflection, voice modulation) and to organize a logical sequence for the presentation. Students will present to family and be assessed on content, delivery, and effectiveness of visual aids. The parent/skills notes state that students should "write and speak with a command of standard English conventions."

Students are asked to perform a song aloud — Parent notes ask the child to "sing the song as Kino would have heard it in his head" and to discuss how beat, tempo, and rhythm reflect the song's mood. Students are prompted to discuss questions such as why the priest or doctor comes and whether the pearl is evil, which requires them to speak about character motives and ideas. Students are asked to predict changes to Kino's life and to discuss how words reflect Kino's culture, indicating opportunities for oral explanation and discussion.

Students are asked to discuss complex topics with a parent (e.g., how money and education affect power, how wealth changes people) and to answer chapter questions in complete sentences, which requires spoken responses during discussion. The Parent Plan explicitly lists modeling conventional written and spoken expression by using phrases correctly (including prepositional and appositive phrases) and instructs parents to ask the child to provide an example of an appositive and explain its function. Several activities direct students to explain symbolism and respond to discussion questions, creating opportunities for oral explanation and practice of sentence-level correctness.

Students are asked to develop four discussion questions of different types (Right There, Think and Search, Author and You, On My Own) and to provide answers, which requires preparing content for group discussion. Students are asked to share stylistic devices recorded in their log and to respond to parent/teacher discussion prompts (e.g., Questions to Discuss) that involve talking about character motivation and theme. Students complete an editing-sentences activity that practices grammar, spelling, and punctuation.

Students are prompted to speak when asked to predict whether Kino will be caught and to discuss options and fate with a parent. The Skills section explicitly lists using verbal phrases in reading, writing, and speaking, and the parent plan instructs asking the child to explain what a verbal phrase is and provide examples. The Questions to Discuss section directs students to talk about symbolism, character descriptions, and moral lessons, which requires verbal responses.

Students are asked to practice an oral retelling of a selected parable and to tell it to their family, using props, hand gestures, and body movements to make the retelling engaging. Students are instructed to explain the moral or lesson of each parable to a parent and to ask the audience to explain the lesson after the retelling. Students are prompted to practice storytelling skills and to discuss those storytelling skills with a parent.

Students are asked to describe to a parent the lesson their parable will teach (Activity 1) and parent prompts ask the child to explain and discuss the lesson, which requires oral explanation. The Skills list includes "listen to and monitor self to correct errors" and "experiment with figurative language and speech patterns," and it also mentions producing "final drafts/presentations," which implies some spoken or presented component.

Students are asked to write and rehearse scripts for paired or small-group performances (Scene Memory, Quick Script) and to write and deliver a speech defending or prosecuting Kino using persuasive techniques. Students prepare and conduct a mock trial for Kino, assigning roles and using evidence to argue the case, which requires oral argumentation in a formal task. The skills list directs students to use speaking techniques (voice modulation, inflection, tempo, enunciation, eye contact) and to engage the audience with verbal cues, facial expressions, and gestures for effective presentations.

Students are asked to serve as a Literary Luminary by selecting two or three passages, reading those passages aloud to a parent, and explaining their reasons for selecting them, which requires spoken explanation. In Activity 1 students copy and correct sentences for grammar, spelling, and punctuation, practicing standard English conventions. The parent plan reiterates that students should read passages aloud and explain their choices to a parent, reinforcing oral practice.

Multiple Parent Plan prompts ask the student to describe Nhamo's journey and to discuss specific comprehension questions aloud with a caregiver. The wrapping-up and parent sections ask the student to explain the steps in the writing process and to answer guided discussion questions about character perspective and choices. These items require students to speak and explain ideas orally to another person.

The Parent Plan lists a skill to "extend understanding by creating products for different purposes, different audiences, and within various contexts," which asks students to produce materials for varied audiences. Option 1 asks students to design a museum plaque aimed at educating museum patrons, and Option 2 asks students to create a guidebook to teach younger children, requiring different audience targeting. The wrapping-up section and Parent Plan encourage sharing the finished guidebook and include "Questions to Discuss," which provide opportunities for students to speak about their work aloud.

