Students read Chapter 5 aloud and encounter spoken lines when discussing character speech. The materials include a quoted line: Pete says, "Even if he dug all the way to China....when he got there it would still be Five-Thirty," which shows quotation marks around dialogue. A question asks what Tornado says to Five-Thirty and provides the spoken phrase Get out, please., exposing students to a comma in a spoken phrase (though not enclosed in quotation marks).

The Tornado answer key contains a written example of dialogue punctuated with commas and quotation marks: "Tornado gets Carey's turtle stuck in his mouth, and Pete tells him, 'Drop it!'". Students are asked to write one-sentence summaries and place them on diagrams (Option 2 and Activity 1), so they will produce written sentences that could include spoken lines or quotes. The activities also suggest acting out events, which could expose students to spoken dialogue.

Students read Chapter 4, which includes spoken lines and quoted words (for example the answer references Sarah saying "we"). The lesson also shows song titles and lyrics in quotation marks ("Home on the Range" and "Summer Is Icumen In"), and students are asked to write a new song and journal entries that may include quoted material.

Students are asked to write interview questions and record answers in the "Interview with Helen Keller" activity, giving them practice composing spoken exchanges. Students write first-person journal entries, letters (e.g., "Dear Diary," "Dear Family," a postcard), and draft pages for a scrapbook in Helen's voice, which could include quoted speech. The Skills list tells students to "Use capitalization, punctuation, and paragraphs in own writing," and students are instructed to draft, revise, and receive feedback on grammar changes.

The lesson includes modeled examples of spoken sentences in quotation marks (for example: Eleanor might have said, "I won't sit on the 'white' side of the classroom."). Student activities ask learners to write sentences that Eleanor or Franklin Roosevelt "might have said," and the example response for Activity 3 is shown in quotation marks ("I'll try to make good decisions."). These items require students to produce or imitate direct speech with quotation marks and include at least one instance where a comma precedes the opening quotation after a dialogue tag (e.g., "might have said, "I won't...").

The lesson explicitly tells students that "Quotation marks show words that are spoken" and asks them to locate and discuss an author's use of punctuation. Activity 2 directs students to identify quotation marks and who is speaking on pages 50–51, practice writing opening and closing quotation marks, and write a conversation using quotation marks around characters' speech. The activity also states that "A comma, a closing quotation mark, and a reference to the speaker often follow the dialogue," signaling use of commas with dialogue tags.

Students are explicitly asked to include quotation marks for dialogue via the paragraph rubric item that reads "quotation marks for dialogue yes no." The student activity requires students to compose three paragraphs from their organizer, providing a place for dialogue to appear in their writing. The editing step directs students to check their paragraphs and make corrections, which creates an opportunity to check punctuation and quotation marks.

The Language Think-Tac-Toe includes a Writing task that asks students to "Write a three sentence dialogue that includes quotation marks to show the words someone is speaking," which requires students to produce dialogue and use quotation marks. Students also produce other written dialogue-like tasks (e.g., journal entry as Poppy) that could involve writing spoken words with punctuation.

Students read Paragraph II which includes a line of dialogue written as: I said, "Yes, I love this meal!" showing the use of quotation marks and a comma before the quote. The lesson explicitly directs students to "look specifically at the sentences... Also look at the beginning of the sentences and how the author uses quotation marks." The reading questions and text contain other quoted lines (for example, Charlotte's line), giving students multiple examples of dialogue punctuated with quotation marks.

The Types of Punctuation student page explicitly lists Comma (,) and Quotation Marks (" ") among other punctuation marks. Students are instructed to record the punctuation marks they know how to use in a journal and to use each one in a sentence. The curriculum schedules daily grammar activities using a book called Punctuation Celebration, indicating ongoing attention to punctuation practice.

Students read the Punctuation Celebration pages and discuss ways commas are used, then complete a "Commas in Dialogue" activity where they insert commas before or after dialogue. Students work with explicit examples such as "Let's run," said Mark. and Sam asked, "Where are you going?" and are directed to note that the comma goes inside the quotation marks. Students also look through the novel to find author examples of commas in dialogue and add commas to sentences on the activity page.

Students encounter direct examples of quoted speech in the text (the mother says, "Families should stick together through the lean times as well as the fat."). Students are given diary templates and sentence starters that include quoted openings and closings (e.g., "You won't believe what happened today!" and "Dear Diary,"). Students are prompted to write questions and exclamatory sentences that could function as spoken lines for characters in Activity 3.

Activity 3 (Quotation Marks) directs students to read about quotation marks, locate and copy sentences that contain a quote spoken by each character, and write those sentences in their journal. The activity explicitly tells students to notice that commas and periods always go inside the ending quotation marks. The extension invites students to record a short pretend conversation between two characters, which can reinforce use of quoted dialogue.

Students are asked to write dialogue lines for Tepui and Dr. Rivero and to decide which lines belong to which character; the Lines section presents sample spoken lines enclosed in quotation marks. The activity asks students to write a script (Option 2) and to "use quotes from the book" when composing lines. The teacher prompt also tells students to review script formatting, including character name followed by a colon and the character's line, and to include stage directions in parentheses.

Students read Chapters 8–10 and answer questions that include a line of dialogue: Question #5 quotes Dr. Rivero's announcement, "Not one tree can be felled," showing spoken language marked with quotation marks and a preceding reporting clause. Students also encounter quoted phrases elsewhere in the text when reading and discussing events and direct speech. These instances expose students to the convention of using quotation marks around spoken words and a comma before the quotation in at least one example.

Activity 1 asks students to add scenes to a comic strip and to "give the characters voice/thought bubbles" and to provide a sentence that tells what is happening. The lesson explains how bubbles indicate what a person is saying or thinking and provides lined sections in panels for writing dialogue or captions. Activity 3 asks students to write journal/diary entries from characters' points of view, which requires composing quoted speech or reported speech in character voice.

Students read and hear multiple monologue examples (for example, the Muppet excerpt where the character's internal questions are placed in quotation marks and the Aladdin excerpt that uses quoted nicknames) which expose them to the appearance of quotation marks around spoken material. Students are asked to write and edit their own monologues and to reread specified pages, providing opportunities to encounter and reproduce quoted speech in their writing. The editing and practicing step asks students to read aloud and revise their monologues, which may lead them to notice punctuation around quoted lines.

Students read and discuss text that contains a line of dialogue where a speaker is introduced with a dialogue tag and the spoken words are set off by quotation marks and preceded by a comma. Students answer a comprehension question that reproduces that quoted sentence, exposing them to commas and quotation marks in context. Students also engage in oral and written vocabulary and characterization activities that involve discussing and writing sentences drawn from the text.

Students read multiple lines of dialogue that are enclosed in quotation marks (for example: "You don't even know the Garbers. How can you hate them?" and "They are different..." and "They are not. They even use the same kind of peanut butter. That's how different they are."). These quoted exchanges show dialogue formatting with opening and closing quotation marks in context.

Students are asked to edit for capitalization and punctuation during multiple read-throughs of their drafts, with the first pass focusing on capitalization and ending punctuation. The Skills list explicitly tells students to "use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks." The mechanics portion of the rubric asks students to be evaluated on capitalization and punctuation as part of the editing process.

The lesson text contains direct examples of spoken words enclosed in quotation marks, for example Winnie's line shown as "to remember her like this" and Tina's question shown as "Where are the black people?". These quoted lines appear in comprehension questions that students read and discuss, exposing students to quotation mark usage in dialogue. The questions place punctuation such as question marks inside the quotation marks, demonstrating one aspect of punctuation with dialogue.