Students are asked to write a four- or five-sentence summary and "share it with a parent," which requires them to present information orally. The skills list explicitly includes "Model an understanding of conventional written and spoken expression by choosing language that is precise, engaging, and well suited to the topic and audience" and "Deliver narrative presentations by describing complex major and minor characters and a definite setting." The parent plan asks parents to "display your child's calabash and ask her how she decided on her design," prompting students to explain their artistic choices aloud.

Students are asked to identify at least three examples of figurative language in Chapters 28–30 and "read them aloud to a parent." Revision guidance tells students to "read your paper out loud slowly" or to have a friend or parent read it aloud to them. In the "Why Proofread?" activity students consider scenarios such as Anna interviewing for a job, which prompts thinking about presentation and how one should be remembered by interviewers.

Students are asked to take the role of a Dialogue Designer and create an imaginary conversation between two or three characters that can be entertaining, persuasive, or informative, which requires choosing language for a particular purpose and task. Students may write a postcard from Nhamo to her grandmother (4–6 sentences) and are prompted to include a greeting and closing, addressing a specific audience. Students may create a storyboard and write a sentence describing the action in each scene, making sure scenes reflect culture, geography, and Nhamo's struggle, which requires tailoring descriptions to context and content.

Students prepare and deliver an oral personal narrative, practicing reading aloud, using movements, gestures, facial expressions, dialogue, and visual aids during rehearsal and final presentation. Students rehearse in front of a parent and then present to family and guests, and the Parent Plan skills list directs students to create an account appropriate to purpose, audience, and context and to use effective rate, volume, pitch, and tone. The checklist requires students to use a unique voice, expressive dialogue, and to engage the audience, which involves modifying delivery for an audience.

Students are asked to read their interview questions aloud, pretending the parent is J.R.R. Tolkien, and then to share and explain three things they would tell him about the future, which requires oral presentation and explanation. Students are asked to share their collage and explain each image, which asks them to present information verbally. Students must answer reading-comprehension questions in complete sentences and correct grammar in provided sentences, which requires use of standard English conventions.

Students are asked to "Answer the questions below in complete sentences," which requires use of conventional spoken/written expression. Students are instructed to read an example of foreshadowing aloud to a parent and to discuss story highlights and guided questions with a parent, providing opportunities to speak to an audience. The activities on independent clauses and coordinating conjunctions require students to combine clauses correctly and use commas, reinforcing correct formal grammar in sentence-level speech and writing.

Students are instructed to write riddles, revise clues by changing wording and adding details (Steps 7–8), and then test their riddles on family members (Step 9). The parent/teacher prompts ask students to discuss questions about characters and events, which requires speaking and explaining ideas aloud. Students are also asked to create a note in runes and provide the chart so a family member can decode it, which involves considering an audience for communication.

Students are asked to verbally summarize the chapter aloud and to answer discussion questions, which requires speaking about the text. The Skills section lists "Experiment with figurative language and speech patterns," indicating students will practice different speech patterns. The lesson requires students to answer reading questions in complete sentences and to edit sentences for grammar and punctuation, providing practice with standard/ formal English in written form.

Students are asked to "construct essays/presentations that respond to a given problem" (Skills) and to "present the problem-solving process she used" (Parent Plan), which require speaking for a task. Students practice formal grammar through the "Editing Sentences" activity and by reviewing coordinating conjunctions and sentence types, supporting command of standard English. The activities include both written correction and an oral presentation prompt that could involve adapting language for explaining a solution.

Students are asked to discuss major themes with a parent and to explain how each face of the Quest Cube contributes to theme and mood, which requires speaking aloud for an audience. Students are instructed to "answer the questions below in complete sentences," and to "Explain to your parent" their choices, and they complete an Editing Sentences activity that practices grammar and formal sentence construction.

Students are asked to "read aloud his summary of the early literature reviews" and to "identify any literary elements discussed in the review," which requires spoken explanation. The "Questions to Discuss" section prompts students to verbally discuss themes, character motivations, and real-world connections with a parent. These activities require students to produce spoken responses and explanations.

The Skills section explicitly lists "Construct and present book/media reviews," indicating a speaking/presentation task. Parent Plan prompts ask the child to discuss the book, explain ideas on the paragraph web, and discuss the rubric, which require oral responses and explanation. The teacher/parent is also asked to quiz the child on vocabulary, plot, and elements of the novel, providing opportunities for spoken answers.

Students are asked to deliver oral summaries of the book (Parent Plan: "Deliver oral summaries of books") and the parent instructions tell the child to give a brief oral summary highlighting main events. Students are prompted to discuss questions with an adult ("Questions to Discuss"), which requires spoken responses about relationships and opportunities. The lesson also asks students to answer questions in complete sentences, reinforcing clear spoken or written expression.

The Parent Plan instructs students to read their summary aloud and "use effective tone and pitch, to read clearly and with confidence, and to sound as if he is communicating with an audience," which asks students to adjust oral delivery for an audience. The Activities include a Sentence Correcting task where students copy and correct grammar, spelling, and punctuation, practicing formal language conventions. The Skills list includes "Present information in a consistent format," which implies students will practice presenting information orally or in writing.

Students are asked to explain what happened in yesterday's reading and to discuss similarities and differences between 12th-century Korean culture and their own, prompting spoken explanations. The materials explicitly teach pronoun case, including guidance that in formal writing "we" is grammatically correct (e.g., "It was we") and include practice items and review prompts for using "who" versus "whom." The student activity pages provide exercises that require selecting correct pronouns and include directions for spoken discussion questions in the Parent Plan.

Students are prompted to discuss what makes a good question with a parent and to answer guided "Questions to Discuss," which requires them to explain events, ethical dilemmas, and processes verbally. Students are asked to explain how the pottery-making process depends on the environment, an oral explanation task that requires adaptation of description to that question. Students copy and correct ungrammatical sentences in their journal, practicing standard English grammar and usage.

Students are asked to listen to and interpret speaker messages (Skills list: "Listen to and interpret a speaker's messages") and to discuss the author with a parent ("Discuss with your child..."). Students watch interviews and take notes, answer guided questions, and write a paragraph relating the author's experiences to her work, which requires composing responses in an informational context. The pronoun-agreement activity and the skills list explicitly include practice with appropriate English usage (e.g., pronoun reference), including examples of rewriting sentences to avoid awkward pronoun forms.

Students are asked to copy and correct grammatically incorrect sentences in the "Sentence Correcting" activity, practicing punctuation, spelling, and formal written conventions. Students are prompted to discuss the meaning of "opportunity" and answer comprehension and discussion questions with a parent, which requires spoken explanation. Students create and "Share your mini-book with a parent" and are asked to "use each vocabulary word correctly in a sentence," providing opportunities to produce language for an audience.

Students are asked to explain what happened in the last two chapters and to answer comprehension questions in complete sentences, which requires oral or written explanation. Students are prompted to share artwork and to explain how their images reflect Crane-man's quote, and to share their own words of wisdom and describe two ways the quote rang true in their life. Multiple discussion prompts ask students to discuss whether Min should teach Tree-ear, Crane-man's warnings, and what makes a family, which require students to speak for different purposes (narration, explanation, justification).

Students are asked to explain their predictions about Tree-ear before and after reading, prompting spoken summary and reflection. Parents are instructed to have the child read aloud the sentences used to describe relationships and to explain what in the text supports those descriptions. Students are also asked to read the words they selected from magazines and provide verbal examples from the book to justify those choices.

Students are prompted to discuss research methods and resources with a parent (e.g., "Read through and discuss with your parent which option you feel will work best for you," and parent prompts to ask how the child gathered information). The materials require students to conduct and cite an interview (Activity 3 includes an example interview citation and asks students to record a personal interview). The Parent Plan also directs adults to evaluate practice websites with the student and discuss her ratings, and to encourage speaking with a librarian about resources.

Students are instructed to present their position to a live audience and to prepare a visual aid that supports that presentation. The Parent Plan and activities ask students to organize and present ideas according to purpose and audience and to create an outline to speak in an organized manner. Students are directed to practice presentation skills (clarity, timing, posture, eye contact, volume) and to adjust their delivery (e.g., reference visual aid, avoid reading from it, use index cards).

Students are asked to "answer the questions that follow in complete sentences" after reading (multiple Reading And Questions sections). Students practice oral-vocabulary actions: the vocabulary activity instructs them to "do the motions for each word as you study it" and the parent notes say to act out motions and say the vocabulary word. Students complete a sentence-editing activity that requires correcting grammar, spelling, and punctuation, reinforcing standard English conventions.

Students are prompted to speak during the Go Greek card game where the youngest player must ask another player, for example, "Do you have a Zeus?" and then read the gods' descriptions aloud. Parents are instructed to ask the child to explain which god or goddess he found most interesting and encourage him to explain his decisions with examples, and the lesson includes "Questions to Discuss" that require verbal explanation about myths and culture. These elements require students to produce spoken language in different classroom/home contexts (game play, parent discussion).

Students are asked to write a short scripted play (Activity 4), format it using a provided script-writing guide, read it aloud, and perform it for an audience or family members, which requires planning dialogue and spoken delivery. Students are instructed to read their script aloud to ensure the audience will understand the story, implying practice in spoken presentation. Students correct grammar, spelling, and punctuation in Activity 1, which practices command of formal English conventions in written sentences.

Students are asked to verbally summarize the story of Perseus and respond orally to discussion prompts (e.g., "Do you think that Perseus will be a good ruler?"), which requires spoken explanation and reasoning. Students are prompted to consider what makes stories entertaining to a listener, inviting awareness of audience as they discuss meaning and themes aloud.

Students write a 60–90 second movie-trailer script and are instructed to read it aloud to their family as if for a commercial, providing practice with prepared oral presentation. Students are asked to explain their Venn diagram and share their comic-book cover, and to discuss findings after comparing traditional and contemporary versions of Icarus, giving multiple opportunities to speak for different tasks/audiences. The Skills section explicitly tells students to "come to discussions prepared" and to "explicitly draw on that preparation by referring to evidence," which targets participation in academic discussion. The Sentence Editing activity has students correct grammar, spelling, and punctuation, addressing command of standard English in written form.

Students are asked to retell/summarize the Trojan War using cut-out characters, props, and a constructed Trojan Horse, and to practice the retelling before presenting. The activity asks students to choose a mode of delivery — either a play with characters speaking or a third-person narration — and to use language and sound effects to keep the audience engaged. The Parent Plan and Skills list explicitly instruct students to apply language conventions during oral presentations, deliver oral summaries that include main ideas and significant details, and use their own words except for quoted material.

Students are asked to meet with a parent to share their draft and "explain how it follows the conventions of traditional myths," which requires an oral presentation and explanation (Part 6: Conference). The skills list asks students to "publish written work for appropriate audiences" and to reconsider "questions of purpose, audience, and genre" when revising, which prompts students to think about audience and how they communicate. Parent plan directions instruct students to "explain the conventions of the myth she decided to retell" and to discuss the rubric and criteria with a parent, implying spoken explanation and justification.

Students are asked to write 3–4 sentence commentaries from the perspectives of a knight, a lord, and a peasant, requiring them to create distinct voices for different characters. Students are instructed to read their commentaries aloud to a parent and to "use an appropriate tone for each part as if you were the character" and to "give each character his or her own dramatic flair." The parent plan also encourages discussing the different points of view, which prompts students to present and compare spoken perspectives.

Students are assigned the role of Discussion Director and asked to write four discussion questions that could be used in a conversation, including at least one open-ended question and prompts focused on relationships and survival. The directions require designing questions suited to a discussion (not yes/no, not answerable in a few words), which asks students to consider purpose and audience for conversation. The worksheet also asks students to write a paragraph using varied sentence structures (compound, complex, compound-complex), supporting control of sentence-level language.

Students are asked to read selected passages aloud as a Line Locator and explain why they selected them, which requires oral explanation of textual choices. Students may sing a self-composed ballad for their family and are encouraged to share it, providing a spoken performance in a social context. The lesson's skills list includes narrating an expressive account appropriate to purpose, audience, and context and using a variety of sentence types, implying attention to audience and sentence-level control.

Students are asked to draw an illustration related to the chapters and share it with a parent, requiring them to describe and discuss their work aloud. Parent discussion prompts require students to answer questions about character motivation, plot, and life-application topics in a conversational setting. Students complete a sentence-combining activity and review simple/compound/complex sentences and active vs. passive voice, which builds control over sentence structures used in more formal language.

Students are assigned the role of Literary Luminary and asked to locate passages "worth reading aloud," record them, and read the passages aloud to a parent and discuss them. The Parent Plan and Activity instructions ask students to share rewritten sentences and the three sentences about peasants and animals aloud with a parent. The lesson includes discussion prompts (Questions to Discuss) that require students to speak about character relationships and choices.

Students are asked to "write and perform a monologue from the perspective of a medieval character," which requires oral presentation of prepared speech. The Think-Tac-Toe product choices include performance-oriented tasks (Monologue) that involve speaking aloud and adopting a character's voice. The unit also asks students to create story cubes and short stories that could be used for spoken storytelling or dramatization.

Students are asked to "practice writing your own ads and role-play as the creator," which requires them to produce spoken persuasive language and perform for an audience. Students are also instructed to "share your parentheses statements with a parent and use appropriate pauses when reading them," giving them practice with oral delivery and pacing. The Parent Plan includes discussion prompts (e.g., talking about the book cover and parentheses) that prompt students to speak about texts with a parent.

Students choose a persuasion technique and write or ad-lib a 30-second video message from the flower to the little prince (Activity 2), then perform that message and identify which technique(s) they used. The lesson asks students to use materials from a prior lesson ('Persuasion Techniques' or 'Write Persuading Copy') and to think about how characters persuade one another in the reading prompts. Students also practice creating persuasive language through guided options (flattery, dares, promises, glittering generalities) and are asked to perform for a parent.

Students are asked to write two versions of a persuasive letter (Option 2: Two Views) — one from a child's viewpoint and one from an adult's viewpoint — which requires changing voice and persuasive technique for different audiences. The parent notes and prompts instruct students to include facts and figures in the adult letter and to use childlike persuasion in the child letter, guiding register differences. A sentence-editing activity asks students to correct grammar, spelling, and punctuation, giving practice with formal written English. Students are also asked to share their letter with a parent and explain how their solution would work, providing a chance to speak about their proposal.

The Parent Plan lists the skill "Paraphrase the major ideas and supporting evidence in formal and informal presentations," which directly names formal and informal presentation contexts. Students are instructed to answer reading questions using complete sentences and to "Explain to your parent" why the fox's idea matters, creating at least one audience-specific speaking/writing task. The activities ask students to produce written sentences using italics for emphasis, reinforcing control over tone and emphasis in written expression.

Students are asked to copy and correct sentences for grammar, spelling, and punctuation, which practices command of formal English. The Parent Plan lists skills to "paraphrase the major ideas and supporting evidence in formal and informal presentations" and to "offer persuasive evidence," indicating students should prepare both persuasive and paraphrasing tasks. Students are told to "Share your letter with your parent. Explain why you agree...," which requires an oral explanation to an adult audience.

Students are prompted to decide "Should your actor speak loudly or softly?" and to think about the behavior of the actor, which requires considering vocal choices and how to portray a role. Students must "show your parent the casting description or the collage" and "explain who the character is," which asks them to speak to an audience and adapt an explanation for that listener. Students create casting descriptions focused on actor behavior and answer reading questions using complete sentences, which asks them to plan and produce language appropriate to a task.

Students practice acting out scenes, change their voice and actions for different characters, and follow stage directions when they rehearse and perform for a parent or family. Students are given explicit instruction on how to pause based on punctuation (commas, colons, semicolons, dashes, periods, question marks, exclamation points) and are asked to copy, annotate, and mark printed text for performance. Students choose between modern and original text for performance and are asked to look up unfamiliar words and consider pronunciation, including an option focused on persuasion as a performance task.

Students are asked to watch an animated version of the play and then discuss it with a parent, which requires oral summarizing and explanation. The Parent Plan lists the skill "Summarize author's purpose and stance in oral presentations and media messages," indicating students will produce oral summaries. Students are also instructed to "answer the following questions using complete sentences," which has students practice producing grammatically complete language.

Students plan and write an interview with Romeo or Juliet, composing questions and scripted answers that incorporate quotations, which engages them in choosing language for a particular task. Students create a persuasive message from a character to their parents using rhetorical techniques (glittering generalities, flattery, dares, promises) and unit vocabulary, choosing words to influence a specific audience. Students are asked to share their message with a parent and explain which persuasive type they used, providing an opportunity to speak for a purpose and audience. The Parent Plan lists a skill to "use comprehension skills to listen attentively to others in formal and informal settings," implying some oral interaction and listening practice.

Students are asked to give a 2-minute or less oral summary of page 163, preparing answers to guided questions and telling the main idea in their own words rather than reading the text aloud. In the "Explaining Ellipses" activity, students must make oral directions so a parent can draw an ellipse without seeing the diagram. The Skills list explicitly includes "Follow and give oral instructions that include multiple action steps" and "Deliver oral summaries of articles and books," and students answer comprehension questions in complete sentences.

Students are asked to prepare and deliver an oral presentation to a parent explaining how to diagram sentences, including notes, index cards, and visual aids. Students must give multi-step oral directions and organize their thoughts into clear instructions, practice the presentation, and field questions during an interactive Q&A. The Parent Plan directs students to explain grammar terms, clarify steps, and give the parent a short quiz to perform, which requires spoken explanation and correction.

Students are asked to portray two people's perspectives by either acting out what each character would say (Option 1) or by writing opposing newspaper headlines from each person's point of view (Option 2). The acting option directs students to note each person's personality and "the way the person might talk or act," and students are instructed to perform their two characters' perspectives for a parent. The student activity page provides space for students to write an event description and two perspective-based headlines, encouraging students to craft different spoken or written responses for different viewpoints.

Students are asked to "deliver an oral summary with inferences and conclusions" in the Parent Plan skills list, which requires them to prepare and present information orally. Students are instructed to "summarize for your parent how an airplane wing works" in the Wrap Up, prompting them to explain technical content to a specific audience. Students are also prompted to discuss guided questions with a parent, creating opportunities for spoken explanation and response.

Students are asked to "research more on a topic and give an oral summary" and to "use the K-W-L chart and your painting printout to give your parent an oral summary" (Activity 5). Students are also asked to locate a mechanical device at home and "explain to a parent how it works," which requires spoken explanation (Activity 2). The Parent Plan lists "Research more on a topic and give an oral summary" and "Summarize and determine the importance of information," indicating spoken presentation and summarization tasks.

Students identify and analyze the poem's voice and point of view as they read about Elizabeth Barrett Browning and Robert Browning. Students read their finished poem aloud to a parent and explain how they chose the topic and how the poem reflects a time period. Students complete capitalization and presentation activities (Capital Ideas, capitalization guidelines, and final printed poem) that practice formal written conventions.

Students are instructed to "read your poems aloud to your family, paying attention to your personal style and the individual tone of each poem" and to "share it with your family," which requires oral performance. The lesson asks students to "consider how the poems sound different when read aloud than when read silently," prompting reflection on delivery. Students are also asked to prepare a polished anthology to present, which includes a spoken reading component.